Why you need to get rid of paper based records in your RTO

Why you need to get rid of paper based records in your RTO

Legislative changes came into force on 1 September 2020 that now means the National Regulator can request student records from RTOs in a specified electronic format. For providers who are still managing paper-based student records now is the time to develop a strategy to digitise these documents. ASQA are yet to advise RTOs of the information technology requirements for electronic student records but in planning now to transition your record keeping systems you can anticipate future needs. The following information provides RTOs with food for thought in relation to managing student records electronically.

Learning Management Systems:

Learning Management System, also referred to as LMS, in simple terms is a software application for managing e-Learning which helps in administration, documentation, tracking, and recording. Typically, a LMS provides the user with a way in which to create and deliver learning content, monitor student participation, and assess student performance. Some systems may also provide students with the ability to use interactive features such as threaded discussion, video conferencing, and discussion forums. An LMS enables automation of grading and reporting thus providing valuable data statistics. One of the advantages of an LMS is the functionality for easily adapting and reusing materials over time. This is because the system is a central repository for all the content housed within. 

Blended or hybrid learning is also made possible via an LMS. This delivery mode means having the opportunity to combine multiple forms of learning including eLearning, simulation-based learning, mobile learning and classroom-based learning. If you are moving from traditional, face-to-face classrooms or training, using an LMS can save you tremendous time and resources. RTOs can significantly reduce expenses such as facility hire, travel and printing costs while giving students the flexibility to learn at their own convenience from any location. It is important to note that the technology doesn’t replace the trainer/assessor, it is a powerful tool that can allow you to scale the delivery of your courses. Many RTO’s had to pivot to online training when COVID-19 happened and it has been realised by most that blended delivery models are here to stay to ensure continuity of business should a vaccine to end the pandemic not be available any time soon. 

In choosing an LMS platform RTOs should consider one that has the ability to integrate with its other IT systems preferably with features such as single sign on for accessibility.

Digital Skills:

Much has been said in recent times about us needing to rethink and digitise traditional learning pathways (PWC) and disrupt the modality of learning (DESE) due to the rapid and constant changes in technology in the workplace (NCVER). If COVID-19 has taught us anything by disrupting the VET sector it’s that our trainers and assessors need exceptional digital skills to use the technology we provide our learners with and to be able to train them in the digital skills they need for the future jobs emerging from the pandemic. RTO managers shouldn’t assume their staffs’ existing qualifications mean that they are also digitally literate and capable. For RTOs to be industry relevant and in order to compete with non-traditional training providers (EdTech) who are agile and quick to keep up with the pace of change, CEO’s should consider how you can ensure the digital skills of your RTO workforce is current and sufficient.

Digitisation of Records:

Digitising is defined as the process of converting any hardcopy, or paper-based records into digital format. Document scanning is essentially digitising paper documents. Through the use of a scanning device, hard copy documents are converted into electronic files for more efficient storage, security, and management. Digitisation benefits businesses as paper records are expensive to physically store, hard to track, easy to lose and time-consuming to create. Risks associated with managing your RTOs physical documents include theft, natural disasters, human error, lost records, and more. 

Using technology and processes to bring your records into the digital age is a benefit to your staff and customers. The advantages of getting rid of paper based records is increased productivity, reduced costs and stress, accessibility and data security. Both your administration and training staff’s productivity can be affected by the inability to access correct information because of outdated and manual systems. They are held back by information not being shared in a central place. CEOs of RTOs must consider what capability and capacity they have internally to implement a digitisation strategy and consider the external threats and opportunities of introducing such an initiative.

Other Feature Articles:

https://www.edministrate.com.au/5-signs-you-need-to-hire-an-rto-consultant-for-your-business/

https://www.edministrate.com.au/implementing-systems-for-self-assurance/

https://www.edministrate.com.au/critical-steps-in-choosing-the-right-rto-consultant-to-work-with/

https://www.edministrate.com.au/the-essential-guide-to-setting-up-a-qms-in-your-rto/

https://www.edministrate.com.au/feature-article-three-planning-resources-every-rto-manager-should-have-in-their-toolkit/

https://www.edministrate.com.au/feature-article-four-key-pieces-of-advice-for-rto-managers/

https://www.edministrate.com.au/feature-article-planning-essentials-for-rtos/

References: 

https://www.asqa.gov.au/distance-learning

https://www.asqa.gov.au/distance-learning/reporting-record-keeping

https://www.asqa.gov.au/distance-learning/sector-insights

https://www.asqa.gov.au/legislative-changes

https://www.northpass.com/learning-management-systems

https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

https://itbrief.com.au/story/lack-of-access-to-information-affecting-australian-productivity

https://www.pwc.com.au/important-problems/where-next-for-skills-business-led-upskilling-for-productivity-growth.html 

https://www.employment.gov.au/digital 

https://www.ncver.edu.au/news-and-events/podcasts/vocational-voices-podcast/transcripts/transcript-of-workforce-ready-challenges-and-opportunities-for-vet

VET educators urged to update their digital skills

VET educators urged to update their digital skills

The National Centre for Vocational Education Research (NCVER) has recently released a publication called ‘good practice guides’ which is designed to ensure training providers are delivering relevant content to future workers. In it VET providers are being urged to collaborate with employers to equip workers with skills to deal with increasingly digitised industries.

