Heavy penalty for bogus qualification

A former trainer has been ordered to pay $120,000 for providing her employer with 11 bogus vocational education and training (VET) qualifications, providing another two bogus qualifications to a co-worker and submitting false qualifications to the national regulator as proof of her competency.

The Australian Skills Quality Authority (ASQA) successfully obtained declarations from the Federal Court that Synthia Dee M Restar of Beecroft, New South Wales, fabricated the qualifications in contravention of the National Vocational Education and Training Regulator Act 2011.

Between January 2012 and April 2014, Ms Restar fabricated qualifications in aged care, disability and business management in her own name and provided each to her employer as legitimate qualifications. She also provided three of the bogus qualifications to an ASQA auditor in support of an application to become a registered training organisation (RTO).

Ms Restar also fabricated two aged care qualifications for a co-worker and falsely represented those qualifications to be legitimate.

ASQA Chief Commissioner Chris Robinson said the bogus qualifications were uncovered during an ASQA investigation.

“As a result of this investigation, ASQA cancelled the registration of the RTO in question and used the powers available to it to pursue Ms Restar for her wrongdoing,” Mr Robinson said.

Mr Robinson said ASQA had been building its investigative capabilities during the past 18 months.

ASQA is determined to use the powers available to it to ensure learners are getting high quality training and assessment which provides them with the skills that employers are looking for.

The authority has close to 100 officers – including many with specialist investigative skills and experience – who are applying regulatory scrutiny to RTOs across Australia each and every day.

“ASQA will continue to target its resources at RTOs providing poor quality training and seek to remove them from the sector and, where appropriate, seek criminal or civil prosecutions.”

For more Information, visit ASQA’s website: http://www.asqa.gov.au/news/3083/heavy-penalty-for-bogus-qualification.html

August 27, 2018 ASQA, Higher Education, News, RTO, VET Sector Comments Off on Heavy penalty for bogus qualification

Vocational education and training courses behind significant drop of crime rate.

Vocational education and training courses have been linked to a significant drop in Victoria’s crime rates by University of Melbourne economists. They believe the benefits of the controversial education reforms have been overlooked.

“What has been missing is that these reforms did increase access to publicly funded training and that has had positive flow on effects,” report co-author Cain Polidano from the Melbourne Institute of Applied Economic and Social Research said.

The paper – A Pathway to the Straight and Narrow – revealed a boost in enrolments was associated with a 12.8 per cent decline in the drug crime rate, an 11.3 per cent drop in property crime and a 4.5 per cent reduction in assaults and other crimes against the person. It compared Victoria to New South Wales, where enrolments remained stable.

The academics focused on the crime rate in Victoria between 2010 and 2013, which coincided with a 75 per cent increase in school leavers enrolled in TAFEs and private colleges.

This followed Victoria becoming the first state to introduce a demand-driven model, with the former Brumby government rolling out a voucher scheme that let students enrol in the course of their choice, including at private colleges.

It estimated that for every dollar spent expanding VET in Victoria, the community saved 18 cents by avoiding crime costs.

“Given the large cost to the community of drug crimes, including lost productivity, health and rehabilitation costs, this represents an important saving to the community,” the paper said.

Vocational education and training had the biggest impact on students aged 26 and above, and steered more females away from crime than men, it said.

It also improved the employment prospects of criminals, gave more structure to the lives of people who could otherwise be vulnerable to drug abuse, and “raised their social status, self-esteem, well-being and life outlook”.

“Education is not the silver bullet but it certainly helps,” Dr Polidano said.

Dr Polidano said his work provided the first empirical evidence of the crime-reducing effects of post-secondary vocational education and training.

It comes at an interesting time, as the federal government redesigns the scandal-plagued VET FEE-HELP student loan scheme.

The Victorian government has also cracked down on rogue providers. Figures released on Monday revealed a 13.2 per cent drop in VET student enrolments in the state in the past year.

Jesuit Social Services chief executive Julie Edwards said that only 5 to 7 per cent of Victorian prisoners had completed year 12.

The organisation has set up a community college to help prisoners develop basic literacy and numeracy skills as they cycle in and out of the justice system. These skills help them transition into mainstream TAFE providers, she said.

“We are talking about people who have missed out on a lot of school, and therefore need to catch up.”

She said education gave these people confidence, a sense of identity and connection and could lead to employment or volunteering work.

Reference: The Age (Australia)

August 27, 2018 Higher Education, News, VET Sector Comments Off on Vocational education and training courses behind significant drop of crime rate.

National Strategy for International Education 2025

Australia’s first National Strategy for International Education 2025 sets out a 10-year plan for developing Australia’s role as a global leader in education, training and research.

Pillar 1

Strengthening the fundamentals

Goal 1: Building on a world-class education, training and research system

Goal 2: Delivering the best possible student experience

Goal 3: Providing effective quality assurance and regulation

Pillar 2

Making transformative partnerships

Goal 4: Strengthening partnerships at home

Goal 5: Strengthening partnerships abroad

Goal 6: Enhancing mobility

Goal 7: Building lasting connections with alumni

Pillar 3

Competing globally

Goal 8: Promoting our excellence

Goal 9: Embracing opportunities to grow international education

 

Click here to read the plan for more Information.

