Meeting Standard 1 of the Standards for RTOs 2015 · Meeting Standard 1 of the Standards for RTOs...

1 Meeting Standard 1 of the Standards for RTOs 2015 Developed by Rubric Training Solutions www.rubric.com.au

Meeting Standard 1 of the Standards for RTOs 2015 (Quality training and assessment) The Standards for RTOs 2015 include 8 standards that RTOs must meet in order to be registered as a training provider.

Standard 1 includes 27 clauses related to the quality of training and assessment.

This checklist is designed to help RTOs review their current training and assessment systems and the key documents and information that can assist your RTO provide evidence that meet this standard.

The list is not exhaustive and not all policies/procedures/templates listed will be needed, it depends on the size, structure and operations of your RTO.

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

1.1 -1.4 Implement a comprehensive training and assessment strategy 1.1.The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled.

1.2.For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner with regard to:

a) the existing skills, knowledge and the experience of the learner;b) the mode of delivery; andc) where a full qualification is not being delivered, the number of units and/or modulesbeing delivered as a proportion of the full qualification.

1.3.The RTO has, for all of its scope of registration, and consistent with its training and assessment strategies, sufficient:

a)trainers and assessors to deliver the training and assessment;b)educational and support services to meet the needs of the learner cohort/s undertakingthe training and assessment; c)learning resources to enable learners to meet the requirements for each unit ofcompetency, and which are accessible to the learner regardless of location or mode of delivery; and d)facilities, whether physical or virtual, and equipment to accommodate and support thenumber of learners undertaking the training and assessment.

1.4.The RTO meets all requirements specified in the relevant training package or VET accredited course.

note: This form is available as an electronic version from Rubric Resources Page at www.rubric.com.au

http://rubric.com.au/resource_category/rubric-training-solutions/


1.1 -1.4 Implement a comprehensive training and assessment strategy Guide to meeting these clauses Training and assessment strategies (TAS) provide an accurate overview of how a training product is delivered to a specified cohort of learners. It is informed though effective consultation with industry and understanding the needs of the learners. A TAS specifies the resources, both human and physical, that will be used to meet the requirements of the Training Package qualification, skill set, unit of competency or accredited course. The strategy, which could be one consolidated document or a range of documents, shows how the requirements of the Training Product are addressed, and should include:

• Any Training Package requirements • Co-requisites and pre-requisites • Entry requirements • Delivery duration (e.g. 6 months, 1.5 years) that aligns to the AQF volume of learning

or justification as to why it is shorter/longer. • Delivery structure and schedule (what units are delivered, where and when) • Required trainer and assessor competencies at the unit of competency level • The mode of delivery to be used by the RTO (e.g. online, classroom, on-the-job,

blended) • Assessment methods used (e.g. observation, portfolio, project, knowledge test) • The learner profile, expected numbers of learners, and how the needs of groups or

individual learners will be met (for example, reasonable adjustment, support services) • The facilities, equipment and materials required to deliver and assess the qualification

to the number of learners enrolled. RTOs have training plans or unit delivery plans in place for all units/cluster of units indicating the key content and activities covered each session. These are used and updated by trainers to accurately reflect the training and ensure consistency amongst trainers. They also demonstrate how learners are supported to meet the requirements of the unit and the amount of training provided. RTOs have an assessment system in place including assessment policy and/or procedures, written assessment tasks with instructions and marking guides, evidence of assessments mapped to the unit/s. Appropriate learner resources are available that learners can readily access e.g. if online, need to be certain learners all can access a computer/internet. Also refer to: ASQA Users’ Guide to the Standards ASQA Fact Sheet: Amount of Training ASQA Fact Sheet: Delivering elective units ASQA FAQs

Relevant processes/policies/procedures /reports/templates ☐Detailed Training and Assessment Strategy (and evidence of regular review) ☐Assessment policy/procedure ☐Assessment tools

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clauses-1.1--1.4.html

http://www.asqa.gov.au/media-and-publications/amount-of-training1.html

http://www.asqa.gov.au/media-and-publications/delivering-elective-units.html

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/faqs/faqs.html%23amount-of-training


