How to complete a compliant Trainer Matrix – Part 1 of Part 5

We believe that representatives of the training organisations and trainers usually do not understand the importance of the correct and current trainer matrix available for audit. If you do not keep on top of compliance requirements, you may fall behind and you will not realise that your trainers can not actually train or assess the students they have been allocated.
In this article we have included some of the most important aspects needed for a compliant Trainer Matrix.
The Trainer Matrix
A Trainer Matrix (sometimes also called staff matrix, training matrix, training chart) is a tool that can be used to track the training and skill levels of a training staff member within an organisation.
A trainer matrix has a variety of uses such as:

  • It tracks the skills, knowledge and expertise required to train and assess a training product
  • It documents and compares the required competencies for a position with the current skill level of the employees performing the role
  • It allows organisations to assess how they can move forward with training programs and initiatives
  • It provides a gap analysis between required and actual knowledge levels
  • It tracks competency levels and supports the development of an action plan to reach the ideal staff skills level
  • It provides the information required for the development of a professional development plan and budget
  • It aids management with development planning by providing a framework of the teaching and training skills (current and future)

 
ASQA guidelines related to trainer and assessor requirements:
As part of the Standards, an RTO’s training and assessment may only be delivered by trainers and assessors who:

  • hold the required credentials (Standards 1.14 and 1.15, Schedule 1 of the Standards)
  • hold vocational competencies at least to the level being delivered and assessed (Standard 1.13[a])
  • have current industry skills directly relevant to the training and assessment being provided (Standard 1.13[b])
  • have current knowledge and skills in vocational training and learning that informs their training and assessment (Standard 1.13[c])
  • undertake relevant professional development (Standard 1.16).

Keeping evidence
Your RTO needs to retain sufficient evidence for each trainer and assessor to show that they can demonstrate appropriate competency, currency and professional development and the RTO must verify the information presented.
Verification may include:

  • contacting the provider named on a person’s evidence (including qualifications) to confirm that the documentation is genuine
  • conducting referee checks at the time of employment to confirm relevant industry experience.

You need to keep the evidence showing how you have verified this information. The best way to do this is in a compliant trainer matrix. The template of a trainer matrix can be prepared using a word-processing tool, spreadsheet or online management system.
In our next editions, we will discuss:

  • What should be included in the trainer matrix template
  • How to complete a trainer matrix template
  • Review and manage trainer matrix tool

References:
https://www.asqa.gov.au/resources/fact-sheets/meeting-trainer-and-assessor-requirements

December 1, 2020 Audits, RTO, VET Sector Comments Off on How to complete a compliant Trainer Matrix – Part 1 of Part 5

What happens when one of the electives in a qualification has been superseded?

There is great confusion in the VET sector, especially now with all the changes that have been made to the BSB, ICT and HLTAID qualifications. We are constantly answering this question:
If an elective has been superseded in a qualification, but the old unit is still listed as the elective, which one am I supposed to use? Especially in the qualifications that have “the elective units can come from the list below or any other unit of competency at the same level…
So we went  straight to the experts to get clarification and this is what ASQA wrote back:

Dear XXX,
Thank you for your email.
The packaging rules for a training package qualification set out the overall requirements to achieve that qualification. The rules define the number of units required to achieve the qualification; this includes the core and named electives. In the case of CHC33015 - Certificate III in Individual Support - HLTAID003 - Provide first aid is a named elective unit.
Sometimes, a qualification or accredited course will specify a core or named elective unit or module that has been superseded, removed or deleted from a training package. In these cases, RTOs must continue to include the component/s as named in the qualification or course being delivered – as mandated by Clause 1.27 of the Standards for RTOs 2015.
Despite the fact that a named elective unit has been superseded, training providers are required to continue delivering HLTAID003 as named by the packaging rules, until such time as the qualification is updated.
However, should a student wish to undertake the unit as a standalone, then you must enrol them into the current unit (eg. HLTAID011) provided it is on your scope of registration.
I trust this information assists, and please do not hesitate to contact ASQA should you have any further enquiries.

 
This  means that you may have to deliver HLTAID003 to your students that are enrolled in a qualification like CHC33015 and HLTAID011 to students that want the latest updated first aid qualification. Confusing? We know. Makes sense? Not really. Better student outcomes? Seems like a long time since anyone worried about what is best for them.

November 30, 2020 Education, VET Sector Comments Off on What happens when one of the electives in a qualification has been superseded?

Annual declaration on compliance

Are you confident that your RTO meets current compliance requirements with RTO standards? Or do you need help?
All Australian Registered Training Organisations (RTOs) are required to submit an annual declaration on compliance with the RTO standards applicable to their organisation on or before 31st March 2018.
The CEO Declaration
The declaration is a legal document and the CEO must be truthful and completely open and transparent in making the declaration. The CEO is making the declaration to ensure that the RTO complies with all requirements of the VET Quality Framework as relevant to the training products on the RTO’s scope. There are a number of penalties under the National Vocational Education and Training Regulator Act 2011 that all CEOs should be aware of.
https://www.legislation.gov.au/Details/C2017C00245
Failure to submit this annual declaration is a breach of conditions of registration as an RTO.
Annual declaration requirements
An annual declaration confirms the CEO has systematically monitored the RTO’s compliance with the Standards and whether any issues identified they have been rectified or otherwise appropriately risk-managed. The declaration must be signed by the RTO’s Chief Executive Officer (CEO), who is responsible for the RTO’s operations.
The declaration requires the CEO to testify that:
all information about the RTO on training.gov.au is accurate (or, if it is inaccurate, that ASQA has been notified of necessary changes
to the best of the CEO’s knowledge, all owners and high managerial agents meet the Fit and Proper Person Requirements.
Demonstrating compliance includes, but is not limited to, showing how the RTO complies with (if applicable):