We are happy to answer any questions regarding this matter. Please contact us.

August 27, 2018 Higher Education, News Comments Off on National Strategy for International Education 2025

Ombudsman for dodgy colleges

Dozens of Victorian education providers will be scrutinised by a new investigation unit looking into dodgy training courses across the state.

The new squad, headed by a former Victorian Ombudsman investigator, will conduct detailed investigations into “unscrupulous training providers”, and closely examine the quality of courses on offer.

The team is currently focusing on online courses, and those in security and hospitality.

“We will not give providers a blank cheque for taxpayers’ money – especially when the safety of the community could be put at risk because of substandard training,” Training and Skills Minister Steve Herbert said.

Providers’ contracts can be terminated if they lodge claims for training that didn’t take place, offer incentives like laptops or iPads, or if they engage in unauthorised subcontracting.

The latest contracts terminated were for Australian Vocational Education and Training Academy and the National Training Centre of Australia, a government spokesman said.

Since the state’s education quality blitz started in 2015, 57 training providers have been earmarked for investigation and 15 training contracts have been terminated.

Among the colleges that have been terminated include: MWT Institute, Imperial College, Management Institute of Australia No. 2, North Melbourne College, Yum Production, Waterford College, Education Access Australia, Australian Management Academy, Heron Assess * 2016: South Pacific Institute, Australian Learning Training and Education Centre, Australian Vocational Education and Training Academy, National Training Centre of Australia.

References: AAP

August 27, 2018 Higher Education, News Comments Off on Ombudsman for dodgy colleges

‘Unscrupulous training providers’ to be investigated

The Andrews Labor Government is upping the pressure on rogue training providers with a new investigations unit in the Department of Education and Training to put them under the microscope.

Dodgy training courses in Victoria will soon be scrutinised by a new investigation led by a former Victorian Ombudsman investigator.

The crack squad, headed by a former Victorian Ombudsman Principal Investigator, will conduct targeted and more detailed investigations into unscrupulous training providers to restore student and industry confidence to the sector.

The team will add to the Department’s capability to expose poor quality providers to ensure qualifications are meeting industry standards and making sure students are receiving the skills they need to do their job safely.

The new team is the latest initiative as part of the Labor Government’s crackdown on unscrupulous training providers to restore student and employer confidence in the training system. It will examine:

  • Inappropriate low quality short course delivery

  • The quality of the course delivery from training providers

  • The suitability of a qualification for students and whether it leads to a job

  • The marketing practices of training providers

  • Suspected fraud and refer to relevant authorities

Since the Labor Government’s quality blitz started in July 2015, 57 RTOs have been identified for investigation, 15 training contracts have been terminated and $40 million in Victorian taxpayer’s money earmarked for recovery.

The 2015 Training Market Report has revealed training providers who had their contract cancelled or who did not receive a 2016 contract, accounted for half of the total decline in course enrolments last year.

Quotes attributable to Minister for Training and Skills Steve Herbert

“We’re leading the country with stamping out rogue training providers. We’re working to restore confidence to the system prior to the introduction of a new funding system in 2017.”

“We will not give providers a blank cheque for taxpayers’ money – especially when the safety of the community could be put at risk because of substandard training.”

“Our new tough contracts and tougher entry requirements for RTOs accessing government funded training mean students can have confidence in the training they’re receiving.”

References: http://www.premier.vic.gov.au/

August 27, 2018 News, Others, RTO Comments Off on ‘Unscrupulous training providers’ to be investigated

Higher education standards framework (threshold standards) 2015

TEQSA registers and evaluates the performance of higher education providers against the Higher Education Standards Framework, specifically, the Threshold Standards. All providers must meet the Threshold Standards in order to enter and remain within Australia’s higher education system. The Standards are available online.

The Higher Education Standards Panel (the Panel) was established to provide independent advice to the Commonwealth Ministers responsible for tertiary education and research. The Panel’s work was independent to the regulator TEQSA. The Panel provided its advice on proposed revisions to the Higher Education Standards Framework to the Commonwealth Minister for Education in December 2014. The updated Standards were passed through Parliament in December 2015 and will take effect from 1 January 2017.

The new Standards have a strong student focus across seven domains:

  1. Student Participation and Attainment

  2. Learning Environment

  3. Teaching

  4. Research and Research Training

  5. Institutional Quality Assurance

  6. Governance and Accountability

  7. Representation, Information and Information Management

Work has now begun for TEQSA to ensure the sector understands its responsibilities and that as a quality assurance agency, TEQSA continues to implement the Standards in keeping with its regulatory principles of reflecting risk, regulatory necessity and proportionality.

During 2016 TEQSA will hold workshops for providers to discuss implementation of the new Standards and will also adapt its sector guidance notes.

There are some substantial changes between the higher education standards framework (threshold standards) 2015 and 2011.

