In this second instalment of the series, we continue to delve into the frequently asked questions about the updated Standards for Registered Training Organisations (RTOs) 2025, providing further clarity and insights that will enhance your understanding and implementation of these pivotal changes.
1. Outcome Standards Policy
Q1: What makes an assessment system fit for purpose?
A: An assessment system is considered fit for purpose when it aligns closely with the requirements of the training product. This means the assessment methods, tools, and processes are designed to accurately measure the skills, knowledge, and competencies outlined in the training package or accredited course. CAQA, The VET Sector and CAQA Resources have written several articles regarding this matter.
Q2: How is fairness ensured in the assessment process?
A: Fairness in assessment is achieved through several measures:
- Providing clear instructions and criteria to all VET students
- Offering reasonable adjustments for students with special needs
- Ensuring consistency in assessment conditions across all candidates
- Providing opportunities for reassessment if needed
Q3: What is involved in the quality assurance of the assessment system?
A: Quality assurance of the assessment system involves:
- Regular validation of assessment practices and judgements
- Engagement of appropriately skilled and credentialed individuals to conduct the validation
- Reviewing assessment tools, processes, and outcomes
- Implementing improvements based on validation findings
Q4: How is Recognition of Prior Learning (RPL) supported?
A: VET students with existing skills, knowledge, and competencies are supported to seek RPL through:
- Providing clear information about the RPL process
- Offering guidance on evidence collection
- Conducting thorough assessments of submitted evidence
- Recognising relevant prior learning to reduce the duration of training potentially
Q5: What is credit transfer, and how is it facilitated?
A: Credit transfer is the process of recognising previous equivalent training completed by a student. It is facilitated by:
- Reviewing the student's academic transcripts or statements of attainment
- Verifying the authenticity of the documents
- Mapping the completed units to the current training product
- Granting credit for equivalent units, potentially reducing the overall course duration
Q6: Who is responsible for conducting assessment validation?
A: Assessment validation should be conducted by individuals who are:
- Appropriately skilled in assessment and the relevant industry area
- Holding necessary credentials, such as the required trainer and assessor qualifications
- Independent from the original assessment decisions being reviewed
The revised requirements state the following:
Standard 1.5
(a) validation is undertaken by one or more people who collectively have:
(i) industry competencies, skills and knowledge relevant to the training product
(ii) a practical understanding of current industry practices relevant to the training product
(iii) one of the credentials for validation specified in the Credential Policy
(b) in addition, where an AQF qualification or skill set from the Training and Education Training Package that enables individuals to make assessment judgements is being validated:
(i) the person(s) undertaking validation are independent and are not employed or subcontracted by the RTO to provide training and assessment
(ii) validation occurs following completion of training and assessment by the first VET student cohort
(c) validation outcomes are not solely determined by those who have designed or delivered the training or assessment
Q7: How often should assessment validation occur?
A: While the policy doesn't specify an exact frequency, it indicates that validation should occur through a "regular process."
The regulatory guidelines suggest the following:
Standard 1.5 (b) validation for each training product on the RTO’s scope of registration occurs regularly and at least every 5 years, as informed by risks to training outcomes, any changes to the training product, and feedback from VET students, trainers and assessors, and industry
Standard 1.5 (c), a risk-based approach is used to determine the component of the training product to be validated and the sample size of assessments.
Q8: Can a student apply for RPL for part of a qualification?
A: Students can apply for RPL for individual units of competency within a qualification. They are not required to seek RPL for an entire qualification if they have relevant prior learning for only some components.
Q9: Is credit transfer automatic if a student has completed the same unit code previously?
A: While credit transfer should be granted for identical unit codes, it's important to verify that the content of the unit hasn't changed significantly. If substantial changes have occurred, some gap training may be required before granting full credit.
Q10: How does the assessment system ensure accuracy in judging student competency?
A: Accuracy in judging student competency is ensured through:
- Using valid and reliable assessment tools
- Employing qualified and experienced assessors
- Implementing moderation processes to check consistency between assessors
- Regularly reviewing and updating assessment practices based on industry feedback and validation outcomes
Q11: What is the main purpose of Standard 1.8 in the Outcome Standards Policy?
A: The main purpose of Standard 1.8 is to ensure that facilities, resources, and equipment used in vocational education and training (VET) are appropriate, adequate, safe, and accessible for delivering quality training.
Q12: What does "fit-for-purpose" mean in the context of VET facilities and equipment?
A: "Fit-for-purpose" means that the facilities, resources, and equipment are suitable and appropriate for the specific training product being delivered, meeting industry standards and training requirements.
Q13: How can RTOs ensure the accessibility of resources for all students?
