First aid training under review after the death of a footballer from heat stress

The Australian Skills Quality Authority (ASQA) urged registered training organisations (RTOs) that give first aid training to revise their practices in the wake of the decision of the West Australian coroner on the death of a young soccer player.

The coroner found that the 15-year-old died after heat stroke during a rugby-league session. He received first aid and was taken to the hospital by ambulance, where he died of multi-organ failure.

The coroner discovered that the boy might have survived if the first aid workers had been trained in heat stroke in line with recent developments. He also recommended that heat-related agencies that train first aid workers consider changing the content of the training.

ASQA states that RTOs should immediately review and ensure training is compatible with new heat stroke advice for sports trainers and coaches.

ASQA has also reminded trainers of the need to ensure that these learners have to demonstrate CPR on an adult resuscitation manikin on the floor and not at the table.

See  ASQA advice.

VET Industry News 28-May-2019

28th National Vocational Education and Training Research Conference ‘No Frills’

28th National Vocational Education and Training Research Conference ‘No Frills’: 10-12 July 2019

NCVER and co-hosts TAFE SA are delighted to invite you to Adelaide this July for #NoFrills2019.

Presenters and delegates from across Australia and around the world will come together to explore the theme: The student journey: skilling for life.

The world of work is evolving, driven by rapid technological change in an increasingly global society. It’s almost certain that the skills we develop today won’t be enough to operate or compete effectively in the workplaces of tomorrow.

While every student’s journey is different, more and more research points to how workers must become lifelong learners so they can grow and evolve with their jobs.

VET plays a critical role in making this happen. For more Information, please click here.  

Employers need to do more to prepare for the digital future

Employers need to do more to prepare for the digital future of work or risk being left behind, according to a new report released by the National Centre for Vocational Education Research (NCVER).

The report Skilling the Australian workforce for the digital economy also reveals the degree to which digital technologies are being adopted in Australian workplaces is highly variable despite most employers acknowledging their importance. For more Information, please click here.  

International onshore VET graduate outcomes 2018

New data reveal 84.5% of international onshore students who completed a vocational education and training (VET) qualification with an Australian provider were satisfied with the overall quality of their training.

The report International onshore VET graduate outcomes 2018, compiled by the National Centre for Vocational Education Research (NCVER), provides a summary of the outcomes of international students who completed their VET qualification in Australia in 2017.

The report uses data collected in mid-2018 from the National Student Outcomes Survey.

Satisfaction levels were steady or fell slightly, with 87.5% saying they’d recommend their training (down 1.3 percentage points from 2017) and 84.8% saying they’d recommend their training provider (similar to 2017).

In terms of employment outcomes, 56.2% of international onshore VET graduates improved their employment status after training.  Of those employed before training, 21.0% were employed at a higher skill level after training.

For graduates looking for work after training, 92.4% reported facing at least one barrier, down 2.7 percentage points from 2017. The most commonly cited barrier was not having permanent residency or a work visa (47.6%), up 2.7 percentage points from 2017.

Around 47 600 international onshore VET graduates were invited to complete the survey, which collects information on students’ reasons for training, employment and further study outcomes and satisfaction with training.

It also provides information on the type of visa held by students.

International onshore VET graduate outcomes 2018 is now available from www.ncver.edu.au/publications.

Work Health and Safety – Training Products

Project 1G – Work Health and Safety (WHS) has been submitted to the Australian Industry and Skills Committee (AISC) for consideration. These WHS training products have been endorsed by the relevant Project Working Group and the Business Services Industry Reference Committee.

However, it is important to note that these materials have not yet been approved by the AISC – the committee is due to consider this work at its next meeting in June. If the Case for Endorsement is approved, the training products will be uploaded to training.gov.au within the pursuant eight weeks.

For more Information, please visit

https://www.skillsforaustralia.com/project-page/business-services-workplace-health-and-safety/

The role and function of small VET providers ”

EXTRACT

Given the number of smaller providers in the Australian vocational education and training (VET) system, this research aims to provide a better understanding of the role and function of these smaller providers in meeting the needs of learners.

We categorised registered training organisations (RTOs) into three sizes: small providers (those with fewer than 100 students enrolled in VET); medium providers (with between 100 and 999 students); and large providers (with 1000 or more students). We selected providers who remained in the same size category in 2015, 2016 and 2017. Schools were excluded from our analysis because they are RTOs in only some jurisdictions.

Accordingly, the findings reflect VET delivered by non-school RTOs with a stable number of students, in terms of their size category, between 2015 and 2017 (‘stable’ providers). These stable small providers made up 24% of providers within the scope of this research but had fewer than 1% of all students in 2017.

The analyses focused on training activity that occurred in 2017, which was the most recent data available and also ensured that students who were enrolled over multiple years were only counted once.

SOURCE: Patrick Korbel and Kristen Osborne. “The Role and Function of small VET Providers.” NCVER, 30 April 2019.

For more Information, please visit https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-role-and-function-of-small-vet-providers

Unique scholarship opportunity for VET experts

The Fulbright Program, in partnership with the Commonwealth Department of Education and Training, is offering funding for Australian VET experts to undertake research and/or training anywhere in the U.S. for 3-4 months.

The Fulbright Professional VET Scholarship suits employees within the vocational education and training sector, or training leaders in business and industry. It involves the undertaking of an educational program concerning current vocational education and training policy or practice, such as a short course and/or research. The outcomes of the scholarship must inform and benefit the wider VET sector in Australia.

Examples of those who may apply include:

  • employees, including teachers, managers, and administrators, of public and private registered training organisations and those who teach vocational education and training in dual sector universities.
  • people who are leading vocational education and training strategies within their business.

Preference will be given to those who have a record of achievement and are poised for advancement to senior levels.

Past awardees: Sean O’Toole (NSW Department of Family and Community Services to the State University of New York); Caroline Smith (Skills Australia to Rutgers University); Damien Pearce (Canberra Institute of Technology to the John Jay School of Criminal Justice).

Applications close Monday 15 July 2019.

How to avoid becoming another ASQA statistic

There are currently 3837 RTOs in Australia, down from over 4,400 RTOs in October last year. If your ASQA audit is scheduled in the next 12 months we would strongly recommend that you conduct an internal audit to identify your compliance risks, The best way to prepare for an ASQA audit is to have an external compliance expert conduct your internal audit and have someone external provide an unbiased review of your practices and processes. Do not let your staff members talk you into a false sense of security. 

Without recent ASQA audit experience you will not have a full understanding of the details that your upcoming audit will include, and the evidence that you will need to provide. Many CEOs and General Managers do not have a full understanding of the level of compliance that is required with regards to training and assessment materials, student files, trainer matrixes, policies and procedures etc all which is getting picked to pieces. What used to be assessed as compliant two to three years ago does not have a chance of passing a current audit.

Call us now on 1800-266-160 to schedule an internal audit. We can guarantee that there will be things in your RTO that will need to change and be amended before your ASQA audit, so don’t waste any more time. Having your registration cancelled and taking matters to the AAT will cost a lot more than an internal audit.

Your trainer and assessor files (Part 3 of 5)

In the last newsletter we discussed the following:

  • The definition of vocational competency
  • ASQA Guidelines on “vocational competence”
  • The three C’s of Vocational competency related to demonstrating skills and knowledge in an “industry area”
  • Skills and knowledge in an “industry area”

In this part of the series, we will discuss industry currency, vocational education and training currency, licensing requirements and professional development requirements.

Your trainers and assessors must maintain industry currency to work as trainers and assessors in the vocational education and training sector.

The definition of industry currency

Industry currency and professional knowledge refers to the competence of an individual to perform their job role. The knowledge required in an occupation does not remain static, so employees need to continuously update their skills. As vocational education and training (VET) practitioners train the individuals entering these occupations, it is important for them to ensure that their industry knowledge and skills are current.

A clear and verified relationship between the trainer’s and assessor’s current industry skills and knowledge and the qualifications/units they deliver and assess must be established. This is to ensure the trainer and assessor has “current” knowledge and skills in terms of emerging technological innovations, regulatory and legislative changes and shifts in client demands. The industry usually does not use the term “Industry currency”.  For them it is either “professional competence” to encompass the concepts of currency, updating and upskilling or “industry relevance”, defining it as a solid grounding in the industry gained from being trained and employed in the industry.

