Training resources are crucial for RTOs. Training resources are proof of quality delivery and assessment. High-quality training resources imply that learners are skilled as per current skills and knowledge, making them suitable for employment or higher education. The vocational educational qualifications prove to employers and industry that learners have acquired competencies relevant to industry standards. This also proves that VET students are productive and follow industry regulations in the workplace as instructed in their VET qualification.
This blog will explore the world of training resources, essential tools for RTO’s success. Learners across all RTOs expect their trainers and assessors to be professionally trained and knowledgeable in the relevant industry skills that align with the training package. We will discuss in detail how the training packages should align with User’s Guide to Standards for RTO 2015. So that any RTO training resources aiming to provide qualifications can be assured of compliance obligations and be risk-free. Let’s begin now.
Before we begin exploring the RTO training resources, it is important to list all the clauses that talk about quality training resources, training material, assessment, and related topics to it; in the User’s Guide to Standards for RTO 2015
Clauses 1.1 – 1.4 & 2 talk about how to execute, observe and assess strategies and exercises for training and assessment.
Clauses 1.5 and 1.6 discuss how training and assessment engage with industry.
Clauses 1.8 – 1.12 talk about how RTOs can conduct successful assessments.
Clauses 1.17 – 1.20 talk about how RTOs can supervise trainers for quality training and compliance.
Clauses 1.22 – 1.24 talk about how RTOs can train trainers and assessors so that they can provide quality training and assessments.
These clauses are pivotal in determining the training and assessment strategy. RTOs should implement these clauses to excel at delivery and compliance. In the blog, we shall be explaining RTO training resources in detail so that RTOs can effectively provide learning material.
All these clauses are implied and are to be compliant in the context of Standard 1 of the Standards for RTO 2015.
Standard 1 clearly mentions that all strategies and exercises for training and assessment performed by the RTOs should and must be relevant to learners and industry demands while fulfilling the requirements of Training Packages and VET-certified courses.
Clauses 1.1 – 1.4 & 2 talk about how to execute, observe and assess strategies and exercises for training and assessment.
Clause 1.1: The RTO must develop and execute training and assessment methods and plans that help students to acquire the relevant skills and knowledge. RTOs are mandated to establish and conduct training and assessment strategies. They must provide easy and full access to all learners irrespective of their area of residence, mode of learning (online learning/ classroom learning) and any disabilities.
Clause 1.2: The Australian Qualifications Framework (AQF) provides guidance on the volume of learning, which encompasses the duration of time a student, without any prior competencies, would require to develop the required skills and knowledge. The volume of learning encompasses all teaching, learning, and assessment activities necessary to achieve the learning outcomes. Training providers are required to adhere to the AQF guidelines when determining the volume of learning for their programs.
Clause 1.3: Compliance with the AQF is essential for RTOs in applying the volume of learning to their training programs. The RTO must develop training material and implement training and assessment strategies that are in compliance with the AQF guidelines. These training materials can be developed both for the classroom and online training.
Clause 1.4: Competency-based training recognises that every learner is different and learns at different rates and through various modes and environments. It also acknowledges the formal recognition of skills and knowledge previously acquired by students. However, if it is a short course then RTOs must inform clearly to the students after assessing their prior learning and skills. RTOs must also ensure that the required rigour and depth of training are maintained. This gives time for students to reflect on, absorb, and apply the learned skills and knowledge before assessment.
Clause 2.2: Shorter courses are better suited for learners who are experienced in actual workplaces and who already have of the required skills and workplace knowledge. In such cases, the training program can be delivered and assessed within a shorter time limit. However, RTOs need to be in compliance with assessment requirements and training requirements as well as conduct a recognition of prior learning assessments. This helps experienced workers to buy RTO materials which is according to their needs.
How RTOs Can Be Compliant to the Standards
ASQA mentions that the most frequent areas of non-compliance include inadequate and insufficiently developed training materials, assessment resources and poor execution of training methods. These methods fail to comply with the current Training Packages neither they meet the demands of learner groups.
To develop compliant learning resources, RTOs should develop specific training and assessment strategies for all their registered training products. The RTOs should include all relevant documents to provide a clear plan. These strategies should be checked regularly for current updates in technology, techniques, legislation, and the training package. Training organisations should check the availability of resources within the RTO. Additionally, RTOs should establish clear requirements for potential students, such as minimum industry experience, and communicate these requirements before enrolment. It is crucial to monitor and evaluate training and assessment strategies systematically while maintaining a record of evidence of the process and using the results to make necessary revisions to systems and practices.
Clauses 1.5 and 1.6 discuss how training and assessment engage with industry.
