Training package and/or product consultation – August 2019

Automotive

PWC Skills for Australia invite you to complete their online survey for the AUR Automotive training package and materials. Take the AUR survey 

First Aid

SkillsIQ is leading a project to review of the current UoCs in the first aid training package to reflect industry best practice and current regulations, with consideration of the skills requirements in specific areas, such as asthma and anaphylaxis and the need for additional criteria to address first aid in relation to mental health. You’re invited to provide feedback on draft 1 UoCs 

 ICT/IT

The Getting a Job in IT project will update the ICT training package to reflect industry relevant skill needs to ensure qualifications are fit for purpose.The third batch of training products are available for review and comment 

Education support

The following education support draft 2 qualifications and associated UoCs are now available for public consultation.

• CHC30213 Certificate III in Education Support
• CHC40213 Certificate IV in Education Support

The  draft qualifications and UoCs, a consultation guide including a summary mapping table, and links to register for scheduled webinars on Wednesday 21 and Thursday 22 August 2019 are available on the SkillsIQ website. View the draft CHC materials

Maritime and Corrections industry subject matter experts needed! 

The Maritime IRC is seeking to form Technical Advisory Committee for three projects to review and develop materials for the MAR Maritime training package.

The three projects require industry expertise to inform the development of:

• dynamic positioning system operators skill set and new UoCs;
• a new compass adjuster skill set and UoC aligned to AMSA regulatory and certification requirements; and
• new maritime towing skill sets and UoCs.

 

For full details, please visit the project pages.

• Dynamic positioning
• Compass adjuster
• Maritime towage

 

Corrections

The Corrections IRC is looking for industry experts to form a Technical Advisory Committee (TAC) to help update four units of competency, and develop a new offender engagement skill set to equip correctional services officers with the skills to enhance engagement and support with offenders. 

Correctional staff require well-developed communication skills to engage with offenders to identify their individual needs, vocational interests and strengths and encourage participation in appropriate programs and services.

This is aimed at improving reintegration in the community, reducing recidivism and increasing future employment opportunities.

Find out more on the AIS website

Skills Impact SSO

Work has begun at Skills Impact SSO in a range of industry areas. 

At present these projects are in the planning stage, with more starting up soon, and there’s opportunities to get involved. 

Visit the Skills Impact website for full details

• Conservation and land management (review of CLM UoCs)
• Agronomy (development of a Diploma qualification)
• Biosecurity and emergency response (benchmarking job roles and activities)
• Food and beverage processing (review and update of qualifications)
• Medicinal crops (development of new UoCs/skill sets)

In the last newsletters we discussed the following: 

• What is ELICOS and what it stands for 
• Who ELICOS applies to? 
• What is the definition of ELICOS?
• What is included in the ELICOS? 
• What are the benefits of having ELICOS programs on scope 
• Guidelines for regulatory authorities 
• What are ELICOS providers and their types?
• The status of English Language Teaching in Australia 
• Can ELICOS and VET Co-exist?
• English language requirements to enrol in the course and length of the course
• What resources usually ELICOS students require? 

In this article, we will discuss the following: 

• Understanding the ELICOS Standards

ELICOS Standards in a nutshell

New standards for English Language Intensive Courses for Overseas Students (ELICOS) have been developed by the Australian Government Department of Education and Training (DET).

The ELICOS Standards 2018 came into effect from 1 January 2018, for existing and new providers (and comes into effect from 1 March 2018 for transitioning providers – i.e. providers to which the ELICOS Standards did not apply prior to 1 January 2018 but are assessed by a ESOS Agency, such as ASQA, to be delivering an ELICOS course). 

The ELICOS Standards seek to enhance Australia’s reputation as a source of quality education to international education markets and assist in attracting high-quality international students to Australia.

The National Standards for ELICOS providers and courses (ELICOS Standards) are guidelines for regulatory authorities to make recommendations for acceptance of providers to be registered on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) under the ESOS legislative framework.

