Staying Connected in VET eZine | May 2023 | Volume 20

Make sure your staff have the right skills for the job!

The VET transcript service can help you:

• Reduce the risk of hiring unqualified staff

• Guarantee candidates have the qualifications listed on their CV

• Ensure your current staff have the skills and qualifications they need to get the job done.

How does it work?

The Unique Student Identifier (USI) is an individual’s education number for life, assigned to them by the Australian Government.

A VET transcript displays the outcomes of the nationally recognised VET training that your staff have completed since 1 January 2015. Your current or future employees can give you permission to view their full VET transcript or an extract. All the training on their transcript is verified by the Australian Government, so you can rest assured that your staff have the qualifications that they need.

Find out more

www.usi.gov.au/transcripts/employers

LETTER FROM THE CEO

Michelle Weaver

Welcome

to the 20th edition of the Staying Connected in VET eZine

It has been 20 years since I started Velg Training: AKA the Vocational Education Learning Group. As the team and I celebrate this amazing milestone (our 20th birthday) I want to take this opportunity to say thank you for being a part of our journey at Velg Training and for being a part of my dream: to Educate, Inspire and Empower the VET Community.

As I look back on the last two decades, I am so proud of what we do as a sector! I’m also filled with pride for the part Velg Training has played in supporting practitioners across the country by training more than 73 000, facilitating over 4900 professional development events and providing 2300+ consulting services.

The VET industry has undoubtedly faced some long-term, ongoing challenges over the years. However, what is really inspiring is how it has continued with momentum and energy even in the wake of the pandemic. Our industry is all about being flexible and adapting quickly, and this will need to be especially so in the next couple of years, where change is the only constant we can count on.

The Skills Reforms, Industry Engagement Reforms, Qualifications Reforms, revising of the Standards for RTOs, Australian Qualifications Framework Review and VET Data Streamlining Program are all in various phases of progression.

We will need to be committed to continuing to improve our business processes, keeping students engaged, and ensuring we maintain compliance. But most importantly, we will need to continue to invest in high-quality education and training solutions that will help build and enhance workers’ skills across Australia.

By providing independent advice to the Australian Government on workforce skills and training needs, Jobs and Skills Australia will help ensure that we’re prepared to meet the demands of today and tomorrow’s job market.

With that job market in a constant state of change, it’s crucial that we have the skills and knowledge to keep up with those changes. That’s where VET comes inproviding the practical skills and experience needed to succeed in various fields, from trades to tech and beyond. So, high-quality VET is definitely something we are all striving for.

I, for one, am excited about the future and the potential we have as an industry to skill and up-skill the next generation of workers.

I hope Velg Training continues for another 20 years, meeting the sector’s through providing quality professional development, products, and services that support VET community. Enjoy!

Michelle Weaver CEO and Founder of Velg Training

Training

“ Our industry is all about being flexible and adapting quickly , and this will need to be especially so in the next couple of years, where change is the only constant we can count on.. ”

ANNUAL DECLARATION ON COMPLIANCE

Saxon Rice, Chief Executive Officer, Australian Skills Quality Authority

May marks the beginning of budget and planning season for many agencies. Over the next two months ASQA is focused on ensuring VET providers understand and are meeting regulatory requirements, while also preparing for a busy program of work in the 2023-24 financial year.

An important focus of ASQA’s end of financial year activity is communicating responsibilities around the Annual Declaration on Compliance and ensuring regulatory arrangements for Education Services for Overseas Students (ESOS) course delivery.

Annual Declaration on Compliance submissions were due by 17 May 2023. This process is a formal declaration from providers both within the organisation and to ASQA that adequate systems and processes are in place to assure the quality of outcomes for students and industry. ASQA encourages providers to take this opportunity to thoroughly assess their operations against the Standards and registration requirements to assure themselves that they are effective in monitoring and meeting these requirements and can identify and address potential or emerging risks, as well as areas for improvement. Our online Self-Assessment Tool is available to assist providers with this process.