  • the NVR Act and the legislative instruments it enables
  • the VET Quality Framework
  • legislation, regulations and standards related to delivery of training to overseas students
  • VET Student Loans legislation and rules
  • workplace health and safety legislation and regulation
  • santi-discrimination legislation and regulations

consumer protection requirements
The CEO needs to ensure that the RTO currently complies with each national standard and if not, what actions are being taken to remedy non-compliance, especially but not limited to, the following compliance areas:
1. Training and assessment strategies
The RTO has a compliant Training and Assessment Strategy (TAS) for each course delivery type (such as online, classroom, workplace, distance, blended) and cohort of student (domestic, International).
2. Industry consultation
The RTO has conducted a ‘range of Industry consultations’ and systematically used the outcome of the Industry engagement to ensure the Industry relevance of the training and assessment strategies, practices and resources and current industry skills of the trainers and assessors.
3. Trainers and assessors
The RTO has sufficient trainers to deliver each training product on the scope. The trainers/assessors have demonstrated their vocational competency and Industry currency at each unit level and meet VET knowledge and currency requirements. The trainer and assessor files contain signed copies of their annually updated resumes, certified qualifications and skills matrixes.
4. Pre-enrolment information
Information, whether disseminated directly by the RTO or on its behalf, is both accurate and factual and provides students with sufficient information to make an informed decision to enrol in the course with your RTO.
5. Validation schedule
The RTO has implemented a plan for ongoing systematic validation of assessment practices and judgements for each training product on the RTO’s scope of registration including;
when assessment validation will occur;
which training products will be the focus of the validation;
who will lead and participate in validation activities;
how the outcomes of these activities will be documented and acted upon.
As per ASQA’s Standards for RTOs 2015, the RTO’s validation plan must ensure that:
All training product on the RTO’s scope of registration undergoes validation at least once every five years.
The RTO must validate at least 50 per cent of the training products in the first three years of the cycle.
You may need to validate certain training products more often where specific risks have been identified, for example, if your RTO’s industry consultation identifies areas of particular risk. ASQA may from time to time determine specific training products that must have particular attention paid to them and this advice is published to www.asqa.gov.au.
You can read more about validation schedule and conducting validation at https://www.caqa.com.au/validation-and-moderation-services.
6. Training and assessment materials
The RTO has sufficient, industry-relevant, compliant resources and materials to train and assess all training products on your RTO’s scope. The training and assessment materials meet the training package requirements and Industry expectations.
7. Language, literacy and numeracy and support requirements
The RTO can demonstrate how it identifies language, literacy, numeracy and learning requirements for each and every student in every course and how the RTO will provide adequate support for them.
8. Transition planning
The RTO has prepared a compliant transition plan to demonstrate that:
the commencement of a new learner in a training product which is no longer current (i.e. the training product has been superseded, removed or deleted from the National Register); and
the time-frame in which an RTO must complete the training, assessment and AQF certification documentation issuance for learners enrolled in a training product which is, or becomes, no longer current.
9. RTO Policies and Procedures, Forms and Manuals, Records management system and Practices
The RTO has compliant policies, procedures, forms, manuals, records management systems for effective retrieval, retention and protection of records, complaints management, regulatory compliance, minimising litigation risks, safeguarding important information, better management decision making, version control and RTO practices to ensure the organisation follow a compliant framework to maintain its registration with the regulatory bodies.
10. AVETMISS compliant database
The RTO has collected and reported ‘Total VET Activity’ data. This includes full Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) data, in accordance with the National VET Provider Collection Data Requirements Policy.
11. Compliant testamurs, statement of attainment and record of results
The RTO must ensure it is issuing compliant testamurs, statement of attainment and record of results to all eligible students
12. Collection and reporting of Quality Indicators and Total VET activity data
The Data Provision Requirements 2012 requires all registered training organisations (RTOs) registered with ASQA to provide an annual summary report of their performance against the learner engagement and employer satisfaction quality indicators to ASQA. You must also make sure, your organisation has recording and reporting Total VET activity data according to the requirements of NCVER and regulatory bodies. Your RTO is required to meet these data provision requirements as a condition of registration. Regulatory body may impose regulatory penalties if your RTO does not meet these data provision requirements.

May 11, 2020 ASQA, Audits, News, RTO, VET Sector Comments Off on Annual declaration on compliance

We hear loud & clear message from business-VET sector is not meeting your workforce needs-PM Scott

Strong comments regarding the Australian VET system were made by Prime Minister Scott Morrison in his speech to the Business Council of Australia (BCA).

“We hear loud and clear the message from the business – that our Vocational Education and Training (VET) sector is not meeting your workforce needs.

I’m not going to throw more money into a system that is not working, we are going to fix the system so we can invest better in it.

Informed by the outstanding report delivered by Steven Joyce, Commonwealth and state and territory governments are working constructively, they are working together to develop and implement our reform road-map. And Minister Cash will be meeting with her state and territory counterparts this Friday to advance that agenda.”

We would also like to share the comments of our VET industry leaders on this report: 

“Nothing will change if the money is thrown at the same groups who caused, and continue to cause, the problems that the VET system experiences today.

I am certain that, had they known how to create and maintain a world-leading VET system, the groups with the most sway over our system would have done so by now. The evidence before us shows, however, that either there was no desire to do so, or there was no idea how to.

It is beyond comprehension that anybody, armed with the skills and desire to do so, would deliberately ignore the massive opportunities we have had in the past to once more be at the forefront of global VET. But that our system is amongst the worst suggests that it was not the strength to do so that was – and remains – missing, but the ability. It is incomprehensible, therefore, that they would receive any more taxpayers money to keep us near the bottom.

Sadly, I feel that this is exactly what will happen.”

“ASQA is responsible for the failure of the VET system in Australia”

“How on earth can a small business take on apprentices and trainees with all the complexity involved these days?

Navigating through entitlements, superannuation, the different types of leave, insurance, pay rates, compliance etc could take hours and hours of research and when you are under the pump trying to keep your business afloat, I can imagine it would be a nightmare – and that’s even before you manage your own business affairs – such as BAS, your own records and requirements and getting work in the door.

