|
|
VET News
Wednesday 29th of April 2026
|
|
|
Hello and welcome to VET News,
I want to use this months VET News to raise awareness about how ASQA is conducting its audits and how this is having a devastating impact on some RTOs who are not prepared or informed. I am getting a regular stream of organisations contact me after failing to respond to ASQA with the required information, so I am hoping the following information with be helpful to some.
When you receive a request for information from ASQA it is not going to list specific documents that you need to provide. Instead, it will list a set of broad headings such as, “training”, “assessment”, “facilities and equipment” and, “continuous improvement / self-assurance”. It will request that you provide “Documents which demonstrate compliance with the follow focus areas”. Then, it is up to you to work out what to provide. ASQA will recommend that you refer to the ASQA Practice Guides as a guide to work out how to demonstrate compliance. These are useful documents, and RTOs should be familiar with them. But they do not provide a practical evidence guide. They explain expectations and good practice, but they do not clearly tell an RTO what evidence should be used to demonstrate compliance in each area.
If you receive a request for information from ASQA as part of a performance assessment, you should consider the following:
- What arrangement are we trying to demonstrate? Start with the actual compliance requirement or audit topic, not the document title. Identify what system, process or control ASQA is likely to be looking for. Review the standards and the practice guide and decide what arrangements in you current operation relate to these.
- What documents describe our approach? This may include policies, procedures, strategies, plans, templates or other records. These show the operating strategy that define how you are operating day-to-day.
- What records prove we are doing it? Identify evidence of implementation, such as completed forms, registers, meeting minutes, review records, student records, trainer records, validation records, checklists or other operational evidence. These show evidence of your practices. This evidence also needs to be supplied to show that your practices align with your policies.
- Does the evidence connect strategy with practice? The documents should tell a consistent story. What the policy says should match the practice, the templates, the completed records and the way staff would also explain the process. Make sure there is consistency between all of these touch points.
- Is the evidence clear, current and proportionate? Do not upload everything for the sake of volume. Provide enough evidence as a sample for an external reviewer to understand the system, see that it is being used, and confirm that it supports compliance. The auditor can always ask for additional information if required.
The regulator will also request a sample of completed assessments and student records. Make sure these are complete, including all documents relating to the student’s assessment. If your assessment records are in an LMS, try to extract these into a PDF. This is preferable to expecting the auditor to navigate around your LMS. Just give them the information they have requested.
The main point is to prepare before the request arrives. Do not wait until you have five days to work out where the evidence is. Review your key systems now, especially training, assessment, facilities, trainer records, self-assurance and continuous improvement. Make sure your documents match your actual practice, and make sure your records prove what you say you do. For some RTOs, this will be straightforward. For others, this approach may be new. Either way, it is far better to get organised now than to be working this out after ASQA has already issued the request.
Do not become a statistic in one of ASQA’s presentations. I know this sounds a bit dire, but I am regularly contacted by RTOs dealing with serious problems that could have been avoided with a proper review of their arrangements and some preparation. I hope this is helpful.
Good training,
Joe Newbery
|
|
|
|
Compliance & Regulatory News
|
|
|
|
|
ASQA seeking information on the quality of work place assessments
23rd March 2026
ASQA is seeking to gain a better understanding of the quality of workplace assessments completed by students in identified high-risk industries, including Individual Support, Carpentry, and Early Childhood Education and Care qualifications.
ASQA will be contacting a sample of registered providers seeking information on how they ensure their compliance with workplace requirements.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
New online version of model Code of Practice for the healthcare and social assistance industry
On 10th March, Safe work Australia released an online version of the Model Code of Practice: Healthcare and Social Assistance Industry, making this important guidance easier to access and use.
Presented in a user-friendly web format, it provides the same practical advice as the published version and supports employers and workers across Australia’s largest and fastest-growing sector. The Code offers clear guidance to help manage workplace risks and meet WHS obligations.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Quarterly reporting open in May
For those submitting fee-for-service data directly to the National Centre for Vocational Education Research (NCVER), the January–March 2026 collection window opens on 1st May and closes on 15th May 2026.
If you report via a State Training Authority (STA), please confirm submission deadlines with them, as these may differ from NCVER’s.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
USI transcript update tool
RTOs can manually update training records on a student’s USI transcript.
Updates can only be made for closed AVETMISS collections, so the USI transcript update tool is unavailable immediately after the annual collection and usually reopens in mid to late May. Check the AVS home screen for availability updates.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Update on the transition from ANZSCO to OSCA
The Occupation Standard Classification for Australia (OSCA) will replace ANZSCO for reporting intended occupational outcomes from 1st January 2027. ANZSCO will remain in use until then, with the National Centre for Vocational Education Research (NCVER) in the process of mapping existing qualifications to OSCA codes.
