TAC FAQs

What is the VET quality framework?

In line with the Vocational Education and Training (General) Regulation 2009 (VET Regulations), Registered Training Organisations (RTOs) or those applying to be RTOs with the Training Accreditation Council are required to demonstrate their ability to comply with the VET quality framework as part of their application for registration and in maintaining registration as an RTO.

The VET quality framework (the framework) comprises the:

• Registration Standards 2025
  • Outcome Standards - Registration Standards 2025 (Version 1 dated 20/08/2025)
  • Compliance Standards & Fit and Proper Person Requirements – Registration Standards 2025 (Version 1 dated 20/08/2025)
• Australian Qualifications Framework (Second Edition, January 2013)
• Data Provision Requirements (Version 1 dated 20/08/2025)
  • VET Data Policy (Version 1 dated 20/08/2025)
  • AVETMISS VET Provider Collection specifications, Release 8.0 (revised 31 October 2022)
• Financial Viability Assessment Guidelines for the Registration of Training Providers 2017 (Issued under Section 13 of the VET Act, dated 06/09/2017)

More information is available on the VET quality framework page

What is the correct way to reference the new Standards

Registration Standards 2025 or 2025 Standards

The components of the 2025 Standards include:

• Outcome Standards (Credential Policy)
• Compliance Standards and Fit and Proper Person Requirements

What is the difference between the 2025 Standards Policy documents (Outcome Standards, Credential Policy, and Compliance Standards), and the legislative instruments?

The policy drafts have been developed over the course of the past four years, following significant consultation with the VET sector, and were agreed by the Skills and Workforce Ministerial Council in May 2024. The Commonwealth Government’s legislative instruments reflect the policy drafts, with some minor wording changes to give legal effect to the policy intent and to reflect key feedback received through the public survey on the Compliance Requirements and Credential Policy.

To implement the 2025 Standards in Western Australia for all RTOs registered with the Training Accreditation Council (TAC), amendments to the Western Australian Vocational Education and Training (General) Regulations 2009 were required.

From 1 January 2026, TAC regulated RTOs are required to demonstrate compliance with the 2025 Standards  as part of their obligations under the VET quality framework.

The Outcome Standards and Compliance Standards as referenced in the WA regulations are amended for WA legislative circumstances and include:

• Use of the terms
  • WA registered provider replaces NVR registered training organisations;
  • the Council replaces the National VET regulator;
• updates to some definitions to include WA legislative terms; and
• specifying exemptions to the collection of unique student identifiers ( Compliance Standards) in line with the VET data policy .

While some adjustments have been made to reflect the WA circumstances, the 2025 Standards remain consistent with the Commonwealth Instruments endorsed by the Skills and Workforce Ministerial Council including titles and numbering.

Copies of marked-up versions of the WA Instruments compared to the Commonwealth Instruments are available to clearly identify where changes have been made to reflect WA circumstances. 

Why have the Standards been revised?

The current Standards for Registered Training Organisations (RTOs) 2015 have been in place for almost ten years. Feedback from the Vocational Education and Training (VET) sector identified a need to better support high quality training and assessment.  Stakeholder feedback also identified that the 2015 Standards are complex, difficult to navigate and drive a strong focus on administrative processes. They comprise a mix of macro and micro, compliance and input focused requirements, which do not all clearly link to quality VET or contribute to outcomes for students and employers.

When will the Registration Standards 2025 take effect?

Requirements for RTOs regulated by the Training Accreditation Council in Western Australia (TAC) are set out in the WA Vocational Education and Training Act 1996 and the Vocational Education and Training (General) Regulations 2009 (Regulations).

The amendments to the Vocational Education and Training (General) Regulations 2009 (VET Regulations) have been approved by the Government of Western Australia and will commence on 1 October 2025.  The regulatory amendments formally bring the Registration Standards 2025 (2025 Standards) into effect for Registered Training Organisations (RTOs) that are registered with the Council.

All RTOs must meet the 2025 Standards from 1 January 2026.

What is the implementation of the Registration Standards 2025

For TAC regulated RTOs, there is a three-month transition period beginning 1October 2025 ending on 31 December 2025. During this period, RTOs must continue to meet the requirements of the Standards for Registered Training Organisations 2015 (2015 Standards) and all applications will be assessed against the 2015 Standards.

Can we view the new regulations alongside the national ones, with edits clearly highlighted?

The following information is available on the Legislation page of the TAC Registration Standards 2025 Hub:

• A clean version of the 2025 Standards based on the WA Regulations;
• A version of the 2025 Standards that indicates where the changes have been applied in the context of the WA Regulations;
• The WA Regulations; and
• Copies of relevant national legislation, frameworks and policies relevant to the Standards 2025.

Why are the Outcome Standards, Compliance Standards and the Credential Policy now separate documents?

This approach reflects feedback from the sector that the mix of quality-oriented and compliance-focused requirements in the 2015 Standards caused undue focus on prescriptive compliance at the expense of good organisational practises that deliver quality outcomes for learners and employers, and that the 2015 Standards were complex and difficult to navigate.

The purpose of the 2025 Standards is to:

• support RTOs to deliver nationally consistent, high-quality training that leads to quality outcomes for students, industry, employers and the Australian community;
• ensure training and assessment delivered by RTOs meets industry requirements (as set out in training packages and accredited courses), and ensures students are well equipped for employment and further study; and
• ensure RTOs operate with integrity and consider the needs of both students and industry.

The Outcome Standards are the foundation for quality training – describing key factors that contribute to quality VET. They set out the key elements of quality training and assessment, which organisations must demonstrate to be registered, and maintain registration, as a training RTO.

The Compliance Standards & Fit and Proper Person Requirements set out requirements relating to accountability, integrity of nationally recognised training products, and information and transparency that RTOs must meet at all times to protect VET students and support the integrity of Australia’s VET sector.

The Credential Policy largely reflects existing requirements drawn from the current Standards for RTOs.  The policy operates alongside the Standards outlining the credentials required for delivering training and assessment and undertaking validation of assessment.

How is the Credential Policy different to Schedule 1 in the 2015 Standards?

The Credential Policy largely reflects existing credential requirements from the Standards for Registered Training Organisations (RTOs) 2015, which were last updated on 1 March 2024.

In addition to reflecting existing requirements, the following further changes are included in the Credential Policy:

• Individuals who hold the 2010 version of the Certificate IV in Training and Assessment (TAE40110) can deliver training and assessment without being mandated to also hold the two additional units of competency in addressing adult language, literacy and numeracy skills and designing and developing assessment tools. It remains critical that providers ensure their trainers and assessors have the competencies, skills and knowledge relevant to the training product/s they are delivering.
• Expanding the term ‘diploma or higher-level qualification in adult education’ to ‘diploma or higher-level qualification in adult education or vocational education and training’, and inclusion of a definition to provide greater clarity and address existing confusion around this term identified in consultation feedback. This will help clarify that persons with vocational education and training qualifications can deliver training and assessment.

Is it possible once we feel our RTO is ready with all the new policies and procedures under the new standards to ask for a trial audit?

No, TAC does not offer a ‘formal trial audit’ for the 2025 Standards due to limited audit resources. However, RTOs are strongly encouraged to undertake internal audits as part of their self-assurance and continuous improvement processes. More information is available in the Fact Sheets: Internal Audit and Continuous Improvement.

How can RTOs demonstrate compliance?

TAC encourages RTOs to become familiar with the Outcome Standards, Compliance Standards and the Credential Policy.

The following may also help RTOs:

• Focus on ensuring your governance arrangements are in place and meet the requirements.
• Identify what your organisation does to deliver quality training and assessment such as staff with the correct credentials to deliver training and carry out assessments.
• Identify what your organisation does to deliver quality training and assessment such as ensuring staff have the correct credentials to deliver training and carry out assessments.
• Identify what systems you have in place to gather feedback from your stakeholders (staff, students, employers) and ensure you have systems in place to demonstrate continuous improvement based on this feedback.

If a TAC application is missing information, will TAC request updates before progressing?

