The VET Sector - Edition 13 by Sukh Sandhu

The VET Sector

THE OFFICIAL MAGAZINE FROM COMPLIANCE AND QUALITY ASSURANCE (CAQA)

ISSUE 13

The VET Sector

Thank you for your positive responses to our newsletters. Your emails, messages and phone calls are evidence that we are on the right track to provide you with the information and assistance that you and your RTO personnel are seeking. If you would like us to discuss any issue, matter or topic, please feel free to send it to us at the email address mentioned below. In this newsletter, we will continue to discuss trainer matrixes and in particular, the vocational competency requirements. This is part 4 of 5 and if you missed the previous articles, click here. We are also continuing our series about internal audits and why they are essential. This is part 5 of 5. If you would like a recap, click here. We are also starting several new articles with this edition, such as: ELICOS for International Students (Part 1 of Part 3) The Quality Indicator data Four Corners focus on Australian Universities including Murdoch U, Swinburne University and The University of Tasmania First aid training under review after the death of footballer from heat stress CAQA works as a community and encourages everyone to play an active role in the sharing of information. If you have an interesting story to tell, handy hints on attacking a compliance issue perhaps, questions you need answers to or even suggestions for future topics; please share them at info@caqa.com.au. The VET Sector I CAQA Publications

The VET Sector Your trainer and assessor files (Part 4 of 5)

In the last newsletter, we discussed the following: ASQA Guidelines on “industry currency.” How to stay up to date in terms of “industry currency.” Factors that influence “industry currency.” What is “industry current or currency period.” The definition of vocational education and training currency. Licensing requirements for trainers and assessors. In part 4 of the series, we will discuss how to complete a compliant trainer matrix, trainer file and trainer files checklists. Your RTO must maintain compliant and complete trainers and assessors files and records. It may take a substantial amount of time to develop a detailed staff matrix for the first time, but you will find it very useful to demonstrate compliance with the regulatory requirements after that. The definition of a trainer matrix The trainer matrix feature allows trainers and RTO administration to track and manage evidence that will support the requirements of vocational competencies, current industry skills, VET knowledge and skills and professional development (clauses 1.13 – 1.16 under Standards for RTOs 2015). The trainer matrix, therefore, provides evidence of the qualifications and industry currency of trainers involved in program delivery, mapped to each unit they deliver and assess. A trainer’s matrix should be developed when a trainer is initially assigned to deliver and assess a unit/s. The existing trainer assigned should update their matrixes at least annually to record additional industry experience, trainer qualifications changes/upgrades and relevant professional development.

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The VET Sector Your trainer and assessor files (Part 4 of 5) ASQA Guidelines on “trainer matrix”: There is no prescribed way of recording evidence of verification of trainer and assessor qualifications; this is an operational decision for each RTO. For example, RTO’s may choose to record the verification within their RTO’s trainer and assessor matrix. (FAQs https://www.asqa.gov.au/topic/trainers-and-assessors) What must be included in a ”trainer’s matrix.” From the explanation above, it is evident that a skills matrix must include sufficient and unambiguous information: (1) The document should be appropriately labelled and version controlled. (2) The RTO’s name, code and contact details should be included (3) Trainer name and contact details (4) Department name and contact details, if applicable (5) Information if it is for “initial registration or appointment as a trainer/assessor” or “annual update”. (6) Information and details about the qualifications or unit/s of competency the trainer/assessor is training and/or assessing at the RTO. (7) The Trainer/Assessor must include their work experience and qualifications that enable them to train and assess each unit of competency delivered. This information should be verified by bona fide qualification documentation, a resume, references and information which may be checked to confirm authenticity. Vocational competencies at least to the level being delivered and assessed; Current industry skills directly relevant to the training and assessment being provided; and Current knowledge and skills in vocational training and learning that informs their training and assessment (8) You must record your vocational education and training (VET) work experience. Details and description of the duties, the name of the employer or organisation, the position held, and date/s and time worked. Continue reading at next page >

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The VET Sector Your trainer and assessor files (Part 4 of 5) (9) You must record your vocational education and training qualification and equivalence. Name of the course achieved, the institution from where it is obtained, and the dates received. This section can also be used for writing down other certificates and licenses obtained. (10) You must record your training and assessment (TAE or equivalent) credentials and qualifications (according to clause 1.14 and clause 1.15). Please also include the following information: Training and Assessment Credentials Required – Trainers On or prior to 30 June 2019 (no equivalence) TAE40110 or TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR Diploma related to adult education OR Higher qualification in adult education From 1 July 2019 (no equivalence) TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR Diploma related to adult education OR Higher qualification in adult education

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The VET Sector Your trainer and assessor files (Part 4 of 5) Training and Assessment Credentials Required – Assessors On or prior to 30 June 2019 (no equivalence) Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or TAE40110 or TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR Diploma related to adult education OR Higher qualification in adult education From 1 July 2019 (no equivalence) Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or TAESS00001 plus one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher level qualification in adult education OR Diploma related to adult education OR Higher qualification in adult education You must, therefore, have a Training and Assessment Qualifications section on your skills matrix and options to select the checkboxes or let the Trainer/Assessor write the training and assessment qualification/s they have acquired.

