Welcome to the June TAC Update
As the end of the financial year approaches, Registered Training Organisations (RTOs) are reminded of their obligations to meet annual reporting requirements in line with section 9 of the Data Provision Requirements under the Vocational Education and Training (General) Regulations 2009. One of the key requirements is the annual submission of Quality Indicator summary reports due to TAC by 30 June.
Quality Indicator data provides a valuable opportunity to reflect on RTO performance, review processes and identify areas for improvement. Feedback gathered through the Learner Engagement and Employer Satisfaction surveys offers practical insights into how training is experienced by students and valued by employers.
Many RTOs already use the information collected from the surveys to inform continuous improvement activities, such as refining delivery approaches, strengthening student support, and ensuring training remains aligned with industry needs. Taking time to review and act on this data can support better outcomes and strengthen the overall quality of services. This practice also aligns with the requirements of the Registration Standards 2025 (2025 Standards), particularly Quality Area 4 - Governance, by supporting a culture of continuous improvement.
The annual Quality Indicator summary report draws on data collected by RTOs between 1 January and 31 December of the previous calendar year.
Preparing your report
There is no prescribed template for the summary report. However, it should capture:
- the total number of each questionnaire distributed
- the total number of each survey received back
- how learner engagement data has informed improvements to your services
- how employer satisfaction data has informed improvements to your services (where applicable)
Submitting your report
- Summary reports must be submitted via email to tac@dtwd.wa.gov.au.
- If there was no RTO activity during the reporting period, RTOs must advise TAC via email.
Further information
For more guidance, please visit the RTO Reporting Requirements on the TAC website.
TAC Education Program
Upcoming Events:
Register now for upcoming events. You can also be alerted to new events by following the Event Page on Humanitix.
TAC 2026 Roadshows:
TAC-registered RTOs in South West are invited to attend the TAC 2026 Roadshow in Bunbury. Secure your spot now.
The free event includes the following sessions:
- Delivering Quality Training that Supports Student Progression;
- Reasonable Adjustment vs Diversity, Inclusion and Wellbeing; and
- Recognition of Prior Learning (RPL).
The Course Accreditation Process Webinar
19 June 2026 10:30-11:30am AWST Register Now
This webinar provides a practical walkthrough of TAC’s Course Accreditation Process, covering six stages from initial research and consultation through to accreditation and ongoing monitoring.
Webinar Recordings:
View the TAC Education Program to access professional development opportunities, support and guidance materials and access previous webinar recordings and resources.
Focus on Quality Article: Using Feedback to Drive Continuous Improvement
Feedback from students, employers and other stakeholders provides valuable insight into how training and assessment are experienced in practice. In line with the Registration Standards 2025 (2025 Standards), Outcome Standards 2.7 and 2.8 require RTOs to have clear and accessible processes for managing feedback, complaints and appeals. These processes form an important part of an RTO’s continuous improvement approach under Outcome Standard 4.4.
Feedback can take many forms, from informal comments through to formal complaints or appeals. Each provides an opportunity to better understand what is working well and where improvements may be needed. Feedback may relate to training delivery, assessment practices, staff performance or broader aspects of the student experience, and may include both positive and negative insights.
RTOs are expected to use this information as part of a structured improvement cycle. Rather than responding to issues in isolation, feedback is reviewed to identify patterns, trends and underlying causes. This approach supports more informed decision-making and helps ensure that improvements are targeted, evidence-based and sustainable over time.
Quality Indicator data is another important source of feedback that supports this process. The Learner Engagement and Employer Satisfaction surveys provide structured insights into the student and industry experience. When considered alongside complaints, appeals and other feedback, this information can support a more complete picture of RTO performance and help identify consistent themes across different sources.
The 2025 Standards also require that outcomes from complaints and appeals are recorded and used to inform improvement activities. This includes identifying opportunities to strengthen policies, refine practices and improve communication.