Standard C1: Mandatory requirements for course applications 

This standard talks about the mandatory requirements on ELICOS applications. All course applications must be fit for purpose and must include the following information: 

• Course name
• Course component
• Copyright information 
• Course duration (expressed in weeks)
• Course purpose
• Relationship with other course(s)
• Details of any articulation arrangements 
• Profile of target learner group, including arrangements to meet the learning needs of students of different age groups and learning capabilities
• Course outcomes expressed in learner-oriented terms
• Course entry requirements
• Strategy for monitoring student learning progress
• Strategy for assessing achievement of learning outcomes including policies and procedures, materials and resources
• Samples of certification of completion and partial completion that set out the CRICOS course name, levels of achievement or proficiency, course duration, date of completion, name and contact details of the registered ELICOS provider, and name and title of the signatory
• Modes and methods of course delivery
• Course structure demonstrating that it meets the minimum requirement of 20 hours face-to-face scheduled course contact per week, as well as any other study requirements and any scheduled breaks
• Course syllabus that provides a statement of the purpose and objectives of the course, expected learning outcomes, subjects, structure and assessment of learning and progress
• Strategy for ongoing course evaluation and review
• Experience and qualifications of course teachers
• Key and supplementary teaching resources
• Maximum course fee

Standard P1: Scheduled course contact hours

Written agreements between registered ELICOS providers and students must provide accurate information to students on scheduled course contact hours (minimum of 20 hours of face-to-face contact per week plus any other scheduled course contact hours as a requirement of the course) for the ELICOS course.

Standard P2: Needs of younger ELICOS students

This standard is applicable if you enrol students under the age of 18. The operations of the provider should be appropriate for the age, maturity and English language proficiency of the students. The facilities, operations, equipment, course materials and tutoring must meet the needs of students of different ages, maturity and levels of English language proficiency. 

Standard P3: Teaching ELICOS and Standard P4: Assessment of ELICOS students

Your training organisation must have appropriate policies and procedures to provide students with optimal opportunities for achieving successful outcomes. The policies and procedures required under this standard are: 

• English language testing and class placement 
• Special needs and requirements 
• Teacher to student ratio
• Learning outcomes – access and documentation
• Resources and equipment available
• Student support
• Research course content and developments in English language 
• Retention and accessibility of records
• Review, revision and delivery of course outcomes
• Formative and summative assessments 
• Regular reporting on course outcomes 
• Course completion (partial and full) 
• Continuous improvement 

Standard P5: ELICOS Educational Resources

This standard discusses the requirements to have sufficient educational facilities, equipment and support resources. This can include a range of multimedia tools, using varied learning activities and teaching methodologies, addressing the needs of learners, reflecting the new developments in TESOL theory and practice, educational and computer technologies, independent study practice and research, teacher study, research and preparation, catalogued material available for easy access, equipment and resources to facilitate independent study (study areas, wi-fi access etc.).

Standard P6: ELICOS Specialist Staff

This standard is all about ELICOS providers to employ suitably qualified specialist staff and to provide them ongoing opportunities for professional development. The academic management system must follow the requirements mentioned in the standard. The requirements are established for senior academic leadership staff, ELICOS teachers, counselling and general staff job-roles.  

Standard P7: ELICOS premises

The focus of this standard is to ensure ELICOS providers offer a suitable and appropriate premises. The premises of registered ELICOS providers should offer teaching and learning environments that are appropriately designed and equipped to support the range of English language courses and student support services offered. 

Standard P8: Business Management

This standard describes how the operations of the provider should support effective management actions and comply with relevant Commonwealth, state or territory legislation and other regulatory requirements that are relevant to its operations. 

Stay tuned for more… our coming newsletters will cover the following topics: 

• Special edition on frequently asked questions and answers on ELICOS.

If you require assistance with ELICOS courses or would like to purchase ELICOS resources, contact us today at info@caqa.com.au 

In the last newsletter we discussed the following: 

• The definition of a “trainer matrix”
• ASQA Guidelines on “trainer matrix” 
• What must be included in a “trainer matrix” 
• Who must complete the skills matrix in your RTO?
• The trainer file and checklist 

In part 5 of the series, we will discuss common errors and non-compliance identified in trainer and assessor files. 

Your RTO must maintain compliant and complete trainer and assessor files and records. You must make sure that all trainer and assessor files demonstrate compliance with regulatory requirements and are free from errors and non-compliance. 

The most common errors and non-compliance in trainer and assessor files and solutions to rectify them as soon as possible:  

Non-compliance number 1: Incomplete trainer files without inclusion of relevant evidence

Explanation: Our experience tells us this is one of the biggest non-compliances.  Trainers and assessors presenting files that are incomplete to an auditor. Incomplete files may include: 

• All evidence referred to in the trainer matrix and their resume not made available to the auditor 
• Trainer files containing outdated and not properly version controlled documents and forms 
• Trainer documents are not stored according to the documented policies and procedures 
• Trainer file contains irrelevant and/or incorrect information 

Solution: Make sure your policy and procedure have clear guidelines on: 

• What should be included in each trainer file 
• How information should be presented in each trainer file 
• The documents and version numbers that should be used to collect information from trainers and assessors. 
• Regular audits of your trainer files

Non-compliance number 2: Accuracy of the documents can not be established 

Explanation: It is the RTO’s responsibility to ensure they complete due-diligence at the recruitment of trainers and assessors. Establishing accuracy and validity of all the documents is one of the most important steps. 