OSCA codes will be available on the National Training Register from January 2027, with API testing guidance provided before July 2026. For government-funded locally recognised courses, providers should contact their state or territory training authority for OSCA code details.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Apprentice and trainee outcomes strong, opportunities to support those who don’t complete
25th March 2026
The latest report from the National Centre for Vocational Education Research confirms that apprenticeships and traineeships remain strong pathways to employment. In 2025, 94.8% of trade and 89.2% of non-trade completers were employed after training, with even non-completers achieving solid outcomes.
While improving completion rates remains a priority, many non-completions are linked to pay, working conditions, or personal circumstances—highlighting opportunities to better support learners and boost completion.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Apprentices and trainees 2025: September quarter
30th March 2026
New quarterly data from the National Centre for Vocational Education Research (NCVER) shows trade apprenticeship commencements rose nearly 18% to September 2025 compared with the same period in 2024, driven by strong growth in construction trades such as bricklaying, carpentry, plumbing, and electrical.
The report also shows trade completions increased by almost 12% over the year, reflecting strong workforce growth across key construction occupations.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Timeline of Australian VET policy initiatives 1998-2025
This timeline highlights key national, state, and territory programs and policy initiatives over the past 28 years that have shaped participation in vocational education and training (VET), including apprenticeships and traineeships. It also captures major economic events that have influenced the education and training landscape, providing valuable insight into the evolution of Australia’s VET system.
The latest update includes revised entries to reflect additional information and their status in 2025, providing a clearer understanding of Australia’s VET system.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Direct entry nominations for the 2026 Australian Training Awards
Nominations for the 2026 Australian Training Awards are now open—an opportunity to recognise individuals and organisations driving excellence in vocational education and training (VET) across Australia.
The awards celebrate innovation, achievement, and impact in the VET sector, with this year’s event to be
held in Sydney, bringing together finalists and industry leaders from across the country.
Nominations will close on 20th May 2026.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2026 Tasmanian Training Awards
The Tasmanian Training Awards are held annually and delivered by Skills Tasmania within the Department of State Growth. The program recognises outstanding apprentices, trainees, vocational students, teachers, trainers, training providers, and employers across Tasmania.
Applications close on 25th May 11:59pm.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
New resources to help manage the risk of gender-based violence in construction
8th April 2026
Safe Work Australia has released new resources to help employers identify and manage the risks of gender-based violence in the construction industry, including case studies, posters, and infographics for worksites.
The resources address behaviours such as harassment, bullying, verbal abuse, and other harmful conduct, recognising gender-based violence as a psychosocial workplace hazard. Developed with industry stakeholders, they aim to raise awareness and support employers in creating safer construction workplaces.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Real Skills Deserve Real Recognition
16th April 2026
Recognition of Prior Learning (RPL) enables individuals to convert their skills and experience into formal qualifications. When delivered properly, it can fast-track careers, address skills shortages, and create new opportunities.
Quality RPL is a structured process involving consultation, self-assessment, evidence collection, and assessment, with gap training where needed. This ensures qualifications remain credible and reflect genuine competency.
RTOs and students should be cautious of providers offering unrealistic shortcuts, as proper RPL requires time, evidence, and thorough assessment to maintain the integrity of qualifications.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Training Occupation Pathways Dataset
Jobs and Skills Australia has released the Training to Occupation Pathways (TOP) dataset—a new tool linking VET qualifications to occupations and highlighting career pathways.
Users can explore pathways in two ways: start with a qualification to see job outcomes, or begin with an occupation to identify relevant training options.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Reports, Articles, Papers and Research
|
|
|
|
|
The many faces of adult learners
Who learns, why, and who is left behind
5th February 2026
This paper presents a new approach to understanding adult participation in learning by grouping individuals into learner profiles based on motivations and barriers. Using survey data, it highlights why adults choose to engage in—or avoid—learning, including personal goals, practical constraints, and perceptions of value.
The model, first developed in Flanders (Belgium), is applied to Bulgaria, Finland, Ireland, and Portugal to support more targeted and effective policy design.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
State of our TAFE
As Australia’s public VET provider, TAFE plays a key role in delivering quality education and supporting communities.
The 2025 State of our TAFE Survey highlights a period of significant change, with initiatives like the National Skills Agreement and Free TAFE strengthening its position—while also revealing a workforce under pressure from increasing workloads.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
When Crisis Drives Innovation: How VET Leaders Interpret AI as Response to Workforce Challenges and Status Decline.
by Sonal Nakar & Louise Misselke
Across vocational education institutions in England and Australia, educators are increasingly adopting AI out of practical necessity rather than policy direction. The study found that AI tools can significantly reduce administrative tasks, with some reporting time savings of up to 80%.
