The Vet Sector Magazine - Edition 40

VET
SECTOR
The Official Magazine from
COMPLIANCE AND QUALITY ASSURANCE (CAQA)
40th Edition
THE VET SECTOR | CAQA - Compliance & Quality Assurance
Message
from the
CEO
We welcome you to our March edition of the VET sector magazine.
In this edition, there are articles discussing the NCVER submission, CEO declaration of
Compliance, transition planning and much more.
We thank you for taking the time to read this publication and we hope it provides you
with useful information.
So keep up with us throughout 2022 by either visiting our

websites www.caqa.com.au and www.vetsector.com.au
or like us on our social media profiles and pages.
Please contact us via email if you have a suggestion for a topic you’d like to see covered
or if you have any questions you’d want to be answered.
Regards,
Sukh Sandhu
CEO
Career Calling International
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HOW TO ENSURE
YOUR TRAINING
ORGANISATION
is compliant with government regulations
I f you’re running a vocational education and training organisation in Australia, you

need to ensure that your organisation is compliant with government regulations. This
article will outline some of the regulations that you need to be aware of, and provide
tips on how to ensure compliance.
3
The Australian Skills Quality Authority (ASQA)

The Australian Skills Quality Authority (ASQA) is the national
regulatory body for vocational education and training (VET)
in Australia. They work according to set regulatory standards
for quality education and training and their role is to ensure
training organisations meet these standards. ASQA is the
regulatory body for vocational education and training in the
following states and territories:
Australian Capital Territory
New South Wales
Northern Territory
Queensland
South Australia
Tasmania
These jurisdictions are referred to as referring states and territories since they delegated
their regulatory authority to the Australian Skills Quality Authority (ASQA) in 2011-12.
Victoria and Western Australia are referred to as non-referring states because they have
not yet delegated their regulatory authority to the federal government. ASQA is also in
charge of regulating all Registered Training Organisations (RTOs) that provide courses
to international students studying in Australia on student visas, regardless of where the
RTO is based.
ASQA is responsible for regulating the quality of vocational education and training.
ASQA audits training organisations to ensure they are complying with the VET Quality
Framework and can take enforcement action if they find any non-compliance.
It governs RTOs in accordance with the Standards for Registered Training
Organisations (RTOs) 2015 and approved courses in accordance with the Standards for
VET Accredited Courses 2012.
For more information, please visit here
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Victorian Registration and Qualifications Authority (VRQA)

In Victoria, the Victorian Registration & Qualifications Authority (VRQA) is the regulatory
body for vocational education and training (VET), and it is in charge of the following:
→ Training organisations that only provide training to domestic students in victoria.
→ Accrediting courses, but only if the course is operated by the Victorian government
or if the course owner is a Registered Training Organisation (RTO) that has been
registered with VRQA.
VRQA regulates RTOs in accordance with The Australian Quality Training Framework
(AQTF) - Essential Conditions and Standards for Continuing Registration and the VRQA
Guidelines for VET Providers, and it regulates courses in accordance with The Australian
Quality Training Framework AQTF 2007 Standards for Accredited Courses.
For more information, please click here;
Training Accreditation Council - Western Australia

In Western Australia, the Training Accreditation Council (TAC) is the regulatory body for
vocational education and training (VET), and it is in charge of the following:
→ Training organisations that only provide training to domestic students in Western
Australia.
→ Accrediting courses, but only if the course is operated by the Western Australian
government or if the course owner is a Registered Training Organisation (RTO) that
has been registered with TAC.
TAC regulates RTOs in accordance with Standards for Registered Training
Organisations (RTOs) 2015, and it regulates courses in accordance with The Australian
Quality Training Framework AQTF 2007 Standards for Accredited Courses.
For more information, please visit here;
5
Non-compliance with the regulatory

standards and guidelines
If your organisation is non-

compliant with the applicable
standards and regulations, you
could face penalties, such as
fines or being shut down. Here
are some important tips on
how to stay compliant:
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1. Make sure you’re registered with the appropriate regulatory body

The first step is to make sure your organisation is registered with the appropriate
regulatory body. This means your organisation has met the minimum standards
required to be registered and can offer courses that are nationally recognised.
If you’re not registered, you won’t be able to offer any nationally recognised courses
and you will also face penalties if you are caught doing this.
2. Follow the General Directions, fact sheets, guides and tools

The regulatory bodies release a set of guidelines that organisations must follow
in order to stay compliant. The General Directions, fact sheets, guides and tools
cover everything from governance and management to teaching and assessment
practices.
Make sure you’re familiar with the General Directions, fact sheets, guides and tools
and are following their instructions and guidelines closely. This will help ensure your
organisation meets the standards set by the regulatory bodies.
3. Keep your records up to date

One of the most important things you can do to stay compliant is to keep your
records up to date. This includes keeping track of your student’s progress, as well as
your organisation’s administration, reporting, finances and governance.
The regulatory body may request to see your records at any time, so it’s important
that they’re accurate and up to date. Failing to provide requested records or
providing inaccurate records can lead to penalties.
4. Meet all quality assurance requirements

To make sure your organisation is delivering quality education and training, you
need to meet all quality assurance requirements. This includes having systems in
place to monitor and improve the quality of your courses.
You should also conduct regular reviews of your courses and make sure they’re
being delivered effectively. If the regulatory body finds that your organisation
isn’t meeting quality assurance requirements, you could face penalties or adverse
consequences.
You must have structured audit and compliance processes in place to ensure you
stay compliant with all regulatory requirements and guidelines. Having access to an
independent auditor is always beneficial from a compliance perspective.
7
5. Respond to the audits

The regulatory body may audit your organisation at any time to make sure your
orgnisation is compliant with all applicable guidelines and regulations. During an
audit, they’ll request to see your records and talk to your staff. They may also observe
your training and assessment practices and resources.
It’s important to cooperate with the regulatory body during an audit and provide
them with everything they need. Failing to do so could lead to penalties.
For quality training and assessment resources, please visit CAQA Resources
6. Compliance calendars and registers

Keep compliance calendars and registers that provide you information related to:
• When to conduct training and administration activities
• Meeting ongoing auditing and regulatory compliance
• Information related to meetings with different team members and departments
such as enrollment, marketing, training and so on.
7. Understand the quality framework that you operate under

Familiarise yourself with the VET Quality Framework and other applicable standards
and guidelines to make sure your organisation meets all the standards.
Note: Your RTO must comply with all legislation and regulations it operates under
such as (but not limited to):
• The Work Health and Safety act
• The Discrimination Act
• The Equal Opportunity Act 2010
• The Racial and Religious Tolerance Act 2001
• The Working with Children Act 2005
• National Police Check
• The Privacy and Data Protection Act 2014
• The Student Identifiers Act 2014
• The Copyright Act 1968
• The Public Records Act 1973
For more information, please click here;
8. Focus on personal and professional development

Focussing on personal and professional development is key to keeping your
organisation compliant. Employees need to be able to constantly update their
skillset, and be confident in their ability to carry out their roles. Training is a vital part
of this process and should be tailored specifically to your workforce.
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9. Follow what you say you are doing or going to do

Once you have a good understanding of the National Standards, you need to
develop policies and procedures that ensure your organisation meets these
standards. Your policies and procedures should be tailored to your specific
organisation and should be reviewed and updated regularly. It is also important
to keep up to date with any changes to the legislation. ASQA’s website is a great
resource for information on any changes to the National Standards. By staying
informed of any changes, you can ensure that your policies and procedures are
always up to date and compliant.
10. Communicate the requirements to all staff members

It is critical that all staff members are aware of the requirements set by the
government. This includes understanding what is required of them in terms of their
behaviour and responsibilities.
If staff members are not adequately informed about the requirements, it can lead to
your organisation being non-compliant. This can have serious consequences, such
as heavy fines or even the loss of your licence to operate.
Communicate the requirements to all staff members on a regular basis and make
sure that new staff members are given this information as soon as they start
working for your organisation.
Following these strategies will help to ensure that your training organisation is
compliant.
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Australians are poorly prepared for the
DIGITAL
WORKPLACE
Global Digital Skills
Index 2022
Findings from over 23,000 employed
and prospective employees across 19
countries on their perceived readiness
to acquire and retain the digital skills
needed to succeed in the workplace -
now and in the next five years.
T he digital age is upon us and with it comes new opportunities and challenges in the
workplace. However, a recent study by Global Digital Skills Index 2022 Digital Skills Index
has found that Australians are unprepared for the digital workplace, lagging behind
other countries in terms of their use of technology.
According to the recently released Salesforce Global Digital Skills Index (GDSI), only
26% of Australian workers believe themselves to be extremely prepared for workplace
digital skills – a far cry from the 40% of global workers and the 44% of US workers who
claimed the same thing in the survey. In terms of digital readiness, the overall global
average score was 33 out of 100. This score was based on factors such as preparedness,
skill level, access, and active engagement in digital upskilling. Australia’s total score is
21 out of a possible score range from 15 to 63, placing it towards the bottom of the list.
Other countries’ scores range from 15 to 63. Considering that Australia has the highest
smartphone penetration of nearly any other country on the planet – and that more
than one in every three Australians purchased a new phone just last year - this is a
disappointing result.
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So, what can we do to catch up?
There are a few things we can do to get better prepared for the digital
workplace.
Firstly, we need to make sure that all employees have access to the
latest technology and are given training on how to use it.
Secondly, we seriously need to consider how courses such as