ASQA Guidelines on “industry currency”:

To provide training that reflects current industry practice and valid assessment, your RTO’s trainers and assessors must maintain the currency of their skills and knowledge in both:

  • their industry area and,
  • vocational education and training.

It is also acceptable for an appropriately qualified trainer and assessor to work with an industry expert to conduct assessment together.

How to stay up-to-date in terms of “industry currency”

In many situations, trainers and assessors may be working in the industry sector and this can be used as evidence for industry currency. Where this is not the case, currency needs to be established through different mediums such as:

  • Attending trade events, workshops, conferences, technical seminars and other industrial events  
  • Reading industry magazines and journals (subscription and notes taken)
  • Undertaking online research (and have documented logs of these activities)
  • Engaging in industry networks
  • Participating in LinkedIn groups
  • Product manufacturer/vendor training  

Factors that influence “Industry currency”

  • Technology innovation
  • Changing legislation and regulatory requirements
  • Changes to industry practice
  • New and emerging skills and specialisations as work practices change
  • Technical skills being outdated through periods of non-use

What is “industry current or currency period”

Each RTO has to consider the relevant factors, ideally in consultation with industry, to determine an appropriate currency period. A lot will depend on how static the industry is or how fast it is developing and changing. In general anything that is 2 years old, or more will not be considered current.

The definition of vocational education and training currency

VET currency refers to the competence of an individual to work in the vocational education and training sector.

Current VET trainers/assessors must:

  • Develop knowledge and practice of vocational training and assessment, including competency based training and assessment competencies through continual professional development.
  • Undertake professional development that contributes to the demonstration of vocational training and learning requirements

How to stay up-to-date in terms of “VET currency”

  • Subscribing to VET and RTO newsletters and magazines. Make sure you keep a PD log of what you read, where you read it, what you learned and how you implemented the learning.
  • Participation in VET forums and discussions such as LinkedIn.
  • Participation in VET seminars, conferences and workshops (particularly the ones delivered by the regulatory bodies)
  • Enrolling in PD courses and workshops for RTO staff
  • Participation in resource writing and validation

Licensing requirements for trainers and assessors

If licensing requirements vary from the training package requirements, RTOs must ensure that all aspects of the training package are met. License requirements should be considered in addition to the requirements for the training package. For example, a white card is a mandatory work card required in Australia to be able to train and assess students working on a construction site.

Stay tuned for more… in our coming newsletters we will cover the following topics:

  • Part 4: How to complete a compliant trainer matrix and trainer files checklists
  • Part 5: Common errors and non-compliance identified in the trainer and assessor files.
  • Special edition on frequently asked questions and answers on trainer files.

Internal audits and why they are so important (Part 4 of 5)

In the first three parts of this series we discussed the following:

  • What are internal audits?
  • What are the benefits of conducting internal audits?
  • What is an audit scope?
  • What is usually included in an RTO internal audit?
  • Who can be an internal auditor?
  • Compliance costs and risks in terms of “risk management”
  • The effective internal audit function
  • The requirement of conducting internal audits
  • The quality system of an RTO

In this part, we will cover;

Planning for an internal audit and considerations

Planning for an internal audit requires a lot of work and considerations, such as:

  • If you are using an external auditor for your internal audit, find a person who specialises in the area being audited. There is no point in paying for the services of an auditor who has no experience or qualifications in VET. It is also good practise to ask for references from other RTOs. Also keep in mind that if you are delivering qualifications that require additional auditing skills, like nursing qualifications, make sure that the auditor knows about ANMAC requirements. Additionally, if you are delivering qualifications that have licensing requirements, ensure your auditors knowledge is current.
  • Development of an internal audit schedule and/or audit plan is usually based on your educational organisation’s risk management plan. The internal audit schedule and/or audit plan which you will need to provide evidence against should include, but is not limited to, activities such as the following:
    • Compliance with the pre-enrolment and enrolment requirements
    • Marketing and advertising
    • Third-party services  
    • Maintenance of trainer and assessor currency
    • Assessment system
    • Complaints and appeals
    • Validation of assessment resources
    • Management of continuous improvement
    • Student support and welfare
    • Industry engagement and consultation
    • Fit and proper person requirements
    • Financial viability
    • Business planning and direction etc.
  • Preparation of a plan that shows how your audit activities are systematic, independent and that you have a documented process for obtaining audit evidence.
  • Ensuring that the RTO’s Quality System and documentation is available for the audit, such as:
    • The required policies and their accompanying procedures
    • Forms, templates, checklists and flowcharts to support the implementation of policies and procedures
    • Central registers to track and record your compliance activities
    • A compliance matrix that maps how each policy, procedure, form, template etc is related to the Standards.
    • Continuous improvement processes and practices

Stay tuned for more… our coming newsletters will cover the following topics:

  • Part 5: Conducting and recording an actual internal audit
  • Special edition on frequently asked questions and answers on internal audits.

Ways to make the vocational education system more effective

The review led by the Honourable Steven Joyce, the former Skills Minister in New Zealand, looked at ways to improve the effectiveness of the vocational education system in providing Australians with the skills they need throughout their working lives. The report is available at https://pmc.gov.au/sites/default/files/publications/strengthening-skills-independent-review-australia-vets.pdf.

Considering 192 valid submissions from individuals and organisations, the VET Review made a total of 71 recommendations centred around a six-point plan for change:

  • Strengthening quality assurance
  • Speeding up qualification development
  • Simpler funding and skills matching
  • Better careers information
  • Clearer secondary school pathways
  • Greater access for disadvantaged Australians

Steven Joyce proposes strengthening ASQA and quality assurance in the sector, pilot a new business-led model of Skills Organisations for qualification development, broaden work-based VET further into less traditional areas and “establishing a new National Skills Commission to start working with the States and Territories to develop a new nationally-consistent funding model based on a shared understanding of skills needs.”

For more information and to read the report, please visit theDepartment of the Prime Minister and Cabinet’s website.

VET Industry News 06-May-2019

A plan for stronger Australia 

The Business Council of Australia has released a plan for stronger Australia.

Click here for more information

The Independent Sector Offers Better Outcomes At A Lower Cost – ACPET  

The independent Vocational Education and Training (VET) sector is highly efficient.  Domestically, it costs the government $2,400 per student trained by independent VET providers compared to $5,500 per student trained by public TAFE colleges.

Click here for more information

The Education Services for Overseas Students (ESOS) Regulations 2019 change as from 1 Oct 2019

The Education Services for Overseas Students (ESOS) Regulations 2019 were re-made on 4 April 2019, to replace the ESOS Regulations 2001, and are due to take effect on 1 October 2019.

There will be some minor changes, which mean providers will need to enter some additional information on PRISMS from 1 October 2019, such as:

  • information about education agents for every student enrolment;
  • the date a student took an English language test, if the student was required to provide evidence of their level of English language proficiency for the purposes of a student visa;
  • the class of student visa applicant a student falls within (commonly referred to as evidence exemptions), if a student was not required to provide evidence of their level of English language proficiency for the purposes of a student visa, and
  • information about students who have breached a condition of a student visa in relation to their course progress, including attendance.

DET will provide support materials to assist providers, such as a factsheet and instructions on how to use new features in PRISMS, in the lead-up to the commencement of the Regulations 2019 on 1 October 2019.

Click here for more information

CAQA New Resources (06 May 2019)

Compliance products from Compliance and Quality Assurance (CAQA)

The following compliance products are available:

  • Policies and Procedures for an RTO
  • Policies and Procedures for a CRICOS RTO
  • Policies and Procedures for an ERTO
  • RTO forms and flow charts
  • RTO student handbook (pre-enrolment and post-enrolment)
  • RTO staff handbook
  • RTO compliance registers
  • Training and assessment strategies
  • Internal audit guidelines and template pack
  • CRICOS student orientation kit
  • CRICOS audit guidelines and template pack
  • Pre-training enrolment pack
  • Marketing materials (customised to your RTO)
  • Marketing audit pack (checklists and policies)
  • Recognition of prior learning (RPL) kits
  • Continuous improvement documentation
  • Assessment validation documentation for review of assessor judgements and assessment tools
  • Internal auditing templates
  • Staff recruitment, induction and professional development documentation
  • Strategic and business plan templates
  • RTO registration financial viability pro forma documentation
  • Workplace delivery documentation

We are happy to provide a package price, contact us to discuss your compliance requirements!