1.1 -1.4 Implement a comprehensive training and assessment strategy ☐Assessment mapping tool ☐Unit/unit cluster delivery plan ☐Training plans (apprenticeships/traineeships) ☐Student course and unit evaluations ☐Industry consultation report ☐Work placement agreements ☐Teacher guides ☐Learner guides ☐Staff skills matrix ☐Learner support information ☐Training product resource list (facilities, equipment, materials needed) ☐Continuous Improvement register and actions

RTO actions/comments on meeting these clauses

1.5 – 1.6 Industry Relevance 1.5.The RTO’s training and assessment practices are relevant to the needs of industry and informed by industry engagement. 1.6.The RTO implements a range of strategies for industry engagement and systematically uses the outcome of that industry engagement to ensure the industry relevance of:

a)its training and assessment strategies, practices and resources; and b)the current industry skills of its trainers and assessors.

Guide to meeting these clauses Training and assessment strategies (TAS) provide an accurate overview of how a training product is delivered to a specified cohort of learners. It is informed though effective consultation with industry and understanding the needs of the learners. The RTO has evidence of industry consultation that has informed the structure, elective units, delivery and assessment strategies and resources, including the skills and knowledge of the trainers delivering units. Strategies for engaging with industry are not prescribed but can be achieved through planned industry consultation days, discussing training and assessment strategies while visiting learners in the workplace and documenting the outcomes, visiting workplaces, inviting industry to present to students and include time at the end to discuss your training and assessment strategies with them.


1.5 – 1.6 Industry Relevance The key is to have a process in place for documenting these consultations and use the outcomes to inform and improve your training and assessment strategies. A good way to do this is to bring the outcomes of industry consultation to assessment validation sessions. Also refer to: ASQA Users’ Guide to the Standards ASQA FAQs

Relevant processes/policies/procedures /reports/templates ☐Detailed Training and Assessment Strategy (and evidence of regular review) ☐Industry consultation policy/procedure ☐Industry consultation plan ☐Industry consultation report ☐Assessment validation report ☐Staff skills matrix ☐Training product resource list (facilities, equipment, materials needed) ☐Assessment tools ☐Unit/unit cluster delivery plan ☐Training plans (apprenticeships/traineeships) ☐Continuous Improvement register and actions


1.7 Learner Support 1.7. The RTO determines the support needs of individual learners and provides access to the educational and support services necessary for the individual learner to meet the requirements of the training product as specified in training packages or VET accredited courses.

Guide to meeting this clause Learners needs could be identified through:

• LLN diagnostic assessments Student interview or survey prior to commencing training Meetings with workplace supervisors and management • Focus groups and market research • Questionnaires before commencement of programs • Research reports or studies. • Training trainers and assessors to identify students at risk and in need of support services


http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/faqs/faqs.html%23industry-relevance/what-evidence-do-i-need-to-demonstrate-i-have-engaged-with-industry-what-is-mean


1.7 Learner Support Services may include the following:

• Pre-enrolment materials • Study support and study skills programs • Language, Literacy and Numeracy (LLN) programs or referrals to these programs • Equipment, resources and/or programs to increase access for learners with disabilities • Learning resource centres • Mediation services or referrals to these services • Flexible scheduling and delivery of training and assessment • Counselling services or referrals to these services • Information technology (IT) support • Learning materials in alternative formats, for example, in large print • Learning and assessment programs customised to the workplace.

If any of these are at the cost of the learner, this needs to be included in pre-enrolment information. The RTO ensures that the services provided to clients continue to meet the needs identified. This could include:

• Reviewing the progress of groups of learners to check that they are progressing satisfactorily and reviewing the support services provided where necessary • Maintaining ongoing contact with workplace supervisors and management to gauge the effectiveness of services provided • Monitoring the usage of services to ascertain whether learners are accessing these services.

Also refer to: ASQA Users’ Guide to the Standards ASQA FAQs

Relevant processes/policies/procedures /reports/templates ☐Training and Assessment Strategy Development and review ☐Training Plan (Apprentices/Trainees) ☐Student Handbook including RPL/course structure/relevant policies and procedures/support available etc. (can include a number of the items listed below) ☐Course/unit outlines ☐Learner guides ☐Unit/unit cluster delivery plan ☐Student course and unit evaluations ☐Complaints and appeals policy/procedures/templates ☐Student Welfare policies/procedures/support (especially language, literacy, numeracy ) ☐Reasonable adjustment policy/procedures ☐Student orientation and induction procedures ☐RPL (Recognition of prior learning) policy/procedure/templates ☐Course Orientation session ☐Work placement agreement ☐Continuous Improvement register and actions

