Staying Connected in VET eZine | May 2024 | Volume 22

Australia’s biannual VET eZine

MAY 2024

Volume 22 | Free

STAYING CONNECTED IN

Early Changes to the Standards: TAE Requirements

The Impact of Generative AI on VET

Blended Learners: Unpacking Essentails

Drawing Together Data for a More Complete Picture of VET Outcomes JOBS AND SKILLS AUSTRALIA

LETTER FROM THE CEO

Michelle Weaver

Welcome to the 22nd edition of the Staying Connected in VET eZine

Often, it feels like our in-box is perpetually full, and staying abreast of what’s happening in the sector can be difficult. I hope this edition helps you feel connected to our current landscape and that you are educated, empowered, and inspired as a practitioner.

While it may seem like we are in a holding pattern as a sector at the moment, there has been some true momentum in VET. I have been reflecting on the dynamics of this space we all are working in and recognise the volume of recent bodies of work.

Sector-wide reforms are underway and in various states of release or implementation. The Draft Revised Standards for RTOs have been in the pilot phase for some months, with an anticipated release date of the revised standards still being mid-2024.Some early changes to Standards for Registered Training Organisations (RTOs) came into effect in March.

New research by Jobs and Skills Australia, released that same month highlighted a more detailed view of VET than is commonly perceived. The Design Group for VET Qualification Reform has provided initial advice to the Skills and Workforce Ministerial Council on how to continue to progress in the improving of qualification design.

Parliament passed amendments to the National Vocational Education and Training Regulator Act 2011 to enhance ASQA’s powers to protect students and take action against non-genuine providers. Fit and Proper Person Requirements were changed to extend them to persons with a degree of influence or control over an RTO.

Opportunities to engage via feedback on how to support, grow and sustain the VET Workforce (set to inform Blueprint for the VET Workforce) were recently finalised, and I, for one, am very interested in the results that will help shape our industry’s workforce for the future.

Given the current circumstances, I’m very conscious that at the coalface of the sector, business owners, managers, compliance personnel, administrators, trainers, assessors, resource developers….we…. continue to passionately dedicate ourselves to doingthe-do. We strive to improve ourselves as practitioners continuously and challenge common misconceptions, showcasing and promoting the value of VET so that we can continue to have a positive impact in skilling and up-skilling Australia for the future.

At its heart, VET is about empowerment. We are not just educators but life-changers, shaping the experiences of individuals through our commitment to quality, excellence, and innovative education.

The celebration of VET success stories is something I genuinely believe can motivate us to explore what we can do to inspire and prepare our RTOs, our staff, and students for the future. I was so pleased to have been able to award the first John Dwyer Honorary Award to John Dwyer himself at last year’s National VET Conference. If you know of an unsung hero who deserves recognition for the positive impact they

have had in the VET sector and who deserves to be celebrated, I encourage you to nominate them for 2024!

On behalf of Velg Training, I wish you, the reader, the very best for the second half of 2024. Happy reading, I hope you enjoy this edition.

Michelle Weaver CEO and Founder of Velg Training

www.velgtraining.com

The 2024 John Dwyer Honorary Award Nominations Are Now Open!

Do you know a VET Practitioner who Educates, Inspires or Empowers you?

Click here & nominate now for the JD Award!

EDUCATE

IMPLEMENTING STRENGTHENED FIT AND PROPER PERSON REQUIREMENTS

Christina

Bolger, Deputy Chief Executive Officer, ASQA

The Australian Skills Quality Authority (ASQA) has welcomed the new measures from the Australian Government to strengthen quality and integrity in the vocational education and training sector and protect students. The amendments to the National Vocational Education and Training Regulator Act that were passed by Parliament in late March form part of a broader reform agenda to safeguard integrity. These granted ASQA greater power to act against training providers doing the wrong thing, drive improvements in quality VET and support best-practice regulation.

