Key MP likes uni legislation but wants some changes

Key MP likes uni legislation but wants some changes
The member of parliament who is likely to hold the single decisive vote on the Jobs-ready Graduates Package of fees and subsidies for universities says she “accepts” the views of the government on the future of regional universities and vocational education, both of which get support in the bill.

How Australia is preparing its post-Covid economy by investing in apprentices

How Australia is preparing its post-Covid economy by investing in apprentices

Australia has put in place a number of measures to help apprentices and trainees continue their training during the COVID-19 pandemic.

The lesson from the last recession is that a full economic recovery will need business to also play a part by investing in skill development.

VET is an equaliser

VET is an equaliser

For disadvantaged people with disrupted educational trajectories, such as refugees, vocational qualifications can widen access to paid jobs and enhance economic independence. But many still consider vocational education and training (VET) qualifications not as prestigious as university degrees. This is a widespread issue, especially in African communities. 


Read more here: https://theconversation.com/young-african-migrants-are-pushed-into-uni-but-more-find-success-and-happiness-in-vocational-training-145026

TAS user choice funding round open

TAS user choice funding round open

Registered training organisations are being encouraged to apply for funding through the latest round of the Tasmanian Government’s Apprentice and Trainee Training Fund (User Choice), with applications now open. The fund provides subsidies through grants to significantly reduce the cost of providing quality training and assessment for nationally recognised qualifications.

Easy ways to determine if a trainer or assessor is vocationally competent

Easy ways to determine if a trainer or assessor is vocationally competent

The SRTOs 2015 require trainers and assessors to have vocational competencies at least to the level being delivered and assessed as referred to in Clause 1.13 b. Vocational competency means trainers have the particular skills and knowledge relevant to the industry area in which they are delivering. Training Packages may also stipulate specific vocational competency requirements for trainers and assessors. This can include relevant industry qualifications and/or industry experience. RTOs need to ensure these requirements are evidenced and appropriate records are maintained that demonstrate staff are vocationally competent both at the qualification and unit of competency level.

They hold the exact units of competency being delivered:

If your trainers and assessors hold the exact units of competency that they are delivering then that is sufficient evidence to demonstrate vocational competency (so long as they also have relevant industry experience). Additionally, some training packages or qualifications have specific requirements for assessors to hold vocational credentials so RTOs need to ensure that these requirements are identified and evidenced appropriately. For example, to deliver commercial cookery units from the SIT training package assessors must hold a Certificate III or Certificate IV in Commercial Cookery. Another example is trainers and assessors who deliver TAE qualifications must hold either the Diploma of Vocational Education and Training or the Diploma of Training Design and Development or a higher level qualification in adult education.

Demonstrating equivalence of competency:

RTOs need to provide a documented analysis e.g. mapping  that demonstrates equivalence of superseded units held and/or other credentials held and/or work history (industry knowledge and skills) for trainers and assessors. This mapping should be at a minimum to the element level of each unit of competency being delivered. You need to ensure that supporting documentation that evidences credentials held and verifies claims of work history such as statements of services or references is also provided. Copies of vocational qualifications must be authenticated with the issuing organisation and records of verification retained on file.

Work history: 

Some training packages and / or units of competency have specific requirements regarding years of industry experience that assessors must have to deliver. These requirements must be evidenced in the trainers file for the training products they train and assess. If your trainer and assessor holds a vocational qualification without having relevant industry experience they will not be viewed as being credible and this can impact on student and industry outcomes for your RTO.  It is important that in addition to adhering to the training package requirements that you also seek industry feedback regarding what they view as the appropriate vocational qualifications and experience for your trainers and assessors as required in Clauses 1.5 & 1.6.  

Occupational licences and accreditation: 

For qualifications or units of competency with specific licensing or industry accreditation outcomes it may be a requirement that trainers and assessors hold a licence, ticket, professional body credential or registration relevant to the vocational area they are training and assessing. In this case it is important that RTOs ensure records of these credentials are regularly maintained and up to date in each file as they typically have expiry dates.

Other feature articles:

Five essential tips for evidencing trainer’s vocational currency

Four point checklist for compliant trainer and assessor profiles

Five questions you should ask before engaging contract trainers and assessors

Common compliance mistakes every RTO makes

References:

https://www.asqa.gov.au/standards/training-assessment/clauses-1.13-to-1.16

https://www.asqa.gov.au/resources/fact-sheets/meeting-trainer-and-assessor-requirements

https://www.asqa.gov.au/faqs/how-can-i-demonstrate-vocational-competency

Governments investment in VET critical to global economic recovery

Governments investment in VET critical to global economic recovery

The COVID-19 crisis has exposed the many inadequacies and inequities in education systems around the world. As governments start rebuilding their economies and people’s livelihoods, it is critical that long-term public spending on education remain a priority to ensure that every young person has the same opportunity to continue education, succeed at school and develop the skills they need to contribute to society, according to a new OECD report.  


Read more here: https://www.fenews.co.uk/press-releases/79-sp-821/54523-just-launched-education-at-a-glance-2020