New Information Technology resources

The following resources are now available for purchase. The assessment and learner resources have been developed by subject matter experts from the ICT industry. All resources have been checked by external validators to ensure they comply with training package requirements and industry expectations.

  • ICT10115 – Certificate I in Information, Digital Media and Technology
  • ICT20115 – Certificate II in Information, Digital Media and Technology
  • ICT30118 – Certificate III in Information, Digital Media and Technology
  • ICT40118 – Certificate IV in Information Technology
  • ICT40315 – Certificate IV in Web-Based Technologies
  • ICT40418 – Certificate IV in Information Technology Networking
  • ICT40518 – Certificate IV in Programming
  • ICT40915 – Certificate IV in Digital and Interactive Games
  • ICT50118 – Diploma of Information Technology
  • ICT50915 – Diploma of Digital Media Technologies
  • ICT50415 – Diploma of Information Technology Networking
  • ICT50818 – Diploma of Systems Analysis and Design
  • ICT50718 – Diploma of Software Development
  • ICT50615 – Diploma of Website Development
  • CUA51015 – Diploma of Screen and Media
  • ICT60215 – Advanced Diploma of Network Security
  • ICT60515 – Advanced Diploma of Computer Systems Technology

Accounting resources

We have developed these assessment resources for a number of TAFE’s and the resources are now available for your RTO. The list of qualifications includes the following:

  • FNS30317 Certificate III in Accounts Administration
  • FNS40217 Certificate IV in Accounting and Bookkeeping
  • FNS50217 Diploma of Accounting
  • FNS60217 Advanced Diploma of Accounting

Community service resources

Our Community Services’ assessment and learner resources have been developed by instructional designers and subject matter experts with extensive experience and background in the community services sector. All training and assessment resources are also internally and externally validated by compliance experts. The list of qualifications includes the following:

  • CHC33015 Certificate III in Individual Support
  • CHC43015 Certificate IV in Ageing Support
  • CHC43115 Certificate IV in Disability
  • CHC52015 Diploma of Community Services
  • CHC62015 Advanced Diploma of Community Sector Management

RII – Resources and Infrastructure resources

We have developed these assessment resources. Including the following:

  • RII20715 Certificate II in Civil Construction
  • RII30915 Certificate III in Civil Construction

Coming soon

  • HLT54115 – Diploma of Nursing (available from mid-2019) – A number of units of competency are now available for purchase from January 2019.

The VET Sector Website

A new website is coming soon to cover all the latest news, opinions, views and blogs. More details in our next newsletter.

VET Industry News 11-Apr-2019

Strengthening Skills: Expert Review of Australia’s Vocational Education and Training System

On 28 November 2018, the Prime Minister announced an independent review of Australia’s vocational education and training (VET) sector to examine ways to deliver skilled workers for a stronger economy. The review was led by the Honourable Steven Joyce, a former New Zealand Minister for Tertiary Education, Skills and Employment. Mr Joyce delivered the final report to the Government in March 2019.

Click here for more information

Trainer and assessor credential requirements

The implementation date for new trainer and assessor credential requirements postponed from 1 April 2019 to 1 July 2019

​Commonwealth Dept of Education & Training

Click here for more information

Enrolments at Queensland TAFE slump by 45,000 since 2013

The number of TAFE students in Queensland has slumped by 79,000 since 2011 and by more than 45,000 since 2013.

Click here for more information

Generation Z: Life at 17

This infographic provides a snapshot of the lives of 17-year-old Australians in relation to school, work, living arrangements and the skills future workplaces will require. We use the latest LSAY data from those who were 17-years-old in 2017 to look at the group of young Australians who will transition from school to a world of work demanding new skills and experience.

Click here for more information

Can I sue ASQA for damages?

Published with written permission from the author. 

Reference: Zhouand, Z. (2019, April 09). Can I sue ASQA for damages? Retrieved April 09, 2019, from https://www.linkedin.com/pulse/can-i-sue-asqa-damages-zmarak-zhouand/


In the current environment, an increasing number of people feel that they and their Registered Training Organisations (RTOs) have suffered loss and damage due to what they believe are wrongful acts or omissions on the part of the Australian Skills Quality Authority (ASQA).  

The question that these people want answered is: “Can I sue ASQA?”

Read on for more details.

(1)  Reviewing a decision vs. suing ASQA

There is a difference between applying to have a decision reviewed and suing for damages.

If ASQA makes a decision that you disagree with (for example a decision to cancel your RTO registration), you can usually apply to review the decision internally with ASQA and/or with the Administrative Appeals Tribunal.

A review is an administrative process where the decision maker (either ASQA or the tribunal) will make a new decision. Reviewing an ASQA decision is different from suing ASQA.

You would sue ASQA to recover loss and damage that they havewrongfully caused.

If you have suffered a loss or damage because of an alleged wrongful act or omission on the part of ASQA, in theory, provided you can satisfy the elements of a cause of action (such as negligence), you may sue ASQA for damages.  

So what’s stopping you?

(2)  Crown immunity: ASQA is protected from legal action

Under the National Vocational Regulator Act (NVR Act) ASQA has privileges and immunities of the Crown and cannot be sued where itacts in “good faith”.

This means ASQA is legally immune from being sued where the loss or damage is caused by something ASQA did (or did not do) in “good faith”.

ASQA would be deemed to be acting in good faith if it honestly believes that it is acting in furtherance of its statutory duties – even if it is negligent or makes a wrong decision.

Accordingly, even where ASQA is negligent, and such negligence causes you or your RTO loss and damages, provided ASQA acted in “good faith”, you can’t sue ASQA.  

But, there are exceptions.

(3)  Not acting in good faith

If ASQA, or one of its representatives (for example, an auditor), does not act in good faith and you or your RTO suffers loss or damage, you may be able to sue ASQA or its representative.

This is a complex area of law and beyond the scope of this short article. You should seek legal advice if you believe your case might fall under this exception.

(4)  Discretionary avenues for recovery

In circumstances where it can be established that you suffered loss or damage due to ASQA’s negligence, defective administration or other special circumstance, you can seek compensation in the following ways.

  • Payment in settlement of a claim
  • Compensation for Detriment caused by Defective Administration (CDDA) scheme
  • Act of Grace payment

All these schemes are discretionary meaning that there is no obligation to pay compensation of any sort. They are based on the premise that there is a moral, rather than legal, obligation to make things right.

(a) Payment in settlement of a claim

Making a compensation claim and requesting settlement is usually the first step. You can make a claim directly to ASQA. The claim must be in writing (usually a letter) and include the details of the alleged negligence and the subsequent loss and damage suffered.

If ASQA agrees to pay you compensation, it will be an ex-gratia payment, meaning it is not an admission of liability ASQA. If ASQA does not compensate you, you can consider making a CDDA Scheme of act of grace application.

(b) CDDA Scheme

The CDDA Scheme aims to rectify defective administration. Defective administration is defined as:

  • a specific and unreasonable lapse in complying with existing administrative procedures; or
  • an unreasonable failure to institute appropriate administrative procedures; or
  • an unreasonable failure to give to (or for) an applicant, the proper advice that was within the officer’s power and knowledge to give (or reasonably capable of being obtained by the officer to give); or
  • giving advice to (or for) an applicant that was, in all the circumstances, incorrect or ambiguous.

The aim of the CDDA scheme is to put you in the same position you would have been, had there been no error or negligence. So, if you can prove that defective administration took place, then the CDDA scheme may, but is not obligated to compensate you for your loss or damage.

(c) Acts of grace payment

An act of grace payment is a special ‘gift of money’ by the Commonwealth government. Act of grace payments are very rare. According to the Commonwealth Department of Finance:

Act of grace payments are a last resort for providing compensation to persons who may have been unfairly disadvantaged by the Commonwealth but who have no legal claim against it.

Circumstances where an act of grace payment might be made include:

  • where ASQA’s involvement had an unintended outcome
  • where the application of legislation or policy has resulted in an unintended, inequitable or anomalous effect
  • where the paramount obligation is moral, rather than legal.