It’s not a case now of just paying someone a wage and that’s it. All employers have to be HR experts, Superannuation experts, Payroll experts, Insurance experts, Compliance experts. For many people, it’s all just too hard.”

We as an industry representative and stakeholders are seeking answers to the following questions: 

  1. If our VET system is not meeting the needs of the learners or industry then who is it serving? A few Government bureaucrats who keep creating chaos and complete disorder in the industry.

  2. Are there deliberate efforts by these bureaucrats to derail the VET system? What is the background of these bureaucrats working in the vocational education and training sector?

  3. What initiatives are the Government implementing to change the unpredictable, inconsistent and highly toxic culture of our current vocational education and training regulator?

  4. Why has a regulator been allowed to destroy hundreds of Australian businesses by using unqualified and inexperienced auditors?

May 9, 2020 News, VET Industry News, VET Sector Comments Off on We hear loud & clear message from business-VET sector is not meeting your workforce needs-PM Scott

Are you looking for a VET professional to join your team? Or perhaps you are looking for your next career opportunity?

Specialising in recruitment Australia wide, Career Calling Jobs work with a large number of qualified and passionate candidates searching for the next challenge in their career within the VET sector.
Our platform receives an extraordinary number of applications from candidates who are specifically seeking employment in the industry.
We are currently working with professionals who are looking for new career opportunities in the following positions:
– Training Coordinators
– Trainers & Assessors
– Compliance Managers
– Administration Officers
– Business Development Managers
– RTO Managers
– CEO & Other Executive Positions
We help employers to find the best talent for their company. We recognise that hiring is a complex and costly process. However, it can be less complicated and completed on a budget by using our services.
We have various packages available depending on the needs of the organisation.

Advertising Only

$165

 

Advertising & Screening

$275

 

Advertising & Recruitment

 $550*

 

Advertising, Recruitment & Employee Administration

 $750*

Our recruitment team has extensive knowledge of the VET sector. Having worked in numerous roles within RTO’s for many years means, we appreciate the nature of the industry and the skills, knowledge and experience employers are looking for in staff. We understand exactly what competencies employees require to work effectively and maintain compliance.
We are dedicated to providing a quality service to both employers and candidates to ensure the outcome is long-lasting and successful. Allow us to help you find outstanding talent for your company so you can continue focusing on the success of your business.
Whether you are looking for the next member of your team or you are considering your next career move, we can help you.
To view all of our current vacancies or to view our packages in more detail, please visit our website at www.jobs.careercalling.com.au
To have a chat with our Recruitment Coordinator about our services please contact Claudia Simeone on 1800 266 160 or email jobs@careercalling.com.au

February 20, 2020 News, VET Sector Comments Off on Are you looking for a VET professional to join your team? Or perhaps you are looking for your next career opportunity?

I paid for it – why don’t I own it? – the copyright trap, article by Margaret Ryan, Lawyer and Trade Marks Attorney

If your business commissions a graphic artist to create a logo and brand collateral for the business, who owns the copyright in the artwork? Have you thought about this?

It is important that businesses do think about this when commissioning third parties to create artistic works and literary works. These works can include:

  • logos;
  • artwork and wording on product packaging and brand collateral;
  • product information such as manuals;
  • photographs;
  • advertising; and
  • social media.

 

This is because the default position in Australia is that the author or his/her employer will own the copyright, not the commissioning party. This usually comes as a shock to most businesses because they assume that “if I pay for it, I own it”. In order to own the copyright, it is normally necessary to obtain a written copyright assignment from the author or his/her employer, such as the graphic design company or advertising agency.

It is best that this be done at the start of the engagement, when the business can exercise the maximum leverage over the author/employer. If the author is not prepared to assign the copyright, the business can go elsewhere.

If there has not been a copyright assignment, the business can still use the copyright material for the purpose for which it was prepared. However, problems can arise if the business wishes to use the material for a different purpose – for instance, instead of just using artwork on shopping bags, caps and T-shirts promoting the products, the business wants to use the artwork on a wide range of merchandise to be sold separately. Without a copyright assignment or an agreement from the author to use the artwork in such a broad way, the business would need to go back to the author and ask for permission to do this – and possibly pay an additional fee.

The question of ownership of copyright often comes up when someone else is copying the logo or collateral of the business. This may amount to a copyright infringement, which can be a useful claim for the business to be able to make to stop the infringing conduct. However, unless the business owns the copyright (or at least has a written exclusive licence to use the copyright) the business cannot make this claim. It is often at this time that a lawyer will suggest that the business try and get an assignment of the copyright. However, this may not be so easy if there is no ongoing relationship with the author or the author is difficult to locate. Alternatively, the author may be prepared to assign the copyright but only for a (sometimes substantial) fee.

It is recommended that a business think about copyright ownership at the outset of commissioning artistic or literary works so that they can agree in writing on who owns the copyright. This is best practice for businesses who understand that copyright is an important business asset.

 

29 January 2020

This article provides general information only, and is not intended as legal advice specific to your circumstances. Please seek the advice of a lawyer if you have any particular questions.

