Accredited Course Development and Accreditation Support

CAQA has supported organisations many times through accredited course development and accreditation support. These projects arise where a training need is not adequately covered by an existing nationally endorsed training product.

Accreditedcourse developed and accredited

The challenge

CAQA has supported organisations many times through accredited course development and accreditation support. These projects arise where a training need is not adequately covered by an existing nationally endorsed training product.

What we did

An organisation engaged CAQA to develop and support the accreditation of a specialised course. The client had identified a real training need but required assistance to turn that need into a structured, compliant accredited course. CAQA supported the course design process. This included defining the course purpose, intended cohort, vocational outcomes, structure, duration, delivery approach, assessment requirements and pathway considerations. CAQA also reviewed whether existing training products already addressed the need, because accredited courses should not unnecessarily duplicate existing products.

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CAQA’s Long History of Providing Professional Development Activities

CAQA has a long history of supporting Registered Training Organisations, education providers, trainers, assessors, administrative staff and operational teams through high-quality professional development programs. As a specialist consulting firm in the Australian vocational education and training sector, CAQA works with providers that need more than generic training. They need practical capability-building that strengthens compliance, improves staff confidence, supports learner outcomes and helps the organisation operate with greater consistency.

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Customised Training and Assessment Resources Specific to Learner Needs

A training provider approached CAQA after recognising that its existing resources did not properly reflect the needs of its learners. The provider wanted resources that were compliant, but also engaging, accessible and suitable for the cohort it served. The issue was not that the provider lacked documents. The issue was that the documents were not doing enough to support real learning.

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