A: RTOs can ensure accessibility by providing resources in various formats, offering assistive technologies when needed, and designing facilities with universal access in mind to accommodate students with diverse needs.
Q14: What are RTOs required to demonstrate regarding facilities and resources?
A: RTOs must demonstrate how they identify necessary facilities, resources, and equipment for each training product, ensure their suitability and safety, and guarantee student access to required resources.
Q15: How should RTOs manage risks associated with work-integrated learning?
A: RTOs should implement strategies to identify, assess, and manage risks associated with facilities, resources, and equipment in work placements or community-based learning environments.
Q16: What factors influence the adequacy of resources in VET?
A: Factors influencing resource adequacy include training product requirements, feedback from stakeholders, student cohort diversity and needs, enrollment numbers, and the mode of training delivery.
Q17: Does Standard 1.8 apply to online and distance learning?
A: Yes, Standard 1.8 applies to all delivery modes, including online and distance learning. For these modes, RTOs must ensure the safety, suitability, and accessibility of the virtual learning environment and resources.
Q18: What is the importance of risk management in relation to facilities and equipment?
A: Risk management is crucial for identifying potential hazards, developing strategies to mitigate risks, and ensuring a safe learning environment for students and staff.
Q19: What should be included in an RTO's risk management approach?
A: An RTO's risk management approach should include risk assessment, strategy development, policy implementation, establishment of risk escalation pathways, and maintenance of risk registers.
Q20: How often should RTOs evaluate their compliance with Standard 1.8?
A: While not explicitly stated, best practice suggests that RTOs should regularly evaluate their compliance, ideally as part of their continuous improvement processes.
Q21: What role does industry feedback play in resource adequacy?
A: Industry feedback is crucial in ensuring that facilities, resources, and equipment meet current industry standards and practices, helping to keep training relevant and up-to-date.
Q22: How can RTOs address the diverse needs of student cohorts in terms of resources?
A: RTOs can address diverse needs by offering a range of resources, providing reasonable adjustments, and ensuring that facilities and equipment can accommodate various learning styles and abilities.
Q23: What considerations should be made for enrolment numbers when planning resources?
A: RTOs should ensure that facilities, resources, and equipment are sufficient to accommodate the number of enrolled students, allowing for effective learning without overcrowding or resource shortages.
Q24: How can RTOs ensure the ongoing suitability of their resources?
A: RTOs can ensure ongoing suitability through regular reviews, staying updated with industry standards, seeking feedback from stakeholders, and implementing a continuous improvement process.
Q25: What is the significance of work-integrated learning in relation to Standard 1.8?
A: Work-integrated learning requires special consideration to ensure that facilities, resources, and equipment in workplace settings meet training standards and safety requirements.
Q26: How should RTOs approach self-assurance regarding Standard 1.8?
A: RTOs should regularly evaluate their methods for identifying resource needs, strategies for ensuring suitability and safety, approaches to support student access, and collaboration with employers for work-integrated learning.
Q27: What role do students play in ensuring compliance with Standard 1.8?
A: Students can provide valuable feedback on the adequacy and accessibility of resources, helping RTOs identify areas for improvement and ensure the learning environment meets their needs.
Q28: How does Standard 1.8 contribute to the overall quality of VET?
A: By ensuring appropriate, safe, and accessible facilities, resources, and equipment, Standard 1.8 contributes to creating an effective learning environment that supports student success and meets industry expectations, thereby enhancing the overall quality of VET.
2. Compliance Requirements Policy
Information Management
Q1: How long must RTOs retain completed VET student assessment items?
A: RTOs must securely retain completed VET student assessment items for at least two (2) years following the VET student's completion of the training product.
Q2: What are the requirements for maintaining VET students' personal information?
A: RTOs must ensure that VET students' personal information is securely maintained in accordance with applicable privacy laws.
Q3: Can RTOs dispose of student assessment items after two years?
A: While the policy requires retention for at least two years, RTOs should consult other relevant regulations and their own data retention policies before disposing of any student records.
Q4: What constitutes "secure maintenance" of personal information?
A: Secure maintenance typically involves using encrypted storage systems, restricted access protocols, and regular security audits to protect personal information from unauthorised access or breaches.
Q5: Are there specific privacy laws that RTOs need to comply with?
A: Yes, RTOs must comply with applicable privacy laws, which may include the Privacy Act 1988 and state-specific privacy legislation, depending on their jurisdiction.
Marketing and Advertising
Q6: What information must be included in RTO marketing materials?
A: Marketing materials must include the RTO code, the code and title of any training product, as published on the National Register, where services are being delivered, how they are being delivered, information about third-party arrangements, information related to different funding and regulatory guidelines registered training organisations operate under, and clear differentiation if these nationally accredited training products or not.
Q7: Can RTOs advertise training products that are no longer current?