In this article, I want to highlight our implementation of the revised Fit and Proper Person Requirements that were agreed to by the Skills and Workforce Ministerial Council in September last year. These strengthened requirements allow us to make more informed regulatory decisions related to people involved in running and managing registered training organisations (RTOs) and broadening our power to consider conduct that suggests a deliberate pattern of unethical behaviour.

The expanded powers allow us to consider instances where an offence was proven but no conviction was recorded, to consider a person’s management history and past breaches of registration, to expand the types of evidence that can be considered that show false and

misleading conduct by providers, and to consider whether the provider has been found not to be fit and proper under an expanded range of federal and state laws, not merely in the VET sector.

These amendments are backed in by the early changes to the current Standards for Registered Training Organisations (RTOs) 2015, which came into effect in early March, and included strengthening Clause 7.1 of the Standards, to align to the new Standards for Registered Training Organisations Amendment (Fit and Proper Person) Instrument 2023 and clarify current requirements.

For training providers, ensuring they meet Fit and Proper Person Requirements extends beyond CEOs and high managerial agents to apply to any person who exercises a degree of control or influence over the management or direction of the RTO. ASQA’s expectation is that providers are at all times ensuring that individuals in key roles are fit and proper – it is not just a matter for an annual declaration to ASQA – but an ongoing responsibility to ensure the integrity of their operations.

On this basis, providers must ensure they consider this broader focus in their recruitment of key staff, including trainers and assessors, and that they have systems in place to certify ensure all key staff remain ‘fit and proper’ at all times. We will be considering this, and other key requirements, in any

of our interactions with a provider, as it is these key personnel within the sector that will either be an important safeguard for quality and integrity or a critical vulnerability.

A provider’s integrity is at risk if persons in key roles are not to be trusted.

As we implement a range of amendments to the National Vocational Education and Training Regulator Act, we are committed to ensuring that our all stakeholders are kept updated through various methods of engagement, communication and education so that the intent of the measures, and our expectations of providers, are well understood.

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 93% of Australian VET providers and for accrediting VET courses to ensure nationally approved standards are met.

Christina Bolger

The LMS Built for RTOs

From enrolment to results, streamline every stage of the learner journey. Enjoy peace of mind with exclusive compliance features while providing learners with an outstanding experience.

Our platform is truly mobile and optimised for practical assessment, enabling seamless delivery—whether face-to-face, blended or online—to meet your unit requirements.

Enrol, train, assess and track competency with ease. Transform your RTO today, start by requesting a free trial.

Cloud Assess, Powering Brighter Futures

cloudassess.com

EDUCATE

EARLY CHANGES TO THE STANDARDS: TAE REQUIREMENTS

Velg Training

Last year Skills Ministers agreed to make early changes to the standards to support the VET workforce and provide immediate benefits to the sector. On the first of March these came into effect via the Standards for Registered Training Organisations Amendment (VET Workforce Support) Instrument 2024

At a high level this means that the Standards now

• Reflect new and revised training products, especially the updated TAE Training Package.

• Allow individuals with education degrees to conduct training and assessments.

• Enable those pursuing their TAE credential to teach and assist in assessments under supervision.

• Increase the involvement of industry experts in training delivery and assessments, working with certified trainers and assessors.

• Include various minor clarifications and amendments concerning validation, training product terminology, and a new aspect of the definition of educational and support services.

• Specify RTO responsibilities and ensure alignment with the Fit and Proper Person requirements.

At Velg Training, we spent some time unpacking these changes and thought it would be useful to provide some easy-to-use guides that relate specifically to Trainer and Assessor Credentials.

Simply click on the icons to download your PDFs.

We hope you find them a valuable set of resources!

Train & Assess Assess Only

Train & Assess TAE Under Supervision

EDUCATE

USI VET TRANSCRIPTS

USI, Unique Student Identifier

A USI VET transcript provides evidence of all nationally accredited training completed by an individual since 2015.

