Five things RTOs need to know in 2020

https://www.vetsector.com/post/five-things-rtos-need-to-know-in-2020

February 18, 2020 News, RTO Comments Off on Five things RTOs need to know in 2020

I want to voice my opinion – Your letters and emails to us

In this newsletter, we are selecting this email that we received from one of our subscribers genuinely questioning the current regulatory environment on the Registered Training Organisations:
Thank you for your ongoing support of the VET Sector and in particular your reporting on the actions of ASQA.  I have worked in the VET industry for 33 years in a variety of roles including NSW VETAB auditor and owner of two RTOs.  I can attest to the declining quality in the auditing of RTOs and the educative nature of the auditing process. In times past you could at least speak to an auditor and received meaningful information not just the clause quoted from the Standards. I have recently been assisting an RTO with scope additions and have found the regulator to be inflexible, uncooperative and far too keen to wield its big stick over small RTOs.  In particular:

  • An extension of two working days was denied meaning we could not submit all the evidence requested on time and hence deemed non-compliant on resubmission.  We had had many staff off with illness at the time including flu and those remaining were under the pump to complete the evidence on time.
  • We requested to remove a qualification as we had no enrolled students.  ASQA still required full sets of assessment tools for this qualification even though we would never use them as we would be removing the qualification. We were deemed non-compliant as a result.
  • TAS and assessment tools submitted months earlier by another RTO had been passed by an ASQA auditor at the time but rejected in this audit by our auditor.  No consistency.

As a result the full scope was suspended and the Board chose to close the RTO as the cost of compliance was too high. All training staff were retrenched and this was an RTO that four months earlier had been given a 7 year re-registration.
ASQA needs to be reviewed in its practice of granting up to 7 years registration for an RTO on renewal only to suspend their registration months later when the apply for an addition to scope.  All RTOs upon reregistration should have to supply a suite of assessment tools.
THE VET industry also needs to challenge the addition of the unit TAEASS502 to the Certificate IV in Training and Assessment.  The addition of this unit has forced many good industry assessors to leave training as assessment at Diploma level is time consuming and difficult.  The design and development of assessment tools is a completely different skills set from training and assessing. Having this unit will not make for a better assessor.  Mentoring and ongoing professional development will gain higher skilled trainers and assessors.
The names and details have been removed to protect the confidentiality of the person/s involved. 
Do you have views or thoughts about something? 
Why not write to us and discuss how we all as VET stakeholders can voice our opinions and views and help to create a better vocational education and training system?

December 17, 2019 ASQA, News, RTO, VET Sector Comments Off on I want to voice my opinion – Your letters and emails to us

National Vocational Education and Training Regulator Amendment Bill 2019

The National Vocational Education and Training regulator Amendment Bill 2019 has been lodged in the senate. 

The proposed amendments are intended to improve the efficiency and effectiveness of the ASQA’s regulation of the sector. The changes strengthen registration requirements, modernise information and data sharing and improve the administrative efficiency of the NVETR Act. Key reforms include:

NCVER Act Proposed Reforms ―

  • A new condition of registration requiring NVR RTOs to demonstrate a commitment and the capability to deliver quality VET;
  • Enhanced material change notification requirements such as notify ASQA when there are likely to be substantial changes to the operation of the organisation or an event occurs that is likely to significantly affect the organisation’s ability to comply with the VET Quality Framework;
  • Clarification that all reviewable decisions made by the delegate of the ASQA are subject to reconsideration by ASQA;
  • To improve the transparency of ASQA’s regulatory actions and provide the sector with confidence in the ability of the ASQA to make appropriate, consistent and proportionate regulatory decisions, amendments provide for the preparation and publication of audit reports by the Regulator.
  • The Australian Government will also be able to release information to the public about training provided by an RTO and the outcomes and experiences for students and employers, of training undertaken with an RTO.
  • Empower ASQA to cancel VET qualifications and VET statements of attainment without first directing the relevant NVR RTO to do so where there is a risk to individuals and the community. 
  • Changes to offense provisions for third-parties. 
  • The regulator can impose enforceable undertakings
  • The regulator can request any information from the RTO necessary to perform its function and can retain that information for as long as is necessary. 
  • The Minister will have the power to direct ASQA to issue directions to the regulator in relation to the performance of its functions and the exercise of its powers.

The strategy was developed in partnership with key VET stakeholders, including providers and industry peak bodies. 

Implementing the strategy will be a collaborative effort between the sector, industry and government, with an implementation plan to be developed in 2020. A working group drawn from the sector will work with Expert Members of the Council for International Education.

For more information, please refer to: https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=s1251

December 16, 2019 ASQA, RTO, VET Sector Comments Off on National Vocational Education and Training Regulator Amendment Bill 2019

Where are we going and why are we here?

If you have followed the recent discussion on social media ASQA’s practices, RTO closures, TAFE non-compliance, rorting of government funding (by now this is historical data being republished) it is one thing that stands out; students are not part of the discussion.

How did we arrive where we are at this point in time?

ASQA was set up in 2011 by the Labor Government. ASQA is completely independent and ASQA’s practices and existence can only be changed with a change of legislation. There is no doubt that some ASQA officers and auditors have acted outside their guidelines and that in the great “culling” of numbers many good RTOs have been closed down as well as some RTOs with really bad practices.  

It is, however, a bit of a surprise to see large non-compliant RTOs with bad practices come back from the brink of death and be resurrected.  Even after there have been clear breaches of the law and involvement of AFP somehow there has been survival eg. Is it because of enough money put in the right places miracles do happen?

Many TAFE`s have been found to be non-compliant in their practices and even now we hear stories from trainers who have been asked to deliver training at TAFE`s who require the trainer to “make up” their own training and assessment material. The recent promotion for apprenticeships where the picture shows a blatant disregard for basic WHS for a person working at heights did not paint a positive picture of how the VET system works.

There is no doubt that the move from employing full-time and part-time trainers to contractor positions has undermined the quality of the VET system. No job security, no annual leave, no super, no paid public holidays, no chance of being approved for a bank loan etc has meant that many experienced people have left to go back to the industry they came from.  Simultaneously, Australia is experiencing a building boom and there is a huge shortage of experienced trainers in the traditional trades areas.

The TAE qualification has been butchered to death and currently does not produce trainers with even the most basic idea of how to educate students. Qualifications completed in the shortest possible time, with minimum industry experience and to top it off a substandard trainer qualification is not a recipe for producing engaging competent trainers. No wonder we need to produce assessment material with “model” answers. How else would the trainers know what they need to assess students against?

Fees and funding for students are linked to outcomes and completions. Regardless of where a trainer is employed, in private RTOs, Tafe or Universities trainers are pressured to sign off students as competent. The only qualifications that have kept up the standards of the graduates are the qualifications where industry keeps a tight rein on who gets licensed and who doesn’t.

As we all know, politics is everything and with enough pressure, even the ABC will pull a current story, replace it with a “rorting scandal” and dig up a story about one RTO that is over 3 years old. 

Those of us that have been around the block all know that this was not the first time government funding has been rorted. There had already been the scandal when every man and his dog was signed in to Cert III IT and traineeship funding was claimed by 100’s of employers. (Who can forget the Workskills vouchers?)  There were so many warnings before the VET-Fee help scheme was launched but no one was listening and the outcome was no surprise.

ASQA auditors have pushed training and assessment into a corner where learning material is written not to inspire and educate students but in a manner that will keep an auditor happy. To pacify auditors we make up waddles of text published on paper in an era when everything you want to know about anything is already available online and for the most part free of cost. 

We also write assessments for auditors although to this day we have yet to see a version that all auditors can agree is compliant. We have evidence to show that when six ASQA auditors validated the same assessment from 1 unit of competency in different RTOs, five of made it compliant and the sixth one didn’t.  The feedback from the six did not make sense as they all thought different parts of the assessment could be improved (how is that for consistency?) and for the same section the comment from one auditor was that there was not enough information for the student and other auditors commented on the same section saying that there was too much information. It is also incomprehensible how training and assessment material audited 2 years ago and assessed as compliant can be re-audited and be non-compliant in a training package that has not changed.

The children of Australia go through an education system where teachers tell them to do their own research, evaluate information and draw their own conclusions.  Do this and become a self-motivated life-long learner. Then we send them to do Certificate III in whatever and give them learning material for 15 units of competency when 50% of the content is repeated because that’s how the auditors want it. No wonder they don’t want to come to class. Should auditors audit learning material? Does it matter how, when and where the student has acquired the learning? 

If you are following the VET debate on social media you would know that there is a war and that the battle lines are drawn. 

But where are the students in this conversation……..

Isn’t it a fact that education and training in its traditional form is fast losing its relevance and appeal?  Is the Australian VET sector becoming a dinosaur? 

The review of ASQA called for by Minister Michaelia Cash and the current petition on the Australian Parliament website calling for an investigation of ASQA will hopefully lead to a better regulatory system. As educators in the VET sector we are all familiar with the benefits and context of continuous improvement and this should apply across the board and include ASQA. If you have not already, sign the petition now. This is your opportunity to be part of building a better VET system. 

The link for the petition can be found below:

https://www.aph.gov.au/petition_list?id=EN1129

November 18, 2019 ASQA, News, RTO, TAFE Comments Off on Where are we going and why are we here?

I want to voice my opinion – your letters and emails to us

In this newsletter, we have selected this email received from one of our subscribers genuinely questioning the current regulatory environment of Registered Training Organisations:

“It has been my experience as an RTO Manager that everyone except the RTO is protected in the current environment.  Students and staff can complain to ASQA and Smart and Skilled about an RTO but there is no recourse for RTOs which find themselves placed in a compliance risk scenario caused by incompetent trainers.

Don’t get me wrong, I think it is very important that students and staff are protected, but there is no protection for RTOs from unscrupulous staff that are potentially harmful to the business.

We have employed staff who look great on paper, interview well, but in reality cannot do the job required and in some cases, place the RTO at compliance risk due to their lack of skills or knowledge.  The students are the ones who end up suffering and these trainers move on and inflict the same level of training and compliance risk on the next RTO.

