VET sector (2025)

24/11/2022

It is a great honour for us to be recognised as one of the most trusted brands in education, training, assessment resources, risk management, and compliance by ASIA Business Outlook.

All of our team members deserve congratulations for their dedication, hard work, and commitment.

23/11/2022

It is an honor for Career Calling, CAQA, and The VET Sector to be publishing the 50th edition of the newsletter. It turned out beautifully, and we couldn't be happier. It has been a pleasure to work with a publication (both a newsletter and a magazine) that has offered viewpoints that have been objective and honest, which has highlighted ways in which our educational and auditing processes can be improved, and which has communicated these ideas in an objective and credible manner. In addition to a newsletter, there is also a magazine that is distributed to thousands of people who subscribe to the publication. Those of you who have not yet subscribed to either the CAQA or the Vet Sector publications may do so for free by visiting the websites right now at www.caqa.com.au and www.vetsector.com.au. If you would like to share your thoughts, comments, or stories with us, please email them to [email protected].

21/11/2022

We got the recognition of best training and education services-related organisation in 2022-2023. We are very proud of this achievement, and it motivates us to continue working hard to provide the best possible service to our clients.

10/11/2022

We are the proud winners of the most trusted brand in education, resources, risk management, and compliance 2022-2023.

Thank you to everyone who supported us, our incredible team of experts, and the judges for their thoughtful consideration.

25/10/2022

The VET Sector newsletter and magazine is celebrating its 50th edition next month. This is a significant milestone for any publication, but it is especially noteworthy for a sector-specific newsletter and magazine like ours.

The VET Sector has undergone many changes over the last few years, and our newsletter and magazine have been there to document and report on all of them.

Thanks to everyone who has contributed to the 50th edition of the VET Sector newsletter and magazine. We would like to take this opportunity to thank our loyal readers and subscribers for their support over the years.

We value your feedback and suggestions, so please keep them coming!

Congratulations to all team members of Career Calling Compliance And Quality Assurance The VET Sector By Compliance and Quality Assurance (CAQA) ISO 9001 Auditors CAQA Resources

17/10/2022

Since its establishment in 2011, the Australian Skills Quality Authority (ASQA) has been responsible for regulating the quality of vocational and training (VET) in Australia. ASQA is an independent statutory authority, governed by a board appointed by the Minister for Education and Training.

One of ASQA’s key functions is to accredit training providers and courses. This means that ASQA has the responsibility for ensuring that all training providers offering nationally recognised qualifications are assessed against a set of quality standards. To do this, ASQA uses a range of mechanisms, including on-site audits and reviews of provider practices and documentation.

When assessing whether a particular provider meets the required standards, ASQA may also take into account the use of third parties. A third party can be an organisation or individual that is not associated with the training provider but provides services to it, such as student support, assessment or delivery of training.

There are a number of benefits to using third parties in training provision. First, it can help to improve the quality and consistency of training provision. This is because the third party will be independently assessed against a set of quality standards, and must meet these standards in order to provide services to the training provider.

Second, using a third party can help to reduce costs for the training provider. This is because the third party may have already met the required standards, and therefore does not need to be assessed by ASQA.

Third, using a third party can help to improve the flexibility of training provision. This is because the third party may be able to provide services to a range of training providers, across different locations and sectors.

Finally, using a third party can help to improve the accountability of the training provider. This is because the third party will be held responsible for meeting the required standards, and any failings will be attributed to it rather than the provider.

While there are many benefits to using third parties in training provision, there are also some potential risks. First, using a third party can lead to a loss of control over the of training provision. This is because the third party may not meet the required standards, or may not be aligned with the values and objectives of the training provider.

Second, using a third party can lead to a loss of access to important resources. This is because the third party may not share the same resources as the training provider, such as staff, facilities or equipment.

Third, using a third party can lead to a loss of knowledge and expertise. This is because the third party may not have the same level of or expertise as the training provider.

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11/10/2022

47:

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
- .

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 company or agency.

It is best that this be done at the start of the engagement, when the 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.

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04/10/2022

46:

Quality Assurance (QA) is a way of preventing mistakes and defects in manufactured products and avoiding problems when delivering products or services to customers; which ISO 9000 defines as “part of quality management focused on providing confidence that quality requirements will be fulfilled”. QA is, therefore, the process of quality planning plus quality control.