The Department of Finance handles act of grace payment applications.

(5)  Way forward

Suing ASQA or one of its representatives, or making a claim under one or more of the discretionary schemes, can be very tricky and you want to get it right, the first time.

For advice on your rights and assistance with making your claim, speak with your lawyer.

CAQA New Resources (11 Apr 2019)

New Information Technology resources

The following resources are now available for purchase. The assessment and learner resources have been developed by subject matter experts from the industry. All resources have been checked by external validators to ensure they comply with training package requirements and industry expectations.

  • ICT10115 Certificate I in Information, Digital Media and Technology
  • ICT20115 – Certificate II in Information, Digital Media and Technology
  • ICT40415 Certificate IV in Information Technology Networking
  • ICT40115 Certificate IV in Information Technology
  • ICT50115 Diploma of Information Technology
  • ICT50415 Diploma of Information Technology Networking
  • ICT60215 Advanced Diploma of Network Security

Accounting resources

We have developed these assessment resources for a number of TAFE’s and the resources are now available for your RTO. The list of qualifications includes the following:

  • FNS30317 Certificate III in Accounts Administration
  • FNS40217 Certificate IV in Accounting and Bookkeeping
  • FNS50217 Diploma of Accounting
  • FNS60217 Advanced Diploma of Accounting

Community service resources

Our community service assessment and learner resources have been developed by instructional designers and subject matter experts with extensive experience and background in the community service sector. All training and assessment resources are also internally and externally validated by compliance experts. The list of qualifications includes the following:

  • CHC33015 Certificate III in Individual Support
  • CHC43015 Certificate IV in Ageing Support
  • CHC43115 Certificate IV in Disability
  • CHC52015 Diploma of Community Services
  • CHC62015 Advanced Diploma of Community Sector Management

RII – Resources and Infrastructure resources

We have developed these assessment resources. The list of qualifications include the following:

  • RII20715 Certificate II in Civil Construction
  • RII30915 Certificate III in Civil Construction

Coming soon

  • HLT54115 – Diploma of Nursing (Available from mid-2019) – A number of units of competency are available to purchase from January 2019.

Compliance products from Compliance and Quality Assurance (CAQA)

The following compliance products are available to purchase:

  • Policies and Procedures for an RTO
  • Policies and Procedures for a CRICOS RTO
  • Policies and Procedures for an ERTO
  • RTO forms and flow charts
  • RTO student handbook (pre-enrolment and post-enrolment)
  • RTO staff handbook
  • RTO compliance registers
  • Training and assessment strategies
  • Internal audit guidelines and template pack
  • CRICOS student orientation kit
  • CRICOS audit guidelines and template pack
  • Pre-training enrolment pack
  • Marketing materials (customised to your RTO)
  • Marketing audit pack (checklists and policies)
  • Recognition of prior learning (RPL) kits
  • Continuous improvement documentation
  • Assessment validation documentation for review of assessor judgements and assessment tools
  • Internal auditing templates
  • Staff recruitment, induction and professional development documentation
  • Strategic and business plan templates
  • RTO registration financial viability pro forma documentation
  • Workplace delivery documentation

The VET Sector Website

A new website is coming soon to cover all the latest news, opinions, views and blogs. More details in our next newsletter.

The VET Sector News

Strengthening Skills: Expert Review of Australia’s Vocational Education and Training System

On 28 November 2018, the Prime Minister announced an independent review of Australia’s vocational education and training (VET) sector to examine ways to deliver skilled workers for a stronger economy. The review was led by the Honourable Steven Joyce, a former New Zealand Minister for Tertiary Education, Skills and Employment. Mr Joyce delivered the final report to the Government in March 2019.

Click here for more information

Trainer and assessor credential requirements

The implementation date for new trainer and assessor credential requirements postponed from 1 April 2019 to 1 July 2019

​Commonwealth Dept of Education & Training

Click here for more information

Enrolments at Queensland TAFE slump by 45,000 since 2013

The number of TAFE students in Queensland has slumped by 79,000 since 2011 and by more than 45,000 since 2013.

Click here for more information

Generation Z: Life at 17

This infographic provides a snapshot of the lives of 17-year-old Australians in relation to school, work, living arrangements and the skills future workplaces will require. We use the latest LSAY data from those who were 17-years-old in 2017 to look at the group of young Australians who will transition from school to a world of work demanding new skills and experience.

Click here for more information

Your trainer and assessor files (Part 2 of 5)

In the last newsletter (published in November 2018) we discussed the following:

  • Legislative and regulatory requirements
  • Requirements for all trainers and assessors
  • Trainer CVs

In part 2 of the series, we will discuss the vocational competency requirements.

The quality of your training and assessment is dependent on the skills and knowledge of your trainers and assessors. The Standards specify that trainers and assessors must be skilled VET practitioners with current industry skills and knowledge. This will ensure that students receive the training required and are properly assessed before being issued with a qualification or statement of attainment.

Let’s start with the vocational competency requirements for trainers and assessors.

The definition of vocational competency

Vocational competency in a particular industry consists of broad industry knowledge and experience, usually combined with a relevant industry qualification. A person who has vocational competency will be familiar with the content of the vocation and will have relevant current experience in the industry. Vocational competencies must be considered on an industry-by-industry basis and with reference to the guidance provided in the assessment guidelines of the relevant training package. (Reference: NCVER)

A clear and verified relationship between the trainer’s and assessor’s formal and informal training and experience and the qualifications/units they deliver and assess must be established. Training Packages include specific industry advice related to the vocational competencies of assessors. This may include advice on relevant industry qualifications and experience required for assessing against the Training Package.  The Training Package will also provide specific industry advice outlining what it sees as acceptable forms of evidence to demonstrate the maintenance of currency of vocational competency.

ASQA Guidelines on “vocational competence”:

To provide training that reflects current industry practice and valid assessment, your RTO’s trainers and assessors must maintain the currency of their skills and knowledge in both:

  • their industry area and,
  • vocational education and training.

It is also acceptable for an appropriately qualified trainer and assessor to work with an industry expert to conduct assessment together.

The three C’s of Vocational competency related to demonstrating skills and knowledge in an “industry area”

Vocational competence and currency = Broad industry knowledge + experience + relevant industry qualification in terms of:

  1. Content: How have you determined that you know how to do the job of the qualifications you deliver and assess?
  2. Context: Does this information clearly show the relationship between what you are delivering and what you have experience in?
  3. Currency: How up-to-date are you with current work practices in your industry and how do you find out if something is changing or has changed?

Skills and knowledge in an “industry area”

In many situations, trainers and assessors will hold the qualification and/or units of competency that they deliver or assess. Where this is not the case equivalence needs to be established.

  • Formal vocational education and training qualification/units of competency you deliver and assess
  • Participate in documented mapping activities to demonstrate you have at least the required level of knowledge and skills.

Stay tuned for more… upcoming newsletters we will cover the following topics:

  • Part 3: Industry currency, vocational education and training currency, licensing requirements and professional development requirements and trainer files checklists.
  • Part 4: How to complete a compliant trainer matrix
  • Part 5: Common errors and non-compliance identified in the trainer and assessor files.
  • Special edition on frequently asked questions and answers on trainer files.

Internal audits and why they are so important (Part 3 of 5)

In part 1 & 2 of this series we discussed the following:

  • What are internal audits?
  • What are the benefits of conducting internal audits?
  • What is an audit scope?
  • What is usually included in an RTO internal audit?
  • Who can be an internal auditor?
  • Compliance costs and risks in terms of “risk management”
  • The effective internal audit function

In this part, we will cover the following areas:

  • Requirements of conducting internal audits
  • The quality system of an RTO

The requirement of conducting internal audits

The requirement of conducting an internal audit is not explicitly mentioned in the Standards for Registered Training Organisations (RTOs) 2015 but the requirement is for the RTO to ensure it complies with SRTOs 2015 Standards at all times, including where services are being delivered on its behalf as mentioned in Standard 2 (clauses 2.1 and 2.2) and standard 8 (clause 8.4). This applies to all operations of an RTO within its scope of registration.

