This guidance describes the overarching policy intent of revisions to the Standards for Registered Training Organisations (RTOs) (the Standards), and how they contribute to quality VET, to support a consistent understanding and application of the Standards by RTOs and VET Regulators. This guidance comprises:
- contextual information about the Standards and the broader VET Quality Framework
- discussion on the Standards
- for each Quality Area, an overview of the standards and the overarching intent
- for each Focus Area, an overview of the intent of each standard.
Further guidance will be published by VET Regulators to provide the sector with a more detailed description of expectations, and the ways in which RTOs can demonstrate their compliance with the Standards, to support self-assurance against the Standards.
The role of the Standards
Show moreHigh-quality VET is vital to Australia’s future: the knowledge and skills it produces positions Australia as an economically prosperous, socially equitable and environmentally sustainable nation. Further, the VET sector plays a critical role in helping Australians to get well paid and secure jobs, boosting living standards and creating opportunities for Australians to prosper.
While the quality of training is affected by many variables, RTOs have a critical role in ensuring training is high-quality and meets the diverse range of VET students and employer needs.
The Standards are a foundation for quality training – describing the key factors that contribute to quality VET. The Standards will help to foster a VET sector that is trusted, capable and equipped to deliver quality training and provide the skills we need for the future.
The purpose of the Standards is to:
- support RTOs to deliver nationally consistent, high-quality training that leads to quality outcomes for students, industry, employers and the Australian community
- ensure training and assessment delivered by RTOs meets industry requirements (as set out in training packages and accredited courses) and ensures students are well equipped for employment and further study, and
- ensure RTOs operate with integrity and consider the needs of both students and industry.
By meeting the outcomes set out in the Standards, RTOs can contribute to building increasing confidence in the sector, address risks to students and sector integrity, and design and deliver fit for purpose training that meets the needs of industry. In addition the Standards help to cultivate a shared understanding of what constitutes quality training delivery for all users of the VET system, and embeds a culture of quality within the sector.
The Standards for RTOs comprise of three documents:
- the Outcome Standards
- the Compliance Requirements (including the Fit and Proper Person Requirements and NRT Logo Conditions of Use Policy), and
- the Credential Policy.
RTOs are required to comply with these documents to maintain registration and safeguard the integrity of VET.
Focus of the Standards
Show moreIn essence, RTOs need to be able to deliver quality training and assessment that engages students and enables them to attain nationally recognised, industry relevant competencies.
To do this, RTOs need:
- to act with integrity
- a deep commitment to delivering quality training and assessment
- a qualified, skilled and supported workforce
- ongoing industry and community engagement
- to support people of all backgrounds and abilities to participate in training
- to treat students fairly, ensuring they are properly informed, supported and protected, and
- an ability to monitor progress on an ongoing basis and seize opportunities to continuously improve.
The Standards are designed to drive these outcomes.
Application of the Standards across Australia
Show moreThe Standards are used to ensure consistent high-quality training and assessment across the VET system.
The Standards apply to RTOs as set out in the table below.
| Type of RTO | Do the Standards apply? | Relevant regulator |
|---|---|---|
| RTO registered on CRICOS for delivery to overseas VET students | Yes | ASQA |
| RTO delivering online training products | Yes | ASQA |
| Provider of training products nationally or in ACT, NSW, NT, SA, QLD, TAS | Yes | ASQA |
| Provider of training products in WA and not also in one of the above categories | Yes | TAC WA |
| Provider of training products in VIC and not also in one of the above categories | No (see Victorian specific standards) | VRQA |
While the Australian Skills Quality Authority (ASQA) is the national VET Regulator, both Victoria and Western Australia are ‘non-referring jurisdictions’. As such, the Training Accreditation Council Western Australia (TAC WA) and the Victorian Registration and Qualifications Authority (VRQA) retain functions related to the regulation of certain RTOs within their jurisdictions.
Requirements for RTOs regulated by TAC WA are set out in the WA and the .
The VET Quality Framework
Show moreThe Standards form one part of the VET Quality Framework, which ensures the integrity of nationally recognised training in Australia.