The quality assurance process in education and training
Quality assurance involves the systematic review of educational provisions to maintain and improve quality, equity and efficiency. It encompasses organisational self-evaluation (internal audits), external evaluation (including inspection), the evaluation of staff (trainers, support staff and management), and evaluation of learner and assessments. Developing and implementing a strong assurance systems is crucial to building and supporting high-quality, inclusive education and training.

The difference between QA and QC
Quality Assurance and Quality Control are two terms that are often used interchangeably. Although similar, there are distinct differences between the two concepts.

Quality Assurance
Quality assurance can be defined as “part of quality management focused on providing confidence that quality requirements will be fulfilled.” The confidence provided by quality assurance is twofold—internally to and externally to customers, government agencies, regulators, certifiers, and third parties. An alternate definition is “all the planned and systematic activities implemented within the quality system that can be demonstrated to provide confidence that a product or service will fulfill requirements for quality.”

Quality Control
Quality control can be defined as “part of quality management focused on fulfilling quality requirements.” While quality assurance relates to how a process is performed or how a product is made, quality control is more the inspection aspect of quality management. An alternate definition is “the operational techniques and activities used to fulfill requirements for quality.”

Conceptualising quality in education and training
Harvey and Green (1993) explore the nature and usage of quality in relation to higher and point out that quality is a relative concept. Harvey (2004–12) provides definitions that are summarised below.
- The exceptional view sees quality as something special.
- Quality as perfection sees quality as a consistent or flawless outcome.
- Quality as fitness for purpose sees quality in terms of fulfilling a customer’s requirements,needs or desires.
- Quality as value for money sees quality in terms of return on investment.

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03/10/2022

What is a Student Management System (SMS)?
The student management system is basically a software to create, manage and track student related data and activities and report the required information to regulatory bodies. SMSs is the short form of student management systems. SMSs are now developed to handle practically every facet of a training organisation. Students information systems, student management systems, school management systems, and RTO software are all names for the same software program that solves the same problem: simplifying the time-consuming day-to-day processes of training in order to free up time for more important activities such as growing the . In Australia, because training is so involved, having an SMS is a legal requirement for all RTOs (registered training organisations) to comply with.

What to look for in the student management system?
There are many different student management systems available on the market, so it is important to do your research before making a decision. Talk to other organisations to get their recommendations, and read reviews online to see what others have said about different systems. Once you have narrowed down your choices, demo the systems to see which one is the best fit for your organisation.
There are many different options available, so it’s important to do your and compare different systems before making a decision. When looking for a student system for a training organisation, there are a few key factors to consider. Some of them are mentioned below:

The features offered by the system.
What functions do you need the system to perform? For example, do you need a system that tracks course attendance or grades? Make a list of the features you require and then find systems that offer those features. Make sure the system has all the features you need, such as registration, online enrolment, reporting capabilities, payment processing, managing course schedules, and course management.

The ease of use.
The system should be easy to navigate so that your staff can quickly find the information they need. It should also be easy to use for , so they can easily register for courses and make payments.

The cost of the system.
How much money can you afford to spend on a student management system? Systems vary in price, so be sure to compare several options before making a decision. Make sure it fits within your budget and that there are no hidden costs. Also, check whether the vendor offers support and updates after purchase.

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27/09/2022

45:

A Training and Assessment Strategy (TAS) is the approach of, and method adopted by, an RTO with to training and assessment designed to enable learners to meet the requirements of the training package or accredited course (Glossary, Standards for RTOs 2015).

The Training and Assessment Strategy (TAS) is a high-level view of a program that guides the learning requirements and the , and assessment arrangements of a VET qualification. It is a “how-to” guide that defines and explains the process of developing, delivering and managing a training program.

The Training and Assessment Strategy (TAS) is also called a Learning and Assessment Strategy (LAS), Qualification Delivery and Assessment Strategy (QDAS) or simply; a helicopter document. We strongly suggest you to name your document according to the terminology and words mentioned within the Standards for Registered Training Organisations (RTOs) 2015.