A: RTOs can advertise or market a training product that is no longer current, but only while it remains on scope and new enrolments are permitted.
Q8: How should RTOs represent third-party services in their marketing?
A: RTOs must clearly distinguish where services are being delivered by a third party, including recruitment, training, and assessment, or delivery by another RTO.
Q9: How should nationally recognised training be distinguished in marketing materials?
A: Marketing materials must clearly distinguish between nationally recognised training leading to AQF certification and any other training or assessment delivered by the RTO.
Q10: Can RTOs advertise that their training will lead to licenced outcomes?
A: RTOs can only advertise that a training product will enable students to obtain a licenced or regulated outcome if this has been confirmed by the industry regulator in the relevant jurisdiction.
Q11: What financial information should be included in marketing materials?
A: Marketing materials should include details about any VET Student Loans, government-funded subsidies, or other financial support arrangements associated with the RTO's training and assessment.
Q12: Can RTOs use other organisations' names or logos in their marketing?
A: RTOs can only refer to or imply a connection with another person or organisation if they have obtained consent from that person or organisation.
Q13: What are RTOs prohibited from guaranteeing in their marketing?
A: RTOs must not guarantee that a student will successfully complete a training product, that a product can be completed in a manner not meeting the Standards, or that a student will obtain a particular employment outcome outside the RTO's control.
Q14: How should RTOs represent the duration of their courses in marketing materials?
A: While not explicitly stated in the given policy, RTOs should accurately represent the duration of courses based on the training package requirements and their delivery mode.
Q15: Are there restrictions on using superlatives in marketing materials?
A: The policy doesn't explicitly mention superlatives, but RTOs should ensure all marketing claims are accurate and can be substantiated to avoid misleading students.
Q16: Can RTOs use student testimonials in their marketing?
A: While not specifically addressed in the given policy, if using testimonials, RTOs should ensure they are genuine and verifiable and do not make claims that the RTO cannot guarantee.
Q17: How should RTOs handle marketing for courses delivered in partnership with universities?
A: RTOs should clearly distinguish their role and the university's role in the partnership or ‘articulation arrangements’, ensuring all marketing materials comply with VET and higher education marketing regulations.
Q18: Are there specific requirements for social media marketing?
A: While not explicitly mentioned, all marketing requirements would apply to social media. RTOs should ensure all posts and advertisements on social platforms comply with the policy.
Q19: How should RTOs market Recognition of Prior Learning (RPL) services?
A: RTOs should accurately represent their RPL services, ensuring they don't guarantee outcomes and clearly explain the assessment process involved.
Q20: Can RTOs use images of students in their marketing materials?
A: While not addressed in the given policy, RTOs should obtain written consent from students before using their images and ensure the images accurately represent the courses being advertised.
Q21: How should RTOs represent course fees in their marketing?
A: RTOs should provide clear and accurate information about course fees, including any additional costs, and comply with any specific fee disclosure requirements set by regulatory bodies. All applicable fees must be outlined in the marketing or pre-enrolment information to the students.
Q22: Are there specific requirements for marketing to international students?
A: While not covered in the given policy, RTOs registered to enrol international students must comply with additional marketing requirements set by the ESOS Act and National Code.
Q23: How should RTOs handle the marketing of courses that are still pending approval?
A: RTOs should not market courses that are not yet approved and on their scope of registration. They may provide general information about planned courses but must clearly state that these are subject to regulatory approval.
Q24: Can RTOs use comparative marketing against other training providers?
A: While not explicitly addressed, RTOs should be cautious with comparative marketing to ensure it doesn't mislead students or breach any fair trading laws.
Q25: How should RTOs market flexible learning options?
A: RTOs should accurately represent the flexibility of their learning options, clearly explaining any requirements for face-to-face components or practical placements.
Q26: Are there specific requirements for marketing apprenticeship or traineeship programs?
A: While not detailed in the given policy, RTOs should ensure they accurately represent the nature of apprenticeships or traineeships, including employer involvement and on-the-job training components.
Q27: How should RTOs represent graduate employment outcomes in their marketing?
A: RTOs can provide factual information about graduate outcomes but must not guarantee employment outcomes outside their control.
Q28: What should RTOs do if they discover their marketing materials are non-compliant?
A: RTOs should immediately withdraw or correct any non-compliant marketing materials and review their marketing approval processes to prevent future non-compliance.
3. Credential Policy
Q1: What are the main credential options for delivering training and assessment?
A: The main options are holding a specified training and assessment credential, actively working towards one under direction, or holding certain skill sets and working under direction/supervision.
Q2: What is the most current Certificate IV in Training and Assessment qualification?
A: The most current qualification is TAE40122 Certificate IV in Training and Assessment or its successor.
