A highly skilled and knowledgeable Vocational Education and Training (VET) workforce is the cornerstone of quality training outcomes for the learner and the community. The Registration Standards 2025(2025 Standards) recognise this by requiring those that deliver and/or assess nationally recognised training to have current industry competencies, skills and knowledge and hold a training and assessment credential.
Quality Area 3 in the 2025 Standards, is focused on ensuring that VET students are trained, assessed and supported by people who are qualified, skilled and committed to professional development. The Quality Area has three Outcome Standards, including:
The workforce is effectively managed to ensure appropriate staffing to deliver services.
Training and assessment is delivered to VET students by credentialled people with current skills and knowledge in training and assessment.
Training and assessment is delivered by persons with current industry skills and knowledge relevant to the training product.
Outcome Standard 3.2 incorporates the Credential Policy. The Credential Policy details the specific minimum credential requirements for trainers and assessors.
Section 1 - Credentials for the delivery of Training and Assessment
Section 1 details the credential requirements for delivery and assessment of training products, excluding those from the TAE Training Package. Many requirements in section 1 will be familiar to Registered Training Organisations (RTOs), as they reflect the early changes to the Standards for RTOs (2015) that have been in place since March 2024.
1A – Training and assessment credentials
To deliver training and assessment without direction, including making assessment judgements, the person must hold one of the following credentials:
- TAE40122 Certificate IV in Training and Assessment or its successor,
- TAE40116 Certificate IV in Training and Assessment,
- TAE40110 Certificate IV in Training and Assessment,
- A secondary teaching qualification and one of the following credentials:
- TAESS00011 Assessor Skill Set, or
- TAESS00019 Assessor Skill Set or its successor, or
- TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set or its successor.
- ‘A diploma or higher-level qualification in adult education or vocational education and training.
1B – Assessment only credentials
To conduct assessment only, including making assessment judgements, the person must hold one of the following credentials:
- TAE40122 Certificate IV in Training and Assessment or its successor,
- TAE40116 Certificate IV in Training and Assessment,
- TAE40110 Certificate IV in Training and Assessment,
- TAESS00019 Assessor Skill Set or its successor,
- TAESS00011 Assessor Skill Set,
- TAESS00001 Assessor Skill Set,
- A diploma or higher-level qualification in adult education or vocational education and training.
- A secondary teaching qualification and one of the following credentials:
- TAESS00011 Assessor Skill Set, or
- TAESS00019 Assessor Skill Set or its successor, or
- TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set or its successor.
For individuals who hold the TAE40110 Certificate IV in Training and Assessment there is no longer a requirement to also hold the two additional units:
- TAELLN401A or TAELLN411 (or its successor) Address adult language, literacy and numeracy skills; and
- TAEASS502A or TAEASS502B or TAEASS502 (or its successor) Design and develop assessment tools.
This change is due to the introduction of the TAE40122 Certificate IV in Training and Assessment qualification which does not require these units as a core requirement.
Secondary Teaching Qualification Requirements
The Credential Policy recognises individuals with secondary school teacher education degrees, who also undertake a specified skill set, to qualify as meeting the requirements for trainers and assessors in conjunction with their vocational competency and industry currency.
Refer to Appendix A for further information regarding secondary teaching qualification requirements under the 2025 Standards.
Higher level qualifications in adult education or vocational education and training
In addition to the current provisions of diploma and higher-level qualifications in adult education, the Credential Policy now includes diploma and higher-level qualifications in vocational education and training for trainers and assessors credential requirements. This approach has been expanded in the Credential Policy to include diploma or higher level qualifications in vocational education and training. The Credential Policy identifies this as a qualification that satisfies the requirements of the Australian Qualifications Framework at level 5 or higher, has a focus on training and assessing adults and relevance to delivery and assessment of VET and competency-based training and assessment. The qualification does not need to include the words ‘adult education’ or ‘vocational education and training’ in the title. However, units completed within the qualification need to demonstrate the skills and knowledge required to train adults and teach VET.
Numerous qualifications use the term ‘adult education or Vocational Education and Training’ in the title, and these will provide the RTO with a point of reference. However, many other qualifications have a focus on adult education and vocational education and training that do not use the phrase in the title, requiring the RTO to substantiate its relevance to the delivery of nationally recognised VET and competency-based training to adult learners.
RTOs should use the qualification certificate along with further corroborating evidence, such as an academic transcript or record of results, in determining if the focus of the qualification is relevant to VET and competency-based training and assessment. The qualification, as a minimum, should include equivalent content to that of the TAE40122 Certificate IV in Training and Assessment, such as[1]:
- Learning Theory in Adult and Vocational Education;
- High-level Facilitation Skills in Adult and Vocational Education;
- The Adult and Vocational Education System in Australia;
- Assessment and Evaluation Practices;
- Teaching Adult Numeracy in Adult and Vocational Education;
- Teaching Adult Literacy in Adult and Vocational Education; and
- Issues of LLN Practice in Adult and Vocational Education.
