The Vet Sector Magazine - Edition 39

VET
SECTOR
The Official Magazine from
COMPLIANCE AND QUALITY ASSURANCE (CAQA)
39th Edition
THE VET SECTOR | CAQA - Compliance & Quality Assurance
Message
from the
General
Manager
To know that the regulating body is revising its past practises in order to put more
emphasis on positive things in the future such as working in collaboration with industry
is a wonderful feeling.
We’ve included some articles on topics such as the metaverse, virtual reality, and
artificial intelligence in this edition of the newsletter, as well as the most up-to-date
news related to the vocational education and training industry.
Any requests for articles for our newsletter or magazine,

please send an email to info@caqa.com.au with the
subject line “Request for Article.”
Regards,
General Manager
Career Calling International
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39TH EDITION
Reasonable adjustments in the
LEARNING
ENVIRONMENT
What is a reasonable adjustment?
In vocational education and training (VET), the term reasonable adjustment refers
to adjusting the learning environment or making adjustments to the training or
assessments offered. This is to provide a student with additional needs and/or
requirements the same learning opportunities as a student with no barriers to learning.
Simple changes such as installing a specific sort of software on a computer for a person
with vision impairment can qualify as a reasonable adjustment.
3
How can you make reasonable adjustments

in the learning environment?
KEEP A LIST OF YOUR STUDENT’S STRENGTHS AND WEAKNESSES

Every student is different. Some students are great at certain subjects or tasks, but not
so great or struggling with others. For example, some students learn best by listening
to something explained to them, while other students learn better when they read
about it for themselves. By making the correct reasonable adjustments in the learning
environment, trainers can help their students reach their maximum potential no
matter what kind of learner they are.
If a student struggles with reading comprehension and needs more time on
assessments, there are many different ways you can make changes to allow that
student to be as successful as possible.
Firstly, the length of the assessment should be reduced and divided into separate
individual assessments so as not to overwhelm the student with too much information
at once. Secondly, handwritten notes on top of all assessments can help shed light on
confusing concepts, or at least allow the student to remember what’s important.
Finally, allowing students to use their notes during tests is another great way to ensure
the understanding of the facts. Of course, for some nursing and healthcare students
and a few other industries, you will not be able to allow open-book assessments,
depending on the legislative, regulatory and requirements set by the training
organisations.
If a student needs more auditory learning in order to grasp concepts, then hearing
things explained through someone else might be helpful. Having that student sit
near the trainer so they can follow along and ask questions will shortly clear up any
confusion. Allowing students the opportunity to read the material for themselves will
also strengthen their comprehension because reading forces readers to think critically
about what they are reading.
Other strategies include the following:

• Identifying whether they prefer lectures or small group activities if they are visual
learners or if they are auditory learners do they learn through reading or listening etc.
• Giving feedback on how well the student is learning and what they need in order to
improve their skill sets.
• Creating a learning plan that will allow them to reach their goals while also meeting
other students’ needs.
• Adjusting the training/teaching style
• Providing more opportunities for students to practice skills outside of class
• Introducing new content on a regular basis
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39TH EDITION
USE TECHNOLOGY AS A TOOL FOR ENGAGEMENT

In today’s world, technology has become an integral part of our lives. We use it in
our personal and professional lives every day - whether we are listening to music or
watching movies or reading articles online. In order to learn effectively, educators
must use this technology as a tool for engagement rather than focusing on teaching
methods that are outdated and ineffective.
We all know how difficult it is to maintain the balance between learning and
engagement. A student who is engaged in the learning process will be more likely to
retain what they have learned.
There are many ways that you can use technology to help you engage your students
while improving their learning experience. From using gamification software to
building a platform for student-led discussions, there are many ways that you can use
technology in your classroom.
One of the most effective methods for engaging students is by using gamification
software like Duolingo or Quizlet. This allows students to practice their skills in a fun
way and helps them improve their retention rate!
CREATE OPPORTUNITIES FOR COLLABORATION

Collaboration is a key to success in the learning environment. One way to create
opportunities for collaboration is by providing learners with a space where they can
work together.
Collaboration is important for learning and development, but it often gets overlooked.
Learning can be more collaborative when learners have opportunities to work together
and share ideas.
In order to create opportunities for collaboration, make sure that you have a variety of
learning tools in place. This includes tools such as whiteboards and flipcharts that can
be used for brainstorming ideas, presentations, and group work.
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CAQA ONLINE
FORUMS, CAQA
INFO
for maintaining your compliance and regulatory
knowledge
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39TH EDITION
CAQA Online forums provide information for RTO professionals. The purpose of the
forums is to support compliance and regulatory knowledge with the help of other
professionals in the field.
Some of the benefits of subscribing to our online forums are that it provides access
to knowledge sharing and networking opportunities among peers in the vocational
education and training industry. You can also get information on what’s new in the
industry through the online community.
The following is an example of how discussions in CAQA online forums can help:
When you are looking for answers to questions on topics like compliance, regulation,
red tape etc., you can search for them on online forums or look at similar threads on
different platforms. The best part is that all these discussions are available to a number
of VET experts so you will get answers from real people rather than bots or system-
generated answers!
The other benefits include:

• Receive timely notifications when important information is posted.
• Get access to exclusive content and offers from the sponsors and members of the
forum.
• Post comments and create discussions with other members in order to build your
knowledge base and stay current with current trends in the industry.
So, again, why not subscribe? Online forums provide an opportunity for you to stay up-
to-date with the latest compliance and regulatory news. It also ensures that you make
use of your knowledge by discussing different topics with other professionals in real-
time.
To access CAQA Online Forums, please visit http://www.caqa.info
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RTO COMPLIANCE
GUIDE
to buy compliant assessment resources
A ccording to almost all ASQA reports, getting an assessment right is one of an

RTO’s most difficult compliance issues, with a substantial number of RTOs, audited
being found to be non-compliant with clause 1.8 (ASQA’s 2017 report showed around
72% RTOs failed audit on assessment resources). This is what we notice as well
whenever we have conducted any internal audits through CAQA.
It is a wise decision to get your training and assessment strategies and resources
validated by independent industry experts to get honest feedback and an unbiased
opinion.
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39TH EDITION
THE PURPOSE OF THE ASSESSMENT TOOL

The main purpose of an assessment tool, student assessment, or assessment pack
is to ensure that trainers and assessors can effectively establish whether a learner is
competent or not yet competent in a training product. There are three ways a trainer/
assessor can establish competence:
Tell me what you can Show me what you Make me something

do (Demonstration of can do (Demonstration (Application of
knowledge) of skills) knowledge and skills)
Let’s look into some of the most important aspects in detail now:
UNDERSTAND HOW THE ASSESSMENT MATERIALS MEET THE TRAINING PACKAGE

REQUIREMENTS
This step necessitates you concentrating on how the assessment materials fit the
requirements of the training package. This is the step when you understand what
competence in this particular unit of competency will look like.
Focus points include understanding of:
• What is the AQF level where the unit of competency will be used?
• What is the unit descriptor/application of the unit saying about work activities
included in the unit of competency?
• What are the prerequisite or corequisite requirements related to the unit of
competency?
• What level of skill is required for this unit according to where (which qualification) the
unit of competency will be used
• What are the elements, performance criteria, range of conditions, foundation skills,
knowledge evidence, performance evidence, assessment conditions
• Read the assessment conditions and foundation skills: What are the conditions under
which this work activity should be conducted
• Are there any other specific requirements applicable to this unit of competency?
Before moving on to practical task activities, the learner must first demonstrate that he
or she understands the subject through demonstration of knowledge.
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KNOWLEDGE
you need to have knowledge before you can perform
Look over the requirements for the

training package and have a close look at
the knowledge evidence to see if it says
once is sufficient. If it does not state that,
it implies that you must address each of
the knowledge evidence criteria at least
twice. We can address the knowledge
evidence requirements using a variety of
activities such as questions and answers,
case studies, report writing, and other
knowledge-based assessment methods.
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39TH EDITION
PERFORMANCE – means that you have to do something

Then it’s time to look at performance criteria and performance evidence, and once
again, pay attention to whether or not there are instructions on how many times
this should be addressed. If this is not the case, each performance criteria and the
performance evidence must be addressed in the assessment tasks and activities at
least twice, if not more, utilising a variety of assessment methods and activities such as
projects, portfolios, practical task activities, workplace tasks and observations and so on.
FOCUS ON THE ACTION VERBS AND ACTION KEYWORDS