August 27, 2018 Higher Education, News Comments Off on Higher education standards framework (threshold standards) 2015

The 2016-17 Skilled Occupations List (SOL)

2016-17 Skilled Occupations List (SOL) has been registered on the Federal Register of Legislative Instruments by the Department of Immigration and Border Protection. The review of the SOL was conducted by the Department of Education and Training.

The SOL identifies occupations that would benefit from independent skilled migration for the purpose of meeting the medium to long-term skill needs of the Australian economy, where such needs may not be more appropriately met by sponsored migration programs or up-skilling Australians.

August 27, 2018 Immigration, News, Others, VET Sector Comments Off on The 2016-17 Skilled Occupations List (SOL)

Private students to be included in national student survey

For the first time, the National Centre for Vocational Education Research’s (NCVER), major survey of VET students will include fee-paying students at private colleges.

Over coming weeks around 220,000 students will be asked about their recent training experience as part of the Student Outcomes Survey.

NCVER Managing Director Dr Craig Fowler said that, to date, only students who studied with government providers, such as TAFE, or those whose training was funded by governments were included in the survey.

“Now we’re also asking students who paid their own way to rate their training too. This will give us a better idea of how the sector is performing,” he said.

Results from the survey will be available in late 2016.

August 27, 2018 Higher Education, News, Others, VET Sector Comments Off on Private students to be included in national student survey

ASQA News 14-Aug-2018

ASQA given additional powers to seek civil penalties and issue infringement notices 

On 12 July 2018, the Governor-General, Sir Peter Cosgrove AK MC made the National Vocational Education and Training Regulator Amendment (Enforcement and Other Measures) Regulations 2018(NVR Regulation Amendment 2018).

The NVR Regulation Amendment 2018 allows ASQA to seek civil penalties for breaches of the Standards for Registered Training Organisations (the Standards), even in cases where a provider has since rectified that breach.

This legislative change enhances ASQA’s capacity to effectively support the quality of the VET sector by providing an additional mechanism to protect students from poor-quality providers.

ELICOS course template now available 

The Australian Skills Quality Authority (ASQA) has developed a course proposal template for use by providers applying to register English Language Intensive Courses for Overseas Students (ELICOS) on the Commonwealth Register for Institutions and Courses for Overseas Students (CRICOS).

ASQA has developed this template in response to feedback from providers seeking guidance and a consistent format for providing evidence to demonstrate compliance against ‘Standard C1—Mandatory requirements for course applications’ of the ELICOS Standards 2018.

The use of this template is strongly recommended but not mandatory.

Cancellation of registration as a provider of vocational education and training (VET) services:

Rejection of application to renew registration as a provider of VET services:

Extension to transition period for Advanced Diploma, Diploma of Accounting qualifications

The Australian Skills Quality Authority (ASQA) has approved an extension to the transition period for the FNS50215 Diploma of Accounting and FNS60215 Advanced Diploma of Accounting.

The qualifications were superseded in February 2018 by the FNS50217 Diploma of Accounting and FNS60217 Advanced Diploma of Accounting, which are not equivalent. As a result, current learners were initially given until 12 February 2019 to complete their training and assessment.

However, learners transitioning to the replacement qualifications must meet additional entry requirements. This would genuinely disadvantage any learners in the superseded qualifications who are unable to complete the qualifications by 12 February 2019.

As such, ASQA has agreed to an extended training, assessment and certification issuance period for these qualifications, which will end on 12 February 2020.

For more information, please visit ASQA’s websitehttps://www.asqa.gov.au/news-publications/news

August 14, 2018 ASQA, News, RTO, VET Sector Comments Off on ASQA News 14-Aug-2018

The Difference Between Compliance and Quality Assurance in the RTO space (Part 2)

When we look at the current Standards for Registered Training Organisations 2015, the clauses relevant to Registered Training Organisations’ regulatory compliance, the reporting and governance practice, they all clearly underpin good management practices and effective compliance control procedures—and, as a result, the effective functioning and sustainability of RTOs.

These Standards support RTOs to provide high-quality student experiences and learning outcomes.

Under the Standards, RTOs are responsible for:

  • Ensuring authorised Executive Officers and High Managerial Agents meet the Fit and Proper Person requirements and are vested with sufficient authority to ensure the RTO complies with the RTO Standards at all times (clause 7.1)
  • Satisfying financial viability risk assessment: Your RTO is required to present an acceptable level of financial viability risk at all times (this includes any parent entities). ASQA assesses each RTO’s financial viability risk to evaluate the likelihood of business continuity and the RTO’s capacity to achieve quality outcomes, as outlined in the Financial Viability Risk Assessment Requirements 2011. ASQA considers this against the potential for adverse consequences if your entity collapses or becomes unviable and makes a judgement about whether the level of risk is acceptable, unacceptable, or requires additional controls. To enable a preliminary financial viability risk assessment, the initial registration application requires the applicant to provide:
    • a range of financial sustainability information
    • independent certification.