June also marks the end of flexible regulatory arrangements for ESOS course delivery, which was communicated to providers in October 2022. By 30 June providers delivering courses to overseas students studying in Australia on a student visa are required to have returned to compliance with face-to-face delivery requirements in the National Code and the ELICOS Standards 2018. This is in response to international borders reopening and overseas students once again being able to travel to Australia for study.

Providers should be well advanced in their planning and transition to comply with these settings from 1 July 2023. We are expecting providers to assess risks and plan for implementation of a return to compliance requirements if they have not already done so. This includes communication to students and ensuring delivery locations are updated and appropriately resourced. ASQA has been undertaking monitoring and surveillance activities of CRICOS providers as part of Operation Inglenook and many of these activities will continue over the coming months, with a particular focus on seeing providers demonstrate good practice surrounding governance and decisionmaking and transition planning to support these changes. We may also request information and/or undertake

visits to delivery locations to engage with providers in relation to their return to compliance strategy and implementation.

Reminding providers that Annual Registration Charge (ARC) invoices will be issued from 1 July 2023 is also essential. The ARC is calculated using the total number of qualifications and courses on a provider’s scope as of 1 July each year and the number of unique students enrolled by the provider in the preceding calendar year. This is another reason why accurate submission of AVETMISS data is necessary, and provider’s scope of registration should be updated as soon as possible to ensure invoices reflect the current scope of services and student numbers.

ASQA is the national regulator for Australia’s VET sector. Our purpose is to ensure quality VET so that students, industry, governments, and the community have confidence in the integrity of national qualifications issued by training providers. ASQA is responsible for regulating approximately 90% of Australian VET providers and for accrediting VET courses to ensure nationally approved standards are met.

Saxon Rice

EDUCATE

HELP STUDENTS TO STUDY VET COURSES - APPLY TO BE A VET STUDENT LOANS PROVIDER

Australian Government Department of Employment and Workplace Relations

The Australian Government’s VET Student Loans (VSL) program removes financial barriers to assist eligible students pay tuition fees for approved diploma level and above VET courses, when studying through VSL approved providers.

The VSL program is administered by the Department of Employment and Workplace Relations (DEWR). DEWR provides approved Registered Training Organisations (RTOs) with student course fees. Australian Taxation Office recovers the fees from students when they start earning over the repayment threshold, which is currently $48,361.

There are eligibility requirements for RTOs interested in becoming approved VSL providers and a formal application process managed by DEWR.

Providers must be able to prove they meet all provider suitability requirements and are required to:

• be a body corporate that is not a trustee

• be established under the law of the Commonwealth, a state or territory

• conduct business in Australia and have central management and control in Australia

• be an RTO listed on the National Register

• meet the provider suitability requirements

• be managed by a ‘fit and proper’ person

The formal application process includes:

• applying via approved application form

• paying an application fee

• providing further information upon request

DEWR provides RTOs with on-going assistance and support once approved to offer VSL courses. Providers have access to helpful resources, such as the VSL Provider Newsletter, an operational manual, fact sheets, quick guides and an online enquiry form. Providers can also contact the VSL team in DEWR for assistance.

DEWR continues to improve administrative, business, and regulatory elements of the program. These changes are streamlining processes and reduce administrative requirements, to make it easier to participate in the program.

The VSL program delivers outcomes for students by creating better opportunities for employment and outcomes for industry by prioritising training in skills areas that lead to jobs. Since the program began in 2017:

• approximately $1.5 billion have been paid in loans

• there have been approximately 210,000 enrolments

• in 2021 there were 214 approved VSL providers – 37 were public providers and 177 were private To find out more about becoming a VSL provider, visit How to become a VET Student Loans provider - Department of Employment and Workplace Relations, Australian Government (dewr.gov.au)

For general information on the VSL program, visit VET Student Loans - Department of Employment and Workplace Relations, Australian Government (dewr.gov.au)

WHY MENTAL HEALTH CONVERSATIONS NEED

We’re often told that talking about mental health will help. But rarely are we taught how to talk about it, in a way that is proven to help.

