International Vocational Education and Training Association

East Asia and the Pacific

Vice President for this Region:

Javier Amaro
Javier is the director and founder of Insources, a privately owned Australian training and consulting organisation.  Insources is one of Australia’s leading providers of competency-based training, quality and compliance systems for training organisations, and return on investment methodology.

Other areas of specialisation are training and consulting in human capital development and process optimisation. Javier has been involved in vocational training and education for more than 17 years. His experience includes designing and delivering more than 500 training programs to training managers, supervisors, facilitators, trainers and assessors for Australia’s vocational and education sector. He is an entrepreneur and a skilled practitioner with expertise in all facets of instructional design, competency-based education and HR development programs.

During the last 10 years, Javier has contributed to the Australian vocational regulatory framework by participating in numerous consultation processes and delivering keynote presentations.  In 2010, Javier developed the first Code of Professional Practice for vocational education and training practitioners, which was published by the Australian Society of Training and Development (ASTDI). He was elected president of ASTDI in 2011.

Javier has delivered training programs and spoken at conferences and public events in Asia, USA, Central-America (in Spanish) and Australia. Javier has been recently accepted by Macquarie University as PHD candidate.

Javier wants to join IVETA’s executive team to put IVETA’s values into practice and promote greater cooperation and collaboration between individuals and organisations. Javier had taken leadership roles organising conferences, professional development and networking opportunities.

Past Vice President Reports - Lori Hocking:

Vice President's Report - Summer 2016

New information published for RTOs, CRICOS providers and accredited course owners

The Australian Skills Quality Authority (ASQA) has recently published three new fact sheets:

The fact sheet Using other parties to collect evidence has also been updated.

More information is available at the ASQA website.

Note: this information was sourced from the ASQA website

Making sense of total VET activity: an initial market analysis

Following the successful first national publication of total vocational education and training (VET) activity and presentation of various informative data products, the National Centre for Vocational Education Research (NCVER) has continued to undertake further analysis of the submitted data. This paper is the first in a suite of NCVER authored papers that seek to better explain and explore the data in depth. 

This paper examines and compares the differences between past VET activity data (pre-2014) reported as Government-funded students and courses and the new expanded data reported as Total VET students and courses. It focuses on the information not previously collected, namely data submissions from training providers new to the National VET Provider Collection. In particular, it includes preliminary analysis and reasoned comparisons between the VET activity reported by TAFE providers and private training providers. The conclusions show the extent of similarity in training output across providers, but also highlight areas of notable diversity of the national training market between TAFE and private training providers.

More information is available at the NCVER website.

Note: this information was sourced from the NCVER website

2016 Australian Training Awards

The 2016 Australian Training Awards will be held in Darwin on Thursday 17 November 2016.

The Awards recognise the outstanding achievements of apprentices, trainees, vocational students, training practitioners, businesses, secondary schools and registered training organisations for their contribution to skilling Australia.

For real time updates you can find the Australian Training Awards on:

More information is available at the Australian Training Awards website.

Note: this information was sourced from the Australian Training Awards website

Vice President Report - Spring 2016

Apprentice and trainee numbers continue to decline

The latest release of apprentice and trainee data in Australia shows there were 295 300 people undertaking an apprenticeship or traineeship at the end of September 2015, a decrease of 13.7% compared with the same time in 2014.

The data, published by the National Centre for Vocational Education Research (NCVER), provides a picture of apprenticeship and traineeship activity nationally and by state and territory.

Comparing the September 2015 quarter national data with the same period in 2014:

  • commencements decreased by 19.3% to 36 000
  • completions overall decreased by 6.0% to 27 600, although trade completions increased by 18.1% to 11 800
  • cancellations and withdrawals decreased by 10.7% to 24 000.

Copies of Australian vocational education and training statistics: Apprentices and trainees 2015, September quarter are available from

This work has been produced by NCVER on behalf of the Australian Government and state and territory governments, with funding provided through the Department of Education and Training.

NCVER is the national custodian of data about Australia’s VET system, including apprentice and trainee data. It is a not-for-profit, independent company owned by the Commonwealth, state and territory Ministers responsible for training.

This information was sourced from the NCVER website.



New Minister for Vocational Education and Skills

On 13 February 2016, the Prime Minister, the Hon Malcolm Turnbull, announced several changes to his Ministry.

On 18 February 2016, Senator the Hon Scott Ryan, was sworn in as Minister for Vocational Education and Skills. Senator Ryan replaces the Hon Luke Hartsuyker MP.