ASQA may also require your RTO to undergo a financial viability risk assessment at any other time. (clause 7.2)

  • Compliance and reporting: The RTO must make sure it complies with the SRTO’s 2015, other Commonwealth, State and Territory legislation and regulatory requirements relevant to its operations, at all times, including where services are being delivered on its behalf. The RTO is required to provide an annual declaration on compliance to confirm whether it:
    1. currently meets the requirements of the Standards across all its scope of registration and has met the requirements of the Standards for all AQF [Australian Qualifications Framework] certification documentation it has issued in the previous 12 months.
    2. 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.

RTOs are also required to make sure its staff and clients are informed of any changes to legislative and regulatory requirements that affect the services delivered. (clauses 2.1 and 8.4 to 8.6)

  • Recording, monitoring and reporting third-party arrangements: All third-party arrangements must have a written agreement, the RTO must have sufficient strategies and resources to systematically monitor any services delivered on its behalf, and notifies the Regulator:
  1. of any written agreement entered into under clause 2.3 for the delivery of services on its behalf within 30 calendar days of that agreement being entered into or prior to the obligations under the agreement taking effect, whichever occurs first, and
  2. within 30 calendar days of the agreement coming to an end.  (clauses 2.3, 2.4 and 8.3)
  • Holding public liability insurance: RTOs are responsible for ensuring they hold public liability insurance throughout their registration period. Your RTO must hold public liability insurance to cover all training and/or assessment activities it provides as an RTO. (clause 7.4)
  • Meeting Data Provision Requirements:

RTOs are responsible for providing accurate information about their performance and governance in accordance with clause 7.5.

The Data Provision Requirements outline information that your RTO is required to submit. Apart from information required with applications, this falls generally into two categories:

Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) data

Quality Indicator Data.

Data such as national training activity is very important—this informs decision-making about policies and funding for the national VET system and allows measurement of the system’s performance.

The quality indicator data provides information for RTOs about their students’ experiences of their services and can be used to continuously improve the quality of the training for students and employers. (clause 7.5)

Providing requested information to ASQA:

RTOs are responsible for:

  • Cooperating with ASQA
  • Ensuring any third party delivering services on the RTO’s behalf is required to cooperate with ASQA.

Your RTO and any third parties delivering services on your behalf must cooperate with ASQA in responding to requests for information, undergoing audits and managing records. The information you and third parties provide to ASQA must be accurate, truthful and authentic. Any documentation provided at audit must be an accurate representation of your RTO’s practices.

You must notify ASQA within 90 days of the following:

  • Changes to executive officers or high managerial agents
  • Changes to financial administration status (e.g. liquidators being appointed)
  • Changes to legal name or type of legal entity
  • Changes to ownership, directorship or control (including changes to parent entities)
  • Significant mergers or associations with other RTOs
  • Registration (or application) with other education regulators (e.g. higher education provider with the Tertiary Education Quality Standards Agency)
  • Anything that may affect the fit and proper person status of an influential representative of the RTO
  • Changes to any fundamental funding/revenue source (e.g. access to or loss of government funding contract allocation)
  • Changes to the RTO’s business strategy (e.g. more to online delivery, assessment-only delivery, offshore delivery)
  • Delivery to apprentices or trainees employed under a training contract
  • Any other significant event.

(clauses 8.1 and 8.2).

In the next post we will look into the “quality assurance” requirements and obligations for your RTO.

To be continued…

August 7, 2018 ASQA, News, RTO, VET Sector Comments Off on The Difference Between Compliance and Quality Assurance in the RTO space (Part 2)

Reasonable adjustment in summative assessments

The concept of ‘reasonable adjustment’ is important and must be considered. This means that the summative assessment process may be modified so that individual participants are not disadvantaged. For example, a learner with a disability, or with issues relating to language, literacy or numeracy may require some adjustment to the assessment process.

In accordance with the Disability Standards for Education (2005), education providers are under a positive obligation to make changes to reasonably accommodate the needs of a learner with a disability. Reasonable adjustments can be made as required, as long as competence is not compromised.

We make changes to reasonably accommodate the needs of learners to ensure:

  • they have the same learning opportunities as other learners.
  • they have the same opportunity to perform and complete assessments as other learners.

For example, such a learner could be asked to demonstrate a work process rather than being asked to explain it in writing.

It is important to always provide the following information to your students, trainers and compliance officers:

  • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
  • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
  • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
  • Trainer/Assessor must complete the “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
  • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
  • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

A table has been provided below to list different categories where reasonable adjustments can also be made, possible issues associated with each category and reasonable adjustment strategy that you can apply:

August 7, 2018 News, Others Comments Off on Reasonable adjustment in summative assessments

The Difference Between Compliance And Quality Assurance in the RTO space

When you plan to run a registered training organisation (RTO), you may find it difficult to know:

  • the complete regulatory framework and environment 
  • your legal obligations and
  • everything else required to run a successful, compliant Registered Training Organisation.

Take compliance and quality assurance, for example, you may have heard about them, but do you know what they mean?

What is compliance?