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The VET Sector Your trainer and assessor files (Part 4 of 5) (11) Provide details of how you meet the vocational competence requirements of each unit you are delivering or assessing. This may be through holding the same unit of competency, holding an older version of the same unit and verifying there are no gaps, holding an older version of the same unit and providing details of how gaps have been addressed, other formal qualifications, professional development activities, evidence from work in the industry, etc. Please ensure all areas of the unit of competency are addressed through the evidence provided. Provide examples and explain each criterion to ensure you have addressed all areas of the unit of competency. If the units are not equivalent (e.g. a Statement of Attainment for the specific unit/course has not been submitted), a mapping document must be provided to demonstrate how the units have been mapped to ensure vocational competency. In some cases, such mapping documents may be provided by the RTO. (12) You must have a section to comply with the professional development requirements mentioned under Vet Quality Framework (VQF) Reference: SRTO 1.16 Professional development means activities that develop and/or maintain an individual’s skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, the currency of industry skills and knowledge and practice of vocational training, learning and assessment, including competency-based training and assessment. Examples of professional development activities include: participation in courses, workshops, seminars, conferences, or formal learning programs; participation in mentoring, professional associations or other learning networks; personal development through individual research or reading of publications or other relevant information; participation in moderation or validation activities; and participation in industry release schemes.

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The VET Sector Your trainer and assessor files (Part 4 of 5) Identify any areas requiring professional development to address in the upcoming year. Where possible, identify where professional development may be undertaken. Once professional development has occurred, remove from this section and put the details in the appropriate sections of the skills matrix. “The future professional development needs” must include the following professional development sessions: Knowledge about the units of competency Vocational training and learning knowledge Industry currency Assessment and/or learner resource validation Competency-based training and assessment E-learning/ technology and industry changes and their effect on VET training and assessment (13) You must include the evidence of current knowledge and skills in vocational education and training to inform training and assessment practices (Vet Quality Framework Reference: SRTO 1.13c) The section may include the following fields: Activity, Organisation/person provided by, Dates Undertake, Time involved, Type of Activity, Knowledge or skills gained (14) You must include a declaration and verification section to confirm that the information provided on the Trainer Matrix and any related documentation is true and accurate. You give permission to your employer to verify the accuracy of any information provided. In short, a valid trainer matrix includes the following information: Training Product/s delivered and/or assessed; Mapping to the compliance and regulatory standards (Trainers and assessors’ clause 1.13 to 1.16 and Individuals working under the supervision of a trainer clause 1.17 to 1.20.); Ongoing study towards completion of formal qualifications PD and Industry currency in the last 12 months; Employment history; Positions held, employer, dates of employment; Relevant industry experience/training; Current appointments, memberships of professional/industry associations; Professional development planned; and Have a declaration and verification checklist The VET Sector I CAQA Publications 7 I

The VET Sector Your trainer and assessor files (Part 4 of 5) It is also recommended that all resumes/CVs are verified for currency and authenticity through the undertaking of reference checks. Who must complete the skills matrix in your RTO? It is the responsibility of the trainer/assessor to confirm that the information presented in the skills matrix is complete, authentic and valid. Your organisation can follow a jointeffort to complete the skills matrix, where the administration or compliance department can develop the template, complete all training package criteria, and then you as a trainer and assessor review all information, fill in the gaps and ensure every statement is true, complete and valid. The trainer file and checklist An RTO must hold valid files for all Trainers and Assessors (this includes files for contractors and employees). A valid file includes the following information: Compliance checklist Trainer file checklist Employment contract A signed and dated copy of employment contract and offer letter A signed copy of position description CV/ Resume A current copy of the trainer/assessor’s CV (usually updated on an annual basis) Qualifications/ licenses/ checks Evidence of vocational competencies Evidence of industry currency Evidence of VET currency Training and assessment qualification Vocational licenses/ tickets/ cards (as required) National police clearance check Working with children check

