40+ years experience as a trainer, instructional designer, quality manager, project manager, program manager, RTO auditor, RTO manager and VET adviser.
Recently, I came across the following image that I liked showing five presentation tools.
The copyright of this image is unknown. However, we can assume that copyright applies to this image and probably cannot be freely used.
How to make your own image
Let’s say we want to use this image. Also, let’s say that we want to amend the image by replacing ‘Infographics’ with ‘Whiteboard’.
Here is a demonstration showing how we can use Microsoft PowerPoint to recreate and amend the image. And once we have recreated the image, we have an image that we can freely use.
Step 1. Identify image structure
The first thing I did was to create the image structure by identifying of the key shapes and position of those shapes.
Next, I searched Flaticons to find a simple ‘toolbox’ image.
Removing the original image, reveals the image structure.
Step 2. Add details and style the image
The line thickness of the ‘toolbox’ has been used to determine the thickness of other lines. The aim is to give a visual consistency to the entire image.
The next thing is to source or create some additional visual elements to finish of the image.
The following shows the end result. The image is ready to be used in PowerPoint slides or inserted into a handout. Also, it is free for me to use without breaching copyright.
Step 3. Add colour, if required
Most of the images I use are black and white. My aim is to create a consistent and simple visual style. However, the following shows a coloured version of the image I have created.
In conclusion
The purpose of this article has been to show how an effective and copyright-free image can be quickly created. A picture is worth a thousand words. Visual communication improves understanding by presenting information in an easily digestible format. This allows for faster comprehension and better retention of complex ideas compared to text alone.
Do you need help with making your own images?
Are you a TAFE teacher or RTO trainer? Do you want to learn more about creating your own images to improve communication with your students?
Are you a TAFE or RTO manager? Do you want a group-based PD session designed to improve your trainers capability focused on creating images and developing teamwork?
Are you a TAE student studying for your TAE40122 Certificate IV in Training and Assessment? Do you need to create or customise learning materials, such as PowerPoint slides and handouts?
Please contact Alan Maguire on 0493 065 396 if you want to learn or develop your ability to quickly make your own images.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
The new Standards for RTOs 2025 has introduced a significant change to assessment validation. Instead of a fixed requirement determined by a statistically valid sample of assessments, RTOs are now required to adopt a risk-based approach to determine their validation sample size. This means the number of assessments validated will vary considerably across RTOs, reflecting their individual risk assessments.
Standard 1.5 (2) (c) from the Standards for RTOs 2025 states that an RTO must utilise a risk-based approach to determine:
the components of the assessment system for a training product which are to be validated
the sample size of assessments that are to be validated in respect of a particular training product.
This webinar explores a risk-based approach, focusing on a methodology that can be used to conduct risk assessments and determine the sample size for assessment validation.
Topics covered
Introduction to the risk-based approach
Selecting units to be validated
Identifying risks
Determining sample size.
A case study example shall be used to show how the risk-based methodology can be used to conduct a risk assessment and determine the sample size for assessment validation.
Who should attend
RTO operational managers
RTO compliance managers
RTO compliance officers
Assessment validation team leaders
Assessment validation team members
TAFE teachers, RTO trainers and assessors
RTO course coordinators and administrators.
A Certificate of Attendance shall be provided. This can be used as evidence of Professional Development activity.
Webinar date
Wednesday 3rd of September 2025
Webinar start time
12:00pm (Australian Eastern Standard Time)
Webinar duration
1 hour
Webinar fee
$65
Payment is required prior to attendance. Please see the webinar enrolment form for details about how to pay.
Please join me in celebrating the 50th anniversary of Malcolm Knowles’ ‘Self-directed learning: A guide for learners and teachers.’ This small book was first published in 1975, and it is a foundational text in adult education and training, advocating for a learner-centred approach where individuals take responsibility for their own learning.
What is self-directed learning?
Malcolm Knowles defines self-directed learning as a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. This emphasises the learner’s active role and responsibility throughout the entire learning process.