Focus on all action verbs and action keywords included in the training package when
developing your assessment resources. Each and every action verb and keyword must
be addressed through the assessment resources.
Bloom’s taxonomy of measurable verbs is a good starting point to understand more
about the action verbs.
Ensure if something is plural you have addressed them more than once.
If there is anything mentioned as plural such as strategies, you must ensure the
assessment resources have at least two (2) or more strategies mentioned in them.
You must establish if each component of the training package requires evidence in the
form of knowledge, skill or product.
COMPREHENSIVE MAPPING TO TRAINING PACKAGE REQUIREMENTS

A comprehensive mapping document is required to ensure all training package criteria
has been addressed appropriately and comprehensively. Mapping is a cross-referencing
activity where each component of the unit of competency is cross-referenced to one or
more assessment criteria or questions in the assessment activities and tasks. Mapping
is more a content validity process and not a process validity process.
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REFER TO THE FOLLOWING ARTICLES FOR MORE INFORMATION

Mapping document of assessment resources – do you need one? Click here
FOCUS ON EVIDENCE COLLECTION AND ASSESSMENT METHODS

Focus on evidence collection and assessment methods after ensuring that the
assessment resources meet the training package requirements. The focus points
should include:
• What are the assessment methods selected for evidence collection?
• Are these suitable and appropriate for evidence collection?
• What are the other methods that may be used for evidence collection?
• Where and how should evidence be collected?
• What resources are required for evidence collection?
Foundation skills, assessment conditions, performance evidence, performance criteria

and knowledge evidence should be taken into consideration when designing the
evidence collection and assessment methods.
The evidence collection and assessment methods should change according to the
AQF level where the units of competency will be used. For example, for a Certificate II,
III level true or false, match the following statements with, multiple-choice questions,
fill in the blanks might be appropriate but for Certificate IV and Diploma short
answer questions, closed book, time-limited exams, contrast and separate, and other
assessment methods could be used. We have included an AQF summary for you to
understand how each AQF level requires a different set of requirements.
The evidence collection

and assessment methods
should change according
to the AQF level where the
units of competency will be
used.
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39TH EDITION
AQF
Summary Qualifications Purpose of this Qualification
Level
1 Graduates at this level Certificate I basic functional knowledge

will have knowledge and skills to undertake
and skills for initial work, work, further learning and
community involvement community involvement.
and/or further learning
2 Graduates at this level Certificate II qualify individuals to

will have knowledge and undertake mainly routine
skills for work in a defined work and as a pathway to
context and/or further further learning.
learning
3 Graduates at this level Certificate III to qualify individuals who

will have theoretical and apply a broad range of
practical knowledge and knowledge and skills in
skills for work and/or varied contexts to undertake
further learning skilled work and as a
pathway for further learning.
4 Graduates at this level Certificate IV to qualify individuals who

will have theoretical and apply a broad range of
practical knowledge and specialised knowledge and
skills for specialised skills in varied contexts to
and/or skilled work undertake skilled work and
and/or further learning as a pathway for further
learning.
5 Graduates at this level Diploma to qualify individuals who

will have specialised apply integrated technical
knowledge and skills for and theoretical concepts in
skilled/paraprofessional a broad range of contexts to
work and/or further undertake advanced skilled
learning or paraprofessional work
and as a pathway for further
learning.
6 Graduates at this level will Advanced to qualify individuals who

have broad knowledge Diploma apply specialised knowledge
and skills for Associate in a range of contexts to
paraprofessional/highly Degree undertake advanced skilled
skilled work and/or or paraprofessional work
further learning and as a pathway for further
learning.
13
AQF
Summary Qualifications Purpose of this Qualification
Level
7 Graduates at this level will Bachelor to qualify individuals who

have broad and coherent Degree apply a broad and coherent
knowledge and body of knowledge in
skills for professional a range of contexts to
work and/or further undertake professional work
learning and as a pathway for further
learning.
8 Graduates at this level Bachelor to qualify individuals who

will have advanced Honours apply a body of knowledge
knowledge and skills for Degree in a specific context or
professional highly skilled Graduate and range of contexts to
work and/or further Vocational undertake professional or
learning Graduate highly skilled work and as
Certificate a pathway for research and
Graduate and further learning.
Vocational
Graduate
Diploma
9 Graduates at this level Masters to qualify individuals who

will have specialised Degree apply an advanced body
knowledge and skills for of knowledge in a range of
research, and/or contexts for professional
professional practice practice and as a pathway
and/or further learning for further learning.
10 Graduates at this level will Doctoral to qualify individuals who

have a systematic and Degree apply a substantial body
critical understanding of of knowledge to research,
a complex field of investigate and develop
learning and specialised new knowledge, in one or
research skills for the more fields of investigation,
advancement of learning scholarship or professional
and/or for professional practice.
practice
You must look if the assessment methods accurately and properly describe how many
questions students must do correctly to be deemed satisfactory in the assessment
task or activity and then check mapping to ensure your recommendation does not
compromise the integrity of the assessment.
Always remember that each of the evidence collection and assessment methods must
flesh out the details related to the assessment activities and tasks such as what, why,
where, how, when something must occur.
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39TH EDITION
CHECK THE CONTENT FOR VALIDITY AND RELIABILITY

Ensure all content is complete, error-free, plagiarism and copyright
issues free, you also need to ensure that:
 Assessment resources have sufficient and clear information

regarding what, when, how, where, why for your assessment
template and all assessment tasks and activities.
 Assessment resources have robust benchmarking and/or

trainers’ guidance.
 Assessment resources are allowing the trainer/assessor to

assess the skills and knowledge of students through different
assessment tasks over a period of time to ensure consistency
and sufficiency.
 Each and every question and assessment task has very clear
guidelines around what is expected from the students in terms
of both quantity and quality.
 You have customised the off-the-shelf resources according to

your RTO needs and requirements and not using them as-is.
 Your assessment resources are written by industry experts with

subject matter experts and are industry-relevant and current.
 Your assessment resources address all requirements of the

training packaging rules
 Your assessment resources have detailed and valid

performance checklists/observation checklists for assessing
and observing the students before, during and after any skill
assessment activity or workplace task
 Your trainers and assessors gather sufficient, valid evidence for

competency assessment
 Your organisation offers appropriate simulated environments

for conducting assessments
 The authenticity of assessment, particularly in distance and

online delivery is established and maintained
 The context and conditions of assessment. For example, an

assessment tool is developed to cater for a particular language,
literacy and numeracy requirements, the learner’s workplace
experience or other learner needs that require reasonable
adjustment.
15
 The context of the assessment may also take into account

assessments already completed, and the competencies
demonstrated in these assessments. By looking at the context,
you can consider the conditions under which evidence for
assessment must be gathered.
 All activities are conducted adequately using the required:

•
equipment or material requirements
• contingencies
• specifications
• physical conditions
• relationships with team members and supervisors
• relationships with clients/customers
• timeframes for completion.
 Assessment methods or tasks are suitable to the requirements

of the units of competency and students are assessed on
the tasks and activities according to the requirements of the
training package.
 The language used is simple English

 The evidence required to make a decision of competency is
clearly outlined
 The types of activities and tasks students need to perform are

clearly outlined
 The level of performance required for each assessment activity

is clearly outlined
 Adequate exposure to workplace conditions, including

appropriate simulated environments, is provided
 Sufficient knowledge-based assessment tasks and activities

such as written questions and case studies etc.
 Sufficient practical based assessment tasks and activities such

as projects, role plays, workplace tasks and observations etc.
 Assessment resources are error-free and free from any

grammar, copyright or plagiarism issues
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39TH EDITION
ASSESSMENT RESOURCES MEET PRINCIPLES OF ASSESSMENTS AND RULES OF

EVIDENCE
When constructing or reviewing the assessment tools, RTO compliance experts such as
compliance managers, RTO management and trainers and assessors must ensure that
the principles of assessment and rules of evidence are strictly followed.
The regulatory requirements specify that this is not only good practice but also a
requirement for RTO registration. Validity, reliability, flexibility, and fairness are all
requirements of the assessment evaluation process.
Validity: The validity of an assessment outcome refers to the

extent to which the interpretation and use of the outcome can
be supported by evidence. When the assessment methods
and assessment materials used reflect all the training package
requirements such as elements, performance criteria, etc. the
assessment is considered valid. The assessment outcome is also
considered valid when the evidence gathered fully supports the
assessment outcome.
Reliability: The degree to which the assessment outcomes are

consistent and accurate is referred to as reliability; that is, the
extent to which the assessment will produce similar outcomes
for students with equal competence at different times or places,
regardless of the trainer who is conducting the assessment.
Flexibility: When students have the chance to negotiate specific

components or aspects of their assessment (for example, timing)
with their trainers and assessors, this is referred to as flexibility. All
students should be thoroughly informed (for example, through
an assessment plan) of the purpose of the assessment, the
assessment criteria, the methods and tools that will be used, as
well as the context and timing of the assessment, prior to taking
part in it.
Fairness : A fair assessment does not favour or disadvantage any

particular learners or groups of students in a discriminatory manner.
Depending on the situation, this may imply that assessment
procedures be tailored to specific learners (such as those with
disabilities or those from diverse cultural backgrounds) in order
to guarantee that they are not disadvantaged as a result of their
circumstances. An evaluation should not set too high demands
on students, as this may hinder them from demonstrating
competency in the subject matter (for example, an assessment
should not demand a higher level of English language or literacy
than that required to perform to the workplace standard outlined
in the competencies being assessed).
17
EVIDENCE IS GOVERNED BY A SET OF RULES