The RTO is also required to:

a) systematically monitor the RTO’s training and assessment strategies and practices to ensure ongoing compliance with Standard 1, and;

b) systematically evaluate and use the outcomes of the evaluations to continually improve the RTO’s training and assessment strategies and practices. Evaluation information includes but is not limited to quality/performance indicator data collected under Clause 7.5, validation outcomes, client, trainer and assessor feedback and complaints and appeals.

Clause 8.4. The RTO provides an annual declaration of compliance with the Standards to the VET Regulator and in particular whether it:

a) currently meets the requirements of the Standards across all its scope of registration and has met the requirements of the Standards for all AQF certification documentation it has issued in the previous 12 months; and

b) has training and assessment strategies and practices in place that ensure that all current and prospective learners will be trained and assessed in accordance with the requirements of the Standards.

Systematic monitoring and evaluation is part of conducting internal audits and review processes. The “internal audit” requirements are highlighted several times in the Users’ Guide to the Standards for RTOs 2015.

The quality system of an RTO

A “Quality System” is your organisation’s blueprint.  It identifies your business model and processes, provides details about how your people will work together to get things done, and establishes specifications for performance — so that you can tell if you’re on track… or not.

Components of a Quality System

The International Organisation for Standardisation (ISO) prescribes a minimum standard for the elements of a QMS through ISO 9001:2000. (This part did not change in ISO 9001:2015). To build an ISO 9001 compliant QMS, you must:

  • Identify and map processes (administrative, organisational, operational)
  • Determine how processes are interrelated (that is, identify and map cross-cutting activities that span organisational boundaries)
  • Plan for operations and control of these processes, recognising that the conditions and specifications for control of each of the processes may be different from one another,
  • Plan to dynamically allocate resources to accommodate the demands of the operations and control of these processes,
  • Apply systems thinking and describe the environment that your interdependent processes are embedded within,
  • Identify mechanisms to measure, monitor, analyse and continuously improve the processes in the context of the organisation and its environment
  • Establish an Action Plan for proactively deploying the QMS through the organisation, and;
  • Ensure that Records are kept that track compliance to the QMS and changes that are made to the QMS itself.

The quality system in an RTO refers to the following:

  • Required policies and their accompanying procedures
  • Forms, templates, checklists and flowcharts to support the implementation of policies and procedures
  • Central registers to track and record your compliance activities
  • Compliance matrix that maps how each policy, procedure, form, template etc are related to the Standards.
  • Continuous improvement processes and practices

You need a quality system in an RTO to ensure that:

  • Policies and procedures are followed
  • Compliant records are kept
  • Documents are controlled
  • Continuous improvement is implemented
  • Ensure the organisation meets compliance and regulatory requirements

Stay tuned for more… our coming newsletters will cover the following topics:

  • Part 4: Planning for internal audit and considerations
  • Part 5: Conducting and recording an actual internal audit
  • Special edition on frequently asked questions and answers on internal audits.

Different phases of assessment and learner validation processes (Part 4 of 4)

This is Part 4 of the article, where we are discussing the different phases of the validation processes an RTO should be following to ensure they meet regulatory requirements and industry expectations.

In the previous articles, we discussed the following regarding the validation of assessment resources:

  • Explanation of assessment validation
  • Typical benchmarks used during the validation processes
  • Stages of validation (before, during and after the assessment judgements)
  • Regulatory requirements for conducting validation
  • Assessment systems
  • Who conducts validation?
  • How is validation different from moderation?
  • How external consultants can help you with validation of assessment and learner resources?
  • The regulatory requirements around validation of learner resources.

In this month’s article, we will explore the following:

  • Why do you need to keep validators information
  • Why validation of assessment and learner resources should be systematic and ongoing
  • How you can schedule validation
  • What is statistically valid sampling
  • Validation outcomes



Why do you need to keep validators information?

You need to keep for validators information for the following reasons:

  • To demonstrate that the RTO’s assessment system can consistently produce valid assessment judgements.
  • Validation is undertaken by one person or by a team of people. The RTO must ensure the review process is completed by people who collectively hold:
    • vocational competencies and current industry skills relevant to the assessment being validated
    • current knowledge and skills in vocational teaching and learning, and
    • the TAE40110 Certificate IV in Training and Assessment (or its successor) or the TAESS00001 Assessor Skills Set (or its successor).
  • A regulatory body such as Australian Skills Quality Authority (ASQA) may request evidence of it during audit activity.

Reasons why validation of assessment and learner resources should be systematic and ongoing.

A unit of competency needs to be regularly reviewed to ensure that  it meets current industry and regulatory requirements, therefore, you must have a systematic and ongoing mechanism to track any changes and to ensure all your resources are up-to-date and current.

How to schedule validation

The first step is to  develop a “validation schedule” used to validate each training product (AQF qualification, skill set, unit of competency, accredited short course and module) on your scope of registration.

A validation schedule is a five year plan and each training product must be reviewed at least once in that five-year period, and at least 50% of your training products must be validated in the first three years of the schedule. Your RTO might choose to validate its training products more often, for example, if risk indicators demonstrate that more frequent validation is required. Indicators of risk might include:

  • the use of new assessment tools
  • delivery of training products where safety is a concern
  • the level and experience of the assessor, or
  • changes in technology, workplace processes, legislation, and licensing requirements.

Once you have your validation schedule you need to complete a validation plan with dates and timelines. The more detailed your plan is with regards to the who (needs to be included), when (what date and for how long), and what (which units is being validate, what information will be needed, from where are we getting it) the better your outcomes for your validation will be.

What is statistically valid sampling?

A statistically valid sample is one that is:

  • large enough that the validation outcomes of the sample can be applied to the entire set of judgements, and
  • taken randomly from the set of assessment judgements being considered.

Use ASQA’s validation sample size calculator for more information. It can be found here:

https://www.asqa.gov.au/news-publications/publications/fact-sheets/conducting-validation#validation-sample-size-calculator

Validation outcomes

You must keep all records as a soft-copy/scanned format or in hard-copy. The records must include all the tools used to conduct validation such as assessment resources, validation forms and checklists, profiles of validators etc.

The validation outcomes should identify recommendations for improvement to the assessment tool, assessment process or assessment outcome.

Sometimes the validation outcome can identify critical issues in the collection of valid evidence.

When this occurs, you may:

  • increase the validation sample size to assist in identifying patterns of issue
  • validate completed assessments from other units of competency to see if the issue is spread across the whole of the qualification, and
  • look for patterns of error (for example, consider if it is one assessor making invalid judgements—this could indicate the assessor requires further training in competency-based assessment).

Your validation plan must clarify how you will document and act on validation outcomes. For example, an assessment validation checklist addressing the principles of assessment and rules of evidence may be utilised to document the validation outcomes. Outcomes of validation may be acted upon through your RTO’s continuous improvement processes.

Your RTO must have a records management process to retain the evidence of the validation. You should retain evidence of:

  • the person/people leading and participating in the validation activities (including their qualifications, skills and knowledge)
  • the sample pool
  • the validation tools used
  • all assessment samples considered, and
  • the validation outcomes.

If the validation outcomes recommend improvements to the assessment tool, you should implement these recommendations across all training products, not only those included in the sample. If you make changes to the assessment tool, complete quality checks and review the revised tool prior to implementation.

Do I need to upgrade to TAE40116 Certificate IV in Training and Assessment before 1 April 2019?

A number of questions trainers and assessors are at the moment asking if they need to upgrade to the latest TAE40116 Certificate IV in Training and Assessment on or before 31 March 2019.

You might find this article helpful if you also have questions regarding this matter.

Q1: What are the legislative and regulatory requirements around TAE40116 Certificate IV in Training and Assessment?

The requirements state that on or after the 1 April 2019, trainers and assessors must meet the following requirements:

Clause 1.14 (From Standards for Registered Training Organisations (RTOs) 2015)

If they are training and assessing, they must hold one of the following credentials:

TAE40116 Certificate IV in Training and Assessment

Or

TAE40110 Certificate IV in Training and Assessment, and one of the following:

  1. TAELLN411 Address adult language, literacy and numeracy skills or its successor or
  2. TAELLN401A Address adult language, literacy and numeracy skills 

and one of the following:

  1. TAEASS502 Design and develop assessment tools or its successor or
  2. TAEASS502A Design and develop assessment tools or
  3. TAEASS502B Design and develop assessment tools.