The VET Sector I CAQA Publications

The VET Sector Your trainer and assessor files (Part 4 of 5) Performance management Staff key performance indicators and appraisal (at least an annual basis) Trainer observation forms (observation by RTO staff) Trainer feedback forms (from students) Induction Staff induction checklist Staff induction session Staff handbook Direct supervision Direct supervision plan and documentation (as required) HR/ Payroll/ Leave forms Personal details form with bank details Tax file declaration Superannuation details Business name confirmation (for contractors) ABN and GST (for contractors) Insurances Copy of professional indemnity insurance Stay tuned for more… upcoming newsletters we will cover the following topics: Part 5: Common errors and non-compliance identified in the trainer and assessor files. Special edition on frequently asked questions and answers on trainer files. You can purchase a trainer file kit (skills template, file checklist and other necessary forms such as induction, WHS etc.) at a special price of $250.00 (normally $650) by emailing info@caqa.com.au. Offer expires 30th June.

The VET Sector I CAQA Publications

The VET Sector Internal audits and why they are so important (Part 5 of 5) In the first five parts of this series we discussed the following: What are internal audits? What are the benefits of conducting internal audits? What is an audit scope? What is usually included in an RTO internal audit? Who can be an internal auditor? Compliance costs and risks in terms of “risk management” The effective internal audit function The requirement of conducting internal audits The quality system of an RTO Planning for internal audit and considerations Conducting and recording an actual internal audit This is our special edition on frequently asked questions and answers on internal audits. We have selected the top 10 questions from the list of questions sent to us by educational institutes. Q1: Why are RTO internal audits important? Answer: Internal audits are a significant element of an RTO quality management system to ensure RTO practices and procedures meet the regulatory and legislative standards and requirements. These audits can help to monitor the RTO system and to check that compliance and norms are complied with. The aim of an internal audit is to collect data on the quality system’s performance and effectiveness. Internal audits also increase productivity, detect non-compliance and non-conformities, and evaluate the RTO’s internal control including its corporate governance and processes.

The VET Sector I CAQA Publications

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

my RTO’s quality management Q2: Why should I have an external audit to review system? Answer: There are a number of benefits of organising an external audit by expert RTO consultants: External auditors are independent of the organisation and review the systems and processes based upon their extensive experience and auditing background. They are impartial and unbiased in their approach and follow documented processes and procedures to provide opinions and advice on RTO’s quality management system. The benefits of organising an external audit includes: Advice on critical RTO non-compliance, efficient controls and compliance procedures, identification of best practices, reduction of operational costs, and the realisation of possibilities for profit enhancement. Potential important savings on internal audit expenses, in particular for organisations with multiple offices and courses, high internal audit resource turnover or different levels of internal audit activities. Access to the correct abilities, in the correct position, in the correct location, at the correct moment. Shifting expenses to the consultancy company to develop and maintain the internal audit capacity and freeing capital and resources for key company reasons. Overcoming difficulties for human resources-attracting and retaining talent, maintaining expertise on changing hazards and developing value-making abilities. Alignment of strategic goals of the internal audit function with important business processes. Overall risk management review, tracking of compliance and corporate performance. Audits should be conducted by RTO experts that have extensive and current ASQA and other regulatory experience and who do not have any conflict of interest with the organisation.

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

experience of an RTO consultant? Q3: What should be the qualifications and work Answer: We suggest that an RTO auditor should hold the Diploma of Quality Auditing, Diploma of Vocational Education and Training, Diploma of Training Design and Development or have at least 5 years of experience in RTO audits and administration. You must also ask and verify the success rate of the RTO consultant to ensure you receive the best advice and consultancy services. Q4: How long does an external audit takes? Answer: It depends upon your RTO’s scope and requirements to conduct an audit. Usually, two days are recommended for an RTO with two to ten qualifications on their scope. Q5: How should an RTO audit be conducted? Answer: The RTO audit should be conducted using a proper checklist and documented procedures and processes. Preparation of a plan that shows how your audit activities are systematic, independent and that you have a documented process for obtaining audit evidence is critical for a successful and valid internal audit. Q6: What is included in an RTO’s quality management system? Answer: The RTO’s quality management system must include, but is not limited to the following: The required policies and their accompanying procedures Forms, templates, checklists and flowcharts to support the implementation of policies and procedures Central registers to track and record your compliance activities A compliance matrix that maps how each policy, procedure, form, template etc is related to the Standards. Continuous improvement processes and practices