A well-designed assessment tool will aid in ensuring that the
evidence gathered is of the following types:
VALID
there is a clear relationship between the
evidence criteria of the unit of competency
and the evidence on the basis of which the
assessment judgement is made;
SUFFICIENT
the performance criteria and evidence guide
is addressed; competence is demonstrated
over a period of time; all dimensions of
competency are addressed; competence is
demonstrated in a variety of settings;
CURRENT
the evidence reveals that the student
possesses current knowledge and skills, and
AUTHENTIC
the evidence may be confirmed to show that
it is the student’s own original effort.
In conjunction with industry, assessment evaluation strategies,

methodologies and tools should be developed, and they should
be evaluated on an appropriate sample of students before being
implemented.
18
39TH EDITION
EASY TO CONTEXTUALISE TO YOUR LEARNER COHORTS

Contextualising assessments and learner materials are one of the most thought-
provoking tasks that RTOs face. Many RTOs are deemed non-compliant due to their
contextualisation methods.
Regardless of whether you have developed the assessment resources in-house or you
have purchased them as off-the-shelf resources, you must customise and contextualise
each training product.
The customisation and contextualisation should occur in terms of
training context learner characteristics delivery modes
cultural context technology requirements AQF level
intent if the unit formatting grammar

of competency
is not addressed
appropriately
Your RTO’s templates

and style guides
For more information, please read the following articles here and read more.
How to make a reasonable adjustment in summative assessments; click here
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EASY TO MODIFY TO
DIFFERENT DELIVERY MODES
Assessment resources should be
adaptable to a variety of delivery
modes, including online, offline,
distance learning, workplace, and
blended learning.
CLEAR GUIDANCE TO THE ASSESSOR

Assessment resources should provide clear instructions to assessors in terms of what
they should look for.
→ what was expected from the learners
→ what they (trainers and assessors) should observe

• have clear assessment (evidence-gathering) methods based on training package
requirements
• have clear assessment (evidence-gathering) tools
→ how they (trainers and assessors) should assess

• have clear benchmarks and standards against which a student’s work is assessed
• have clear evidence requirements to assess sufficiency and competency
• have clear guidelines related to when assessments should occur and how they
should occur
→ who should collect the evidence and when?

• When determining who can collect evidence, the guidelines for training package
assessment may be of use to you. It is critical that the instrument and instructions
for your assessment tools clearly state what is expected of the students, the trainer/
assessor, workplace supervisor or a third-party evidence gatherer. It is also critical
that the instrument and instructions for your assessment tools provide a clear
structure for the evidence gatherers to follow.
→ where they (trainers and assessors) should record

• Focus on the requirements of the training package - is there any specific
conditions, requirements and guidelines?
• If workplace assessment is not possible or suitable, your alternative is to choose
settings and procedures that allow students to demonstrate their competence to
the level of performance indicated.
• In a simulation, students should complete or deal with a task, activity, or problem
in an off-the-job situation that is designed to mirror the workplace environment.
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39TH EDITION
→ how they (trainers and assessors) should record

• What are the RTO requirements and documentation?
→ who they (trainers and assessors) should report

• Where do the assessors and trainers report the outcome of the assessment?
• What is the procedure?
• How students are informed about the assessment outcome?
CLEAR INSTRUCTIONS TO THE LEARNER

All assessment materials should provide very clear instructions to the learners in terms
of:
What
When
Where
How
Why
Reasonable adjustments required
OBSERVATION CHECKLISTS AND BENCHMARKING

All assessment resources should have comprehensive observation checklists and
benchmarking to ensure
 Learners know what is expected of them

 Assessors know the scope of assessment in terms of what they should observe and
assess, resources required and what should be considered when assessing
 Clear guidelines and information related to how to use the observation checklists
ALL EQUIPMENT, RESOURCES AND FACILITIES ARE AVAILABLE TO CONDUCT THE

ASSESSMENT
Assessment conditions should be followed strictly and the training organisation
should ensure that all equipment, resources and facilities are available to conduct the
assessment.
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LANGUAGE, LITERACY AND NUMERACY REQUIREMENTS OF THE UNIT

The assessment tool must reflect the language, literacy and numeracy requirements
related to the work task and work activities required to be assessed. Your focus points
should include:
• Reading
• Writing
• Numeracy
• Oral communication
• Learning
ENSURE STUDENTS ARE READY FOR THE SUMMATIVE ASSESSMENT

You must ensure that all students are ready for the summative assessment before you
assess them.
For more information, please refer to

FORMATIVE VS SUMMATIVE ASSESSMENT: A COMPARISON
Click here
22
39TH EDITION
CONDUCT PRE AND POST VALIDATION CHECKS

You must pre and post validate all assessment resources before and after you use them
for your learners.
For more information, please refer to:
Different phases of Different phases of Different phases of

assessment and learner assessment and learner assessment and learner
validation processes validation processes validation processes
(Part 1) (Part 2) (Part 3 of 4)
click here click here click here
Different phases of
assessment and learner
Fact sheet
validation processes
(Part 4 of 4) click here
click here
HAVING A LICENSE OF PURCHASE

Training organisations should double-check that they have an authorised copy of the
training and assessment resources from the publisher of the resource before using
them for training purposes.
In a number of audits, the regulatory body has requested proof of purchase because a
number of stakeholders are aware that there are some offenders in the sector who do
not purchase the actual copies of the resources, resell when they do not have authority,
or obtain materials in other illegal ways.
For more information, please read more
How to protect the copyright of your training and assessment materials

Margaret Ryan (lawyer and trade marks attorney)
Read More
References
Guide - developing assessment tools
Read more
23
HOW ARTIFICIAL
INTELLIGENCE
AND MACHINE
LEARNING
will change the education and training industry
24
39TH EDITION
There’s a lot of talk about artificial

intelligence and machine learning
today, but what exactly is it?
Machine learning is a process of developing computer programs that can learn from
data without being explicitly programmed by a human. This gives it the ability to
process large amounts of data and find patterns within them. Its development has
led to significant advances in computational science and many experts predict this
technology will lead to more change in society than even personal computing or the
Internet.
Artificial intelligence is transforming almost

every industry imaginable - from
Transportation (Google’s self-driving cars)

to Finance (robotic investment advisors) and
Healthcare (virtual doctors).
Education and training are no exception.

Artificial intelligence can be used in several
ways:
Teaching
Training and
Recruiting
The education and training industry is an important sector of the economy. It is also
a very complex one. AI and machine learning are changing how we learn, teach, and
train. They are making it possible for us to learn in new ways, teach in new ways, and
train in new ways.
25
In the classroom, you can expect AI to make a huge impact on education, creating
personalised learning plans for students whilst also optimising lesson plans to better
meet their needs. This is already happening today in higher education at institutions
like MIT and Harvard University which use online learning platforms from companies
like Coursera to deliver lectures directly to students according to their academic
progress and readiness levels.
Personalised instruction will be a boon for teaching languages. The Association

