In this third 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 is the main goal of the VET student support standard?
A: The main goal is to ensure VET students are treated fairly, properly informed, protected, and supported throughout their educational journey.
Q2: What kind of information should VET students have access to?
A: VET students should have access to clear and accurate information to make informed decisions about the training product and the RTO, including any changes that affect them.
Q3: When should students be advised about the suitability of a training product?
A: Students should be advised about the suitability of the training product prior to enrolment, taking into account their existing skills and competencies.
Q4: What kind of support services should be available to VET students?
A: VET students should have reasonable access to training support services, teachers, trainers, assessors, and other staff to support their progress through the training product.
Q5: How are students with disabilities supported in VET?
A: Reasonable adjustments are made to support VET students with disabilities to access and participate in training and assessment on an equal basis.
Q6: What is the expectation regarding diversity in the learning environment?
A: The learning environment should promote and support the diversity of VET students.
Q7: How are student wellbeing needs addressed?
A: The well-being needs of the VET student cohort should be identified, and strategies should be put in place to support these needs.
Q8: What is required for effective feedback and complaints management?
A: Effective feedback and complaints management should address concerns and inform continuous improvement in the RTO's operations.
Q9: What should be in place for student appeals?
A: Effective appeal processes should be available where decisions of the RTO or a third party adversely impact a VET student.
Q10: What is the overarching goal of the VET Workforce standard?
A: The goal is to ensure VET students are trained, assessed, and supported by people who are qualified, skilled, and committed to professional development.
Q11: What does effective workforce management entail?
A: Effective workforce management ensures appropriate staffing to deliver the services required in VET.
Q12: What credentials are required for trainers and assessors?
A: Trainers and assessors must have current skills and knowledge in training and assessment, as well as relevant credentials.
Q13: Why is current industry knowledge essential for trainers and assessors?
A: Trainers and assessors must have current industry skills and knowledge relevant to the training product to ensure the training is up-to-date and applicable.
Q14: How often should information provided to students be updated?
A: Information should be updated as soon as any changes occur that affect students, to ensure they always have access to current and accurate information.
Q15: What factors should be considered when advising students on training product suitability?
A: Factors include the student's existing skills, competencies, career goals, and any prerequisites for the training product.
Q16: What reasonable adjustments might be made for students with disabilities?
A: Adjustments could include modified learning materials, assistive technologies, extended assessment time, or alternative assessment methods.
Q17: How can RTOs promote diversity in the learning environment?
A: RTOs can promote diversity through inclusive policies, culturally sensitive practices, diverse representation in materials, and fostering a respectful learning atmosphere.
Q18: What strategies for supporting student wellbeing might include?
A: Strategies could include counselling services, stress management workshops, flexible learning options, and referrals to external support services.
Q19: How should RTOs use feedback and complaints to improve their services?
A: RTOs should systematically analyse feedback and complaints to identify trends, address systemic issues, and implement improvements in their operations.
Q20: What should an effective appeals process include?
A: An effective appeals process should be fair, transparent, accessible, and timely, and provide clear outcomes and reasons for decisions.
Q21: How can RTOs ensure their workforce remains current with industry practices?
A: RTOs can encourage ongoing professional development, industry placements, and regular engagement with industry partners.
Q22: What is the importance of appropriate staffing in VET delivery?
A: Appropriate staffing ensures that students receive quality training and support, and that all required services can be delivered effectively.
Q23: How often should trainers and assessors update their skills and knowledge?
A: Trainers and assessors should continuously update their skills and knowledge to remain current with both industry practices and training and assessment techniques.
Q24: What evidence might RTOs collect to demonstrate compliance with these standards?
A: Evidence could include student feedback, complaints records, staff qualifications and professional development records, and documented policies and procedures.
Q25: How can RTOs ensure consistency in the quality of training across different trainers?
A: RTOs can implement standardised training materials, regular moderation sessions, peer observations, and ongoing professional development for trainers.
Q26: What role do industry skills play in the delivery of VET training?
A: Current industry skills ensure that training is relevant, practical, and aligned with current workplace practices and technologies.
Q27: How should RTOs handle situations where a student's needs change during their enrollment?
A: RTOs should have processes in place to reassess student needs, provide additional support if required, and make reasonable adjustments as necessary.
Q28: What responsibilities do RTOs have regarding third-party decisions that affect students?
A: RTOs should ensure that effective appeal processes are available for decisions made by third parties that adversely impact students and that these processes are communicated clearly to students.
2. Compliance Requirements Policy
Q1: When must an RTO issue AQF certification documentation to a student?
A: An RTO must issue AQF certification documentation within 30 calendar days of assessing the student as meeting the requirements of the training product, provided the qualification is complete or the student has completed units and withdrawn, and all agreed fees have been paid.
Q2: How long must RTOs retain records of AQF certification documentation?
A: RTOs must retain records for 7 years if a student completes a training product on or after January 1, 2015, and for 30 years if completed before that date.
Q3: What information must be included on all testamurs for AQF qualifications?