I would love to see a review tool that all RTOs could access to share their experiences before they employ staff.”

The names and details have been removed to protect the confidentiality of the person/s involved. 

Do you have views or thoughts on this topic? How do you review a trainer’s performance and how do you know what goes on between the trainer and the students? Have you got any tips and hints that you are willing to share with this RTO Manager?

Why not write to us and discuss how we all as VET stakeholders can voice our opinions and views and help create a better vocational education and training system. 

November 18, 2019 News, RTO, VET Sector Comments Off on I want to voice my opinion – your letters and emails to us

Who is there to support training organisations and what RTO representatives should know. (Part 1)

In this article, we will discuss the issues registered training organisations are experiencing in their day-to-day operations.

You have the following help available: 

RTO consultants

Extend your own understanding and get an unbiased evaluation of your training and assessment from a consultant who can evaluate your practices and give you feedback.  Contact a few and ask them about their experiences dealing with compliance matters. Ask how many ASQA audits they have participated in and what the outcomes were for the RTOs they worked with. Discuss how they can help you. Experienced consultants deal with hundreds of training organisations, therefore, they can advise and guide you. Ask colleagues, peers, or your peak body for recommendations, or consider other public information to help ensure you are choosing a reputable consultant. 

Independent Tertiary Education Council Australia (ITECA):  

ITECA is actively pushing for an Australian National Audit Office (ANAO) review of ASQA in order to ensure that it is an effective regulator that faithfully enforces its regulatory framework in a timely, transparent and consistent manner.

The Independent Tertiary Education Council Australia (ITECA) is a membership-based peak body bringing together independent providers in the higher education, vocational education and training sectors. Individually and collectively these providers share a commitment to providing students and their employers with the quality outcomes they are looking for.

The ITECA Higher Education Network brings together more than half of the independent providers in the higher education sector and the membership numbers are growing. 

These independent providers deliver training to around two-thirds of all students undertaking vocational education and training in Australia.

Click the following link to find more information https://www.iteca.edu.au 

Enterprise Registered Training Organisation Association: 

ERTOA (Enterprise Registered Training Organisation Association Incorporated) is a National association representing and supporting: 

  • Organisations operating as registered training organisations (RTOs) under the Vocational Education and Training (VET) Quality Framework and who deliver training primarily to their employees and/or volunteers;​

  • Organisations who are not RTOs (or those who or engage with an external RTO) who deliver training primarily to their employees and/or volunteers; and​

  • Individuals working actively as trainers, assessors or facilitators who deliver accredited training under the VET Quality Framework. 

The organisations supported by ERTOA represent a distinct and unique component of the Australian VET sector, because they are in fact industry.   

ERTOA’s goal is to assist these organisations achieve their business needs in terms of training and development.  ERTOA also supports trainers, assessors and facilitators who work within the VET industry.

Click the following link to find more information https://www.ertoa.org.au

TAFE Directors Australia 

TAFE Directors Australia (TDA) is the peak national body that represents Australia’s 58 government-owned Technical and Further Education (TAFE) institutes, university TAFE divisions, and the Australia-Pacific Technical College (APTC).

The core business of TDA is to support members with advocacy for the important role of TAFE under state and territory jurisdictions in meeting Australia’s need for increased productivity, participation and educational attainment in the workforce. The public provider (TAFE) network provides a diverse and integral series of technical and further education services for individuals, enterprises and communities in the emerging tertiary education sector in Australia.

Key to the role of TDA is to position TAFE nationally as the major provider of high quality skills; lead policy development for TAFE and VET sectors; and to lead advocacy for improved outcomes for students. TDA conducts and commissions research and data collections in order to build a strong evidence base from which to advocate. Thus, TDA is involved in data collection and economic modelling; consumer and industry research; producing and publishing position papers in response to policy initiatives, government reviews and inquiries.

Click the following link to find more information

https://www.vta.vic.edu.au/108-research-directory/national/291-tda 

Community Colleges Australia (CCA)

Community Colleges Australia (CCA) lobbies for greater recognition of and enhanced support for the community education sector, to achieve the social, economic and cultural aspirations of the diverse Australian communities where our members operate.

As the national “voice” of not-for-profit community education providers, CCA advocates with a range of government portfolios on the benefits achieved by community learning provision. As the education sector continues to evolve and population demographics change, CCA encourages governments to recognise community education providers as essential community centres of “connectivity and learning”. These centres offer learning options for all, notably:

  • Education and training for persons with a disability

  • Migrants and others who need ‘second-learning’ opportunities

  • Lifelong and personal learning

  • Social inclusion for older and vulnerable people

  • Encouraging young people to participate in education and training that leads to a sustainable future, through providing employment and job readiness skills, including a growing network of not-for-profit community-based high schools

  • Health, wellbeing and care

  • Indigenous community development

  • Community safety and child protection

  • Juvenile and corrective services participants

CCA also provides “thought leadership” in public, media and community discussions, leading towards the improved recognition of and funding for community education and training in Australia.

Click the following link to find more information

https://cca.edu.au/who-we-are/about-us/

We will continue with part 2 of this series in our future newsletters. 

November 18, 2019 News, RTO Comments Off on Who is there to support training organisations and what RTO representatives should know. (Part 1)

ASQA has changed the rules for purchase and sale of RTO’s

Australian Skills Quality Authority has made it crystal clear that “Registered training organisations (RTOs) and Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) providers are not permitted to transfer their registration from one legal entity to another. However, where a change of company shareholdings occurs, but the ABN/ACN of the entity registered with ASQA does not change, then the provider may continue as long as they notify ASQA of the change of ownership”. 

If you are involved in a change of ownership, either as disposer or acquirer, it is important you understand your obligations. These obligations are set out in the NVR Act and the ESOS Act. If your provider is only registered as an RTO, then you are required to notify ASQA of change of ownership as soon as practicable after the event. This is a requirement under s25(2) of the National Vocational Education and Training Regulator Act 2011. If your training provider is registered as a CRICOS-only provider, or as both an RTO and CRICOS provider, you must notify ASQA of a change of ownership as soon as practicable before the change takes effect.  This is a requirement under s17A (3) of the Education Services for Overseas Students Act 2000. 

ASQA is considering the registration is provided to the applicant’s ability to comply with the Vocational Education and Training (VET) Quality Framework and the Education Services for Overseas Students (ESOS) Framework (if applicable). ASQA seeks to ensure that buying into a training provider is not a way for a purchaser to circumvent the scrutiny applied to initial applications. When an entity that is an RTO changes ownership, therefore, its registration cannot transfer to a person or corporation that acquires the RTO as a different legal entity. 

Additional evidentiary requirements  

ASQA has introduced new evidentiary requirements for the following change of ownership situations. These changes are a part of ASQA’s commitment to ensuring providers are able to demonstrate regulatory compliance and are able to deliver quality outcomes for their students. 

When 50 per cent or more of a provider’s ownership changes within a 12-month period

  • Where 50 per cent or more of the ownership of a training provider—or their parent entity/ultimate owner—changes at once or over a 12-month period, additional evidence must be submitted to ASQA. In this situation, you are required to complete and provide ASQA with:•

  • a Financial Viability Risk Assessment Tool—this must be completed as a new registration (start-up) application type

  • Section A of the Self-Assessment Tool for Change of Ownership1—this must include the required supporting evidence detailed in the tool. 

 

When 100 per cent of a provider’s ownership changes within a 12-month period

Where a training provider—or their parent entity/ultimate owner—change 100 per cent of their shareholdings over a 12-month period, both Section A and B of the Self-Assessment Tool for Change of Ownership must be completed and submitted to ASQA if the provider has either:

  • no ongoing students, or

  • not had more than 10 students complete a course within the previous 12 months of registration

 

Possible consequences of change of ownership 

Compliance audits 

Where significant changes to ownership are subject to additional evidentiary requirements. ASQA will conduct a compliance audit to review that evidence. The audit will consider the training provider’s compliance with:

  • the relevant regulatory framework (VET Quality or ESOS legislative) 

  • the clauses and standards in the Self-Assessment Tool for Change of Ownership

 

This audit will focus on whether your training provider is, and will remain, sufficiently resourced to provide quality training and assessment, accurate information, and adequate support to students. If non-compliance is found during a compliance audit, proportionate regulatory action will be taken.

Increased scrutiny for 12 months

Training providers that have a significant change of ownership will also face additional scrutiny in the 12 months after the compliance activity is finalised.This scrutiny will be applied to any applications to change scope of registration from training providers during this period, and through a provider review at the conclusion of the period. Both of these activities may trigger regulatory action, which could include further compliance audits. 

Charges

There is no cost to lodge a notification of material change; however, a compliance audit activity triggered by a notification may incur compliance audit charges for any RTO regulated under the NVR Act. 

For further information, please refer to New guidance on change of ownership obligations: 

https://www.asqa.gov.au/news-publications/news/new-guidance-change-ownership-obligations  

November 18, 2019 ASQA, News, RTO Comments Off on ASQA has changed the rules for purchase and sale of RTO’s

The major issues with current legislative and regulatory standards (Part 1)

We are starting a series of articles discussing what is broken or can be improved in the current legislative and regulatory standards. We will also talk about how there should be no room for ambiguity and a very clear understanding in terms of what is expected from the training organisations. 
Our first target is the assessment system and why it is broken. 
Current legislative requirement: 

Now, let’s unpack the requirements: 
Clause 1.8 (a) states that the assessment system must comply with the “assessment requirements of the relevant training package or VET accredited courses” 
In reality, auditors are currently auditing the organisations on all units of competency details mentioned on the national register. Take the example of
BSBADM502 – Manage meetings https://training.gov.au/Training/Details/BSBADM502.
According to the legislative instrument, the organisations should be audited on the assessment requirements section of the unit of competency that consists of performance evidence, knowledge evidence and assessment conditions.  
Assessment Requirements 
Modification History

 Performance Evidence

Evidence of the ability to:

  • apply conventions and procedures for formal and informal meetings including:
    • developing and distributing agendas and papers
    • identifying and inviting meeting participants
    • organising and confirming meeting arrangements
    • running the meeting and following up
  • organise, take part in and chair a meeting
  • record and store meeting documentation
  • follow organisational policies and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

  • outline meeting terminology, structures, arrangements
  • outline responsibilities of the chairperson and explain group dynamics in relation to managing meetings
  • describe options for meetings including face-to-face, teleconferencing, web-conferencing and using webcams
  • identify the relevant organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas.

Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

  • reference material in regard to meeting venues and technology, catering and transport suppliers
  • organisational policies and procedures for managing meetings
  • office supplies and equipment
  • computers and relevant software
  • case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

However, according to our experiences of participating in audits, auditors not only use the assessment requirements, but audit the training organisations on the elements and performance criteria, foundation skills, and even on the unit application. 

Auditors, therefore, expect to see the assessment resources that meet the following requirements for this unit of competency: 

  • Assessment conditions: 

Set up the assessment environment correctly and provide all necessary documentation, facilities, equipment and tools necessary for the students to participate and complete an assessment task: 

  • reference material in regard to meeting venues and technology, catering and transport suppliers
  • organisational policies and procedures for managing meetings
  • office supplies and equipment
  • computers and relevant software
  • case studies and, where possible, real situations.

Explanation: 
So, if your assessment tools do not have case studies,  computers and relevant software for students to access, office supplies and equipment to conduct meetings such as notepads, notebooks, pens, pencils, paper, projector, microphone, laser pointers, etc., organisational policies and procedures for managing meetings, reference material in regard to venue, technology, catering and transport suppliers and if the assessment is not being conducted in a safe business environment and do not  demonstrate consistent performance of typical activities experienced in the general administration field of work, your resources do not meet the requirements of the assessment conditions. 
You must focus on the plural throughout the assessment conditions. 

  • Knowledge evidence: 

Knowledge refers to learning concepts, principles and acquiring information regarding a particular topic or item. Knowledge helps us develop “understanding”. If we do not have an understanding then how we will be able to use skills effectively or demonstrate our abilities efficiently? 
Knowing how to do something does not simply imply you can do it, even if you know the steps such as what should occur and when. However, knowledge should be assessed first before students demonstrate “they can do something or achieve something”.  Mostly, people learn to use the tools and equipment first before using them for practical purposes. 
ASQA guidelines state: 
Knowledge evidence:

  • Specifies what the individual must know in order to safely and effectively perform the work task described in the unit of competency.
  • The type and depth of knowledge required to meet the demands of the unit of competency

In our experience, If the assessment resources do not assess student’s knowledge first before skills, this is considered as a non-compliant practice. 
The auditors are expecting the training organisations to demonstrate that their assessment resources have questions or case-studies on outlining and use of meeting terminology, structures and arrangements, outline the responsibilities of the chairperson and discuss the group dynamics in relation to the management of meetings, description of different ways to conduct meetings, and have included  relevant organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas to meet the following criteria: 

  • outline meeting terminology, structures, arrangements
  • outline responsibilities of the chairperson and explain group dynamics in relation to managing meetings
  • describe options for meetings including face-to-face, teleconferencing, web-conferencing and using webcams
  • identify the relevant organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas.

 

  • Performance evidence: 

ASQA guidelines state that performance evidence specifies the skills to be demonstrated relevant to the product and process and also the frequency or volume of the product or process.
Performance is to “perform”, “demonstrate”, “carry out an activity or function” or “get something done” to an expected standard or measurement criteria.  
Therefore, taking the example of BSBADM502 unit of competency, the assessment resources must have practical tasks and activities, where learners can demonstrate that they can apply conventions, procedures, develop and distribute meeting agendas and papers, identify and invite participants, organise and confirm meeting arrangements, run the meeting, participate in the follow-ups, organise and take part in chairing a meeting, record and store meeting documentation, and follow organisational policies and procedures.  

Performance Evidence

Evidence of the ability to:
apply conventions and procedures for formal and informal meetings including:

  • developing and distributing agendas and papers
  • identifying and inviting meeting participants
  • organising and confirming meeting arrangements
  • running the meeting and following up
  • organise, take part in and chair a meeting
  • record and store meeting documentation
  • follow organisational policies and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

  • Foundation skills 

Foundation skills are fundamental to a person’s participation in the workplace, the community and in education and training. They are a combination of language, literacy and numeracy (LLN) skills and employability skills.
The expectations from BSBADM502 is that the assessment resources must have activities and tasks that demonstrate the learner’s ability to participate in reading, writing, oral communication, numeracy, navigating the world of work (we noticed a mistake here in the training package it is incorrectly written as navigating the work of work and should be rectified as soon as possible), interact with others, get the work done according to the criteria mentioned below: 

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

If the assessment resources, for example, do not have information about using appropriate style, tone and vocabulary for the audience, context and purpose under participating in oral communication or asking questions and listening to responses to clarify understanding , your resources are non-compliant. 

  • Elements and Performance Criteria 

ASQA’s guidelines state that: 
Elements are the essential actions or outcomes which are demonstrable and assessable. 
Performance criteria refer to the required performance in relevant tasks, roles and skills to demonstrate achievement of the element.
The training organisations must focus on the “Action verbs” in the performance criteria and understand what is expected from the learners. 
Taking the example of BSBADM502, if the assessment resources do not provide the student’s opportunity to develop agenda, state meeting purpose, style and structure is appropriate to identify and notify the meeting participants, confirm meeting arrangements, despatch meeting papers, chair meetings, conduct meetings, ensure meeting facilitation, brief minute taker, checking transcribed meeting notes, distributing and storing meeting minutes and other follow-up documentation within designed timelines and according to organisational requirements, report outcomes of meetings as required etc. the resources are non-compliant straightaway. 

  • Application

We have been part of a number of audits where the “Unit application” has also been considered as sometimes, this section includes a few additional items not covered through the other parts of the unit of competency. 
Let’s take the same unit as an example, BSBADM502, and review the unit application: 

Application

This unit describes the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes.
It applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace, including conducting or managing administrative tasks in providing agendas and meeting material. They may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
If the assessment resources do not provide adequate structure and framework to assess the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes, the resources become non-compliant. 

What should be assessed and what not 

We believe an industry consultation should occur on what should be assessed or what not, how much is too much or how little is too little? 
Set the expectations correctly 
Nonetheless, in the meantime, the regulatory body must set up the expectations or practices of auditors correctly. 
The current audit practices do not align with the regulatory and legislative guidelines and framework. 
Either the standards and legislation require tweaking or the auditors should be told to follow the current regulatory guidelines “as-it-is” and audit the “assessment requirements”. 
We will continue to discuss assessment systems and a number of other critical issues in our next editions. 

October 1, 2019 News, Others, RTO Comments Off on The major issues with current legislative and regulatory standards (Part 1)

RTO experiences with ASQA from the front line-Part 2

We are continuing to share the RTO experiences from the front line with the current regulatory body of vocational education and training, Australian Skills Quality Authority (ASQA).

1. Completely unjust and untrue grounds used by Australian Skills Quality Authority (ASQA) for RTO rejection   

2. No exit meeting with the RTO, no information regarding where an organisation is compliant or non-compliant, no investigation of complaint and no one to hear the injustice that happened to the RTOs.

3. Completely unprofessional behaviour from the regulatory body with contradictory statements and malicious conduct throughout 

4. Allegations and unfounded claims without any truth 

5. You can be either compliant or non-compliant; not compliant and then in the next submission or hearing non-compliant 

6. Where is consistency in the regulatory practice? 

7. ASQA and its officers indulged in completely unprofessional and unethical practices 

8. ASQA auditors not following their own legislative and regulatory guidelines and requirements. 

9. No clarity or setting up expectations and ever changing the goal-posts 

10. Preparing and circulating completely bogus maps with highly confidential details to public and other RTOs to “destroy” Australian businesses and individuals 

Do you have any information that you would like us to share? Send them to info@caqa.com.au.

October 1, 2019 ASQA, News, RTO Comments Off on RTO experiences with ASQA from the front line-Part 2

Conducting validation in your training organisation

 What is validation?

Explanation: Checking that the assessment tools, methods, judgement, evidence and processes to ensure that the training product meets:

  • Principles of Assessment – i.e. valid, reliable, flexible and fair

  • Rules of Evidence – i.e. valid, authentic, current and sufficient

  • The judgment made by the trainer/assessor is benchmarked* with colleagues or industry experts

  • There is sufficient evidence to support the judgment of the trainer/assessor and

  • Whether the requirements of the Training Package or accredited course have been met.

Typical benchmarks used during the validation process include:

  • National training package which are developed by Skills Service Organisations (SSOs)/ Industry Reference Committees (IRCs) and can be found on the training.gov.au website.

  • Units of competency which consist of competency standards and need to be unpacked so that those validating the assessments can compare the actual competency against the tools being validated.

  • Industry standards and consultation will vary, and these standards form the basis of the skills and knowledge required to perform work roles.

  • AQF Guidelines and Framework

  • Information to candidates, assessors and third parties

  • The legislation is relevant to the assessment such as privacy, health and safety, and anti-discrimination, copyright law and so on.

 

The outcome may include making recommendations for improvements to the assessment tool/assessment processes/ assessment methods or assessment products.

What are the timing and occurrence for validation to occur 

Validation can occur before, during or after an assessment is conducted. Validation can be pre-assessment validation or post-assessment validation. Validation is ongoing.

What is the primary purpose of conducting validation? 

The primary purpose to conduct validation is “continuous improvement” so that you can provide training and assessment that meets industry expectations, regulatory guidelines but most importantly training package requirements and assessment and learner resources do not negatively affect your audit outcomes. 

Issues that may negatively affect your audit:

  • Your assessment does not address all requirements of the packaging rules

  • You do not gather sufficient valid evidence for competency assessment

  • inappropriate or lack of simulated environments

  • The authenticity of assessment, particularly in the distance and online delivery.

It is vital that RTOs undertake their validation and moderation process as it is a crucial part of meeting learner’s needs and quality assurance requirements of Standard 1 and 2 of the Standards for RTOs 2015.