Refer to Appendix B for higher-level qualification requirements under the 2025 Standards.
1C – Actively working towards a training and assessment credential
A person who is actively working towards a training and assessment credential can deliver training and contribute to assessment (including conducting assessment and collecting assessment evidence), provided they work under the direction of a trainer or assessor. Working towards these qualifications does not qualify the person to make assessment judgements.
To be actively working towards a credential, the person must:
- be enrolled in and have commenced training in one of the following training and assessment credentials:
- TAE40122 Certificate IV in Training and Assessment or its successor, or
- TAE50122 Diploma of Vocational Education and Training or its successor, and
- be making satisfactory progress to enable the credential to be completed within two years of commencement.
Satisfactory progress will be determined on an individual basis but could involve the RTO checking the individual is on track to complete within the planned timeframe, and any identified issues with the individual’s progress are addressed. The intention is to prevent cases where an individual is perpetually working towards a credential without making any progress.
Individuals who are actively working towards a relevant credential are still required to meet other requirements imposed on trainers and assessors under the 2025 Standards, including holding relevant vocational competencies and current industry skills.
1D – Training and assessment under direction
Where the RTO retains the services of a person who does not hold the required credentials as a trainer and assessor, the person can operate under direction. This means that the RTO must ensure that a fully credentialled trainer and assessor provides oversight, guidance and quality assurance to ensure the quality of training and assessment being delivered by a person who is not credentialled.
To deliver training and conduct assessment under direction, a person must hold one of the following credentials:
- TAESS00021 Facilitation Skill Set or its successor,
- TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set or its successor,
- TAESS00030 Volunteer Trainer Delivery and Assessment Contribution Skill Set or its successor,
- TAESS00029 Volunteer Trainer Delivery Skill Set or its successor,
- TAESS00020 Workplace Trainer Skill Set or its successor,
- TAESS00028 Work Skill Instructor Skill Set or its successor,
- TAESS00022 Young Learner Delivery Skill Set or its successor,
- TAESS00015 Enterprise Trainer and Assessor Skill Set
- TAESS00003 Enterprise Trainer and Assessor Skill Set,
- TAESS00008 Enterprise Trainer – Mentoring Skill Set,
- TAESS00013 Enterprise Trainer – Mentoring Skill Set,
- TAESS00007 Enterprise Trainer – Presenting Skill Set,
- TAESS00014 Enterprise Trainer – Presenting Skill Set,
- A secondary teaching qualification.1
The RTO is responsible for determining the nature and extent of direction required, any necessary restrictions, and ensuring the quality of training and assessment is consistent with the Outcome Standards.
For a person to operate under direction, they must meet the requirements of the Credential Policy Section 1D. The RTO must be able to justify the relevance of the person’s credential to the VET student cohort being delivered to.
1E – Providing direction on the delivery of training and assessment
To provide direction, a trainer and/or assessor must meet the requirements of the Credential Policy Section 1E whereby the RTO will need to determine an appropriate level of direction, and any conditions or restrictions considered necessary based on the individual and where they are up to, noting the level of direction is likely to evolve as the individual progresses. The RTO will also need to ensure that trainers and assessors providing direction, monitor, and are accountable for the training and assessment undertaken by the person under their direction.
A person providing direction must hold one of the following credentials:
- TAE40122 Certificate IV in Training and Assessment or its successor,
- TAE40116 Certificate IV in Training and Assessment,
- TAE40110 Certificate IV in Training and Assessment,
- A diploma or higher-level qualification in adult education or vocational education and training.
- A secondary teaching qualification and one of the following credentials:
- TAESS00011 Assessor Skill Set, or
- TAESS00019 Assessor Skill Set or its successor, or
- TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set or its successor.
Section 2 - Delivery of Training and Assessment qualifications or Skill Sets from the TAE Training and Education Training Package
Section 2 of the Credential Policy specifies the credential requirements for a person delivering a training and assessment product from the TAE Training Package.
For further information, see the TAC Fact Sheet - Trainer and Assessor Requirements when Delivering Qualifications from the Training and Assessment Training Package.
Involving industry experts in training and assessment
Industry experts provide valuable insight into current practices in the workplace as well as specialised knowledge and skills in new and emerging industries that would benefit the learner.
What constitutes an industry expert?
An industry expert is an individual who has relevant specialised industry or subject matter expertise who the RTO engages based on that expertise. Industry experts must have relevant vocational competencies and have current industry skills directly relevant to the training and assessment being provided. Industry experts can be involved in training and assessment, but only qualified assessors can make assessment judgements and determine learner competency.