For more information, please contact Margaret Ryan at 

 

Margaret Ryan

Lawyer and Trade Marks Attorney

IP by Margaret™

E: margaret@ipbymargaret.com.au 

W: www.ipbymargaret.com.au 

PH: 03 9402 0778

February 20, 2020 News, VET Sector Comments Off on I paid for it – why don’t I own it? – the copyright trap, article by Margaret Ryan, Lawyer and Trade Marks Attorney

SA Govt invests in vocational education and training

https://www.vetsector.com/post/sa-govt-invests-in-vocational-education-and-training

February 18, 2020 News, VET Industry News, VET Sector Comments Off on SA Govt invests in vocational education and training

Vocational education and training

https://www.vetsector.com/post/vocational-education-and-training

February 18, 2020 News, VET Sector Comments Off on Vocational education and training

Mitchell Institute releases new report and sounds VET funding alarm

https://www.vetsector.com/post/mitchell-institute-releases-new-report-and-sounds-vet-funding-alarm

February 18, 2020 News, Others, VET Sector Comments Off on Mitchell Institute releases new report and sounds VET funding alarm

VET Student Loan Caps Lifted

https://www.vetsector.com/post/vet-student-loan-caps-lifted

February 18, 2020 News, Others, VET Sector Comments Off on VET Student Loan Caps Lifted

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

The VET Sector News II – December 2019

Apprentice and trainee commencements down in June 2019 quarter 
The latest release of national apprentice and trainee data show commencements were down 3.3% to 33 295 in the June 2019 quarter, when compared with the same quarter in 2018.
Apprentices and trainees 2019 — June quarter, published by the National Centre for Vocational Education Research (NCVER), provides a national picture of apprenticeship and traineeship activity and includes both quarterly and annual figures that can be broken down by state and territory.
Trade commencements were down 19.7% to 11 980, with the biggest decrease seen in construction trades workers, down 39.8%, when compared with the June quarter 2018.
Non-trade commencements increased by 9.3% to 21 310 over the same period, with the biggest increases seen in carers and aides, up 19.1%, and sales assistants and salespersons, up 16.8%.
There was a modest increase in completions in the June 2019 quarter, up 1.3% when compared with the same quarter last year.
Overall there were 272 920 apprentices and trainees in-training as at 30 June 2019, down 1.4% from 30 June 2018.
For more Information, please visit here. 
ASQA’s approach to managing complaints
On Monday 2 December, ASQA will be launching asqaconnect—a new online portal to receive complaints, or reports alleging provider non-compliance, from all members of the community.
ASQA will no longer investigate and substantiate individual complaints received.
This means, ASQA will not act on individual complaints. Instead, we look at the provider’s pattern of behaviour identified throughout complaints and use this information to inform our decisions on when and if further regulatory scrutiny of a provider is required.
ASQA does not have any consumer protection powers, and cannot act as an advocate for individual students or resolve disputes between students and providers.
Reports about your personal experiences with, or observations of, providers are vital inputs to effective regulation. The information you provide contributes to ASQA’s knowledge of a provider’s behaviour and practice. ASQA uses this information to help protect the quality and reputation of the vocational education and training (VET) and English language intensive courses for overseas students (ELICOS) sectors.
For more Information, please visit here. 
Webinar recording available–proposed changes to ASQA fees and charges 2020-21
ASQA hosted a webinar on Tuesday 3 December on proposed changes to ASQA fees and charges 2020-21 as part of its consultation with the vocational education and training (VET) sector.
The recording and slides from the webinar are now available online.

For more information, refer to ASQA’s Fees and charges proposal 2020-21 consultation paper (PDF) and asqa.gov.au/costrecovery.
Asqanet release—what you need to know?
The latest version of asqanet has launched this morning.
ASQA has also launched asqaconnect—a new online portal to receive complaints alleging provider non-compliance.
This asqanet release will provide services for:

  • third party arrangements—providers are now able to create and cease third party arrangements via asqanet
  • delivery locations—asqanet is now better able to differentiate between VET & CRICOS locations
  • business names—will be sourced directly from the Australian Business Register (ABR)
  • asqaconnect—ASQA’s new online portal for complainants
  • portal user verification—asqanet users will no longer need to respond to secret questions and answers. A verification code will be sent to their registered email.

For more information, please visit here.
AVETMISS reporting: 2019 annual activity due by 28 February 2020
The VET national provider collection is an annual collection of AVETMISS data from all RTOs.
The collection window for direct reporting of 2019 AVETMISS feefor-service activity to NCVER opens at 8:45am (ACT) on 2 January 2020 and closes at 5pm (ACT) on 28 February 2020. 
Please check deadlines if you are reporting fee-for-service activity via a state training authority (STA), as their deadlines may be earlier.
We encourage you to validate your data and fix errors prior to the end of the year so that you can submit when the window opens. 
Reminder: data needs to be reported accurately as at 31 December 2019 and needs to include all activity for the full calendar year (1 January — 31 December 2019)
For more information, please visit here.
AUSkey is Changing
Why AUSkey is being decommissioned?
AUSkey has not kept pace with changes in technology and does not meet the future needs of most businesses. You can find more detail on the Australian Taxation Office (ATO) website at AUSkey decommissioning.
What is replacing AUSkey?
AUSkey is being replaced by a new whole of government digital identity service – myGovID and Relationship Authorisation Manager (RAM).
Together, these services offer an easy, secure and more flexible authentication and authorisation solution.
Put simply:

See AUSkey is Changing factsheet and ATO video – Your new key to business is here, for a general overview.
For more information, please visit here.
There is huge potential in Australia’s education relationship with India
Just over a year ago in his landmark India economic strategy, the former head of the Australian Department of Foreign Affairs and Trade, Peter Varghese, said the relationship between the two countries had the potential to become one of the defining partnerships of the future of the Asia-Pacific region.
He then pointed to one sector above all others as the key to ­solidifying that partnership as well as lifting Australia’s trade and investment ties with India: ­education.
Both countries are now turning their minds to how they can strengthen the education relationship, which already benefits from natural synergies, combining the quality and expertise of Australia’s institutions with the growing demand for quality education in India.
For more information, please visit here. 
Education minister Dan Tehan restores ‘university college’ category 
The federal government has given way to sector pressure and reinstated the university college category for higher education institutions.
Education Minister Dan Tehan said on Tuesday that “in response to stakeholder feedback” on the recent review of provider category standards, the government would retain the name university college for institutions just below university level, instead of calling them national institutes of higher education.
The national institutes were to have a measure of self-accrediting authority status and the option to apply for university status.
For more information, please refer here.