The Training and Assessment (TAS) is used to convey information such as;
- The qualification (if applicable) or unit of competency training product codes and titles
- Requirements to enrol in the course (set by the RTO)
- The core and elective units of competency in the course and a rationale
- Details of the training product and alignment with the qualification packaging rules
- Prerequisites (pre-existing knowledge and skills) to enrol in the training product (as per the training package)
- Details of the training organisation and contact person
- Any clustering (grouping) of units
- The learner cohort/ training group (description of status, academic background, domestic or international, related industry experience)
- The mode and method of training delivery
- The mode and method of assessment
- Entry and exit points
- Pathways to, from and employment
- Timeframes for delivery and assessment
- Volume of and amount of training
- Information regarding -placement requirements, if applicable
- Information how training and assessment is going to take place
- Details of staff qualified to deliver and assess the training
- Equipment, facilities and resources required
- Explanation and outline of industry consultation
- Explanation and outline of how industry feedback has contributed to changes in training and assessment, facilities and resources, training and assessment skills of trainers and assessors
- How the program has been validated
- Sequence of delivery of units according to a priority order
- Review and approval processes for training and assessment strategies to both staff and regulators (in the case of nationally recognised training).

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26/09/2022

The benefits of a virtual lab for information technology and information system related subjects are many.

First, the virtual lab provides a simulated environment that is very close to the actual environment where the students will be working after they graduate. In other words, a virtual lab allows students to experience what it is like to work in a real-world environment before they actually enter the workforce.

Second, it allows students to access their lab from any device, anywhere in the world. This means that students can study on their own time and at their own pace.

Third, physical service and equipment are not required; security is our responsibility. This frees up valuable classroom space and eliminates the need for expensive hardware and .

Fourth, it saves cost. The virtual lab is more affordable than the traditional lab, and it also requires less maintenance.

Last but not least, a virtual lab enhances the learning by allowing students to work on real-world projects. Students are able to apply the knowledge they have learned in the classroom to actual projects. This helps them to better understand the concepts they are and prepares them for the challenges they will face in the workforce. In conclusion, a virtual lab provides a number of valuable benefits that make it an excellent choice for information technology and information system related subjects.

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20/09/2022

44:

We believe that representatives of the training organisations and trainers usually do not understand the 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, 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 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 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).

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19/09/2022

The Review will examine how the ESOS regulatory framework can evolve to support Australia’s international education sector to innovate and diversify, while continuing to protect Australia’s international reputation as a education destination.

On 10 February 2022, the Department launched a public consultation as part of the Review process to seek views on the following broad questions:

- How can the ESOS framework be strengthened and improved to deliver an optimal student ?
- How can the framework resolve any regulatory barriers that prevent sector , diversification, and growth of Australian offerings, including online and offshore?
- How can the ESOS regulatory framework evolve to better support the sector to deliver a high-quality education experience?

The Department seeks consideration of these, and other questions raised in the Review discussion paper.

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13/09/2022

43:

Raelene is the author of two best-selling books, CRICOS CPR: Top 5 Tips to Rescue Your RTO and Legal Decision-Making under the National Vocational Education and Training Regulator Act 2011 (Cth): An investigation into merits review. As one of Australia’s leading sanction specialists in VET and international , she is well known for her outspoken and informed contributions to discussion around VET reform, calling out negligence and keeping the sector accountable. As an ex-regulator, she was an integral to the CRICOS national re-registration project in 2009-2010 which saw the closure of a number of high-profile providers around the country. An outspoken advocate for the sector, Raelene often provides informed discussions on topics that are critical to the future of VET in Australia.

Q1: For those who do not know you, what is your background?
I completed a Bachelor of Education majoring in law and health, completed a Master of Education (Research) in youth su***de prevention, a Graduate Diploma in Adolescent Health and Welfare, as well as a range of VET qualifications in auditing and TAE. I started a Doctor of Philosophy at Monash University in Melbourne on international student safety several years ago but withdrew when I moved to WA. I completed a Graduate Diploma in Australian Migration Law and Practice last year and am currently completing a Bachelor of Laws (Graduate Entry).

From a perspective, I’ve been a mainstream high school teacher, I worked in prison education, with non-mainstream youth at risk (homeless teens, pregnant teens, kids whose parents were in and out of jail, kids with dual diagnosis issues). I’ve been a VET Trainer and assessor (health and community services), set up health and community services portfolios in large RTOs, managed RTOs, been a regulator with the Department of Education Services in International and Higher Education Regulation and established RTO Doctor in February 2011.

I’ve always been involved in advocacy issues within the VET sector, probably my first real issue that I advocated heavily for in VET was a long time ago in Victoria with ACPET in relation to the issue of work based for international students. The issues were two-fold. The first was around the requirement of some skills assessment bodies that required certain qualifications and work based training for successful completion or recognition. This really only impacted international students seeking permanent residency at the time because Australian employees did not (and still do not) have to meet the same criteria to be eligible to work in those industries.