Yes, similar to current practice, if the TAC Regulation Office identifies that documentation is missing or the information provided in an application is insufficient, they will contact the RTO as part of the application review process.

The 2025 Standards may necessarily need greater subjectivity/flexibility in regulatory decisions through audit. Is there a greater role to play for RTOs to be part of ongoing moderation discussions?

This is a great suggestion—and one that TAC already incorporates into its regulatory practices. While it may not always be visible, TAC auditors engage in moderation activities which may involve reviewing real audit examples and analysing audit reports to ensure consistency in how the Standards are interpreted and applied. This is especially important under the 2025 Standards to ensure consistency in interpretation and assessment of compliance.

A key mechanism for RTOs to assist in moderation is by providing feedback on the audit process through the post-audit feedback survey. These responses are reviewed and form an important part of TAC’s continuous improvement efforts, helping to refine regulatory practices and ensure they remain fair, transparent, and support quality outcomes.

RTOs have also contributed to the moderation of the 2025 Standards through their involvement in the TAC pilots, attendance at the TAC education program, and by submitting questions about the implementation of the 2025 Standards.

TRAINING

More information is available in Outcome Standards 1.1 & 1.2 of the TAC Registration Standards 2025 Hub.

Outcome Standard 1.1 states that modes of delivery must enable VET students to attain skills and knowledge consistent with the training product.  Can this requirement be met through training delivered in the student’s own workplace?

Yes, if a work placement is required by the Training Package, it is acceptable for the placement to occur in the learner’s own workplace. However, it is essential to ensure that the workplace—regardless of location—meets all the requirements specified in the relevant training product. This includes having access to the appropriate facilities, equipment, supervision, and experiences necessary to support the development and assessment of the required competencies.

In reference to Outcome Standard 1.1, is a unit of competency’s nominal hours / amount of training still used as a requirement (in particular 1.1)?

The focus has shifted toward ensuring that training is well-structured, engaging, and aligned with the training product, rather than simply meeting a prescribed number of hours. However, RTOs must still comply with the Australian Qualifications Framework (AQF). This means that the AQF’s Volume of Learning (VoL) requirements continue to apply. VoL refers to the notional duration of all activities required to achieve the learning outcomes for a given AQF qualification type.

RTOs are still expected to demonstrate that the length of the course is sufficient for students to achieve competency, taking into account factors such as:

• Student characteristics and prior experience
• Mode of delivery
• Complexity of the training product

So, while nominal hours/amount of training may not be standalone requirements under 1.1, they could remain a useful reference point when designing and justifying the structure and duration of the course.

Is there a minimum number of delivery hours a trainer should provide per unit of competency?

The 2025 Standards require RTOs to demonstrate that training is structured and paced to support students to progress, providing sufficient time for instruction, practice, feedback and assessment (Outcome Standard 1.1). The number of hours per unit depends on a range of factors, such as the student cohort, mode of delivery, the resources, technology platforms and facilities available, the expectations of industry, employers and/or the community, and the breadth and complexity of the skills and knowledge to be acquired.

The 2025 Standards state that training is to be structured and paced to support students to progress. Does this mean I need to record attendance? How should I demonstrate student progress?

The 2025 Standards do not prescribe a requirement for RTOs to record student attendance. However, there is a requirement for RTOs to ensure the structure of the training provided to students supports their progress through the course - for example, sequencing units of competency in a logical way.

The 2025 Standards state that training needs to be engaging, well-structured and enable students to attain skills and knowledge consistent with the training product. How would I demonstrate that the training is engaging?

Students are diverse and have varied learning needs, styles and preferences. Using a range of training techniques, activities and resources to deliver training enables RTOs to cater to these diverse needs and improves outcomes for students. Training should consider an array of training techniques and activities that seek to engage, interest, energise and involve students and enable them to build skills and knowledge in multiple different ways.

Will I still be able to use my Training and Assessment Strategy?

To ensure integration of training and assessment approaches and systems, many RTOs may choose to develop detailed training and assessment strategies that holistically describe the training (including how it has been developed and informed) and the assessment (including how it is conducted and quality assured) in line with the training product.

Can an RTO commence delivering a unit of competency before a student has been deemed competent in all pre-requisite units of competency?

Yes, however, students must be assessed as competent in the pre-requisite unit/s prior to the determination of competency in the subsequent unit.

INDUSTRY ENGAGEMENT

More information is available in Outcome Standards 1.2 of the TAC Registration Standards 2025 Hub.

Can you approach consultants in your network for industry consultation or must they be in industry rather than consulting?

When it comes to industry consultation, the key principle is that the input must come from individuals who have current and relevant industry knowledge and experience.

So yes, you can approach consultants in your network—as long as they are actively engaged with the industry and their insights reflect current industry practices, standards, and expectations. If a consultant is no longer connected to the industry in a meaningful way (e.g. hasn’t worked with industry partners or employers recently), their input may not meet the intent of genuine industry engagement.

If we are an industry association or an Enterprise RTO, can we conduct industry engagement internally?

Where an RTO is a key stakeholder in the industry, they can include internal engagement as part of their industry engagement. However, it should not be the only form of industry engagement conducted. RTOs should ensure there are mechanisms for ongoing industry engagement, considering all relevant industry, employer and community representatives.

How often should industry engagement occur for a training product?

Industry engagement should be ongoing to ensure training remains relevant, fit-for-purpose and reflective of current industry practice. The 2025 Standards do not prescribe minimum requirements for the number or frequency of industry engagements – this is for RTOs to determine based on considerations such as the training product/s being delivered, and frequency or pace of change in the particular industry.

The Standards include a requirement to engage with industry, employer and community representatives. What does ‘community’ refer to?

Community representatives are relevant stakeholders that are not industry or employer representatives, and may include advocacy groups relevant to the student cohort or training context and First Nations groups or representatives.

Do we need to engage with industry, employer and community representatives?

Yes. The Standards require RTOs to demonstrate how they identify relevant industry, employer and community representatives and seek meaningful advice and feedback from those representatives. Advice and feedback from all of these stakeholders will help RTOs remain attuned to the needs and expectations of the workforce and community and inform updates to their training so that it reflects current industry practice.

ASSESSMENT

More information is available in Outcome Standards 1.3 – 1.5 of the TAC Registration Standards 2025 Hub.

How much plagiarism by a student is acceptable? Are we expected to have plagiarism-check software?

Assessors are required to ensure that student’s assessment evidence is the original and genuine work of that student (Outcome Standard 1.4). Students must be able to articulate their answers in their own words to demonstrate their knowledge retention and understanding of the content. There is no level of plagiarism that is acceptable in a student’s assessment. This includes copying answers from other students, learner guides, the internet or other sources, as well as trainers and assessors providing answers to students.

RTOs are expected to be able to demonstrate that they have systems in place to confirm the student’s assessment evidence is the original and genuine work of that student. This could be through plagiarism-check software, or it could be through other means.

Does industry need to review all assessment tools prior to use?

Outcome Standard 1.3 outlines that RTOs are required to:

• ensure assessment is consistent with the requirements of the training product; and
• review assessment tools prior to use to ensure assessment can be conducted in a way that is consistent with the principles of assessment and rules of evidence.

Outcome Standard 1.2 also requires RTOs to engage with industry, employer and community representatives as part of reviewing their training and assessment strategies and practices.

When reviewing assessment tools prior to use, are there stipulations on who can do this review? And do the tools have to be trialed, or can they just be reviewed against the unit of competency requirements?

The 2025 Standards do not prescribe which individual(s) must be responsible for undertaking a review of assessment tools prior to use, nor list specific credential requirements. RTOs can do this in a number of ways, including by testing them with industry experts or employers, other trainers and assessors with current industry knowledge, or with a group of people with similar levels of knowledge to the target VET student cohort. RTOs should ensure that they revise the tools to incorporate feedback and ensure they are fit-for-purpose. 

We purchase off-the-shelf assessment materials that come ‘pre validated’. Does this mean we are not required to review the assessment materials prior to use?