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/about-the-standards-for-rtos/standard-one/clauses/clause-1.7.html

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/faqs/faqs.html%23learner-support/what-is-learner-support-and-how-do-i-know-if-my-rto-is-providing-enough-claus


1.7 Learner Support RTO actions/comments on meeting this clause

1.8 – 1.12 Conduct effective assessment 1.8 The RTO implements an assessment system that ensures that assessment (including recognition of prior learning):

a) complies with the assessment requirements of the relevant training package or VET accredited course; and

b) is conducted in accordance with the Principles of Assessment contained in Table 1.8-1 and the Rules of Evidence contained in Table 1.8-2.

1.9.The RTO implements a plan for ongoing systematic validation of assessment practices and judgements that includes for each training product on the RTO’s scope of registration:

a) when assessment validation will occur; b)which training products will be the focus of the validation; c) who will lead and participate in validation activities; and d) how the outcomes of these activities will be documented and acted upon.

1.10. For the purposes of Clause 1.9, each training product is validated at least once every five years, with at least 50% of products validated within the first three years of each five year cycle, taking into account the relative risks of all of the training products on the RTO’s scope of registration, including those risks identified by the VET Regulator. 1.11. For the purposes of Clause 1.9, systematic validation of an RTO’s assessment practices and judgements is undertaken by one or more persons who are not directly involved in the particular instance of delivery and assessment of the training product being validated, and who collectively have:

a) vocational competencies and current industry skills relevant to the assessment being validated; b) current knowledge and skills in vocational teaching and learning; and c) the training and assessment qualification or assessor skill set referred to in Item 1 or 3 of Schedule 1.

Industry experts may be involved in validation to ensure there is the combination of expertise set out in (a) to (c) above. 1.12. The RTO offers recognition of prior learning to individual learners.

Guide to meeting these clauses RTOs have an assessment system in place. An assessment system is a coordinated set of policies, procedures, assessment materials and tools that ensure assessments (including RPL):

• Meets the requirements of the Training Package or accredited course


1.8 – 1.12 Conduct effective assessment • are consistent with the training and assessment strategy • are valid, reliable, flexible and fair • Focus on the application of knowledge and skill to the standard of performance required

in the workplace • Involves the collection of sufficient, valid, authentic and current evidence to enable a

judgement to be made about whether competency has been attained • Confirms that workplace and regulatory requirements are met. • Information to learners on assessment including the RPL process, appeals, reasonable

adjustment. • Information to staff on the development, validation and implementation of assessments • Information to staff on recording and retaining completed assessment

RTOs must have an assessment validation schedule in place for all training products on their scope of registration. A training product may be a qualification, skill set or individual unit of competency. The schedule should indicate when each training product will be validated and who is responsible. An assessment validation policy and/or procedure can be used to indicate the when and how validation will take place and who is to be involved. They should also include information about how any actions from the validation are to be carried out. Assessments for each training product must be validated at least once every 5 years. In the case of a whole qualification with numerous units, a sample of units must be formally validated over the 5 year period. This includes reviewing the assessment materials and tools against the principles of assessment as well as a statistically valid sample of completed assessments (refer to ASQA’s validation sample size calculator) against the rules of evidence. However, if RTOs validate a sample of units rather than all units in a qualification, if validation of one or more of the sample units indicate issues with assessment, then these must be rectified for all units in that qualification. RPL must be made available to all learners at enrolment or prior to commencing training. Also refer to: ASQA’s Guide to RTO Standards ASQA Fact Sheet: Conducting Validation ASQA Fact Sheet: Using third party evidence to assess competency ASQA Guide: Developing Assessment Tools

Relevant processes/policies/procedures /reports/templates Assessment policies/procedures such as:

☐Developing assessment tools (e.g. instructions to assessors and students, marking guides, use of assessment templates) ☐Conducting assessment policy/procedure (including reasonable adjustment) ☐Assessment validation policy/procedure ☐RPL (Recognition of prior learning) policy/procedure/templates ☐Appealing assessment decisions ☐Recording and retaining assessment evidence