of Language Testers in Education notes that language educators have been using
computer-assisted language learning (CALL) since the 1980s - with good results. But
CALL has traditionally been based on programmed instruction where “the teacher’s
role is to monitor and evaluate the learners’ responses and to provide corrective
feedback where necessary.” Similarly, there are a number of companies today that use
AI to automatically generate personalised instruction for language learners.
It is predicted that “fully autonomous personalised language tutors” will exist in the
near future, thanks to advancements in natural language processing technologies that
enable chatbots to converse naturally with individuals.
In the past, training was largely a one-way process where an instructor delivered
content to some learners and those individuals made their best effort to absorb it.
The advent of new technologies has given rise to two-way communication between
instructors and students which makes learning a collaborative experience.
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39TH EDITION
Machine learning gives companies a way to more efficiently assess learning outcomes
by providing them with specific data through analytics about how different groups of
learners have performed in the past. Data on student performance can be applied to
future hires so that they fit better into teams from the start - saving time and money
on training later down the road. Via machine learning, businesses can identify which
students are most likely to complete training programs and become high-performing
employees. It will also help reduce human errors by automating some tasks or
replacing human teachers with AI teachers who are better at teaching concepts like
math or science. The future of education will be more personalised and customised for
every individual student. The rise in popularity of MOOCs (massive open online courses)
has paved the way for this change.
Another big change: in the future, training and development will be a continuous
process rather than something that happens once or twice a year. This is already
happening today at companies like Google and Pivotal Labs where employees continue
to learn no matter how long they have worked for the company thanks to daily on-the-
job learning opportunities.
AI can even help recruiters find candidates by giving them access to personalised
recommendations based on their unique needs. Today, many organisations are
using automated recruiting platforms that provide them with tools to assess their
own internal talent as well as assess external candidates against open roles based on
skillsets and other qualifications.
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WHAT TYPES
OF JOBS
are likely to be in demand in the future?
T he future of work is a difficult topic to discuss because we do not know what the
future will bring. However, there are some trends that can be predicted with a high
degree of certainty.
The jobs in the future will be more focused on people and their skill sets. As automation
becomes more prevalent in the workplace, many jobs that were previously performed
by humans will now be done by machines. This means that there will be more demand
for people with skill sets such as creativity, adaptability, and emotional intelligence.
28
39TH EDITION
Let’s look at some of the occupations, we believe will be in demand in the future:
Data scientists Software engineer

Data scientists are people who use the Software engineers are in demand
power of data to aid business decisions. as a job in demand in the future.
They use these tools to provide insights They create and maintain software
into how customers, competitors, and for products, systems, and services
other external factors may impact the that range from personal computers
company’s performance. to complex embedded systems, by
applying engineering principles, design
techniques, and programming skills.
Healthcare worker
Healthcare worker is a term used
to describe all people who work in Data analyst
fields such as health care, physical or Data analysts are typically tasked with
occupational therapy, nursing, social taking raw data and turning it into
work or counselling. insight for business. The role is becoming
more important as the demand for data
analytics grows in the business world
Data engineer
and job opportunities increase.
The data engineer is a skilled professional
who is primarily responsible for the
implementation and management of Metahuman Doctor
computer systems to collect, process, All of our biometric and physiological
store, and retrieve data. The job can be data will be digitised and stored in our
done manually or through machine metahuman avatars, with the data being
learning models. updated in real-time thanks to the use of
nanotech sensors that will be implanted
in our metahuman avatars. This enables
Machine learning engineer
meta doctors to diagnose and test
Machine learning engineers are data different treatments on actual people in
scientists who use software to learn. They order to determine the most effective
build models of how algorithms work, solutions for our bodies.
and then they optimize them.
Artificial intelligence engineer

An artificial intelligence engineer is an
expert in the design, implementation,
and study of intelligent agents that
perceive and act in environments for
human beings.
29
Smart Contract Lawyer Construction workers

People require the services of a Department of Employment, Skills, Small
consultant, such as a Smart Contract and Family Business estimates that
Lawyer, in order to execute transactions 113,700 more workers will be needed in
in the metaverse. In addition, this building and construction by 2024, an
specialist will make certain that the increase of 9.7 per cent, with growth
terms of your agreement are precisely being strongest in capital cities than
encoded for confidentiality and saved regional areas.
in the blockchain, as well as that the
cryptocurrencies, asset transactions, and
ICT managers
related royalties are secured.
From 2020 to 2030, the employment
of computer and information systems
Data Bounty Hunter managers is expected to expand at a rate
Data Bounty Hunter is a job title that of 11 per cent, which is faster than the
describes a person who hunts for data. average rate for all occupations.
If data is the energy that propels the
metaverse, then personal data is the Psychologists
most valuable component of that energy
Are scientists trained in psychology (the
source. Sensors will be ubiquitous by
science of mental life).
that time, and the metaverse platform
will store more user data than any This is an extremely significant
contemporary social media network. profession, whether in the metaverse or
in the actual world.
How can individuals maintain control
over their data, which is spread across Despite the fact that our photos in the
multiple websites, organisations, and virtual world appear to be attractive,
governments? - A new service would be the popularity of social media has done
created to search for your data, ensuring nothing to alleviate the problem of
that you have access to and ownership interpersonal estrangement. We still
of all of your information. Several of have to deal with actual issues in school,
these companies have specialised work, family, relationships, finances,
knowledge of personal privacy laws in and a variety of other areas. It can be
various jurisdictions and are capable of difficult to strike a balance between
managing personal data. They are also the virtual and real worlds, especially
skilled in data mining, which allows them for young people who were born into
to track your data in the same way that a the digital age. Recently, the Boston
Data Bounty Hunter would. Children’s Hospital in the United States
opened a Digital Wellness Lab. The lab’s
The risk of data theft, on the other hand,
mission is to investigate the impacts of
will be significantly greater than it is
digital technology on our minds as well
today. It will be a significant problem
as our bodies and behaviours in order
for businesses to ensure that users’
to provide realistic solutions based on
personal information is protected while
scientific data.
also preventing the transmission and
manipulation of misleading information. The exception is the conventional
The information verification industry is a profession of psychologists in the real
popular career choice as a result of these world, all of the vocations listed above
factors. require mastery of digital abilities, which
30
39TH EDITION
includes the ability to write computer Digital marketers with practical online
programmes (coding), which is nearly a skills
requirement in many cases. Digital marketing is a rapidly changing
discipline, with many opportunities
Teachers/trainers and assessors and challenges. As the Digital Age has
progressed, so have the techniques
Since the beginning of the population
and tactics used to create marketing
boom in Australia, the demand for
campaigns for organizations. There
educators such as teachers in schools
are five core competencies that all
and trainers and assessors in the
digital marketers should be aware of:
vocational education and training sector
e-marketing, SEO, SEM, social media
has increased on a daily basis, and we
marketing and content creation.
will require a large number of educators
in the foreseeable future.
Also of note, education is Australia’s
third-largest export, contributing an
average of $32 billion a year to the
country’s economy. Over the previous
ten years, the education business has
had growth of 2.7 per cent, which is
significantly greater than the national
average in Australia.
For more information, please visit:

Jobs of the future here
31
According to ResearchAndMarkets.com, more

personalised learning opportunities will present
opportunities in the global
E-LEARNING
MARKET BY 2030
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39TH EDITION
The Global E-Learning Market report has been

added to ResearchAndMarkets.com’s offering.
E -learning is a learning system based on formalised teaching with the help of

electronic resources. E-learning saves both time and money as video recorded lectures
are easy to record and repeat whenever necessary.
In addition, it helps to manage the schedule of students as they can take online courses
at their most convenient time, whether early in the morning, late afternoon, or evening.
Moreover, as the students do not have to pay for transportation or worry about eating
on the go, it enables the learner to learn at their own speed and convenience. Thus, by
applying e-learning, employers can verify their candidate’s actual skill qualification.
The rise in the adoption of advanced e-learning systems and the increase in the
adoption of cloud-based e-learning platforms positively impacts the growth of the
market. In addition, the surge in the use of AI and machine learning in e-learning
systems boost the growth of the market across the globe. However, factors such as lack
of face-to-face interactions in the E-learning systems and lack of practical knowledge
limit the growth of the market. On the contrary, the emergence of several trends such
as microlearning, gamification, adaptive learning, and mobile learning are expected
to offer remunerative opportunities for the expansion of the market during the forecast
period.
The e-learning market is segmented on the basis of provider, deployment model,