USI account holders can access their VET outcomes online in the form of an authenticated USI VET transcript – an Australian Government verified document that draws on information reported by providers to the national VET data collection

Students across Australia participate in the VET in Schools program where they complete nationally recognised vocational education and training while still in school. These students will have a USI and will have access to a USI VET transcript.

Benefits of USI VET transcripts for students

A USI VET transcript provides a number of benefits to USI account holders. It keeps a record of all VET qualifications in one place, as well as:

• verifying completed qualifications

• evidence when seeking a credit transfer

• demonstrating prerequisites when doing more study.

Education or training providers can use the USI Registry System to access USI VET transcripts of students to check their nationally accredited training,

including 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.

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

Recruit staff using a USI VET transcripts

An employer can use USI VET transcripts when recruiting new staff 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.

Ask permission to view a USI VET transcript

A USI account holder can choose who can view their USI VET transcript and how it is viewed. The account holder can give permission to a third party (such as a potential employer, employment agency or licensing body) to view an extract.

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

Since 2015, students undertaking nationally recognised training have been required to have a Unique Student Identifier (USI). They can access an authenticated USI VET transcript through their USI account, which collates their nationally recognised training outcomes into a single record.

IT’S TIME TO CONQUER THE SUMMIT!

Are you tired of feeling like your constantly running up hill, struggling to maintain the pace?

What if we told you there's a better way?

Velg Training and Digital Literacy Licence are proudly working together to bring to you our latest signature event, the 2024 Virtual VET Summit: Artificial Intelligence. Join us online on the 3rd of September!

REGISTER ONLINE HERE!

JOIN US FOR THE #2024NVC CONFERENCE

2.30pm -

Getting Ready for 2025: Implications of the new Standards and instruments

David Garner

Leading Change in a Changing Regulatory Environment

Rod Matthews

ASQA Representatives TBC

Jobs & Skills Council Collaboration Panel

Helen Tinney, Alison Wall & Anthea Middleton

Factors contributing to the adoption of AI as a learning tool in the VET... Dr. Shweta Singh & Niv Roy

‘Rules of Engagement’: 7 Evidence Based Techniques to Drive Engagement in any... Tony Kirton

Navigating the Future: AI and Emerging Technologies in Education Toby Jones

VET Teacher Supervision Arrangements: Building a framework for success

Kevin Ekendahl & Matthew Dale

DEWR Representatives TBC

Understanding Evidence Based Teaching Strategiesovercoming neuromthys

Dr Sven Erlic

Engaging Diverse Learners: Using Positive Psychology and Inclusion Principles in VET

Kylie van Luyn

Validation: The good, the bad, and the remarkable Kevin Ekendahl

Rapid Fire Tech Tools for Trainers

Kerri Buttery

How to develop Effective and Compliant Assessments

Kerri Wellington

5.15pm8.15pm WELCOME FUNCTION!

RPL: See it, hear it, speak it right

Angela McGregor

The Most Important (Yet Overlooked) Glue that Makes Learning Stick Chemène Sinson

Connecting and Empowering New Educators in our Organisations

Kay Schlesinger

CRICOS Implications of the Change to the Standards

David Garner

Leading More Effective Group Discussions

Marc Ratcliffe

Supporting Young Student Success in a VET Classroom

Sarah Pavy

BRISBANE | 31 OCT & 1 NOV 2024

ASQA Representatives

Assuring your SelfAssuring Practices: Strengthening your ring of confidence

Maria Langwell

GenAI: Shaping tomorrow’s workforce – opportunities and challenges for the VET...

Alison Wall & Lisa Bale

VET Practitioners and JSCs Making an Impact! Simon Hester

New Wave of Creativity with Canva Magic Studio Kerri Buttery

Webster & Leonie Keating

Developing a Neuro-Inclusive Learning Environment Will Wheeler

Leadership Conversations that Build Engagement and Performance Rod Matthews

Best Practice: What we’ve learned from listening to learners Dr Deniese Cox

Investment in PD = Staff Engagement + Enhanced Student Experience Josh Michel

Third Party Arrangements: What is the real risk?