VET FEE-HELP legislation update

In 2014 the Australian Government embarked on an ambitious reform agenda to lift the quality of training providers and their courses. The reforms were implemented to enhance the very significant contribution that vocational education and training (VET) makes to both the job prospects of students and to the competitiveness of Australia’s economy, as well as to lift the status of VET amongst families, students, employers, industry and community.

As part of the broader VET reforms, the Government introduced a series of reform measures in early 2015 to the VET FEE-HELP loan scheme which included a number of changes to the way the scheme is administered.

These reforms to the VET FEE-HELP scheme aim to control growth and lift the performance of training providers ahead of a more fundamental redesign of the scheme to a new model (to be introduced from 2017) that will better reflect the unique nature and practice of the VET sector.

Amendments to the Higher Education Support Act 2003 and the recently endorsed Higher Education Support (VET) Guideline 2015 enact new measures from 1 January 2016 to further strengthen the scheme.

For further information about the VET FEE-HELP reforms please visit

This information was sourced from the ASQA website.


Vice President Report - Fall 2015

The most recent key development relates to establishment of the Training and Assessment Working Group to consider improving assessment quality in VET. The Working Group is responsible for consulting with industry and providing advice to the Minister for Vocational Education and Skills (Luke Hartsuyker) on options to improve the conduct of assessment in VET. The Working Group is to consult with industry and provide advice to the Minister for Vocational Education and Skills on options to improve the conduct of assessment in VET. The focus of these reform options includes improving the capacity and capability of the VET workforce, including a model for VET professional development.

This group has been established as a consultation point to inform policies and solutions. The group has an advisory role and includes:

·       Shane Thomas (Chair)             Group Manager, Learning and Development, Crown Training

·       Chris Robinson                                               ASQA

·       Tanya Cole                                                      Hessel Group

·       Megan Lilly                                                      Australian Industry Group

·       Patricia Needen                                              Innovation and Business Skills Australia

·       Darrell Cox                                                      Thiess Australia

·       Suresh Manickam                                  National Electrical and Communications Association

·       Ian Curry                                                         Australian Manufacturing Workers Union

·       Gail Eaton-Briggs                                            TAFE Directors Australia

·       Chris Butler & John Churchill                          Enterprise RTO Association

·       Rod Camm                                            Australian Council for Private Education and Training

·       Paul Edginton                                                  VET Advisory Board.

  •    What are the two most significant issues facing TVET in your region?

The two biggest challenges include:

  • One issue relates to my own capacity in recent months – I recently changed roles and have been heavily impacted by the change in both a personal and professional sense. I have felt in recent months that I not actively contributed and feel as though I have let IVETA ‘down’ in terms of progression within the region.
  •  VET FEE-HELP is a student loan scheme that is funded by the Commonwealth Government to assist eligible students in Diploma level and above courses. VET FEE-HELP loans are not subject to income or assets tests. VET FEE-HELP provides students with the option of:
  • Deferring all of your tuition fees; or
  • Paying some of your tuition fees upfront and deferring the balance.

There is a loan fee of 20% for fee-for-service VET FEE HELP loans.

Based on some real problems with VET Fee-Help, and in some states due to poor design, there are calls for abandoning reform and reverting back to centralised planning of TAFE. The aims and achievements of reform from both sides of government need further explanation and exploring.

Current Research from Australia

Regulating and quality assuring VET: international developments

The opening-up of the market for education and training, including vocational education and training (VET), has increased the importance of regulation and quality assurance mechanisms in ensuring the integrity of qualifications. This report investigates approaches to the regulation and quality assurance of vocational education and training in a number of countries: New Zealand, selected European member states (Finland, Sweden, United Kingdom), Canada (province of Ontario) and two accrediting agencies in the United States. The insights gained from this investigation into the practices applied overseas could be used to inform the development of VET regulatory and quality assurance approaches in Australia.