Or

A Diploma or higher level qualification in adult education.

Clause 1.15 (From Standards for Registered Training Organisations (RTOs) 2015)

Where a person conducts assessments only, the RTO must ensure that, they hold one of the following credentials:

  • TAESS00001 Assessor Skill Set or its successor 

Or

  • TAESS00001 Assessor Skill Set,

and one of the following:

  • TAEASS502 Design and develop assessment tools or its successor or
  • TAEASS502A Design and develop assessment tools or
  • TAEASS502B Design and develop assessment tools.

Or

The requirements specified in Clause 1.14 above.

For more information, please visit here.


Q2: Is the TAE40110 – Certificate IV in Training and Assessment qualification equivalent to TAE40116 Certificate IV in Training and Assessment or do I have to upgrade?


Answer: 


The TAE40110 – Certificate IV in Training and Assessment qualification is not equivalent to TAE40116 Certificate IV in Training and Assessment.  


It is however possible to upgrade to the TAE40116 Certificate IV Training and Assessment via a combination of recognition/equivalence and gap training from a registered training organisation. 
 

You will be required to complete gap training for: 

  • TAEASS401 – Plan assessment activities and processes that supersedes
  • TAEASS401B – Plan assessment activities and processes and in assessment validation from TAE40110. TAEASS403 – Participate in assessment validation that supersedes TAEASS403B – Participate

Both of these units are deemed not equivalent to the superseded units. 
 

You will also be required to complete two new units of competency: 

  • TAEASS502 Design and develop assessment (new core unit) 
  • TAELLN411 Address adult language, literacy and numeracy skills (new core unit)

Q3: I have TAE40110 – Certificate IV in Training and Assessment qualification so do I still need to upgrade to TAE40116 Certificate IV in Training and Assessment


Before you upgrade your qualification from TAE40110, look at the transcript and find out if you have completed any of the following units: 

  • TAEASS502A Design and develop assessment
  • TAEASS502B Design and develop assessment
  • TAEASS502 Design and develop assessment

Also, find out if your transcript has either of the following LLN units:

  • TAELLN401A Address adult language, literacy and numeracy skills
  • TAELLN411 Address adult language, literacy and numeracy skills

If, and only if, you have these units on your transcript then you have met the requirements of   Standards for Registered Training Organisations (RTOs) 2015 and you do not need to upgrade/update to the TAE40116 Certificate IV in Training and Assessment. 



Q4: What is the process of upgrading your qualification from TAE40110 – Certificate IV in Training and Assessment qualification to TAE40116 Certificate IV in Training and Assessment? 
 

Answer: If you are upgrading your qualification from TAE40110, look at the transcript and find out if you have completed any of the following units: 

  • TAEASS502A Design and develop assessment
  • TAEASS502B Design and develop assessment
  • TAEASS502 Design and develop assessment

Also, find out if your transcript has either of the following LLN units:

  • TAELLN401A Address adult language, literacy and numeracy skills
  • TAELLN411 Address adult language, literacy and numeracy skills

Wherever you identify any gaps, you must fill them through gap-training or recognition of prior learning or through both. 


Speak with an RTO wherever you have any questions regarding upgrading your qualification from TAE40110 – Certificate IV in Training and Assessment qualification to TAE40116 Certificate IV in Training and Assessment.



Q5: What options do RTOs provide to upgrade to TAE40116 Certificate IV in Training and Assessment? 


Answer: The options advertised by the RTOs are the following and you may select the one that will meet the TAE40116 update requirements. 


Option A: Full upgrade from TAE40110 to TAE40116
 

Completion of two full units and gap assessment on two non-equivalent units.

  • TAEASS502 Design and develop assessment (new core unit)
  • TAELLN411 Address adult language, literacy and numeracy skills (new core unit)
  • TAEASS401 Plan assessment activities and processes (non-equivalent core unit)
  • TAEASS403 Participate in assessment validation (non-equivalent core unit)

Option B: Update TAE40110 with new required units
 

Completion of two full units.
 

  • TAEASS502 Design and develop assessment (new core unit)
  • TAELLN411 Address adult language, literacy and numeracy skills (new core unit)

Note: this does not provide you with TAE40116 – you will need your TAE40110 certification along with the statements of attainment from the above units. You can take your TAE40110 and Statements of Attainment to an RTO down the track to undertake gap assessment to upgrade your full qualification to the TAE40116.


Option C: Completion of individual units
 

If you already hold one of the below units (or the other units listed earlier in this article) then you would only need to complete the unit you do not already hold.

  • TAEASS502 Design and develop assessment (new core unit)
  • TAELLN411 Address adult language, literacy and numeracy skills (new core unit)

Note: this does not provide you with TAE40116 – you will need your TAE40110 certification along with the statements of attainment from the above units.

Note: the information above does not include the requirements for those who fit into ‘assessors only’ category. The assessors can obtain Assessor Skill Set by completing the TAEASS502 unit of competency (unless a previous version is already held) or updating the full requirements as discussed above.

Internal audits and why they are important (Part 2 of 5)

In the first part of this series we discussed the following: 

  • What are internal audits?
  • What are the benefits of conducting internal audits?
  • What is an audit scope?
  • What is usually included in an RTO internal audit?
  • Who can be an internal auditor?

In this part, we will cover the following areas: 

  • Compliance costs and risks in terms of “risk management”
  • Effective internal audit function

Compliance costs and risks in terms of “risk management” 

Compliance costs for an RTO can be quite high. RTO managers are finding that cooperation across the three areas of risk management  can achieve an integrated risk management solution that is beneficial to the RTO. In risk management, control is the first line of defence; risk and control monitoring is the second line of defence and the third line of defence is self-assurance through the internal audit function. Working on all three defence lines is not new, but the concept has not been widely incorporated into standard risk management practices. In an environment that perceives risks to be increasing and resources to be limited, many managers find that aligning the efforts of the three defence lines can contribute to a systematic and effective risk management process. 

Effective internal audit function 

To be effective, the internal audit must identify a methodology for assessing other defence lines and alleviating common challenges. Barriers to the ability of the internal audit to rely on others include lack of understanding of the first and second lines of defence by the RTO personnel. Without management that is interested to identify and resolve the risks and by not having compliance controls and checklists in place, your RTO cannot assure compliance across all its operations. 

This is when you need someone completely outside the RTO to conduct an internal audit on your operations and systems and provide you with honest feedback and the mechanisms to get your RTO back on track. There is a concern in the RTO sector that relying on others for an internal audit will undermine independence and objectivity. The truth is that an internal audit can help the organisation build a more streamlined risk management process which utilises all available resources in an efficient and effective way. 

Internal audits should be a blended program 

Just relying on consultants for an internal audit is neither a “practical” nor “sensible” solution. You must participate in audit activities. You must understand all the in’s and out’s of the RTO system. You must ask questions and ask for explanations (where is that written, where is that information coming from) and seek to understand how everything is linked back to the regulatory guidelines. 

Blended internal audit program 

To develop and maintain a self-assessment internal audit program, you need to provide training to your RTO staff on internal controls and risk assessment. If you are unsure about anything read the regulatory guidelines, interpret (what does that look like?) and if unsure seek expert advice. To ensure you develop a blended internal audit program involve a professional compliance business and use their experts to develop the internal audit activities that will be performed in order to achieve overall compliance status for your RTO and an enhanced risk-control environment. 

The VET Sector News – December 2019

Poorer and regional Australian students lag behind richer peers, report finds

Poorer Australian students are 18 months behind their better-off peers at school, a report by Deloitte has found.

And regional students were on average eight months behind at school.

If academic results could be improved by 50% for poorer and Aboriginal students, the economy could get a boost of more than $200bn over 50 years, the report released on Sunday said.

For more information, please read here.

Bumpy road ahead for Australian universities

Australia’s higher education success has rested on policy reforms that started in the late 1980s. These reforms resulted in the amalgamation of institutions and the creation of a unified national system; an increase in the number of publicly funded places available for study; and a new funding model based on discipline and level of study, among many other changes.

The main argument for the reforms, which continued into the 2000s and were influenced by neo-liberal forces which underpinned market-driven approaches, was that Australia needed to be more competitive internationally. 