Working under the direction of a trainer or assessor means that industry experts can assist in the delivery of training and/or assessment. This language is consistent with the 2015 Standards, where industry experts could be involved in assessment, working alongside the trainer and/or assessor. Arrangements might include an industry expert providing specialist expertise to assist in the delivery of training or providing specific feedback on a process or observation as part of the assessment process.
Where industry experts are involved in training and assessment, the trainer or assessor they are working with must be fully qualified and meet the thresholds required by the 2025 Standards.
The 2025 Standards and the Credential Policy (Section 1 D and E) enable an industry expert to be involved in training delivery and assessment.
Outcome Standard 3.3 refers to training and assessment delivered by persons with current industry skills and knowledge relevant to the training product. In particular, an RTO should be able to demonstrate:
- where it engages experts for the purposes of delivering training, it does so:
- by reference to the requirements of the training product or the specific VET student cohort; and
- in response to a specific need for the expert to be engaged;
- it has a system in place for ensuring:
- experts have industry competencies, skills, knowledge and specialised industry or subject matter expertise that is directly relevant to the training product they are delivering;
- experts are only authorised to work under the direction of a person with the appropriate credentials to provide direction on the delivery of training and assessment, as specified in the Credential Policy;
- where the expert is involved in assessment judgement – they conduct the assessment alongside the trainer or assessor; and
- the training or assessment the expert is involved in delivering is subject to oversight by the organisation.
Credential Policy, Section 1 D and E, outline the requirements for industry experts to be engaged in training and assessment
What do the changes around industry experts mean for RTOs?
Under the 2015 Standards, industry experts were able to work alongside a trainer and assessor to conduct assessment, for example by giving feedback or making observations. The 2025 Standards expand the role of industry experts by allowing them to also assist a qualified trainer and assessor in the delivery of training.
While this enables the broader use of industry experts, it also imposes parameters to maintain the quality and integrity of training. A definition of ‘industry expert’ has been introduced to clarify obligations around the use of industry experts, and RTOs must ensure experts have specialised industry or subject matter expertise, relevant vocational competencies and current industry skills directly relevant to the training being provided.
It is important to note that where an RTO engages an industry expert, they are required to work with a qualified trainer and assessor in the delivery of training and assessment, and the RTOs qualified assessors are responsible for making assessment judgements.
What else do the 2025 Standards require of trainers and assessors?
Industry competence, skills and knowledge
The VET sector requires its trainers and assessors to be dual professionals. That is, they must be industry specialists as well as trainers and assessors.
In the past, industry competence, skills and knowledge was referred to as vocational competency. This consists of direct industry knowledge and experience, usually combined with a relevant industry qualification. A person who has industry competencies will be familiar with the content of the vocation and will have relevant current experience in the industry. Industry competencies is considered on an industry-by-industry basis and with reference to the guidance provided in the assessment guidelines of the relevant training package.
In most situations, trainers and assessors will hold the qualifications and/or units of competency that they deliver or assess, but where this is not the case, the RTO will need to demonstrate that the person has industry competence. An RTO can demonstrate this by reviewing the qualifications a person may hold and the workplace tasks and experience they have to establish their industry competency. The determination is the responsibility of the employing RTO and is subject to audit. This determination only holds value within the organisation that has granted it; it is not transferable if a trainer/assessor then works with a different RTO.
Understanding current industry practice
Industry competence, skills and knowledge provide the foundation for a trainer or assessor’s vocational expertise, while an understanding of current industry practice ensures that this expertise remains relevant and aligned to the evolving needs, contexts and expectations of modern workplaces. The trainer and assessor must understand:
- how the competency connects with the other competencies of the learner to produce industry outcomes;
- how the competency of the learner relates to the competencies of co-workers to be an effective part of the workplace team; and
- how the competency relates to and meets the needs of clients in the workplace.
There needs to be a broad understanding across many different applications of the competency in many different workplaces and cannot be solely based on the personal experiences of the trainer/assessor. The trainer/assessor’s competence, skills and knowledge should remain current by actively engaging with industry and consistently learning and adapting to evolving practices. For example, artificial intelligence (AI) plays a crucial role in maintaining industry knowledge by constantly analysing, updating and refining information. In many sectors, AI is used frequently and trainers/assessors need to understand the importance of AI and its impacts. Ultimately, trainers and assessors need to ensure students are workplace ready.
Professional Development
Outcome Standard 3.1 requires the RTO to facilitate access to continuing professional development opportunities to enable organisational staff to perform their roles. Facilitating access to professional development is a critical part of effective workforce management for any RTO to ensure staff remain current, capable, and confident in their industry expertise and training and assessment practice.