RTOs must ensure their assessment materials and tools are contextualised and fit-for-purpose for their training environment and student cohort, as well as the requirements of the specific training product. Generic, off-the-shelf resources that are not tailored or contextualised by an RTO can be a risk to compliance.

What does TAC recommend to RTOs in a very small sector when validating its assessment tools?

Validation is to be undertaken by one or more people who collectively have:

• industry competencies, skills and knowledge relevant to the training product;
• a practical understanding of current industry practices relevant to the training product; and
• one of the credentials for validation specified in the Credential Policy.

RTOs must also ensure that the outcome of an assessment validation is not solely determined by a person who has designed or delivered the training and assessment.

Having a group of individuals that make up a validation team will assist small RTOs where the only trainer and assessor (who conducted the training and assessment) is involved in the validation process.

Has the requirement to validate 50% of products within the first three years of a five year validation cycle been removed?

Yes. In the 2025 Standards, RTOs need to demonstrate that they have conducted validation of assessment practices and judgements at least once every five years for every training product on their scope of registration, or on a more frequent basis where the organisation becomes aware of risks to training outcomes, any changes to the training product or receives relevant feedback from VET students, trainers, assessors, and industry. 

Should the retention of assessment validation evidence align to the two-year retention requirement or five-year validation cycle?

RTOs will need to demonstrate that they have conducted validation of assessment practices and judgements at least once every five years for every training product on their scope of registration. That means RTOs should be able to provide the evidence that was utilised as part of the validation process to demonstrate how this was done and how the outcomes were used to inform changes to the assessment system.   

If a unit of competency has been validated this year, would we need to revalidate it again?

The 2025 Standards require RTOs to validate training products more frequently when they become aware of risks to training outcomes, there are changes to the training product, or they receive relevant feedback from students, trainers, assessors or industry. In these circumstances, RTOs should revalidate the training product again.

What are the new requirements for validating TAE training products?

The Credential Policy requires that to validate any AQF qualification or skill set from the TAE Training Package that enables individuals to make assessment judgements, at least one of the people undertaking the validation activity must have an AQF qualification or skill set at least to the level being validated. ‘At least to the level’ refers to the level of skills and knowledge required in the training product being validated, rather than equivalence of the AQF level.  In addition, Standard 1.5 of the Outcome Standards outlines the validation requirement that any AQF qualification or skill set from the TAE Training Package has been (or will be) validated once the first cohort of VET students with the organisation has completed their training and assessment. This validation must be by a person who is independent, not employed or subcontracted by the organisation’s operations.

Can employers / supervisors complete observations of practical demonstrations as a component of the assessment process for a unit of competency?

In certain circumstances it is reasonable to use another party for evidence-gathering where workplace evidence is required but it is not possible for the assessor to directly observe the student at work. For example, in cases where:

• the presence of an assessor may compromise workplace safety, or
• where work activities involve issues of patient confidentiality and privacy. 

In such circumstances, the other party is not making any assessment judgements, nor are they involved in a ‘co-assessment’ arrangement. They are simply assisting in collecting evidence because they are in a position to directly observe the student in a real workplace setting. The assessment judgement about whether competency has been achieved based on all of the collected evidence can only be made by a suitably qualified assessor who meets the Credential Policy requirements.

What methods should RTOs use to ensure students are directly observed by the assessor—on at least one occasion— while maintaining assessment integrity across different learning environments (including face-to-face, online, rural, and remote settings)? What happens if there are additional privacy policies of many schools and early childhood centres?

RTOs need to determine the best method for assessment in accordance with the assessment requirements outlined in each training product and any applicable laws or considerations such as privacy requirements and the National Principles for Child Safe Organisations.

In situations where direct observation by the assessor is not feasible, such as in early childhood settings with strict privacy policies or in remote locations, RTOs may use structured observer reports or workplace documentation as supplementary evidence.

However, the assessor must still directly observe the student at least once wherever required by the training product. This observation may occur in a simulated environment if permitted, or through alternative arrangements that uphold the Principles of Assessment and Rules of Evidence. The assessor remains solely responsible for making the final judgement of competence and must verify the authenticity and sufficiency of all evidence collected

RECOGNITION OF PRIOR LEARNING AND CREDIT TRANSFER

More information is available in Outcome Standards 1.6 and 1.7 of the TAC Registration Standards 2025 Hub.

Has Recognition of Prior Learning (RPL) changed in the 2025 Standards?

Recognition of Prior Learning (RPL) has not substantively changed in the 2025 Standards. RTOs are still required to have a robust RPL system in place that applies the same level of rigour as the assessment system, ensuring students can demonstrate they have the existing skills, knowledge and competencies outlined in the training product.

Where a student holds certification for a unit/s of competency from one training package e.g. TLI, am I able to RPL that student for a unit in an alternate training package e.g. RII where the unit criteria are equivalent?

Recognition of Prior Learning (RPL) assesses the competency/competencies of an individual that may have been acquired through formal, non-formal and informal learning to determine the extent to which that individual meets the requirements specified in the training package or VET accredited course.

Where a student holds a similar unit of competency from another training package, the RTO can recognise the relevant skills and competencies obtained to form part of the RPL evidence for another training product. Where there are gaps in a person’s knowledge and skills, the student will be required to undertake gap training and assessment in order to meet the requirements specified in a training product.

Can an RTO decide not to offer Recognition of Prior Learning (RPL) at all due to the nature of the course?

The 2025 Standards require that ‘VET students are offered opportunities to seek recognition of prior learning’. If a student is able to demonstrate skills, learning and experience relevant to a training product (to the level required) the RTO should advise the student on how they can seek to have such skills, learning and experience recognised. However, it is recognised that enabling RPL might not be appropriate or practical in all circumstances. For example, it may not be an efficient use of the student’s time or RTO resources to undertake assessment of prior competencies for short, low-cost courses. If this is the case, RTOs must demonstrate how they have formed this view and how this is transparently communicated to students prior to their enrolment.

If a student cannot provide direct evidence as to their experience, can an employer sign off on their experience and how do I best facilitate this as an RTO?

Recognition of Prior Learning (RPL) assesses the competency/competencies of an individual that may have been acquired through formal, non-formal and informal learning to determine the extent to which that individual meets the requirements specified in the training package or VET accredited courses.

Informal learning refers to learning that occurs through experience of work-related, social, family, hobby or leisure activities. Declarations from a student’s employer may be an acceptable form of evidence, however, it would be a risk if they were accepted as the only form of RPL evidence. If a student provides a declaration from their employer, the RTO should still use its RPL system to authenticate the claims made in the declaration in regard to the student’s competencies.

Can I refuse a Credit Transfer?

If a student provides legitimate AQF certification documentation and meets all requirements for a credit transfer, including the requirements as the Factsheet: Awarding Credit you are required to issue a credit transfer for the unit of competency the student has already completed, except where:

• Where the evidence cannot be authenticated
• Where the student qualification has subsequently been cancelled
• There are licencing restrictions in place for the training product preventing awarding of credit
• The student is seeking a whole qualification through credit transfer only.

Can I award credit for an equivalent unit when that unit’s pre-requisites have changed or are not equivalent?

RTOs can award credit where a Training Package or accredited course developers have determined equivalence where the unit and/or modules already attained by the learner immediately precedes the unit and/or module for which credit transfer will be awarded, this is regardless of any pre-requisite conditions.

What happens if the new unit is equivalent to a unit from a different training package?

As long as the unit already attained by the student immediately precedes the unit and/or module for which credit transfer will be awarded, and it is indicated on the National Register that it is equivalent, credit can be awarded.  An example of this is FNSAAC421 Prepare Financial Reports which immediately precedes and is equivalent to the unit BSBFIA401 Prepare Financial Reports.

Do I still provide credit if the transcript provided by the student indicates that the unit they currently hold was obtained through a credit transfer process?

Credit can be awarded to the student, as long as the unit already attained by the student immediately precedes the unit and/or module for which credit transfer will be awarded, this is regardless of the method the student attained that unit.