When we learn effective communication skills, it becomes far easier to role-model healthy behaviours and employ these tools to better support the mental wellbeing of those around us.

Consider the last time somebody came to you and shared a struggle. How quickly did you attempt to do one of the following things:

1. Find a solution for them

2. Give them some advice

3. Look for the silver lining

It’s likely that you did all three. One, because at times in your life, you’ve been rewarded for how quickly you could problem solve, two because you’re human - making you hard-wired to give advice, and three because you’re a good person and you want that individual to feel better.

But what if we told you this was damaging your ability to provide help?

In a meta-analysis by the American Psychological Association that looked into over 16 studies of “why does counselling work” i.e., what is the most helpful component of going to therapy – they found that the quality of the relationship formed between client and clinician was a better predictor for improved outcomes, than the type of intervention that was used.

That means, a person being safe to express their true feelings and feel fully understood upon sharing - is more helpful than any of the psychological therapies, coping tools or interventions used.

What this shows, is that feeling connected to someone is the ultimate way to help them, and the effects are two-way. When we can see that we’ve created a safe space for someone to share, it influences our own feelings of self-worth. The reciprocity creates a positive feedback loop which then ripples into our next interactions. More good news? You don’t need to become a therapist to have a positive impact on the mental health of your colleagues and students.

You just need to make one simple change to the way you communicate. Watch our 20-minute webinar on The Golden Ratio of Support to learn how to help people feel understood through the power of connection.

At Heart On My Sleeve, our mission is to help people feel understood. We are a global mental health movement and training provider, changing lives through Real Conversations because we believe that connection is the best prevention, protection & treatment for emotional suffering.

“THE GOLDEN RATIO OF SUPPORT”

Mitch Wallis, Founder, Heart On My Sleeve

“ That means, a person being safe to express their true feelings and feel fully understood upon sharing... ”

If only feeling reassured was a skill you could train.

You, your team, and all your learners are all on a journey. Growing your business; efficient and compliant course delivery; great learning experiences. Providing the skills to improve lives can be a bumpy road.

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JOIN US FOR THE #2023NVC CONFERENCE

#2023NVC CONFERENCE PROGRAM DAY ONE

Thursday 2 November 2023

7.00am Registration

8.30am

8.50am Update from the Australian Skills Quality Authority Saxon Rice - Chief Executive Officer, ASQA

Auditing your RTO: How to Conduct an Internal Audit & Understanding What Auditors are Looking For Kevin Ekendahl

Leadership MetamorphosisTransforming Yourself for Success

Jason Blinman

Visual and Vocal Image: Communication Skills to Inspire, Engage and Increase Understanding

Tony Kirton

Simulation Sushi Train

Sarah Phillips & Melissa Palmer

Let’s Celebrate Training the Nation: Transforming Lives

Fostering Positive and Meaningful Partnerships with External Providers of VET in Schools

Melanie Alexandra

The Future is Here: Emerging Technologies and Their Impact on Education

Toby Jones

Chat GPT and the New AI frontier: Banning is Not the Solution

Lauren Hollows

How to Document Observation Assessments Properly Coleen Rivas

Supportive Conversations: Transforming Student Distress through Microskills

Panel: Lifeline WA

The Critical Role Training Plays in the Development of Defence Capabilities

Dr Phil Rutherford

ASQA

Transforming Your RTO: A Practical Guide to Boosting Enrolments and Increasing Efficiencies...

Tracie Parisi

Engaging the Non-engaged... Teaching how THEY Learn

Stephen Huntley

* Regulator/Government session titles & presenters are still to be confirmed

#2023NVC CONFERENCE PROGRAM DAY ONE

8.00am

GOLD COAST | 2 & 3 NOVEMBER 2023 REGISTRATION OPTIONS

#2023NVC - TRAINING THE NATION: TRANSFORMING LIVES

Leonie Davis, Director of Operations, Velg Training

The 2023 National VET Conference is locked and loaded and set to deliver a valuable and meaningful experience for all delegates.