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

Q7: What is the usual cost of conducting an internal audit by external auditors and/or consultants? Answer: Different consultants have different prices depending upon their expertise and experience. CAQA auditors and consultants charge $5200 plus GST for a two day audit. This price is valid at the time of printing – 1 July 2019. Q8: Why you need a CAQA auditor to conduct a health check of your RTO or educational institute? Answer: We are experts in RTO audits. We have highly trained and experienced compliance consultants who have worked in the VET sector for more than 20 years. A VET health check is crucial in ensuring quality RTO systems and procedures are in place and are ready for an audit for registration, re-registration, continuous improvement or internal annual audit purposes. Every RTO must comply with the Standards for Registered Training Organisations 2015: Compliance with the pre-enrolment and enrolment requirements Marketing and advertising Third-party services Maintenance of trainer and assessor currency Compliant assessment system Complaints and appeals Validation of assessment resources Management of continuous improvement Student support and welfare Responsive to industry and learner needs Quality assurance Secure and accurate certification Accessible information about services Informed and protected learners Fair complaints handling Effective governance and administration Legal compliance Fit and proper person requirements Financial viability Business planning and direction etc. The VET Sector I CAQA Publications

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

Q9: What legislation or standards do CAQA auditors and consultants have experience in? Answer: Standards for RTOs 2015 AQTF and VRQA Guidelines (VRQA registered RTOs) The VET Quality Framework (ASQA registered RTOs) The ESOS Act and the National Code (CRICOS) VET Student Loans (Higher Education Support Act). Skills First (Victoria), Smart and Skilled (NSW), and other state funded contracts ISO 9001:2015 – world’s leading Management System Standard English Language Intensive Courses for Overseas Students (ELICOS) NEAS (accreditation and quality assurance services in English language teaching) Australian Nursing and Midwifery Accreditation Council (ANMAC) Worksafe Q10: How do CAQA auditors and consultants conduct an internal audit? Answer: The process involves the following: Meet with you to discuss your specific requirements and needs Scope what you need to do and recommend a path forward Provide qualified auditors to advise on compliance issues Work with you to ensure your systems, processes, materials and practices are resilient enough to withstand the test of an audit Advise you of all the issues we find as a result of our audit Advise you in writing and implementing your quality policies and procedures Develop a plan to address all your non-compliant issues with a suitable timetable Provide a report for you detailing the above.

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The VET Sector ELICOS for the International Students (Part 1 of Part 3)

‘ELICOS’ stands for ‘English Language Intensive Courses for Overseas Students’. ELICOS programs are designed for students who require English language training before starting their formal studies in Australia. These programs are open to all, including people who are in Australia on a tourist or visitor’s visa and people who do not want to do any further study after their English classes are over. In these cases, however, restrictions may apply. Who do the ELICOS standards apply to? The ELICOS Standards apply to providers who deliver courses that are solely or predominantly of English language instruction to student visa holders in Australia. What is the definition of ELICOS? For the purposes of the ELICOS Standards, an ELICOS course is a course of education or training that is: solely or predominantly of English language instruction; and provided, or intended to be provided, to an overseas student as defined in section 5 of the ESOS Act. Courses that do not fall within the definition of ‘ELICOS’ include, but are not limited to: English language programs provided exclusively to non-student visa holders; English as additional language programs or support services offered within the school sector as part of a school curriculum; and Foundation Programs. What is included in the ELICOS? General English course, or a course in English for business, graphic arts, the hospitality industry, academic studies, or postgraduate studies. English for employment opportunities Special courses in preparation for the Cambridge University examinations, IELTS or TOEFL. EAP programs aim to improve students’ English language and academic skills and are designed to prepare students for direct entry to a VET Qualification or Higher Education. Continue reading at next page >

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The VET Sector ELICOS for the International Students (Part 1 of Part 3)

What are the benefits of having ELICOS programs on the scope

There are a number of benefits of having ELICOS programs on your scope, such as: English language improvement and advancement for international students. You can offer pathway programs to international students who have not scored direct adequate English language proficiency score to start their formal studies in Australia. You can offer language, literacy and numeracy support to the international students. You can offer education and employment pathways to the students Guidelines for regulatory authorities The National Standards for ELICOS providers and courses (ELICOS Standards) are guidelines for regulatory authorities to make recommendations for acceptance of providers to be registered on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) under the ESOS legislative framework. Who are ELICOS providers and their types? ELICOS providers can be distinguished as Stand-alone ELICOS only providers Vocational education course providers Higher education course providers

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The VET Sector ELICOS for the International Students (Part 1 of Part 3)

The status of English Language Teaching in Australia Market Growth Trend (Calendar Years) 2012 – 95,000 ELICOS student enrolments 2013 – 115,000 2014 – 137,000 2015 – 65,000 YTD Jan-Mar growth to 165,000 +