Key messages

  • Increasingly, training systems are implementing principles of responsive regulation and risk analysis to help ensure compliance and to reduce the burden on regulators and regulated populations. However, the implementation of these approaches requires regulators to have access to sufficient and robust data collection mechanisms to help them to identify effective triggers for risk-based reviews.
  • The voice of industry (including employer and employee associations) is commonly heard in the development of qualifications, assessment for qualifications, the provision of practical work experience, and validation of assessments.
  • Debates about the quality of teaching are gaining momentum, not only in Australia, but also overseas. The aim is to implement mechanisms to improve the quality of teacher preparation and to ensure continuing professional development.
  • External assessments conducted by third parties possessing relevant occupational knowledge and expertise can be used to assure the integrity of assessments and qualifications.
  • The New Zealand external evaluation review (EER) approach is worthy of attention, especially as it aims to help providers to develop their capacity for self-assessment. However, a lesson from their experience is to make clear decisions about how to promote the approach to providers to ensure that trust between regulators and providers is maintained.
  • The preparation of institutional self-reviews or reports helps to embed self-monitoring mechanisms into the routine activities of providers. However, such processes, if not well managed, can become so resource-intensive that they may draw valuable resources away from core teaching and learning tasks and so hinder the achievement of real continuous improvement.
  • Outcomes-based measures of institutional performance can help individuals to make informed choices about where they want to study, and governments to make policy and funding decisions. Their usefulness is highly dependent on the robustness and accuracy of participation and outcomes data and the mechanisms for data collection.

This research is available on the NCVER website:

VOCAL – the Evolution of VETiS

In the lead up to their 20th Anniversary VETnetwork Australia undertook a project to critically reflect on the evolution of VET in Schools (VETiS) in Australia. The results are presented in the 10th edition of VOCAL, 2014-2015.

VOCAL is presented in four sections. First, this introductory overview includes the project design and its methodology. Second, a cross-case analysis is presented using a framework developed from the good practice principles of the literature review and those emerging from case studies. This provides a basis for systematic description of key issues identified across all cases with discussion points for future practices in VETiS. Third, the authors have developed individual case studies that depict VETiS from its inception to its twenty-first century incarnations in thirteen Australian communities. Finally, a review from NCVER provides a review of the literature from the early 1990s to 2014 charting the evolutionary outcomes for VETiS from the viewpoints of education and training policy and practice.

This research is available from VETnetwork Australia:

Australia's Challenges and Advice - Click here

This interview with Dr. Phillip Rutherford, one of the world’s leading experts on VET/CTE training and education systems, explores the CTE/VET system in Australia. Click here to read the interview.

Inside International CTE - Australia - Click here

From the VETnetwork Australia

The National Centre for Vocational Education Research (NCVER) has released the following publication, Research messages 2014, which may be of interest to you.

This publication showcases NCVER research published in 2014, and contains a copy of the ‘About the research’ page from each report as well as a direct link to the reports. Research messages 2014 also includes a concise introduction that draws together key themes that have arisen throughout the year.


Much of the research published last year focused on:

  • Productivity – to sustain and build Australia’s human capital
  • Participation – to support and build Australia’s workforce diversity
  • Learning and teaching – to support development of capabilities in teaching and assessment
  • Place and role of VET – to enhance productivity and drive new value-adding products and services in Australia’s VET system 

View the full report here

Australia’s new Standards for registered training providers

In September 2014 Australia’s Ministers responsible for industry and skills agreed to new regulatory Standards for training providers.  These are the Standards that training providers must meet in order to be registered to deliver Australia’s national vocational education and training (VET) qualifications. The Standards are being implemented in 2015.

The reforms aim to:

  • Shift the focus from unnecessary administration processes to achieving high quality training and assessment outcomes. The Standards describe outcomes training providers must achieve but do not prescribe methods to achieve the outcomes, allowing room for providers to be flexible and innovative; and
  • Enable the VET regulator to deal more effectively with poor quality providers and improve confidence in the VET sector.

Specific changes between the previous and the new Standards include:

  • Strengthening requirements for providers to engage with industry to inform the way they deliver training and assessment;
  • Increasing consumer protection by strengthening requirements around the way training courses are marketed and the information given to potential students so they can make informed decisions about their training;
  • Stronger qualification requirements for trainers and assessors and for those who deliver training and assessment qualifications.

The national regulator that administers the Standards will provide more information and guidance to training providers to help them understand how they can meet the Standards and will also dedicate more resources to finding and dealing with poor performing providers who are undermining the reputation of the VET sector.  Ultimately this means that high performing providers will be rewarded by having less interaction with the regulator to allow them to get on with delivering high quality training to their students.

For more information about the reforms to Australia’s VET system and for a fact sheet on Regulating for Quality see

For the users’ guide to the new Standards, published by the national regulator the Australian Skills Quality Authority visit

The users’ guide includes information about each Standard, how training providers can demonstrate compliance with each Standard and examples of what compliance with the Standard might look like.

   Countries in the Region:






Solomon Islands


Micronesia, Fed. Sts      







New Zealand    


Kiribati  Palau    



Papua New Guinea        



Lao PDR               



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