Taking place on November 2nd and 3rd at the Gold Coast Convention & Exhibition Centre, the conference theme “Training the Nation: Transforming Lives” aims to celebrate the critical role vocational education and training plays in transforming individuals’ lives and contributing to the nation’s growth.

Our most loved annual event promises to provide opportunities once again for quality professional development and goal setting, and reflection, fostering personal and professional growth.

We hope that the #2023NVC will also foster a sense of belonging and community enabling delegates to collaborate, exchange ideas, and learn from one another.

Importantly we want to promote leaning into the conference theme by truly celebrating the successes of VET

professionals across the country and the sector as a whole.

This year, there is something for everyone in the program, providing a diverse and engaging offering of valuable PD for all attendees, no matter which role they hold.

Through our Content Categories, sessions will be dedicated to the allimportant training, assessment, and compliance topics but also sessions specifically for VET in Schools, Management/Leadership, and our new category: Showcasing (designed to highlight concepts, case studies, or examples of innovative approaches in the VET sector, inspiring new ideas and creative solutions.)

The welcome function will be something exceptional in 2023. In response to feedback, it will be a memorable evening that perfectly balances networking and entertainment. The first part of the function will be an intimate setting so you can mingle, chat, and make meaningful connections while the last

hour will be all about letting loose and having fun with games, prize giveaways and music to keep you moving and grooving.

The #2023NVC promises to deliver an unforgettable experience for all, and we hope you join us in celebration of Training the Nation: Transforming Lives.

“ This year, there is something for everyone in the program...

TRAINING THE NATION: TRANSFORMING LIVES

JOBS AND SKILLS AUSTRALIA: BUILDING OUR SKILLS POTENTIAL HAND-IN-HAND WITH VET

The skills of the Australian workforce are in sharp focus, as the country is in near full-employment and skills shortages are evident in many sectors. It’s within this environment that Jobs and Skills Australia has been established to provide independent, evidence-based analysis on Australia’s skills needs and how to enhance the potential of our population to meet those needs. I am leading the agency in its interim phase

We’re uniquely positioned to play a strategic role in shaping policies and programs to strengthen the VET sector and bolster the national skills system. Our approach is consultative, and we’re engaging widely with industry, governments and unions. This includes the education sector and we’re pleased that members of our Consultative Forum include the VET sector leaders Mary Faraone from TAFE Directors’ Australia and Troy Williams from the Independent Tertiary Education Council of Australia.

Since our inception, we’ve begun work on a new study into Australia’s Foundation Skills which will update decade-old data. VET plays an important role in teaching foundation skills, so we will be keen to hear from the sector as we develop the survey.

There will be multiple opportunities to make your views known as this work progresses.

The research we’re doing strongly endorses the vital role of the VET sector in preparing Australians for their careers. New analysis, released in our submission into the parliamentary inquiry into perceptions and status of VET, paints a more nuanced picture of vocational training than many in the community perceive and shows that vocational training offers a diverse range of skills across many fields of study, from introductory to advanced.

Our Labour Market Update report, released in February, reveals that just over 60% of total employment growth in the past 12 months was in occupations where VET qualifications were the primary pathway. VET qualifications are also associated with many occupations in shortage that have strong future job prospects.

JSA is working hard to build the evidence base on the effectiveness of the skills system to meet Australia’s skills needs. But we will be working with all our partners and stakeholders to make sure we work on topics that will be of most value to the system. In coming weeks, we will be asking for input into how JSA’s work program is

developed going forward and priorities for the coming year.

JSA will continue to reach out to our partners in the sector to ensure our work is informed by your voices. Our key projects will be available for public comment on our website jobsandskills.gov.au, and you can also subscribe to our regular newsletter there. You can also connect with us at any time by emailing connectwithus@ jobsandskills.gov.au

Professor Peter Dawkins AO is the Director of Jobs and Skills Australia. He is an Emeritus Professor of Economics at the Mitchell Institute for Education and Health Policy at Victoria University.