Clause 1.5: To plan and develop effective and quality RTO training materials and assessment tools and processes RTOs must consult with industry experts and professionals. Industry relevance is a necessary requirement of RTO training packages and VET-certified courses. RTOs should include relevant industry experts and professionals in establishing appropriate training contexts, processes, resources, and trainers/assessors. This engagement assures industry and learners that the qualifications issued by the RTO maintain integrity, currency, and value. Continuous monitoring of industry needs, particularly in rapidly changing areas, helps RTO training materials be compliant with the industry demands.
Clause 1.6: RTOs should maintain records of their consultation with industry experts and professionals so that RTOs can further improve their RTO resources. Training and assessment strategies, RTO resources, and practices should be compliant with current as well as in-demand industry skills. RTOs should take consultation about qualifications, core, or elective units as well as training and assessment processes. RTOs can also consult industry representatives regarding trainers’ and assessors’ required skills and knowledge for quality learning of the person who is buying trainings.
How RTOs Can Be Compliant to the Standards
RTOs should establish that their training and assessment strategies are developed based on the information obtained through consultation with industry experts and professionals. This consultation involves advice on key requirements like the best VET programs, compliance requirements for quality management and skill that the vet sector needs and selecting the best modes of study and training/assessment methods. It is essential for RTOs to show that industry representatives have contributed to defining the skills and knowledge required for training providers and assessor guides, as well as providing input on the resources used for training and assessment.
When developing and implementing training and assessment strategies, RTOs must consider the specific needs of the industry they serve. This consideration is particularly important in occupations where effective communication in Australian workplaces, such as security officer, allied health professional, childcare educator, and other job roles, is crucial. In such cases, delivering a qualification entirely in a language other than English may not be appropriate. RTOs may need to specify a minimum level of written and/or oral English proficiency as an entry requirement to ensure graduates are capable of effective communication in their respective fields. By aligning their strategies with industry expectations and incorporating industry-specific requirements, RTOs can deliver training and assessment that meets the needs of employers and ensures the competence and elevated level of professionalism of their graduates in the workplace.
Clauses 1.8 – 1.12 talk about how RTOs can conduct successful assessments.
Clauses 1.8 to 1.12:
Clause 1.8: The Standards mandate the RTOs to plan and execute assessment systems, tools and methods that provide consistent and sound assessment judgments. These tools and methods should include assessment materials, policies, procedures, and supporting documents that inform learners of the assessment methods and tools and strong attention should be paid on this.
Clause 1.9: To successfully qualify for assessments learners must gain the necessary knowledge, latest information and skills as well as be capable of performing relevant tasks at an actual workplace or simulated workplace scenarios. The assessment must assess learners against all requirements mentioned in a particular unit of competency or the Training Package.
Clause 1.10: To develop quality assessment materials, RTOs should follow all requirements of the unit of competency, performance criteria, and assessment requirements. Assessment tools should be contextualised to the learner’s needs. RTOs should produce valid skills relevant to the industry or actual workplace context. Benchmark answers should be set using observable behaviours which are able to show the learner’s ability to perform tasks in different contexts and environments.
Clause 1.11: Each competency unit has assessment requirements with its own requirements of performance evidence, knowledge evidence, and assessment conditions. These requirements define what the learners must perform to qualify for the assessments. These requirements also mention the conditions under which the assessment should take place by the RTOs. When RTOs are planning assessments, all requirements of the unit of competency should be addressed, including the performance criteria.
Clause 1.12: RTOs should meet the principles of fairness, flexibility, validity, and reliability in their assessment process. Fairness indicates recognition of prior learning, considering student needs, informing students of the assessment process, and having an appeals process. Flexibility includes recognising prior learning, taking individual students into account, and using a range of assessment methods. Validity requires assessing skills and knowledge in relevant environments and matching assessment tasks with requirements. Reliability involves making consistent assessment decisions across any assessors and providing a well-designed assessment system for the learners.
RTOs must ensure that their training and assessment strategies are developed based on insights gained through engaging with industry stakeholders and qualified individuals. This engagement includes seeking advice on the most suitable qualification, course, or skill set that aligns with industry needs, as well as identifying the relevant electives and the appropriate mode of study and training methods. It is essential for RTOs to demonstrate that industry representatives have been involved in determining the required skills and knowledge for trainers and assessors, as well as the resources used for training and assessment.
When developing and implementing training and assessment strategies, RTOs should consider specific industry requirements. Certain industries or occupations, such as security officers, allied health professionals, and childcare educators, may necessitate a particular level of English proficiency for effective communication in Australian workplaces. In such cases, it may not be suitable to deliver a qualification solely in a language other than English. Instead, it may be necessary to establish a minimum written and/or oral English level as an entry requirement. By considering industry needs, RTOs can ensure that their training and assessment strategies are tailored to meet the demands of the workplace and promote effective communication skills among qualified individuals.