In meeting student’s needs and the quality assurance, RTOs are too bound by Clauses 1.9 – 1.11 of the Standards for RTOs 2015:

Clause 1.9 (Validation)

‘RTO implements a plan for ongoing systematic validation of assessment practices and judgements that includes for each training product on the RTO’s scope of registration

  1. when assessment validation will occur;

  2. which training products will be the focus of the validation;

  3. who will lead and participate in validation activities;

  4. how the outcomes of these activities will be documented and acted upon.’​

 

Clause 1.10 requires:

  • Each training product is validated at least once every five years,

  • At least 50% of products validated within the first three years of each five-year cycle.

Clause 1.11 requires:

Validation is undertaken by one or more persons who are not directly involved in the delivery and assessment of the training product being validated,

who collectively have:

  1. current Certificate IV in Training and Assessment

  2. vocational competencies and current industry skills relevant to the assessment being validated;

  3. current knowledge and skills in vocational teaching and learning; and

  4. Industry experts may be involved to ensure there is the combination of expertise set out in (a) to (c) above.

Why do you need us to conduct independent validation?

We provide this service to RTO’s, TAFE’s and other educational institutions. In some cases, we have found that the validation process is non-compliant. Our experience has shown that RTOs do not comply because they do not address all requirements of the packaging rules, do not gather sufficient valid evidence for competency assessment, they do not have complaint learning and assessment resources and lack authentic assessment, particularly in the distance and online delivery.

Important information if you deliver any AQF qualification or assessor skill set from the Training and Education Training Package:

From 1 January 2016, to deliver any AQF qualification or assessor skill set from the Training and Education Training Package (or its successor), your RTO must have undergone an independent validation of its assessment system, tools, processes and outcomes in accordance with the requirements contained in Schedule 2 (and the definitions of independent validation and validation).

What we will provide/do for you

We will:​

  1. Meet with you to discuss your specific requirements and needs

  2. Scope what you need to do and recommend a path forward

  3. Provide qualified industry specific validation and moderation experts

  4. Work with you to ensure your assessment system, processes, materials and practices produce valid assessment judgements

  5. Develop or assist you in writing and implementing your quality policies and procedures

  6. Develop a timetable for validating all your training products

  7. Lead or participate in your validation team OR undertake your assessment validation on our own (depending on your requirements)

  8. Work out a statistically valid sample size for your Post-Assessment Validation

  9. Recommend future improvements for your training products, systems and procedures.

  10. Provide a report for you detailing the above.

If you would like us to administer and manage the process for you, we will:

  • Ensure compliance in every aspect of your validation and moderation process

  • Assess your registered qualifications and the associated assessments for validation and moderation purposes  

  • Develop a five (5) year validations and moderation timetable

  • Recommend a sample size

  • Prepare all documentation for distribution to participants

  • Prepare all record keeping documentation

  • Hold and moderate the meeting/s

  • Provide a report for you detailing the above  

*Only available in some industries where we have access to qualified and experienced trainers/assessors in the relevant industry.  

Until 1 December 2019 we are offering 50% off on our resource validation package. We can identify any gaps in your training and assessment resources, suggest ways to fill them, or fill them for you. 

For more information, please contact us at 1800 266 160 or via email to info@caqa.com.au. 

September 18, 2019 ASQA, News, RTO Comments Off on Conducting validation in your training organisation

Interview: Tamara Simon: Australia’s Only Dedicated RTO Business Coach from ‘Take Another Look’.

Here is a copy of our interview with Tamara Simon – Australia’s Only Dedicated RTO Business Coach.

Bio

Tamara Simon is the Australia’s Only Dedicated RTO Business Coach who knows the key to RTO success lies in your Business Strategy, People Performance and Systems Simplification.

Tamara has taken countless RTO CEOs, RTO Managers and RTO Owners from feeling stuck and burnt out to getting back in control with simple solutions because she is all about the HOW!.

With over 20 years experience in VET, change management and business improvement including being FITAB’s CEO, Tamara’s down to earth yet straight talking attitude provides her coaching clients and audience members with practical and fun ways to manage a simple profitable RTO business which everyone actually loves.

Tamara has written the first and only business book specifically for RTOs:  The Five Little RTO Pigs, and has developed Australia’s only 12 week webinar PD Program for anyone running or aspiring to run an RTO called RTO Grow.  She also hosts her monthly RTO Conversations Webinars where she chats with one of her 3 industry specialists (Compliance, Finance and Marketing) to provide RTOs with tips to build, manage and grow a profitable RTO business.

Her leadership and management expertise was recognised as a Finalist in the Queensland Telstra Business Women’s Awards and the Institute of Managers and Leaders (was AIM)’s Excellence Awards.

She loves sport including AFL, netball and tennis; and she is a passionate member of the Hawthorn AFL Football Club.

 

Contact Details:

Take Another Look

0438 262 727

tamara@takeanotherlook.com.au

www.takeanotherlook.com.au

 

Interview: 

Tamara, in a nutshell, what has been your experience of working in the training and education industry? 

For over 20 years, I’ve been working in what I call ‘RTO Land’ – firstly as an auditor and developer/implementer of Training Packages within the old ITAB environment which is now the SSOs which included being CEO of the Qld Forest Industries ITAB.

I also worked with Education Queensland and was the industry representative with a team of teachers when School-based Apprenticeships and Traineeships were first introduced in Qld.  My role was to help RTOs and Schools understand their roles inside and outside the school gate, as well as helping DET determine the funding model and processes for the three education sectors.

I have then run a number of RTOs and held every position (RTO CEO, RTO Manager, Compliance Manager and Trainer/Assessor).  I have also been a Velg Training Presenter and Compliance Consultant.

Since 2002, I have run my own small business which has 2 business brands:  Business Scene Investigation for small business owners, and Take Another Look for RTOs.

What is the purpose of Take Another Look and how can a training organisations benefit?

As a Speaker, Author and Coach, I helps anyone running (or aspiring to run) an RTO – be it Owner, CEO or Manager; and take them from feeling overwhelmed, burnt out and STUCK to SIMPLE SOLUTIONS which helps them better manage their day, their team and their RTO.

Why? Because I know there are so many fabulous RTOs out there doing great training and upskilling our workforce BUT unfortunately, they are not always running great businesses.  And if you run an expensive hobby instead of a simple profitable RTO business, no matter how good your training is, your business won’t survive.

And this happens because most people running RTOs are great at training but don’t always have the skills and knowledge to do all the other essential functions…. Strategy, Sales, Marketing, Finance, HR and Systems.

And without the business fundamentals of:

  • Time Management

  • Business Strategy

  • People Performance

  • Systems Simplification

the RTO becomes a place of:

  • Frustration

  • Confusion and

  • Overwhelm

Not only for those managing the RTO, but the staff and students as well.

So I help RTOs through:

  • Coaching sessions – either one on one or group sessions – to provide accountability, support and clarity from someone who understands and gets ‘RTO Land’

  • Professional Development – to help you manage the business side of the RTO, I have developed my RTO GROW 12 week webinar program (self paced) which provides the business fundamentals and templates needed to get you and your RTO back on track; as well as other free and paid webinars

  • Author – The Five Little RTO Pigs is the first and only RTO business book

  • Speaker – Keynote and Workshop for conferences as well as inhouse PD

What do you think are the main threats to training organisations in the current environment? 

The shift in the buyer’s mindset – students and organisations want short sharp training which immediately provides a return on investment (profitability and productivity).  They think short term so qualifications which take 12 months or more to complete sounds too long – they want quick outcomes NOW.

The change in training delivery methods – we are seeing a reduction in people paying to attend face to face workshops, conferences etc.  Online delivery via webinars, Zoom sessions etc provides a more cost effective option where people can undertake training at a time and place they want, rather than wasting time and money travelling and losing a day or two out of their business.

RTOs need to start thinking of their businesses as a training business which offers both accredited and professional development training to solve the problems of their clients.  Training is an outcome and not a product. It shouldn’t be an all or nothing approach – accredited training only because nothing else is good enough.

As an industry leader, what are your views on how we can improve the vocational education and training sector in Australia?

  1. I believe RTOs need to decide if they want to remain in a regulated space ie accredited training, and if they do, then stop whingeing about regulation.  It will probably always be there. I’ve been through at least 5 changes in standards since I started in VET in 1996. Can it be improved? Sure but it is a known space RTOs enter when you CHOOSE to deliver accredited training.  My mantra to RTOs is ‘if you don’t like compliance and don’t like change, then don’t work for an RTO or be one’. Why? Because you chose this space so embrace it and integrate it into your business operations instead of it driving you.

  2. RTOs need to look at their business models to ensure they have multiple income streams to ensure financial viability.  When more than 70% of your income is dependent on government funding, then your RTO is at financial risk.

  3. RTOs need to start listening to their clients (and potential clients) to see if accredited training is actually the outcome they want to solve the problem.  My personal view is unless you offer training which is required as part of a licensing requirement (eg first aid, trades, childcare, aged care), then people will start looking at alternatives – be it in Australia, overseas or online to meet their needs.  Case in point. I don’t need a business qualification to run a small business. Not everyone wants or needs the piece of paper but that doesn’t mean they don’t invest in professional development. They do but now it’s around business coaching, marketing, sales, social media etc.  And this training provides immediate results which increases the bottom line. Lots of people want the content and strategies but don’t want the hassle of having to undertake assessment. You have to determine what value assessment and accredited training provides to the end user – and the answer of ‘because it’s quality’ is not enough of a reason.  I do lots of professional development including having a Business Coach and I absolutely gain quality training but it’s not accredited nor does it need to be.

  4. I would like to see the Trainer/Assessor qualification simplified so it meets the needs of business operations.  I believe the current TAE is for a more experienced Trainer and Assessor who is skilled or wants to be skilled in development of training material, assessments and validation.  I believe this is a Senior Trainer and Assessor role within the business and everyone doesn’t have to have these skills, at least not initially because as we know, like any job, it takes time for anyone to become a competent trainer and assessor.

    I believe most RTOs need great Trainers and Assessors who hold the Presenter and Assessor Skill set – who are good at their technical skills, and gain the knowledge to get up in front of students and impart that knowledge succinctly – by following the approved training material (Trainer).  And then they understand the key elements of assessment and can follow a Marking Guide to conduct fair, valid and reliable assessments (Assessor).