Can we refuse Credit Transfer if the units presented meet the training product’s packaging rules but not the RTO’s selected elective units?

No. If a student can demonstrate they have competencies to meet the training product packaging rules this should be recognised. This will ensure students do not spend unnecessary time, nor accumulate unnecessary expense whilst undertaking VET. 

Is it the RTO’s responsibility to determine the genuineness of a certificate? Can a certificate be legitimate if it does not have an RTO code on it?

It is the RTO’s responsibility to determine if AQF certification documentation provided to them for the purposes of Credit Transfer is authentic. Before providing credit on the basis of a qualification, statement of attainment or record of results, RTOs can authenticate the information by directly accessing the USI transcript online or by contacting the organisation that issued the document to confirm the content is valid. If the AQF certification documentation does not have an RTO code on it, it may not be legitimate, and if you are unable to determine its authenticity then you are not required to provide credit to the student.

When we receive a statement of attainment from a student from an RTO that has been closed by a VET Regulator, is there a requirement to check the skills and knowledge of the student for the units that have been marked as competent?

This depends on why the RTO’s registration ended. For example, if the RTO ceased operating for financial viability reasons, the skills and competencies of students may well be to the level of the training product. However, if a VET Regulator cancelled a RTO’s registration due to non-compliance with assessment standards, there may well be concerns as to the level of competency achieved. If a VET Regulator has cancelled a student/former student’s qualification and/or statement of attainment following regulatory activity with a RTO, the student should not receive a credit transfer for the relevant training product. If you are unaware of the reason for the RTO’s registration ceasing, it is highly recommended that you confirm the student has the required skills and competency via an RPL process rather than credit transfer.

INFORMATION

More information is available in Outcome Standards 2.1 and 2.2 of the TAC Registration Standards 2025 Hub.

Do I need to use a language, literacy and numeracy (LLN) or digital literacy assessment tool to test all prospective VET students before they enrol?

RTOs must review each prospective VET student’s LLN proficiency and digital literacy in the context of the training product the student is seeking enrolment in. RTOs can determine the best method for undertaking and evidencing this pre-enrolment review, in consideration of the nature of the training product, mode of delivery and student characteristics. This could be through purchasing or developing an appropriate tool, or through gathering evidence that the student holds an appropriate level of LLN proficiency and digital literacy for the proposed training product. There are various ways an RTO can review these skills and competencies for a prospective student.

Are you required to review a prospective student’s language, literacy and numeracy proficiency and digital literacy for a standalone unit of competency (i.e. HLTAID009 Provide cardiopulmonary resuscitation)?

Yes. RTOs are required to review a prospective student’s skills and competencies, including their language, literacy and numeracy proficiency and digital literacy prior to enrolment for every training product. Training product means an AQF qualification, a skill set, a unit of competency, accredited short course or module.

How do we know what language, literacy and numeracy proficiency and digital literacy is required for each training product? Is there a framework we can follow?

The 2025 Standards do not prescribe a framework for RTOs to use however there are a number of existing skills frameworks that RTOs may wish to consider such as ACSF, DigComp, Core Skills for Work Developmental Framework, National Foundation Skill Strategy for Adults. RTOs will need to analyse the training product/s they are training and assessing to determine what level of language, literacy, numeracy (LLN) and digital literacy prospective students need in order to successfully undertake the intended training. That is, the LLN proficiency and digital literacy needs will differ for each training product. For example, ICT30120 Certificate III in Information Technology may require a higher level of digital literacy than SHB30416 Certificate III in Hairdressing.

An employer wants me to communicate directly with them, rather than their employees (our students). Is this allowed or can I only communicate with the student?

The 2025 Standards focus on student outcomes, including whether students have all the information and support services they need to progress throughout the training product. However, this does not mean that RTOs cannot communicate with the students’ employers as well, or indeed other parties, so long as the student has given their express written consent as required under privacy law.

TRAINING SUPPORT

More information is available in Outcome Standards 2.3 and 2.4 of the TAC Registration Standards 2025 Hub.

How do RTOs accommodate the needs of students with disabilities if the training product has physical requirements?

RTOs are required to demonstrate that they create an accessible learning environment for a student with a disability, including making reasonable adjustments to support their participation in VET. Where the training product includes requirements that cannot be accommodated with reasonable adjustments, RTOs should clearly communicate this to the prospective student and suggest alternative training options or pathways prior to enrolment.

Reasonable adjustment only refers to students with disabilities. Can this also apply to other situations? For example, for BSBXTW301 Work in a team can we make reasonable adjustments for students that do not attend the scheduled training and are not in a group environment when assessed?

Reasonable adjustments is a term to incorporate adjustments made in accordance with the Disability Standards for Education 2005. This is to ensure there is an accessible learning environment for VET students with disabilities to support them to participate in VET and complete the relevant training product. Any reasonable adjustments made should not affect the integrity of the training product.  All students, including students with disabilities, must still meet the requirements of the training product. This means that for BSBXTW301 Work in a team, students are required to demonstrate the ability to share knowledge, ideas and problems with team members on at least one occasion and in a safe working or simulated environment. Non-attendance does not fit the criteria for reasonable adjustments.

DIVERSITY AND INCLUSION

More information is available in Outcome Standards 2.5 of the TAC Registration Standards 2025 Hub.

What if I don’t have any First Nations students or students with a diverse background? Does the Diversity and Inclusion Standard still apply?

Yes. RTOs are required to foster a safe and inclusive learning environment for all students, including a culturally safe learning environment for First Nations people. RTOs need to actively consider how their training environment, activities and materials, assessment processes and wellbeing support services are accessible and inclusive for all VET students.

RTOs may also consider how their recruitment policies and practices contribute to creating a safe and inclusive environment. A welcoming learning environment has benefits for all, helping to increase participation in VET by under-represented groups, and create a positive setting where all students feel respected and supported to achieve success in their learning journey.

WELLBEING

More information is available in Outcome Standards 2.6 of the TAC Registration Standards 2025 Hub.

How far do RTOs need to go in providing wellbeing assistance to VET students?

RTOs are expected to be aware of potential risks to students’ wellbeing and put strategies in place to protect and uphold the safety and wellbeing of their student cohort. RTOs are not required to deliver wellbeing support services directly, but they must advise students of available supports, which could be supports external to the RTO, and guide them on how to access these supports as appropriate. The extent of wellbeing support provided to students will vary according to factors such as the nature of the training product, duration of the student’s enrolment, characteristics of the student cohort and size of the RTO.

How does student wellbeing apply to RTOs that are delivering one-day or online courses?

The extent of wellbeing support services offered to students will vary based on the needs of the student cohort and the nature and duration of the training. RTOs are expected to demonstrate how they have considered these factors and responded accordingly in support of student wellbeing.

How do RTOs ensure student wellbeing during work placements? Can we rely on the supports provided by employers?

RTOs should consider the suitability of the work placement in the context of student wellbeing, including work health safety obligations. Where an employer offers employee support systems, RTOs may seek to coordinate access to these supports with the consent of the employer and student, as one example of how they have considered wellbeing for students from a work placement perspective.

Why do RTOs have an obligation to inform students of financial wellbeing?

RTOs are required to demonstrate that they identify the wellbeing needs of the student cohort and advise them, as appropriate, of the availability of wellbeing support services – this includes relevant services students might contact, or action students might take to support their wellbeing.

Wellbeing support services may relate to students’ physical, mental or emotional wellbeing. A part of this may include advising of the availability of services to assist in accessing financial support for students at risk of discontinuing their training due to financial hardship.

How do RTOs ensure student wellbeing during work placements? Can we rely on the supports provided by employers?

RTOs should consider the suitability of the work placement in the context of student wellbeing, including work health safety obligations. Where an employer offers employee support systems, providers may seek to coordinate access to these supports with the consent of the employer and student, as one example of how they have considered wellbeing for students from a work placement perspective.

