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The new VET regulator

The new VET regulator. ASQA. Australian Skills Quality Authority. The Regulatory Model ‐ Vision. Students employers and governments have full confidence in the quality of vocational education and training outcomes delivered by RTOs The Model

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The new VET regulator

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  1. The new VET regulator ASQA Australian Skills Quality Authority

  2. The Regulatory Model ‐ Vision Students employers and governments have full confidence in the quality of vocational education and training outcomes delivered by RTOs The Model • Ensures risks to quality vocational education are well managed • Employs a strong compliance auditing and monitoring regime and a range • of escalating sanctions • Promotes and flexibility innovation in VET …Has a number of key features

  3. Key features • Robust framework of legislation and standards • Balanced and responsive • Risk focus • Industry engagement • Rigorous audit methodology • Fairness and transparency • Promotion of informed choice by consumers • Accountability • Accessibility

  4. Robust framework oflegislation and standards • National Vocational Education and Training Regulator Act 2011 • NVR Transitional Provision Act 2011 • NVR Consequential Amendments Act 2011 • Education Services for Overseas Students Act 2000 (amended in 2010).

  5. Legislative Instruments VET Quality Framework • Standards for NVR Registered Training Organisations  • Australian Qualifications Framework  • Fit and Proper Person Requirements  • Financial Viability Risk Assessment Requirements  • Data Provision Requirements  National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students (CRICOS Registration) Standards for VET Accredited Courses

  6. VET Framework (VQF) The standards (SNR 15,16,17) for NVR Registered Training Organisation The Australian Qualification Framework (AQF) The Fit and Proper persons Requirement The Financial Viability Risk Assessment Requirements The Data Provision Requirements AQTF to VQF

  7. SNR 15 The RTO provides quality training and assessment across all of its operations, as follows: 15.1 The RTO collects, analyses, and acts on relevant data for continuous improvement of training and assessment. 15.2 Strategies for training and assessment meet the requirements of the relevant Training Package or VET accredited course and have been developed through effective consultation with industry. 15.3 Staff, facilities, equipment and training and assessment materials used by the RTO are consistent with the requirements of the Training Package or VET accredited course and the RTO’s own training and assessment strategies and are developed through effective consultation with industry 15.4 Training and assessment is delivered by trainers and assessors who: a) have the necessary training and assessment competencies as determined by the National Quality Council or its successors and b) have the relevant vocational competencies at least to the level being delivered or assessed and c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken and d) continue to develop their vocational education and training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence. 15.5 Assessment including Recognition of Prior Learning (RPL): a) meets the requirements of the relevant Training Package or VET accredited course and b) is conducted in accordance with the principles of assessment and the rules of evidence and c) meets workplace and, where relevant, regulatory requirements and d) is systematically validated.

  8. SNR 16 The RTO adheres to principles of access and equity and maximises outcome for its clients, as follows: 16.1 The RTO establishes the needs of clients, and delivers services to meet these needs. 16.2 The RTO continuously improves client services by collecting, analysing and acting on relevant data. 16.3 Before clients enrol or enter into an agreement, the RTO informs them about the training, assessment and support services to be provided, and about their rights and obligations. 16.4 Employers and other parties who contribute to each learner’s training and assessment are engaged in the development, delivery and monitoring of training and assessment. 16.5 Learners receive training, assessment and support services that meet their individual needs. 16.6 Learners have timely access to current and accurate records of their participation and progress. 16.7 The RTO provides appropriate mechanisms and services for learners to have complaints and appeals addressed efficiently and effectively.

  9. SNR 17 Management systems are responsive to the needs of clients, staff and stakeholders, and the environment in which the RTO operates, as follows: 17.1 The RTO’s management of its operations ensures clients receive the services detailed in their agreement with the RTO. 17.2 The RTO uses a systematic and continuous improvement approach to the management of operations. 17.3 The RTO monitors training and/or assessment services provided on its behalf to ensure that it complies with all aspects of the VET Quality Framework. 17.4 The RTO manages records to ensure their accuracy and integrity

  10. Balanced and Responsive to Risk • Stringent conditions for entry into the market • Proportionate regulatory intervention based on risk assessment • Expectation of compliance at all times • A range of sanctions for failure to comply with standards and legislation

  11. Risk Management • Analysis of VET system risks: – Data from audit outcomes about compliance trends – Feedback from industry bodies (ISCs and industry regulators) and professional associations – Complaints data and trends – State/Territory/Australian Government intelligence (e.g. apprenticeship regulation, purchasing, DIAC) – Analysis of non‐compliance data, quality indicators • including student and employer outcomes, & visa data

  12. Industry Engagement emphasised Aim: Confidence that vocational outcomes meet industry standards • Engagement strategies • Guidance on learning and assessment resources • Additional requirements for Licensing outcomes • Participation in audit activities, either pre‐regulator engagement, technical advisers or strategic industry audit • Development activities for auditors

  13. Rigorous audit approach • Systematic and rigorous • Outcomes focused • Evidence‐based • Flexible • Fair, open and transparent

  14. Informed choice for consumers • Exploring the publishing of audit outcomes • Published list of RTOs & names of high managerial agents ‐ registration cancelled or suspended and reasons • The near future - benchmarking RTOs (e.g. My Schools)

  15. Accessibility One regulator national for: • RTO registration (except for VIC and WA where providers have state based operations) • CRICOS registration • Course accreditation One national regulator to monitor compliance including: • any cross‐jurisdictional operations • operations outside of Australia where training and assessment are conducted and AQF qualifications and Statements of Attainment are issued • any online operations

  16. New Processes and implications • Scope of registration process • Courses for Interstate and/or off-shore delivery • Internal audit of the delegation • Course accreditation

  17. How is TAFE NSW preparing? • identifying State – wide improvements in the scope of registration and related processes • systematically examining the processes in relation to varying scope of registration and course accreditation • addressing gaps identified

  18. Sydney Institute will continue to: participate in scope audits annually which TAFE NSW Quality Services Unit coordinates for the delegations to accredit courses and vary scope of registration conduct internal audits and external audits (ISO /Industry ) ensure we meet legislative requirements with regard to VET Quality Framework. review and update policy and procedure inline with the changes (Assessment validation) communicate to staff (Hot topics/SI Noticeboard/Weekly roundup/email/team meetings) How is Sydney Institute preparing?

  19. What happens now? • The National Standards Council (now know as NSSC (National Skills Standards Council) will continue to develop and refine the national standards. • Sydney Institute will continue to provide information to staff as it comes to hand. • For more information go to Strategic Planning & Performance page on SydNet or contact us directly.

  20. Questions ?

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