☐Training and Assessment Strategy ☐Student handbook/website with information on RPL, assessment policies/procedures


http://www.asqa.gov.au/media-and-publications/conducting-validation1.html

http://www.asqa.gov.au/media-and-publications/using-third-party-evidence-to-assess-competence.html

http://www.asqa.gov.au/verve/_resources/Guide_to_developing_assessment_tools.pdf


1.8 – 1.12 Conduct effective assessment ☐unit outlines/learner guides with specific information on assessment for each unit ☐Unit/cluster unit delivery plan showing where assessments take place in the program ☐Student course and unit evaluations including feedback on assessment ☐Assessment tools that include task instructions, instructions to assessors, marking guides

e.g. Practical assessment task template Knowledge assessment task template Project/Portfolio assessment task template Third party evidence template

☐Assessment mapping document ☐Assessment validation schedule ☐Assessment validation report ☐Industry consultation report


1.13 – 1.16 Trainers and Assessors 1.13. In addition to the requirements specified in Clause 1.14 and Clause 1.15, the RTO’s training and assessment is delivered only by persons who have:

a) vocational competencies at least to the level being delivered and assessed; b) current industry skills directly relevant to the training and assessment being provided; and c) current knowledge and skills in vocational training and learning that informs their training and assessment.

Industry experts may also be involved in the assessment judgement, working alongside the trainer and/or assessor to conduct the assessment. 1.14. The RTO’s training and assessment is delivered only by persons who have:

a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2 of Schedule 1, or demonstrated equivalence of competencies; and b) from 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2 of Schedule 1.

1.15. Where a person conducts assessment only, the RTO ensures that the person has:

a) prior to 1 January 2016, the training and assessment qualification specified in Item 1 or Item 2 or Item 3 of Schedule 1, or demonstrated equivalence of competencies; and b) from 1 January 2016, Item 1 or Item 2 or Item 3 of Schedule 1.


1.13 – 1.16 Trainers and Assessors 1.16. The RTO ensures that all trainers and assessors undertake professional development in the fields of the knowledge and practice of vocational training, learning and assessment including competency based training and assessment.

Guide to meeting these clauses Until 1 January 2016, RTO staff delivering training and assessment must hold the TAE40110 CIV in Training and Assessment or a higher level qualification or demonstrate equivalence of competencies (e.g. TAA40104). Trainers must also have current industry skills and knowledge required by all units they deliver and assess. Trainers must also demonstrate how they are continuing to develop their skills and knowledge of training and assessment in VET and their industry skills and knowledge. Until 1 January 2016, RTO staff who only assess learners must hold the TAESS00001 Assessor Skill Set or a higher level qualification or demonstrate equivalence of competencies. From January 1 2016, demonstrating equivalence of competencies is no longer valid. RTO staff delivering training and assessment must hold the TAE40110 CIV in Training and Assessment or its successor (Note: a successor to this qualification is likely to be available by the end of 2015), or a higher qualification (e.g. TAE50111 Diploma of VET). Trainers with the TAA40104 will need to update to the current version of the CIV in Training and Assessment qualification (likely to be a new version by January 1, 2016). This requirement is now an incentive for VET trainers to upgrade to a diploma of higher level qualification in adult education to avoid having to update to new versions of the CIV as they are made available. From 1 January 2016, RTO staff who only assess learners must hold the TAESS00001 Assessor Skill Set or its successor or a higher qualification (e.g. the current CIV in Training and Assessment). Demonstrating equivalence of competencies will not be allowed. RTOs must also be able to demonstrate how they support and ensure that all trainers and assessors (including casual staff), continue to develop their knowledge and practice of VET training, learning and assessment (e.g. have a professional learning plan in place, yearly reviews of staff skills and professional development) Examples of evidence of currency in VET training knowledge and skills

• Attending workshops on training and assessing external or in house • Attending VET teaching conferences • Member of VET practitioner networks - in-house, online or external • Member or subscriber of VET related associations • Buying relevant books or subscriptions to VET teaching journals/RTO magazines • Undertaking formal qualifications e.g. Diploma of VET

Examples of evidence of current industry skills

• Attending industry trade fairs/conferences


1.13 – 1.16 Trainers and Assessors • Participating in industry workshops • Participating in industry consultation meetings related to training and assessment

strategies • Visiting work placement students and meeting with industry supervisor/manager to ask

about relevancy of current training and assessment strategies/emerging industry skills, knowledge and practices etc.