How RTOs Can Be Compliant to the Standards
RTOs (Registered Training Organisations) need to ensure that their trainers and assessors possess trainer guides, current industry skills and knowledge. The evidence for trainers’ industry skills can take various forms. If a trainer has a certified qualification of the training delivering as well as they possess current industry experience, it can be taken as evidence of their current industry skills and vocational competencies. However, in cases where individuals have significant industry experience but lack formal qualifications, an analysis of their skills and knowledge must be conducted to compare it against industry requirements mentioned in the Training packages or certified courses.
To confirm the currency of trainers’ and assessors’ industry skills, RTOs should ideally provide opportunities for them to be exposed to industry workplaces and participate in relevant tasks. Trainers and assessors need to demonstrate how they have maintained, upgraded, or developed new skills aligned with current industry standards. This can be achieved through activities such as volunteering or working part-time in the industry, undertaking accredited training, engaging with industry associations, participating in industry discussions or events, staying informed about technological advancements, and keeping up to date with legislative changes. It is important to note that delivering training and assessment in a workplace alone does not guarantee the development of current industry skills, but attending workplaces to experience the latest techniques and resources can contribute to demonstrating current industry skills. By ensuring trainers and assessors possess up-to-date industry skills, RTOs can deliver training and assessment that is relevant and effective in meeting industry demands and national standards.
Clauses 1.17 – 1.20 talk about how RTOs can supervise trainers for quality training and compliance.
Clauses 1.17 to 1.20
Clause 1.17: If the RTO employs individuals who do not possess the required competencies as trainers and assessors, they must be supervised by qualified trainers to ensure the quality of training and assessment. The RTO should consider the level of their training and assessment skills and knowledge and establish appropriate supervision and guidance arrangements.
Clause 1.18: Trainers without necessary certified qualifications must be governed by a nationally certified trainer and the former is not permitted to give judgements on assessment outcomes. This supervision is necessary to maintain the quality standards of training and assessment.
Clause 1.19: Regardless of trainer’s training and assessment qualifications they are only permitted to provide training if they possess latest industry skills and course knowledge. Effective training should be delivered by individuals who can perform all tasks defined in the units of competency and modules to an industry-standard level.
Clause 1.20: Assessment decisions can only be made by qualified assessors. Qualified assessors may collaborate with the supervised individuals who gather relevant evidence, but the supervising trainers and assessors are responsible for the quality of the training delivered and make the final decisions about assessment outcomes. Individuals working under supervision arrangements are required to hold the Enterprise Trainer Skill Set (in mentoring or presenting) and/or the Enterprise Trainer and Assessor Skill Set.
How RTOs Can Be Compliant to the Standards
RTOs which do not have professional trainers who train or assess under another qualifies trainer’s governance do not need to maintain records in this area. The level of formality in supervision arrangements depends on factors such as the number of individuals involved. RTOs must retain evidence that demonstrates the arrangements have been fully implemented. For many people, a formal framework of supervision, review, and monitoring may be necessary, while more informal arrangements like weekly review/feedback sessions may be appropriate for a small number of individuals or for a short period of time.
Clauses 1.22 – 1.24 talk about how RTOs can train trainers and assessors so that they can provide quality training and assessments.
Clause 1.22: RTOs delivering AQF qualifications, or any TAE package should check if all the trainers and assessors are also qualified at the same level of TAE.
Clause 1.23: RTO trainers and assessors who are delivering specific training and assessment credentials or assessor skill sets should have the following required learning:
possess training and assessment credentials (refer Item 7 of Schedule 1.)
Or else they are employed under the supervision of a trainer who has training and assessment credentials (refer to Item 7 of Schedule 1.)
Clause 1.24: VET professionals who are working under supervision cannot give judgements on assessments.
How RTOs Can Be Compliant to the Standards
Australian registered training organisations must record evidence of the qualifications of trainers and assessors delivering TAE qualifications or skill sets. VET professionals who don’t have the necessary qualifications for training and assessments and who are delivering Certificate IV in Training and Assessment must work under supervision. They cannot give judgements on assessments. To give judgements they require a diploma or higher-level qualification.
Conclusion
RTO learning resources and RTO assessments are important pillars of training delivery and VET professional development. Resource developers from Australian RTOs have a responsibility towards learners for providing quality learning as well as compliance support that align with the National Standards. RTO training resources should meet learner needs and current industry standards. RTO trainers or assessors should be qualified and have a dedicated team to provide the best training resources and education support. This blog explores the world of training resources that are essential tools for an RTO’s success.
Are you an RTO looking to purchase training resources? At VET Resources, we offer RTO resources that contain learning materials, assessment tools and RPL Kits. We also offer eLearning resources for online learning as well. To purchase RTO training resources contact us here.
Disclaimer:
The information presented on the VET Resources blog is for general guidance only. While we strive for accuracy, we cannot guarantee the completeness or timeliness of the information. VET Resources is not responsible for any errors or omissions, or for the results obtained from the use of this information. Always consult a professional for advice tailored to your circumstances.