  5. My concern by making the TAE qualification such a high entry level is we are making it too hard for people with great industry knowledge and expertise to come off the tools and impart this knowledge and experience to the next generational workforce.  We are already seeing the impact of the current TAE requirements by how difficult it is in the trades sector to get qualified trainers.

So I believe the biggest challenge for RTOs is how they ‘sell’ their relevance to an ever changing buyer who is only looking at the short term (3-12 months at the most).

September 10, 2019 News, RTO Comments Off on Interview: Tamara Simon: Australia’s Only Dedicated RTO Business Coach from ‘Take Another Look’.

Interview: Troy Williams, Chief Executive Officer at the Independent Tertiary Education Council Australia (ITECA).

Here is a copy of our interview with Troy Williams, Chief Executive Officer at the Independent Tertiary Education Council Australia (ITECA). 

Troy, in a nutshell, what has been your experience of working in the training and education industry?

It’s diverse.  From the perspective of a provider, in the late 1990s I established a Registered Training Organisation (RTO) for an industry association and a decade ago my focus was on running a large one with a companion Group Training Organisation (GTO).  In more recent times it’s been working with industry associations and reviewing the architecture of the sector, ensuring that both the vocational education and training (VET) sector plus the higher education sector provides the skills and education required to support a growing economy – and the cuts to the amount of red-tape required to allow quality providers to deliver that.

 What is the purpose of ITECA and how can training organisations benefit?

ITECA is a member-driven organisation representing independent providers in the VET and higher education sectors.  With the support of our members we lobby government for the reforms that will allow providers to operate sustainably whilst ensuring that students can have confidence in the sector.  We provide the market intelligence that allows businesses to make informed decisions and we keep the sector updated with changes to the commercial and regulatory environment. Perhaps the greatest benefit of ITECA membership is the opportunity to afford professionals within the sector to be part of a growing community of likeminded individuals who are committed to the success of the independent tertiary education sector.

 Can you please let us know how ITECA works with training organisations?

ITECA provides leadership, strategy, advocacy and support.  Our members set our agenda, fund our activities and directly benefit from the results.  It’s in this context that there is a great opportunity for members to get involved at a national and state level to identify the projects and policy priorities that we work on.  The ability of ITECA to achieve lasting policy reform, and to deliver the projects that are important to our members, rests with the work of a great many individuals volunteering their time to provide the team within ITECA with advice and guidance.

 What are your views on having VET and Higher Education as separate regulatory bodies in Australia?

The reasons that that ASQA and TEQSA are separate is entirely understandable from a policy perspective; however, for independent providers operating in both the VET and higher education sectors it’s a challenge.  If we look at the regulatory before ASQA and TEQSA objectively, it’s largely the same – providing a framework that permits students to obtain education, training and skills whilst allowing quality providers to excel.  In that context a single regulator makes sense. For dual sector providers it would cut red tape and that’s a positive. From a policy perspective, the issue becomes complex as there are differences between the VET sector, independent higher education providers and public universities in addition to the framework in which the qualifications that they deliver are approved.  In a practical sense, there is the need to progress reform through the Council of Australian Government (COAG) processes that would require aligning the Australian government, six states, two territories and the university sector itself. A single regulator is imminently sensible, achieving it is a complex endeavour but one that merits consideration.

 How is your current role different from your previous roles?

The challenge at ITECA is unique, and one that’s pretty rewarding.  My focus is firmly on working with our members to drive a conversation about the important role of independent providers in ensuring that the nation has the skills needed to support a growing economy.  Outside the VET sector, I don’t believe there is an understanding about the substantial role played by independent providers. Far too many think VET is TAFE and TAFE is VET. That’s not the case, it’s the independent sector that provides around two-thirds of all VET qualifications.  As a general rule, ITECA members do this with higher completion rates, higher post-training employment rates, higher student satisfaction rates and at a lower cost to a taxpayer when compared to the public TAFE sector. That’s not to diminish the role of TAFE, but the numbers to speak for themselves.  This is what makes the role different and one that’s so very important, the ITECA membership has a great story to tell and it’s a genuine privilege to play a role in telling it.

 Let’s go back to the training and education industry.  What do you think are the main threats to training organisations in the current environment?

Red-tape is high on the list and that’s why we’re engaged collaboratively with ASQA and TEQSA to look at reform options.  The Australian Government has a strong agenda for reform as a result of the Braithwaite Review and the more recent Joyce Review, so we’re working towards that.  The second issue is a stable funding base, so ITECA is working with our members to ensure that government funding for students is available on an equal basis through independent and public providers – it’s about student choice.

 As an industry leader, what are your views on how we can improve the vocational education and training sector in Australia?

We need a system that is more dynamic, that allows quality providers to work with industry to provide the skills required today and into the future.  This will require, as identified in the Joyce Review, changes to how qualifications are developed – that it takes up to seven or eight years for a qualification to be developed is not good enough.  Similarly, we need to look at how the sector is regulated, to ensure that the interests of students are protected and also ensure that quality providers can go about their business free from excessive, redundant and duplicative regulation.  More importantly, and a key role for ITECA, is to embrace and best use the collective wisdom that exists across so many professionals in the sector. Our members understand what’s required to allow the system to excel, they are at the coal face and can see where improvements are – I want to work to create a relationship where they are comfortable in volunteering their time to ensure ITECA has the information necessary to make a difference.

August 21, 2019 News, RTO, VET Sector Comments Off on Interview: Troy Williams, Chief Executive Officer at the Independent Tertiary Education Council Australia (ITECA).

Experiences from the front line

We believe the purpose of a regulatory body is to promote and protect the education and training system. Australia has a world-class education and training system that other countries envy, but the real-life stories below also raise questions. 
RTO One’s Experience: 
This is a very common scenario in a number of stories we have received: 
Letter from an ex-RTO owner: 
I used to run a one-man, private RTO, teaching only first aid.  I have been teaching first aid for 25 years. I recently got my CPR audited, and failed. 
When querying the auditor, I found some of his questions, regarding content, theory questions and scenarios, a bit odd. I asked just how long ago was it since he had updated his first aid.
He replied, and I have it in his email “I have never gotten a First Aid Certificate, it is on my list of things to do.” 
To discover that the auditor, making comments about CONTENT, was not himself qualified to put on bandaids, was a surprise. Unfortunately, the finding was that if I wished to proceed, I should approach the AAT. 
Being a one-man deliverer, and not having bags of money or free time, I withdrew my registration.
Currently sailing with my wife, working casually as a charter skipper, and loving not having to do paperwork any more. Should have done it earlier. I am one of the lucky ones – I own my own home and boat, and have no staff or debts.
The whole “UN-QUALIFIED AUDITOR” thing has me worried. It would be like a person auditing a driving school, who has never driven a car.
Questions that arise from this situation are: 

  1. How is an auditor who is not an expert in a particular industry allowed to audit and provide an outcome in that area? 
  2. Why was the learning and assessment material not checked through a subject matter expert when the auditor found it insufficient? 
  3. Why was an expert with 25 years of experience deemed non-compliant by an auditor who has no industry experience?
  4. Why was an opportunity for rectification not given? 

RTO Two’s experience: 
An existing  RTO lodged their CRICOS application before the changes of June 2018. The RTO was audited after 10 months and the RTO owners had to carry the cost of a 9B compliant building over this substantial amount of time. 
When ASQA audited the RTO they found a few rectifications and sent the audit report with the intention to cancel the RTO and the CRICOS registrations. The RTO then provided updated copies of the CRICOS documents requested and it was deemed 100% compliant. 
The RTO was still refused a CRICOS registration and treated as though the application had been lodged after the June 2018 changes. 
Questions that arise from this situation are: 

  1. Why would the June 2018 changes being applied to RTOs that lodged their application prior to that date? 
  2. Why are organisations having to wait 10 months or longer for ASQA audits? 
  3. Why were the CRICOS and ESOS documents were requested if ASQA had already made up their minds to refuse the application? 
  4. How will this help the Australian education and training sector? 

RTO Three’s experience: 

Disclaimer: Before you read this case study, please note, we strongly recommend all our clients and newsletter readers to follow regulatory guidelines and lodge your RTO and/or CRICOS application/s according to the guidelines of your regulatory body. 

In mid 2018 the CEO of a CRICOS RTO fell ill, therefore, the RTO was unable to lodge their CRICOS renewal application before the suggested 90 days prior to expiry . The RTO informed the regulatory body of the compelling and compassionate grounds, but ASQA did not consider the request and cancelled the CRICOS registration. 
When this was brought to our attention, we looked into the following areas and this is our observations: 
Criteria 1: Legislative and regulatory guidelines  
ASQA in exceptional circumstances has the ability to extend a registration. Please see the information below from the legislation:  \


The exceptional circumstances could include mitigating factors such as health. 
One would wonder why the RTO was not provided with an extension to lodge application when the CEO was indeed going through the health issues? 
Criteria 2: The guidelines and instructions from ASQA 
We then looked into the ASQA instructions and guidelines and found that: 
The legislative instrument to have a mandatory requirement to apply for renewal of a CRICOS registration 90 days prior only came into effect on 16 July 2019
https://www.legislation.gov.au/Details/F2019L00993.
It was published on ASQA’s website 22 July 2019
  https://www.asqa.gov.au/news-publications/news/legislative-requirement-cricos-providers-submit-renewal-applications-least-90 
The original draft was only released on 15 February 2019
https://www.asqa.gov.au/news-publications/news/asqa-formalise-90-day-period-esos-renewal-applications. 
Questions that arise from this situation are: 

  1. How is the regulatory body making its decisions? 
  2. How are they deciding who is and isn’t receiving registrations?  
  3. Are the regulatory guidelines being followed or are the decisions made based depending on the auditors desk it lands on? 
  4. Why are compelling and compassionate grounds no longer considered? 