Sarah Pavy 3.20pm3.50pm

INSPIRE

EXPLORE VET DATA AND RESEARCH WITH NCVER

National Centre for Vocational Education Research

Vocational education and training (VET) participation is vital for a strong Australian workforce and economy, and the requirement for more individuals to commence VET apprenticeships has been a key priority for VET stakeholders – particularly in recent times. So, what does the latest National Centre for Vocational Education Research (NCVER) data and research show?

NCVER’s Apprentices and Trainees 2023: September quarter report found that apprentice and trainee commencements increased by 22.2% to 37 690 between the September 2022 and September 2023 quarters. The largest increase in commencements was observed predominately in Automotive Engineering Trades Workers.

Commencements in the September 2023 quarter were also 9.2% higher than what they were in the September 2019 quarter, prior to the pandemic. Notably, Child Carer commencements increased by 94.9% in the same period.

Data also shows that VET students are experiencing high employment outcomes after VET training and high satisfaction with their VET training overall. NCVER’s The Apprentices and trainee outcomes 2023 publication found 95.6% of apprentices and trainees who completed trade training were employed after training in 2023, while 88.7% non-trade apprentices and trainees were employed after training.

Both trade and non-trade apprentices and trainees had high levels of satisfaction with skills learnt on the job at 91.4% and 88.9% respectively.

NCVER’s International onshore VET qualification completer outcomes 2023 report found international students also experienced improved employment outcomes in 2023, an increase of 3.6 percentage points to 76.6% from 2022. Just under half (46.9%) of international onshore qualification completers were employed full-time in Australia after training in 2023, a 10.2 percentage point increase from 2022.

Notably, The impact of increasing university participation on the characteristics of apprentices report found that migrants or firstborn Australians are more likely to opt for university education than their Australian-born counterparts.

The report found the characteristics of a young person who is more likely to undertake an apprenticeship over university remains largely unchanged since 2007. They are more likely to have certain characteristics including:

• Being male

• Aboriginal and / or Torres Strait Islander

• Australian born

• An English speaker at home.

While the latest NCVER data shows some positive trends in VET participation and outcomes, it is evident that Australia’s workforce needs more individuals taking up VET. What can be done to attract and retain students to VET? In what ways can the sector help address workforce shortages? In what ways can the VET sector contribute to greater education inclusivity and help

equip disadvantaged learners?

These questions and more will be explored during NCVER’s 33rd National VET Research Conference ‘No Frills’ 2024, which will be held in Perth, Western Australia, from Wednesday 10 to Friday 12 July 2024. This year’s conference theme is VET partnerships powering a dynamic workforce.

‘No Frills’ is NCVER’s flagship conference, offering VET practitioners a platform to share research and expand their knowledge base. Attendees engage in thought-provoking sessions on data analytics and research practice, fostering valuable networking and professional development opportunities in a welcoming environment.

Explore the latest in VET data and research and connect with others in the sector.

Register now for ‘No Frills’

The National Centre for Vocational Education Research (NCVER) is the national professional body responsible for collecting, managing, analysing and communicating research and statistics on the Australian Vocational Education and Training (VET) sector.

THE IMPACT OF GENERATIVE AI ON VET

Kerri Buttery, Digital Literacy Licence Founder

It doesn’t take much to find a session (or 10) about generative artificial intelligence in every conference program related to education right now, not to mention the many events that have popped up to help everyone grapple with this new sensation. But is it that new? And will the hype pass us by? Can we continue as we have been and not expect it to change how we deliver our training?

In short:

1. No, it isn’t that new, but it is now more accessible to more people.

2. No, the hype is not going to pass us by. This is the most significant technology revolution since public internet access became available.