Where services are delivered by a third party, Compliance Standard 17 requires that RTOs remain responsible for ensuring feedback, complaints and appeals are appropriately managed. This includes ensuring that feedback arising from third party arrangements is considered as part of the RTO’s overall continuous improvement processes.
Taking an integrated approach to feedback, surveys, complaints, appeals and other channels, supports a stronger culture of continuous improvement. By using feedback to inform meaningful change, RTOs can enhance the quality of their services and support better outcomes for students and industry.
Further information is available in the Fact Sheet: Feedback, Complaints and Appeals and the RTO Reporting Requirements section of the website.
ASQA regulatory actions – Potential implications for RTOs
The Australian Skills Quality Authority (ASQA) is undertaking an ongoing program of regulatory action targeting non‑genuine and bad‑faith RTOs, following a series of intensive compliance investigations. As a result, a number of qualifications and statements of attainment have been cancelled across several sectors, including early childhood education and care, aged care, disability support, construction and automotive. A full list of impacted RTOs and qualifications is available on the ASQA website.
RTOs may encounter students seeking credit transfer based on qualifications or statements of attainment issued by RTOs listed on the ASQA website and where qualifications have been cancelled, or employ staff whose credentials have been impacted. In these cases, it is critical that RTOs verify the validity of qualifications and/or statements of attainment and ensure decisions about credit transfer, recognition and trainer/assessor competency are appropriately reviewed.
Students
Where a student has previously been granted credit transfer based on a qualification or statement of attainment that has since been cancelled, that evidence can no longer be relied upon. RTOs should advise the student that the credit will be revoked and that they will need to undertake training and assessment in the relevant units. Alternatively, Recognition of Prior Learning (RPL) may be applicable where relevant experience, skills and knowledge can be demonstrated against the training product. All decisions should be clearly documented in line with the RTO’s processes and Standards.
Trainers and Assessors
RTOs must also undertake appropriate due diligence to ensure staff hold valid credentials and demonstrate current industry and vocational competence. If a trainer and assessor’s qualification and/or statement of attainment has been cancelled, the RTO should review training and assessment delivered by that person and consider whether validation and reassessment of students is required. Affected trainers and assessors must obtain a valid qualification before resuming training or assessment duties, although they may be reassigned or work under appropriate supervision in the interim. Importantly, a cancelled qualification and/or statement of attainment does not necessarily indicate fraudulent behaviour by the individual.
To support stakeholders, the Australian Government Department of Employment and Workplace Relations (DEWR) has released guidance materials, including a factsheet and FAQs for employers and the general public.
Other Important Updates
Place-based and culturally responsive VET for Aboriginal and Torres Strait Islander learners
NCVER has released a new research report and webinar examining how place-based and culturally responsive approaches can be more effectively integrated into VET, leading to more meaningful outcomes for First Nations students.
The research emphasises that place-based training is more than local delivery, it is grounded in belonging, cultural safety and connection to Country. Culturally responsive practice complements this by valuing culture, kinship and community protocols, while building respectful, trusted learning environments.
Based on case studies of Aboriginal-led RTOs, the report identifies practical strategies such as employing and developing Aboriginal staff, tailoring training to individual student needs, and partnering with local communities and employers to create relevant pathways. These approaches support completions, student confidence, identity and long-term engagement.
RTOs may find this research particularly useful in the context of the 2025 Standards, which reinforce student-centred practice, equity and responsiveness to diverse student cohorts. The findings provide practical insights to support providers in strengthening culturally responsive delivery aligned with these expectations.
The report and recording of the webinar is available on the NCVER website.
Jobs and Skills Australia
Jobs and Skills Australia (JSA) has released the following reports:
- Occupation Shortage Report - March 2026 - 3 Jun
- International Labour Market Update - May 2026 - 29 May
- 2025 Skills in Demand (SID) Report - 29 May
Latest NCVER Reports
NCVER has released the following new report:
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