The VET Quality Framework comprises of the following:
- the Standards for RTOs
- the Australian Qualifications Framework
- the Fit and Proper Person Requirements
- the Financial Viability Risk Assessment Requirements
- the Data Provision Requirements.
Each of these components of the framework are described in more detail in the table below.
Organisations are required to demonstrate their ability to comply with the VET Quality Framework, including the Standards, as part of their application for registration as an RTO. Once registered, RTOs are required to comply with a range of regulatory frameworks and legislative instruments at all times, including the Standards for RTOs.
Compliance with the Standards is tested by VET Regulators through audits and can be examined as part of assessment of applications and risk-based monitoring activities.
Standards for Registered Training Organisations
| Outcome Standards | The Outcome Standards are a foundation for quality training – describing the key factors that contribute to quality VET. They set out the key elements of quality training and assessment, which organisations must demonstrate to be registered, and maintain registration, as a training provider. |
| Compliance Requirements | The Compliance Requirements set out requirements relating to accountability, integrity of nationally recognised training products, and information and transparency that RTOs must meet at all times to protect VET students and support the integrity of Australia’s VET sector. |
| Fit and Proper Person Requirements | |
The Fit and Proper Person Requirements are set out in Schedule 1 of the Compliance Requirements and the Vocational Education and Training (General) Regulations 2009. The Fit and Proper Person Requirements set out the requirements that executive officers, governing persons and other persons exercising control or influence over the management or direction of an RTO must meet. This seeks to ensure that these people are suitable to direct or manage the RTO. | |
| Nationally Recognised Training Logo Conditions of Use Policy | |
The Nationally Recognised Training (NRT) Logo Conditions of Use Policy are set out in Schedule 2 of the Compliance Requirements. The NRT Logo is a distinguishable mark of quality for promoting and certifying national VET leading to Australian Qualifications Framework (AQF) certification documentation. The Policy seeks to protect the integrity of VET qualifications by ensuring appropriate use of the NRT Logo. | |
| Credential Policy | The Credential Policy will be incorporated by reference within the Standards. The Credential Policy outlines the credentials required for trainers and assessors undertaking particular training and assessment activities or roles. RTOs must comply with the Credential Policy (as referenced within the Standards) to ensure training is delivered by properly qualified and credentialled people. |
Other regulatory requirements
The Australian Qualifications Framework | The Australian Qualifications Framework (AQF) sets out requirements for regulated qualifications in the Australian education and training system, setting out course levels, qualifications and associated learning outcomes to support flexible, nationally consistent and high-quality qualifications. |
The Data Provision Requirements | The Data Provision Requirements are set out in the Vocational Education and Training (General) Regulations 2009. The Requirements set out the data that RTOs must provide. |
Financial Viability Risk Assessment Requirements | The Financial Viability Risk Assessment Requirements are set out in the Vocational Education and Training (General) Regulations 2009 and associated Ministerial Guidelines. This sets out how financial viability risk assessments of RTOs (and those seeking to become an RTO) are undertaken by the VET Regulator to monitor the financial position of RTOs, including to mitigate risks to VET students. |
All of these elements contribute to high-quality VET by maintaining the reputation and integrity of the VET sector and mitigating risks to students.
While this document highlights linkages to, and intersections with, the broader VET Quality Framework as relevant, it is not intended to provide guidance on the broader VET regulatory framework.
Roles in quality training and assessment
Show moreAustralia’s tertiary education sector has a strong reputation for quality, both within Australia and internationally. However, poor performing, unethical or non-genuine RTOs damage the reputation of the sector, reduce student and employer confidence in VET, discourage government investment (or otherwise drive governments to attach more conditions to their investment to mitigate risk) and pose risks to the community (particularly where training is safety critical or for a licensed profession).
Ensuring the delivery of high-quality training and assessment:
- equips students with invaluable skills for work and life
- supports a diverse array of students to gain skills and participate in employment
- builds a strong and capable workforce to meet emerging and growing demand across industries
- grows the economy
- supports RTOs to thrive because their service is respected and valued in the marketplace.
Different stakeholders play different roles in supporting a sustainable and thriving VET sector.