information technology/information systems should be written and
offered considering the rapid fast changes that occur in these streams.
Thirdly, Governments both at the state and national levels should focus
on funding and training programs to ensure the Australians are ready
for the digital workplace
In addition, we need to create a culture that embraces new technology and encourages
its use.
Finally, we need to keep up with the latest trends and developments in the digital
world so that we can stay ahead of the curve.
If we do these things, we can be sure to stay competitive in the digital age and be well
prepared for the challenges and opportunities that come with it.
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NCVER Submission
How to report AVETMISS data through NCVER tools
Our consultancy department has received a number of inquiries where registered

training organisations asked us to provide an article on reporting AVETMISS data
through NCVER tools. Here it is:
RTO HUB
STEP 1: STEP 2: STEP 3:
Visit the RTO Hub Use the Data Entry Validate all data entered
section provided by Tool to enter data Data
You will now be
NCVER Entry Tool
required to upload
RTO Hub has all the You must enter all and validate all data
reporting tools, support, information in the through AVETMISS
information related to system first before Validation Software.
key details, and other validating and uploading This is available through
important resources to NCVER. accessing the following
for registered training website
You must follow all
organisations.
instructions provided You must follow all
in this guide to enter instructions provided
information in the Data in this guide to validate
Entry Tool. You must the information.
download all information
in NAT files to move to
the next step.
If you still have any questions, please approach the NCVER

team, we have always found them very responsive and
helpful. For more information, please visit here
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THE CEO
DECLARATION
OF COMPLIANCE
Have you ever stopped to wonder why, when

you return to Australia, border officials ask
you “Do you have anything to declare?”
There are a few reasons for this.
Australia imposes taxes on goods entering the country, and in order to protect those
tariffs, we restrict the things that can be imported duty-free. Australia, like many other
countries, also has biosecurity rules in place, and the country is not especially keen on
someone accidentally introducing the guinea worm to the country.
In a similar manner, the CEO declaration of compliance confirms that the organisation
complies with regulatory standards and guidelines, as well as the steps it is taking to
demonstrate that it remains compliant at all times during the course of its operations.
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AN ANNUAL DECLARATION OF COMPLIANCE

The annual declaration on compliance is a statement by your organisation confirming
that it is compliant with all requirements of the Standards.
Providing an annual declaration:
confirms that you have systematically informs ASQA of whether any issues
monitored your RTO’s compliance with identified have been corrected.
the Standards, and
All Australian Registered Training Organisations (RTOs) are required to file an annual
declaration of compliance with the RTO Standards applicable to their organisation by
the 31st March of each year.
It is a requirement that one must complete and sign if they are the Chief Executive
Officer (CEO). This form confirms that they are the following:
• Taking full responsibility for ensuring that the organisation adheres to the National
Vocational Qualifications Framework (VQF)
• All other applicable criteria of registration, as well as ensuring that your organisation
cooperates with ASQA in all audits and monitoring efforts.
The annual declaration provides a chance for providers to conduct a self-assessment
and to ensure that all information held by ASQA regarding their activities is accurate.
The yearly declaration, according to ASQA, aids in the identification of emergent
systemic issues in the VET sector.
We at CAQA recognise that the CEO has a plethora of obligations; thus, let us relieve
you of the burden and confusion by identifying important areas of compliance and
scrutinising the RTO’s procedures in order to determine whether or not there are any
noncompliances.
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Topics of discussion include, but are not be

limited to, the following:
• Findings of internal audit/s

• Strategies, practices and methods for training
and assessment
• Validation activities
• Industry engagement
• Pre-enrolment and admission processes
• Quality training and assessment system
• Third-party services
• Language, literacy and numeracy requirements
• Training and assessment materials
• Transition planning
• Controlling the flow of information
• Improvement on a continuous basis
• Complaints and appeals processes
• Issuance of qualifications and statements
• Trainers and assessors
• AVETMISS compliant database
• Regulatory reporting and quality indicators
So what is it?
It is a basic web form survey which is distributed by an email marketing and
communications business called Vision6. It requires no sign-in or authentication. It
relies only on information that is already publicly available to identify the RTO about
which the declaration is being made.
Click here for ASQA’s Self-assessment tool if you need help getting started.
15
How do I submit an annual declaration of compliance? (Clause 8.4)

In February of each year, ASQA invites the Chief Executive Officers of RTOs, by email, to
complete the Annual Declaration on Compliance. This must be completed by 31 March
that year.
While others may contribute, the final declaration must be completed by the person
who is legally responsible for the registration of the RTO (the Chief Executive Officer).
If your RTO has not received the email from ASQA, you should take the following steps:
1. Check your spam/junk mail folder.
2. Check that the email address for your CEO contact is correctly listed on training.
gov.au. If the address is incorrect, you should update the contact details in asqanet,
and then contact the ASQA Info Line to request that ASQA re-send the email.
3. If your RTO has previously unsubscribed from ASQA emails, you should contact
web.feedback@asqa.gov.au and ASQA will reactivate the subscription to ASQA
emails.
4. If none of the above apply, you should contact InfoLine by emailing enquiries@
asqa.gov.au and advise that your RTO has not received the email.
What happens if non-compliances are discovered and documented?

All non-compliance must be documented and a rectification plan must be put in
place to ensure your organisation is compliant with all regulatory requirements and
guidelines.
Our RTO consultants can assist you in crafting a proper response as you are filling out
your CEO declaration of compliance.
Failure to submit the declaration with full and accurate data can result in ASQA taking
regulatory action.
Please use the following link for further information and support: FAQs about the
annual declaration process.
For more information, please refer to Annual declaration on compliance for 2022 –
submit by 31 March 2022 | Australian Skills Quality Authority (ASQA)
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TRANSITION
PLANNING AND
REQUIREMENTS
T he training packages are updated on a regular basis to ensure that they continue
to meet industry and regulatory requirements. Training organisations are expected to
perform a significant amount of maintenance work when there is a transition to a new
package. The failure to manage transition planning can have negative consequences
for your training organisation, students, and regulatory status.
VET stakeholders benefit when learners are trained, assessed, and awarded AQF
certification documentation in the currently endorsed or accredited training product
unless extraordinary circumstances exist.
17
When planning the transition from a superseded training product to a current one,
you will need information such as:
• The person/s responsible for managing the transition.
• Is the scope updated automatically or does the new training product need to be
added to scope.
• Dates to make internal/version changes to updated/new training products and
resources.
• The teach-out period for students in the current training product.
• Date for moving/transitioning current students to the new training product and the
last date for enrolling students in the superseded training product.
• The last date for issuing a qualification or statement of attainment for the
superseded product.
• When to stop marketing the superseded, deleted and removed training products.
Always remember the responsibility for compliance sits with the training organisation
at all times.
COMPLIANCE REQUIREMENTS
The compliance requirements according to SRTOs 2015 - Clauses 1.26 to 1.27—Manage
transition from superseded training products state that:
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Clause 1.26
Subject to clause 1.27 and unless otherwise approved by
the VET Regulator, the RTO ensures that:
where a training product on its scope of registration
is superseded, all learners’ training and assessment
is completed and the relevant AQF certification
documentation is issued or learners are transferred into its
replacement, within a period of one year from the date the
replacement training product was released on the national
register
where an AQF qualification is no longer current and has
not been superseded, all learners’ training and assessment
documentation issued within a period of two years from
the date the AQF qualification was removed or deleted
from the national register
where a skill set, unit of competency, accredited short
course or module is no longer current and has not
been superseded, all learners’ training and assessment
documentation issued within a period of one year from
the date the skill set, unit of competency, accredited
short course or module was removed or deleted from the
national register
a new learner does not commence training and
assessment in a training product that has been removed or
deleted from the national register.
Clause 1.27
The requirements specified in clause 1.26 (a) do not
apply where a training package requires the delivery of a
superseded unit of competency.
19
Interpretation:
The interpretation of the compliance requirements are:
a. The learners (best interests) and regulatory requirements should be the main focus
when planning the transition from one training product to another.
b. Within 12 months all learners’ training and assessment should be completed and
the relevant AQF certification documentation issued where a training product on
RTO’s scope gets superseded.
c. Or learners should be transferred into its replacement within the same time period.
d. In certain extraordinary circumstances or at the regulatory body’s decision, the time
period of 12 months can be extended.
e. This requirement does not apply where the training product is required to be
delivered and assessed as part of a training package.
f. Where the AQF qualification is removed or deleted from the national register, the
training organisations have two years to complete and the relevant AQF certification
documentation to be issued.
g. Where the skill set, unit of competency, accredited short course or module is
removed or deleted from the national register, the training organisations have one
year to complete and the relevant AQF certification documentation to be issued.
h. A new learner should not commence training and assessment in the training
product that has been removed or deleted.
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TERMS AND DEFINITIONS

You should know the terminology and definitions used in transition management.
Some of these terms are:
Release date/date endorsed Replaced/Expired/Deleted

The date when a training Where a training product has
product is released and/or been removed from the national
updated on the training register. register.
Superseded Training Product

When a new training product AQF qualification, skill set, unit
replaces an existing training of competency, accredited short
product the existing training course and module.
product is referred to as
superseded.
Transition Teach Out