Solution: Make sure you establish the accuracy of all documents. The accuracy of documents can be established by, but not limited to: 

• Ensuring all copies of the original documents are sighted and verified by initials of the staff responsible
• Conducting a reference check according to the organisational procedure and guidelines 
• Making sure you verify that all the academic documents are genuine and original by approaching the relevant institutes that has issued them
• Ensuring all verified copies of evidence are available in the trainer file, as required.

Non-compliance number 3: Trainer/Assessor engagement with the RTO has not been documented 

Explanation: The RTO must ensure that the documents or trainer files they use belong to the trainers they have legally contracted or recruited. They cannot and must not use documents of a trainer that has not been recruited by the organisation. Therefore, the trainer association and engagement with the RTO must be established through documented processes. 

Solution: You must ensure that you have copies of all the documents mentioned below: 

• Job offer letter 
• Copy of a signed position description 
• Copy of a signed contract even if you have trainers and assessors as contractors 
• The resume does include the trainer’s job-role and responsibilities at the RTO 

Non-compliance number 4: VET currency has not been documented properly or there is inadequate VET currency. 

Explanation: The RTO has not documented the vocational education and training knowledge and experience of their trainers. 

Solution: 

• Encourage your trainers to participate in the resource validation processes and document their participation using compliant validation forms 
• Organise professional development sessions for your trainers and assessors from VET experts. You must keep the evidence of participation for compliance reasons.  
• Subscribing to VET and RTO newsletters and magazines also helps your trainers and assessors. Make sure they keep a PD log of what they read, where they read it, what they learned and how they implemented the learning.
• Participation in VET forums and discussions such as LinkedIn is also helpful.
• Participation in VET seminars, conferences and workshops, (particularly the ones delivered by the regulatory bodies), are excellent ways to demonstrate vocational education and training knowledge and currency. 

Non-compliance number 5: Their industry currency has not been documented properly or there is inadequate industry currency 

Explanation: The RTO has not documented industry currency and experience of their trainers. 

Solution: In many situations, trainers and assessors may be working in the industry sector and this can be used as evidence for industry currency. Where this is not the case, currency needs to be established through different mediums such as:

• Attending trade events, workshops, conferences, technical seminars and other industrial events  
• Reading industry magazines and journals (subscription and notes taken)
• Undertaking online research (and have documented logs of these activities)
• Engaging in industry networks
• Participating in LinkedIn groups
• Product manufacturer/vendor training

Each RTO has to consider relevant factors, ideally in consultation with industry, to determine an appropriate currency period. This will depend on how static or how fast the industry is developing and changing.  In general, any experience that is 2 years or older will not be considered current.

Non-compliance number 6: The vocational currency has not been documented properly or there is inadequate vocational currency. 

Explanation: The RTO has not documented the vocational currency of their trainers. To provide training that reflects current industry practice and valid assessment, your RTO’s trainers and assessors must maintain currency of their skills and knowledge in both:

• their industry area and,
• vocational education and training.

It is also acceptable for an appropriately qualified trainer and assessor to work with an industry expert to conduct assessment together.

Solution: 

• Formal vocational education and training qualification/units of competency you deliver and assess: The easiest solution is for trainers/assessors to have the same unit of competency they are training and assessing. 
• Participation in documented mapping activities to demonstrate trainers and assessors have the required level of knowledge and skills. You can use a trainer matrix template to demonstrate your vocational competence. 

Provide details of how you meet the vocational competence requirements of each unit you are delivering or assessing. This may be through: 

• Holding the same unit of competency 
• Holding an older version of the same unit and verifying there are no gaps
• Holding an older version of the same unit and providing details of how gaps have been addressed
• Other formal qualifications
• Professional development activities
• Evidence from work in the industry, etc.

Please ensure all areas of the unit of competency are addressed through the evidence provided. Provide examples and explain each criterion to ensure you have addressed all areas of the unit of competency. If the units are not equivalent (e.g. a Statement of Attainment for the specific unit/course has not been submitted), a mapping document must be provided to demonstrate how the units have been mapped to ensure vocational competency. The mapping document may be provided by the RTO. 

Non-compliance number 7: The training and assessment requirements have not been documented properly or there are inadequate training and assessment requirements.

Explanation: The RTO has not documented the training and assessment requirements of their trainers, or trainers do not meet the current training and assessment requirements. 