(figures https://internationaleducation.gov.au/research/International-Student-Data) Our ELICOS course list includes the following: If you are interested in adding ELICOS to your scope or you need quality assessment and learning resources, we have the following resources available: General English – Elementary to Advanced (5 Levels) English for Academic Purpose – Elementary to Advanced (5 Levels) English for IELTS – Elementary to Advanced (5 Levels) English for PTE – Elementary to Advanced (5 Levels) We are currently developing resources for the following ELICOS resources: English for Business English for Travel and Tourism English for Hospitality Speak with one of our ELICOS experts today regarding how we can assist you with quality training and assessment resources and addition to scope. Send an email to info@caqa.com.au for more information. Stay tuned for more… our coming newsletters will cover the following topics: Part 2: Can ELICOS and VET co-exist? English language requirements to enroll in the course and length of the course Part 3: Understanding the ELICOS Standards (In a nutshell) Special edition on frequently asked questions and answers on ELICOS Continue reading at next page >

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The VET Sector The Quality Indicator data

The Quality Indicators provide valuable data for RTOs to identify areas for improvement in training and assessment services and to gauge how well it is meeting its clients’ needs. The Quality Indicator data that is collected will also be used by the registering body in its monitoring of the quality of the RTOs’ operations to minimise the risk of poor-quality performance having a negative impact on clients or the standing of the Australian VET system. As a result of this monitoring, each RTO will have a risk profile, which will contribute to decisions about the scheduling and scope of auditing. Data collection is a prerequisite for further analysis and action. If data do not exist, there is a risk that there will be no evidence-based change taking place in the organisation. The level of risk can be measured by investigating the nature of any documented and implemented quality improvement strategies, the nature of any data collection systems and, if applicable, what data can be used to assure quality. Registered training organisations (RTOs) are required to collect and report data on three quality indicators: competency completion learner engagement employer satisfaction Competency completion data is collected as part of the AVETMISS reporting. The Quality Indicators (QIs) data helps RTOs with continuous quality improvement through evidence-based and outcomes-focused indicators. They also allow you to assess the risk of your RTO’s operations. Data for the previous year must be submitted by 30 June; otherwise, your RTO’s risk rating and registration may be affected.

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The VET Sector The Quality Indicator data

Learner and employersurveys

Nationally consistent data allows for benchmarking and encourages RTOs to discuss ways to improve training and assessment with other training organisations. It also allows you to: gauge how well you are meeting your client needs develop relationships with key learner and employer stakeholders identify areas for improvement in training and assessment Feedback provides a valuable source of information that you can use to improve your RTO’s performance. To ensure consistency, RTOs are required to use specific templates for learner and employer surveys. The templates are available from the website of the respective regulatory body your RTO is registered under. This allows data collection for the learner engagement and employer satisfaction quality indicators. ASQA Guidelines: Submit your 2018 quality indicator data (Published on 16 April 2019. By ASQA.) All RTOs are required to submit their 2018 quality indicator data by 30 June 2019. You can do this by completing the form on ASQA’s website and emailing it to qidata@asqa.gov.au.

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The VET Sector The Quality Indicator data

The purpose of quality indicator reporting is to provide ASQA with a summary report of your RTOs performance against the learner engagement and employer satisfaction quality indicators. These indicators focus on: the extent to which learners engage in activities that are likely to promote highquality skills outcomes employer evaluation of the overall quality of an RTO’s training and assessment RTOs must gather and analyse this data each year. You are required to use the Learner Questionnaire and Employer Questionnaire which can be found on ASQA’s website. You are exempt from submitting a quality indicator data report if: your RTO was granted initial registration either by ASQA or another registering body after 30 June 2018 your RTO did not provide any nationally recognised training or assessment services through the calendar year 2018 and you reported an AVETMISS Nil return for 2018. More information on your quality indicator reporting obligation can be found here. You can also find more information on your RTO obligations for 2019 and access the checklist here. Reference: Quality indicator reporting. (n.d.). Retrieved from https://www.asqa.gov.au/vetregistration/meet-data-provision-requirements/quality-indicator-reporting Reporting on quality indicators. (n.d.). Retrieved from https://www.vrqa.vic.gov.au/VET/Pages/reporting-on-quality-indicators.aspx Quality Indicators. (2018, 11). Retrieved from http://www.tac.wa.gov.au/registration/Reporting_requirements/Quality_indicators/Page s/default.aspx Do not forget to lodge your quality indicator data by 30 June 2019. You must follow the requirements prescribed by your regulatory body to complete the reporting. Continue reading at next page >