When a training product is Describes the timeframe in
superseded, removed, or deleted which a learner’s training,
from the National Register, assessment, and AQF
the allowable time frame certification documentation
within which the student’s issuance must be completed
training, assessment, and
once a training product has
AQF certification issuance
been superseded, removed,
must be completed, or, in
or deleted from the National
the case of a superseded
training product, the allowable Register and any transition
time frame within which the period has elapsed.
student is transitioned into the
replacement training product.
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TRANSITION MANAGEMENT
You must follow the guidelines and general

directions published by the regulatory body
when managing the transition.
The first criteria you must consider is - Do
you need to apply the training product to
your scope or not. If the training product
has been deemed equivalent and superseded
they are usually added to your scope without
separate application. Where a training
product is deemed not equivalent the training
organisation is required to apply to add the
training product to their scope.
You must know that the process for
accredited courses is different as they are not
automatically updated on RTO’s scope.
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You will be now required to:
a. Download the new training product j. Analyse how you are going to fill
- Download information from the gaps in the assessments and learner
national register related to the training resources or invest in compliant RTO
product. training and assessment resources from
b. Review qualification packaging rules organisations such as CAQA Resources.
- Understand the changes being made k. Update the training and assessment
in the new training product, packaging strategies against the new
rules for core and elective units and qualifications, taking into account the
how they can be selected or grouped qualification packaging rules, learner
together. cohort, delivery mode, industry needs
c. Mapping of units of competency - and requirements and regulatory
Analyse the changes being made and standards and guidelines.
how the changes will affect your learner l. Ensure the training organisation has
cohorts. revised and updated trainer and
d. Have gaps assessment completed - You assessor matrixes and validated the
must conduct gap analysis and gap currency of trainers and assessors
assessments if you are transitioning to train and assess the new training
students from superseded training products.
product to the current one. m. Wherever required, trainers and
e. Have a comprehensive planning tool assessors to provide documentation
available to plan the transitioning. of how they can fill the gaps in terms
f. Create an action plan - This can be part of TAE qualification, VET currency/
of the comprehensive planning tool. qualifications that trainers are
You should include scope and teach assessing and training, industry
out decisions, training and assessment currency and professional development
document changes, trainer and in competency-based systems and
assessor requirements and changes, practices.
operational changes, budget allocation, n. Understand and ensure your
student management changes, learning organisation has all the equipment,
management changes, communication resources and facilities available
and management issues. according to the training package
g. Do professional development - It requirements.
is important for all staff members o. Identify the date when transition will
including administration to know the be communicated to the students and
changes and how they may affect the other stakeholders.
systems, processes and students. p. All third-party documentation must be
h. Update the policies and procedures updated to reflect the changes.
- The policy framework and RTO q. Maintain documentation in safe place
documentation should be updated to as the regulatory body can request you
reflect the changes. to demonstrate compliance.
i. When transiting students, analyse the
student data and make decisions based
on what is in the best interest of your
students.
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LEARNING AND ASSESSMENT RESOURCES

You must review your existing learning and assessment resources to understand how
the content matches the requirements of the new training product. Wherever you
identify gaps you are required to fill them with gap assessments, new training and
assessment resources if transiting the students to the new course. If you decide that it
is in the best interests for enrolled students to complete their studies in the superseded
course, and regulatory requirements allow you, you will not be required to make these
changes.
You should customise the content to the needs and requirements of your learner
cohort and delivery mode and must also pre-validate the training and assessment
resources before you implement them in practice.
HYPOTHETICAL SCENARIOS
Let’s go through some of the hypothetical scenarios now to understand what should
be done or not in certain circumstances.
SCENARIO 1 SCENARIO 2
An organisation would like to become A unit of competency has been
an RTO and deliver a few training superseded by a new unit. The RTO
products that have been recently has noticed the change but when
superseded. The organisational they check training.gov.au they realise
representatives have been preparing that the unit has not been updated in
the application over the last two years the qualification they are delivering
and can not wait any longer. and have decided not to replace the
superseded unit of competency with
the new unit.
OUTCOME
The regulatory body, in our experience,
has always asked for the current OUTCOME
training products as the organisations The regulatory body has in writing
can not register as an RTO to deliver suggested that RTOs should follow
superseded, removed or deleted the qualification package rules
training products. and training package guidelines
(Clause 1.27) at all times. If a unit
of competency is part of a training
package then the RTO cannot change
it when it gets superseded.
You can read more information regarding the training products with current transition
extensions at Training products with current transition extensions | Australian Skills
Quality Authority (ASQA).
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Some helpful strategies related to transition management

1. Register and get updates from the national register at here;
2. Always include transition management as a set meeting agenda item
3. Conduct audits at regular intervals to assess how you are performing.
4. Update/prepare marketing materials (including website and social media) and pre-
enrolment and admission documents to reflect any changes
5. Ensure certificates and all other print materials have the current and correct information.
6. Ensure the organisation follows credit and RPL processes when transiting students
7. Prepare and/or update validation plans and schedules to reflect the changes
8. Ensure your trainers and assessors have currency in their TAE qualification, the VET
qualifications they are assessing and training, industry currency and professional
development in competency-based systems and practices.
If you need help with transition planning and management,

do not hesitate to approach us at info@caqa.com.au.
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REQUIREMENTS
to enrol learners in your courses
T here are specific prerequisites that must be met prior to student enrolment or
the beginning of training and assessment, whichever occurs first. In addition, the
RTO should advise the prospective learner on the training product that will best meet
his or her needs while taking into consideration the individual’s existing skills and
competencies.
So what are the compliance requirements related to enrolling learners to the courses
on your RTO’s scope:
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COMPLIANCE REQUIREMENTS
Clause 5.1
Prior to enrolment or the commencement of training and assessment, whichever
comes first, the RTO provides advice to the prospective learner about the training
product appropriate to meeting the learner’s needs, taking into account the individual’s
existing skills and competencies.
Clause 5.2
Prior to enrolment or the commencement of training and assessment, whichever
comes first, the RTO provides, in print or through referral to an electronic copy, current
and accurate information that enables the learner to make informed decisions about
undertaking training with the RTO and at a minimum includes the following content:
a. the code, title and currency of the training product to which the learner is to be
enrolled, as published on the national register
b. the training and assessment, and related educational and support services the RTO
will provide to the learner including the:
i. estimated duration
ii. expected locations at which it will be provided
iii. expected modes of delivery
iv. name and contact details of any third party that will provide training and/or
assessment, and related educational and support services to the learner on the
RTO’s behalf
v. any work placement arrangements
c. the RTO’s obligations to the learner, including that the RTO is responsible for the
quality of the training and assessment in compliance with these Standards, and
for the issuance of the AQF [Australian Qualifications Framework] certification
documentation
d. the learner’s rights, including:

i. details of the RTO’s complaints and appeals process required by Standard 6
ii. if the RTO, or a third party delivering training and assessment on its behalf, closes
or ceases to deliver any part of the training product that the learner is enrolled in
e. the learner’s obligations:

i. in relation to the repayment of any debt to be incurred under the VET [Vocational
Education and Training] FEE-HELP scheme arising from the provision of services
ii. any requirements the RTO requires the learner to meet to enter and successfully
complete their chosen training product
iii. any materials and equipment that the learner must provide
f. information on the implications for the learner of government training entitlements

and subsidy arrangements in relation to the delivery of the services
27
Interpretation:
The interpretation of the compliance requirements are:
a. The training organisation should always provide relevant and correct information to
all students prior to they enrol to make informed decisions and choices.
b. The training organisation must always provide the following information to all
prospective learners related to the course they are enrolling:
i. Code, title and currency of the training product
ii. Training and assessment and related educational and support services including:
→ Duration of the training
→ Expected locations where the training will take place
→ Expected delivery mode
→ Name and contact details of any third-party that is involved in training,
assessment or providing support services
→ Work placement arrangements, as applicable
→ Holidays, as applicable
c. The training organisation’s obligations to learners including but are not limited to
responsibility for the quality of the training and assessment in compliance with
SRTOs 2015 and for the issuance of the AQF certification documentation.
d. The rights of the learners including:
i. Complaints and appeals processes

ii. If the training organisation or third-party ceases or closes to deliver any part of
the training product
e. The learner’s obligations:

i. Requirements and conditions for enrolment and completion of the training
product such as:
→ Minimum English language requirements
→ Minimum educational qualification requirements
→ Minimum work experience requirements
→ Course credits and RPL requirements
→ Compulsory online and/or work-based training, placements, other
community-based learning requirements
→ Reasonable adjustments
ii. Any materials and equipment learners must provide and

iii. Information on the implications for the learner of government training
entitlements and subsidy arrangements
iv. Cooling off period, if one applies
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f. Information related to all fees and charges including:

i. Fees paid to the training organisation
ii. Non-tuition fees
iii. Terms and conditions
iv. Refunds
g. For international students, training organisations are also required to, but not
limited to:
i. Grounds on which enrolment may be deferred, suspended or cancelled
ii. The ESOS framework, including appropriate official Australian Government
material or links
iii. Accommodation, support and general welfare arrangements
h. Information about the unique student identifier (USI)
29
CHECK THE
LANGUAGE,
LITERACY AND
NUMERACY (LLN)
requirements of your learners
30
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A ssessing language, literacy and numeracy requirements before enrolling a

student in a course is an important task for a training organisation. The best way to
check the requirements is by using a Language Literacy and Numeracy (LLN) tool.
An LLN Assessment helps you determine the language, literacy and numeracy levels
of learners that you would like to enrol in your course. This will help you identify
learners who need assistance and support and at the same time the suitability and
appropriateness to enrol and complete a course.
All number of Standards, including clauses