course, end-user, and region. By provider, it is bifurcated into content and service.
By deployment mode, it is categorised into cloud and on-premise. By course, it is
divided into primary and secondary education, higher education, online certification
and professional course, test preparation. By end-user, it is classified into academic,
corporate, and government. By region, the e-learning market is analysed across North
America, Europe, Asia-Pacific, and LAMEA.
The emergence of
several trends such
as microlearning,
gamification, adaptive
learning, and mobile
learning are expected
to offer remunerative
opportunities for
the expansion of the
market during the
forecast period.
33
Key Benefits
→ The study provides an in-depth analysis of the e-learning market
forecast along with the current trends and future estimations to explain
the imminent investment pockets.
→ Information about key drivers, restraints, & opportunities and their
impact analysis on the global market is provided in the report.
→ Porter’s five forces analysis illustrates the potency of the buyers and
suppliers operating in the industry.
→ A quantitative analysis of the e-learning market trends from 2021 to
2030 is provided to determine the market potential.
MARKET DYNAMICS
Drivers
• Remote learning trends enforced by the global pandemic
• Increase in adoption of smartphones and cellular technology
Restraints
• Lower interaction with fellow learners and peers
• Need for higher self-motivation and proper time management skills among learners
Opportunities
• Time and cost-effectiveness of e-learning models
• More personalised learning opportunities
Companies Mentioned
• Adobe • Aptara Inc.
• Articulate Global LLC • CERTPOINT Cisco Systems Inc.
• Citrix Systems Inc. • D2L Corporation
• Microsoft Corporation • Oracle Corporation
• SAP SE
For more information about this report visit here
34
39TH EDITION
Why Australia is falling behind New Zealand in
Terms of Digital
(in)Accessibility
T he findings of a new study by Infosys suggest that Australia lags behind New
Zealand when it comes to ensuring that all digital properties are accessible, such as
making mobile banking and digital citizen services accessible, as well as making online
learning experiences accessible.
650 medium and large businesses, public sector organisations, and non-profit
organisations were polled, and the results revealed a widespread lack of understanding
of the Web Content Accessibility Guidelines (WCAG) – which either indicates that
they are not focused on digital accessibility or that they are failing to meet the WCAG
standards.
35
According to the findings, less than half (47 per cent) of Australian organisations have
implemented any substantial accessibility enhancements to online touchpoints for
customers and employees, compared to about two-thirds (62 per cent) of New Zealand
organisations in this category.
New Zealand has announced proposed improvements under the New Zealand
Accessibility Act, as well as a new Ministry for people with disabilities and partnership
initiatives between non-governmental organisations (NGOs) and the New Zealand
government, which could result in the gap widening even more.
Furthermore, there is a gap between company sectors, with the survey indicating
that banking and consulting firms, as well as information technology and retail
organisations, were at the forefront of digital accessibility standards implementation.
Education, non-profit organisations, and health and welfare organisations, on the other
hand, have the most potential for development.
The public sector has one of the lowest rates of adoption across all industries when
it comes to digital experiences for citizens, and it also has one of the lowest rates of
adoption when it comes to digital accessibility for employees. In spite of the rapid move
to online government services and a significant increase in digital inclusion measures
as a result of the pandemic - at a rate nearly three times higher than that of publicly
traded enterprises - this is the case.
This is concerning because businesses rely on the government for guidance, which is a
source of concern. Approximately three in every five organisations (59 per cent) believe
that digital accessibility will only become ubiquitous once it is legally mandated,
indicating a strong need for a greater framework.
When it comes to Digital Accessibility, the further along an organisation is on its

journey, the more the value placed on written policies. The development of a Digital
Accessibility Roadmap may be the single most important step an organisation can
take, as evidenced by this finding.
In order to create a digital accessibility roadmap, the researchers recommend that

organisations follow three steps:
Determine the current Make breakthroughs Foster an environment

maturity before more quickly that is inclusive.
implementing a plan.
To read the full research click here
36
39TH EDITION
Students can take advantage of services offered

to them throughout
VIRTUAL
LEARNING AND
BEYOND
37
S tudents should not feel limited by the opportunities available to them. Virtual
learning services are just one of the many ways that students can take advantage of.
VIRTUAL LEARNING SERVICES

Virtual learning is an immersive, Services offered by companies
interactive, and collaborative include tutoring, online
approach to learning. It is courses or classes, mentorship
based on the idea that learners programs. These services make
can access knowledge from it possible for students to learn
anywhere at any time, using a at their own pace in their own
variety of digital media such as time.
video, audio, text-based material
and virtual reality.
Virtual learning services are becoming more and more popular with every passing
year. These services offer students a wide range of benefits including personalization,
flexibility, and convenience.
Students can take advantage of these services in many different ways such as: taking
courses on their own time, receiving support from tutors and peers or even enrolling in
classes that aren’t offered on campus.
A common form of online support provided by virtual learning tools are tutorials,
spaced repetition modules and collaborative workspaces.
Tutorials may be required for general subject knowledge as well as specific program
requirements. Assessments prior to tutorial registration allow institutions to determine
which individuals require additional guidance before they move forward in course
courses. Collaborative workspaces also allow students to ask questions about materials
learned in the tutorials as well as provide feedback from classmates.
These services offer students a

wide range of benefits including
personalization, flexibility, and
convenience.
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39TH EDITION
Spaced repetition modules allow students to work on sections of content at their own
pace. In other words, the student can review the information just before they are about
to forget it, instead of being surprised by a pop quiz or exam.
Spaced repetition is used along with learning how the brain best learns and memorises
information by spacing out study time over periods of time. For example, a student
may review a topic once a day for five days in a row and then not have to worry about it
until after their test has been taken.
The collaboration spaces also allows students to work together which can be very
helpful if one or more individuals are taking the same course but either live too far away
from each other, have conflicting schedules etc.
Other forms of support offered through virtual learning are advanced search tools,
virtual tutors, online homework grading and testing services.
Virtual tutors may be available by teachers or students who have either had previous
experience in providing help to their peers or training on how to do so.
Online homework grading and testing services allow the student access to all materials
needed for class including tests which can then be submitted electronically.
Some institutions offer this service for free while others charge a fee depending on the
number of submissions allowed within a certain time frame as well as what type of
access is granted back to the student.
The use of virtual learning has grown rapidly over the past several years with many
institutions offering online course materials and support to their students.
39
VIRTUAL REALITY
presents a number of challenges
V irtual Reality, the immersive presentation of a digital environment, has been

around for many decades - but it’s only recently that we’ve seen affordable and
accessible consumer hardware offering the ability to view and interact with VR via an
ordinary smartphone. With the rise of VR technology, companies are looking to develop
new ways to use it in their business models.
Virtual Reality is often used as an immersive experience that helps customers

understand their product better. Companies like Google have even created virtual
reality tours for their products so that customers can get a better feel for how the
products work without having to buy them first.
Google Cardboard and Samsung Gear VR (powered by Oculus) are among the cheapest
options; more expensive devices such as the Oculus Rift give a better experience,
particularly when paired with specialised motion sensors etc. But this technology is still
very new and there are a number of challenges that make it difficult to create high-
quality content:
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39TH EDITION
As such, Virtual Reality presents some unique challenges for developers wanting to
produce compelling content on these devices: both user interface/experience issues
as well as technical hurdles. There’s also the issue of attracting users to your VR app -
since there’s a high barrier to entry in terms of price, most early adopters won’t be VR
enthusiasts. So, how do you get non-enthusiasts on board?
Virtual Reality also presents a number of other challenges such as
■ the need for new hardware and software,
■ how do we use the new content creation techniques (One of the biggest
challenges facing VR creators is how to make content that can be
consumed by everyone, not just those who have access to VR headsets.
This means creating 360-degree videos and interactive experiences that
can be viewed on mobile devices or traditional screens.)
■ how do we develop different types of content (VR requires content

creators to develop skills outside their comfort zone – they need
to learn new technologies and create experiences that are unique
and engaging, virtual Reality also presents a number of challenges
for content creators, developers, and marketers. Some of these
challenges include - immersion, tracking, data visualisation, and user
experience design.)
■ how do we distinguish between reality and virtual reality,
■ how do we make sure that the virtual world is safe for everyone,
■ how do we create a sense of community and belonging in VR,
■ VR headsets are expensive and require a high level of hardware

specifications (The average cost of a high-end VR headset is in
hundreds of dollars, which can be quite expensive for many people.)
■ the lack of storytelling in VR means that it is difficult to engage

people emotionally.
■ VR creates a sense of presence, but without the traditional cues

that we have in real life, it can be difficult to understand what is
happening in the virtual world.
■ There is no standard way for people to share VR experiences
We must keep in mind that creating virtual reality content without the usage of VR
headsets and computers is extremely tough. Aside from that, it is tough to develop
immersive virtual reality experiences that are both participatory and entertaining at the
same time.
There is a lot of potential for Virtual Reality to be used in the creative industry, but only
if these concerns are addressed in an appropriate manner.
41
Everything, even academic research, will be

changed by the
METAVERSE
W e are living in a time of rapid change. Technology has been disrupting the way
we live and work since its invention. In this article, we will discuss how the metaverse is
changing everything, even academic research.
The idea of a metaverse has been part of science fiction for decades, but the term is on
the threshold of becoming a reality. With its 2018 sci-fi film “Ready Player One,” director
Steven Spielberg provides a glimpse into what many technology companies predict
will be the Internet’s next big thing - metaverse!
42
39TH EDITION
What is the metaverse, anyway?
The metaverse is a term used to describe an online 3D virtual world that can be
accessed by any device with an internet connection. The metaverse allows users to
create, share, and interact with digital environments using avatars (3D representations)
that they control through their devices.
Virtual reality and a digital second life are two concepts that have been around for a
long time, and the metaverse is the result of their coming together.
Since the beginning of the twentieth century, technologists have dreamed of a time
when our virtual lives would be just as essential as our physical ones. It’s possible
that we’ll spend a significant amount of time communicating with our friends and
coworkers in virtual reality. Because of this, we would spend money on costumes and
stuff for our digital avatars in that location as well.
Virtual reality, referred to as the metaverse by techies such as Mr Zuckerberg, serves