Numerous legislation, regulations and guidelines in Australia regulate the way we run an RTO such as:

  • Australian Consumer Law (ACL),
  • the Racial Discrimination Act 1975,
  • the Sex Discrimination Act 1984,
  • the Disability Discrimination Act 1992,
  • the Age Discrimination Act 2004,
  • the Child Protection Act 1999,
  • the Work Health and Safety Act 2011,
  • the Australian Human Rights Commission Act 1986,
  • the Privacy Act 1988 and
  • the National Vocational Education and Training Regulator Act 2011. 

This is not an exhaustive list. These legislation, regulations and guidelines specify the framework and the obligations to operate an RTO.

A number of these obligations are applicable on all business entities that operates within Australia and are overseen by the Australian Securities and Investments Commission (ASIC).

The law does not allow you to be an officeholder or manage a company (without court consent) if:

  • you are currently bankrupt
  • you are still subject to a personal insolvency agreement or composition under the Bankruptcy Act 1966, or
  • have been convicted of offences like fraud or breaching your duties as an officeholder.

If you are member of ACPET or other industry bodies, they may also have codes of conduct and specific guidelines that you must follow to continue to be a member. These requirements and obligations come under “compliance”. Failing to meet all state and federal guidelines for compliance can result in serious consequences for your registered training organisation (RTO). Along with altering your company’s legal status, which may leave you vulnerable to lawsuits, government agencies may conduct audits, enact fines or even dissolve your business entirely. 

What is quality assurance?

Standard 2 of the SRTOs 2015 (Standards for Registered Training Organisations, 2015) states that the operations of the RTO must be quality assured. Quality assurance refers to “meeting and delivering intended performance according to certain benchmarking standards”.

Let’s look at Standard 2:  Clause 2.1 – 2.4

2.1 The RTO ensures it complies with these Standards at all times, including where services are being delivered on its behalf. This applies to all operations of and RTO within its scope of registration. 

2.2 The RTO:

  • Systematically monitors the RTO’s training and assessment strategies and practices to ensure ongoing compliance with Standard 1; and
  • Systematically evaluates and uses outcomes of the evaluation 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.

2.3 The RTO ensures that where services are provided on its behalf by a third party the provision of those services is the subject of a written agreement. 

2.4 The RTO has sufficient strategies and resources to systematically monitor any services delivered on its behalf, and uses these to ensure that the services delivered comply with these Standards at all times

While Standard 2 of SRTOs 2015 addresses the key client criteria of quality training and assessment strategies and practices there are many other quality considerations that make up a quality-assured RTO business.
Every RTO must have a system (often referred to as a ‘business or quality management system’) to manage its operations. The system should provide the basis for quality assuring a business.

Quality assurance is maintained by ensuring that:

  • The organisation understands the relationship and differences between Quality Management systems, Quality standards and Regulatory standards.
  • Understand how a properly implemented business (quality) management system can help improve fundamental business performance well beyond just meeting compliance/regulatory requirements
  • Use quality assurance techniques to help review their existing system and processes
  • Revitalise their existing quality management system
  • Organisation participate in professional networking with colleagues across RTOs and wider industry.

To be continued…

July 12, 2018 ASQA, News, RTO, VET Sector Comments Off on The Difference Between Compliance And Quality Assurance in the RTO space

ASQA News 12-Jul-2018

Definition of Enterprise RTOs updated

ASQA has recently updated their guide for the Application of Initial Registration with changes taking effect as of the 1st of July, 2018.  You can find this and download for your own reference here:
https://www.asqa.gov.au/sites/g/files/net3521/f/application_guide_-_application_for_initial_registration.pdf?v=1525230496

Once of the changes noted, has been to the definition of an Enterprise RTO.  ASQA now deem an Enterprise RTO to be:
 
“An enterprise or the training function or department of an enterprise that is registered to provide nationally recognised training. Training is delivered only to its employees. 

This includes, for example: 

Enterprise—government (for example, Department of Defence) 
Enterprise—non-government (for example, Woolworths, Qantas)”

Issuance of false qualifications leads to $31,400 penalty
A Queensland man who misled three individuals into providing payment for false qualifications has been ordered to pay a pecuniary penalty of $31,400.

On 5 July 2018, the Australian Skills Quality Authority (ASQA) successfully obtained a declaration from the Federal Court that Scott Andrew Jones created false qualifications concerning “Engineering—Fabrication Trade”, in the names of three different people, and provided those documents for a fee.
 
The court found that Mr Jones falsely represented to these individuals that each qualification was a legitimate vocational education and training (VET) qualification issued by a registered training organisation (RTO).
 
ASQA Chief Commissioner Mark Paterson said ASQA began investigating Mr Jones following a complaint.
 
“The investigation identified that Mr Jones had offered to assist work colleagues by enrolling them with TAFE Queensland to seek recognition of prior learning for engineering qualifications. Mr Jones took money from these individuals and then copied a legitimate qualification in order to issue documentation, which he purported to be from TAFE Queensland, to his colleagues. 
 

As a result of its investigation, ASQA commenced a civil prosecution against Mr Jones.

Read more
July 12, 2018 ASQA, News, RTO, VET Sector Comments Off on ASQA News 12-Jul-2018

My Role as Your Trainer (Infographic)

Trainers don’t just train. They listen, they learn, they plan, they adapt, they help, they soothe, they challenge and they tolerate.