1.2, 1.3b, 1.7, 1.8b, Standard 4, 5.1, 5.2b contain
references to the RTO’s responsibility to identify
and respond to individual learner requirements.
For more information, please refer here;
Suitability and appropriateness
One of the fundamental requirements for enrolling a student in a training program is

to ensure the program is suitable for the student and meets the student’s needs and
requirements.
For example, if a course requires you to read and understand complex texts but the
learner has poor literacy skills, they will struggle to complete the course. Similarly, if a
course requires the learner to use numbers and calculations but if the student has poor
numeracy skills, they may find it difficult to complete the course.
Checking the LLN requirements of a course or training program before you enrol
the learners will help ensure that they are able to successfully complete the training
program.
Enrolment where LLN requirements are not addressed
There are a range of measures that can be put in place to help students when a gap in
LLN is identified, including extra support and assistance from trainers and assessors,
flexible assessment arrangements, and adaptations of the training and delivery
methods and materials used. In other cases, the learners can also be advised to enrol
and complete another course such as basic numeracy or a literacy program before
enrolling in a course with your training organisation.
31
What is a validated LLN assessment tool?
The term, ‘validated LLN assessment tool’, has nothing to do with assessment
validation. A validated LLN assessment tool is a diagnostic assessment used to
ascertain a person’s language, literacy and numeracy skills.
Using a validated LLN assessment tool is a method of determining an individual’s LLN

skill levels. It is usual for the Australian Core Skills Framework to be used as the basis to
describe a individual’s performance in the five core skills:
Learning
Reading
Writing
Oral communication
(listening and speaking)
Numeracy
Need help with understanding the LLN

requirements or a LLN tool?
Contact us at info@caqaresources.com.au
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The Relationship
between the training organisation and the regulatory
body
33
T he relationship between the training organisation and the regulatory body is

important for both organisations. The regulatory body acts according to set standards
that the training organisation must meet, and the training organisation provides the
quality training and assessment that must meet the regulatory requirements and best
practices of the industry.
This relationship should be focussed on identifying any areas in which the training
organisation could improve, helping to ensure that learners receive a high-quality
education.
The training organisation should be transparent in its operations, and should

continuously improve its operations.
Should be based on the following main principles:
1. Trust and faith

2. Transparency
3. Continuous improvement
4. Continuous support
5. Set code of conduct and standards
for both, the regulatory body and
the training organisation
These principles are important in ensuring that the regulatory body can effectively
oversee the training organisation, and that the training organisation can provide
quality services. By maintaining these standards, both organisations can work together
to improve the quality of training and education.
A code of conduct and standards should be set for both the regulatory body and
the training organisation. These principles will help to ensure that the relationship
between the two organisations is constructive to provide the best possible training and
education for students.
The relationship can be difficult at times, as the regulatory body can be restrictive and
the training organisation may want to provide more innovative training. However, if
both organisations work together, they can create a strong relationship that benefits
both parties.
The relationship should be focussed

on identifying any areas in which
the training organisation could
improve, helping to ensure that
learners receive a high-quality
education.
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40TH EDITION
What characteristics define a
SUCCESSFUL
ONLINE LEARNER?
S uccessful online learners have a few qualities in common with one another. They
are self-motivated and disciplined, have solid time management abilities, have basic
technical skills, and are effective communicators, among other characteristics.
35
Self-motivated and disciplined

Self-motivation is essential for achieving success in any effort, but it is particularly
critical in online learning. Because online learners lack the framework of a typical
classroom, they must be encouraged to keep up with their assessment work. To do so,
it is necessary to create goals and maintain focus even when the going becomes rough.
An online learner must have a strong desire to succeed in order to be successful.
Independent learning, internal motivation, responsibility, and a certain amount of
maturity are all required for online learning.
When it comes to online learning, discipline is equally essential. Because there are
no defined class schedules, it can be simple to fall behind if you aren’t strict about
finishing your work on a consistent basis. It is critical for online learners to have good
time management skills in order to keep on top of their courses.
Have solid time management abilities

The learners must be able to effectively manage their time. The majority of courses are
not delivered in real-time. Classes may not have established start and end times.
One of the most significant advantages of online learning is the flexibility it provides.
For students who procrastinate, are unable to adhere to a regular study plan, or are
unable to complete assessments without frequent reminders from their trainers and
assessors, it can also be a disadvantage.
Effective time-management abilities are not something that just happens. They must
be taught to the learners.
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40TH EDITION
Technical Proficiency at the Fundamental Level

For online learners to be successful, they must have a fundamental understanding of
technology. The ability to generate new documents, use a word processing application,
navigate the Internet and download software are examples of these capabilities.
The majority of online training providers and universities provide new student
orientation sessions. This type of program teaches students how to use their learning
management system and other online resources, but it does not often address the
fundamentals of computing.
In the event that you lack fundamental computer abilities, you may wish to look for an
online tutorial. You may also want to look at the main website of an online school to see
what kind of technology and software requires. Check to see if your own PC fits all of
the requirements.
Effective communicators
Another crucial quality for online learners is the ability to communicate effectively. In
order to participate in discussions with other learners and instructors, learners must be
able to write correctly and communicate well in both written and oral communication.
Online learning necessitates the development of communication skills since students
must seek assistance when they require it. However, trainers are unable to recognise
non-verbal indicators such as a look of bemusement on a student’s face, which may
indicate that the student needs assistance. The distance makes it tempting for some
students to express themselves in ways that they would never say to a trainer in person,
especially when they are angry or frustrated. Online instructors are highly qualified
individuals. Respect and civility should be used whenever iterating with them.
As long as you have these three essential skills, you

will be on your way to becoming a great online learner.
37
Importance of providing a good
EDUCATIONAL
ENVIRONMENT TO
ONLINE LEARNERS
38
40TH EDITION
I t is important to provide a good educational environment for online learners for

several reasons.
Education should be provided in a way that is beneficial for all learners, both those who
have no knowledge of anything at all and those who have a lot of knowledge about a
specific topic. The educational environment should also include an effective learning
approach that does not create any confusion or frustration for the learner.
A good educational environment is crucial for students, because it helps them learn
better and get better results. It is therefore important to provide an educational
environment that is good for students. But what do you need to consider when looking
for an educational environment? There are a few things that you should consider:
FIRST, online learning can be quite isolating and it is important to provide support in
order to help students succeed.
SECONDLY, the quality of the training provided online can vary greatly and it is
important to ensure that students are getting the best possible education.
THIRDLY, make sure, the training organisation provides all the suitable and required
facilities, equipment and resources to students to complete their education and
training.
FINALLY, online learning can be very convenient but it also comes with its own
challenges and it is important to make sure that students are prepared for these
challenges. By providing a good educational environment, we can help online learners
overcome these challenges and be successful in their studies.
A good educational
environment is crucial for
students, because it helps
them learn better and
get better results.
39
Other important bits are:
A good Learning Management Systems (LMS)

LMS are often used as an educational platform for students and
teachers. They are used in the classroom and online classes, but they
also provide a platform for learners in the form of online courses,
tutorials and course materials. A good LMS should be able to handle
large amounts of information efficiently; it should have an intuitive
interface that is easy to use; it should have a secure login system; it
should have a high level of security; and last but not least, it should
be user-friendly and easy to navigate.
Qualified trainers and assessors

One of the most important factors in providing a good educational
environment to online learners is having qualified trainers who have
knowledge and experience in providing digital education. Online
learners need to feel confident in their ability to learn and succeed in
an online learning environment. Furthermore, it is also important for
online trainers to be able to provide support and guidance to their
students, in order to ensure that they are able to progress through
their studies effectively. In addition, online trainers should also be
able to create a positive learning experience for their students by
using innovative and engaging teaching methods.
Availability of support staff

The students will require assistance from the technical staff with
any problems that may arise while students are taking courses
online or they may need to ask questions related to the training
or assessment or anything that they may require related to their
wellbeing, therefore, availability of support staff is a must when
offering training and assessment in an online environment.
40
40TH EDITION
What is the criteria that defines
A SUCCESSFUL
TRAINER AND
ASSESSOR?
41
A trainer is someone who has the skills to teach others and an assessor is someone
who has the skills to assess the competency of someone. A good trainer and assessor
have the ability to understand their student’s needs, provide relevant content and also
help the students learn new skills in a short period of time. They can be a great source
of inspiration and guidance for their students.. A good trainer and assessor will have
good communication skills, be understanding and patient, have a strong presence of
mind and be able to motivate people.
A lot of people are looking for ways to become better trainers. The main problem is that
there is no one-size-fits-all way of how one should go about becoming a great trainer.
However, there are many important characteristics that define a successful trainer and
assessor. Let’s discuss them one by one.
The first is communication

A good trainer must be able to communicate effectively with their learners in order to
ensure they are understanding the material. This includes being able to articulate ideas
clearly and effectively, as well as listening attentively to others. They are able to inspire
and motivate their clients. They are also able to help clients develop their skills and
improve their performance.
The comes to being empathetic

They must also be able to empathise with their learners, in order to understand their
needs and help them learn in the most effective way possible. Being empathetic
means being able to put yourself in another person’s shoes, to understand their
thoughts and feelings and not just your own. It also means being able to share what
you know with other people, so they can learn from it too.
Keeping an open mind

This means being able to not just listen to your students and take their opinions into
account, but also being willing to learn from them. It’s important to be able to model
this behaviour for your students as well; after all, they are looking to you for guidance.
One of the best ways to develop an open mind is by keeping an open attitude towards
new experiences. This doesn’t mean you have to go out and try every new thing that
comes along, but it does mean being willing to step outside your comfort zone from
time to time. When you do this, you’re showing your students that it’s okay to take risks
and that learning can be fun.
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40TH EDITION
Inspiration is also key