Central to Malcolm Knowles’s work are his assumptions about adult learners, which differentiate adult education (andragogy) from child education (pedagogy).
What is the role of the teacher or trainer?
In the context of self-directed learning, the role of teacher or trainer shifts from a traditional teacher-centred to a “guide on the side.” The teacher or trainer becomes a facilitator, coach, or resource person who creates a safe and supportive psychological climate conducive to learning. Also, the teacher or trainer guides the learner through their learning process.
What has been Malcolm Knowles’ legacy?
Malcolm Knowles provides practical guidance for both learners and teachers or trainers on how to implement self-direct learning. His book, ‘Self-directed learning: A guide for learners and teachers’ includes practical guidance, checklists, and exercises to help individuals design and manage their self-directed learning journey.
Self-directed learning has had a profound impact on adult education and training, shifting the focus from simply transmitting knowledge to empowering individuals to take control of their learning. It highlights that adults learn more effectively and deeply when they are actively involved and intrinsically motivated. While acknowledging that there are situations where teacher-directed learning may be preferred, Malcom Knowles consistently emphasises learner responsibility and critical thought as essential for mature learning.
In conclusion
Fifty years has passed since Malcolm Knowles’ ‘Self-directed learning: A guide for learners and teachers’ was published. In today’s dynamic vocational education and training (VET) landscape, fostering independent, motivated learners is as crucial as ever. Malcolm Knowles’ little book provides the roadmap.
I bought the book about 35 years ago, and it is one of the best books that I have ever purchased. It is practical, and it is applicable to TAFE teachers, VET trainers, and anyone involved in adult education and training.
In 2025, Adult Learners’ Week in Australia is being celebrated from the 1st to 8th of September. This year I encourage you to also celebrate Malcolm Knowles’ contribution, in particular, his ‘Self-directed learning: A guide for learners and teachers.’
Cheers!
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you need help with your TAE studies?
Early 2022, I wrote an article about ‘stackable’ skill sets and the TAE Training Package. At that time the Education Industry Reference Committee (IRC) was exploring skill sets that could be ‘stackable’. By the end of 2022, the TAE40122 Certificate IV in Training and Assessment qualification and several TAE Skill Sets were released. It was said that those TAE Skill Sets were ‘stackable’.
What are ‘stackable’ skill sets?
In the Australian VET system, ‘stackable’ skill sets refer to groupings of one or more units of competency that are less than a full qualification but address specific industry or licensing needs. These skill sets are designed to be flexible and allow individuals to gain targeted skills quickly, often as a stepping stone towards a full qualification. It is said that ‘stackable’ skill sets enable incremental skill development and recognition, supporting entry-level roles, upskilling existing workers, or allowing individuals to explore different career paths before committing to a longer program.
My experience with ‘stackable’ TAE skill sets
For the past two years I have been delivering the TAE40122 Certificate IV in Training and Assessment qualification that has been structured around TAE Skill Sets. The learners are from a wide range of industries, and they are people seeking future employment as a trainer or TAFE teacher. They had made the decision to undertake the full qualification because it is highly unlikely that would be employed by an RTO without being fully qualified.
The two major problems with delivering the TAE40122 qualification that has been structured around TAE Skill Sets are:
Content is delivered in an illogical sequence
Unnecessary duplication of content.
The delivery of the full TAE40122 qualification should not be structured around ‘stackable’ skill sets. Instead, it should be structured in a way that ensures content is delivered in a logical sequence and remove unnecessary duplication of content.
Selecting, sequencing and clustering units
Structuring the delivery of the TAE40122 qualification using ‘stackable’ TAE skill sets will create problems.
Each RTO delivering the TAE40122 qualification will still need to select appropriate units and deliver units in a logical sequence. And clustering units is important to give TAE Students a coherent learning pathway. TAE Skill Sets have a role to play, but they should not be used to structure the delivery of the full qualification. An RTO should disregard any structure implied by TAE Skill Sets when selecting, sequencing, and clustering units.