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The VET Sector Four Corners focus on Australian Universities including Murdoch U, Swinburne University and The University of Tasmania International students are a significant source of revenue and are major purchasers of Australian education services. The number of international fee-paying students enrolled in Australian universities in 1987 was 667. In 2007, there were 177 760, with 56 176 or 32 per cent of international students enrolled in Victorian universities. In Australia today, there are 37 public universities, two private universities and around 150 private providers of education. Four Corner’s well-promoted university program for international students with inadequate English did not contain endemic issues throughout the system. Although other universities were mentioned, the program focused on Murdoch U, citing documents and film-based academics with concerns. Four Corners quoted a statement from Murdoch U about its compliance with academic standards, but this was from the management. The University of Tasmania however, which received little on-air attention, did not wait for the program to screen. Vice Chancellor Rufus Black stated that the review would “conduct a broad and profound health check on international admissions processes of the University.” An internal working group led by Provost Jane Long will oversee admissions until external reviewer Hilary Winchester reports. Education Minister Dan Tehan has raised concerns about the English language skills of international students with the independent regulator of Australia’s universities and asked for recommendations to strengthen admission standards.

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The VET Sector Four Corners focus on Australian Universities including Murdoch U, Swinburne University and The University of Tasmania Amid heightened scrutiny of Australia’s international education boom, Mr Tehan said he had received reports of students not having adequate language skills and sought information on any “systemic failure” in the sector’s adherence to standards. “It has been raised with me that some international students studying in Australia may not have the appropriate English language skills to actively and appropriately participate in a higher education course of study,” Mr Tehan wrote to Anthony McClaran, chief executive of the Tertiary Education Quality and Standards Agency (TEQSA). With Australia predicted to overtake Britain as the No.2 destination for international education, Mr Tehan said Australians should be “extraordinarily proud” of the sector’s success. Australia has experienced explosive growth in international education over recent years — 14 per cent in 2018 — and it is now the nation’s third-largest export. In 2018, about 400,000 foreign students were enrolled in Australian universities. The boom has led to concerns among academics and experts about foreign students being treated as “cash cows”, the impact on teaching standards, and potential complications stemming from the heavy reliance on Chinese students, who account for a third of international enrolments. Wary of the overexposure to China as a source country, universities have begun to attempt diversification of their international student populations, which Mr Tehan said was “incredibly important”. “Universities understand that. It’s why they have been developing the Indian market, it’s why they have been looking to Latin America and it’s why they have been looking to other Asian countries with a lot of success,” he said.

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The VET Sector Four Corners focus on Australian Universities including Murdoch U, Swinburne University and The University of Tasmania Mr Tehan also wants more international students going to regional universities, where he says the “welcome is a lot warmer” and students would feel less isolated than in the cities. The National Tertiary Education Union responded strongly to the programme; “our very strong view is that every student who is enrolled, wherever they come from, must have a genuine opportunity to succeed. If universities enrol students who lack the skills necessary to do so, they have a duty of care to ensure that they provide the resources and support that students need to succeed,” national president Alison Barnes, said last night. “Disturbingly, many of our members are reporting that the increase in students who need assistance, especially international students, means that university staff simply cannot provide that help.”

The VET Sector I CAQA Publications

The VET Sector Student-centred principles This situation discussed on previous pages should have been avoided by following these ten student-centred principles: 1. The educational provider must develop a thorough and well-planned risk management plan, framework according to The Australian and New Zealand Risk Management Standard AS/NZS 4360:2004 and regulatory standards and requirements. 2. Quality Management System (QMS) and risk management should be included in the ongoing planning processes and committee meetings. 3. Document policies and procedures to ensure students have adequate support to enrol and complete their Australian studies. You must have developed a written agreement with individual students that clearly documents the education services to be delivered, fees and charges payable and refund information as required under the regulatory requirements and legislative instruments. Make sure you do what you say! 4. The student enrolment processes must follow regulatory standards and guidelines. 5. The Genuine Temporary Entrant (GTE) requirements are strictly followed through 6. Institutions have their own English-language tests to identify LLN needs of the students. 7. Only the eligible students are enrolled in the Australian qualifications. 8. Australian institutes are providing coaching and mentoring facilities to its students. 9. Universities, as registered providers, should regularly review their contractual relationships with private providers to identify and mitigate the risks. 10. The independent audits must have been conducted by the experts to ensure organisations comply with all the regulatory requirements and legislative guidelines.