December 17, 2019 News, VET Industry News, VET Sector Comments Off on The VET Sector News II – December 2019

Satisfaction with vocational education and training remains high

New data from over 170 000 vocational education and training (VET) students shows that satisfaction with VET remains high, according to a new report by the National Centre for Vocational Education Research (NCVER).
The annual National Student Outcomes Survey is Australia’s largest survey of VET students and provides information on employment outcomes and training satisfaction for students who completed nationally recognised VET delivered by registered training organisations in Australia in 2018.
Of the VET students who responded to the survey, 122 536 were graduates and 48 369 were subject completers, defined as those who completed at least one subject and then left the VET system without obtaining a qualification.
The data shows that satisfaction remains high in general for both groups, with 88.1% of graduates and 91.4% of subject completers satisfied with the overall quality of their training.
For VET graduates, 83.9% achieved their main reason for undertaking training, with 85.1% training for employment-related reasons, 11.3% for personal development reasons and 3.6% for further study reasons.
Employment outcomes for VET graduates were also good, with 65.8% having an improved employment status after training, and 46.8% of those who were not employed before training in employment after.
More generally, 85.6% of graduates were employed or enrolled in further study after training and the median annual income for VET graduates employed full-time after training was $59 100.
“Results from this year’s survey also show that students who completed a qualification at certificate III or higher had better employment outcomes than those who started but didn’t complete a qualification at the same level,” said Simon Walker, Managing Director, NCVER.
“The difference was greatest for those enrolled in a diploma or higher level qualification, where 67.8% of graduates had an improved employment status after training compared with 50.8% of students who enrolled in a qualification at this level but didn’t complete it.”
The main reasons given for not completing a qualification were training-related (31.7%), personal (22.4%), and because they got what they wanted from training (22.4%). The main training-related reason was ‘training was not as expected’ (13.3%).
The full report VET Student Outcomes 2019 and more information about the survey is available on our Portal.
A more in-depth view of training satisfaction and employment outcomes for apprentices and trainees will be provided in the report Apprentice and trainee experience and destinations 2019, to be released later this month.
Reference: NCVER Media Release 

December 17, 2019 News, VET Industry News, VET Sector Comments Off on Satisfaction with vocational education and training remains high

VET International Engagement Strategy 2025 launched


The Morrison Government has reaffirmed its commitment to ensure Australian VET sector continues to play a significant role in contributing to the development of a highly skilled workforce by lodging Vocational Education and Training International Engagement Strategy 2025. Australia’s first National Strategy for International Education 2025 enables Australia’s international education sector to be more innovative, future-focused and globally engaged.
It further strengthens our international reputation for high quality education and training, drives collaboration in education and research, and increases opportunities for Australian providers and communities. Consistent with the National Strategy for International Education 2025, the Australian International Education 2025 Roadmap, and the Australia Global Alumni Engagement Strategy 2016–2020, implementation will be a collaborative effort between the sector, industry and government.
The Vocational Education and Training International Engagement Strategy 2025 seeks to deliver on the international potential of Australia’s vocational education and training (VET) sector and its important role in meeting the rapidly changing global skills needs of businesses, employees, students and countries around the world. The strategy builds on the sector’s strengths and achievements to further enhance Australia’s competitive advantages in the provision of training and skills development globally.
The National Strategy is based on three broad pillars:

  • strengthening the fundamentals of Australia’s education, training and research system and our regulatory, quality assurance and consumer protection arrangements
  • transformative partnerships between people, institutions and governments, at home and abroad
  • competing globally by responding to global education and skills needs and taking advantage of emerging opportunities.

The main action areas are: 

  • Action 1:  Ensure consistent Australian Government promotion, branding and messaging
  • Action 2:  Encourage greater community support for onshore international VET students
  • Action 3:  Build strategic linkages with bilateral partners, multilateral forums and international agencies responsible for skills development
  • Action 4:  Increase market access opportunities offshore
  • Action 5:  Encourage and promote more open models of training and products for delivery
  • Action 6:  Promote Australia’s VET frameworks and systems internationally to create opportunities for Australian VET providers
  • Action 7:  Promote international collaboration to improve labour market data collection, to identify and address changes in international skills demand
  • Action 8:  Encourage greater business-to-business engagement, including leveraging Austrade networks and Australia’s VET alumni
  • Action 9:  Strengthen the foundations of international VET delivery to appropriately skill the global workforce
  • Action 10:  Provide VET students, graduates and staff with opportunities to prosper in the global economy.

Measures of success are measured through the following strategic objectives: 

  • more international students from a diverse range of countries continue to access Australian VET both in Australia and overseas
  • more countries refer to the Australian VET system as a benchmark to inform the development of domestic industry-responsive training systems, leading to stronger bilateral, regional and multilateral partnerships
  • Australian VET qualifications continue to be widely recognised and valued by employers and governments internationally
  • the Australian VET system continues to produce graduates with the appropriate skills and knowledge to compete in a global labour market
  • international VET students continue to be satisfied with the quality of their VET study experience in Australia
  • international demand for Australian expertise on VET system design and governance reform, including bespoke training courses that meet firm-specific skills needs, continues to grow.

For more Information, please visit here.

December 17, 2019 News, VET Industry News, VET Sector Comments Off on VET International Engagement Strategy 2025 launched

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

Communiqué for the COAG Skills Council Meeting – 22 November 2019

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

Council congratulated the winners and finalists recognised at the Australian Training Awards on their outstanding achievements. The winners and finalists offer a shining example of the transformational opportunities offered by VET.

Delivering a COAG VET Reform Roadmap for a responsive, dynamic and trusted VET sector.

Council discussed a draft COAG VET Reform Roadmap that will deliver reforms to ensure Australia’s future is one where our people are highly skilled and our businesses are competitive.

Council confirmed the importance of bringing the Commonwealth’s reform agenda into the Roadmap and tasked skills senior officials with developing a unified reform pathway for inclusion in the next draft.

Council further agreed to immediately fast track four pieces of foundational work:

  • a review of VET Student Loans to ensure parity of access for students across Australia.