• Subscribing to industry journals/magazines/newsletters • Working part time in industry • Work placement in industry/ volunteer work in industry • Member of industry networks, including online networks • Member of industry associations • Undertaking formal qualifications related to qualifications teachers train and assess in

Also refer to: ASQA Users’ Guide to the Standards ASQA Fact Sheet: Meeting trainer and assessor requirements ASQA FAQs

Relevant processes/policies/procedures /reports/templates ☐Training and Assessment Strategy Development and review ☐Industry consultation policy, procedure and report template ☐Staff skills matrix (demonstrating trainer and assessor competence ) ☐Professional Development Plan for trainers/assessors ☐RTO Professional learning plan ☐Attendance records for professional development activities e.g. workshops, webinars, networks


1.17 – 1.20 Individuals working under the supervision of a trainer 1.17. Where the RTO, in delivering training and assessment, engages an individual who is not a trainer or assessor, the individual works under the supervision of a trainer and does not determine assessment outcomes. 1.18. The RTO ensures that any individual working under the supervision of a trainer under Clause 1.17:

a) holds the skill set defined in Item 4 of Schedule 1 or, prior to 1 January 2016, is able to demonstrate equivalence of competencies;


http://www.asqa.gov.au/media-and-publications/meeting-trainer-and-assessor-requirements.html

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/faqs/faqs.html%23trainers-and-assessors


1.17 – 1.20 Individuals working under the supervision of a trainer b) has vocational competencies at least to the level being delivered and assessed; and c) has current industry skills directly relevant to the training and assessment being provided.

1.19. Where the RTO engages an individual under Clause 1.17, it ensures that the training and assessment complies with Standard 1. 1.20. Without limiting Clauses 1.17 - 1.19, the RTO:

a) determines and puts in place: i) the level of the supervision required; and ii) any requirements, conditions or restrictions considered necessary on the individual’s involvement in the provision of training and collection of assessment evidence; and

b) ensures that trainers providing supervision monitor and are accountable for all training provision and collection of assessment evidence by the individual under their supervision.

Guide to meeting these clauses Until 1 January 2016, RTO staff delivering training under supervision must hold one of the following Skill Sets a) TAESS00007 Enterprise Trainer – Presenting Skill Set or its successor; or b) TAESS00008 Enterprise Trainer – Mentoring Skill Set or its successor; or c) TAESS00003 - Enterprise Trainer and Assessor Skill Set or its successor. Or demonstrate equivalence of competencies. Staff without the TAESS00001 Assessor Skill Set are unable to assess VET units. Staff delivering training with one of the above skill sets must still hold current vocational skills and knowledge required by the units for which they are delivering training. Staff delivering training under supervision must be supervised by trainers who hold the TAE40110 CIV in Training and Assessment (or equivalent) as a minimum qualification. From 1 January 2016, RTO staff delivering training under supervision will need to have one of the current TAE Skill Sets mentioned above (note a successor to the TAE Training Package is likely to be endorsed by the end of 2015). They will no longer able to demonstrate equivalence of competencies. They are still required to have current vocational skills and knowledge required by the units for which they are delivering training and are not allowed to assess VET units unless with a qualified assessor. Staff delivering training under supervision will need to be supervised by trainers who hold the current version of the CIV in Training and Assessment or have higher qualifications. Equivalence of competencies, including holding a TAA40104, will no longer be allowed. I recommend that RTOs who employ staff requiring supervision to have a documented plan or agreement in place outlining the supervision arrangements and requirements of both the person being supervised and the supervising trainer. Also refer to: ASQA Users’ Guide to the Standards ASQA FAQs


http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/faqs/faqs.html%23individuals-working-under-the-supervision-of-a-trainer


1.17 – 1.20 Individuals working under the supervision of a trainer Relevant processes/policies/procedures /reports/templates ☐Training and Assessment Strategy Development and review ☐Policy for the supervision of individuals who are not qualified trainers and assessors ☐Training under Supervision agreement and/or plan ☐Industry consultation policy, procedure and report template ☐Staff skills matrix (demonstrating trainer and assessor competence and currency ) ☐Professional Development Plan for trainers/assessors ☐RTO Professional learning plan ☐Attendance records for professional development activities e.g. workshops, webinars, networks


1.21 – 1.24 Delivery of training and assessment qualifications for trainers and assessors 1.21. Prior to 1 January 2016, to deliver any AQF qualification or skill set from the Training and Education Training Package (or its successor) the RTO must ensure all trainers and assessors delivering the training and assessment:

a) hold the training and assessment qualification at least to the level being delivered; or b) have demonstrated equivalence of competencies.