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

The Australian Skills Quality Authority (ASQA) urged registered training organisations (RTOs) that give first aid training to revise their practices in the wake of the decision of the West Australian coroner on the death of a young soccer player. The coroner found that the 15-year-old died after heat stroke during a rugby-league session. He received first aid and was taken to the hospital by ambulance, where he died of multi-organ failure. The coroner discovered that the boy might have survived if the first aid workers had been trained in heat stroke in line with recent developments. He also recommended that heat-related agencies that train first aid workers consider changing the content of the training. ASQA states that RTOs should immediately review and ensure training is compatible with new heat stroke advice for sports trainers and coaches. ASQA has also reminded trainers of the need to ensure that these learners have to demonstrate CPR on an adult resuscitation manikin on the floor and not at the table. See ASQA advice.

The VET Sector I CAQA Publications

The VET Sector Ways to make the vocational education system more effective

The review led by the Honourable Steven Joyce, the former Skills Minister in New Zealand, looked at ways to improve the effectiveness of the vocational education system in providing Australians with the skills they need throughout their working lives. The report is available at https://pmc.gov.au/sites/default/files/publications/strengtheningskills-independent-review-australia-vets.pdf. Considering 192 valid submissions from individuals and organisations, the VET Review made a total of 71 recommendations centred around a six-point plan for change: Strengthening quality assurance Speeding up qualification development Simpler funding and skills matching Better careers information Clearer secondary school pathways Greater access for disadvantaged Australians Steven Joyce proposes strengthening ASQA and quality assurance in the sector, pilot a new business-led model of Skills Organisations for qualification development, broaden work-based VET further into less traditional areas and “establishing a new National Skills Commission to start working with the States and Territories to develop a new nationallyconsistent funding model based on a shared understanding of skills needs.” For more information and to read the report, please visit theDepartment of the Prime Minister and Cabinet’s website.

The VET Sector I CAQA Publications

The VET Sector CAQA New Resources New Information Technology resources The following resources are now available for purchase. The assessment and learner resources have been developed by subject matter experts from the industry. All resources have been checked by external validators to ensure they comply with training package requirements and industry expectations. ICT10115 Certificate I in Information, Digital Media and Technology ICT20115 - Certificate II in Information, Digital Media and Technology ICT40415 Certificate IV in Information Technology Networking ICT40115 Certificate IV in Information Technology ICT50115 Diploma of Information Technology ICT50415 Diploma of Information Technology Networking ICT60215 Advanced Diploma of Network Security Accounting resources We have developed these assessment resources for a number of TAFE’s and the resources are now available for your RTO. The list of qualifications includes the following: FNS30317 Certificate III in Accounts Administration FNS40217 Certificate IV in Accounting and Bookkeeping FNS50217 Diploma of Accounting FNS60217 Advanced Diploma of Accounting

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The VET Sector I CAQA Publications

The VET Sector CAQA New Resources Community service resources Our community service assessment and learner resources have been developed by instructional designers and subject matter experts with extensive experience and background in the community service sector. All training and assessment resources are also internally and externally validated by compliance experts. The list of qualifications includes the following: CHC33015 Certificate III in Individual Support CHC43015 Certificate IV in Ageing Support CHC43115 Certificate IV in Disability CHC52015 Diploma of Community Services CHC62015 Advanced Diploma of Community Sector Management

RII - Resources and Infrastructure resources We have developed these assessment resources. The list of qualifications include the following: RII20715 Certificate II in Civil Construction RII30915 Certificate III in Civil Construction Coming soon HLT54115 - Diploma of Nursing (Available from mid-2019) - A number of units of competency are available to purchase from January 2019.

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The VET Sector I CAQA Publications

The VET Sector In your RTO, you may require the following resources!

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

The VET Sector I CAQA Publications

The VET Sector LEARN FROM THE INDUSTRY LEADERS

The VET Sector I CAQA Publications

The VET Sector DO YOU NEED COMPLIANCE HELP?

The VET Sector I CAQA Publications

The VET Sector THE BEST RESOURCES IN THE MARKET

The VET Sector I CAQA Publications

The VET Sector

28th National Vocational Education and Training Research Conference 'No Frills' 28th National Vocational Education and Training Research Conference 'No Frills': 10-12 July 2019 NCVER and co-hosts TAFE SA are delighted to invite you to Adelaide this July for #NoFrills2019. Presenters and delegates from across Australia and around the world will come together to explore the theme: The student journey: skilling for life. The world of work is evolving, driven by rapid technological change in an increasingly global society. It’s almost certain that the skills we develop today won’t be enough to operate or compete effectively in the workplaces of tomorrow. While every student’s journey is different, more and more research points to how workers must become lifelong learners so they can grow and evolve with their jobs. VET plays a critical role in making this happen. For more Information, please click here.

