ASQA have released an update to the VET sector. In it, the CEO and Deputy CEO share a list of what ASQA will and won’t be doing as the sector prepares to transition to the incoming Standards.
Copied from the list:
We won’t be mapping the revised Standards to old standards. This would encourage providers to retain outdated ways of working and outdated systems and processes and only make superficial changes. Looking for direct mapping 1:1 might stand in the way of broader understanding and identifying opportunities for improvement.
We will be encouraging providers to take a fresh look at current systems policy and practices. We want you to step back and review your operations holistically in the context of the revised standards to ensure you’re not just complying but striving for quality outcomes aligned with industry trends and learner needs.
We won’t be releasing detailed guidance on “how to” meet standards. This can lead to “calculated compliance” where it is just about meeting the regulatory threshold rather than understanding the intent of the standards and what is needed and the way that this can be achieved.
We will provide tools for self-assessment and reflective questions that encourage providers to identify changes that are fit for purpose in the context of their operations, and the ways in which they can understand that outcomes are being achieved and continuously improve.
We won’t be prescribing a “one size fits all” approach to evidence by RTOs in meeting the standards. We won’t be defining evidence requirements which can prevent quality and innovation and unduly focus on narrow forms of evidence at the expense of demonstrating outcomes.
We will expect providers to demonstrate, in the context of their business operations, how they understand the requirements of the standards and the systems and processes by which they are systematically maintaining high quality VET.
We will share sector examples that reflect the diversity of the VET sector underpinned by common expectations of quality.
We also won’t be taking a punitive approach to non-compliance in transitioning to revised standards. This would be motivated by a regulatory strategy to catch providers out - which is not ASQA’s intent.
We will be supporting a transition underpinned by RTO commitment and due diligence. We will be transparent and responsive about our compliance strategies and approach, and we will manage risks proportionately and maintain essential safeguards while minimising regulatory burden, and support providers to maintain compliance and continuously improve.
And we won’t be taking a set and forget “line in the sand” approach to revised standards implementation on 1 July 2025.
We will be taking a longer term, whole-of-system perspective, working across the VET system in partnership with stakeholders to support provider capability and build regulatory performance, capability and culture and to build trust and confidence in Australia’s regulatory settings.
Albeit nearly 12 months late, the outcomes of the pilot of the revised SRTOs have been released and they seem to show overall positive response rates.
In October-November 2023, 177 full submissions were received to the DEWR online public survey (if we assume that one submission is from one RTO, that's about 4% of currently registered RTOs who responded - of course, it might be multiple people from one RTO, further reducing that percentage)
74 RTOs were involved in 'RTO Focus Groups' - just under 2% of currently registered RTOs
ASQA facilitated internal focus groups with ASQA auditors and compliance staff in October 2023 (TAC in Oct - Dec 2023)
Some notable quotes from the results:
"Another common theme emerging from the piloting activities was the importance of a flexible approach to enable RTOs to demonstrate conformance in different ways. For example, there was a desire for small RTOs to continue to be able to use genuine processes that support high performance without having to create documents or implement systems for the sake of evidence at audit when outcomes are otherwise being achieved. It was evident that it will be important to accommodate different ways in which an RTO might demonstrate conformance where this does not always rely on documentation."
"...there were diverse views about the concept of ‘motivation’ in the context of training delivery engaging and motivating learners, as this was interpreted as learner’s internal motivation, which RTOs may find difficult to influence."
"There was general acknowledgement that for terms that are context-dependent, such as ‘reasonable access’ and ‘timely responses’, further explanation in guidance would be helpful rather than trying to provide a ‘one size fits all’ definition of these terms."
See the full report which has been added to our revised Standards timeline page on our website
The graph shows percentage agreeance by providers and course owners with each of the five (5) ASQA Strategic Objectives. The red arrows indicate movement from the previous year's results - with difference in percentage points noted
Strategic Objective 1: ASQA’s regulatory approach promotes a culture of self-assurance and continuous quality improvement.
Strategic Objective 2: ASQA’s regulatory approach is best practice, integrated, risk-based and proportionate.
Strategic Objective 3: ASQA’s regulatory approach is transparent and accountable
Strategic Objective 4: ASQA engages, collaborates and partners with stakeholders to improve regulatory outcomes
Strategic Objective 5: ASQA’s people and operations are efficient, effective and continuously improve
See:
ASQA have released their new podcast series with the first episode looking at ‘lapsing provisions’.
At around 10 minutes in length, this episode gives an easy-to-digest overview of the new provisions that allow ASQA to prevent possible fraudulent use of RTOs.
Listen to the podcast
Read more about the lapsing provisions in the Regulator Amendment (Strengthening Quality and Integrity in Vocational Education and Training No.1) Act 2024
The revised Standards for RTOs have been released as a Policy draft. Consultation on the Credential Policy and the Compliance Requirements closed 20.10.24 with amendments still possible.
Skills Education and Training Tools will be updating the range of PD and compliance tools and templates as soon as the revised Standards become legislation. As yet, they are not.
We are conscious that until the revised Standards become legislation, they are subject to some change and we do not want to push out draft materials and/or incomplete options that will need to be updated at the RTO end in due course.
We will continue to support our Education Matters membership base and customers of our PD and compliance tools and templates as new arrangements become finalised.
It is expected that the revised Standards will be enacted 1.1.25 and will come into full regulatory effect 1.7.25. This means RTOs must be ready to demonstrate compliance with the new requirements on 1 July 2025. Until then, any ASQA audits have confirmed that they will be against the existing Standards for RTOs 2015.