1.22. From 1 January 2016, to deliver any AQF qualification or skill set from the Training and Education Training Package (or its successor) the RTO must ensure all trainers and assessors delivering the training and assessment hold the training and assessment qualification at least to the level being delivered. 1.23.From 1 January 2017, to deliver the training and assessment qualification specified in Item 1 of Schedule 1, or any assessor skill set from the Training and Education Training Package (or its successor), the RTO must ensure all trainers and assessors delivering the training and assessment:

a) hold the qualification specified in Item 5 of Schedule 1; or b) work under the supervision of a trainer that meets the requirement set out in (a) above.

1.24. The RTO must ensure that any individual working under supervision under Clause 1.23.b) holds the qualification specified in Item 1 of Schedule 1 and does not determine assessment outcomes. Note: from 1 January 2017, the requirements set out in Clause 1.22 continue to apply to any other AQF qualification or skill set from the Training and Education Training Package (or its successor).


1.21 – 1.24 Delivery of training and assessment qualifications for trainers and assessors Guide to meeting these clauses If RTOs are delivering any qualification or skill set from the TAE Training Package, they need to have trainers who hold at least the current version of the CIV in Training and Assessment by January 2016. However, by 2017, trainers will need to hold a TAE Diploma or higher level qualification in adult education to deliver any TAE qualification or skill set or work under supervision of a person that does. RTOs delivering TAE qualifications would be well advised to encourage and support their TAE trainers to upgrade to a Diploma or higher level qualification in adult education prior to January 2017. Also refer to: ASQA Users’ Guide to the Standards ASQA Fact Sheet: Meeting trainer and assessor requirements TAE10 or successor Training Package

Relevant processes/policies/procedures /reports/templates ☐Training and Assessment Strategy Development and review ☐Staff skills matrix (demonstrating trainer and assessor competence ) ☐Professional Development Plan for trainers/assessors ☐RTO Professional learning plan ☐Attendance records for professional development activities e.g. workshops, webinars, networks ☐Training under Supervision agreement and/or plan


1.25 Independent validation of training and assessment qualifications 1.25.From 1 January 2016, to deliver any AQF qualification or assessor skill set from the Training and Education Training Package (or its successor), the RTO must have undergone an independent validation of its assessment system, tools, processes and outcomes in accordance with the requirements contained in Schedule 2(and the definitions of independent validation and validation).

Guidelines on meeting this clause This is an interesting one for RTOs currently offering or wanting to offer qualifications or assessor skill sets from the TAE Training Package from January 2016.


http://www.asqa.gov.au/media-and-publications/meeting-trainer-and-assessor-requirements.html

http://training.gov.au/Training/Details/TAE10


1.25 Independent validation of training and assessment qualifications If you haven’t got TAE qualifications or assessor skill sets on your scope and want to add them, then you will need to demonstrate your RTO has been registered for at least two years and that assessment tools, processes and outcomes from other qualifications currently on your scope of registration have been independently validated. The VET regulator will direct which ones. You will also need to provide evidence that your assessment system (tools, policies, processes) for the proposed TAE qualification or the assessor skill set has been independently validated. The above does not apply if you want to add TAE units other than those from the assessor skill set to your explicit scope of registration. RTOs who do have a TAE qualification or assessor skill set on their scope of registration will need to demonstrate the assessment system for the qualification or skill set have been independently validated, as well as the outcomes of the qualification or skill set. Independent validation must be carried out by one or more persons that have current knowledge and skills in VET teaching and learning and the qualification or skill set at least to the level being validated. The person or persons must not be employed or subcontracted by the RTO to provide training and assessment or have no other involvement or interest in the operations of the RTO. Also refer to: ASQA’s Guide to the Standards ASQA Fact Sheet: Conducting validation ASQA FAQs

Relevant processes/policies/procedures /reports/templates Assessment policies/procedures such as:


