1. A Quality assurance in the Australian professional training system June 2014

2. Education and training is delivered across three inter-connected sectors: Schools Higher Education Vocational Education & training

3. 3.5 million Australians involved in education and training (16% of population) Universities 39 (+2) Schools 9,600 TAFE Institutes 58 Registered Training Organisations (RTOs) 5000 Learning Institutions

4. TVET in Australia: 5,000 RTOs; 1.9m students

5. Australia’s National TVET System – Components Australian Skills Quality Authority (ASQA) Training Packages (Competency Standards) Australian Qualifications Framework (AQF) In various versions since 1990’s

6. New Standards & Regulatory Framework – July 1, 2011 VET Higher Education Industry & Skills Council Advisory Committee Higher Education Standards Panel (HESP) Australian Quality Skills Authority (ASQA) Tertiary Education Quality Agency (TEQSA) STANDARDS REGULATION Ministerial Council Standing Committee FunctionOversight

7. VET Quality Framework ● Standards for NVR Registered Training Organisations 2012 ● Fit and Proper Person Requirements 2011 ● Financial Viability Risk Assessment Requirements 2011 ● Data Provision Requirements 2012 ● Australian Qualifications Framework ● National Code of Practice for Registered Authorities and Providers of Education and Training to Overseas Students 2007 ● National Standards for ELICOS Providers and Courses ● Standards for VET Accredited Courses

8. ● systematic and rigorous ● evidence-based ● flexible ● fair, open and transparent ● moderated Rigorous assessment of courses for accreditation ASQA’s regulatory approach

9. Volume of regulatory activity (July 2011 – November 2013) *all figures are approximate 14,000 provider registration applications 740 course accreditation applications 2,400 audits 2,100 complaints 80,000 calls 29,000 emails (Info line) ASQA

10. What do the regulators look for? Documented systems for quality training and assessment Internal audits carried out at least annually Documented agreements with other organisations when they provide training or assessment in partnership Written procedures for recruitment, induction and professional development of staff

11. What do the regulators look for? Trainers and assessors with specified competencies Evidence that explicit requirements for quality assurance in assessment are being met Recognition of prior learning process in place and all learners are offered RPL on enrolment Specific requirements for developing, validating and implementing learning and assessment strategies are being met

14. Enforcement Expectation of compliance at all times ● a range of administrative sanctions for failure to comply with standards and legislation: ● directions ● shortening period of registration ● conditions ● amending scope ● suspension ● cancellation ● infringement notices ● civil penalties and offences

15. Links and contacts: The regulator: www.asqa.gov.auwww.asqa.gov.au Statistics: www.ncver.edu.auwww.ncver.edu.au TAFE Directors: www.tda.edu.auwww.tda.edu.au Presenter (Peter Holden)pholden@tda.edu.aupholden@tda.edu.au

16. Thank you for listening