Professional development strengthens the quality of training and assessment by keeping staff up to date with changes in industry practices, technology, and regulatory requirements. While trainers and assessors are central to this, the benefit extends across the full range of staff employed by an RTO. Educational leaders, compliance officers, administrative and student support staff, learning resource developers, and those involved in industry liaison or digital learning all play a role in delivering a high-quality training experience. Professional development for these roles ensures that systems are effectively maintained, learner support is timely and responsive, and educational leadership remains informed by both pedagogy and sector policy. For example, compliance and administration staff need ongoing updates on regulatory changes and system requirements, while support staff benefit from training in cultural safety, wellbeing support, and learner engagement strategies. By investing in the professional growth of the entire team, the RTO builds a cohesive and capable workforce that is aligned in its purpose and able to respond to learners' diverse needs. This broad and inclusive approach to development reinforces organisational resilience, promotes staff satisfaction, and strengthens the overall learner experience.
From a workforce management perspective, providing professional development opportunities is a strategic investment in the RTO’s capability and sustainability. It enables the organisation to build depth across its workforce by identifying emerging needs, supporting staff to grow into new roles, and strengthening internal expertise in areas critical to delivery. This forward-looking approach helps the RTO respond to changing training demand, maintain quality as it scales or diversifies, and minimise risks associated with staffing shortfalls or compliance breaches. By embedding professional development into workforce planning, the organisation also fosters a culture of collaboration, learning, and continuous improvement, positioning itself to deliver high-quality outcomes for learners, employers, and the broader VET system.
Facilitating access to professional development means moving beyond passive availability to a proactive and planned approach that ensures professional development is timely, purposeful, and genuinely accessible to all staff. This includes a range of practical and strategic actions, such as:
Providing time and resourcing
Allocating paid time for staff to attend professional development, funding course fees or conference attendance, and ensuring workloads are adjusted to allow for meaningful participation.
Offering in-house training and development
Organising internal workshops, peer learning sessions, mentoring programs, or communities of practice that focus on both training and assessment quality and other relevant skills (e.g. digital capability, cultural competence, leadership).
Supporting access to external opportunities
Actively identifying and promoting relevant external professional development options, such as industry engagement activities, webinars, or formal qualifications, and assisting with enrolment or registration processes.
Integrating development into performance planning
Embedding professional development planning into regular performance review or workforce planning processes so that learning goals are identified and tracked in alignment with role requirements and organisational priorities.
Leveraging digital platforms
Using an LMS or intranet to host on-demand training resources, record CPD activities, and provide staff with up-to-date information on sector changes, compliance updates, or instructional strategies.
Creating equitable access
Ensure that all staff, including part-time, casual, regional, or remote employees and third-party providers, can access development opportunities through flexible delivery modes, travel support, or online learning options.
Professional development in an RTO is a deliberate, inclusive, and strategic process that builds capability across all roles. It ensures staff are supported to remain current, confident, and equipped to deliver high-quality outcomes in a changing VET environment.
[1](Source Charles Sturt University – Selected units from the Graduate Diploma of Adult and Vocational Education)
Appendix A: Secondary Teaching Qualification Requirements under the 2025 Standards
Show moreIn Western Australia, registration as a teacher is the responsibility of the Teachers Registration Board (TRBWA). To meet the TRBWA requirements “A person must hold a teaching qualification from an accredited initial teacher education (ITE) program or one that the TRBWA recognises as equivalent to such a qualification”.
The TRBWA does not categorise registration by specialisation (Early Childhood, Primary, or Secondary), however the 2025 Standards require a Secondary Education qualification. Consequently, only qualifications that specify secondary education will meet the credential requirements as specified in the Credential Policy.
There may be exceptions to this in certain situations. For instance, teachers already employed in secondary schools with qualifications in Early Childhood Education or Primary Education could be deemed to meet the intent of the 2025 Standards. In such cases, the RTO has the responsibility to provide documented evidence demonstrating how these trainers and assessors fulfill this requirement.
The full list of qualifications from WA higher education providers meeting the requirement for registration with the TRBWA is available on their website. A list of qualifications from other Australian higher education providers is available on the Australian Institute for Teaching and School Leadership website.
Where an individual holds a qualification that does not appear on these lists, RTOs must provide evidence demonstrating how the trainers and assessors meet this requirement.
The following evidence may demonstrate that an individual’s qualification meets the secondary school teacher criterion:
- proof of registration or previous registration as a teacher with any Australian Teacher Registration Authority, including TRBWA; and
- a teaching qualification from an Australian accredited initial teacher program (or an Australian qualification deemed as equivalent); and
- a curriculum vitae or statement of employment from a previous or current employer, demonstrating current or previous employment as a secondary school teacher.
Appendix B: High-Level Qualification Requirements under the 2025 Standards
Show moreThe following table may assist RTOs in making a judgement of the relevance of a higher-level qualification to satisfy the requirements of the 2025 Standards.
The Trainer and Assessor will have:
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Knowledge of:
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Skills to:
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Ability to:
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