RTO Four’s Experience: 
Letter from an RTO owner: 
We were recently advised by ASQA that a student had complained about our services so we had been reported to ASQA, and now have had a complete investigation completed by them on our RTO.
The student did attempt to blackmail us that he would “……go to VCAT if we did not give him his qualification”. He then threatened us again that he would “……go to ASQA if we did not give him his qualification”.
ASQA then accused us of not interacting and supporting our students. As an example we replied we have a record of over 100 emails and more phone calls offering the student feedback,  advice and assistance during his study.
The student failed an open book exam four times and I could not in good conscience give him the qualification as it was/is a  licensing requirement which meant he would have been licensed to work and run his own business.
One of the accusations from ASQA  is that we do not offer support to our students. We explained above, gave examples of his assessments which did not answer questions, contained answers to questions that were not included in the assessment ,gave evidence of up to four resubmissions still assessed as NYC. No reply from ASQA.
Another example student in addition to the above  was also provided to ASQA, where an email trail of over 60 emails of support to that student was evidenced/provided.
A second accusation (of several) is that we did not advise our students how the course will be run .
We only offer the course by distance learning. We stress this particular course is only run by distance learning no less than seven times.
This is confirmed in our:
-PTR
-TAS – five times in the TAS it is stressed as distance learning only
– email reply to the student enquiry
-course summary – that is provided to every enquiry
-website-  as is required by ASQA
-our student support information – provided to every student.  No reply from ASQA.
A third accusation is that;
“the strategy did not demonstrate how the suggested elective units of competency contribute to a valid, industry-supported vocational outcome”
There are no electives in the current course , all are compulsory if the student wishes to apply for a licence so the course is pre set.
Yet another accusation is that we did not provide the price for the course. The price of the course is clearly presented:
-on the website as is required by ASQA
-in our PTR
-in the written reply we give to the student by email
-on the first line of our enrolment form.  No reply from ASQA.
We have attempted to contact ASQA repeatedly by email and by phone…. No reply from ASQA
We received an email from ASQA eventually, it stated we had to cease operation by the end of the day….. in 3 1/2 hrs.
A number of other accusations state we are non compliant for a number of reasons yet……
Our last two ASQA audits had  no recommendations.
Our last ASQA audit,  just over a year prior,  was completed and assessed as ‘no recommendations.’
We have not changed our policies and procedures or practices since that last audit,  which confirms that ;
we are  compliant
OR
the last two ASQA auditors got it all completely wrong on two different occasions
OR
 …… something else???  We are a small RTO.
Questions that arise from this situation are: 

  1. If the last two audits had no recommendations and if they (RTO) have not changed the policies, procedures and practices then what changed in the third audit? 
  2. How can a regulatory body ignore the evidence provided by the RTO regarding the student complaint and support provided? 
  3. How can the regulatory body ask for suggested electives when it is a licensed course and all units are core, therefore, compulsory. 
  4. What additional places could the RTO have published details of their course price? 
  5. In what additional places could the RTO have published their delivery mode? 
  6. How can a regulatory body ignore several attempts of communication and close an RTO down in such a short timeframe? 

Disclaimer: 
These RTO experiences published in this article are forwarded to us by RTO representatives with their permission to publish.  Names and identifying details have been withheld to protect the privacy of individuals. These are not our direct clients, and we have not provided any advice legal or otherwise, with regards to the individual cases.   
Although the writer and publisher have made every effort to ensure that the information in this newsletter is correct at the time of publication, the writer and publisher do not assume and hereby disclaim any liability to any party for any loss, damage, or disruption caused by errors or omissions, whether such errors or omissions result from negligence, accident, or any other cause. For your individual RTO matter, please speak with a legal representative and/or RTO consultant. 

August 20, 2019 News, RTO Comments Off on Experiences from the front line

INTERVIEW: Dianne Dayhew CEO, National Apprentice Employment Network

Dianne, in a nutshell, what has been your experience of working in the training and education industry?

I have worked in training, education and employment since the mid-1990s. I have seen many ministers, governments and policies come and go, great initiatives start, gain traction, and disappear. One thing about vocational education and training is that it is heavily impacted by government policy changes, and my career has adapted and changed often as a result of such changes.

The wonderful part has been working with colleagues who are extremely committed to vocational education and training, and the joy of seeing careers for young people and others in mid-career kick off as result.

What is the purpose of the National Apprentice Employment Network and how can training organisations benefit?

The purpose of the National Apprentice Employment Network is to advocate on behalf of employers of more than 25,000 employers of trainees and apprentices from diverse backgrounds and locations across Australia who are employed through Group Training Organisations (GTOs).  GTOs provide an employment safety net for trainees and apprentices to assist retention and completion through supported pastoral care.

The GTO is the legal employer of the trainee or apprentice as part of a training contract with the training provider, which is lodged with the State or Territory Training Authority.  The GTO has a separate agreement with a business or organisation to “host” the employment of the trainee or apprentice and release them for formal training and assessment on or off-the-job.

Some GTOs are also registered as training providers to deliver qualifications for their trainees and apprentices.  Most GTOs have arrangements with external private training providers or TAFEs to deliver training and assessment.  Like all customers of training providers, collectively GTOs in the NAEN network are prime clients seeking quality training delivery and outcomes.

Can you please let us know how NAEN works with Group Training Organisations (GTOs), employers, apprentices and trainees?

GTOs which belong to a state or territory Apprentice Employment Network are eligible to apply for NAEN membership, being the peak national body. Membership of our national association is extremely important to GTOs. With their operations at the whim of state territory and Commonwealth funding, NAEN is the communications channel between the Commonwealth government and GTOs.

We immediately relay important policy announcements and funding opportunities to members, and advocate on their behalf to government and parliament. This ensures that GTOs play a significant role in national trainee and apprentice initiatives. 

How is your current role different from your previous roles?

Like many looking back at their career, mine has traversed many directions that now seem extremely relevant to my current role.

I have worked in many sides of education, industry training and employment, and have been employed in both industry and government entities. This includes educator, training programs marketer, field officer, manager, senior executive, policy and research writer, organisational development programs designer, industry stakeholder coordinator, board director and chair, and now CEO of a national peak body. I have an appreciation of the value of both accredited and non-accredited training as linchpins to strategic workforce development.

All roles have stemmed from my core belief that education transforms lives and accelerates careers. Vocational education and training provides workplace learning that is meaningful, applied, reinforced, recognised and rewarded. I have personal experience of providing dream career opportunities through the support of a GTO, making my current role as NAEN CEO highly motivating.

Let’s go back to the training and education industry. What do you think are the main threats to training organisations in the current environment?

Taking note of the futurists, we are all in the same boat working in a volatile and unpredictable world that is changing faster than we can plan.  Resistance to change is a threat to all businesses, and reluctance to adopt new business models to maintain relevance is another common challenge.

Training providers operate in a highly regulated and competitive market and are at the mercy of policy changes from both Commonwealth and State or Territory governments.  These can be viewed as both opportunities and threats.

The status of VET versus higher education is an ongoing concern. Compliance with standards is also crucial, but we must remember to focus on the person receiving the training. They need support, recognition and reward.  National qualifications mean consistency, and the experience of the participant should adequately reflect the national standards expected by their chosen industry.

As we watch VET reform play out for another episode, we are now hearing leaders talk about candidates needing better options for lifelong learning, and that options from both VET and university should be promoted.  We have to think about what this means for the apprenticeship model. Traditional models of training may be turned upside down and rearranged and integrated across education levels. I don’t know if we are ready for this.  And how do we train people with the skills for jobs that haven’t been invented?

As an industry leader, what are your views on how we can improve the vocational education and training sector in Australia?

When things get a little confusing and overwhelming, it is useful to go back to the beginning and review our vision, mission and purpose. The Joyce Review seems to be redirecting us to do just this, and our hopes lie with all states and territories coming on board to support national reform.

The VET Fee Help period was a turning point for all of us, and a great reminder to focus on our participants.  Training young people is not about making money, it’s about transforming lives.

Dianne Dayhew

CEO

National Apprentice Employment Network

August 15, 2019 News, Others, RTO Comments Off on INTERVIEW: Dianne Dayhew CEO, National Apprentice Employment Network

Third-Party Arrangements – What does this mean for your RTO?

ASQA has published an updated guide on third-party arrangements that will come into effect from 1 September 2019 for new third-party arrangements and 1 November 2019 for existing arrangements.

If you have an existing third-party arrangement, you should have already received an email from ASQA with information about the new requirements and the transition period.  

What do you need to know?

ASQA has provided a fact sheet – third party arrangements, which available by clicking on this link.  It discusses the changes and what RTO’s need to know.

What you can do:

  • An RTO can engage another RTO under a third party arrangement to deliver training and/or conduct assessment on their behalf, as long as:

    • the third party RTO has the relevant course on scope. 

  • An RTO can engage a non-RTO (either a natural person or legal entity) under a third party arrangement to deliver training and/or conduct assessment on their behalf, as long as:

    • this is done entirely in the RTO’s name and on the RTO’s behalf.

  • Trainers and/or assessors engaged by an RTO as an employee or contractor can deliver training and assessment for the RTO without being subject to the requirements in the Standards for RTOs that govern third party arrangements.

  • Services other than the delivery of training and conduct of assessment can be delivered using third party arrangements, providing these comply with the requirements of the NVR Act and the Standards for RTOs.

What you cannot do:

  • An RTO cannot engage a non-RTO third party to provide training and/or assessment for ‘VET courses of concern’ without prior written approval from ASQA.

  • An RTO cannot use a third party arrangement to avoid responsibility for compliance with the NVR Act or the Standards for RTOs and is wholly responsible for all services provided on its behalf.

  • An RTO cannot engage another RTO to deliver a VET course on its behalf, unless the third party RTO has that course on scope.

  • A non-RTO third party cannot offer to provide or provide a VET course under its own name. That is, a third party cannot:

    • advertise, offer to provide or provide a VET course in its own name

    • issue qualifications or statements of attainment in its own name or with its logo included.

In addition, ASQA have also provided a new General Direction – third-party arrangements for training and or assessment of VET courses, which you can find by clicking on the link.

This General Direction provides clarity and guidance on third-party arrangements permitted under the National Vocational Education and Training Regulator Act 2011 (the NVR Act).  It is a condition of registration that an ASQA registered RTO must comply with any such General Direction.