as a computing platform for people who want to live a second life online. You wear a
virtual reality headset, which immerses you in a three-dimensional environment. You
interact with virtual items with the use of motion-sensing controllers, and you converse
with others through the use of a microphone.
In the past few years, many companies have invested heavily into developing their
own 3D virtual worlds for their employees to use as a tool for work-life balance and
productivity. For example, Microsoft has invested millions into developing its own
version of the metaverse.
The metaverse has the potential to change everything, even academic research. It is
one of the most exciting and promising developments in recent times.
The metaverse is a virtual 3D representation of the real world. It is a digital

representation of the physical world that allows people to conduct business and
interact with each other in a simulated environment. The metaverse can be accessed
from any device with internet connection.
Instead of relying on traditional methods such as surveys, interviews and focus groups,
researchers can now conduct their studies in this virtual world. Explaining this in simple
terms - It will allow students to do their own research from any location, which can be
very beneficial in terms of cost and time management.
The metaverse will also change how we experience art. In this new environment,
people can create and share their own digital artworks with others in the same space.
The metaverse will offer a great “learning environment”, which means it provides
opportunities for learners and teachers alike to engage in personalised learning,
collaborative learning, and knowledge sharing.
The metaverse has been cited as an important tool for educators to use in their
teaching practices. The Metaverse’s ability to provide information in a way that allows
learners to interact with it will allow them to develop skills that they might not have
had otherwise.
43
ASQA has begun a four-year program of

collaboration with the industry to co-design a
MODEL FOR SELF-

ASSURANCE
44
39TH EDITION
For the Australian Skills Quality Authority (ASQA), ORIMA

Research will conduct a comprehensive consultation
process with vocational education and training providers
in early 2022 on behalf of ASQA. The information gathered
will be used to help establish a self-assurance model for the
industry.
Providers were urged to register their interest in participating in this consultation by

filling out an online form.
This consultation process is an important first step in the codesign of a self-assurance

model for the industry, and it should not be overlooked. As a result, providers will have
an unprecedented opportunity to contribute to the development of the self-assurance
model in the future, ensuring that it is informed by the real-world experiences and
insights of those who provide self-assurance services to users. ASQA is seeking input
from a diverse range of service providers since it is critical that the needs and conditions
of the whole sector are taken into consideration during the design of the new model.
For more information, please visit here
45
As the number of overseas students declines,

Australia faces the prospect of losing future
SKILLED WORKERS
AND CITIZENS
46
39TH EDITION
When so many international students left

Australia, think about what the country lost.
Approximately $40.3 billion was contributed to
the economy by them in 2019. Approximately
250,000 jobs in Australia were supported by
international education.
In some sections of the higher education

$40.3 billion industry, border closures resulted in a
contributed to the reduction of enrollments of up to 70%.
economy by the students Although the financial consequences for
Australian institutions have been less severe
than anticipated, the loss of billions of
dollars in revenue should not be overlooked.
As a result, universities were exposed to
the hazards associated with relying on an
70% incessant influx of new international students
reduction of and their tuition payments. Approximately
enrollments 35,000 academic and professional jobs were
lost as a result of the pandemic’s financial
impact on institution finances.
Communities and companies in the host

country were also disadvantaged by the
purchasing power of overseas students and
35,000 their visiting family members. For job gaps
lost in academic & that these students would fill, employers have
professional jobs struggled to locate enough local workers.
Although the entire picture of enrolment

and commencement figures for both foreign
and domestic students will not be available
until March, the Minister for Immigration,
43,300 Alex Hawke, said on January 18 that 43,300

international students have already returned
international students to Australia.
returned to Australia
Over the past two years, Australia’s proportion
of global demand has decreased from 17 per
cent to 12 per cent.
During the same period, Australia’s market

share in the Indian market more than halved,
falling from 20 per cent to 9 per cent.
47
NCVER REPORT
Upskilling and Reskilling: the impact of the
COVID-19 pandemic on employers and their
training choices
Photo source: NCVER
48
39TH EDITION
NCVER’s latest research examines how Australian employers have been affected by the
COVID-19 pandemic and their future workforce training plans.
To survive financially during the pandemic, many businesses had to adjust and digitise
their operations, as well as shift quickly to remote working arrangements.
As restrictions started easing in 2020, businesses were faced with changing working
environments. This resulted in new staff training demands, particularly on how to
operate safely in the prevailing COVID-19 business conditions, and in health and safety
and infection control. Digital skills also emerged as a key training need.
For more information, click here
49
From February 21,

all fully vaccinated international students are
permitted to return to Australia
F ollowing one of the world’s most extensive COVID-19 isolations, the Australian
government will open its doors to all international students who have received a full
COVID-19 vaccination.
According to Erudera.com, the decision will take effect on February 21 and will have an
impact on over 500,000 international students currently enrolled in the country, as well
as all other people who have temporarily suspended their duties due to the pandemic.
On February 21, 2022, all fully vaccinated visa holders will be able to travel to Australia
without requiring a travel exemption. “Visa holders who have not been vaccinated
will still require a valid travel exemption to enter Australia,” according to the country’s
Home Affairs Department.
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39TH EDITION
Due to the government’s announcement that the country’s borders will be closed
starting in March 2020, Australia has enforced the most stringent travel ban when
compared to other countries. Another country that used a similar approach was the
United States of America, which for nearly two years barred European citizens from
travelling to the country.
“It has been about two years since we made the decision to close the borders with
Australia. Following a meeting of the national security cabinet, Morrison stated that
if a person has had two vaccinations, “we look forwards to welcoming them back to
Australia.”
Following a 17 per cent decrease from last year’s similar time, the Department of
Education estimates that Australia will have 568,746 overseas students during its
January-November 2021 academic year period.
Chinese students (169,881) account for 28 per cent of all students enrolled in Australian
universities in 2021, followed by Indians (99,523), who account for 17 per cent of all
students, and Nepalese students (45,461), who account for eight per cent of all students
enrolled in Australian universities in 2021 and represent a 13 per cent decrease from the
previous year’s total.
Most recently, the neighbouring country of New Zealand declared that its initial
reopening phases will begin just one week after Australia on February 27, which will be
a week after the Australian reopening. Thus, around 5,000 international students will be
permitted to enter the country beginning on April 12 and attend their classes in person.
People from New Zealand and other qualified countries travelling to Australia will be
the first to be let into the nation, with the second phase allowing for the reopening of
the country to people from other countries travelling on Working Holiday Scheme visas
and those on skilled worker visas.
While Australia and New Zealand have made the decision to extend their borders to
international students, Japan continues to place strict regulations on foreign students
who wish to study there. The Asian country had declared that it would reopen to
international students in stages, beginning with the admission of 87 students on
January 30 and then 400 more students being granted permission to study there. The
vast majority of 147,000 overseas students, who have been granted permission to study
in Japan, are, however, left in their home countries after receiving their visas.
51
The Victorian
Chamber of
Commerce and
Industry
survey unveiled Victoria as the most difficult state
in Australia to do business in
52
39TH EDITION
M ore than half of Australian businesses consider Victoria to be the most difficult
state in which to conduct business, with local operators paying the highest taxes in the
country.
The Victorian Chamber of Commerce and Industry unveiled its first cost of doing
business index on Wednesday, which ranks the cost of doing business in all states and
territories throughout the country.
More than half of Victorian businesses with operations in other regions of the country
said Victoria was the most difficult state to conduct business in the country.
Only 7% of respondents said that the Andrews government was doing a good job of
lowering the cost of doing business in the country.
Businesses in the state paid the highest local and state taxes in Australia, accounting
for 6.2 per cent of gross state product, with the next highest rate being 5.7 per cent in
New South Wales.
In terms of the number of permissions, licences, and regulations required to start

a business, Victoria was the second-worst jurisdiction, with an average of 43 forms
required per new enterprise.
The Australian Capital Territory (ACT) required the most permits on average, with 45,
while the Northern Territory required the fewest, with 29.
According to a survey conducted by the Victorian Chamber of Commerce, wait times

for government services, including compliance and regulation, are increasing longer.
Some firms have reported having to deal with “inconsistent rules or conflicting
messages” between government departments that don’t communicate with one
another on a regular basis.
In terms of affordability and labour productivity, Victoria was placed second to last, with
tourist gross state product between 2018 and 2019 totalling $82,273 per worker, trailing
only Tasmania’s figure of $78,950. This is in comparison to the state of New South
Wales, which had the highest salary at $97,478.
Victoria was placed top in terms of skills and labour, and it has one of the most highly
educated workforces in the country.
Businesses reported that they were having trouble obtaining the labour and skills they
required, particularly in entry-level and vocational roles, according to four out of five
respondents.
With a firm entry rate of 16.6 per cent between 2017 and 2021, the state was ranked
second in entrepreneurship and innovation, trailing only the ACT, which had a rate of
18.1 per cent.
53
THE CHAMBER’S REPORT
acknowledged the impact of the