A good trainer must be able to assess the learner’s learning progress and provide
constructive feedback on how they can improve their skills. A good trainer should also
be able to help the learner identify their weaknesses and strengths so that they can
focus on what they are best at.
Good at what they train and assess

Trainers and assessors should stay up to date on the latest industry knowledge,
competencies and best practices, and they should be able to apply that knowledge and
best practices when training and assessing students.
Finally, a successful trainer must be able to assess their learners’ progress and adapt
their teaching methods accordingly.
The ability of a trainer is measured by how much they can help people grow and
achieve success in life, whether it’s through teaching or just being there for them as a
friend or mentor. A good trainer has what it takes when it comes down to motivating
people towards learning, because if you know your audience, then you will know how
you can motivate them to achieve their goals.
By possessing all of these qualities, a trainer

can set their learners up for success.
43
For Australia’s
Future,
incorporating cyber security into our education
system is “critical.”
A s Australia increasingly moves towards a digital economy, it is becoming more and

more important for our young people to be equipped with the skills and knowledge to
protect themselves and our nation from cyber threats.
That’s why the Australian government is working hard to promote cyber security in our
schools, vocational education and training and higher education sectors.
In recent years, we have seen a number of high-profile cyber attacks hit Australian
businesses and organisations, including the Australian Bureau of Statistics and Telstra.
44
40TH EDITION
These attacks have underscored the importance of cyber security and the need for
all Australians, regardless of their age or background, to be aware of how to protect
themselves online.
The good news is that there are a number of initiatives already underway to promote
cyber security in Australian education and training institutions.
GOVERNMENT FUNDING AND INITIATIVES

For example, the Australian Government’s Cyber Security Strategy includes a
commitment to provide $3.8 million over four years to support the delivery of cyber
security education and awareness programs in schools. The goal of Cyber STEPs is to
have advanced cyber security taught to children in grades 7–12. TAFEs, other registered
training organisations (RTOs), and universities will all be eligible to participate in the
initiative as well.
This funding is being used to develop resources and curriculum materials, as well as
deliver training for teachers on how to incorporate cyber security into their classrooms.
A total of $140 million will be invested by the Australian government in Australia’s two
Tier 1 high performance computing facilities, the Pawsey Supercomputing Centre
in Western Australia and the National Computational Infrastructure in Canberra,
to update their infrastructure. They support Australia’s research excellence and
government operations, and they enable meaningful research in priority sectors such
as agribusiness, genomics, and cyber security to take place.
AUSTRALIAN FEDERAL POLICE (AFP)

In addition, the Australian Federal Police (AFP) has developed a comprehensive cyber
safety program called “ThinkUKnow” which is delivered in primary and secondary
schools across the country.
The program aims to educate young people about the dangers of the online world and
how to protect themselves from becoming victims of cybercrime.
The AFP also offers a free cyber safety app for parents and carers, which provides advice
and resources on how to keep children safe online.
THE ROLE OF THE AUSTRALIAN INDUSTRY AND SKILLS COMMITTEE

The Australian Industry and Skills Committee consults with a network of Industry
Reference Committees composed of members from various industry sectors. Their
advice is meant to ensure that training packages match the needs of employers
and the current economy, especially Industry 4.0, which has its own IRC. The Digital
Transformation IRC is also addressing the industry’s demand for automation, digital
skills, big data, cyber security, and supply chain skills.
45
Other initiatives include:
Initiative Description Who’s involved
Cyber Security The Government committed $230 Department of Home

Strategy million under the 2016 Cyber Security Affairs
Strategy to advance and protect
our interests online and secure
Australia’s prosperity in a connected
world. The Department of Home
Affairs has conducted a review of the
strategy. An update will be published
later in 2018.
Critical The Centre coordinates the Department of Home

Infrastructure Centre management of the complex and Affairs
evolving national security risks to
Australia’s critical infrastructure,
including where those risks arise
through cyber connectivity.
Australia’s Australia’s International Cyber Department of

International Cyber Engagement Strategy sets an Foreign Affairs and
Engagement agenda to capture the economic Trade
Strategy prosperity promised by digital trade,
prevent cybercrime, and preserve
peace in cyberspace. A key measure
is the Cyber Cooperation Program,
which will assist countries in the
Indo-Pacific to develop their capacity
in cyber affairs.
National Cyber Leveraging Cyber.gov.au and Stay Australian Cyber

Awareness Raising Smart Online, the Australian Cyber Security Centre
Security Centre is raising awareness
of the simple steps Australians can
take to keep themselves safe online.
Cyber.gov.au and Cyber.gov.au provides topical, Australian Cyber

Stay Smart Online relevant and timely information Security Centre
on how individuals and small
businesses can protect themselves
from, and reduce the risk of, cyber
security threats such as software
vulnerabilities, online scams,
malicious activities, and risky online
behaviours. It also includes advice
for big business, infrastructure and
government. The Stay Smart Online
portal assists with outreach and
46
40TH EDITION
advice, but will soon be merged into

Cyber.gov.au to form a one-stop-shop
for cyber reporting, information and
tailored advice.
Australian Cyber The Australian Cyber Security Australian Signals

Security Centre Centre (ACSC), which sits within the Directorate, Defence
Australian Signals Directorate, brings Intelligence
together existing cyber security Organisation,
capabilities across Government. Department of
This is designed to strengthen Home Affairs,
engagement and partnership with Australian Federal
the private sector and co-locate policy Police, Australian
and operational functions to enable Criminal Intelligence
a consistent whole-of-government Commission and
approach to cyber security. Australian Security
Intelligence
Organisation
Joint Cyber Security These additional centres, established Australian Cyber

Centres in states and territories, will Security Centre
strengthen Australia’s operational
cyber security capabilities and
resilience. They provide partners
with a broader understanding of
the threat environment, facilitate
information sharing and enable
collaboration on shared cyber
challenges.
Academic Centres The ACCSE program encourages Department of

of Cyber Security more students to study cyber security Education and
Excellence (ACCSE) and related courses, and provides. Training
program $1.9 million of Cyber Security Strategy
funding is available over four years
(2016-17 to 2019-20) shared equally
between the University of Melbourne
and Edith Cowan University to assist
with establishment and operation of
their ACCSE.
Cyber Security This package will support the cyber Department of

Tools and Training security performance of Australian Industry, Innovation
package SMEs, by providing advice on cyber and Science
resilience, information security and
cyber security maturity.
47
The Cyber Security AustCyber has assisted with the Department of

National Program developing of cyber security Industry, Innovation
qualifications available at TAFE and Science
institutions from 2018.
Australian Cyber AustCyber is one of the Government’s Department of

Security Growth six Industry Growth Centres, and is Industry, Innovation
Network (AustCyber) working collaboratively across the and Science
economy, and with international
partners, to grow a vibrant and
competitive cyber security sector that
enhances Australia’s national security
and economic prosperity.
AustCyber Sector AustCyber is working, through Australian Cyber

Competitiveness strategic actions set out in its Sector Security Growth
Plan Competitiveness Plan, to connect Network
and leverage Australian capability in
order to grow Australia’s cyber security
sector and provide the foundation for
the development of innovative and
trusted cyber security solutions.
Cyber Security The Cyber Security CRC will foster Department of

Cooperative high quality research to solve industry- Industry, Innovation
Research Centres identified problems through outcome- and Science
(CRC) Program focused collaborative research
partnerships between industry entities
and research organisations.
Women in Cyber The Women in Cyber initiative seeks Australian Cyber

to address the underrepresentation Security Centre
of women in Australia’s cyber security
workforce. Partnering with industry
and academia, the Australian
Cyber Security Centre runs annual
mentoring events, networking and
sponsorship opportunities to promote
and inspire girls and women to
embrace careers in cyber security.
Cyber Security Small This Program is an integrated Department of

Business Program element of the Cyber Security Industry, Innovation
Strategy to improve cyber security and Science
for Australia’s small businesses.
Provides grants of up to $2100 to co-
fund small businesses to have their
cyber security tested by CREST ANZ
approved service providers.
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40TH EDITION
So far, the response from schools to these initiatives has been very positive, with many
students reporting that they feel more confident and prepared to deal with cyber
threats as a result of what they have learned.
However, there is still more work to be done in order to ensure that all Australian
students are receiving the cyber security education they need.
In particular, it is essential that we continue to invest in resources and training for

instructors and educators so that they can confidently deliver these much needed
cyber security training to Australian students.
When it comes to developing the best and most current cyber security learning
and assessment resources, we at CAQA collaborate closely with professionals in
the field.
For more information about our training materials for