However, RTOs ultimately remain responsible for ensuring student wellbeing and safety throughout the placement. This includes verifying that the workplace is appropriate, risks are mitigated, and any support systems accessed through the employer are clearly documented and coordinated in line with student needs and regulatory obligations.

FEEDBACK, COMPLAINTS AND APPEALS

More information is available in Outcome Standards 2.7 and 2.8 of the TAC Registration Standards 2025 Hub.

What happens if I receive no complaints and am only able to produce a blank feedback register during audit?
The 2025 Standards require RTOs to capture feedback and complaints about the organisation, any third parties, and any person employed or contracted by the organisation.

If an RTO has not received any complaints, they are still expected to capture feedback and use this to inform continuous improvement. This could be received through formal or informal means.

The existence of a register alone would not be an adequate demonstration of compliance with the Standards. The expectation of RTOs is that they will make their feedback/complaints process known to students and stakeholders and actively encourages their feedback, be able to demonstrate what action has been taken in relation to that feedback, what the outcome was, and how the organisation improved as a result.

The Standards for RTOs 2015 guided providers to resolve complaints or appeals within 60 days. This has been removed from the 2025 Standards. What are TAC’s expectations under the 2025 Standards?  
The inclusion of a mandated timeframe to resolve complaints or appeals would be prescriptive in nature and not in accordance with the outcomes-focused approach under the 2025 Standards. The 2025 Standards require providers to identify reasonable timeframes for responding to and resolving complaints. The identified timeframe should be clearly advised to complainants so that they are aware of the expected timeframe for resolution of their complaint or appeal.
 

VET WORKFORCE MANAGEMENT

More information is available in Outcome Standards 3.1 of the TAC Registration Standards 2025 Hub.

Is there a workforce to student ratio that RTOs should adhere to for trainers and assessors, administration, student support, etc?

There is no prescribed workforce to student ratio – this can be determined by each RTO in the context of their operations.

RTOs need to ensure they have an appropriate number of trainers, assessors and other staff to deliver the organisation’s services and comply with all regulatory obligations.

Workforce planning can assist RTOs to determine current and future needs, including the number of staff and mix of roles needed based on the RTO’s service model, mode/s of delivery, location/s, the number and diversity of training products on its scope of registration, the size and characteristics of its student cohort/s and any third party arrangements that need to be managed.

TRAINERS AND ASSESSORS

More information is available in Outcome Standards 3.2 and 3.3 of the TAC Registration Standards 2025 Hub and in the Credential Policy

Have the requirements for trainers and assessors changed under the 2025 Standards?

The requirements for trainers and assessors under the 2025 Standards continue the ‘early changes’ that were made to the previous Standards in March 2024.

Trainers and assessors still need to hold a training and assessment credential (specified in the Credential Policy) and current industry skills and knowledge relevant to, and at least to the level of, the training product being delivered. ‘At least to the level of’ refers to the level of skills and knowledge required for each training product, rather than equivalence of the AQF level.

The 2025 Standards do not specify that trainers and assessors must hold the training product they are training or assessing. While this is the most direct way of evidencing the relevant industry competencies, skills and knowledge, this could also be demonstrated through a combination of formal and informal learning and skills and knowledge gained through paid or volunteer work.

How do the 2025 Standards retain protections to ensure that training and assessment is only delivered by people with the right credentials?

The Credential Policy sets out the credential requirements for people delivering training and assessment and undertaking validation of assessment. RTOs are responsible for ensuring training and assessment are delivered in line with the Credential Policy. The Credential Policy seeks to ensure that only appropriately credentialled people, with current skills and knowledge in training and assessment, deliver training and assessment. This helps to uphold the quality of VET and ensure the integrity and validity of assessment.

Outcome Standard 3.3 also requires all trainers and assessors to have industry competencies, skills and knowledge that are relevant to, and at least to the level of, the training product being delivered and/or assessed.

What do RTOs need to provide to demonstrate compliance at audit?

There is no prescribed way of retaining trainer and assessor evidence to demonstrate compliance with the relevant Standards. RTOs must demonstrate that each trainer and assessor:

• is appropriately credentialled, with current skills and knowledge in training and assessment; and
• holds current industry skills and knowledge relevant to the training product.

It is expected that RTOs authenticate the evidence that demonstrates each trainer and assessor complies with the above requirements. Additional evidence would be required for industry experts and where a trainer is working under direction, in accordance with the Credential Policy.

Is ‘co-assessment’ allowed under the 2025 Standards? 

No. ‘Co-assessment’ where one person holds the TAE qualification but does not hold the industry competencies relevant to the training product being assessed and another person holds only the industry competencies but no TAE, is not allowed.  Trainers and assessors must have both the TAE qualification and industry competencies relevant to the training product being assessed.  

Can someone with TAE40116 Certificate IV in Training and Assessment only (and no industry competencies, skills and knowledge) still assess and provide direction on the delivery of training and assessment? 

No. The person providing direction on the delivery of training and assessment needs to be fully qualified and meet the thresholds required by the 2025 Standards. This means they must have the relevant TAE credential and industry competencies, skills and knowledge to the level of the training product they deliver or assess.  

The Credential Policy states that: ‘The RTO must be able to justify the relevance of the person’s credential to the VET student cohort being delivered to’. What does this mean? 
To deliver training and conduct assessment under direction, a person must hold one of the relevant credentials (as per the Credential Policy) – which includes a range of different skill sets (from VET Delivered to School Students Teacher Enhancement Skill set to the Enterprise Trainer and Assessor Skill set). Providers must ensure that the credential held by trainers and assessors in accordance with this section is relevant to their role, taking into account the nature of the VET student cohort and the delivery context. For example, if you are a person under direction delivering to VET in school students, it may be appropriate to hold the TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set, whereas if you are a person working under direction in an enterprise RTO environment, it would be more suitable for the person to hold one of the Enterprise related skill sets.
 

CERTIFICATE IV IN TRAINING AND ASSESSMENT

Will individuals who hold the 2010 version of the Certificate IV in Training and Assessment (TAE40110) be able to deliver training and assessment without obtaining additional units of competency?

Yes, individuals who hold the 2010 version of the Certificate IV in Training and Assessment (TAE40110) will be able to deliver training and assessment without needing to hold the two additional units of competency in addressing adult language, literacy and numeracy skills and designing and developing assessment tools.

This change is designed to alleviate VET workforce pressures and to align with the latest Certificate IV in Training and Assessment (TAE40122), given that the updated versions of the additional units are no longer core units in the qualification.

To ensure currency of skills and quality training for those with the older qualification, the Standards will still require all trainers and assessors to undertake professional development to ensure current skills and knowledge in training and assessment, and to hold relevant industry competencies, skills and knowledge.

In the Credential Policy, TAE40110 Certificate IV in Training and Assessment is considered a fully compliant credential. As TAA40104 Certificate IV in Training and Assessment is considered equivalent to TAE40110, does this mean anyone holding TAA40104 is able to train and assess?

No. As per the Credential Policy, the minimum training and assessment credential to be held by a trainer and assessor to be fully qualified is TAE40110 Certificate IV in Training and Assessment. TAA40104 is not listed in the Credential Policy.

TAE40110 Certificate IV in Training and Assessment is an acceptable qualification in the Credential Policy. How could currency and competency be demonstrated in the short term for educators who may only hold this qualification but have not been training and assessing for several years?

Where a trainer and assessor has not worked in the sector for several years, they could demonstrate currency through the attainment of additional training and assessment credentials or other professional development activities.

Can a new trainer (who does not have a TAE credential) deliver training and collect assessment (but not make the assessment judgement) after completing the presenter skill set or equivalent?  

Yes, but under direction only.  

If a person under direction completes the Assessor Skill Set, could they then start to make assessment judgements or do they need to complete the full qualification? 
The list of credentials to deliver training and conduct assessment under direction are detailed in the Credential Policy. If the person under direction also completes an Assessor Skill Set, they meet the requirements of ‘Assessment only credentials’ and are also able to make assessment judgements. This means the person is a trainer under direction but can make assessment judgements independently.  
 