3. No, we cannot continue doing what we’ve been doing and expect to remain relevant. Every RTO needs to consider how AI can be incorporated into its operations.

Artificial intelligence impacts how we create our resources, deliver training, and conduct assessments. It is also transforming the job market and creating new opportunities for careers that previously did not exist.

AI in Resource Creation

As I have been travelling the country to support educators in their upskilling journey with digital literacy and AI capability, participants have always been amazed at how much we can do with generative artificial intelligence.

These workshops have not even been delving into the more advanced capabilities of chatbots for personalised learning and simulations where students can have a verbal conversation to roleplay a scenario with AI and practice their communication skills. So far, the focus of this work has been on the creation of text-based content such as learner guides, assessments, policies and procedures, as well as audio and video resources (it is lots of fun to show people how easy it is to clone your voice to create quick and easy audio and

“ As I have been travelling the country to support educators in their upskilling journey with digital literacy and AI capability, participants have always been amazed at how much we can do with generative artificial intelligence. ”

“ We need to shift the thinking to enhanced ‘Human-AI’ collaboration where we work in tandem with AI to have routine tasks completed automatically and focus on the innovation and creative aspects of work ”

video resources from a script, which in itself can be made with AI).

However, once we have mastered the basics, I see that future possibilities include:

• Resource development.

• Adaptive learning and assessment with on-the-spot content creation for learners at their literacy level, in their industry context, on the topic of their choice.

• Automatic grading of written work and demonstrable skills through video recognition AI (remember, this is a ‘possibility’ of the future and where I think we will head)

AI in the Workplace

Future developments in AI are inevitable and will change the way we train and assess. Not only will students need to be exposed to AI through their learning, but they will also need to learn how to use generative AI in their industry. As training providers, we have a responsibility to look at how our industries are being affected by AI. This, in turn, should inform how we teach our students to be job-ready with AI, such as learning how to use it for problem-solving,

critical thinking and communication. We need to shift the thinking to enhanced “Human-AI” collaboration where we work in tandem with AI to have routine tasks completed automatically and focus on the innovation and creative aspects of work.

AI in Assessment

Conversations I have with many providers indicate hesitancy to adopt and embrace AI with students due to the unknown future implications for intellectual property and copyright legislation. There is also a strong focus on plagiarism and how we combat this and block students from using AI in their assessments. I liken this to trying to empty the ocean with a bucket and obsessing over every drop that splashes

“ Future developments in AI are inevitable and will change the way we train and assess. ”

out of the bucket. Instead, we should be building better boats to navigate the ever-changing tide of technology (yes, Claude AI helped with that analogy).

It is time to examine our methods of assessment and determine better ways to assess students. This will involve using the technology available to students as a tool to prepare them for the workforce and ensure our sector remains relevant in this era of rapid change.

The following AI tools were used for collaboration in the drafting of this article: Claude by Anthropic, Write Sonic, Grammarly

INSPIRE

ENHANCING SOUND ENGINEERING EDUCATION THROUGH

GAMIFICATION

Wavelength Learning

A leading Australian educational institution, partnered with Wavelength Learning to revamp the CUA40920 Certificate IV in Music, incorporating multimedia and gamification to modernize their approach to music education and sound production.

Discovering the Gap: Challenges and Opportunities

Wavelength Learning identified a lack of real-life practice environments for sound production students. Through research and collaboration with industry and subject matter experts, practical insights were integrated into the curriculum to address industry challenges.

Designing for Impact: A Comprehensive Learning Experience

The redesign of the Cert IV program emphasized hands-on experiences, contextualized learning, and real-world skill applications. Wavelength aimed to bridge the gap between theoretical knowledge and practical requirements, creating an immersive learning experience with input from industry experts.

Delivering Results: Immersive Game-based Learning

Wavelength Learning developed two innovative games, the “Onsite Audio Experience” and the “Camera Operator Experience,” as integral components of the curriculum.