Cyber Security training courses, visit CAQA Resources or
contact us today at info@caqa.com.au.
49
In February 2022, international student arrivals

in Australia reached a
‘SUPER-STRONG’
LEVEL
A ccording to data released by the Australian Bureau of Statistics, 28,030

international students arrived in Australia in January 2022, an increase from 27,670
students who arrived in the same month the previous year.
At the beginning of February, the Minister for Immigration, Citizenship, Migrant
Services, and Multicultural Affairs, Alex Hawke, stated that Australia is welcoming a
growing number of overseas students, backpackers, and skilled migrants back to the
country.
50
40TH EDITION
As an example, Hawke noted that there are more work opportunities present in
Australia today than there were prior to the pandemic, and that there are more places
available for backpackers and students as well.
According to Minister Hawke, “there are more jobs available in Australia now than
there were before the COVID-19-Pandemic, and there are still many more places open
to Backpackers and Students that we are eager to fill, so come on down.”
Since the beginning of November 2021, a total of 56,000 overseas students have arrived
in Australia. Approximately 7,000 international students returned to Australia from the
24th to the 30th of January.
“For the period January 2022 to December 2022, the overall number of overseas
students in Australia was 355,627.” According to the government’s website, “there was
a change of -21 percent compared to the same period last year.”
Since the beginning of 2022, there has been a significant increase in the demand
for Australian study visas, owing to the education department committing greater
resources to the processing of foreign student visas.
During the COVID-19 pandemic, the Australian economy suffered substantially as a
result of a dearth of international students studying in the country. According to data
from the Australian Bureau of Statistics (ABS) on foreign commerce for the December
quarter, the contribution of overseas education to the Australian economy has
decreased by nearly half, from $40.3 billion in 2019 to $22.5 billion in 2021.
Leading Australian institutions have recently declared their support for international
students who have been affected by the Russian invasion of Ukraine, declaring that
they will provide counselling and other aid measures to international students affected
by the Russian invasion.
51
A new study indicates that 82 per cent seek gender

and sexuality diversity subjects such as
RELATIONSHIPS
AND SEXUALITY
EDUCATION (RSE)
IN EDUCATION
52
40TH EDITION
According to a new study released by Western Sydney University, 82 percent of

Australian parents want gender and sexuality diversity discussed in the classroom. The
study, conducted by Associate Professor Jacqueline Ullman and Associate Professor
Tania Ferfolja from the School of Education, is the first of its kind in Australia to
comprehensively survey parents on the topic.
The research found that:
94% want Relationships and Sexuality Education

parents delivered in government schools.
82%
support the curriculum inclusion of gender
and sexuality diversity topics for all school
parents students, from kindergarten to Year 12.
Most
want to see gender and sexuality diversity
introduced in the curriculum in primary
parents school and the early years of high school.
support parents, schools and teachers

Majority all being involved in Relationships and
parents Sexuality Education.
The research found that overall, there was very strong parental support for including
gender and sexual diversity topics in school-based relationships and sexual health
education programs.
Associate Professor Ferfolja added that “the findings challenge some myths about
what parents think about including these topics in schools. In fact, we found that
even conservative religious parents supported the inclusion of these topics in the
curriculum.”
The survey, which polled 2,000 Australian parents, also found that there was majority
support for gender and sexuality diversity being taught in both primary and secondary
schools. This is an important finding, as it suggests that these topics should be
introduced at an early age to create a more inclusive society.
53
Parents who participated in the survey noted a number of reasons why they believed
that gender and sex diversity should be taught in schools. Some felt that it was
important for students to learn about different families and relationships, while
others believed that it was crucial for students to develop a better understanding of
themselves and others.
“This research provides valuable evidence that will help inform policymakers about
what parents want for their children’s education,” said Associate Professor Ullman. “It
is clear that there is a strong desire from parents for schools to play a role in fostering
inclusion and respect for all members of the community.”
The study’s release comes at a time when the Australian government is considering
making changes to the national curriculum to include more focus on gender and
sexuality diversity. These proposed changes have been met with opposition from some
groups, but it appears that the majority of Australian parents are in favour of such
inclusion.
For more information, please refer here
54
40TH EDITION
ON THE WAY
TO BECOMING
A RENEWABLE
SUPERPOWER,
Australia is confronted with a severe skills shortage
55
Danny Nielsen, the new Senior Vice President and Country Head of Vestas in Australia
and New Zealand, has warned that the country is facing a skills shortage in the
renewable energy sector, as the roll out of larger and more complex wind and solar
projects accelerates in order to populate renewable energy zones and meet state
targets.
Speaking at the Clean Energy Council’s Wind Industry Forum on Thursday in

Melbourne, Nielsen – a veteran of the wind industry and Danish wind giant Vestas –
stated that Australia possessed all of the necessary elements to become a renewable
energy superpower, particularly in offshore wind. “Australia has all of the ingredients to
become a renewable energy superpower,” Nielsen said.
Although Australia has enormous renewable potential, realising it at the pace necessary
to replace retiring coal power plants while also meeting its climate commitments
will require access to hundreds of thousands of skilled workers – a workforce that the
country does not currently have in abundance.
Australians have “the potential to become what we term a clean energy superpower,”
Nielsen said at the conference. “This is true across all technologies and generator
types.”
“[But] if this world-class hub... in Australia is going to get up and running, we’re not
going to need 25,000 more people, right? We’re going to need 250,000, 300,000
people.
In Nielsen’s opinion, “[a major] difficulty for the sector is that we genuinely need a
workforce that can satisfy the present demand for what we’re doing in renewables.”
In order to attract that talent and train them in order to propel the sector to where it
needs to go in the next few years, an enormous amount of work will be required.”
Accordingly, “Australia is experiencing a skills shortage, which means that there may
be quality issues in the business as a result of the lack of available skill sets.”
The demand comes as Australia’s two major political parties prepare for a federal
election in which a significant portion of the battle will be fought over climate change,
the transition to clean energy, and employment.
As Renew Economy highlighted last month, the Morrison administration has so far
consolidated all of these concerns into a tediously familiar scare campaign, alleging
that the quick abandonment of coal and gas projects will result in the loss of tens of
thousands of jobs in areas such as Queensland.
This stands in stark contrast to the strategy taken by the Conservative administration
in the United Kingdom, which, under Boris Johnson, has promised to invest billions of
dollars in the green economy over the next decade and create as many as 440,000 new
employment opportunities in growing green industries.
In a paper published in October last year by the Australian Conservation Foundation,

WWF Australia, the union group ACTU, and the Business Council of Australia,
researchers anticipated that comparable job creation numbers will be seen in the
United States.
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40TH EDITION
According to the findings of that analysis, a renewable energy export business centred
on renewable hydrogen and ammonia production would generate about 400,000 new
jobs in its first year.
In addition, the organisations behind the report issued an unified appeal for governments
to take five fundamental initiatives, including creating a $5 billion fund to assist people
transferring into new industries.
WWF Australia President Martjin Wilder stated, “With sensible investments, it is

regional communities, particularly those who are currently reliant on carbon-intensive
industries, that stand to benefit the most from Australia becoming a renewable
export superpower.”
The demand for renewables and zero-carbon goods will increase dramatically as our
overseas trading partners try to meet their climate commitments. Our federal and
state governments must collaborate with the business sector in order to capitalise on
this expanding demand, which will result in the creation of new jobs and investment
possibilities.”
According to Nielsen, who spoke at the Wind Business Forum, while legislation was
critical in closing the skills gap, industry had a collective obligation to connect with
universities and schools in order to recruit members of the next generation into the
renewable sector.
As he explained, “we need to close that gap if we are going to expand... our industry.”
In addition to providing legislative certainty at the federal level, as we discussed, people
are more likely to invest in businesses where they can see... that there is a long-term
future for the company.
57
The Department of Education, Skills and Employment

(DESE) has launched a free,
EXPEDITED SKILLS
ASSESSMENT
FRAMEWORK
FOR SKILLED
MIGRANTS
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40TH EDITION
T he Australian Government has identified skills shortages in the job market in

some industries, which have been exacerbated by border closures as a result of the
COVID-19 crisis, as a problem that requires immediate attention. The gravity of the
situation has prompted the creation of one-of-a-kind and significant incentives that
might aid around 9,500 onshore migrants.
It is not only speedier migrant skills assessment processes that are included in the
Migrant Skills Incentives; it is also free and fast-tracked skills assessments for onshore
migrants who are in Australia on a permanent family, partner, humanitarian, or refugee
visa.
Migrants who have never passed a skills assessment and who have skills, credentials,
and/or experience that are closely related to a priority occupation are eligible for a
special incentive.
Engineering vocations with high priority include:
Civil Structural Transport Electrical

Engineers Engineers Engineers Engineers
Geotechnical Mechanical Mining Petroleum

Engineers Engineers Engineers
“This program gives a significant reduction in the time it would normally take to
complete an assessment,” said Engineers Australia Senior Manager Assessments Robin
Liu.
“A typical assessment could take 16 to 18 weeks. A previously paid, expedited

assessment could take as long as 20 working days to complete. A response is provided
within 15 working days under this free offer, which runs from February 28, 2022 to June
30, 2023.
For more information, please visit here
59
CAQA LABS
Virtual lab environment our experts are working on!
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40TH EDITION
T he benefits of a virtual lab for information technology and information system

related subjects are many.
First, the virtual lab provides a simulated environment that is very close to the actual
environment where the students will be working after they graduate. In other words,
a virtual lab allows students to experience what it is like to work in a real-world
environment before they actually enter the workforce.
Second, it allows students to access their lab from any device, anywhere in the world.
This means that students can study on their own time and at their own pace.
Third, physical service and equipment are not required; security is our responsibility.
This frees up valuable classroom space and eliminates the need for expensive hardware
and software.
Fourth, it saves cost. The virtual lab is more affordable than the traditional lab, and it
also requires less maintenance.
Last but not least, a virtual lab enhances the learning experience by allowing students
to work on real-world projects. Students are able to apply the knowledge they have
learned in the classroom to actual business projects. This helps them to better
understand the concepts they are learning and prepares them for the challenges they
will face in the workforce. In conclusion, a virtual lab provides a number of valuable
benefits that make it an excellent choice for information technology and information
system related subjects.
For more information, please email

us at info@caqa.com.au
61
CAQA Resources
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40TH EDITION
This month’s new training and assessment resources:
CPC10120 Certificate I in Construction