Using interviews with VET leaders, the research highlights how organisations are managing AI adoption alongside broader workforce challenges such as recruitment, workload, and compliance. It concludes that successful integration requires balancing informal innovation with formal regulatory requirements.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Putting skills to work
26th March 2026
Workplaces are being reshaped by digitalisation, changing work practices, and evolving economic conditions. This brief draws on the 2023 Survey of Adult Skills to examine how workers’ skills are used, how usage patterns have changed over the past decade, and how they vary across countries and occupations.
It also highlights how better job design, workplace practices, and targeted adult learning policies can help maximise skills use, productivity, and job quality.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Foundations for Growth and Competitiveness 2026
9th April 2026
Economic growth is under increasing pressure, with short-term geopolitical uncertainty adding to long-term challenges such as low productivity, weak investment, skills shortages, and ageing populations.
This report from the OECD outlines five key reform priorities across 48 countries, supported by detailed country-level insights.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Building inclusive futures for NEETs. VET solutions for Europe’s young people not in employment, education or training
March 2026
This research builds on the long-standing work of Cedefop (the European Centre for the Development of Vocational Training) to support policymakers and VET practitioners in assisting young people not in employment, education, or training (NEETs) and addressing early leaving from VET.
It draws on Cedefop’s VET toolkits, which provide practical guidance, good practice examples, and tools to support effective policy and practice.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Training Packages Updates
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
The following training package has been updated on training.gov.au:
FWP: Forest and Wood Products Training Package
7th April 2026
Qualifications-
0 qualifications added, 2 updated and 0 removed
Click here to find out more
Imported unit of competency-
3 units added, 7 updated and 0 removed
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
TDA Convention 2026 | Power of TAFE
5th–7th May 2026
Brisbane Convention & Exhibition Centre
TDA Convention 2026 – Power of TAFE is Australia’s premier national event celebrating the impact, innovation and strength of TAFE in the education and training sector. TDA Convention 2026 will bring together leaders, educators, policymakers and industry partners to explore how TAFE powers skills, jobs and innovation for Australia’s future.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
NAEN 2026 National Conference
27th-29th May 2026- Ayers Rock Resort, Uluru
The National Apprentice Employment Network 2026 National Conference (NAEN 2026) will be held at Ayers Rock Resort near Uluru with the theme ‘Skills in the Heart’, the event will feature expert speakers and discussions on key issues shaping the vocational education and training (VET) sector.
Delegates will hear from leaders across industry, government, academia, and training, making this a key event for those involved in supporting and employing apprentices and trainees.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2026 Skills Conference
16th June 2026- Amora Hotel Jamison Sydney
The 2026 Skills Conference is a leading annual event for the VET sector, bringing together industry leaders, policymakers and educators under the theme “Unleash the Potential.”
The program includes keynote presentations from Jobs and Skills Australia and the NSW Ministry, expert panels on economic trends and apprenticeship innovation, and practical sessions on digital wellbeing and social impact through training. The conference offers valuable opportunities for networking and professional development, supporting the VET sector to stay aligned with Australia’s evolving workforce and future economy.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Universal Design for Learning (UDL) Symposium 2026
24th – 26th June 2026 – University of Tasmania, Hobart
The Australian Disability Clearinghouse on Education and Training (ADCET), in partnership with the University of Tasmania, invites you to attend the Universal Design for Learning (UDL) Symposium 2026: From Ideas to Impact: Sharing, Engaging, and Co-Designing Practice.
The symposium will bring together academics, educators, practitioners, and people with disability from across the Higher Education and Vocational Education and Training sectors. Attendance is available both in person and online.
Abstract submissions close Monday 2nd March, with early bird pricing available until 4th May.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
VET National Teaching & Learning Conference
13th – 14th August 2026
Melbourne Convention and Exhibition Centre
Convenor: VET Development Centre
For over 20 years, the VET Development Centre has proudly delivered one of Australia’s premier teaching and learning conferences for the Vocational Education and Training sector. Building on this strong tradition, the upcoming conference will feature high-profile keynote speakers, dynamic presentations, panel discussions, concurrent interactive workshops, and research sessions.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
National VET Conference
29th – 30th October 2026
Gold Coast Convention and Exhibition Centre
The 2026 National VET Conference will offer a diverse program of plenary and concurrent elective sessions. Under the theme ‘Forging a Trusted Future’, the conference will provide valuable professional development opportunities, access to product and service providers, and the chance to connect and network with peers from across Australia.
Click here to find out more
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