Q3: Can someone with a secondary teaching qualification deliver VET training?
A: Yes, if they also hold one of the specified skill sets, such as TAESS00019 Assessor Skill Set or its successor.
Q4: What qualifications allow someone to conduct assessment only?
A: Qualifications for assessment-only include TAE40122 Certificate IV in Training and Assessment (or earlier versions) and TAESS00019 Assessor Skill Set (or earlier versions).
Q5: How long does someone have to complete their training and assessment credential if they're "actively working towards" it?
A: They must make satisfactory progress in completing the credential within two years of commencement.
Q6: Can someone deliver training while working towards their credential?
A: Yes, they can deliver training and contribute to assessment, but must work under the direction/supervision of a qualified trainer or assessor.
Q7: What does "working under direction" mean in this context?
A: It means working under the oversight, guidance, and quality assurance of a fully qualified trainer or assessor. In both historical and contemporary contexts, RTO people widely recognise this as working under supervision arrangements.
Q8: Are there specific skill sets that allow for training delivery under direction?
A: Several skill sets are listed, including TAESS00021 Facilitation Skill Set and TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set.
Q9: Can someone with a secondary teaching qualification make assessment judgements?
A: Not on their own. They need an additional qualification/skill set like the TAESS00019 Assessor Skill Set.
Q10: What qualifications are needed to provide direction to other trainers and assessors?
A: Qualifications include TAE40122 Certificate IV in Training and Assessment (or earlier versions) or a diploma or higher in adult education or VET.
Q11: Is there a difference between the requirements for delivering training and making assessment judgements?
A: Yes, making assessment judgements typically requires higher-level qualifications compared to just delivering training.
Q12: Can volunteer trainers deliver VET training?
A: Yes, if they hold the TAESS00030 Volunteer Trainer Delivery and Assessment Contribution Skill Set or its successor and work under direction.
Q13: What options are available for workplace trainers?
A: Workplace trainers can use the TAESS00020 Workplace Trainer Skill Set or its successor, working under direction.
Q14: Are there specific requirements for training young learners?
A: Yes, the TAESS00022 Young Learner Delivery Skill Set or its successor is designed for this purpose.
Q15: How does an RTO justify the relevance of a trainer's credential to the student cohort?
A: The RTO must consider the nature of the VET student cohort and the delivery context when determining credential relevance.
Q16: Can someone with an enterprise trainer skill set make assessment judgements?
A: No, enterprise trainer skill sets allow for training delivery and contribution to assessment but not making assessment judgements.
Q17: What's the difference between "contributing to assessment" and "making assessment judgements"?
A: Contributing to assessment involves collecting evidence and conducting assessments while making judgements, which involves deciding on competency.
Q18: Are there any time limits on older versions of qualifications like TAE40110?
A: The policy doesn't specify time limits, but RTOs should ensure trainers' skills are current and relevant.
Q19: Can someone with a diploma in adult education deliver VET training?
A: A diploma or higher-level qualification in adult education or VET is sufficient for delivering training and assessment.
Q20: What's the minimum qualification for someone providing direction to other trainers?
A: The minimum is typically TAE40122 Certificate IV in Training and Assessment or earlier versions.
Q21: Are there specific requirements for delivering training in schools?
A: The TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set is designed for this context.
Q22: Can industry experts without formal training qualifications deliver VET training?
A: Yes, but they must work under the direction/supervision of a qualified trainer and assessor as per Standard 3.3.
Q23: What's the difference between the Assessor Skill Set and the full Certificate IV in Training and Assessment?
A: The Assessor Skill Set focuses solely on assessment, while Certificate IV covers both training delivery and assessment.
Q24: Can someone with an overseas teaching qualification deliver VET training in Australia?
A: The policy doesn't specifically address this, but overseas qualifications would likely need to be assessed for equivalence to the listed credentials. Furthermore, the individuals will also need training and assessment credentials and the current industry experience/knowledge and/or the same training product they are interested in delivering training and assessment services.
Q25: Are there any exceptions to these credential requirements?
A: The policy doesn't list exceptions, but RTOs should check with their regulatory body for any specific allowances or exemptions.
Q26: How often should an RTO review their trainers' and assessors' credentials?
A: While not specified in this policy, best practice suggests regular reviews to ensure ongoing compliance and currency.
Q27: What happens if a trainer's qualification becomes superseded?
A: Generally, superseded qualifications remain valid unless otherwise specified by the regulator, but upgrading to the current version is often recommended. It is critical to follow the guidelines of regulatory bodies on this.
Q28: Can someone deliver training in one area while working towards their credential in another?
A: The policy doesn't specifically address this scenario, but the principle of working under direction would likely apply across all areas of delivery.