Students expect all this, and often more besides. But, for a Trainer to be effective at training, they must be very clear about what is most important.

Fortress Learning gave it some thought and came up with the following list – it is not everything, but it captures what they believe the most important things are. And it doesn’t matter if it is the Cert IV TAE or Diploma of Business or something entirely different, if we get this right, then we have the best chance of success.

Adapted and shared with the permission from Fortress Learning. Reference: https://fortresslearning.com.au/roles-trainer-infographic/

July 12, 2018 News, Others Comments Off on My Role as Your Trainer (Infographic)

Reporting obligations for Registered Training Organisations

Under the Standards for Registered Training Organisations 2015, all RTOs are obliged to provide accurate and complete data. 
 

All ASQA-registered training organisations RTO must meet mandatory annual data submission requirements, including:

  • Submitting the annual declaration on compliance to ASQA
  • Submitting total VET activity (TVA) data, including the reporting of unique student identifier (USI) data.

There is a limited number of exemptions for some short courses and eligible RTOs, however, if you are delivering training under a funding agreement you are required to report all of your contracted delivery to the relevant Department. 
 

Organisations are, therefore, responsible for a number of reporting requirements under the Standards for Registered Training Organisations 2015. The reporting requirements include:

The annual declaration on compliance

The Standards require each RTO to provide ASQA with an annual declaration on their RTO’s compliance.
The annual declaration must be signed by the principal executive officer/chief executive officer registered with ASQA as listed on training.gov.au.  


If you are the RTO CEO or PEO, ASQA will notify you by email of your obligation to complete the declaration and provide you with a link to the online form. You can check your details on training.gov.au to ensure that ASQA has access to your current email address to ensure you receive this invitation.


When you submit the declaration, you are confirming to ASQA that you:

  • Systematically monitor your RTO’s compliance
  • Implement preventive and corrective actions where considered necessary.

The declaration also asks you to confirm that records pertaining to your RTO, as reflected on training.gov.au, are accurate and up to date.

 

Reporting requirement: Total VET Activity (AVETMISS and USI) 

The Australian Vocational Education Training Management Information Statistical Standard (AVETMISS) for VET Providers is a national data standard that ensures the consistent and accurate capture of VET information about students, their courses, units of activity, and qualifications completed. It provides the mechanism for national reporting of VET activity. 


Provides information through NCVER to Industry stakeholders about: 

  • Statistical information captured for national reporting 
  • Unique Student Identifier and all award issuance activity conducted in the previous year

Reporting requirement: Quality Indicators 

These include learner and employer survey data to collect evidence-based and outcome-focussed continuous quality improvement, and assist the VET Regulator to assess the risk of an RTO’s operations:

Other information you must submit:

You must collect AVETMISS-compliant records for all students, and for all competency enrolments and outcomes achieved, throughout the calendar year.

Early in the following year, you must report this data to the National Centre for Vocational Education Research (NCVER) unless you have previously done so through existing contractual arrangements.

RTOs should refer to NCVER’s publications AVETMISS 7.0 VET Provider Collection Specifications and AVETMISS data element definitions which describe the AVETMISS data to be collected.

There are a number of student management systems that can record and produce AVETMISS data files for reporting. A register of data entry tools and student management systems is available on the NCVER website.

NCVER has developed a free AVETMISS data entry tool for RTOs with less than 100 students and an AVETMISS validation software for RTOs to validate their data before submission. Both tools are available on the NCVER website.

For further information, and a range of fact sheets, about Total VET Activity data, please see the:

Visit ASQA website for more information  https://www.asqa.gov.au/vet-registration/meet-data-provision-requirements

July 12, 2018 ASQA, News, RTO, VET Sector Comments Off on Reporting obligations for Registered Training Organisations

Contextualising assessment resources (Part 2)

Contextualisation of training packages, accredited curricula and learning resources can be achieved without compromising the Standards for Registered Training Organisations (RTOs) 2015. Contextualisation is the addition of industry-specific information to tailor the Standards for Registered Training Organisations (RTOs) 2015 to reflect the immediate operating context and thereby increase its relevance for the learner. Contextualisation is ultimately defined as; the activity undertaken by a Trainer/Assessor to make units of competency, accredited curricula or learning resources meaningful to the learner.

How to contextualise units of competency?

Contextualisation is a process that we use to create learning/assessment opportunities that are more relevant to our learner. When we do this, we link the Unit of Competency to the client’s needs using language that they understand.

Contextualisation is achieved by including, modifying or substituting text within units of competency and usually within the assessment requirements including performance evidence, knowledge evidence and assessment conditions.

It is about providing training and assessment that is specific to an enterprise or individual learner.

Any modifications to a unit of competency must maintain the integrity of the industry skill and portability requirements, including all legislative licensing and any other regulatory requirements.