CPC20220 Certificate II in Construction Pathways
CPC30220 Certificate III in Carpentry
CPC30620 Certificate III in Painting & Decorating
CPC31320 Certificate III in Wall and Floor Tiling
CPC33020 Certificate III in Bricklaying and Blocklaying
CPC40120 Certificate IV in Building and Construction
(Building)
CPC40120 Certificate IV in Building and Construction
(Site Management)
CPC50220 Diploma of Building and Construction
(Building)
CPC50320 Diploma of Building and Construction
(Management)
CPC60220 Advanced Diploma of Building and
Construction (Management)
COMING SOON
CUA51020- Diploma of Screen and Media
CUA51120- Diploma of Visual Arts
AHC20416 Certificate II In Horticulture
AHC30716 Certificate III In Horticulture
RII30920 Certificate III In Civil Construction (General)
RII31220 Certificate III In Civil Foundations
Please email us at info@caqa.com.au for more information.
63
EDU LEARNING
Your door to professional development opportunities
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40TH EDITION
W e would love to have you join our professional development retainer agreement
services or individual professional development opportunities through Edu Learning.
Our organisation works with the aim to help you grow your skills in a fun and
interactive way. The benefits of joining our organisation are numerous, from getting
tips from VET experts and industry leaders to building a network of peers, who can help
you move forward in your career.
Intellectually stimulating and engaging content is what we excel at. We offer training
programs that will provide your staff with the practical skills and strategies that they
need to be successful in their careers in this competitive market - whether it’s in
marketing, finance or RTO operations.
The benefits of being part of our professional development group include:
• Developing a better understanding of the role of a VET professional
• Getting in-depth training in different RTO sector skill sets that meet your and your
organisation’s needs and requirements.
In partnership with Edu Learning and CAQA Skills, CAQA

provides a variety of professional and personal development
opportunities. We may also tailor the training to meet your
specific requirements and skill level as well. For additional
details, please contact us right away at info@caqa.com.au
65
CAQA SYSTEMS
SERVICES
CAQA Systems provides technology services and support, and works in partnership
with its customers.
We collaborate with innovative organisations and service providers, assisting them in

maximising the efficiency and effectiveness of their technology investments.
We specialise in network administration, software systems and dedvelopment,

hardware and software support, software system and development, cybersecurity,
information technology-related issues and matters.
We provide support to the education, medical, government, marketing, retail,

hospitality, food, non-profit organisations, financial, and transportation industries.
Get in touch with us to discuss how we can assist you with your requirements.
For additional details, please contact us

right away at info@caqa.com.au
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40TH EDITION
CAQA
RECRUITMENT
ARE YOU LOOKING FOR STAFF?

At CAQA Recruitment we help employers find talent for their organisation. We
understand that hiring is a complex and sometimes costly process. However, it can
be simplified and made easy on a budget by opting for our services. Our recruitment
platform receives a huge number of interest from applicants who are seeking new
opportunities in the VET sector. Best of all your first ad is FREE
For more information, please click here.
LOOKING FOR A NEW OPPORTUNITY?
Whether you are a jobseeker, seeking additional hours, or not satisfied with your
current job, you can find a new opportunity that suits your skills and experience
through CAQA Recruitment. New vacancies are posted regularly. The process is simple!
Register with us, upload your resume and begin your search. You decide how much or
how little information you want to display. So, what are you waiting for? Register today
and let employers find you.
67
ONLINE MEDIA
SOLUTIONS (OMS)
SERVICES
Over the past two decades, Online Media Solutions (OMS) has provided assistance to
clients worldwide. OMS merged into the CAQA and Career Calling brands in 2013.
Services offered by Online Media Solutions include: website design and development;
website security; web hosting; domains marketplace; development of iOS and Android
applications; software development; graphics design including logos, website graphics;
social media graphics; marketing graphics; brand identity; stationery design; SEO;
marketing services; website support; data entry; database management; and data entry
and database management services
We have been working on hundreds of SCORM-compliant files and are making

investments in virtual reality, gamification, artificial intelligence, and other cutting-edge
technologies in order to meet new and developing training and assessment needs.
Call us on 1800 961 980 or email

info@careercalling.com.au to find
out more on how we can assist.
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40TH EDITION
BEST SELLING
RESOURCES OF
THIS MONTH
69
These are our top 10 best selling

resources of this month:
1. Learning and Assessment Kit-HLT54121 Diploma Of Nursing

For more information, Click here
2. Learning and Assessment Kit-ICT40120 Certificate IV In

Information Technology
3. Learning and Assessment Kit-BSB40820 Certificate IV In

Marketing and Communication
4. Learning and Assessment Kit-BSB30120 Certificate III In

Business
5. Learning and Assessment Kit-BSB80320 Graduate Diploma Of

Strategic Leadership
6. Learning and Assessment Kit-22483VIC Course In EAL

7. Learning and Assessment Kit-CHC43315 Certificate IV In

Mental Health
8. Learning and Assessment Kit-HLT33115 Certificate III In

Health Services Assistance
9. Learning and Assessment Kit-CHC53315 Diploma Of Mental

Health
10. Learning and Assessment Kit-HLT43015 Certificate IV In

Allied Health Assistance
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40TH EDITION
Client Testimonials
- March 2022
Making a difference in the lives of our client’s in the RTO and Higher
Education spaces is our highest priority. Sharing their success brings
us pride in everything we do.
I came across Sukh Sandhu through a professional referral in March

2021 when we acquired an RTO. Since day one, Sukh has been very
approachable and accommodative in adapting to our varied compliance
needs. All through, he and his team have been exceptionally good in
every interaction that I had with them. I cannot thank them enough
for the support provided in setting up our systems and getting the
registration renewed for 7 years. Owing to the trusting capabilities
of Sukh and his team, we intend to continue seeking their expert
guidance in future.
Niv Roy,
Head of Training, LG Training Academy.
Local Government Procurement
71
CAQA
RECRUITMENT
The current job vacancies
RESOURCE WRITERS
CAQA Resources is looking for qualified instructional writers and subject matter experts
to develop training materials for the community services and health services industries. If
you are interested, email your resume and cover letter to info@caqarecruitment.com.au
MARKETING MANAGER
This role is responsible for setting and applying the strategic direction and for the
day to day management of our organisation’s marketing, communications, digital
innovation, and community activities. Reporting to the CEO, this position will also play
a pivotal role as a member of the management team of CAQA. The position will suit a
person who wants to work from home.
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40TH EDITION
DUTIES
→ Oversee the development, implementation and ongoing
evaluation of CAQA’s strategic marketing and communications
strategies covering brand, products, services and sales
promotions;
→ Assess and provide recommendations on potential digital
projects, including but not limited to the evolution of CAQA’s
websites, lead generation platforms, customer communication
opportunities;
→ Manage social media profiles, create ongoing content and
encourage engagement;
→ Oversight of all communication activities to achieve
communications objectives, maintaining consistency in
message and presentation;
→ Manage relationships with external agencies and suppliers
in relation to marketing, communication and business
development initiatives;
→ Management and control of the marketing budget;
→ Create and monitor insightful reporting across marketing
activities, including campaigns and website.
PREFERRED EXPERIENCE
 Experience in marketing, and/or product management roles
required
 Interest in the Vocational Education and Training environment
 Advanced skills in Adobe Creative Suite
 Experience using a website CMS
 Experience using marketing software
 Experience with Pipedrive CRM, or similar
For more information, contact info@caqarecruitment.com.au
73
CUSTOMER SERVICE/ADMINISTRATOR
CAQA Resources is growing and we are
now looking for a Customer Service/
Administrator person to join our team.
To be successful in this role you will need
exceptional attention to detail and great
English language skills. You will need to
know your way around Microsoft Office
and you must be able to work both as
part of a team and manage your own
workload. Location is irrelevant as the
position will suit a person who wants to
work from home.
Our customers are High Schools, RTOs
and TAFEs. They mainly approach us
by email, but we also receive a number
of calls and requests for additional
information. You must be an Australian
citizen or permanent resident.
We are looking for someone who will stay
with us long term, has the ability to grow
with the role, and who is interested in
learning about compliance and the VET
sector. Previous VET experience will be
helpful but is not essential.
For more information, contact

info@caqarecruitment.com.au
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40TH EDITION
Supporting Students with Disabilities in
Vocational
Education and
Training
75
T he Department of Education, Skills and Employment has funded the Australian

Disability Clearing house on Education and Training (ADCET) to carry out three projects
as part of the program of works to transform the capacity of and provide support to a
diverse range of Vocational Education and Training (VET) providers to assist them in
supporting students with disabilities.
This work program was created in response to the 2020 review of the Disability
Standards for Education 2005. (The Standards). The Standards aim to ensure that
students with disabilities have equal access to and participation in education as
students without disabilities. The Standards do not impose new requirements, but
rather strive to clarify the obligations of education providers under the Disability
Discrimination Act 1992.
Australian Disability Clearinghouse on Education and Training (ADCET) is conducting a

survey to gather feedback from VET providers and staff on what is required to enhance
staff capacity to better support students with disabilities to participate and succeed in
VET.
THE SURVEY DATA WILL BE

USED TO INFORM PROJECT
ONE:
Develop resources to build RTO
capability to support students
with disability.
The purpose of this work is to advise on, review, and develop a variety of resources to
assist and build RTO capability to support students with disabilities to engage with
and undertake training in the VET sector, as well as to support understanding of their
obligations under the Disability Standards for Education 2005 and students’ rights.
To participate and provide your valuable

feedback, please complete the survey at here.
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40TH EDITION
Review of the
Education Services
for Overseas Students (ESOS) legislative framework
77
T he Review will examine how the ESOS regulatory framework can evolve to support
Australia’s international education sector to innovate and diversify, while continuing to
protect Australia’s international reputation as a quality education destination.
On 10 February 2022, the Department launched a public consultation as part of the