  • on the use of micro-credentials in the national VET system to better respond to student and job-need while preserving the importance of nationally-recognised full qualifications.

  • on quality and reforms to the Standards for Registered Training Organisations to move the system of regulation from its focus on compliance to focus on excellence in training.

  • streamlining training packages to deliver more relevant skills for industry and individuals through immediate actions to make the current system faster, simpler and better. This will include immediate action to identify and remove all outdated and unused qualifications to improve the relevance and accessibility of the training system.

Council particularly noted that actions agreed to were in response to feedback from stakeholders about where urgent reform is needed.

Council directed the Australian Industry and Skills Council (AISC) and skills officials to develop criteria for commissioning new or updated training products and to establish clear timeframes for accelerated training product development before the next Council meeting.

This will improve transparency and accountability across the product development lifecycle; improve timeframes for training package development; future proof the system by looking at options for simplifying qualification construct and content; and improve support for registered training organisations to interpret and deliver training to meet industry’s requirements.

Council tasked skills senior officials with progressing these key actions and with further developing the draft roadmap for consideration at its next meeting. In the development of a draft roadmap, jurisdictions will consult with stakeholders.

Council reaffirmed the shared responsibility for strengthening and modernising the VET system across all jurisdictions. Council also acknowledged that meaningful change requires structural reform to place the skills agenda front and centre of a concerted effort to develop a world-class national VET system with the flexibility to respond to specific regional needs and priorities.

Continuing collaboration for transparent and holistic data collection

Council acknowledged the national collaboration on data through the Performance Information for VET (PIVET). The three-year work program has helped to improve transparency about the structure and funding of the VET system along with a greater understanding of the outcomes and pathways for VET students including employment outcomes for apprentices.

Members noted that continuing collaborative work under the PIVET projects will be central to the delivery of the Roadmap to achieve COAG’s vision for VET.

Australian Industry and Skills Committee (AISC)

The Council noted an Annual Report from the AISC and welcomed Emeritus Professor Tracey Horton AO as the new Chair of the AISC. Council also acknowledged the contribution of outgoing Chair Professor John Pollaers OAM who has been in the role since the AISC’s inception.

Quality of the national training system

Council confirmed their commitment to better outcomes for students and industry with a focus on supporting fair, transparent and effective regulation. Members noted the reforms announced by the Commonwealth to improve the Australian Skills Quality Authority’s (ASQA’s) engagement with the VET sector.

Council emphasised the critical role of ASQA in underpinning confidence in the VET sector and states and territories will engage with the rapid review of the regulator, as a key step in moving towards achieving excellence in training in this sector.

Next meeting

Members committed to meeting again in the first half of 2020 to continue the momentum and leadership of a strong national training system.

For more information, please visit here. 

December 4, 2019 News, VET Sector Comments Off on Communiqué for the COAG Skills Council Meeting – 22 November 2019

Industry consultation form released to assist development of VET accredited courses

ASQA has released a tool to assist in the development of VET accredited courses. The following media released has been published by Australian Skills Quality Authority: 

The Standards for VET Accredited Courses 2012 require a course developer to provide:

  • evidence of an industry need and

  • supporting evidence that industry consultation and validation of course content have taken place during course development and review stages of ASQA’s course accreditation process.

 

ASQA has developed an Industry consultation form (DOC) to assist course developers in meeting this requirement. The form consists of two parts:

  • the first part is to be completed by the stakeholder engaged and requires general information about that stakeholder and their responses to questions about the proposed course. ASQA will use the responses in its assessment to determine the suitability and validity of industry consultation.

  • the second part—attachment one and two—is to be completed by the course developer and circulated to industry representatives providing an overview of the proposed course information.

 

An example of how to complete attachments 1 and 2 of the Industry consultation form can be viewed online.

This form should be submitted to ASQA by the course developer when submitting an application for initial and/or renewal of course accreditation.

You can read more information about this by clicking the following link 

https://www.asqa.gov.au/news-publications/news/tool-released-assist-development-vet-accredited-courses 

November 18, 2019 News, VET Sector Comments Off on Industry consultation form released to assist development of VET accredited courses

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

Review of Australian Qualifications Framework (Part 1)

The AQF review, chaired by Victoria University tertiary education professor Peter Noonan, recommended a shake -up of Australia’s qualification system.  Under the recommended changes senior secondary students would also be able to study subjects at school that would count towards a vocational training qualification or university degree. The new changes will enable students to mix -and -match their subjects across universities and vocational education, to earn the qualifications they need for the jobs they want.

The review recommends recognising the diversity of post-secondary education and to offer clear and flexible entry and exit points, as well as pathways within and between VET and higher education.

What is AQF and how did it evolve? 

The AQF is the national policy for regulated qualifications.

Consider AQF as the national architecture that sets the structure for all qualifications across higher education, VET, and senior secondary schools. 

Australia was among the first countries to develop and implement a national qualifications framework. Although the structure and purposes of national qualification frameworks vary between countries, their central purpose is to ‘establish a basis for improving the quality, accessibility, linkages and public or labour market recognition of qualifications within a country and internationally’.

The AQF was introduced in 1995, replacing the former Register of Australian Tertiary Education (RATE), while drawing in elements from the Australian Standards Framework (ASF). The ASF was a vocational system of levels developed as part of the transition to competency-based training. The AQF’s first six qualifications were aligned to the first six levels of the ASF, while all the Bachelor Degree and above qualifications were carried over from the RATE. 

In Australia, a number of factors figured in the development of the AQF. The VET system was being reformed to adopt competency-based training, prompting a need for nationally recognised VET qualifications linked to competency standards. More students were completing Year 12 and there was rapid growth in the tertiary sector. This highlighted a need for greater consistency and transparency between qualifications to support recognition of prior learning (RPL) and credit transfer. 