Further information and advice
As a TAE Tutor, I have seen how many RTOs structure the delivery of their TAE40122 qualification. Also, I have seen dreadful training and assessment resources that need to be significantly improved.
Are you an RTO delivering the TAE40122 Certificate IV in Training and Assessment qualification, and do you want more information about ensuring your training product is engaging and well-structured? Do you need to improve your training resources? Do you need your assessment tools validated?
Based on recent reports and ongoing discussions, the top 5 topics relating to the Australian VET system are:
Quality and consistency of training
Engagement and responsiveness to industry
Funding models and financial sustainability
VET workforce
Tertiary harmonisation and pathways.
This article is a bit long. I hope you can make it to the end.
1. Quality and consistency of training
Quality and consistency of training remains a critical issue. While the VET sector is valued, there are ongoing concerns about the consistency of training quality across different Registered Training Organisations (RTOs) and TAFE courses. This includes ensuring that graduates have the relevant skills, that training is of a high standard, and that there’s enough focus on practical skills. The Australian Skills Quality Authority (ASQA) plays a key role in regulating and auditing RTOs to ensure compliance with the VET Quality Framework, but quality issues persist.
ASQA has been shifting its regulatory focus, moving away from extensive external audits towards a model of self-regulation for RTOs. This new approach emphasises an RTO’s internal ability to monitor, evaluate, continuously improve, and manage risks related to training quality. However, this shift presents a potential for failure due to an inherent conflict of interest. Providers might prioritise financial gain over genuine quality, potentially leading to a decline in overall standards within the sector.
The move towards self-regulation and a perceived lack of independent scrutiny may contribute to an environment where fraudulent activities can occur more easily. Relying on internal monitoring systems carries significant risks, as these can be manipulated or under-resourced. Proactive, regular external audits would likely be more effective in identifying potential issues early on, rather than waiting for problems to be reported through ASQA’s “VET tip-off line” after the fact.
The current spate of de-registered RTOs and cancelled qualifications may be linked to a lack of onsite audits being conducted by the regulator.
2. Engagement and responsiveness to industry
A crucial aspect of VET is its ability to meet the rapidly changing needs of employers and industries. There’s a strong focus on strengthening industry engagement to ensure that VET qualifications and training programs are relevant and aligned with current and emerging workforce demands. The establishment of Jobs and Skills Councils (JSCs) is a recent reform aimed at giving industry a stronger voice in identifying skills needs, developing training products, and collaborating with providers.
Since the establishment of the current Australian VET system in 1992, industry and employers have been positioned to give advice on workforce skill needs, VET qualifications, and units of competency. These industry-led groups have been the National Industry Training Advisory Boards, that were replaced by Industry Skills Councils (ISCs), that were replaced by Industry Reference Committees (IRCs), that have now been replaced by Jobs and Skills Councils (JSCs).
Each change has been designed to give industry a stronger voice and to streamline the training product development process. I agree that Australia’s VET system should be responsive to industry and employers. And I agree that Australia’s VET system should be national as well as industry led. However, many concerns expressed by industry and employers would be resolved if RTOs were more responsive to ‘local’ needs. There is significant flexibility for training products to be customisation and contextualisation.
Lack of responsiveness and flexibility can often by fixed at the local level by RTOs, rather than changing the training package development process.
3. Funding models and financial sustainability
The financial foundations of the VET sector are under pressure. Traditional funding models consist of a mix of government allocations and student fees. RTOs, including TAFEs, raise concerns that there isn’t adequate and sustainable funding to develop quality training and provide sufficient student support services.
In recent years, the Australian Government and the governments of states and territories have been prioritising funding to TAFEs. TAFEs have been, and continue to, spend a lot of money on fancy buildings and expensive technological infrastructure. It is questionable if learning is improved by TAFEs having these new buildings and advanced technology.