The “Onsite Audio Experience” is a 3D simulation using Unity/ Web GL technology, replicating the high-pressure environment of setting up sound equipment for live

performances. It challenges students to manage unexpected disruptions and ensure optimal sound quality, closely resembling real-life scenarios faced by sound engineers.

The “Camera Operator Experience,” developed with Articulate Storyline, presents a narrative-driven scenario requiring critical decisions in setting up camera equipment for live recordings. It emphasizes technical and interpersonal skills, guiding students through handling faulty equipment and challenging audience behaviour. A dynamic points system and interactive feedback provide real-time performance evaluations and continuous improvement opportunities.

These games were seamlessly integrated into the Moodle Learning Management System (LMS) with attention to user interface design and brand consistency. Collaboration with key stakeholders ensured the games met educational objectives and provided an engaging learning experience.

The curriculum now blends theoretical knowledge with practical application, preparing students for the complexities of the sound engineering industry. The innovative game-based modules set a new standard for sound engineering education.

Our

Impact:

Transformative Learning Experiences

The integration of these games helped students gain technical expertise and develop critical soft skills. The visually appealing interfaces and stable integration into the LMS ensured an optimal learning experience.

Moving Forward: Monitoring and Enhancing Results

Early feedback is promising, but continuous improvement remains a focus. Tracking dropout rates, job placements, and industry collaborations will assess the longterm impact. Wavelength Learning is committed to refining the learning experience, keeping it dynamic and industry-aligned.

In partnership with our client, Wavelength Learning continues to innovate in education, merging technology with foundational principles to prepare students for the evolving sound engineering industry.

For more information: https://www. wavelengthlearning.com/enhancingsound-engineering-educationthrough-gamification/

At Wavelength Learning, we craft human-centred learning experiences using adult learning methodologies, cutting-edge design, and technology. Operating in New Zealand, Australia, the UK, and the Pacific, our award-winning team adapts to educational trends with innovative instructional design, e-learning, and the latest tech.

X | LinkedIn

www.wavelengthlearning.com

EMPOWER

DRAWING

Everyone has an interest in knowing how the vocational education and training (VET) system is contributing to economic, employment and social outcomes in Australia, not least of which is Jobs and Skills Australia (JSA), which provides advice to the Australian Government on skills, training and the labour market.

Drawing together a range of data sources for the first time, in collaboration with the Australian Bureau of Statistics and the National Centre for Vocational Education Research, JSA has developed the VET National Data Asset (VNDA).

VNDA tracks employment, economic, social and further study outcomes for VET students. Our first report using the data, VET Student Outcomes - Top 100 Courses, was released late in 2023 and provides insights on the outcomes of students who completed a VET qualification in the 2018-19 financial year.

The report demonstrates that completing a VET course has the potential to change lives for the better; increasing employment opportunities, preparing students for the workforce of the future, and paving the way for ongoing learning.

and Skills Australia www.jobsandskills.gov.au

A VET qualification can make a significant difference to key measures

such as employment, income, and future learning, particularly for those who have previously faced barriers to entering the workforce, such as women, First Nations people and those with a disability.

At the national level, 82.7% of students were employed in the year after completing a VET qualification, an increase of 12.4 percentage points prior to commencing training. For women, the change in employment rate was even greater, increasing by 15.2 percentage points after completion.

For many students the completion of a VET qualification has a significant financial impact, with several courses having a median employee income uplift of more than $30,000, for example, the Certificate III in Plumbing (uplift of $43,617) and the Certificate III in Cabinet Making (uplift of $31,984).

Nationally, the median employee income uplift following VET completion was approximately $10,000, and First Nations completers had an uplift of approximately $12,000.

Foundation skills courses are a key building block of skilling for the future, and a significant proportion of students who complete these courses progress to further study. For example, 61% of students who completed a Certificate I or II in Spoken and Written English, progressed to higher level VET study the following year.