Professor Peter Dawkins AO, Director, Jobs and Skills Australia

Twitter | LinkedIn

INSPIRE

ACADEMIC GOVERNANCE FOR VET PROVIDERS – IDENTIFYING AND APPLYING AN EFFECTIVE MODEL FOR YOUR RTO

Kevin Ekendahl, CEO and Principal Lead Auditor, Audit Express

Training Organisations across Australia have many legal and regulatory obligations to meet. Nothing is more important than providing quality training and assessment services and ensuring learners get the skills they need to get the jobs they want. With this in mind, it is important that there is effective governance and oversight of the academic operations of providers to ensure they are meeting their core mission and vision – providing excellence in education.

Whilst higher education providers have established Standards requiring effective academic governance to be in place, I have found that many Registered Training Organisations (RTOs) fail to implement effective academic governance. Whilst the current Standards for RTOs do not specify that academic governance structures must be in place, I have found that those organisations who have implemented effective oversight of their academic operations are better able to respond to the changing needs of their learners, industry and the regulatory environment.

The National VET Regulator has focused their regulatory effort towards a system of self-assurance. Effective academic

governance is certainly one of the many key recommendations we make to RTOs when looking at improving the quality of their training and assessment services, and their ongoing compliance with their regulatory obligations.

Let us now consider ASQAs definition of self-assurance;

“Self-assurance refers to how providers manage their operations to ensure a focus on quality, continuous improvement and ongoing compliance with the Standards. It means providers have systems in place to critically examine their performance against the Standards and training outcomes, on an ongoing basis, to identify ways to continuously improve”

No doubt implementing effective academic governance would contribute towards a system of self-assurance. The challenge now, is to determine how this would work for your organisation and how to implement an academic governance model which is right for you.

Through my work with a range of training providers across the globe, I have found the following three elements to be essential in implementing an effective model of academic governance:

Framework, Structure and Tools.

1 - Framework

This is the understanding of the obligations and the enabling legislation and regulations which the organisation must operate in. Part of the initial discussion to establish the framework is around the obligations hierarchy – what are the essential legislative, regulatory and contractual obligations of the organisation?, and what elements of these are relevant to the academic operations of the organisation? Having a clear and documented obligations hierarchy enables organisations to identify and address all of their obligations – and assign these to relevant governance or management functions.

2 - Structure

This refers to how the organisation will identify the relevant roles and responsibilities of each of the stakeholders, and assign the accountability and responsibility to each stakeholder. The structure of the model of academic governance will vary from organisation to organisation depending on the type of training provided, the size and nature of the organisation and the complexity of its business or activities. For example, the

model for a TAFE will be significantly different to a small RTO delivering a single unit of competency.

Key questions to consider when developing the structure of your academic governance models are: What are the roles and responsibilities of each of the key stakeholders? – will the governance committees/boards be accountable for key decisions or will they merely provide advice to management? What will be the powers vested in each of the stakeholders? What are the reporting responsibilities of the stakeholders? And finally, what is the extent of the decision making powers of each of the stakeholders?

Having the right structure in place is crucial to the success of effective academic governance – and this process takes time to consider and get right.

3 - Tools

The tools to implement an effective academic governance model will vary for different organisations, however there are essential tools which must be considered when deciding on implementing academic governance structures in your organisation.

Firstly, it is essential to have a clear and documented terms of reference (ToR) for the different manifestations of governance bodies such as boards or committees. The development of this should be informed by the work undertaken in identifying the framework and the structure. The ToR should reflect what the academic board/ committee should look at and discuss (Framework) , and also what powers will be vested in it (Structure).

Next, it is essential to have other tools which will assist the work of the academic governance boards/ committees: Such as, setting agendas and taking minutes, formats and lengths of board/committee papers, allowing sufficient time to consider matters, work plans, calendars and organising for the recording and following up of actions arising from meetings.

Periodic reviews

Reviewing and amending the academic governance model should be a continuous process. It is good practice to have periodic independent reviews on the effectiveness of your academic governance and look at how you can improve your oversight and governance of academic matters. Finding the right model to fit your organisation will

take time – but prioritising academic governance and effective oversight of your operations will be rewarding for your RTO and your learners.