Solution: Your RTO must ensure all trainers and assessors are meeting the below requirements: 

Training and Assessment Credentials Required – Trainers 

On or prior to 30 June 2019 (no equivalence)

• TAE40110 or TAE40116* or
• TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
• one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
• Diploma related to adult education OR
• Higher qualification in adult education

From 1 July 2019 (no equivalence)

• TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
• one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
• Diploma related to adult education OR
• Higher qualification in adult education

Training and Assessment Credentials Required – Assessors

 On or prior to 30 June 2019 (no equivalence)

• Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or
• TAE40110 or TAE40116* or
• TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
• one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher-level qualification in adult education OR
• Diploma related to adult education OR
• Higher qualification in adult education

From 1 July 2019 (no equivalence)

• Assessor Skill Set (TAESS00001 or TAESS00011 Assessor Skill Set) or
• TAESS00001 plus one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or
• TAE40116* or TAE40110 + one of the following Units of Competency: TAELLN401A/TAELLN411 and
• one of the following Units of Competency: TAEASS502A/TAEASS502B/TAEASS502 or a diploma or higher level qualification in adult education OR
• Diploma related to adult education OR
• Higher qualification in adult education

You must have a Training and Assessment Qualifications section on your skills matrix and options to select the checkboxes or let the Trainer/Assessor write the training and assessment qualification/s they have acquired.

Non-compliance number 8: The trainer file does not have a compliance checklist

Explanation: Without having a checklist it makes it difficult to maintain consistency and accuracy across all trainer files. This also creates inconsistency of forms or documents that are being used as they may be outdated or incorrect. 

Solution: You must make sure all trainers have valid files that include the following information:

• A current copy of the trainer/assessor’s CV (usually updated on an annual basis)
• The RTO’s name, the position title and a description of the job-role
• Details about the vocational competencies that the trainer/assessor holds
• Details about the vocational competencies that the trainer/assessor is delivering/assessing.
• Information about industry currency and skills
• List of VET professional development activities
• Confirmation that it is a true and up-to-date copy of the CV (usually means the trainer/assessor initialling each page of the CV to confirm the accuracy of the information provided)
• Signature and date of last update of the CV

It is also recommended that all resumes/CVs are verified for currency and authenticity through reference checks. For more Information, please refer tohttps://www.caqa.com.au/single-post/2019/05/28/Your-trainer-and-assessor-files-Part-4-of-5 

Non-compliance number 9:  Information provided verbally or documented do not match

Explanation: One of the major non-compliances is when the information provided by the trainers/assessors and/or the RTO do not match each other. For example, a trainer’s CV has different information from the trainer’s staff matrix or vice versa. 

Solution: 

• Make sure you read and approve all documents before filing 
• Do not use any false or incorrect information. The regulatory bodies have the power to investigate and penalise the people involved in fraud and deceitful activities. 

Non-compliance number 10: No annual review on the trainer file 

Explanation: Make sure you review all documents on an annual basis. Ask your trainers to submit updated copies where required. 

Solution: 

• Make sure all documents are checked internally by the compliance team or coordinator/manager 
• Organising an external audit by VET compliance experts is also helpful to ensure errors and mistakes are identified earlier rather than later, and fixed appropriately 

Stay tuned for more… upcoming newsletters will cover the following topics: 

• Special edition on frequently asked questions and answers on trainer files. 

Do you have questions regarding your trainers and assessors that you want our VET experts to answer? Send them to us at info@caqa.com.au. 

In the last newsletter we discussed the following: 

• What is ELICOS and what it stands for 
• Who ELICOS applies to? 
• What is the definition of ELICOS?
• What is included in the ELICOS? 
• What are the benefits of having ELICOS programs on scope 
• Guidelines for regulatory authorities 
• What are ELICOS providers and their types?
• The status of English Language Teaching in Australia 

In this article we will discuss the following:

• Can ELICOS and VET Co-exist?
• English language requirements to enrol in the course and length of the course
• What resources usually ELICOS students require? 

Can ELICOS and VET co-exist? 

This has been one of the most important questions in the current training and education environment. ELICOS courses require strict face-to-face learning and interaction, therefore, attendance requirements are quite stringent for students. VET on the other hand is a competency-based system, where course progress takes the priority over minimum attendance requirements. This makes it difficult for organisations and students alike who have been part of both systems and their separate requirements. 

The other differences are that ELICOS teachers must have graduate qualifications as their staff credentials whereas the VET trainers and assessors must meet the “vocational” training and education requirements. The ELICOS standards and courses also require a specific class size, a maximum teacher-to-student ratio, pre and post student assessment requirements, library and specific student support and welfare prerequisites. 