With each subsequent wave of reform, the Australian government further advanced liberalisation, heightened institutional competition and increased deregulation and marketisation of the higher education sector.

For more information, please read here. 

Chinese students paid to rort Australian universities as government tackles cheating

In a toilet stall at Monash University, I see advertisements in Chinese for essay writing services plastered across the door.

Every time I go on Chinese social media there they are again. International students with poor Englishcan pay to have all their essays completed for them by ghostwriters.

Two-and-a-half years ago, I came to Melbourne from Shanghai in China to start a master’s degree in journalism because standards here are said to be very high. I expected to find a fair and honest academic environment.

But what I found when I arrived in Australia was a thriving contract cheating industry.

The proliferation of advertisements on the Chinese social media app WeChat suggests scammers are increasingly targeting Chinese students, the biggest international student group in Australia.

Universities around the world compete for a slice of the education market. Indeed, international student fees contributed 23.3 per cent to Australian universities’ revenue in 2017.

For more information, please read here

The hidden stories of Australia’s first women working in computing

In 1907 Prudence Valentine Williams became one of 72 Australian women tasked with cataloguing all of the stars in roughly one fifth of the night sky.

Williams was just 15 years old when she was recruited to work at the Perth Observatory as a “star measurer” on an ambitious international project called the Astrographic Catalogue.

The 72 women who worked on the catalogue in Australia were also among the very first women in the country to work in computing.

Their story was almost entirely omitted, and nearly forgotten — and they aren’t the only women of computing who have been sidelined in the history books.

For more information, please read here.

TAFE going backwards under Annastacia Palaszczuk 

A national biennial survey of employers released today shows that employers in Queensland are losing confidence in TAFE.

Shadow Minister for Training and Skills Development Fiona Simpson said it was a concern that only 41.6% of employers with apprentices or trainees are choosing TAFE.

“This is a drop of more than 10% since the Palaszczuk Labor Government came to power in 2015,” Ms Simpson said.

“In the last two years alone, confidence in TAFE dropped more than 7%.

“Annastacia Palaszczuk’s plan for TAFE clearly isn’t working.

Since March 2015 apprenticeship and traineeship completions have fallen by nearly a third (29%) and there are also almost 9000 fewer students in-training under Labor.

“Apprenticeship and traineeship commencements also fell by over 5% since 2018.

For more information, please read here.

Trade apprenticeships: The most popular ones in Australia and how to sign up

New entry-level jobs are being created across the trades, with 2.9 percent more people starting an apprenticeship this year than last.

The biggest jump in commencements were within the fields of automotive and engineering (up 8.4 per cent year on year) and electrotechnology and telecommunications (7.2 per cent), the Federal Government’s NCVER March quarter figures show.

There were 4270 apprentice automotive electricians and mechanics (up 6.1 per cent), 1975 apprentice mechanical engineering trades workers (14.8 per cent), 1710 apprentice fabrication engineering trades workers (10 per cent) and 1440 apprentice electronics and telecommunications trades workers (13.8 per cent) who started their training.

For more information, please read here.

Government funded training effort appears to rise, but is it real? 

The number of students in government-funded training in Australian has shown a rare rise, after years of bad news for vocational training in Australia.

A report by the National Centre for Vocational Education Research (NCVER) shows a rise in government-funded students this year.

However the research organisation warns that the rise may be a result of a change in the way student numbers are reported.

A series of NCVER reports has shown Australia’s training effort has been steadily falling since 2014 ranging from STEM education in schools to apprenticeship completions, as reported in numerous stories in @AuManufacturting.

For more information, please read here.

Supporting a job ready generation

The Tasmanian Liberal Government is investing in the skills and training needed to boost apprenticeship and trainee numbers and deliver a job ready generation.

We want to support our kids to succeed, which is why we’re delivering a target of 300 new apprenticeships and traineeships as part of our Growing Apprenticeships and Traineeships: Industry and Regionally-led Solutions program.

A further seven projects will be supported under the initiative totalling $1.3 million, and will include small to medium enterprises operating in the early childhood, health care, aged care, disability, aquaculture and construction industries.

This program specifically targets industries and regions that have barriers preventing employers from hiring apprentices and trainees. It takes a demand-driven, industry-led approach and uses a successful model of collaboration between a number of partners.

Tasmania continues to perform better than the Australian average across most key indicators with 5,140 more apprenticeship and traineeship commencements in the past 12 months, and we have a target to increase the number of apprentices and trainees by 40 per cent by 2025.

For more information, please read here

Vocational traineeships to be fee free from January 2020 

Minister for Skills and Tertiary Education Geoff Lee and Minister for Education and Early Childhood Learning Sarah Mitchell are calling on employers to take on more trainees following the launch of a new $54.3 million NSW Government Budget initiative to make government-subsidised traineeships fee-free.

Traineeships, through the NSW Smart and Skilled vocational education and training (VET) system, will join apprenticeships in being fee free from 1 January 2020.

Mr Lee said the NSW Government would be picking up the tab for the fees on all new traineeships, including school-based traineeships.

In announcing the initiative at Friendly Faces Childcare in Padstow, Mr Lee and Ms Mitchell congratulated the centre on its enviable reputation for training early childhood workers.

“We hope they’ll continue their great work and take on many more trainees after this announcement,” Mr Lee said.

For more information, please read here.

Roadmap to national VET sector reform

The Council of Australian Governments (COAG) Skills Council met in Brisbane today to agree on an ambitious approach to enhancing the vocational education and training (VET) system.

Ministers discussed a draft COAG VET Reform Roadmap that will guide reforms to improve the vocational education and training sector.

The roadmap will reinforce the priorities agreed at the Council’s inaugural meeting in September: to ensure VET is responsive to the job market, employers, industry and learners; to support public confidence in the quality and value of the sector; and to ensure all prospective students and employers can access information and training easily.

Minister for Employment, Skills, Small and Family Business and Chair of the Skills Council, Senator the Hon Michaelia Cash, said that the second meeting reaffirmed the commitment of the Commonwealth, States and Territories to strengthening and modernising the VET system.

For more information, please read here

Inspiring VET alumni stories shared via new portal

The Morrison Government is making it easier to engage with Australia’s world-class vocational education and training (VET) graduates, training providers and employers.

The Australian VET Alumni portal, available through MySkills.gov.au, provides a place to showcase the inspirational professional journeys of the best and brightest in vocational education and training.

Minister for Employment, Skills, Small and Family Business, Senator the Hon Michaelia Cash, said she was delighted to launch the portal to coincide with the 2019 Australian Training Awards.

“I am passionate about raising the profile of Australia’s VET system and highlighting the exciting and financially rewarding opportunities it provides across all industries,” Minister Cash said.

For more information, please read here.

New Australian Industry and Skills Committee Chair

The Morrison Government is ensuring the nation has the agile, skilled workforce it needs, with the appointment of the new Australian Industry and Skills Committee (AISC) Chair. Though the AISC industry plays an integral role in the Australian vocational education and training sector.

Minister for Employment, Skills, Small and Family Business, Senator the Hon Michaelia Cash, today announced Emeritus Professor Tracey Horton AO has been appointed as AISC Chair.

The AISC gives industry a formal role in approving VET training packages for implementation. It will work with government to strengthen industry engagement to drive improvements for courses and training based on industry need.

The important work of the AISC, Skilled Services Organisations and Industry Reference Committees is continuing as the Morrison Government implements its Skills Package and works with the states and territories to reform the VET sector.

As Chair of the AISC, Professor Horton will lead this work bringing a wealth of experience from a range of government and not-for-profit boards, and I thank her for taking on this important role,” Minister Cash said.

For more information, please read here.

Better support for Australian Apprentices and Employers

The Morrison Government is making it easier than ever for employers to recruit, train and retain apprentices.

Minister for Employment, Skills, Small and Family Business, Senator the Hon Michaelia Cash, today announced the seven providers that have been chosen to deliver the expanded and improved Australian Apprenticeship Support Network services nationally.

“The Australian Apprenticeship Support Network is a key component of the Morrison Government’s investment in vocational education, training and apprenticeships, to support the skills needs of employers and industry,” Minister Cash said.