In its initial form, the AQF was a relatively loose framework. It reflected the characteristics of the existing qualification types issued in each sector, with learning outcome levels embedded in the qualification types. The qualifications were grouped by sector and had descriptors of knowledge applying within the sector. This was in contrast to the consistent levels-based taxonomies of learning and skills used in other countries, that the AQF would adopt from 2011.

When the AQF Council was disbanded in 2014, the Commonwealth Minister for Education agreed the AQF would be reviewed within five years. From time to time,since it was introduced, the AQF has been revised to reflect or facilitate change in the education sector. Changes in the nature of work that affect the skills that graduates need and the types of qualifications that students and employers are seeking, now need to be considered for reflection in the AQF. As it is seven years since it was last formally reviewed, it is timely to consider ways in which the AQF could be improved to keep it at the forefront of best practice in qualifications frameworks internationally.

The Australian Government announced a review of the AQF in the 2017-18 budget to ensure that it continues to meet the needs of students, employers, education providers and the wider community.

The purpose of the AQF review 

The review was set up to examine the need for changes to the AQF which defines the characteristics and learning outcomes of the qualifications issued in senior secondary school, vocational education and training, and higher education.

The purpose is to look into a less complex AQF architecture, with the current ten levels of qualifications and to ensure the “overly rigid structure” is simplified and provides a more flexible options to reflect the changing nature of work and post-secondary education. 

The other purposes were: 

  • The creation of a Higher Diploma at the same level as a Bachelor degree and renaming of VET certificates to reflect their purpose

  • Recognition of microcredentials and greater fluidity between VET, higher education and schools

  • Ensure the credits earned in one area — for example, vocational education — to be put toward a higher education qualification. 

The Panel has identified three broad questions for consideration through submissions and the consultation process: 

  1. In what ways is the AQF fit, or not fit for purpose? 

  2. Where it is not fit for purpose, what reforms should be made to the AQF and what are the most urgent priorities? Please be specific, having regard to the possible approaches suggested in this paper and other approaches.

  3. In relation to approaches suggested by the Panel or proposed in submissions or through consultations, what are the major implementation issues the Review should consider? Please consider regulatory and other impacts.

Review Panel

  • Professor Peter Noonan (Chair): Professor of Tertiary Education Policy at Victoria University

  • Mr Allan Blagaich: Executive Director of School Curriculum and Standards, WA Department of Education

  • Professor Sally Kift: Adjunct Professor, College of Business, Law & Governance at James Cook University

  • Ms Megan Lilly: Head of Workforce Development, Ai Group

  • Ms Leslie Loble: Deputy Secretary, External Affairs and Regulation, NSW Department of Education

  • Professor Elizabeth More AM: Chief Education Officer, Study Group Australasia

  • Ms Marie Persson: Member, New South Wales Skills Board, Chair, NSW Skills Board Industry Reference Group, Member, Monash Commission

The earlier review processes and objectives 

The 2008 Review of Higher Education (Bradley Review) proposed that Australia should develop a more coherent tertiary education system. It noted the need for a continuum of tertiary skills and recommended a single regulator and funding source for the VET and higher education sectors. It also proposed a review of the AQF, noting the weaknesses of the AQF at the time. The Review of the AQF took place between 2009 and 2011 under the authority of the AQF Council, which was established as a result of stakeholders wanting “a stronger custodian of a stronger AQF.

In 2011, a revised AQF was implemented, including a more consistent taxonomy of learning outcomes. The taxonomy was applied to both levels and qualifications, making the AQF a more detailed and complex document. These changes envisaged enhanced governance arrangements for an AQF body to ensure compliance with the AQF. However, instead of the more integrated tertiary education system recommended by the Bradley Review, different regulatory systems have continued to evolve under separate national regulators for higher education and VET Provider standards in both sectors reference the AQF but arguably reinforce sectoral differences in qualification purpose, design and methods of teaching.  

Micro Credentials 

The review has recommended significant reform to the AQF, designed primarily to make connections and the transition between vocational education and training and higher education easier for students and education providers. Recommendations in the review also recognise ‘micro -credentials’ as valid education tools to fill a skills gap.

One-hundred-million global students — that is the major milestone finally hit in 2018 by online study units known as Massive Open Online Courses (MOOCs).

As many as 20 million learners last year joined the ranks of those studying courses on the biggest MOOC platforms, down from the 23 million who first enrolled in 2017, but with an increase among those willing to pay for the privilege.

Micro-credentials have all-ready become increasingly available through universities, with many used as a means to enhance business leaders’ technology know-how. ‘Microcredentials’ would be recognised to allow providers to offer short, highly-targeted courses to students and employers looking to fill a skills gap without getting bogged down in red tape. 

A major federal government review has opened the way for recognition of short courses, known as micro-credentials, within tertiary qualifications. The review fell short of recommending the micro-credentials should be included in the AQF, which is the taxonomy of all recognised Australian tertiary qualifications. However it said that recognising them as a valid form of credit and as prior learning which could shorten the period of study needed for a recognised qualification, would “build on current practice”. The review said that, even though the AQF should not formally include micro-credentials, it “should provide guidance on requirements for awarding credit for shorter form credentials, to ensure consistency of quality into the future”.

“This would improve confidence in the credentials by employers and industry associations and improve recognition by providers for credit purposes,” it said. 

“For students, it would provide some quality assurance, portability and consumer protection.”

The review also said that the demand for shorter credentials was expected to increase “fuelled by the necessity for lifelong learning and global competition in the supply of education and training”.

The review report is available here

https://www.education.gov.au/australian-qualifications-framework-review-0

November 18, 2019 News, VET Sector Comments Off on Review of Australian Qualifications Framework (Part 1)

The VET Sector News

India is reforming education for the first time since 1986 – here’s why Australia should care

India released a Draft National Education Policy (DNEP) in June 2019. It’s the first comprehensive policy proposal on education in the country since 1986 and a major, game-changing statement.