RTOs
RTOs play a critical role, including:
- Governing Persons – set the direction and culture of RTOs and are responsible for overseeing and monitoring performance and guiding continuous improvement
- Trainers and Assessors – deliver training (imparting knowledge and skills) to students and assess whether students have demonstrated their competency
- Other Staff - it takes many different people to support quality training and assessment; this includes admin staff, support staff, wellbeing staff and others
- Third Parties - RTOs rely on a wide range of third parties, including to market courses, attract students, and provide facilities and resources.
VET Students
VET students often rely on VET outcomes to gain employment, career advancement or life skills. VET students need to be able to make informed choices about training that best meets their needs and have confidence that, no matter which provider they choose, they will receive quality training and assessment that is both responsive to industry or community needs and meets their needs. Students can contribute to the quality of VET by acting with integrity, and by providing feedback and making complaints to RTOs, where issues arise, to help them improve.
Industry and employers
Employers rely on RTOs to provide essential skills and knowledge to both potential new employees and existing workers. By actively engaging with RTOs, industry groups and employers can help ensure that the training and assessment delivered by RTOs is relevant to their needs and that graduates are competent. VET professional associations also play a role supporting quality training delivery and support of RTO governance and trainers and assessors.
ºÚÁÏÕýÄÜÁ¿s
ºÚÁÏÕýÄÜÁ¿s are significant purchasers of VET through public funding of some RTOs (such as TAFEs) and also by subsidising ‘in demand’ courses. ºÚÁÏÕýÄÜÁ¿s also invest in the infrastructure that supports the VET sector including Jobs and Skills Councils, the National Careers Institute, and training.gov.au. Ongoing investment depends on government having confidence in the sector’s ability to deliver quality training and assessment to students. ºÚÁÏÕýÄÜÁ¿s contribute to the overall quality of VET by maintaining oversight of the sector, directing finite resources to areas of greatest need, and driving robust policy including developing Standards for the sector which are effective in delivering quality.
VET Regulators
ASQA (as the national regulator), WA TAC and VRQA contribute to the overall quality of VET by controlling market entry, monitoring the performance of providers in the market and taking action where providers are not meeting the community’s expectations and are non-compliant with the legislation.
The Outcome Standards for RTOs
Show more| 1. Training and assessment | Quality training and assessment engages VET students and enables them to attain nationally recognised, industry-relevant competencies. |
| Training | 1.1 Training is engaging and well-structured and enables VET students to attain skills and knowledge consistent with the training product. |
| 1.2 Effective engagement with industry, employer and/or community representatives informs the industry relevance of the training. | |
| Assessment | 1.3 The assessment system is fit-for-purpose and consistent with the training product. |
| 1.4 The assessment system ensures assessment is conducted in a fair and appropriate way and enables accurate judgements of VET student competency. | |
| 1.5 The assessment system is quality assured by appropriately skilled and credentialled people through a regular process of validating assessment practices and judgements. | |
| 1.6 VET students with prior skills, knowledge and competencies are supported to seek recognition of prior learning to progress through the training product. | |
| Credit transfer | 1.7 VET students who have previously completed an equivalent training product are supported to have their training recognised. |
| Facilities, equipment, and resources | 1.8 Facilities, resources and equipment for each training product are fit-for-purpose, safe, accessible and sufficient. |
| 2. VET student support | VET students are treated fairly and are properly informed, protected, and supported. |
| Information | 2.1 VET students have access to clear and accurate information, including to make informed decisions about the training product and the RTO, and are made aware of changes that affect them. |
| 2.2 VET students are advised, prior to enrolment, about the suitability of the training product for them, taking into account their skills and competencies. | |
| Training support | 2.3 VET students have reasonable access to training support services, teachers, trainers and assessors and other staff to support their progress through the training product. |
| 2.4 Reasonable adjustments are made to support VET students with disability to access and participate in training and assessment on an equal basis. | |
| Diversity and inclusion | 2.5 The learning environment promotes and supports the diversity of VET students. |
| Wellbeing | 2.6 The wellbeing needs of the VET student cohort are identified and strategies are put in place to support these needs. |
| Feedback, complaints, and appeals | 2.7 Effective feedback and complaints management addresses concerns and informs continuous improvement. |
| 2.8 Effective appeal processes are available where decisions of the RTO or a third party adversely impact a VET student. | |
| 3. VET Workforce | VET students are trained, assessed and supported by people who are qualified, skilled and committed to professional development. |
| VET workforce management | 3.1 Effective workforce management ensures appropriate staffing to deliver the services. |
| Trainer and assessor competencies | 3.2 Training and assessment is delivered by credentialled people with current skills and knowledge in training and assessment. |
| 3.3 Training and assessment is delivered by people with current industry skills and knowledge relevant to the training product. | |
| 4. Governance | Effective governance and a commitment to continuous improvement supports the quality and integrity of VET delivery. |
| Leadership and accountability | 4.1 The RTO operates with integrity and is accountable for the delivery of quality services. |
| 4.2 Roles and responsibilities are clearly defined and understood. | |
| Risk management | 4.3 Risks to VET students, staff and the RTO are identified and managed. |
| Continuous improvement | 4.4 The RTO undertakes systematic monitoring and evaluation to support the delivery of quality services and continuous improvement. |
Structure of the Outcome Standards
Show moreThe Outcome Standards are structured against four overarching Quality Areas, each with a Outcome Statement which describes the overarching outcome.