The following are some suggestions for contextualising units of competency to make them more relevant for specific industries or workplaces:

  • Refer to the guidelines in the relevant training package. Usually, it will be possible to replace generic terms and general descriptions of equipment or processes and procedures with specific examples. For example, a guide working at Uluru may learn and demonstrate body language appropriate to the Pitjantjatjara people. There would be little point in that guide being required to learn and demonstrate body language appropriate for working among the Jewish community at the Sydney Holocaust Museum.
  • Analyse the generalised statements about the range of work and job tasks specified in the units of competency. These may need to be aligned to a particular job profile and translated to highlight particular tasks and levels of performance that are relevant to a particular workplace.
  • Identify the kinds of evidence that candidates may be able to provide in their job roles to satisfy the requirements of a particular unit of competency.
  • Prepare evidence plans for the candidates, showing how they might collect the identified kinds of evidence.

Let’s have a look at some examples:

  • If the Competency mentions Machinery, then we could use the exact name of the machine used.
  • If the Competency mentions Equipment, then we could use the names of each item of equipment
  • If the Competency mentions Location, then we could use the exact location, eg, Shed 1, kitchen bench, etc
  • If the Competency mentions Relevant Procedures, then we could use the exact title of the procedure manual
  • If the Competency mentions Relevant Personnel, then we could use the names of the people and their positions

Contextualise, but Follow the Rules

When it comes to contextualisation, we can be very creative. But, we need to make sure that we do not change the standards required of us. Remember: we must always follow the Qualification Packaging Rules of the Training Package.

When contextualising units of competency, teachers and trainers:

  • Must not remove the number and content of elements and performance criteria
  • May add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes
  • Changes should not diminish the breadth of application of the competency and reduce its portability
  • May add detail to the assessment requirements, where these expand the breadth of the competency but do not limit its use.

To make sure that we still follow the Training Package rules, we can read the Training Package itself, or we can get the advice of others, including:

  • Skills Service Organisations (SSOs) and Industry Reference Committees (IRCs) responsible
  • Our colleagues within the training industry or within the industry for whom we are delivering the training
  • Accessing the Support Resources available for each Training Package at TGA (training.gov.au) can also give us some great ideas of what is appropriate.

When we are contextualising, it is a good idea to speak with the client to make sure that we really are going to link the Unit of Competency to the participants’ actual work.

When we are contextualising, it is a good idea to speak with others to make sure that we really are going to be delivering the Unit of Competency in accordance with the Training Package rules.

June 8, 2018 News, RTO Comments Off on Contextualising assessment resources (Part 2)

Record breaking number of overseas students are selecting Australia as their education destination

Figures released recently showed a 12% increase in the number of foreign students in Australia compared to the same period last year, more than 500,000 for the year, according to new government figures. 

Education Minister Simon Birmingham said Australia has taken in some 510,000 international students from over 190 countries this year. 

The number of Nepalese students jumped 54%, while there was a 29% increase in students from Colombia.

The number of Brazilian students bound for Tasmania more than tripled, and Western Australia saw a one-third jump in its number of Bhutanese student arrivals.

China makes up the largest proportion of students from a single country at 31%, followed by India, Nepal and Malaysia at 12, 5 and 4% respectively.

Mr Birmingham said international students are extremely valuable to Australia.

“International education is vital to the people-to-people links and knowledge sharing between Australia and the rest of the world,” he said.


“Recent data from the Australian Bureau of Statistics has shown the value of international education jumped 22% from 2016 to $32.2 billion last year.” 

Universities Australia’s chief executive Belinda Robinson said the growth in the international student market reflected the quality that was on offer.

“We have almost doubled enrolments over the past decade and built international education into Australia’s third-largest export sector,” Ms Robinson said.

“This supports Australian communities, jobs, regional economies and our relationships in the world.

“These half a million international students will become tomorrow’s global leaders, returning home as informal ambassadors for Australia and extending our nation’s worldwide networks in business, diplomacy and politics.”

The number accounts for students enrolled in higher education, vocational education and training (VET), Schools, English Language Intensive Courses for Overseas Students (ELICOS) and non-award sectors.

June 8, 2018 Higher Education, News, VET Sector Comments Off on Record breaking number of overseas students are selecting Australia as their education destination

Some tips on how to prepare for a meeting with the regulatory body

How to prepare for an audit or any other meeting with ASQA or their representatives.

  1. Collect audit reports, facts and related information: Always collect as much information as possible and discuss your information with an experienced compliance consultant prior to your meeting.
  2. Review prior internal / external audits.
  3. Consider any new legislation/updates to guidelines etc.
  4. Conduct a risk assessment.
  5. Most importantly: Have all your interactions and correspondence with the regulatory body in writing and saved.
    • If you have a question or concern, send an email and ask for a response via email.
    • If you get a call and an explanation over the phone, request to get the information confirmed in writing.
  6. Have a plan: plan and prepare yourself for the event or meeting. Do not go unprepared.
  7. Have someone with you, someone who knows the regulatory guidelines and framework, someone who can support you and if required assist you.
  8. Brief employees involved in the meeting what to expect. 
  9. Follow the regulatory guidelines and framework: People make mistakes and so do the officers at the regulatory body. Always follow the written regulatory guidelines and framework.
  10. Take meeting notes.
  11. Do not argue. Your logic doesn’t work here. It’s very important to understand this point. Do not try and explain. Logic fails when dealing with bureaucracy.
  12. Be positive – you are trying to solve an issue.
  13. Be receptive – Show your understanding and willingness to solve issues.
  14. Acknowledge that the regulatory body has the power over the situation: Remember any government official that you interact with is a “person of power”, but “first and foremost a person”. Treat the government representative with courtesy and respect.
  15. Be ready: Make sure your house is in order if an audit is requested. Being prepared for a potential audit can save you time and a lot of headaches. Most business (and people in general) dread being audited, but if you’re well-prepared, there’s no reason to worry.
June 8, 2018 ASQA, News Comments Off on Some tips on how to prepare for a meeting with the regulatory body