COVID-19 pandemic on Victoria,
with businesses in the state
experiencing greater disruption
than those in other parts of the
country.
According to Martin Pakula, the state’s Industry Support Minister, the findings
highlighted “the extremely tough pandemic circumstances” that the state had
encountered.
Since 2002, Melbourne has continuously been in the top three of the world’s most
liveable cities, although it lost its title as the most liveable city in the world last year,
sliding to eighth position. Saul Eslake, an economist, has cautioned that, following a
decade of decline, Victorians have become poorer than residents of any other state or
territory, with the exception of South Australia.
In 2019-2020, the following percentage of gross state product

is represented by tax expenses (including state and local).
→ The state of Victoria has a 6.27 per cent tax.
→ The state of New South Wales has a 5.72 per cent.
→ South Africa has a 5.68 per cent.
→ Tasmania has a 5.2 per cent.
→ The state of Queensland has 5%.
→ Western Australia only 4%
The Victorian Chamber of Commerce and Industry is the source of this information.
In response to the findings presented in the report, VCCI provided eight practical
recommendations for government to address the costs and barriers faced by our
members.
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39TH EDITION
The recommendations include:
 Developing a business concierge to streamline the experience for business

at the interface of government and industry.
 Conducting a root and branch review of the Victorian tax system with
the aim of optimising state revenue collection to deal with the costs
facing Victorian businesses, while also making Victoria the lowest taxing
jurisdiction for business in Australia.
 Fast-tracking government approvals, grants and programs to get business

back in business, and to address the backlog of projects delayed due to
COVID-19.
 Continuing to enhance and evolve the culture of the public sector and
of local government in engaging with business, so that it has a business
enabling and proactive mindset.
 Creating a permanent forum or working group for a diverse set of industry

stakeholders to provide early input into policy design and delivery.
 Expanding the facilitation role of Invest Victoria to have a greater focus on

boosting the success of small businesses and regional industries.
 Building on the partnership between VCCI and the Victorian Skills Authority
to help address the rising skill mismatch challenge in the state, particularly
in vocational education and in regional areas.
 Seeking out opportunities for the government to partner with the private
sector in delivering key services where appropriate.
55
Even if the border is fully reopened, the country will

continue to experience a national skills shortage -
How VET sector is

the solution?
56
39TH EDITION
A large number of Australians are now in trades, the fastest rate since the start of
the pandemic. A record number of students are also attending universities, but experts
believe more must be done to boost skills training possibilities that are focused on the
future of employment.
The number of young Australians enrolled in university has increased to nearly 50%,
the highest cohort on record, according to industry and researchers, who claim that a
growing preference for higher education is diverting talented young people away from
emerging industries that can be accessed through vocational education and training.
It is their opinion that, in the face of a national skills shortage, the government should
do more to promote options in vocational education and training that are tailored
towards developing industries.
Since the outbreak of the epidemic, more people have rushed into higher education,
with Productivity Commission data revealing that 47.8 per cent of those under the
age of 25 are currently enrolled in a bachelor’s degree programme. A recent analysis
of financial results has revealed that many students would benefit from pursuing
vocations rather than simply going to school for a degree.
Young Australians with low ATARs who choose to go to university are expected to
earn less during their lifetimes, according to a Grattan Institute study that looked at
historical incomes and education records.
An urgent need for skilled labour has arisen in the wake of the pandemic, which has
been compounded by two years of border closures and the exodus of foreigners.
According to analysts, the increase in vocational training is insufficient to fulfil the

demands of the future of employment....
57
‘INDUSTRY 4.0’
according to Peter Nolan, chief

executive of industry training
organisation PEER, represents a
growing realisation that the future
generation of employment, which he
refers to as “Industry 4.0,” offers a
plethora of new prospects outside of
university qualifications.
58
39TH EDITION
According to Nolan, “There is a big portion of the fascinating difficulties with

automation and artificial intelligence that require tradespeople to design, operate, and
maintain the technology that delivers automation and advancements in robotics.”
Similar to Hurley, Peter Hurley, a higher education researcher from the Mitchell
Institute at Victoria University, believes that policymakers must develop better
vocational education and training (VET) courses to provide young people with more
options outside of traditional apprenticeships and university education.
The minister noted that while record numbers of young people are attending university
and completing apprenticeships, “there is a need for more high-quality options,”
pointing to jobs in business, hospitality and elderly care, as well as in childcare and
childcare assistant.
Industry leaders have been reporting for years that private upskilling programmes
have gained popularity in the tech sector, which has also struggled to find talent in a
limited local pool. This has been attributed to a lack of government-funded training
programmes geared specifically towards the sector, they say.
In an interview with Business Insider Australia, Lambros Photios, the founder of

Sydney-based software development Station Five, stated that many major corporations
are losing out as a result of their fixation on hiring university-trained employees.
With their existing operating methods, universities are unable to generate courses
quickly enough, he claims, because the time required for them to create a course
would already render the technology obsolete.
Vocational training should be promoted.
Vocational education and training enrolled 3.9 million people last year, according to
data from the National Center for Vocational Education Research (NCVER).
Some 2.4 million of those were enrolled in short courses like first aid and construction
safety rather than in extensive vocational training.
Furthermore, while national numbers show an uptick in the number of apprenticeships

and traineeships in trades being taken up and completed in the June quarter of 2021,
this was not enough to make up for significant declines in recent years.
Despite an increase in training and completion statistics between the June 2020
quarter and June 2021 quarter, Labor leader Chris Minns stated that fewer students
were completing training in NSW.
Record numbers of young people are

attending university and completing
apprenticeships, “there is a need for more
high-quality options,” pointing to jobs in
business, hospitality and elderly care, as well
as in childcare and childcare assistant.
59
In the previous year, “the fall has hit across all sectors with a 12 per cent decrease in
building trades workers, an 18.9 per cent decrease in food trades workers, and a 20.2
per cent decrease in skilled animal and horticultural workers,” Minns explained.
However, Alister Henskens, the NSW Minister for Skills and Training, has stated that
the state’s free apprenticeships and traineeships have resulted in 40 per cent more
students starting an apprenticeship or traineeship in 2021 than in 2019 before the
epidemic started.
Federal Skills Minister Stuart Robert said the soaring numbers were confirmation
that government programmes like as JobTrainer, as well as a $2.7 billion boost to
apprenticeship start-ups, were successful in getting young people into jobs and
keeping them there.
In the first half of 2022, there will be nearly half a million job-ready Australians who
will be skilling up or upgrading their skills, thanks to more than 270,000 JobTrainer
enrolments and the biggest number of trade apprentices ever enrolled, according to
Robert.
These gains in the apprenticeship pipeline, on the other hand, may not be sufficient.
Several huge infrastructure projects currently under construction around the country,
according to a newly released analysis by Infrastructure Australia, will see their
investment more than quadruple over the next three years.
As a result, the infrastructure sector alone might face a shortage of over 100,000
competent personnel.
60
39TH EDITION
Car-makers welcome electric vehicle technology

certification offered through
VOCATIONAL
TRAINING
INSTITUTIONS IN
AUSTRALIA
61
A n initiative to raise the level of certification in electric vehicle technology