The VET Sector I CAQA Publications

The VET Sector

International onshore VET graduate outcomes 2018 New data reveal 84.5% of international onshore students who completed a vocational education and training (VET) qualification with an Australian provider were satisfied with the overall quality of their training. The report International onshore VET graduate outcomes 2018, compiled by the National Centre for Vocational Education Research (NCVER), provides a summary of the outcomes of international students who completed their VET qualification in Australia in 2017. The report uses data collected in mid-2018 from the National Student Outcomes Survey. Satisfaction levels were steady or fell slightly, with 87.5% saying they’d recommend their training (down 1.3 percentage points from 2017) and 84.8% saying they’d recommend their training provider (similar to 2017). In terms of employment outcomes, 56.2% of international onshore VET graduates improved their employment status after training. Of those employed before training, 21.0% were employed at a higher skill level after training. For graduates looking for work after training, 92.4% reported facing at least one barrier, down 2.7 percentage points from 2017. The most commonly cited barrier was not having permanent residency or a work visa (47.6%), up 2.7 percentage points from 2017. Around 47 600 international onshore VET graduates were invited to complete the survey, which collects information on students’ reasons for training, employment and further study outcomes and satisfaction with training. It also provides information on the type of visa held by students. International onshore VET graduate outcomes 2018 is now available from www.ncver.edu.au/publications.

The VET Sector I CAQA Publications

The VET Sector

Work Health and Safety - Training Products Project 1G - Work Health and Safety (WHS) has been submitted to the Australian Industry and Skills Committee (AISC) for consideration. These WHS training products have been endorsed by the relevant Project Working Group and the Business Services Industry Reference Committee. However, it is important to note that these materials have not yet been approved by the AISC - the committee is due to consider this work at its next meeting in June. If the Case for Endorsement is approved, the training products will be uploaded to training.gov.au within the pursuant eight weeks. For more Information, please visit https://www.skillsforaustralia.com/project-page/businessservices-workplace-health-and-safety/ The role and function of small VET providers '' EXTRACT Given the number of smaller providers in the Australian vocational education and training (VET) system, this research aims to provide a better understanding of the role and function of these smaller providers in meeting the needs of learners. We categorised registered training organisations (RTOs) into three sizes: small providers (those with fewer than 100 students enrolled in VET); medium providers (with between 100 and 999 students); and large providers (with 1000 or more students). We selected providers who remained in the same size category in 2015, 2016 and 2017. Schools were excluded from our analysis because they are RTOs in only some jurisdictions.

The VET Sector I CAQA Publications

The VET Sector

The role and function of small VET providers '' Accordingly, the findings reflect VET delivered by non-school RTOs with a stable number of students, in terms of their size category, between 2015 and 2017 (‘stable’ providers). These stable small providers made up 24% of providers within the scope of this research but had fewer than 1% of all students in 2017. The analyses focused on training activity that occurred in 2017, which was the most recent data available and also ensured that students who were enrolled over multiple years were only counted once. SOURCE: Patrick Korbel and Kristen Osborne. “The Role and Function of small VET Providers.” NCVER, 30 April 2019. For more Information, please visit https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-role-andfunction-of-small-vet-providers Unique scholarship opportunity for VET experts The Fulbright Program, in partnership with the Commonwealth Department of Education and Training, is offering funding for Australian VET experts to undertake research and/or training anywhere in the U.S. for 3-4 months. The Fulbright Professional VET Scholarship suits employees within the vocational education and training sector, or training leaders in business and industry. It involves the undertaking of an educational program concerning current vocational education and training policy or practice, such as a short course and/or research. The outcomes of the scholarship must inform and benefit the wider VET sector in Australia.

The VET Sector I CAQA Publications

The VET Sector

The VET Sector I CAQA Publications

The VET Sector

Employers need to do more to prepare for the digital future Employers need to do more to prepare for the digital future of work or risk being left behind, according to a new report released by the National Centre for Vocational Education Research (NCVER). The report Skilling the Australian workforce for the digital economy also reveals the degree to which digital technologies are being adopted in Australian workplaces is highly variable despite most employers acknowledging their importance. For more Information, please click here.

DISCLAIMER The information in this newsletter is for general informational purposes only, it is generalist in its approach. The information presented in this newsletter is not legal advice or a legal opinion, and it is not intended to be tailored to the specific circumstances of any particular case and should not be relied upon as such. Persons should seek professional legal advice before acting upon any of the information in this newsletter.

The VET Sector I CAQA Publications