The Qualities of True Education – Part 5 – Quality Education

We have looked in this series at true education. So, looking at it overall, what makes quality education?

Registered Training Organisations (RTOs) are sent email after email of sales materials offering and promoting ‘quality solutions’ which effectively promise an end to the bureaucracy and difficulty RTOs experience in a complex regulated system.

RTOs go wrong through their focus on meeting the minimum standards of what is expected rather than aiming way above the mark and representing the level that education should be delivered at. When training institutions represent true quality in education, not out of a box and not to make a quick buck or achieve any other self-satisfying aim, but to actually serve the students that come to them, then meeting the minimum standards that apply to RTOs, is actually a natural consequence. Continue reading “The Qualities of True Education – Part 5 – Quality Education”

The Qualities of True Education – Part 4 – Walking the Talk

In this series, we have explored the qualities of true education, exposing that we have settled for something far less than this in what we classify as education at present. Hence there is much work to be done.

We have looked at professionalism, service and integrity.

It is all well and good to say these things, and to even say that what a school, college or higher education institute offers represents all of these. But is it true? Continue reading “The Qualities of True Education – Part 4 – Walking the Talk”

The Qualities of True Education – Part 3 – Integrity

In Part 1 of this series, we looked at the importance of professionalism and just what it is to offer quality in education. In Part 2, we looked at service and breaking open the actual purpose of education – for we are educated in order to perform a job or service that is always ultimately for others. In exploring all of this, we have started to look at what really matters in education.

Equally alongside professionalism and service, is the critical importance of integrity. But what actually is integrity? Continue reading “The Qualities of True Education – Part 3 – Integrity”

The Qualities of True Education – Part 2 – Service

In this series, we explore key qualities of education. In Part 1 of this series, we looked at the fundamental aspect of professionalism.

In this article, we look at another important part of education – which is the concept of service.

Students should gain an awareness through their education of the importance of service and what they give back to their community.

To gain a qualification is a wonderful thing, if the education is delivered with quality, and a student should be rightfully proud of their achievement. A qualification enables us to do a job and gives us a premise from which we can perform that job, hopefully in a very competent manner. This is a great thing and very needed. However there is more to it than that. Continue reading “The Qualities of True Education – Part 2 – Service”

The Qualities of True Education – Part 1 – Professionalism

In this series, we look at the qualities of education which are critical to our students receiving all they should – across any industry and from any level of education. Evolve College is absolutely committed to quality in education, not for ourselves but because we know that everyone, in every industry and at every level of study, deserves to receive quality education that truly prepares them for what is next for them in life.

So what does this look like? In this series, we look at a number of areas which are fundamental to quality in education.

In this article, we look at professionalism and a willingness to work and serve.

Students should emerge from their time undertaking a course, with a strong understanding of the meaning of professionalism – not as a latest buzz word term but as something demonstrated through the conduct of the college and its teaching. Continue reading “The Qualities of True Education – Part 1 – Professionalism”


In this series, we look at – if VET has enormous value (which we explored in Part 2) but is not necessarily seen for the full importance that it represents, then what can we do about it?

VET has not been assisted by rogue RTOs that have rorted the system and been misleading, taken government funds for their own benefit without due provision of service to students, left a large number of students stranded, and generally given the sector a bad name. This is inexcusable, given the importance of VET to Australian industry. Those providers are being exposed and a number of shut-downs have ensued – the clean-up that is occurring is required.

In truth, the number of offenders is small and a very small proportion of the VET industry as a whole. As Evolve College has publicly presented, the calibre of people working in the VET sector is generally speaking very, very genuine, and people are there for the right reasons. The sector has much potential and a lot to offer, to Australia, and internationally, as a whole.

What is needed now is for RTOs to step up to the mark of what is needed to raise VET to the level it can and should be offering in education, in industries across the board. Continue reading “VET – PART 3 – A CALL TO ACTION TO RTOs”

VET – Part 2 – The true value of VET

In Part 1 of this series, we looked at the fact that, although Vocational Education and Training (VET) is offered across a huge array of industries and supports graduates to enter those industries, VET is still seen in a number of circles in Australia as being a second rate cousin to a university degree. This week, we explore that disparity further and identify just why it is that VET should be valued.

The ‘second rate cousin’ view of VET is not shared internationally. For instance, Skills for Australia CEO Sara Caplan, has commented that in Germany it is the other way around, as industry sees high value in the quality of training offered through the equivalent of the VET system which is very industry focused.

VET plays a very important part in education. The graduates of VET become the workers of industry tomorrow. Is this not of critical importance? The answer is yes, and let’s look at why.

If we produce graduates who just tick a box, then we are going to produce tick-box workers who are not committed, not truly prepared, and who do not bring the professionalism and true integrity required to do a job well.

The fact is, our industries suffer when we produce graduates like that. Continue reading “VET – Part 2 – The true value of VET”

Going beyond the minimum standards – Part 2 – Education

In Part 1 of this series, we explored the standards we set as a society and started to expose that they are actually at a very minimal level.

We looked in Part 1 at Work Health and Safety (WHS) – and saw that what we accept WHS means is actually far lower than what it truly means in the workplaces we share and visit.

This week, we look at education. We accept that education is teaching us something we do not know, and delivering us a qualification or piece of paper we can hang on our wall that says that we are competent and have achieved something. An accolade, yes, but is that really what education is? Continue reading “Going beyond the minimum standards – Part 2 – Education”

Going beyond the minimum standards – Part 1

Have we paused to reflect on the fact that we all accept the standards we call the baseline in life?

Our standards apply to all areas of life. They apply to legal standards, ethical standards and general benchmarks of behaviour we will accept and those we will not.

These standards are necessary. They are for the safety and protection of all in our society, and they have an important part to play. However, are they everything?

For instance, we have Work Health and Safety standards that are enshrined in legislation, which require our work places to be safe and without risk of injury or harm to anyone in the workplace. This is obviously needed. For instance, if we operate a massage or other health-care clinic, we are obliged to ensure that there are no tripping hazards, that clients can get onto and off the table without injury, and so forth. But do our standards equate to a true standard, or do they represent something less? Continue reading “Going beyond the minimum standards – Part 1”