Kevin Ekendahl

is the

CEO

and

Lead Auditor at Audit Express. He has a passion for governance, quality assurance and excellence in education. You can link with him at https://www.linkedin.com/in/ kevinekendahl/

Principal

“

Self-assurance refers to how providers manage their operations to ensure a focus on quality, continuous improvement and ongoing compliance with the Standards. ”

EMPOWER

2023 WORLDSKILLS AUSTRALIA NATIONAL CHAMPIONSHIPS & SKILLS SHOW

WorldSkills Australia

Mark your calendars! The 2023 WorldSkills Australia National Championships & Skills Show, colocated with the new Victorian Careers & Employment Expo, will be held from Thursday 17th to Saturday 19th August 2023 at the Melbourne Convention & Exhibition Centre.

The National Championships provides the opportunity for young Australians to showcase their skills, with over 55 skill categories to choose from. The event will be divided between open age (18-23) and VET in Schools (16-18) categories, which will include:

• Construction and Building Technology (skills include Bricklaying, Carpentry, and Plumbing)

• Social and Personal Services (skills include Cookery, Hairdressing, and Bakery)

• Information and Communication Technology (skills include Cloud Computing, Cyber Security, and Programming)

• Creative Arts and Fashion (skills include Jewellery, Graphic Design, and Fashion Technology)

• Manufacturing and Engineering Technology (skills include Fitting, Welding, and Sheetmetal Technology)

• Transport and Logistics (skills include Auto Electrical, Automotive Mechanics, and Motorcycle Mechanics)

There is something for everyone at this event! Don’t miss your chance to be part of the excitement at the National Championships, where over 500 competitors will be on display.

In addition, the Victorian Careers & Employment Expo features over 100 exhibitors presenting numerous pathways and opportunities across vocational education and higher education. This expo equips students with the chance to understand their options, and individuals with the opportunity to explore their professional development.

Our competitors have been handpicked from over 5,000 participants across Australia who competed in the regional competitions hosted by multiple organisations, including TAFEs, Registered Training Organisations, Universities, Colleges, and Secondary Schools. The competitors undergo a rigorous training program to perfect their skills and prepare to compete in front of the public, school groups, and their peers. They’ll be working closely with their mentors, teachers, and employers to showcase their skills.

So, don’t miss out on this FREE opportunity to witness the future of multiple industries in action and be inspired by the next generation of experts! You can register as an individual or as a school group. We can’t wait to see you there!

REGISTER HERE

The WorldSkills Australia National Championships, offer a unique experience for attendees in trades, skills, and careers event in Australia that provides informative sessions and hands-on opportunities for participants. WorldSkills Australia is a social enterprise whose purpose is to identify, demonstrate, promote, and grow the excellence of Australia’s skills development.

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USI VET TRANSCRIPTS

Student Identifiers Registrar

the courses they have completed and the qualifications they have attained since 2015. This information can help you to advise and support your students to make informed decisions about training options. It’s easy to do and saves you time when the student is unsure of their previous training or can’t find their original documentation. Being able to view transcripts can help with:

• enrolments

• credit transfers

• entitlement assessments

• troubleshooting transcript queries. Additionally, as an employer, you can use VET transcripts to assist you in your own recruitment process by verifying the qualifications presented

by applicants and ensuring you are hiring qualified candidates who have the necessary skills and knowledge for the role.

The USI VET transcript can help to ensure the quality of the training and support you provide, as well as the qualifications of the candidates you hire.

To access a student’s VET transcript, you will need their permission and their USI. Once you have this information, you can easily access their training history online.

Permissions

The USI VET Transcript Service allows the student to choose who can view their VET transcript and how it is viewed. The student can give

permission to a third party (such as a potential employer, employment agency or licensing body) to view an extract - where the student selects exactly which training to display - or their full transcript.

Giving permission to a training provider or third party to view their VET transcript is an option students can exercise at any time, including removing or modifying permissions already granted and for how long for.