A: Testamurs must include the RTO's name, code, and logo; the qualification code and title; the NRT Logo; authorised signatory; unique identifier; and AQF recognition statement.
Q4: Can an RTO include a student's Unique Student Identifier (USI) on a testamur or statement of attainment?
A: No, RTOs must not include a student's USI on a testamur or statement of attainment, as per the Student Identifiers Act 2014.
Q5: What are the requirements for verifying a student's USI?
A: RTOs must verify a student's USI with the Registrar before using it for any purpose and cannot issue AQF certification without a verified USI unless an exemption applies.
Q6: How should RTOs use the Nationally Recognised Training Logo?
A: RTOs must only use the NRT Logo in accordance with the Nationally Recognised Training Conditions of Use Policy.
Q7: When must RTOs stop enrolling new students in a superseded training product?
A: RTOs must stop enrolling new students in a superseded training product one year from the date the replacement product was released on the National Register.
Q8: How long do RTOs have to complete training and assessment for a qualification that is no longer current and has not been superseded?
A: RTOs have two years from the date the qualification was removed or deleted from the National Register to complete training and assessment and issue relevant AQF certification.
Q9: What is the timeframe for completing training and assessment for a skill set, unit of competency, accredited short course, or module that is no longer current?
A: RTOs have one year from the date the training product was removed or deleted from the National Register to complete training and assessment and issue relevant AQF certification.
Q10: Can RTOs enrol new students in expired or deleted training products?
A: No, RTOs must ensure new students do not commence training and assessment in a training product that has expired or been removed or deleted from the National Register.
Q11: What information must be included in statements of attainment?
A: Statements of attainment must include the RTO's details, a list of completed units or modules, the NRT Logo, an authorised signatory, a unique identifier, and a statement explaining its purpose.
Q12: How often must RTOs provide reports of issued qualifications and statements of attainment to the VET Regulator?
A: RTOs must provide these reports on a regular basis as determined by the VET Regulator.
Q13: What additional information might be included on a testamur where applicable?
A: Additional information may include industry descriptors, occupational streams, apprenticeship arrangements, state/territory logos, and language of delivery for units/modules.
Q14: What are the requirements for maintaining registers of AQF qualifications?
A: RTOs must maintain registers of AQF qualifications they are authorised to issue and of all AQF qualifications and statements of attainment issued.
Q15: How should RTOs ensure the accessibility of AQF certification documentation records?
A: RTOs must ensure records of AQF certification documentation are accessible to both current and past students.
Q16: What must RTOs do if an exemption applies to the USI requirement?
A: If an exemption applies, RTOs must inform the student before enrollment or training commencement that their results won't be accessible through the Commonwealth or appear on authenticated VET transcripts.
Q17: What options do RTOs have for existing students when a training product is superseded?
A: RTOs must either complete the training and assessment and issue relevant AQF certification or transfer students into the replacement training product in a timely manner.
Q18: Can RTOs issue AQF certification documentation if a student hasn't paid all agreed fees?
A: No, RTOs can only issue AQF certification documentation once all agreed fees for the training product have been paid.
Q19: What specific wording is required on statements of attainment?
A: Statements of attainment must include the words "A statement of attainment is issued by a Registered Training Organisation when an individual has completed one or more accredited units or modules."
Q20: How should RTOs handle the transition of students with superseded qualifications?
A: RTOs should transfer students from superseded qualifications into replacement qualifications as soon as possible, ensuring completion within the specified timeframe.
Q21: What is the purpose of including the AQF logo or statement on testamurs?
A: This inclusion confirms that the qualification is recognised within the Australian Qualifications Framework.
Q22: Can RTOs use their own logo on AQF certification documentation?
A: Yes, RTOs must include their own logo along with their name and RTO code on testamurs and statements of attainment.
Q23: What should RTOs do if they can't meet the transition requirements for superseded training products?
A: RTOs should seek approval from the VET Regulator if they are unable to meet the standard transition requirements.
Q24: How should RTOs handle certification for partially completed qualifications?
A: For students who have completed one or more units and subsequently withdrawn, RTOs should issue a statement of attainment for the completed units.
Q25: What is the significance of the "authorised signatory" on certification documentation?
A: The authorised signatory validates the certification, confirming its official issuance by the RTO.
Q26: How should RTOs handle certification for students who completed training in a language other than English?
A: Where relevant, RTOs should include a statement specifying the language of delivery and assessment, followed by a list of the relevant units/modules.
Q27: What is the purpose of the unique watermark or corporate identifier on certification documentation?
A: This feature helps to authenticate the document and prevent fraudulent reproduction of certifications.
Q28: Can RTOs issue digital versions of AQF certification documentation?
A: While not explicitly mentioned in this policy, many RTOs now offer digital certifications. RTOs should ensure any digital versions comply with all requirements and include necessary security features.
3. Credential Policy
Q1: What are the basic credential options for delivering TAE training and assessment?
