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ASQA: Practice Guide - Training

ASQA's Practice Guides must be read alongside the relevant legislation to ensure regulatory obligations are fully met, and providers should also consider the policy intention of the revised Standards.

VelgCast: ACSF Suite - 7 Understanding learning in the ACSF

The seventh VelgCast in a series of 12 related to the ACSF

VelgCast: ACSF Suite - 11 Understanding numeracy in the ACSF

The eleventh VelgCast in a series of 12 related to the ACSF

Practice Guide - Training support

ASQA's Practice Guides must be read alongside the relevant legislation to ensure regulatory obligations are fully met, and providers should also consider the policy intention of the revised Standards.

VelgCast: ACSF Suite - 2 Levels of performance in the ACSF

The second VelgCast in a series of 12 related to the ACSF

VelgCast: ACSF Suite - 10 Understanding oral communication in the ACSF

The tenth VelgCast in a series of 12 related to the ACSF

VelgCast: ACSF Suite - 3 Performance descriptors in the ACSF

The third VelgCast in a series of 12 related to the ACSF

TAC: Webinar - Understanding Training Packages

Training Accreditation Council (TAC) webinar which explores the components of a training package and how to interpret them, covering key topics including information on qualifications and how they are specified, units of competency what they include, guidance to support the use of training packages, accredited courses and transition and scope.

VelgCast: ACSF Suite - 8 Understanding reading in the ACSF

The eighth VelgCast in a series of 12 related to the ACSF

VelgCast: ACSF Suite - 1 What is the ACSF?

First VelgCast in a series of 12 related to the ACSF

Velg Training’s Plus Membership Packages - 2020

The future of vocational education and training in Europe: v 3 - The influence of assessments on vocational learning (2022)

This report focuses on the role played by assessment in the delivery of VET. A key question is whether the objectives set in national curricula, by qualifications standards and in programme descriptions are improved or undermined by dominant assessment approaches.

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