ASQA requires all RTO’s entering into a third-party arrangement to have a written agreement.  The Standards for RTOs require you to notify ASQA within 30 days of your RTO entering into, or cancelling, a written agreement with a third party.

If you have any concerns or questions, please contact ASQA at; enquiries@asqa.gov.au

August 14, 2019 News, RTO Comments Off on Third-Party Arrangements – What does this mean for your RTO?

How does an RTO protect itself in this current climate?

RTO’s need to be prepared to weather any storm.  There are simple practices all RTO’s should be adhering to to ensure they are ready for whatever comes their way.

As an RTO the first step is ensuring that you understand the applicable legislation, standards and what best practice looks like.  For the VET sector these can include, but are not limited to:

  • Standards for RTOs 2015

  • National Code 2018

  • ESOS Act 2000

  • ELICOS Standards 2018

Without a thorough understanding you are not able to determine if your RTO is compliant or not.  It also means you are completely reliant on advice from colleagues, outsiders and consultants, which all have different opinions and their own agendas. Without knowledge you will not be able to decide what is good advice and should things change for the worst you will not  have the ability to defend you policies, procedures, training strategies etc it in an audit or at the AAT.

The next step is to ensure that all of your RTO’s documentation reflect the Standards and legislation.  This means that your RTO must be able to demonstrate you are compliant with all the relevant standards through verifiable evidence and a systematic implementation process.

This includes, but is not limited to:

  • Comprehensive Policies and Procedures

  • Implementation tools (systems, templates, flow charts, forms etc)

  • Evidence of practice (completed forms and templates etc)

_____________________________________________________________

There is always help available for your RTO

If you unsure or not confident with your understanding of the regulatory processes, ask for help!  Having professional advice can be an invaluable resource to your RTO. Utilising the experiences of a seasoned professional who is dealing with the regulatory bodies can give you access to a wealth of information for your RTO.  Having the right professional help can actually save you money, time and stress. Contact us to see how we can help your RTO.

August 14, 2019 News, RTO Comments Off on How does an RTO protect itself in this current climate?

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

In the first five 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 
  • Planning for internal audit and considerations 
  • Conducting and recording an actual internal audit

This is our special edition on frequently asked questions and answers on internal audits. We have selected the top 10 questions from the list of questions sent to us by educational institutes. 

Q1: Why are RTO internal audits important?  

Answer: Internal audits are a significant element of an RTO quality management system to ensure RTO practices and procedures meet the regulatory and legislative standards and requirements. These audits can help to monitor the RTO system and to check that compliance and norms are complied with. The aim of an internal audit is to collect data on the quality system’s performance and effectiveness. Internal audits also increase productivity, detect non-compliance and non-conformities, and evaluate the RTO’s internal control including its corporate governance and processes.

Q2: Why should I have an external audit to review my RTO’s quality management system? 

Answer: There are a number of benefits of organising an external audit by expert RTO consultants: 

External auditors are independent of the organisation and review the systems and processes based upon their extensive experience and auditing background. They are impartial and unbiased in their approach and follow documented processes and procedures to provide opinions and advice on RTO’s quality management system.

The benefits of organising an external audit includes: 

  • Advice on critical RTO non-compliance, efficient controls and compliance procedures, identification of best practices, reduction of operational costs, and the realisation of possibilities for profit enhancement.
  • Potential important savings on internal audit expenses, in particular for organisations with multiple offices and courses, high internal audit resource turnover or different levels of internal audit activities.
  • Access to the correct abilities, in the correct position, in the correct location, at the correct moment.
  • Shifting expenses to the consultancy company to develop and maintain the internal audit capacity and freeing capital and resources for key company reasons.
  • Overcoming difficulties for human resources-attracting and retaining talent, maintaining expertise on changing hazards and developing value-making abilities.
  • Alignment of strategic goals of the internal audit function with important business processes.
  • Overall risk management review, tracking of compliance and corporate performance.

Audits should be conducted by RTO experts that have extensive and current ASQA and other regulatory experience and who do not have any conflict of interest with the organisation. 

Q3: What should be the qualifications and work experience of an RTO consultant? 

Answer: We suggest that an RTO auditor should hold the Diploma of Quality Auditing, Diploma of Vocational Education and Training, Diploma of Training Design and Development or have at least 5 years of experience in RTO audits and administration. 

You must also ask and verify the success rate of the RTO consultant to ensure you receive the best advice and consultancy services. 

Q4: How long does an external audit takes? 

Answer: It depends upon your RTO’s scope and requirements to conduct an audit. Usually, two days are recommended for an RTO with two to ten qualifications on their scope. 

Q5: How should an RTO audit be conducted? 

Answer: The RTO audit should be conducted using a proper checklist and documented procedures and processes. 

Preparation of a plan that shows how your audit activities are systematic, independent and that you have a documented process for obtaining audit evidence is critical for a successful and valid internal audit. 

Q6: What is included in an RTO’s quality management system?

Answer: The RTO’s quality management system must include, but is not limited to the following:

  • 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

Q7: What is the usual cost of conducting an internal audit by external auditors and/or consultants? 

Answer: Different consultants have different prices depending upon their expertise and experience. CAQA auditors and consultants charge $5200 plus GST for a two day audit. This price is valid at the time of printing – 1 July 2019. 

Q8: Why you need a CAQA auditor to conduct a health check of your RTO or educational institute? 

Answer: We are experts in RTO audits. We have highly trained and experienced compliance consultants who have worked in the VET sector for more than 20 years.

A VET health check is crucial in ensuring quality RTO systems and procedures are in place and are ready for an audit for registration, re-registration, continuous improvement or internal annual audit purposes. Every RTO must comply with the Standards for Registered Training Organisations 2015:

  • Compliance with the pre-enrolment and enrolment requirements
  • Marketing and advertising
  • Third-party services  
  • Maintenance of trainer and assessor currency
  • Compliant assessment system 
  • Complaints and appeals 
  • Validation of assessment resources 
  • Management of continuous improvement
  • Student support and welfare
  • Responsive to industry and learner needs
  • Quality assurance
  • Secure and accurate certification
  • Accessible information about services
  • Informed and protected learners
  • Fair complaints handling
  • Effective governance and administration
  • Legal compliance
  • Fit and proper person requirements
  • Financial viability
  • Business planning and direction etc.

Q9: What legislation or standards do CAQA auditors and consultants have experience in? 

Answer: 

  • Standards for RTOs 2015
  • AQTF and VRQA Guidelines (VRQA registered RTOs)
  • The VET Quality Framework (ASQA registered RTOs)
  • The ESOS Act and the National Code (CRICOS)
  • VET Student Loans (Higher Education Support Act).
  • Skills First (Victoria), Smart and Skilled (NSW),  and other state funded contracts
  • ISO 9001:2015 – world’s leading Management System Standard
  • English Language Intensive Courses for Overseas Students (ELICOS)  
  • NEAS (accreditation and quality assurance services in English language teaching)
  • Australian Nursing and Midwifery Accreditation Council (ANMAC)
  • Worksafe 

Q10: How do CAQA auditors and consultants conduct an internal audit?

Answer: The process involves the following: 

  • Meet with you to discuss your specific requirements and needs
  • Scope what you need to do and recommend a path forward
  • Provide qualified auditors to advise on compliance issues
  • Work with you to ensure your systems, processes, materials and practices are resilient enough to withstand the test of an audit
  • Advise you of all the issues we find as a result of our audit
  • Advise you in writing and implementing your quality policies and procedures
  • Develop a plan to address all your non-compliant issues with a suitable timetable
  • Provide a report for you detailing the above.
July 4, 2019 Audits, News, RTO Comments Off on Internal audits and why they are so important (Part 5 of 5)

Your trainer and assessor files (Part 4 of 5)

In the last newsletter, we discussed the following:

  • ASQA Guidelines on “industry currency.”
  • How to stay up to date in terms of “industry currency.”
  • Factors that influence “industry currency.”
  • What is “industry current or currency period.”
  • The definition of vocational education and training currency.
  • Licensing requirements for trainers and assessors.

In part 4 of the series, we will discuss how to complete a compliant trainer matrix, trainer file and trainer files checklists.

Your RTO must maintain compliant and complete trainers and assessors file and records. It may take a substantial amount of time to develop a detailed staff matrix for the first time, but you will find it very useful to demonstrate compliance with the regulatory requirements after that.

The definition of a trainer matrix

The trainer matrix feature allows trainers and RTO administration to track and manage evidence that will support the requirements of vocational competencies, current industry skills, VET knowledge and skills and professional development (clauses 1.13 – 1.16 under Standards for RTOs 2015).

The trainer matrix, therefore, provides evidence of the qualifications and industry currency of trainers involved in program delivery, mapped to each unit they deliver and assess. A trainer’s matrix should be developed when a trainer is initially assigned to deliver and assess a unit/s. Existing trainer assigned should update their matrixes at least annually to record additional industry experience, trainer qualifications changes/upgrades and relevant professional development.  

ASQA Guidelines on “trainer matrix”:

There is no prescribed way of recording evidence of verification of trainer and assessor qualifications; this is an operational decision for each RTO. For example, RTO’s may choose to record the verification within their RTO’s trainer and assessor matrix. (FAQs https://www.asqa.gov.au/topic/trainers-and-assessors)

What must be included in a ”trainer’s matrix.”  

From the explanation above, it is evident that a skills matrix must include sufficient and unambiguous information:

(1) The document should be appropriately labelled and version controlled.

(2) The RTO’s name, code and contact details should be included

(3) Trainer name and contact details
 

(4) Department name and contact details, if applicable

(5) Information if it is for “initial registration or appointment as a trainer/assessor” or “annual update”.

(6) Information and details about the qualifications or unit/s of competency the trainer/assessor is training and/or assessing at the RTO.

(7) The Trainer/Assessor must include their work experience and qualifications that enable them to train and assess each unit of competency delivered. This information should be verified by bona fide qualification documentation, a resume, references and information which may be checked to confirm authenticity.   