| Quality Areas | Quality Area Outcome Statements |
|---|---|
| 1. Training and assessment | Quality training and assessment engages VET students and enables them to attain nationally recognised, industry-relevant competencies. |
| 2. VET student support | VET students are treated fairly and are properly informed, protected, and supported |
| 3. VET Workforce | VET students are trained, assessed and supported by people who are qualified, skilled and committed to professional development. |
| 4. Governance | Effective governance and a commitment to continuous improvement supports the quality and integrity of VET delivery.<\/strong> |
For each Quality Area, there are a number of focus areas, comprising one or more outcomes-focused standards. Each standard comprises a set of performance indicators, which set out the things an RTO must demonstrate to meet the standard.
RTO Responsibilities
Show moreRTOs regulated by TAC are responsible for ensuring they meet the Standards at all times.
While performance against the Standards is tested at market entry and regular intervals following this, an RTO needs to be able to demonstrate that it meets the Standards at all times.
This includes where some, or all, of the services are subcontracted to other RTOs, organisations or individuals. RTOs need to have effective mechanisms in place for overseeing and monitoring any subcontracted services to ensure compliance with the Standards across its operations.
RTOs are responsible for determining how they meet the Standards.
RTOs are diverse and the way each RTO meets the Standards will differ based on its context, including its organisational structure and size, geographic location, service offering and focus, student cohort, etc. In establishing systems and processes to meet the Standards, RTOs should ensure these are proportionate to risk, and tailored to their context.
RTOs are responsible for demonstrating their compliance with each standard.
The performance indicators set out the things RTOs are expected to do to help achieve the outcome set out in the standard. The considerations and actions that need to be taken to achieve the outcome will necessarily differ between RTOs.
Self-assurance statements and reflective questions
Show moreThe self-assurance statements and reflective questions can be found against each of the Standards in the online guidance hub for easy reference.
The self-assurance statements and reflective questions have been designed to assist RTOs when considering their processes and procedures, whether these are right for the RTO and meet the revised Standards.
The revised Standards for RTOs have been designed to allow for more flexibility and innovation and recognise that RTOs are diverse and operate within different settings and delivery contexts. When reviewing the self-assurance statements and reflective questions, RTOs are encouraged to review their processes to ensure these align with, and support achievement of, the outcomes described in the Standard.
The self-assurance statements and reflective questions may be used by RTOs as a professional development opportunity with their staff, as well as to inform how they are tracking towards compliance. They should NOT be used solely to determine compliance, and RTOs should refer to the specific Quality Areas and associated Standards.
Other Requirements
Show moreRTOs also have a range of broader regulatory requirements to comply with.
Some of these are specifically referenced in the Standards (including the , the and the ). However, most are not.
The legislative requirements applicable to RTOs differ based on organisational type, structure and size, location, student cohort and the scope of services provided.
RTOs are responsible for ensuring they understand and comply with all applicable legislative requirements.