I think that there will never be enough funding. And I think that the dilemma of wanting high-quality but low-cost training will continue to be an unresolvable problem for the VET system. However, I will be happy to be proven wrong.
4. VET workforce
A major challenge is attracting, retaining, and developing a skilled VET workforce. National strategies are being developed to grow the workforce and improve retention, including the ‘Credential Policy’. This policy came into effect alongside the new Standards for Registered Training Organisations on the 1st of July 2025. I believe that this policy will have no or limited impact on the VET workforce, nor on improving training quality. Again, I will be happy to be proven wrong.
5. Tertiary harmonisation and pathways
Over the last few years, some VET influencers and some VET lobby groups have been saying that there needs to be a better connection between the VET system with Higher Education. Their goal is to break down the barriers between VET and university pathways. This is not a new idea.
Background
The Australian Qualifications Framework (AQF) was first introduced in 1995. It included ‘articulation arrangements’. These arrangements were a set of principle to assist the establishment of connections between different qualifications. An entire section of this first AQF was devoted to ‘articulation arrangements’. [1]
The Australian Qualifications Framework (AQF) was revised and republished in 2011. A second edition of the revised AQF was published in 2013. The revised AQF clearly states an objective to support the development and maintenance of pathways which provide access to qualifications and assist people to move easily and readily between different education and training sectors. [2] [3]
The AQF aims to assist people to plan their career progression. In this way, it encourages lifelong learning. The AQF 2013 defines ‘articulation arrangements’ as arrangements that enable students to progress from a completed qualification to another with admission and/or credit in a defined qualification pathway. [3]
In 2012, the Standards for Training Packages were published. In this document, the term ‘articulation arrangements’ was replaced by ‘credit arrangements’. These Standards for Training Packages have been republished several times, and in these documents ‘credit arrangements’ has been defined as the arrangements existing between Training Package qualifications and Higher Education qualifications. [4]
What’s new?
Thirty years has passed since the AQF was first published, and thirteen years has passed since the Standards for Training Packages were published (replaced by the Training Package Organising Framework on the 1st of July, 2025). Not one ‘credit arrangement’ was established. Not one nationally agreed articulation arrangement has been established.
Routinely, the universities have been unwilling to recognised VET qualifications. The disconnect between the VET system and Higher Education has been impenetrable. So, some VET influencers and some VET lobby groups have taken a new approach. This approach is called tertiary education harmonisation.
Tertiary education harmonisation means VET and Higher Education work more closely together. The aim is for a more seamless and aligned tertiary education system. This does not imply that Australian will merge Higher Education and VET into one system. ‘Alignment’ is not the same as ‘merge’.
VET and Higher Education would remain separate sectors with important differences in their missions and their approaches to learning. The Australian Government is currently investing $27.7 million over 4 years to 2027-28, including $15.9 million specifically for VET to improve ‘tertiary education’ collaboration. The only tangible deliverable at the moment seems to be a ‘roadmap’ to be developed. [5] [6]
Is a ‘roadmap’ worth $27.7 million investment?
How will VET spend $15.9 million to improve ‘tertiary education’ collaboration? And who will get this money?
Will ‘alignment arrangements’ achieve the same outcome as ‘articulation arrangements’ and ‘credit arrangements’? In other words, achieve nothing.
In conclusion
After more than 30 years, the VET system continues to be plagued with problems. The entire VET system is currently be changed.
ASQA’s new regulatory approach promoting self-regulation and the new Standards for RTOs (effective from the 1st of July 2025) aim to improve the quality and consistency of training.
Establishment of Jobs and Skills Councils and the new Training Package Organising Framework (effective from the 1st of July 2025) aim to improve engagement and responsiveness to industry’s skill needs.
Funding models prioritising TAFEs, strategies to positively impact the VET workforce, and tertiary education harmonisation aim to improve the Australian VET system.
These changes were started by the Scott Morrison’s government and have continued to be implemented by the Anthony Albanese’s government. But will all these changes make the Australian VET system better?
On Target Work Skills 