INDUSTRY EXPERTS

Where is “industry expert” defined?

The use of industry experts is outlined in Outcome Standard 3.3 which provides that training and assessment is delivered by people with current industry skills and knowledge relevant to training product. The RTO is required to demonstrate that where an expert is engaged to support trainers and assessors, this is based on a specific need for expertise related to the training product or VET student cohort, and there is a system for ensuring:

1. the expert has relevant industry competencies, skills and knowledge and specialised industry or subject matter expertise,
2. the expert works under the direction of a person with the credentials specified in the Credential Policy and, where the expert is involved in the assessment judgement, they work alongside the trainer or assessor to conduct the assessment,
3. sufficient oversight of the expert to ensure the quality of the training and assessment.

When would providers use an industry expert?

Engaging industry experts to support training and assessment and provide practical insight into real workplace settings can add value, variety and interest to the training program. 

What does ‘under direction’ mean when using industry experts/guest speakers to assist with delivery?

Experts are only authorised to work under the direction of a fully qualified person under the Credential Policy, where the provider has a reasonable degree of oversight of the expert. Experts need to have industry competencies, skills, knowledge and specialised industry or subject matter expertise that is directly relevant to the training product.  Where a provider engages an expert, the expert can train and assess alongside the relevant trainer or assessor for the training product. Note that experts are unable to train and assess independently, including making assessment judgements (unless they hold an Assessor Skill Set or meet the Credential Policy in another way). 

SECONDARY SCHOOL TEACHERS

Will qualified secondary school teachers be required to deliver training under direction?

Under Section 1A of the Credential Policy, to deliver training and assessment, including making assessment judgements, an individual with a secondary teaching qualification must also hold one of the following credentials to deliver training and assessment without direction:

• 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).

Under Section 1D of the Credential Policy, a person who holds a secondary teaching qualification only must deliver training and conduct assessment under direction.

UNDER DIRECTION

What is considered an acceptable timeframe of supervision for a person working under direction?

If the person is actively working towards a credential (either TAE40122 or TAE50122) then they have two years to complete the qualification. Over this period, the RTO must demonstrate that the person is working under the direction of a fully qualified trainer or assessor. An industry expert must also work under the direction of a fully qualified trainer or assessor.  The level of supervision required will depend on the person under direction. If it is an industry expert, the level of direction may remain constant over time. However, for the person working towards a training and assessment credential, their level of direction may decrease over time as they progress through the qualification.

As a person under direction, does that mean I can complete a practical observation independently and provide that evidence to a fully qualified assessor to make the assessment judgement? 

As per section 1D of the Credential Policy, a person under direction can deliver training and contribute to assessment provided they are working under the direction of a fully qualified assessor – for example they may confirm a student has undertaken a particular observable task against a supplementary observation checklist or logbook. A person working under direction is not able to mark a student’s assessment (as either satisfactory or not yet satisfactory) or make an assessment judgement (as either competent or not yet competent).

Why have some skill sets from the Training and Education (TAE) Training Package not been included in the Credential Policy, to enable delivery of training under direction?

The early changes to the Standards that commenced in March 2024 enabled the use of a range of new and updated skill sets for delivery training under supervision. The Credential Policy builds on these earlier amendments to the Standards, which reflect the skill sets within the TAE Training Package that were designed to enable delivery of training and assessment. Skill sets that were designed for trainers and assessors to upskill but not enable people to deliver training or conduct assessment in their own right, have not been included.

Can a person working under direction make assessment judgements?

A person working under direction is not permitted to make assessment judgements (per Standard 3.2).

Under the instrument, assessment judgement means the determination of whether competency has been achieved by a VET student. A person working under direction, such as an industry expert or an individual working towards a training and assessment credential:

• must have industry competencies, skills and knowledge that are relevant to, and at least to the level of, the training product being delivered or assessed by the person; and
• may help collect assessment evidence, however this evidence must be handed to a fully qualified assessor to make the assessment judgement.

Do trainers and assessors working under direction still require a supervision plan?

RTOs must be able to demonstrate how they have determined an appropriate level of supervision for each person working under direction – that is, on a case-by-case basis. RTOs can demonstrate this through many forms, including a supervision plan if they deem this appropriate. 

CURRENT INDUSTRY SKILLS AND KNOWLEDGE

Has the industry currency requirement for trainers and assessors disappeared?

No. The Credential Policy must be read alongside the Outcome Standards, as the Outcome Standards outline the requirement for all persons delivering training and assessment to maintain an understanding of current industry practices relevant to the training or assessment being delivered by the person. There are various ways for trainers and assessors to demonstrate industry currency, which could include a combination of volunteering or working in industry, undertaking accredited training relevant to the industry area, belonging to industry associations, engaging with industry through industry networking events, and reading industry journals and subscriptions. The frequency and currency of undertaking these activities will be dependent on the training product the trainer and/or assessor is delivering and/or assessing.

In regard to ‘current’ industry practice. How do we measure this to ensure our trainers and assessors have current industry practice?

This seems like a simple question, but the vastly different nature of various industries means that it is in fact complex. There are many factors that may influence current industry practice including:

• technological innovation;
• changes in equipment or standard operating procedures;
• changing legislation and regulatory requirements;
• changes in industry practice;
• new and emerging skills and specialisations as work practices change; and
• technical skill degradation through periods of non-use.

Given these factors, it is essential that trainers and assessors maintain a real, current, and comprehensive understanding of industry practice. The VET sector aims to equip students with practical and up-to-date skills and knowledge that can be readily applied in the workplace. To support this, trainers and assessors must remain actively engaged with industry developments and understand how competencies are applied in real-world contexts. This may be achieved through continuing professional development, ongoing industry engagement, industry work placements, and similar activities.

How many hours of professional development per year would be considered appropriate to maintain relevant and current industry competencies?

Each industry has its own characteristics and as such, the volume of hours of professional development needed to maintain currency will vary. Engaging with industry, employers and community representatives will assist a provider in determining the volume and depth of professional development required to maintain currency. 

The 2025 Standards indicate trainers or assessors require ‘industry competencies, skills and knowledge’. What does ‘competencies’ refer to?

Standard 3.3 requires that all trainers and assessors must have industry competencies, skills and knowledge that are relevant to, and at least to the level of, the training product being delivered and assessed. ‘At least to the level of’ refers to the level of skills and knowledge required for each training product, rather than equivalence of the AQF level. ‘Competencies’ is not a defined term in the 2025 Standards however it is defined in the Training Package Organising Framework (Effective 1 July 2025) as the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments. While holding the training product is the most direct way of evidencing relevant industry competencies, skills and knowledge, this could also be demonstrated through a combination of formal and informal learning, skills and knowledge gained through other means such as paid or volunteer work.

Does a fully qualified trainer and assessor that is providing direction (for example, to an industry expert) also need to have industry competence and currency?

Yes. It is critical that trainers and assessors (and any experts engaged to support trainers and assessors) have current industry competencies, skills and knowledge relevant to the training product. Where industry experts are involved in training and assessment, the trainer and/or assessor they are working under the direction of, must be fully qualified, meet the thresholds required by the Standards and be responsible for making the assessment judgement.

It is important that the credential policy be read in conjunction with Standards 3.2 and 3.3 in which it specifically states that:

‘A registered training organisation demonstrates…it has a system in place for ensuring:

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’.

Further, the trainer and assessor providing direction must meet Standard 3.3:

‘all persons delivering training or assessment for, or on behalf of the organisation… 

have industry competencies, skills and knowledge that are relevant to, and at least to the level of, the training product being delivered or assessed by the person;’

An RTO engaging an industry expert to work under the direction of a person that does not meet the requirements of Standard 3.3, would not be meeting that Standard. 

What should we do if a trainer has good knowledge in all the units except one part of the unit? How can we fill the gap?

All persons delivering training or assessment need to have industry competencies, skills and knowledge that are relevant to, and at least to the level of, the training product being delivered or assessed by the person. If a trainer or assessor is unable to demonstrate they have competencies, skills and knowledge for all components of the relevant training product, they will need to gain these or have another trainer or assessor deliver or assess the training product. 

