We are seeking a Senior Compliance and Quality Assurance Manager to join our management team.

To be successful in this position, you need to be well-versed in risk management principles, regulatory and legislative instruments and standards. You need to also be solutions-focused and provide evidence-based advice to organisations involved in training and assessment of students.

Main responsibilities:

• Oversee all CAQA’s compliance-related operations
• Provide RTO, CRICOS, ELICOS, TEQSA and ideally ANMAC consultancy services
• Assist training organisations with compliance, risk management, and quality assurance
• Create and periodically review organisational policies and through detailed reports, advise organisations on management of compliance with applicable laws and regulations
• Create and manage effective action plans in the event of non-compliant audit findings.
• Audit organisational procedures, methods, and records to discover potential weaknesses, risks or vulnerabilities
• Ascertain that all staff and clients are informed of the most recent legislation and processes.
• Conduct regular evaluations of the efficiency of control systems and make appropriate recommendations for improvement

To fit with our organisation you must be passionate about improving quality at all levels in the training sector and have excellent presentation and language skills. You must have a solid understanding of the frameworks, guidelines and regulations that govern and regulate the industry. A solution-focused mindset and a good sense of humour will also be beneficial.

Interested in this position? Click on the link below:

https://caqarecruitment.com.au/job/senior-compliance-and-quality-assurance-manager/

The concept of ‘reasonable adjustment’ is important and must be considered. This means that the summative assessment process may be modified so that individual participants are not disadvantaged. For example, a learner with a disability, or with issues relating to language, literacy or numeracy may require some adjustment to the assessment process.

In accordance with the Disability Standards for Education (2005), education providers are under a positive obligation to make changes to reasonably accommodate the needs of a learner with a disability. Reasonable adjustments can be made as required, as long as competence is not compromised.

We make changes to reasonably accommodate the needs of learners to ensure:

• they have the same learning opportunities as other learners.
• they have the same opportunity to perform and complete assessments as other learners.

For example, such a learner could be asked to demonstrate a work process rather than being asked to explain it in writing.

It is important to always provide the following information to your students, trainers and compliance officers:

• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

A table has been provided below to list different categories where reasonable adjustments can also be made, possible issues associated with each category and reasonable adjustment strategy that you can apply:

Trainers don’t just train. They listen, they learn, they plan, they adapt, they help, they soothe, they challenge and they tolerate. Students expect all this, and often more besides. But, for a Trainer to be effective at training, they must be very clear about what is most important. Fortress Learning gave it some thought and came up with the following list – it is not everything, but it captures what they believe the most important things are. And it doesn’t matter if it is the Cert IV TAE or Diploma of Business or something entirely different, if we get this right, then we have the best chance of success.

Adapted and shared with the permission from Fortress Learning. Reference: https://fortresslearning.com.au/roles-trainer-infographic/

The Australian and Tasmanian Governments have signed an agreement that will support thousands of Tasmanians through the delivery of fee-free training to develop a skilled workforce for the renewable energy and related sectors.

The Minister for Employment, Skills, Small and Family Business, the Hon Michaelia Cash, said the $17 million Energising Tasmania project will equip Tasmanians with the skills to support the Battery of the Nation initiative.

“The Morrison Government is removing the barriers that inhibit people in Tasmania from taking up further skilling through the vocational education and training (VET) sector such as upfront costs of training,” Minister Cash said.

“In addition, we are supporting Tasmania to establish a local industry advisory group, build capacity in the training market and undertake dedicated workforce planning activities – all aimed at building the skills needed for the critically important Battery of the Nation initiative.

“The advisory group will engage with employers and registered training organisations to support the development of the workforce needed for the renewable energy and related sectors more broadly.”

Assistant Minister for Vocational Education, Training and Apprenticeships, the Hon Steve Irons MP, said Energising Tasmania will support the delivery of high-quality training in priority areas.
“Energising Tasmania will deliver up to 2,500 fully subsidised training places, including traineeships, apprenticeships and pre-apprenticeships, in areas of identified skills need, Assistant Minister Irons said.

Assistance of up to $1,000 per learner will also be available to cover costs associated with training, such as books and materials, and student amenity fees.

Energising Tasmania is part of the Australian Government’s $585 million Delivering Skills for Today and Tomorrow package.

The ACT has the highest participation in education across early childhood, tertiary, vocational and graduate training, according to the 2020 Report on Government Services, enabling Canberrans to secure good jobs and valuable skills. “The ACT is the knowledge capital of the nation and these results show the ACT Government’s is successfully supporting Canberra students to reach their full potential,” said Chief Minister and Minister for Tertiary Education Andrew Barr.

The Australian, State and Territory governments’ recurrent expenditure (including user cost of capital) on VET totalled $6.0 billion in 2018 — a real decrease of 4.0 per cent from 2017. Nationally in 2018: an estimated 4.1 million students participated in total VET, and around 1.1 million students participated in government‑funded VET there were 3830  registered VET training organisations delivering nationally recognised training in Australia. Around 1747 government funded VET providers delivered nationally recognised, locally developed and non-nationally recognised training, at 30 485 locations in Australia around 722 200 qualifications were completed by total VET students aged 15—64 years — equivalent to 44.1 qualifications per 1000 people. Around 346 800 qualifications were completed by government-funded VET students aged 15—64 years — equivalent to 21.2 qualifications per 1000 people. Nationally in 2019: 88.6 per cent of all government-funded 2018 VET graduates were satisfied with the overall quality of their training 67.0 percent of 20—64 year old total VET graduates from 2018 improved their employment status after training. The VET system aims to deliver a productive and highly skilled workforce through enabling all working age Australians to develop and use the skills required to effectively participate in the labour market and contribute to Australia’s economic future. To achieve this, the Australian, State and Territory governments aim to create a national training system that: is accessible to all working age Australians meets the needs of students, employers and industries is high quality. Governments aim for a national training system that meets these objectives in an equitable and efficient manner. For more Information, please visit here.

A Malaysian public research university seeks an Australian university partner for a study abroad program for undergraduate and postgraduate cohorts. For more Information, please visit here.

Australian universities will now face intense competition for allied health enrollments as a Singapore institute launches the market’s first degree program in speech and language therapy. Australia has long been a top destination for Singaporean students seeking speech therapy qualifications. For more Information, please visit here.