“We are improving the Support Network to help get even more apprentices enrolled and trained up for rewarding careers and to help meet employers’ skills needs.”

For more information, please read here.

National vocational education regulator to focus on training excellence

A review of the national regulator for the vocational education and training sector, the Australian Skills Quality Authority (ASQA), has commenced with a focus on the regulator’s governance, policies and culture.

Minister for Employment, Skills, Small and Family Business, Senator the Hon Michaelia Cash, said excellence in training lies at the heart of the Government’s skills agenda. 

“The Government’s rapid review will inform a 12 to 18 month program of improvements that will ensure regulation by ASQA is transparent and effective,” Minister Cash said. 

For more information, please read here.

Why do you enjoy working in the VET Sector?

We asked this question to some of our RTO colleagues, to know what worked for them, how they are contributing positively to the VET sector, and we have captured their responses: 

Dr Bryan West is founder and manager of Fortress Learning, RTO. 31974.  Fortress Learning has from its early days emphasised robust delivery of training programs, initially through the Cert IV TAA, and now through the Certificate IV and Diploma TAE programs.

Why do you enjoy working in the VET Sector?

I have worked in a range of educational settings, from primary to secondary, tertiary, corporate and community.   For me, the VET sector is where education becomes real.  The highly applied nature of it means that there is an immediate relevance for learners and I find a constant opportunity to discover new things about how people learn and put them into practice.

What are your contributions to the VET Sector or how can we make a better VET sector? 

I would like to believe that through Fortress Learning, I have made a contribution to the sector by ensuring that our TAE graduates have the skills and knowledge that their piece of paper says they should; we have quite a number of graduates who come back a few years after they completed their course; they are now in more senior roles and they wish their staff to do the same.  
A common piece of feedback from our students is that we model for them the balance between the box-ticking of VET and caring for people; that is nice to hear.  About a year ago we started to conduct our own research and that has been very interesting; I believe that all RTOs  have a part to play in sculpting the future of the sector, rather than sitting back and wondering why x, y or z is not happening, and I guess our research program is one way that we believe we can contribute.

Why keep in touch with what is happening in the VET sector

Information is power. The more you read, the more you understand the world around you. The VET world is evolving at a lightning speed and is changing the way we all used to do things.

Continuous learning in the VET sector is a must.

Why should you keep in touch with the VET updates

  • Because you are a stakeholder in the industry.
  • It can help you to understand the changes in the sector otherwise you may be out-of-date.
  • You can analyse how the changes are going to affect you and your training and education business.
  • You can rely on your future decisions by having more plausible and realistic information and be able to identify threats and opportunities starting at an early stage.
  • It helps to develop an excellent competitive edge that will help you shape the strategy of your Registered Training Organisation
  • Latest industry-related news, trends, and directions will help you be better prepared to keep up with everything new coming your way, improve your skills, and not be taken by surprise or miss out on any opportunities.  
  • It helps you build your knowledge, expertise and wisdom.
  • You explore new opportunities for growth and knowledge.
  • Sometimes you get free templates and forms to use for your registered training organisation etc.

How can you stay up-to-date?

You can stay up-to-date by attending webinars, professionals development sessions, subscribing to VET journals, newsletters and magazines.

Some really good sources to stay up-to-date are:

Websites of Australian VET regulators:

ASQA’s website https://www.asqa.gov.au

VRQA’s website https://www.vrqa.vic.gov.au/VET/Pages/default.aspx

Training Accreditation Council (TAC) websitehttp://www.tac.wa.gov.au/industry/Industryregulators/Pages/default.aspx

Other important websites:

Department of Education and Training https://www.education.gov.au

Department of Education and Training (International)https://internationaleducation.gov.au/Pages/default.aspx

Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS)  http://cricos.education.gov.au

National Centre for Vocational Education Research (NCVER) https://www.ncver.edu.au

English Language Intensive Courses for Overseas Students (ELICOS) http://elicos.com

English Australia’s website https://www.englishaustralia.com.au

NEAS website https://www.neas.org.au

World Skills Australia’s website https://www.worldskills.org.au

Australian Industry and Skills Committee’s website https://www.aisc.net.au

Training.Gov.Au (National register) https://training.gov.au/Home/Tga

ACER’s website https://www.acer.org/assessment

Skills service organisations

Artibus Innovation http://www.artibus.com.au

PwC’s Skills for Australia https://www.skillsforaustralia.com

Australian Industry Standards https://www.australianindustrystandards.org.au

Skills IQ https://www.skillsiq.com.au

Skills impact https://www.skillsimpact.com.au

E-Oz Energy Skills Australia http://e-oz.com.au

Innovation and Business Skills Australia https://www.ibsa.org.au

Skills DMC https://sustainableskills.org/skillsdmc/

Professional networks:

ACPET’s website https://www.acpet.edu.au

Velg Training website https://www.velgtraining.com

Do you want to add more helpful resources in this list? Write to us at info@caqa.com.au.

Different phases of assessment and learner validation processes (Part 3 of 4)

This is Part 3 of the article, where we are discussing the different phases of the validation processes an RTO should be following to ensure they meet regulatory requirements and industry expectations.

In the previous articles, we discussed the following regarding the validation of assessment resources:

  • Explanation of assessment validation
  • Typical benchmarks used during the validation processes
  • Stages of validation (before, during and after the assessment judgements)
  • Regulatory requirements for conducting validation
  • Assessment system
  • Who conducts validation?
  • How is validation different from moderation?
  • How external consultants can help you with validation of assessment and learner resources?

In this month’s article, we will explore the regulatory requirements around validation of learner resources.

Learner resources

Learner resources are also known as “learning resources”, “training resources”, or “companion guides”. The purpose of these resources is to support learners with the underpinning knowledge required to participate in skill-based tasks. These resources include a range of activities to support the learning including, formative assessments and activities, links to further reading, workplace activities and procedures (where relevant to the qualification) etc.

Why you need to validate your learner resources

The VET regulator, ASQA does not currently prescribe the methodology Registered Training Organisations (RTOs) should use to meet the requirements of the relevant standards, training packages and accredited courses for learner resources.

But their expectations under the Standards for Registered Training Organisations, 2015, is to ensure your learner resources meet the following legislative guidelines:

Standard 1, Clause 1.3 (c): Learning resources to enable learners to meet the requirements for each unit of competency, and which are accessible to the learner regardless of location or mode of delivery.

The guidelines further state that:

Learning resources

  • To ensure students are able to obtain and absorb the required knowledge and skills prior to assessment, carefully choose and plan the learning resources you will use to guide them.
  • Identify these resources in your strategy to ensure you obtain full coverage of all required areas.

Therefore, we strongly recommend validating your learner resources to ensure your organisation complies with the relevant legislative requirements and guidelines.

The process of validation of learner resources

The validation of learner resources is not very different from the validation of assessment resources. All learner resources must also meet training package requirements and industry expectations.

Who can be involved in validating the learner resources

There are currently no regulatory requirements around who can participate in the validation of learner resources, however, it should be no different from the validation of assessment resources.

It should be a collective team effort and you must include the following people to validate your learner resources:

  • Subject matter experts
  • Trainers and assessors
  • Compliance or administration manager
  • Industry experts
  • You may also include compliance experts as well as they usually have current and up-to-date knowledge around audit and compliance expectations and requirements.

Stages of validation for learner resources

Stage 1: Validation before using the learner resources

Validation before using the learner resources is to ensure the resources meet training package requirements, how the information is presented and the quality of the formative assessments. This is to ensure the student gains the required skills and knowledge to participate in the summative assessments later. Your review of the learner resources templates in detail ensures they are compliant and meet regulatory standards and Industry requirements.

Stage 2: Validation during or after using the learner resources

Your validation of learner resources during or after use is to ensure:

  • Your resources meet client expectations
  • Your resources meet training package guidelines and provide all required underpinning knowledge to your students
  • Your resources are current and up-to-date in terms of the latest trends, technology and industry guidelines and practices.

In the next and final article, we will discuss:

  • Why you need to keep validators information
  • Why validation of assessment and learner resources should be systematic and ongoing
  • How can you schedule validation
  • What is statistically valid sampling
  • Validation outcomes

(To be continued in the upcoming newsletter and blogs)