FIT AND PROPER PERSON REQUIREMENTS

More information is available in Outcome Standards 4.1 of the TAC Registration Standards 2025 Hub.

Do the Fit and Proper Person Requirements only apply to governing persons?

It is important that RTOs recognise the Fit and Proper Person Requirements (FPPRs) as a positive obligation requiring active and ongoing education and monitoring of staff involved in VET delivery. Governing person is a defined term in the 2025 Standards and means any person responsible for overseeing, directing, or exercising a degree of control or influence over the management or operation of an RTO, including executive officers and high managerial agents. RTOs must ensure that all governing persons submit a Fit and Proper Person Declaration to TAC.

Are trainers and assessors required to submit a Fit and Proper Person Declaration? How would this work in the VET in schools context where school teachers are already registered under their own State registration requirements?

RTOs have a positive obligation to ensure that all staff involved in VET delivery are fit and proper. The Fit and Proper Person Declaration, however, applies to all governing persons, including:

1. an executive officer of the RTO;
2. a high managerial agent of the RTO; or
3. any person responsible for overseeing, directing, or exercising a degree of control or influence over the management or operation of the RTO.

How often do RTOs need to submit Fit and Proper Person Declarations to TAC?

All governing persons must submit a ‘fit and proper person’ declaration whenever their RTO:

• applies for initial registration
• applies for renewal of registration, or
• employs a new governing person.

Are Board Directors required to submit the Fit and Proper Person Declaration to TAC?

All governing persons of the RTO are required to submit a Fit and Proper Person Declaration.

Board Directors that have responsibility for overseeing, directing or exercising a degree of control or influence over the management or operations of the RTO would be considered governing persons.

RTOs may also be asked by TAC to provide a declaration for any individual at any time.

RISK MANAGEMENT

More information is available in Outcome Standards 4.3 of the TAC Registration Standards 2025 Hub.

The 2025 Standards now require providers to have a system for identifying, managing and disclosing any real or apparent conflicts of interest. Does this need to be shared with TAC or just maintained for compliance and auditing?

TAC may request information on your RTOs conflict of interest disclosures and management at any time. If you identify an event that would significantly affect the organisation’s ability to comply with any of its obligations under the Act, including an issue arising from a conflict of interest, you must notify TAC. This is a requirement under Compliance Standard (16). 

Should RTOs be reviewing the conflicts of interest of workplace supervisors who collect evidence for third party reports?

The 2025 Standards require RTOs to demonstrate their system for identifying, managing and disclosing any real or apparent conflicts of interest to ensure any risks to students, staff and the organisation are identified and managed. This assists with the preservation of the integrity of the RTO’s decisions and reduces the risk of fraudulent activities and corruption by ensuring accountability for the RTO’s operations.

All staff, including workplace supervisors, should be supported to understand their obligations regarding disclosure and management of conflicts of interest.

In respect of the conflicts of interest, who do we contact to gain more clarification on whether an action could be considered a conflict of interest?

The 2025 Standards require providers to identify, manage and disclose any real or apparent conflicts of interest. This is to preserve the integrity of your RTO’s decisions and reduce the risk of fraudulent activities and corruption by ensuring accountability for the RTO’s operations. There are publicly available resources for businesses on managing conflicts of interest that may assist in building the governance systems of your RTO.

How should Enterprise RTOs meet the Standard relating to financial position, financial performance and cashflows when all we receive is a budget to work with from our corporate entity?

As a condition of registration, RTOs must maintain their financial viability at all times. The governing persons of the RTO have a responsibility to ensure the RTO maintains an acceptable financial position and cashflows.

What happens if I receive no complaints and am only able to produce a blank feedback register during audit?

The 2025 Standards require RTOs to capture feedback and complaints about the organisation, any third parties, and any person employed or contracted by the organisation.

If an RTO has not received any complaints, they are still expected to capture feedback and use this to inform continuous improvement. This could be received through formal or informal means.

The existence of a register alone would not be an adequate demonstration of compliance with the Standards. The expectation of RTOs is that they will make their feedback/complaints process known to students and stakeholders and actively encourages their feedback, be able to demonstrate what action has been taken in relation to that feedback, what the outcome was, and how the organisation improved as a result.

How should RTOs implement the National Child Safe Standards?

Standard 4.3 requires RTOs to demonstrate that where training and assessment is offered to students aged under 18, risks to their safety and wellbeing associated with the organisation’s delivery of the training or assessment are identified and managed in accordance with the National Principles for Child Safe Organisations.

It would be expected that RTOs could demonstrate they have regard to all legislative and regulatory obligations, including the National Principles for Child Safe Organisations, and can demonstrate how risks to students under the age of 18 are actively identified and managed.

Are all staff now required to hold a working with children check (WWCC)? 
No, however, under the Data Provision Requirements (Version 1 dated 20/08/2025) and Compliance Standard 20, TAC may request details about working with children checks for any trainer, assessor or other staff member who is required to hold one under a law of a state or territory
 

CONTINUOUS IMPROVEMENT

More information is available in Outcome Standards 4.4 of the TAC Registration Standards 2025 Hub.

How can RTOs demonstrate a proactive approach to continuous improvement without simply reacting to audits or complaints?

RTOs are required to undertake systematic monitoring and evaluation to support quality delivery and continuous improvement of their services. There are many ways RTOs can self-assure and gather information to continuously improve - this includes but is not limited to delivery and performance data, internal audits, quality indicator data, feedback from industry, validation outcomes, trainer and assessor feedback and complaints and appeals.

Are there any template checklists providers should be using for internal audits against the 2025 Standards?

No. However, the Practice Guides contain self-assurance questions which will be helpful in supporting this process as well as further information in the 2025 Standards Hub (Outcome Standard 4.4) in the form of Fact Sheets and webinars. 

MARKETING AND ADVERTISING

More information is available in the Information and Transparency section of the TAC Registration Standards 2025 Hub.

Do RTOs have to monitor social media and other businesses / brokers who might use logos or names without permission?

The 2025 Standards require RTOs to ensure that any advertisements or marketing materials published or disseminated by the organisation, a third party or an expert engaged by the organisation adhere to specific requirements. There is not a requirement for RTOs to monitor social media and other businesses / brokers who might use the RTOs branding or logo without permission, however this may be something that the RTO considers as part of its risk management.

RECORDS OF AQF CERTIFICATION DOCUMENTS AND ASSESSMENTS

More information is available in the Integrity of nationally recognised training products section of the TAC Registration Standards 2025 Hub.

Does the requirement to retain evidence of assessment for two years apply retrospectively to existing VET students, or only to those enrolled on or after the 2025 Standards commence?

Any VET student that completes a training product on or after the 2025 Standards commence is included under this two-year evidence retention requirement. However, if the 2025 Standards have commenced, and an existing student’s assessment evidence has previously been disposed of under the previous '6 month rule’, the RTO should make a note of what was disposed of prior to the change. Where a course continues past the commencement of the 2025 Standards, RTOs will need to hold records for two years of any training product completed on or after the Standards commencement date.

It is important to note that assessment evidence must be retained for two years unless there are additional requirements and longer retention periods attached to the training product by other regulators or licensing bodies.

Under the 2025 Standards ‘two-year rule’ for assessment evidence, can I make digital copies of assessments and dispose of the hard copies?

The requirement to retain assessment evidence for two years applies to VET students that complete a training product on or after the commencement of the 2025 Standards. Digital copies can be made and retained in circumstances where it is impractical to keep the original assessment evidence. If held in electronic form, the evidence must be of sufficient quality, readability and useability to be considered a genuine and complete copy of the original. In addition, RTOs must retain records in a manner that safeguards them against unauthorised access, fire, flood and pests, and which ensures that copies of records can be produced if the originals are destroyed or inaccessible.

Training products that lead to regulated or licensed outcomes may also have specific requirements to retain records. You should refer to the specific regulatory requirements relating to that training product to ensure compliance.