And they’re not alone, the report also highlights that many students go on to continue their journey of lifelong learning, with 15.7% of VET graduates in 2018-19 progressing to higher level VET study the following year, and 6.7% enrolling in higher education study.

As the new Commissioner for JSA, Professor Barney Glover AO, begins his five-year term, the insights from VNDA will assist Jobs and Skills Australia to provide ongoing advice to the Australian Government on the adequacy of the VET system.

The next VNDA release, which will report the outcomes for VET students who completed a qualification in the 2019-20 financial year, will cover a much larger range of courses and will provide more detailed insights.

Read more about the VET National Data Asset on the Jobs and Skills Australia website at: https://www.jobsandskills. gov.au/data/vet-national-data-assetvnda

NATIONAL VET CONFERENCE

BRISBANE | 31 OCT - 1 NOV 2024

EMPOWERING WITH QUALITY!

Leonie Davis, Director of Operations, Velg Training

When we think about the Vocational Education and Training sector, and all it has seen over the past 20 years or more, it is clear that our industry is one that is made up of complex formulas with many variables at play.

Crucial to the formula are Registered Training Organisations, who are charged with the responsibility of ensuring that the training delivered, on the ground, is of the highest quality and meets the needs of both learners and employers.

The role of an RTO, therefore, is not static. It is ever evolving - adapting to the changing needs of the times, the industry their training products are from, and the changes in the regulatory and framework driven landscape we live and breathe.

Our sector as a whole includes a range of inputs and critical mechanisms that are fundamental to creating a competent workforce, helping industries flourish, and ensuring that VET continues to thrive and deliver high quality training.

The key to a balanced VET Equation is a quality mindset. An approach that goes beyond just ‘satisfying’ what and who we serve. One that drives continuous improvement, challenges the status quo, fuels creative thinking, and ensures that we never rest on our laurels.

In a well-calibrated equation, the results mirror the inputs, and, in the context of VET, these inputs include the dedicated professionals who push our sector forward, the resources and programs that equip learners, the government-led strategies and reforms that will pave the way, and the different approaches we take to ensure that we sync our training with real-world demands.

The sum of these elements is the backbone of our sector and demand our recognition and attention. Our commitment to enriching the quality of our inputs, is so important because when we put quality in, we get quality out.

Our #2024NVC theme this year Quality Inputs = Remarkable Outcomes is not just a slogan or a

catchphrase; it’s a call to action that carries a profound truth. It’s a simple equation, but one that will lead to fantastic results if we embrace it and put it into practice.

The 2024 National VET Conference is taking place on 31st October and 1st November at the Brisbane Convention and Exhibition Centre, and we can’t wait to educate, inspire and empower the VET community through a wide range of sessions across the two days.

This is our 17th annual National VET Conference, and it promises to provide a fantastic opportunity for delegates to undertake professional development that is meaningful and relevant, to meet with product and service providers, and network with peers from across Australia.

Check out our program on pages 10 & 11. We hope to see you there!

EMPOWER

BLENDED LEARNERS: UNPACKING ESSENTIALS

John Blake, Industry Training Specialist

Creating quality education for blended learners requires thoughtful integration of various factors to support mixed cohorts. Intentional resource development and lesson planning, relationships and whole-of-school support can contribute positively to a growth mindset, lifelong learning, belonging, and student success (Zepke & Leach, 2010).

Blended learners come with varying technological abilities, personalities and learning preferences, gender preferences, ages, indigenous cultures, religious backgrounds, ethnicities, socioeconomic statuses, and cultural differences. Students’ home lives or upbringing, neurodivergent learning challenges, unemployment, retirement, school-leaving status, study visas, fidgeting, pacing, or back pain, among other issues, all influence reactions to learning.