offered by vocational training institutions in Australia has been hailed by a number of
automotive manufacturers. Despite the fact that all of the companies have extensive
internal training programs of their own, they recognise the importance of equipping
technicians to service, diagnose, and repair battery electric vehicles (BEVs) and their
components across the country, regardless of their location.
Earlier this year, PwC’s Skills for Australia proposed the introduction of a new
qualification – the Certificate III in Automotive Electrical Technology – as well as
the addition of two new units of competency, following extensive consultation with
employers, industry representatives, employees, trainers and assessors, students, and
other stakeholders.
PwC’s Skills for Australia’s proposed training product (which is ostensibly intended
to address a skills gap in the diagnosis and repair of electric vehicle powertrains) was
reviewed and approved by the Australian Industry and Skills Committee in October
2021, and it was subsequently referred to the Skills Ministers for their endorsement.
To name a few of the local automobile manufacturers who had engaged PwC to
consult on the potential introduction of a new certification – the Certificate III in
Automotive Electrical Technology (EVT) – during the previous year, Toyota, Hyundai and
BMW were prominent among those who did so.
A spokesperson for Toyota Australia, the market leader and dominant force in the
petrol-electric segment, told GoAuto that the company “fully supports the inclusion of
formal qualifications to address current and future electrification technology.” Toyota
Australia is the world’s largest producer of hybrid and electric vehicles.
“It is critical to guarantee that there are consistent industry standards that are
applicable across all states and territories,” the authors said.
The consulting firm PwC has asked for our input on a variety of issues, and we have
enthusiastically supported each consultation session.
A spokeswoman from MG Motor Australia and New Zealand welcomed the Cert III
training as “a wonderful start” and stated that the firm was looking forwards to a
statewide rollout of comparable training and education programmes in the future.
In a statement, Volvo Car Australia stated that the new qualification “will provide a
uniform standard that will allow apprentices to develop their skills and knowledge
while also being provided with a new and relevant qualification that most
manufacturers and dealers will seek when recruiting in the future.”
As a Volvo spokesperson told GoAuto, “This will benefit Australian dealers who may
(otherwise) look to overseas markets for suitably qualified candidates and will keep
careers in the Australian automotive industry relevant in an ever-changing consumer-
goods market.”
62
39TH EDITION
“At this time, EV training modules are optional modules for third-year apprentices,
but are required modules for fourth-year apprentices,” the authors wrote in their
statement.
In the new certification level, aspects of this training should be included at a much
earlier stage, according to the author.
According to BMW Group Australia, the development of a formal qualification as a

fundamental, generic certificate was “a strong and positive start” that would lay the
groundwork for providing an understanding of high voltage technology.
Participating in the PwC consultation, the company outlined the qualifications

required of technicians who work with high-voltage systems and batteries, as well as
the repairs that were performed on these systems and batteries by the technicians.
In terms of increasing the public knowledge base on electric vehicles, BMW stated that
automotive organisations may assist in this area by establishing curricula for schools in
order to increase student involvement.
A spokesperson for the BMW Group told GoAuto that “electric vehicles will be a
significant part of their lives in the future” and that “starting the process of educating
them at that point would not only assist their understanding, but it might also inspire
them to get involved in the automotive industry.”
A senior member of Hyundai’s technical training organisation serves on the industry

reference committee for the light vehicle sector, which collaborates with PwC to
develop and review training packages. Hyundai also worked with PwC on the project.
63
Its dedication to building EV knowledge throughout its whole workforce includes a

high-voltage (HV) training module for all retail employees, independent or their specific
jobs, and training programmes were devised to guarantee that technicians at all levels
were exposed to HV themes.
According to a Mercedes-Benz representative, “Future industry initiatives in this arena

are welcomed, with the goal of ensuring that each state is working to the same
regulations as the others.”
The proposed national Certificate III in Automotive Electrical Technology demonstrated

that demand for combined expertise in internal combustion engines and electric
vehicles was increasing, according to Volvo Car Australia. “It should be integral to the
qualification programmes for anyone hoping to work on both types of drivetrains,” the
company said.
As stated by MG, the qualification may practically be considered “necessary” for

training future technicians in the company’s opinion.
“It is not simply about electric and internal combustion engine technology; the
combination of the two is equally crucial. Being able to combine both skill sets is
critical for future-proofing the next generation of technicians, according to an MG
spokeswoman.
BMW Group Australia, on the other hand, stated that it “totally supports the concept of
training on ICE, PHEV, and BEV vehicles from the outset.”
Developing youthful talent at an early age will help them develop into well-rounded
professionals who will be ready to take on new challenges in their careers.
64
39TH EDITION
WA has allocated $16 million for
INTERNATIONAL
EDUCATION
A s part of a new support package, the state of Western Australia has earmarked
around AUS$16 million to assist the state’s international education sector. It was
announced that a support programme will be implemented after the state delayed the
reopening of its borders due to the Omicron variant earlier in February.
As part of the package, the Student Quarantine Support Program will receive $8 million,
which will be used to fund $2,000 payments to international students in the state
beginning in Semester 1, 2022, to cover quarantine-related expenses.
A total of $6 million has been allocated to the Industry Support Program, which will
strive to assist eligible small and medium-sized education providers that have been
negatively impacted by the closure of international borders. Grants in the amounts of
$50,000 and $100,000 are offered to enterprises.
Universities in Western Australia will receive an additional $500 grant to help them
provide support services to affected international students during this time of
transition. A total of $2 million has been set aside for this purpose.
65
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1800 266 160
2/10 Lawn Court, Craigieburn, VIC 3064 Australia

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www.caqa.com.au
© 2013 - 2021 CAQA Resources by Career Calling International. All Rights Reserved.
Disclaimer: The information in this newsletter is for general informational purposes only and it is generalist in its approach. The information
presented in this newsletter is not legal advice or legal opinion, and it is not intended to be tailored to the specific circumstances of any
particular case and should not be relied upon as such. Persons should seek professional legal and compliance advice before acting upon any
of the information in this newsletter.

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VET

Any requests for articles for our newsletter or magazine,

Reasonable adjustments in the

What is a reasonable adjustment?

How can you make reasonable adjustments

KEEP A LIST OF YOUR STUDENT’S STRENGTHS AND WEAKNESSES

Other strategies include the following:

USE TECHNOLOGY AS A TOOL FOR ENGAGEMENT

CREATE OPPORTUNITIES FOR COLLABORATION

The other benefits include:

To access CAQA Online Forums, please visit http://www.caqa.info

A ccording to almost all ASQA reports, getting an assessment right is one of an

THE PURPOSE OF THE ASSESSMENT TOOL

Tell me what you can Show me what you Make me something

UNDERSTAND HOW THE ASSESSMENT MATERIALS MEET THE TRAINING PACKAGE

Look over the requirements for the

PERFORMANCE – means that you have to do something

FOCUS ON THE ACTION VERBS AND ACTION KEYWORDS

COMPREHENSIVE MAPPING TO TRAINING PACKAGE REQUIREMENTS

REFER TO THE FOLLOWING ARTICLES FOR MORE INFORMATION

FOCUS ON EVIDENCE COLLECTION AND ASSESSMENT METHODS

Foundation skills, assessment conditions, performance evidence, performance criteria

The evidence collection

1 Graduates at this level Certificate I basic functional knowledge

2 Graduates at this level Certificate II qualify individuals to

3 Graduates at this level Certificate III to qualify individuals who

4 Graduates at this level Certificate IV to qualify individuals who

5 Graduates at this level Diploma to qualify individuals who

6 Graduates at this level will Advanced to qualify individuals who

7 Graduates at this level will Bachelor to qualify individuals who

8 Graduates at this level Bachelor to qualify individuals who

9 Graduates at this level Masters to qualify individuals who

10 Graduates at this level will Doctoral to qualify individuals who

CHECK THE CONTENT FOR VALIDITY AND RELIABILITY

 Assessment resources have sufficient and clear information

 Assessment resources have robust benchmarking and/or

 Assessment resources are allowing the trainer/assessor to

 You have customised the off-the-shelf resources according to

 Your assessment resources are written by industry experts with

 Your assessment resources address all requirements of the

 Your assessment resources have detailed and valid

 Your trainers and assessors gather sufficient, valid evidence for

 Your organisation offers appropriate simulated environments

 The authenticity of assessment, particularly in distance and

 The context and conditions of assessment. For example, an

 The context of the assessment may also take into account

 All activities are conducted adequately using the required:

 Assessment methods or tasks are suitable to the requirements

 The language used is simple English

 The types of activities and tasks students need to perform are

 The level of performance required for each assessment activity

 Adequate exposure to workplace conditions, including

 Sufficient knowledge-based assessment tasks and activities

 Sufficient practical based assessment tasks and activities such

 Assessment resources are error-free and free from any

ASSESSMENT RESOURCES MEET PRINCIPLES OF ASSESSMENTS AND RULES OF

Validity: The validity of an assessment outcome refers to the

Reliability: The degree to which the assessment outcomes are

Flexibility: When students have the chance to negotiate specific

Fairness : A fair assessment does not favour or disadvantage any

EVIDENCE IS GOVERNED BY A SET OF RULES

In conjunction with industry, assessment evaluation strategies,

EASY TO CONTEXTUALISE TO YOUR LEARNER COHORTS