  • Vocational competencies at least to the level being delivered and assessed;
  • Current industry skills directly relevant to the training and assessment being provided; and
  • Current knowledge and skills in vocational training and learning that informs their training and assessment

(8) You must record your vocational education and training (VET) work experience. Details and description of the duties, the name of the employer or organisation, the position held, and date/s and time worked.

(9) You must record your vocational education and training qualification and equivalence. Name of the course achieved, the institution from where it is obtained, and the dates received. This section can also be used for writing down other certificates and licenses obtained.

(10) You must record your training and assessment (TAE or equivalent) credentials and qualifications (according to clause 1.14 and clause 1.15). Please also include the following information:

Training and Assessment Credentials Required – Trainers

On or prior to 30 June 2019 (no equivalence)

  • TAE40110 or TAE40116* or
  • TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
  • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
  • Diploma related to adult education OR
  • Higher qualification in adult education

From 1 July 2019 (no equivalence)

  • TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
  • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
  • Diploma related to adult education OR
  • Higher qualification in adult education

Training and Assessment Credentials Required – Assessors

On or prior to 30 June 2019 (no equivalence)

  • Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or
  • TAE40110 or TAE40116* or
  • TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
  • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
  • Diploma related to adult education OR
  • Higher qualification in adult education

From 1 July 2019 (no equivalence)

  • Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or
  • TAESS00001 plus one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or
  • TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
  • one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher level qualification in adult education OR
  • Diploma related to adult education OR
  • Higher qualification in adult education

You must, therefore, have a Training and Assessment Qualifications section on your skills matrix and options to select the checkboxes or let the Trainer/Assessor write the training and assessment qualification/s they have acquired.

(11) Provide details of how you meet the vocational competence requirements of each unit you are delivering or assessing. This may be through holding the same unit of competency, holding an older version of the same unit and verifying there are no gaps, holding an older version of the same unit and providing details of how gaps have been addressed, other formal qualifications, professional development activities, evidence from work in the industry, etc.

Please ensure all areas of the unit of competency are addressed through the evidence provided. Provide examples and explain each criterion to ensure you have addressed all areas of the unit of competency. If the units are not equivalent (e.g. a Statement of Attainment for the specific unit/course has not been submitted), a mapping document must be provided to demonstrate how the units have been mapped to ensure vocational competency. In some cases, such mapping document may be provided by the RTO.  

(12) You must have a section to comply with the professional development requirements mentioned under Vet Quality Framework (VQF) Reference: SRTO 1.16

Professional development means activities that develop and/or maintain an individual’s skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, the currency of industry skills and knowledge and practice of vocational training, learning and assessment, including competency-based training and assessment. Examples of professional development activities include:

  • participation in courses, workshops, seminars, conferences, or formal learning programs;
  • participation in mentoring, professional associations or other learning networks;
  • personal development through individual research or reading of publications or other relevant information;
  • participation in moderation or validation activities; and
  • participation in industry release schemes.

Identify any areas requiring professional development to address in the upcoming year. Where possible, identify where professional development may be undertaken. Once professional development has occurred, remove from this section and put the details in the appropriate sections of the skills matrix.

“The future professional development needs” must include the following professional development sessions:

  • Knowledge about the units of competency
  • Vocational training and learning knowledge
  • Industry currency
  • Assessment and/or learner resource validation
  • Competency-based training and assessment
  • E-learning/ technology and industry changes and their effect on VET training and assessment

(13) You must include the evidence of current knowledge and skills in vocational education and training to inform training and assessment practices (Vet Quality Framework Reference: SRTO 1.13c) The section may include the following fields: Activity, Organisation/person provided by, Dates Undertake, Time involved, Type of Activity, Knowledge or skills gained

(14) You must include a declaration and verification section to confirm that the information provided on the Trainer Matrix and any related documentation is true and accurate. You give permission to your employer to verify the accuracy of any information provided.

In short, a valid trainer matrix includes the following information:

  • Training Product/s delivered and/or assessed;
  • Mapping to the compliance and regulatory standards (Trainers and assessors’ clause 1.13 to 1.16 and Individuals working under the supervision of a trainer clause 1.17 to 1.20.);
  • Ongoing study towards completion of formal qualifications
  • PD and Industry currency in the last 12 months;
  • Employment history;
  • Positions held, employer, dates of employment;
  • Relevant industry experience/training;
  • Current appointments, memberships of professional/industry associations;
  • Professional development planned; and
  • Have a declaration and verification checklist   

It is also recommended that all resumes/CVs are verified for currency and authenticity through the undertaking of reference checks.

Who must complete the skills matrix in your RTO?

It is the responsibility of the trainer/assessor to confirm that the information presented in the skills matrix is complete, authentic and valid. Your organisation can follow a joint-effort to complete the skills matrix, where the administration or compliance department can develop the template, complete all training package criteria, and then you as a trainer and assessor review all information, fill in the gaps and ensure every statement is true, complete and valid.

The trainer file and checklist

An RTO must hold valid files for all Trainers and Assessors (this includes files for contractors and employees). A valid file includes the following information:

  • Compliance checklist
    • Trainer file checklist
  • Employment contract
    • A signed and dated copy of employment contract and offer letter
    • A signed copy of position description
  • CV/ Resume
    • A current copy of the trainer/assessor’s CV (usually updated on an annual basis)
  • Qualifications/ licenses/ checks
    • Evidence of vocational competencies
    • Evidence of industry currency
    • Evidence of VET currency
    • Training and assessment qualification
    • Vocational licenses/ tickets/ cards (as required)
    • National police clearance check
    • Working with children check
  • Performance management
    • Staff key performance indicators and appraisal (at least an annual basis)
    • Trainer observation forms (observation by RTO staff)
    • Trainer feedback forms (from students)
  • Induction
    • Staff induction checklist
    • Staff induction session
    • Staff handbook
  • Direct supervision
    • Direct supervision plan and documentation (as required)
  • HR/ Payroll/ Leave forms
    • Personal details form with bank details
    • Tax file declaration
    • Superannuation details
    • Business name confirmation (for contractors)
    • ABN and GST (for contractors)  
  • Insurances
    • Copy of professional indemnity insurance

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

  • 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.

You can purchase a trainer file kit (skills template, file checklist and other necessary forms such as induction, WHS etc.) at a special price of $250.00 (normally $650) by emailing info@caqa.com.au. Offer expires 30th June.

May 28, 2019 ASQA, Audits, News, RTO Comments Off on Your trainer and assessor files (Part 4 of 5)

The Quality Indicator data

The Quality Indicators provide valuable data for RTOs to identify areas for improvement in training and assessment services and to gauge how well it is meeting its clients’ needs.

The Quality Indicator data that is collected will also be used by the registering body in its monitoring of the quality of the RTOs’ operations to minimise the risk of poor-quality performance having a negative impact on clients or the standing of the Australian VET system. As a result of this monitoring, each RTO will have a risk profile, which will contribute to decisions about the scheduling and scope of auditing.

Data collection is a prerequisite for further analysis and action. If data do not exist, there is a risk that there will be no evidence-based change taking place in the organisation. The level of risk can be measured by investigating the nature of any documented and implemented quality improvement strategies, the nature of any data collection systems and, if applicable, what data can be used to assure quality.

Registered training organisations (RTOs) are required to collect and report data on three quality indicators:

  • competency completion
  • learner engagement
  • employer satisfaction

Competency completion data is collected as part of the AVETMISS reporting.


The Quality Indicators (QIs) data helps RTOs with continuous quality improvement through evidence-based and outcomes-focused indicators.  They also allow you to assess the risk of your RTO’s operations. ​

Data for the previous year must be submitted by 30 June; otherwise your RTO’s risk rating and registration may be affected.

Learner and employer​​ surveys

Nationally consistent data allows for benchmarking and encourages RTOs to discuss ways to improve training and assessment with other training organisations. It also allows you to:

  • gauge how well you are meeting your client needs
  • develop relationships with key learner and employer stakeholders
  • identify areas for improvement in training and assessment

Feedback provides a valuable source of information that you can use to improve your RTO’s performance.

To ensure consistency, RTOs are required to use specific templates for learner and employer surveys.  The templates are available from the website of the respective regulatory body your RTO is registered under. This allows data collection for the learner engagement and employer satisfaction quality indicators. ​

ASQA Guidelines:

Submit your 2018 quality indicator data (Published on 16 April 2019. By ASQA.)  

All RTOs are required to submit their 2018 quality indicator data by 30 June 2019. You can do this by completing the form on ASQA’s website and emailing it to qidata@asqa.gov.au.

The purpose of quality indicator reporting is to provide ASQA with a summary report of your RTOs performance against the learner engagement and employer satisfaction quality indicators. These indicators focus on:

  • the extent to which learners engage in activities that are likely to promote high-quality skills outcomes
  • employer evaluation of the overall quality of an RTO’s training and assessment

RTOs must gather and analyse this data each year. You are required to use the Learner Questionnaire and Employer Questionnaire which can be found on ASQA’s website.

You are exempt from submitting a quality indicator data report if:

  • your RTO was granted initial registration either by ASQA or another registering body after 30 June 2018
  • your RTO did not provide any nationally recognised training or assessment services through the calendar year 2018 and you reported an AVETMISS Nil return for 2018.

More information on your quality indicator reporting obligation can be found here.

You can also find more information on your RTO obligations for 2019 and access the checklist here.

Reference:

Quality indicator reporting. (n.d.). Retrieved from https://www.asqa.gov.au/vet-registration/meet-data-provision-requirements/quality-indicator-reporting

Reporting on quality indicators. (n.d.). Retrieved from https://www.vrqa.vic.gov.au/VET/Pages/reporting-on-quality-indicators.aspx

Quality Indicators. (2018, 11). Retrieved from http://www.tac.wa.gov.au/registration/Reporting_requirements/Quality_indicators/Pages/default.aspx

Do not forget to lodge your quality indicator data by 30 June 2019. You must follow the requirements prescribed by your regulatory body to complete the reporting.

May 28, 2019 ASQA, News, RTO Comments Off on The Quality Indicator data

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.

May 28, 2019 ASQA, News, RTO Comments Off on First aid training under review after the death of a footballer from heat stress
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