More than 18% of Australians have a prevalence of disability, many of which are unseen (AIHW, 2019) with up to 10% of Australians having an explicit learning disability (Health Direct, 2023). Millions of adult Australians struggle with basic literacy skills (Pagaduan, M., 2023) with the 2021 Census revealing that over 25% of the Australian population left school at Year 10 or below (PHIDU, 2024), in addition to more than one-quarter of Australians having been born overseas, identifying with over 270 ancestries (AHRC, 2024).

Adults choose to develop their own learning patterns based on individual needs, time, necessity, interests, and prior knowledge. Blended learners need the respect of individual choices,

while the educator remains on track with the delivery content and ensures a learner-focused training environment allowing for flexibility of activities and a variety of assessment instruments.

Industry knowledge, however, is only one facet of the proverbial iceberg. Industry relevance and memorable moments in class provide blended learners with unique growth opportunities. Practical application must be planned to assist knowledge, along with engaging activities, trialled hardware and hyperlinks, reconfigured rooms, planned questions, and adequate resources. The iceberg is counter weighted. Additional work done before class mitigates leaving learning to chance, ‘hoping’ the wi-fi works or wondering if there’ll be enough resources. A hard-working colleague once got in trouble for cleaning desks before his class, having viewed the room through the eyes of the students. Credit to him.

Educators support and respect blended learners by leaving biases or misunderstandings outside the classroom and encouraging participants to do the same. Creative use of case studies, simulations, and students’ own real-life concepts combines knowledge with students’ experiences, hardships, lives, which creates a learning community through expressions of empathy to develop a sense of belonging. Literacy support staff, counsellors or librarian can be invited, building up the learning community. Questions encourage critical thinking. Planned pairing or groups develop inclusivity, innocuous mentoring and nurtures empathy, including learners on the fringe.

As educators invest time, effort, and creativity into their delivery, the blended learning community is strengthened. Developing the educator’s toolbox enhances learning outcomes and inclusivity. Among dozens of good ideas from John Hattie’s research (2012, 2023), the following list of essential strategies contribute to achievement, belonging, and success:

• Practice

• Curiosity

• Re-reading

• Visual imagery

• Jigsaw learning

• Micro-teaching

• Class discussion

• Quality feedback

• Repeated reading

• Inquiry-based learning

• Providing feedback in a safe environment

• Encourage achievements or progress, no matter how small

• Piagetian strategies (learning through experience, visual references, & discussion/reflection)

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.

© Velg Training Pty Ltd

DID YOU KNOW?

This eZine is sponsored. Velg Training works with advertisers from across the VET industry to publish our biannual eZine!

Connect with Velg Training’s database of 84,000+ Members and Followers.

Download our 2024 Media Kit or contact: sponsorship@velgtraining.com

All rights reserved. No part of this publication may be reproduced, distributed or transmitted in any form or by any means without explicit written permission of the editor, except in the case of brief quotations and other non-commercial uses permitted by copyright law. For permission requests, write to the editor at the address below, with the subject “Permissions Request”.

CONTACT Velg Training Pty Ltd. 9 Froude Street Banyo QLD 4014 07 3866 0888 | enquiries@velgtraining.com

BECOME A MEMBER To stay connected with Velg Training and find a membership option that best suits you visit velgtraining.com/membership.

CONTRIBUTE Velg Training welcomes previously unpublished editorial contributions in the form of VET sector news, events and feature articles supplied with high quality web resolution photographs. All submissions will be published at the editorial committee’s discretion and may be used in Velg Training’s eNewsletters upon confirmation with the contributor.

ADVERTISE Advertising space is limited and bookings will be confirmed upon receipt of payment on a ‘first in, best dressed’ basis. Advertising bookings do not guarantee editorial submissions will be published. For more information, view the Terms and Conditions of Contract in the 2024 Media Kit.

Publication design by Kathryn Elliott, Junior Graphic Designer, Velg Training

QUALITY INPUTS = REMARKABLE OUTCOMES

NATIONAL VET CONFERENCE

BRISBANE | 31 OCT - 1 NOV 2024