☐Training and Assessment Strategy ☐Student handbook/website with information on RPL, assessment policies/procedures ☐Unit outlines/learner guides with specific information on assessment for each unit ☐Unit/cluster unit delivery plan showing where assessments take place in the program ☐Student course and unit evaluations including feedback on assessment ☐Assessment tools that include task instructions, instructions to assessors, marking guides


☐Assessment mapping document ☐Assessment validation schedule ☐Assessment validation report ☐Industry consultation report


http://www.asqa.gov.au/media-and-publications/conducting-validation1.html

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/faqs/faqs.html%23delivery-of-the-training-and-assessment-qualifications-for-trainers-and-assessors/can-my-rto-add-the-tae40110-certificate-iv-in-training-and-assessment-to-its-scop


1.25 Independent validation of training and assessment qualifications RTO actions/comments on meeting these clauses

1.26 – 1.27 Transition of training products 1.26.Subject to Clause 1.27 and unless otherwise approved by the VET Regulator, the RTO ensures that:

a) where a training product on its scope of registration is superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation is issued or learners are transferred into its replacement, within a period of one year from the date the replacement training product was released on the National Register; b) where an AQF qualification is no longer current and has not been superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation issued within a period of two years from the date the AQF qualification was removed or deleted from the National Register; c) where a skill set, unit of competency, accredited short course or module is no longer current and has not been superseded, all learners’ training and assessment is completed and the relevant AQF certification documentation issued within a period of one year from the date the skill set, unit of competency, accredited short course or module was removed or deleted from the National Register; and d) a new learner does not commence training and assessment in a training product that has been removed or deleted from the National Register.

1.27.The requirements specified in Clause 1.26 (a) do not apply where a training package requires the delivery of a superseded unit of competency.

Guidelines on meeting these clauses ASQA automatically updates equivalent (E) changes to training package products on an RTO’s scope of registration, shortly after the equivalent product is listed on the national register If a new equivalent product has been automatically updated on your scope of registration, you should continue to deliver the superseded product until you are ready to deliver the new equivalent product, within the 12-month transition period. Not equivalent (N) changes to training package products require the RTO to apply to change their scope of registration and pay an application fee if they wish to deliver the endorsed, non-equivalent product. One of the easiest ways to demonstrate you are meeting this clause is maintaining your student management system that shows no students are enrolled in superseded, removed or deleted qualifications beyond the allowable timeframe.


1.26 – 1.27 Transition of training products To be alerted to training packages changes, subscribe to updates on the national register, training.gov.au, by going to the Training package/s of interest and selecting the notify me of changes link at the top right of the page. ASQA can approve extensions to transition periods. To check which qualifications have been approved for extension go to the ASQA Maintain a current scope of registration web page Also refer to: ASQA Users’ Guide to the Standards ASQA Fact Sheet: Delivering elective units ASQA General Direction: Learner Transition ASQA FAQs ASQA Make changes to your scope of registration

Relevant processes/policies/procedures /reports/templates ☐Changes to scope of registration policy/procedure/forms ☐Maintained online student management system ☐Assessment policies/procedures such as:


☐Training and Assessment Strategy ☐Student handbook/website with information on RPL, assessment policies/procedures ☐Unit outlines/learner guides with specific information on assessment for each unit ☐Unit/cluster unit delivery plan showing where assessments take place in the program ☐Student course and unit evaluations including feedback on assessment ☐Assessment tools that include task instructions, instructions to assessors, marking guides


☐Assessment mapping document ☐Assessment validation schedule ☐Assessment validation report ☐Industry consultation report ☐Staff skill matrix

http://www.asqa.gov.au/vet-registration/meet-the-requirements-of-ongoing-registration/maintain-a-current-scope-of-registration.html


http://www.asqa.gov.au/news-and-publications/publications/fact-sheets/delivering-elective-units.html

http://www.asqa.gov.au/news-and-media/learner-transition.html

http://www.asqa.gov.au/users-guide-to-the-standards-for-registered-training-organisations-2015/faqs/faqs.html%23transition-of-training-products

http://www.asqa.gov.au/vet-registration/make-changes-to-registration/make-changes-to-registration.html


1.26 – 1.27 Transition of training products RTO actions/comments on meeting these clauses

Meeting Standard 1 of the Standards for RTOs 2015 · Meeting Standard 1 of the Standards for RTOs...

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