Manage updates to training package products - When a training product has been superseded, removed or deleted from the National Register, Registered Training Organisations (RTOs) are required to manage the change.
Be ready for training product updates by having a robust transition plan in place!
The Training Tools Transition Plan template gives you over 16 pages of guidance for:
Obligations according to the Standards for RTOs 2015
Analysing changes
Developing an action plan – with key steps / activities, roles responsible, due dates
Communicating to stakeholders about upcoming changes and what it means for them
Planning for staff requirements
Documents and other collateral that must be updated within your RTO’s system to accommodate the new training products
Updating course offerings
Supplied as an editable Word document
This framework tool has been designed to give your RTO a head-start. It gives you over 32 pages of guidance as a framework to develop an Assessment Marking Guide and tips for how to create the Student Assessment from that.
It shows layout and suggested inclusions for best-practice assessment tools as well as gives examples and sample wording for some recommended sections.
Purchase individually or save when purchased in the bundle pack: Assessment Templates - Bundle Pack - a suite of assessment tool templates to assist RTOs developing in-house tools
See an easy-to-implement model that addresses needs of adult novice learners and sets them up for study success
$65
Webinars about learner-centric assessment approaches which increase student success with assessments
$120
This session considers the skills critical in writing effective digital learning content and framing self-paced and collaborative activities for students.
$65
Student support services are essential components of the Vocational Education and Training (VET) sector in Australia. These services help address the diverse needs of students, promoting their well-being, academic success, and overall positive experience.
Trainers play a crucial role in identifying when students might need additional support and referring them to appropriate services.
Here’s an in-depth look at the various support services and how trainers can effectively refer students to them.
Academic Support
Tutoring and Study Skills Workshops: to help students improve their understanding of course material, develop effective study habits, and enhance overall course outcomes
Writing and Numeracy Assistance: specialised support for students who need help with writing, numeracy, or language skills, particularly for those whose first language is not English. See the upcoming Trainer Chat for more on this
Mental Health and Well-being Services
Counseling Services: students may need referral to professional counsellors who are trained to provide support for students dealing with stress, anxiety, depression, or other mental health issues
Well-being Programs: where initiatives such as mindfulness sessions, stress management workshops, and peer support groups promote overall mental well-being
Career and Employment Services
Career Counseling: given VET is meant to provide pathways to work, students may need referral to services that specifically provide guidance on career planning, resume writing, job search strategies, and interview preparation
Job Placement Services: to provide assistance with finding traineeships, apprenticeships, and job placements relevant to the student’s field of study
Workforce Australia providers work in these areas
Financial Support Services
Financial Aid and Scholarships: students may need information and assistance in applying for financial aid, scholarships, and grants to support them financially while studying
Budgeting and Financial Planning Workshops: the ability for students to manage their finances effectively means they are more likely to remain in education rather than needing to forfeit for working to earn wages. Services that offer support about managing personal finances and budgeting effectively may be useful for some students
Accessibility and Disability Services
Reasonable Adjustments: some students may require support in arranging reasonable adjustments, such as extended assessment times, specialised equipment, or modified learning materials.
Assistive Technology: provision of technology tools and resources to support students with disabilities in their learning
Personal Support Services
Accommodation and Housing Assistance: students may need referral to services that give help with finding suitable accommodation and dealing with housing issues
Legal and Advocacy Services: students facing legal issues or requiring advocacy in various aspects of their lives may need to be referred to specialist legal services
Trainers are often the first to notice when a student is struggling, whether academically, emotionally, or personally.
Here are the steps a trainer can take to refer students to support services effectively:
Identifying the Need for Support
Observation: Monitor students’ attendance, participation, and performance. Look for signs of distress, disengagement, or consistent underperformance
Communication: Maintain open lines of communication with students. Encourage them to share any difficulties they might be facing
Approaching the Student
Private and Confidential: Approach the student privately and sensitively. Ensure the conversation is confidential and conducted in a supportive manner
Express Concern: Express genuine concern for the student’s well-being and academic success. Be empathetic and non-judgmental in your approach. But also retain your boundaries. Very few VET trainers would be appropriately qualified to assist students with their support needs. Express concern and empathy, and refer the student to professional providers
Discussing Support Options
Inform the Student: Provide information about the available support services and how they can benefit the student
Encourage Utilisation: Encourage the student to take advantage of the support services. Reassure them that seeking help is a positive step towards addressing their challenges
Making the Referral
Referral Process: Follow your RTO’s referral process, which may involve filling out referral forms, contacting support services on behalf of the student, or guiding the student on how to access the services themselves. Maintain confidentiality at all times
Follow-Up: After the referral, follow up with the student to see how they are going. Have they have accessed the support? Was it of any benefit?
Documenting the Referral
Record-Keeping: Student wellbeing and support feature prominently in the new Standards coming in 1.7.25, whereby the RTO is going to be required to demonstrate that it has advised students of wellbeing and support services available and how to access those.
Maintaining accurate records will be key. Keep a record of the referral, including the date, the nature of the concern, and the support services recommended. Ensure that this documentation is kept confidential and is in line with the RTO’s privacy and other policies
In summary, when trainers can recognise signs of struggle and/or distress for students and proactively refer students to the appropriate support services, a significant contribution can be made to the student’s overall wellbeing and course outcomes.
For more, see the Training Tools information and tip sheet about providing evidence of support to learners.
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