Australia has a moral duty to engage with the global challenge of providing quality education to hundreds of millions of Indian youth. And by engaging with India as it rolls out this policy, Australian universities stand to gain knowledge and research capacity, among many other things.

For more Information, please refer to;

https://theconversation.com/india-is-reforming-education-for-the-first-time-since-1986-heres-why-australia-should-care-121812  

ACCC wins record $26m penalty against bankrupt education provider Empower

The Federal Court has handed a record $26.5 million fine to failed training college Empower Institute, as well as a demand it repays more than $56 million to the Commonwealth Government for funding it received to run courses.

However, the fine may prove academic, given the firm put itself into liquidation once the Australian Competition and Consumer Commission (ACCC) started action against it in late 2017.

It is understood the fine is unlikely to ever be paid, but lawyers are trawling through the wreckage to see how much the Commonwealth will be able to retrieve.

For more Information, please refer to https://www.abc.net.au/news/2019-09-20/accc-wins-record-26-million-penalty-from-bankrupt-training-body/11533080 

Victoria’s TAFE course completion rate the worst in Australia

At least two out of three people who enrolled in a government-funded TAFE course in Victoria between 2015 and 2017 quit before gaining a qualification.

The dismal completion rate has come to light in new figures produced by the National Centre for Vocational Education Research, which demonstrate that Victoria had the lowest course completion rate for government-funded vocational education in the country in 2017, with just 29.6 per cent of students gaining a qualification.

For more Information, please refer to https://www.theage.com.au/national/victoria/victoria-s-tafe-course-completion-rate-the-worst-in-australia-20190829-p52m5l.html

ATARs could be scrapped as education needs expand

The ATAR system appears destined for the scrapheap owing to the narrowness of what it tells employers and educators about the ability of a student.

The chair of the government’s new Review of Senior Secondary Pathways, professor Peter Shergold told The Australian Financial Review Australia focuses “far too strongly on a single measure of achievement” when getting a job or doing further education is dependent on many characteristics, including non-academic ones.

The chancellor of Western Sydney University said the shortcomings of the Australian Tertiary Admission Rank fed into a distorted array of options for what to do after leaving school, which pushed year 12 students into choices they weren’t equipped to make.

For more Information, please refer to https://www.afr.com/policy/health-and-education/atars-could-be-scrapped-as-education-needs-expand-20190920-p52tfz 

Australia needs a national shipbuilding authority

The latest salvo in the national debate about how best to spread the risks and benefits of the $300-billion naval shipbuilding plan is whether full-cycle docking of the Collins-class submarines should move from South Australia to Western Australia. It’s an important decision.

The Collins fleet is based in Perth. Although the boats were built by ASC in Adelaide, their ongoing sustainment involves four-yearly mid-cycle dockings that take place at HMAS Stirling and the Henderson shipyard in Western Australia. ASC has a total workforce of around 2,200 with around 280 positions in WA to do routine and mid-cycle sustainment work.

Major full-cycle dockings are required every eight to 10 years. They take two years to complete and can involve cutting open the submarine for a ground–up ‘nuts and bolts’ rebuild of hardware and systems. They are currently returned to the manufacturer, ASC at its Adelaide shipyard, where a highly skilled workforce reinvents each submarine.

For more Information, please refer to https://www.aspistrategist.org.au/australia-needs-a-national-shipbuilding-authority/ 

Caleb Bond: It’s simple — without more tradies, Australia’s in trouble

The number of new apprentices in Australia is at its lowest point in two decades and vocational training in turmoil. Without trades, we’re in trouble – and it’s nothing short of a national crisis, writes Caleb Bond.

If we don’t train children to take the jobs that need filling, we will have failed them at the most basic level.

The continued ignorance towards trades as an important part of our nation’s future, and the effect that has on us all, is nothing short of a national crisis.

The education system exists to turn children into well-adjusted, contributing members of society.

But we continually fail them by pushing them in the direction of studies that will do nothing to help them get a job.

In a recent development, high school students are now being told to do vocational training that doesn’t interest them just to tick a box.

Business SA reckons less than 5 percent of students doing vocational courses are actually interested in taking their field of study up as a job or an apprenticeship, which means we’re in real trouble.

These students, apparently, are being steered in the direction of these courses so they can be passed off as achieving a “satisfactory level of schooling”.

In other words, they’re going through the motions to get the whole thing over with as little fuss as possible.

Which is all well and good when you’re 16 and desperate to get out of school.

For more Information, please refer to https://www.adelaidenow.com.au/news/opinion/caleb-bond-its-simple-without-more-tradies-australias-in-trouble/news-story/078013ac438e9e91784d060ffe44df25

Australia lands 8th in the WorldSkills competition

Australia’s trainees and apprentices took their skills to the world’s best this August at the WorldSkills Competition.

Placing eighth overall, the team of 15 made up one of 66 national teams that competed in the Russian city of Kazan.

The competition, which showcases the benefits of skilled trade professionals and vocational institutions, ranked contestants with a bronze, silver, or gold medal.

Clinton Larkings came away with a silver medal in the Industrial Mechanics (Millwright) category, which tested the TAFE NSW Orange student’s ability to install, maintain, repair, and remove machinery and equipment.

Anthony Ters, of TAFE NSW Mount Druitt, received the Medallion of Excellence in Automobile technology.

Bronze medals were also worn by Patrick Brennan, for refrigeration & air-conditioning, and Patrick Keating for plumbing and heating.

For more Information, please refer to https://www.manmonthly.com.au/Australia+lands+8th+in+the+WorldSkills+competition

A VET reform every two and a half weeks

Governments have made 465 reforms to the training sector in the last 21 years, an average of one every two and a half weeks for more than two decades which has left the sector reeling from reform fatigue and students and teachers “unable to make long term plans”

For more Information, please refer to https://www.afr.com/policy/health-and-education/a-vet-reform-every-two-and-a-half-weeks-20190908-p52p42 

October 1, 2019 News, VET Industry News, VET Sector Comments Off on The VET Sector News
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