The changes introduced on the 11th October, 2017 and that came in effect as of the 1st March, 2018 addressed a number of broad areas of delivery and administration of ELICOS programmes. Most notably, the updated standards:

• Set out a requirement for “formal measures…to ensure that assessment outcomes are comparable to other criteria used for admission to the tertiary education course of study” in cases where “ELICOS courses are provided under a direct entry arrangement to a tertiary education course.”
• Amend the definition of “ELICOS provider” to ensure that all registered intensive English language courses, including those offered by vocational education and training (VET) institutions, are now drawn within the scope of the ELICOS standards.

These changes also made it very clear that “Vocational English” courses such as English as an Additional Language (EAL) are no longer applicable to International students and RTOs must register and deliver ELICOS course programmes if they want to run English courses for International/overseas students. 

These changes have therefore affected the VET providers with English courses for the international students, a sector that was regulated separately and had not been subject to ELICOS requirements to this point.  

English language requirements to enrol in the course and length of the course

ELICOS courses are designed to improve English language skills in preparation to study or to progress in a career. General English courses help the students to develop their day-to-day communication using the English language, and prepares them for further English language studies. On the other hand, English for academic purposes assists the student to study further vocational and higher education studies. The other ELICOS courses such as English for IELTS or PTE are also designed for their own specific purposes and objectives such as preparing students to appear in the official English language testing system. 

The correct length, English language requirements and content of the course depends upon student’s existing English language skills. Course duration of each course can be between 5 to 50 weeks and courses usually begin every week or fortnight at ELICOS centres. Students are required to prove their English level through accepted English language tests such as the following to enrol in the English courses. 

• International English Language Testing System (IELTS)
• Test of English as a Foreign Language (TOEFL) internet-based test (paper-based test is accepted from limited countries)
• Cambridge English: Advanced (CAE)
• Pearson Test of English (PTE) Academic
• Occupational English Test (OET).

General English usually has an IELTS score of 4.0 or 4.5 on the academic module or an equivalent score in another accepted test. English for Academic Purpose usually has an IELTS score of 5.0 or 5.5 on the academic module or an equivalent score in another accepted test. 

It’s important to remember that for results to be accepted, the test must have been completed no more than two years before the application is made.

What resources usually do ELICOS students require?

The ELICOS students usually require the following resources: 

• Placement tests (pre and post) 
• Self-guided learning material 
• Online learning resources 
• Group projects and excursions 
• Access to the student clubs 
• Learner resources according to their needs and requirements 
• Assessment resources (formative and summative)  

Our ELICOS course list includes the following: 

If you are interested in adding ELICOS to your scope or you need quality assessment and learner resources, we have the following resources currently available: 

• General English – Elementary to Advanced (5 Levels)
• English for Academic Purpose  – Elementary to Advanced (5 Levels) 
• English for IELTS – Elementary to Advanced (5 Levels)
• English for PTE – Elementary to Advanced (5 Levels)

We are currently developing resources for the following ELICOS resources: 

• English for Business 
• English for Travel and Tourism 
• English for Hospitality 

Speak with one of our ELICOS experts today on how we can assist you with quality training and assessment resources and addition to scope. Send us email toinfo@caqa.com.au for more information. 

Stay tuned for more… our coming newsletters will cover the following topics: 

• Part 3: Understanding the ELICOS Standards (In a nutshell) 
• Special edition on frequently asked questions and answers on ELICOS.

In this article, we are discussing the top 10 student-centred principles that every educational provider must implement for the welfare and support of International students. 

1. Educational provider must develop a thorough and well-planned risk management plan, framework according to The Australian and New Zealand Risk Management Standard AS/NZS 4360:2004 and regulatory standards and requirements. 
2. Quality Management System (QMS) and risk management should be included in the ongoing planning processes and committee meetings. 
3. Document policies and procedures to ensure students have adequate support to enrol and complete their Australian studies. Make sure you do what you say! 
4. The student enrolment processes must follow regulatory standards and guidelines. 
5. The Genuine Temporary Entrant (GTE) requirements are strictly followed through 
6. Institutions have their own English-language tests to identify LLN needs of the students.
7. Only the eligible students are enrolled in the Australian qualifications. 
8. Australian institutes are providing coaching and mentoring facilities to its students. 
9. Universities, as registered providers, should regularly review their contractual relationships with private providers to identify and mitigate the risks. 
10. The independent audits must have been conducted by the experts to ensure organisations comply with all the regulatory requirements and legislative guidelines. 

 

Recruitment in Vocational Education and Training Australia wide!

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To find out more and see our current job listings visit us at: jobs.careercalling.com.au