Time to submit your "Quality Indicator data" to ASQA

What are the “Quality Indicators”?

RTOs are required to collect and report their performance against the following quality indicators:

  1. Learner engagement
  2. Employer satisfaction

Learner engagement 

This quality indicator focuses on the extent to which learners engage in activities that are likely to promote high-quality skill outcomes. It includes learner perceptions of the quality of their competency development and the support they receive from their RTOs. The source of data to measure this indicator is a survey called the Learner Questionnaire. RTOs must gather and analyse this data each year.

Employer satisfaction 

This quality indicator focuses on employer evaluation of learner competency development and the relevance of learner competencies for work and further training, as well as employer evaluation of the overall quality of the training and assessment. The source of data to measure this indicator is a survey called the Employer Questionnaire.

RTO’s must gather and analyse this data each year and submit on or before 30 June.

Why are “Quality Indicators” required?

The Quality Indicators give an overall picture of the outcomes being achieved by the RTO and how well it is meeting client needs. Information about the quality of training being provided by an RTO is relevant to a wide range stakeholders. The key audiences are the RTO’s management and their Registering Body. Other audiences may include learners, employers, senior management, individual staff members and potential learners and employers.

The QI’s provide valuable information that the RTO can use to assess their performance against the SRTOs 2015. The data can contribute to evidence that:

  • The RTO provides quality training and assessment across all of its operations
  • The RTO adheres to principles of access and equity and maximises outcomes for its clients
  • Management systems are responsive to the needs of clients, staff and stakeholders, and the environment in which the RTO operates
  • Quality can be monitored over time to identify both improvements and any downward trends.

Learner and employer survey results provide RTO’s with a basis for undertaking benchmarking activities with other RTO’s, or to compare different respondent groups, if they decide to do this as part of their continuous improvement processes.

Learner and employer survey data can be used to demonstrate the quality of the RTO’s training operations, and to build confidence in the RTO.

What is best practice regarding the “Quality Indicators”?
 

A targeted student should be provided with a “Learner Questionnaire” and an employer with “Employer Questionnaire”. The data should be then collected and analysed using:

  • Survey Management, Analysis and Reporting Tool (no longer available for download) or
  • ASQA’s Quality Indicator annual summary report template (DOC).

This information should be submitted to ASQA prior to 30th June annually. 

The surveys should be validated to ensure the student /client feedback is addressed and the RTO provides continuous improvement to develop better learning and learning outcomes.

The resulting changes should be documented and feedback should be communicated to the relevant committee/panel/member of the organisation.

The changes should also be documented in the RTO’s Continuous Improvement Register.

For more information, Click Here.

June 8, 2018 ASQA, News, RTO Comments Off on Time to submit your "Quality Indicator data" to ASQA

VET Industry News 8-Jun-2018

ASQA is increasing scrutiny on new applications for registration from 1 July 2018. Vocational education and training (VET) and the education of overseas students make a significant contribution to Australia’s economy. More than four million people undertake VET qualifications in Australia each year and the quality of the training sector has a direct impact on students, the workforce and the Australian community. To further protect the quality and reputation of the VET and international education sectors, from 1 July 2018, ASQA will apply even greater scrutiny to all applications to establish new training providers. 

Read more information from ASQA’s website Please find attached the latest presentation by Compliance and Quality Assurance on the changes by the regulatory body.

Apprentice and trainee commencements are up

The latest apprentice and trainee data shows there were 35 945 commencements in the December 2017 quarter, up 7.6% compared with the same quarter in 2016.

Trade commencements increased by 9.3% in Dec 2017, with the main increases seen in automotive and engineering (up 20.9%) and construction (up 12.3%).

However, completions decreased by 8.4% in the Dec 2017 quarter to 25 105 when compared with Dec 2016.

To find out more, view the full report and data slicer on our Portal.

A range of related products, including the estimates review dashboard and the apprentice and trainee outcomes data visualisation, are also available.

How satisfied are our international VET students?

New data reveals 85.3% of international students who graduated from an onshore Australian vocational education and training (VET) program in 2016 were satisfied with the overall quality of their training. Read more information

Download Presentation

June 8, 2018 News, VET Industry News, VET Sector Comments Off on VET Industry News 8-Jun-2018
Recent Posts
Archives
Categories