A: A person must either hold credentials outlined in section 2A or hold credentials from section 2B and work under the direction of someone with credentials from section 2C.
To deliver training and assessment for the TAE40122 Certificate IV in Training and Assessment or its successor or the TAESS00019 Assessor Skill Set or its successor, the person must hold one of the following credentials:
· TAE50122 Diploma of Vocational Education and Training or its successor,
· TAE50116 Diploma of Vocational Education and Training,
· TAE50111 Diploma of Vocational Education and Training,
· TAE50216 Diploma of Training Design and Development,
· TAE50211 Diploma of Training Design and Development, or
· A higher-level qualification in adult education or vocational education and training.
Q2: What is the minimum qualification level required to deliver TAE training products?
A: The person must hold the qualification or skill set at least to the level being delivered.
Q3: What qualifications are required to deliver TAE40122 Certificate IV in Training and Assessment?
A: The person must hold either a TAE50122 Diploma of VET (or earlier versions), Diploma of Training Design and Development, or a higher-level qualification in adult/vocational education.
Q4: Can someone with only a Certificate IV in Training and Assessment deliver the TAE40122?
A: Yes, but only under the direction of someone holding a relevant Diploma or higher qualification, and they cannot make assessment judgements.
Q5: What is meant by "working under direction"?
A: It means working under the oversight, guidance, and quality assurance of a qualified trainer/assessor who holds relevant Diploma-level qualifications.
Q6: Who can provide direction for TAE training delivery?
A: Someone holding TAE50122 Diploma of VET (or earlier versions), Diploma of Training Design and Development, or higher qualification in adult/vocational education.
Q7: What activities can someone working under direction perform?
A: They can deliver training and contribute to assessment, including conducting assessments and collecting evidence, but cannot make assessment judgements.
Q8: What qualifications allow someone to make assessment judgements for TAE products?
A: Only those holding qualifications listed in section 2A can make assessment judgements.
Q9: Can a secondary teaching qualification alone be sufficient to deliver TAE products?
A: No, it must be combined with specific skill sets, such as the TAESS00019 Assessor Skill Set or its successors.
Q10: What is the RTO's responsibility regarding the direction of TAE trainers?
A: RTOs must determine the nature and extent of direction required and any necessary restrictions, as well as ensure quality consistency with Outcome Standards.
Q11: Are there any special requirements for delivering the Assessor Skill Set?
A: Yes, the same requirements apply to delivering TAE40122 - either holding a Diploma-level qualification or working under direction.
Q12: What qualifications are recognised as "higher-level qualifications in adult education"?
A: While not specifically defined, these would typically be graduate certificates, graduate diplomas, or masters-level qualifications in adult or vocational education.
Q13: Can someone with TAE40110 deliver TAE training products?
A: Yes, but only under the direction of someone with appropriate Diploma-level qualifications, and they cannot make assessment judgements.
Q14: What's the difference between conducting assessment and making assessment judgements?
A: Conducting assessment involves gathering evidence while making assessment judgements, which involves determining competency based on that evidence.
Q15: Who is responsible for quality assurance in directed delivery?
A: The trainer/assessor providing direction is responsible for the quality assurance of the person working under their direction.
Q16: Can someone with a Diploma in Training Design and Development provide direction?
A: Yes, any of the listed Diploma-level qualifications allow for providing direction.
Q17: What oversight is required for those working under direction?
A: The supervising trainer must provide oversight, guidance, and quality assurance of the training and assessment delivered.
Q18: Are there specific requirements for delivering TAE skill sets?
A: Yes, the same requirements apply to delivering full qualifications - either holding appropriate qualifications or working under direction.
Q19: Can international qualifications in adult education be recognised?
A: While not specifically addressed, international qualifications would likely need to be assessed for equivalence to the required Australian qualifications.
Q20: What happens if a trainer is working towards a Diploma qualification?
A: They would need to work under direction until they complete the Diploma qualification.
Q21: Can someone with a Certificate IV deliver non-TAE qualifications?
A: This policy specifically addresses TAE delivery; requirements for other training packages are covered elsewhere.
Q22: What evidence must RTOs maintain regarding direction arrangements?
A: While not explicitly stated, RTOs should document supervision arrangements and quality assurance processes.
Q23: Can multiple people provide direction to one trainer?
A: While not explicitly prohibited, clear lines of responsibility and oversight should be maintained.
Q24: Is there a limit to how many people can work under one person's direction?
A: The policy doesn't specify limits, but RTOs must ensure quality is maintained.
Q25: How should RTOs document compliance with these requirements?
A: RTOs should maintain records of trainer qualifications and supervision arrangements.
Q26: What happens if a qualification becomes superseded?
A: The policy recognises superseded qualifications and their successors as valid credentials.
Q27: Can someone deliver lower-level TAE qualifications with a higher-level qualification?
A: Yes, holding a higher-level qualification allows delivery of lower-level qualifications.
Q28: What role do industry skills play in TAE delivery?
A: While industry skills are essential, this policy focuses on training and assessment credentials required for TAE delivery.