Read more here:  https://www.itnews.com.au/news/vet-sector-told-to-partner-with-employers-on-tech-skills-549154

Changing young peoples’ perception of TAFE and VET @VDC NEWS

2020 VDC Professional Learning Program Released


The VDC 2020 Professional Learning Program is now available. An extensive range of new and existing continuous PD opportunities are scheduled in the form of workshops, webinars, free thought leaders functions as well as industry symposiums for the Semester 1 program between January and June 2020.
READ MORE


Changing young peoples’ perception of TAFE and VET

June/July last year saw Year13 and YouthSense conduct a national survey of Australian youth to understand how much young people understand of TAFE and VET.

They also wanted to get a handle on their perceptions and pre-conceived ideas about these education pathways. Here’ s what they found.
READ MORE


Online delivery of VET qualifications: what’s the story?

Online delivery is used extensively as part of the delivery approach for many VET qualifications. But, what is the story when it is the major or only form of delivery?

A recent report from NCVER takes a look at this issue.

READ MORE

READMORE……………@VDC NEWS

SOURCEAAP:VDC NEWS.

Apprentice and trainee experience and destinations 2019

Nearly nine in ten (87.7%) apprentices and trainees who complete their training are employed afterwards, with those who secure full-time work earning a median annual income of $59 600, according to a new report released today by the National Centre for Vocational Education Research (NCVER).

The report Apprentice and Trainee Experience and Destinations 2019 also shows that for those employed full-time after their training, the median annual income of completers was $12,700 more than for non-completers.

“Outcomes for completers in trade occupations are particularly good, with 91.5 percent employed after training and 84.2 percent in full-time work with a median annual income $62 800,” said Simon Walker, Managing Director, NCVER.

“Completers in non-trade occupations also do well, with 85.0 percent employed after training and 59.9 percent in full-time work earning a median annual income of $54 700.”

The report shows there are a range of reasons why apprentices and trainees don’t complete their training, from realising they don’t like the work to not getting on with the boss or other people in their workplace.

Apprentice and Trainee Experience and Destinations 2019 summarises the responses of over 11 000 apprentices and trainees who completed (completers) or cancelled or withdrew (non-completers) from an apprenticeship or traineeship during 2018.

The data was collected in mid-2019 as part of the Apprentice and Trainee Experience and Destination Survey.

The full report and more information about the survey are available on our Portal.

For more information on apprentice and trainee commencement and completion rates, view the latest Apprentices and Trainees 2019 quarterly report, released in early December.

For more general information on VET student outcomes andsatisfaction with training, view VET student outcomes 2019.

Media enquiries: Helen Wildash, PR and Social Media Officer M: 0448 043 148 E:helenwildash@ncver.edu.au

sourceaap:https://www.ncver.edu.au/research-and-statistics/publications/all-publications/apprentice-and-trainee-experience-and-destinations-2019

Generation Z: leaving school

Around 69% of Australian 17-year-olds who planned to go to university when they finished school were at university one year later, according to new data released today by the National Centre for Vocational Education Research (NCVER).

Generation Z: leaving school uses data from the Longitudinal Surveys of Australian Youth (LSAY) to explore young people’s experiences as they reach the end of their schooling years and begin to transition into post-school study and enter the workforce.

It uses findings from interviews with the newest group of LSAY participants who commenced the program in 2015 to explore how they are faring at age 18 in 2018.

“The wealth of information provided through the LSAY program gives us a better understanding of the key events in the lives of young Australians,” said Mr Simon Walker, Managing Director, NCVER.

“For example, in 2017 we asked participants about their plans when they finished school.

“The following year’s interviews with the same group of young people shows us how they fared with those plans, whether they went on to university, started an apprenticeship or traineeship or other vocational training, or got a job.

“The survey also gives us an insight into the reasons why some left school before graduating, with the most common reason cited being that they had a job, or an apprenticeship or traineeship to go to.”

Information is also provided on young people’s living arrangements, showing that in 2018 around 14% of 18-year-olds had already left home.

“We found that about a quarter of 18-year-olds from non-metro areas had left home compared with 9% from metro areas,” Mr Walker said.

Another key finding is that 18% of 18-year-olds had provided some form of unpaid care over three consecutive months.

“While it’s common for young people in this age group to care for younger relatives, of those who had provided unpaid care, 18% had cared for an adult relative and 12% for a parent or guardian.”

View Generation Z: leaving school on the LSAY website.

The LSAY survey program tracks 15-year-olds over a ten-year period as they move from school into further study and training, work, and into adulthood. It provides valuable insight into key perspectives and changes for young Australians.

The latest data from the group of participants who commenced the LSAY program in 2015, known as the ‘Y15 cohort’, has also been released today.

Summary data can be accessed using LSAY QuickStats, while the unit record data is also available free of charge via a formal application process.

sourceaap:https://www.lsay.edu.au/publications/search-for-lsay-publications/generation-z-leaving-school

Are skill sets booming? An analysis of training package skill sets

By John Stanwick, Gitta Siekmann Research report 7 November 2019 978-1-925717-41-9

Description

This report provides an analysis of data on training package skill sets uses data from the National Register of VET and the National Provider Collection – Total VET activity. Training package skill sets are composed of one or more units of competency from a training package and are designed to meet licensing or regulatory requirements, or a defined industry need. The report identifies how much nationally recognised training package or training package skill set activity is occurring and where. The report indicates that activity is clustered around only a small number of skill sets and a small number of training packages.

READMORE..Are skill sets booming? An analysis of training package skill sets