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12/09/2022

What is a reasonable adjustment?
In vocational and training (VET), the term reasonable adjustment refers to adjusting the learning environment or making adjustments to the training or assessments offered. This is to provide a student with additional needs and/or requirements the same learning as a student with no barriers to learning.

Simple changes such as installing a specific sort of software on a computer for a person with vision impairment can qualify as a reasonable adjustment.

How can you make reasonable adjustments in the learning environment?
Keep a list of your student’s strengths and weaknesses.
Every student is different. Some are great at certain subjects or tasks, but not so great or struggling with others. For example, some students learn best by listening to something explained to them, while other students learn better when they read about it for themselves. By making the correct reasonable adjustments in the learning environment, trainers can help their students reach their maximum potential no matter what kind of learner they are.

If a student struggles with reading comprehension and needs more time on assessments, there are many different ways you can make changes to allow that student to be as successful as possible.

Firstly, the length of the assessment should be reduced and divided into separate individual assessments so as not to overwhelm the student with too much information at once. Secondly, handwritten notes on top of all assessments can help shed light on confusing concepts, or at least allow the student to remember what’s important.

Finally, allowing students to use their notes during tests is another great way to ensure the understanding of the facts. Of course, for some nursing and students and a few other industries, you will not be able to allow open-book assessments, depending on the legislative, regulatory and requirements set by the organisations.

If a student needs more auditory in order to grasp concepts, then hearing things explained through someone else might be helpful. Having that student sit near the trainer so they can follow along and ask questions will shortly clear up any confusion. Allowing students the to read the material for themselves will also strengthen their comprehension because reading forces readers to think critically about what they are reading.

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06/09/2022

42:

Skills shortages: 75 percent of respondents reported skills shortages in industry, a jump from 49 percent in the previous survey conducted in 2016. Shortages are most often in the technician and trades worker category, with difficulties recruiting for Science, , engineering, and mathematics (STEM) skills, and new shortages for roles in automation, Big Data and artificial intelligence solutions.

Literacy and Numeracy: 99 percent of employers (up from 96 per cent in 2016) are affected in some way by low levels of literacy and numeracy in their workforce. This is disturbing in a time when the workforce increasingly requires foundation skills that include not only literacy and numeracy but digital literacy and advanced soft skills.

and Management: employers are prioritising technology capability improvements for managers, 62 percent of whom believe a lack of leadership and skills is having a high impact on the business (up from 56 percent in 2016). This reflects the major changes needed in the way work is done and managed as entire business processes and organisational cultures are upended in the digital economy.

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05/09/2022

There’s a lot of talk about artificial intelligence and machine learning today, but what exactly is it?
Machine learning is a process of developing computer programs that can learn from data without being explicitly programmed by a human. This gives it the ability to process large amounts of data and find patterns within them. Its development has led to significant advances in computational science and many experts predict this will lead to more change in society than even personal computing or the Internet.

Artificial intelligence is transforming almost every industry imaginable — from transportation (Google’s self-driving cars) to finance (robotic investment advisors) and (virtual doctors). Education and are no exception. Artificial intelligence can be used in several ways: teaching, training and recruiting.

The and training industry is an important sector of the economy. It is also a very complex one. AI and machine learning are changing how we learn, teach, and train. They are making it possible for us to learn in new ways, teach in new ways, and train in new ways.

In the classroom, you can expect AI to make a huge impact on education, creating personalised learning plans for students whilst also optimising lesson plans to better meet their needs. This is already happening today in higher education at institutions like MIT and Harvard University which use online learning platforms from companies like Coursera to deliver lectures directly to students according to their academic progress and readiness levels.

Personalised instruction will be a boon for teaching languages. The Association of Language Testers in Education notes that language educators have been using computer-assisted language learning (CALL) since the 1980s — with good results. But CALL has traditionally been based on programmed instruction where “the teacher’s role is to monitor and evaluate the learners’ responses and to provide corrective feedback where necessary.” Similarly, there are a number of companies today that use AI to automatically generate personalised instruction for language learners.

It is predicted that “fully autonomous personalised language tutors” will exist in the near future, thanks to advancements in natural language processing technologies that enable chatbots to converse naturally with individuals.

In the past, training was largely a one-way process where an instructor delivered content to some learners and those individuals made their best effort to absorb it. The advent of new technologies has given rise to two-way communication between instructors and students which makes learning a collaborative .

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VET sector

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