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PwC Australia will on Monday release a report which recommends a tighter partnership between industry and government to address future skills needs with “micro-credentials”. These are shorter courses, as opposed to a full qualification that provide specific skills a business needs.
Read more here: https://www.smh.com.au/
The basic structure of the common good involves meeting human needs for water, sanitation, power, transport, health and access to the law. Such activities require training, and there is an obvious public interest in providing it. But reducing education to job training is not only a partial or limited view. It is sinister.
The legislative changes will affect how ASQA publishes current and historic information regarding RTOs, and improve ASQA’s ability to quickly respond to regulatory breaches. Over the next 12 months, changes to legislation will come into effect to support recent amendments to the National Vocational Education and Training Regulator Act (NVR Act).
Read more here: https://www.asqa.gov.au/news-events/news/changes-national-vocational-education-and-training-regulator-regulations
RTOs are obligated under the SRTOs 2015 (1.5 & 1.6) to engage with industry stakeholders relating to training and assessment strategies and practices. The information you gather from your industry engagement activities should be documented and used to ensure that the training and assessment your RTO provides is industry relevant. This can seem challenging if your RTO does not have a systematic approach in planning how these interactions are to be carried out. The three main reasons RTOs need to seek input from industry are:
Your training and assessment strategy (TAS) should identify any workplace partnerships you have with employers to deliver training and assessment on-site. Documenting these types of arrangements is invaluable for delivering industry relevant courses with input from the employer relating to electives chosen; learning, assessment & physical resources being used and the current industry skills of trainers & assessors. If you are delivering mandatory work placement as part of a specific qualification your arrangements for ensuring that students are exposed to a workplace to achieve the required hours should be explained in your TAS. Gathering feedback from employers on these placement outcomes and your RTOs co-ordination of the arrangements will contribute to your industry engagement evidence.
RTOs can formalize communication channels by creating industry reference groups or other forums in which industry representatives can regularly provide advice and guidance in relation to your RTO resources including:
Ongoing networking with industry organisations, peak bodies, or employer groups can provide effective means for gathering input from industry on RTO operations. Suggested activities could include:
RTOs should implement a managed and consistent approach to industry engagement that includes development of an Industry Engagement Plan outlining the activities that will be undertaken by staff to maintain an appropriate level of contact with industry representatives in specific vocational areas. Documenting feedback from industry in relation to training and assessment strategies and practices by using an Industry Consultation Record will ensure appropriate records are maintain that evidences meaningful industry engagement.
The opening of vocational education—historically, the domain of the public TAFE system—to private providers has been a disaster according to the Socialist Alternative.
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International students and universities will be forced to stump up the cost of travel and quarantine as the federal government prepares for the first batch of students to arrive in Australia. Trade Minister Simon Birmingham announced on Sunday that up to 300 students would start arriving in Adelaide as part of a pilot program to restart the international education sector which has been pummeled by the coronavirus pandemic.