To find out more about the USI, visit our website on www.usi.gov.au

The Student Identifiers Registrar is responsible for administering the Unique Student Identifier (USI) initiative nationally and manages the USI Registry System which creates and stores USIs; and helps students and education or training providers access the USI Registry System to create, find, verify and update USIs securely.

EMPOWER

EFFECTIVE STUDENT ENGAGEMENT

Engagement, Belonging, and Communication were the top three strategies discovered to support student retention, success, and well-being from recent research. “Positive engagement is central to academic success” (Bowden, Tickle, & Naumann, 2021). Student engagement incorporates curiosity, interest, optimism, passion, and motivation for progress with Teacherstudent relationships, peer-support, and whole-of-school assistance to contribute to lifelong learning and student success (Zepke & Leach, 2010).

Teachers influence students with contributions to the academic environment (Bowden, 2013).

Bowden’s research collates student feedback suggesting some trainers fail to create a supportive learning environment leaving students feeling disconnected and wanting to drop out because learning suffers “when students are bored, dispassionate, disaffected, or disengaged” (Glossary of Education Reform, 2016).

Student retention is directly linked to the quality of teaching (George, McEwan, & Tarr, 2021). Annually, around one-third of Australian tertiary students fail to complete their studies (Norton & Cherastidtham, 2018), with the risk trifecta being online, part-time, and mature age students. Completion rates are twenty percent fewer for external/online students (O’Keeffe, 2013). As educators in Vocational Training, we must avoid ‘talk-fests’ when students are needing hands-on training. It is within teachers’ capabilities to assist in mitigating attrition and support student

retention for both online and faceto-face classes. The teacher-student relationship is critical (Bowden, 2013), and educators must incorporate multiple strategies, connecting with students using welcoming activities, videos, and discussions and providing prompt feedback on contributions and tasks for students to feel assured that the lecturer is both present and supportive (Pathify, n.d.).

Although teaching strategies include visual imagery, questioning, quizzes, quality slideshows, and short videos, research highlights the need for more well-being approaches over pragmatic teaching methods, inferring that a) teachers have a role to play in all strategies identified, b) affective strategies have more importance than resourcing alone, and c) most, if not all strategies, are interconnected.

Support includes practical, social, and emotional support in whole-ofschool contexts, including staff and peer services, initiatives, and technical support, which will take effort and persistence (Muir et al., 2019). Stone (2019) recommends teachers need training and resourcing to create a supportive, encouraging, and professional presence when teaching while linking industry realities, casestudies, role-plays, and employability skills, supporting students toward lifelong learning techniques, assisting job-readiness, transferable skills, and intrinsic motivation toward success (Stone, 2016).

Developing a Sense of Belonging is critical, affecting students’ psychological functioning, academic outcomes, motivation, and well-being resulting in greater engagement in

study and retention (Osborne, Loveder & Knight, 2019). Educators can get involved, encouraging opportunities for peer interactions and constructing common-interest communities (CAST, 2018) because “a strong teacherpresence provides students with a sense of belonging” (Stone, 2019).

Enhanced communication between students, staff and faculty is crucial. When educators know their students better, they’re better able to develop appropriate support and effective communication, whether formal or informal, including synchronous and asynchronous discussion forums, group assignments, blogs, wikis, emails, quizzes, social media, webinars, audio, and video content (Muir et al., 2019). “Frequent and personalised communication helps students to feel connected to staff” (Pathify, n.d.).

Planning to foster Engagement, Belonging, and Communication will contribute to greater students’ selfworth, support retention and industryreadiness. What meaningful activities has this article reminded you of as you seek to develop and grow connections with your students?

REFERENCE LINKS

John Blake’s experience spans Hospitality, EAL, Foundation Skills, and Training & Education across 20 countries using creative delivery approaches and contextualised assessments to support, engage and enable learners. John is passionate about the opportunity to inspire teachers and trainers to excel and encourage learners in shaping the future workforce.

John Blake, Industry Training Specialist

DID YOU KNOW?

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