2. Purpose
• Requirements to be RTO
• Ensure training meets industry standards and has integrity
• Ensure RTOs operate ethically and consider needs of learners
and industry
Standards specify WHAT, but not HOW
= flexibility, innovation
3. Standards for RTOs 2015
8 Standards (61 clauses)
Standard 1 Training and Assessment
• Strategies (VoL)
• Industry engagement
• Competency of trainers/assessors
• Facilities, equipment, resources
• Assessment & validation & transition
Standard 4 Marketing
• RTO code
• NRT logo
• Code and name of training product
• Brokers
Standard 2 Quality Assurance
• Monitor (including 3rd parties)
• Improvements
Standard 5 Information for Learners
• Fees, refunds, payment terms
• Duration, location, mode
Standard 3 Certification
• USI
• Credit
• Issue and retain
• Protect
Standard 6 Complaints and Appeals
• Timeframes
• ‘Independent’ review
• Corrective actions to eliminate reoccurrence
4. Standard 1
The RTO’s training and assessment strategies and
practices are responsive to industry and learner needs and
meet the requirements of training packages and VET
accredited courses
Standard 1 Training and Assessment
27 Clauses
• Strategies* (VoL, amount of training)
• Industry engagement
• Competency of trainers/assessors
• Facilities, equipment, resources
• Assessment & validation & transition
* ‘Strategies’ ≠ document or template
5. Forget the standards…
Who are my learners? What do they need? To learn? Support?
How long might it take? How would it best be provided?
Who can advise me? What about?
Who is best qualified to train my learners? What resources do they
need?
How do I know (when) the learners are competent? Really know?
How do I make sure they keep up to date?
6. Standard 1
1.1 – 1.4 Planning strategies (who, what, resources, timelines)
1.5 – 1.6 Engage with industry (industry relevant equipment & resources - Training
AND assessment AND people)
1.7 Support learners
1.8 Effective assessment
1.9 – 1.11 Validate
1.12 Offer RPL (related to 1.8 and 1.4, have the resources)
1.13 – 1.16 Qualified training and assessment staff
1.17 – 1.20 Supervision of staff
1.21 – 1.25 Teaching trainers (TAE)
1.26 – 1.27 Currency of training product
7. Strategies
Plan effective strategies, engage, document and acquire
resources to support the strategies
What is the BEST way to deliver the training and
assessment? What are the learner’s needs /
circumstances? Costs? Resources?
• Read the Training Package!!
• ENGAGE with industry.
Identify who is industry? Evidence
HOW use their intelligence.
8. 1.5 – 1.6 Industry ‘engagement’ – a process
(Consultation = a conference at which advice is given or views are exchanged)
Is NOT:
- marketing, sales, Business
Development
- Employer satisfaction feedback
- A checklist
IS:
- Planned, a process, structured
- involvement in the development of
how, what, to whom, when you will
provide training and assessment
services & BY whom
- Listening< LEARNING
9. 1.3 Resources
Physical resources
- Infrastructure, plant
and equipment,
facilities
- Work placements
- Simulated
environments
Assessment Resources
People Resources
- Qualified, competent
trainers and assessors
Learning Resources
- Workbooks
- Online materials
- Session plans
Sufficient quantities, industry current, suitable for needs of learners
11. 1.2 Amount of Training
Volume of Learning (AQF)
- Existing skills, knowledge and experience
- Mode of delivery
‘how long a learner would take to
develop all the required skills and
knowledge’
(teaching, learning activities, self
study, research, practice,
assessment)
- Duration (qualification)
Amount of training
= classes,
workshops,
workplace learning.
12. Volume of learning is calculated as:
Nominal (supervised) hours + Unsupervised hours = Volume of learning
• The nominal (supervised) hours represent the anticipated hours of structured
and supervised learning and assessment required to sufficiently address the
content of each unit.
These include hours allocated for learning and assessment activities that are
delivered face to face, online and/or via structured distance education.
• The unsupervised hours represent activities that contribute to achieving the
course outcomes that are not supervised by an RTO trainer or assessor.
They include activities such as work experience, field placement, private study,
practice and/or assignment work.
Allow learners to reflect on and absorb the knowledge, to practise the skills in
different contexts and to learn to apply the skills and knowledge in the varied
environments that the ‘real world’ offers before being assessed
13. 1.7 Support Learners
What are their needs? Strategies to identify.
- LLN?
- Disability?
- Study skills?
- Time management?
- Research?
- Personal issues?
- Learning?
14. Read the training package and implementation guides
Assess skills AND knowledge
- Meet all requirements of the units of competency
+
- Principles of assessment
+
- Rules of Evidence
Assessment 1.8
15. 1.12 Assessment – RPL
• RPL – show HOW the assessor has used sufficient, reliable,
valid evidence to make their judgment that all the
requirements (of each unit) had been met and that they
have documented that process and how they made their
decisions, judgements.
16. 1.13 – 1.16 Competent Staff
• Develop a consistent format – demonstrate competence
• Have TAE40110 or higher level qual (supervision arrangements?)
• How develop VET, Training and Assessment knowledge and skills,
maintain industry currency
• Verify qualifications and competence (work history)
17. ‘Evidence used to demonstrate equivalence of vocational
competency may include consideration of relevant past
training, including consideration of superseded and pre-
existing industry qualifications, experience, and
professional development. Equivalency is most commonly
demonstrated by an individual through mapping his/her
past training, experience and ongoing professional
development against the unit of competency. This process
may or may not identify gaps that require to be addressed.’
http://www.nssc.natese.gov.au/policies/determination_for_trainer_and_assessor
_competencies
18. 1.26 – 1.27 Transition
Learners entitled to graduate with a qualification that most
closely represents current skills needs of industry.
Transition students from superseded or replaced training
product within 12 months* of release
(Standard 5 Advise prospective learners of currency of
training product enrolling into)
*18 March AISC agreed to temporarily increase the period allowed to transition
students to the updated training package qualifications. This provision only applies
for training products endorsed by the AISC from September 2015 until March
2016. A list of qualifications has been provided to ensure a clear understanding of
which products are in scope and have an 18 month transition period.
https://docs.education.gov.au/node/40621