Review process to seek views on the following broad questions:
How can the ESOS framework be strengthened and

improved to deliver an optimal student experience?
How can the framework resolve any regulatory

barriers that prevent sector innovation,
diversification, and growth of Australian education
offerings, including online and offshore?
How can the ESOS regulatory framework evolve to

better support the sector to deliver a high-quality
education experience?
The Department seeks consideration of these, and other questions raised in the Review
discussion paper.
You can find the Discussion paper with more information, including how to make a
submission here. Please use the submission form to provide feedback.
The Department is accepting feedback until COB Friday 29 April 2022.
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40TH EDITION
VET Sector News
ASQA ANNOUNCED AS NATIONAL TRAINING

PACKAGE ASSURANCE BODY
The Australian Government today announced the Australian
Skills Quality Authority (ASQA) as the independent body
to be responsible for training package assurance from 1
January 2023.
This independent assurance function, which forms part of a broader suite of Australian
Government reforms to the vocational education and training (VET) system, will see
ASQA assessing training packages for compliance against standards and policies set
by Skills Ministers, delivering enhanced transparency, accountability and confidence,
and ensuring training packages are high quality and meet the needs of employers and
students.
The function will replace the Australian Industry and Skills Committee, which will
remain in place until 31 December 2022 to ensure continuity and stability of the VET
system during transition to the new arrangements.
For more information, please visit here.
79
Australian
Universities:
How much does it cost to send your
child there? (2022)
There is no nice way to say this: Be prepared to bleed your soul

dry paying for an Australian university education. International
students are a huge revenue source for Australian universities,
and they’ve been taking full advantage of it by hiking up their
fees outrageously over the years.
Let’s take a look at the annual tuition fees of six major

universities in Melbourne - if you’re Singaporean, there’s a high
chance your child will be considering one of these six.
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40TH EDITION
FIVE TRENDS THE EDTECH INDUSTRY SHOULD PAY ATTENTION TO IN

2022
Education technology is an industry that is expected to surpass $377 billion by 2028.
From my perspective, the reason for this expected growth is the emergence of new
technologies and the changing needs of students. As social media and the internet
continue to become a greater part of our lives, they’re also going to become greater
parts of our education.
The pandemic has changed the educational landscape, and the EdTech market grew
by nearly 21% year-over-year in 2021. Now that we are in a new year full of new surprises,
I’d like to share the five trends I believe the EdTech industry should watch and prepare
for in 2022.
FOREIGN STUDENTS BACK TO PRE-PANDEMIC NUMBERS

International student numbers at universities and vocational education have bounced
back to above pre-pandemic levels, with the number of students commencing studies
higher than in 2019.
However, that is at odds with the English-language and school sectors, which have
both been decimated and show no signs that students are responding in any
significant numbers to the reopening of borders.
ASIC’S AMBITIOUS GOAL TO GIVE ADVICE TO AUSTRALIA’S YOUTH

With the under 21 demographic priced out of financial advice, ASIC has released a new
website to help boost financial literacy in the next generation of adults.
The corporate regulator’s new Get Moneysmart website covers making decisions with
money, managing debt and planning for the future (moving out of home, car loans,
weddings and even owning a pet).
Perhaps most importantly, it touches upon contemporary issues such as dealing with
debt from buy now/pay later services.
The pandemic has changed the

educational landscape, and the
EdTech market grew by nearly
21% year-over-year in 2021.
81
DOES COMPETENCY HAVE TO BE THE ONLY WAY VET IS DELIVERED? –

COMMENT BY CEO JENNY DODD
In a competency system the standards that industry requires to be demonstrated are
set out. That is, the outcomes are defined but not the process to get there. However,
in a curriculum-based environment the learning outcomes are defined. That is, the
process through which the learner undergoes capability development to achieve the
outcomes is defined.
Why has vocational education and training in Australia decided that competency
standards must be the only utility for determining outcomes? Why, could we not
develop vocational education and training so that there can be a mix of qualifications
built on competency standards and qualifications based on curriculum development?
DOMESTIC VIOLENCE PREVENTION PROGRAM RECEIVES HIGH PRAISE

FROM ACER
An ACER evaluation has found Griffith University’s MATE Bystander Program to be
highly effective at equipping people with the tools and understanding to step in
and address problematic behaviour, prevent violence against women, racism and
discrimination, and promote equality.
Domestic and gender-based violence is a huge concern in Australia, affecting up to one

in four women and one in six men. In 2020, family and domestic violence was the cause
of 145 of the 396 homicides committed, and between 43 and 65 per cent of assaults.
All victims and perpetrators of such violence are surrounded by a community of

family members, friends, colleagues, neighbours and community members. Many
members of this community of bystanders may notice changes or signs that could
indicate something is wrong and could intervene. Most bystanders, however, lack the
understanding to join-the-dots and the skills to know what to do.
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40TH EDITION
PART-TIME WORK FOCUS FOR INTERNATIONAL STUDENTS A ‘TIME

BOMB’
The Australian government’s approach to boosting international education by
uncapping part-time work rights is not a “gesture of support” for students but about
providing “a supplementary workforce for corporate Australia”, a conference has heard.
Phil Honeywood, head of the International Education Association of Australia (IEAA),

told a Universities UK forum that the result could also be a “time bomb” for the higher
education sector because of the pressures students would face to work while studying.
Since opening up its borders to international students in December, the Australian

government has pledged to refund visa fees and temporarily scrapped the limit on the
number of hours overseas learners are allowed to work during term time in a bid to
quickly boost numbers.
Mr. Honeywood said Australia had suffered a “reputational hit” during the Covid crisis
and criticised prime minister Scott Morrison for telling “our international students
at the start of the pandemic to just go home” when other nations focused more on
support.
UK, AUSTRALIA MAY SCORE OVER CANADA FOR INDIAN STUDENTS,

SHOWS DATA
If 2021 saw Canada post a manifold growth in intake of international students,
especially from India, the upcoming Fall 2022 season may find the scales tipped in
favour of the UK and Australia, along with the US, as top destinations.
The Immigration, Refugees and Citizenship Canada (IRCC) figures recorded a jump of
over 300 per cent in new study permits issued to Indian students (over 120,000) for the
January to November 2021 period, as against some 30,000 Indian students in the whole
of 2020.
CLINICAL TRIAL FINDS A NEW THERAPY TO LOWER CHOLESTEROL

AND STABILISE PLAQUES ASSOCIATED WITH HEART ATTACK
A novel new therapy has been found to reduce harmful plaque in arteries and change
its composition so it is less likely to rupture and cause a heart attack, following a clinical
trial led by the Victorian Heart Institute (VHI) at Monash University. Read the media
release here.
83
Talk To Our Experts Now !
1800 266 160
2/10 Lawn Court, Craigieburn, VIC 3064 Australia

info@caqa.com.au
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

So keep up with us throughout 2022 by either visiting our

I f you’re running a vocational education and training organisation in Australia, you

The Australian Skills Quality Authority (ASQA)

Australian Capital Territory

New South Wales

Victorian Registration and Qualifications Authority (VRQA)

Training Accreditation Council - Western Australia

Non-compliance with the regulatory

If your organisation is non-

1. Make sure you’re registered with the appropriate regulatory body

2. Follow the General Directions, fact sheets, guides and tools

3. Keep your records up to date

4. Meet all quality assurance requirements

5. Respond to the audits

6. Compliance calendars and registers

7. Understand the quality framework that you operate under

8. Focus on personal and professional development

9. Follow what you say you are doing or going to do

10. Communicate the requirements to all staff members

Australians are poorly prepared for the

So, what can we do to catch up?

Secondly, we seriously need to consider how courses such as

Our consultancy department has received a number of inquiries where registered

If you still have any questions, please approach the NCVER

Have you ever stopped to wonder why, when

AN ANNUAL DECLARATION OF COMPLIANCE

Topics of discussion include, but are not be

• Findings of internal audit/s

How do I submit an annual declaration of compliance? (Clause 8.4)

What happens if non-compliances are discovered and documented?

TERMS AND DEFINITIONS

Release date/date endorsed Replaced/Expired/Deleted

Superseded Training Product

Transition Teach Out

You must follow the guidelines and general

You will be now required to:

LEARNING AND ASSESSMENT RESOURCES

Some helpful strategies related to transition management

If you need help with transition planning and management,

d. the learner’s rights, including:

e. the learner’s obligations:

f. information on the implications for the learner of government training entitlements

i. Code, title and currency of the training product

d. The rights of the learners including:

i. Complaints and appeals processes

e. The learner’s obligations:

ii. Any materials and equipment learners must provide and

f. Information related to all fees and charges including:

h. Information about the unique student identifier (USI)

A ssessing language, literacy and numeracy requirements before enrolling a

All number of Standards, including clauses

For more information, please refer here;

Suitability and appropriateness

One of the fundamental requirements for enrolling a student in a training program is

Enrolment where LLN requirements are not addressed

What is a validated LLN assessment tool?

Using a validated LLN assessment tool is a method of determining an individual’s LLN

Need help with understanding the LLN

T he relationship between the training organisation and the regulatory body is

The training organisation should be transparent in its operations, and should

Should be based on the following main principles:

1. Trust and faith