Is the requirement to retain records of all student assessments for a period of two years the same for high-risk courses?

The 2025 Standards require a two-year retention period. However, training products with licencing requirements or funding contracts might require student assessments to be retained for a longer period. RTOs should ensure they are aware of any such requirements.

ISSUANCE OF AQF CERTIFICATION DOCUMENTATION

More information is available in the Integrity of nationally recognised training products section of the TAC Registration Standards 2025 Hub.

Can an RTO send a copy of the student’s AQF certification documentation to their employer?

The Compliance Requirements state that an RTO must not issue AQF certification documentation to any person unless the person is a VET student who the organisation has assessed as meeting the requirements of the training product. This means RTOs can only issue AQF certification documentation to students directly. RTOs may issue a copy of a student’s qualification or statement of attainment to another party, such as an employer, if the student has given prior written consent. You must be able to demonstrate, if required, that the student approved the issue of a copy of their award to another party.

What is the Industry Descriptor and Occupational and Functional Stream for the certificates and Statements of Attainment? How do the RTOs get this information for their courses?

Both the Industry Descriptor and the Occupational and Functional Stream information are listed on the National Register (training.gov.au). Compliance Standard 11 states how these are to be referenced.

Are RTOs able to charge for copies of AQF certification documentation?

RTOs can charge a fee for replacement copies of AQF certification documentation if this is outlined in the documentation provided to the student at enrolment. However, if you did not inform a student at enrolment that there would be costs for replacement or additional copies of AQF certification documentation then you are not able to charge.

Has the 30-day timeframe to issue a Statement of Attainment been changed?

Under Compliance Standard 9, providers are to issue AQF certification documentation within 30 calendar days from the completion of the assessment provided the student has completed or withdrawn from the training product. 

There is reference to ‘registration code’ in the 2025 Standards. Does this mean all our AQF certification documentation needs to be updated with the new terminology?

RTOs are able to use the terminology ‘registration code’ or ‘RTO code’.

The 2025 Standards state that statements of attainment must include the words ‘units/ modules’. Do we reflect both on a statement of attainment or do we choose which one is relevant?

RTOs can tailor this to the training product they are issuing AQF certification documentation for.

TRANSITION OF TRAINING PRODUCTS

More information is available in the Integrity of nationally recognised training products section of the TAC Registration Standards 2025 Hub.

What changes have been made to arrangements for transition of superseded training products?

Changes have been made regarding the transition of training products that have been superseded. The requirements to transition existing students within 12 months has been removed. Instead, RTOs are required to transfer students into the replacement training product in a timely manner.  While the intention is that RTOs will transition so that existing students are not disadvantage, it also  recognises that the appropriate transition time will vary for different training products, including those of different durations. It is designed to minimise disruption for students and reduce administrative burden on RTOs (including to reduce the number of requests that need to be made for extensions to the transition period).

RTOs will need to consider, and be able to justify, on a case-by-case basis the appropriate period for transitioning students to new training products. Considerations may include:

• meeting the needs and best interests of your students
• the expectations of industry
• your organisation’s ability to adapt to the change
• the nature of the training product itself.

Can you explain what ‘in a timely manner’ means (for transition of training products)? 

Under Compliance Standard 14, ‘a timely manner’ is used to recognise that the appropriate transition time will vary for different training products and students. This change is designed to minimise disruption for students and reduce administrative burden on providers. This means providers will need to consider, and be able to justify, on a case-by-case basis the appropriate period for transitioning enrolled students to new training products.

Considerations may include: 

• meeting the needs and best interests of your students;
• the expectations of industry;
• your organisation’s ability to adapt to the change; and
• the nature of the training product itself.
   

Do we still have two years to teach out expired accredited courses or is it now only one year? 

Where an AQF qualification (which includes an accredited course) is no longer current and has not been superseded, all enrolments in the training and assessment leading to the qualification must complete and receive their AQF certification documentation within two years from the date the qualification was removed or deleted from the National Register. Where a training product is expired, RTOs are unable to enrol any new students from the date the training product is expired.

Where an accredited short course that leads to a statement of attainment is no longer current, all enrolments in the training and assessment must have completed and received all AQF certification documentation within one year from the date the training and assessment was deleted from the National Register.

Why have training products that include superseded units of competency not been updated?

Training product updates are undertaken and managed by the Jobs and Skills Councils (JSCs). Training RTOs with questions regarding currency of training products should refer their enquiries to the relevant JSC - Jobs and Skills Councils - Department of Employment and Workplace Relations, Australian Government.

Will TAC still be approving extension requests to training products?

Yes, TAC will continue to approve transition extension requests to training products. You can view the approved extensions here: Training Products - Extended Transition Periods. This is in addition to Compliance Standard 14 that allows all students enrolled in a superseded training product to complete the training and assessment and be issued with the relevant AQF certification documentation or be transferred into the replacement training product in a timely manner. This means there is no longer a requirement for students in a superseded training product to transition or teach out in a specific period of time

NOTIFICATION OF MATERIAL CHANGES

More information is available in the Accountability Requirements section of the TAC Registration Standards 2025 Hub.

The reduction from 30 days to 10 business days for material change notifications might be challenging for large organisations with lengthy escalation processes.

The reduction from 30 days to 10 business days is to ensure that TAC is aware of material changes in a timely manner and can assess the extent to which they will affect the likelihood of the RTO complying with its obligations.

Importantly, under the Compliance Requirements, an RTO must notify TAC of any prospective changes to the ownership of the organisation as soon as practicable before the change takes effect.

THIRD PARTY ARRANGEMENTS

More information is available in the Accountability Requirements section of the TAC Registration Standards 2025 Hub.

The 2025 Standards refer to third parties as ‘persons’ in the definitions. Can you clarify whether this term is meant to include organisations or just individuals? How should RTOs interpret this in the context of contracting external entities like consulting firms?

third party means any person who has an arrangement with a WA registered provider to deliver services, but does not include:

1. employees of the provider;
2. experts engaged by the provider; or
3. government agencies and government funded agencies that refer VET students to the provider and do not receive any payment from the provider for doing so.

Compliance Standard 7 notes that ‘the term person includes a public body, company, or associations of body of persons, corporate or unincorporate’. This confirms third parties include both organisations and individuals.  

What are other types of third party arrangements outside of the delivery of training and assessment?

The 2025 Standards define a third party as any person who has an arrangement with an RTO to deliver services, but does not include employees of the organisation, experts engaged by the organisation or any government agencies and government funded agencies that refer VET students to the organisation and do not receive any payment from the organisation for doing so (noting that Interpretation Act 1994 (WA) provides that the term “person” includes a public body, company, or association or body of persons, corporate or unincorporate;).  The 2025 Standards also define services as training and assessment, training support services (excluding counselling, mediation, and information and communication technology services) and any activities related to the recruitment of students including marketing, enrolment, induction, or the collection of fees.

RTOs should use these definitions to assist in the identification of their third parties.

Examples of a third party: Education agents, brokers, services procured directly by the RTO with a wellbeing service provider (e.g. Employee Assistance Program), secondary schools.

Examples of what would not constitute a third party include: individual trainers and assessors hired on a contractual or labour hire basis, lease agreements, indirect referrals to an external wellbeing service RTO, homestay or boarding service RTO, learning management system, student management system, listed company that owns the RTO.

The 2025 Standards indicate that third parties cannot use the organisation’s (RTO’s) branding. Does this apply to assessments, learning resources, forms and marketing materials?

It is critical that there is transparency for students in relation to the role of the RTO and the role of any third party in the delivery of their training and assessment. A third party cannot attempt to mislead VET students by marketing itself as the RTO. The RTO's branding, including logos, must not be used to conceal the fact that a third party is involved in the delivery of services, nor should the student only be familiar with the third party’s branding and not that of the RTO.

It should also be noted that third parties cannot use the NRT, AQF or TAC Logos.

Do third party RTOs that advertise RPL need to disclose the RTO they are working with?

Yes. RTOs are required to ensure that any advertisements or marketing materials disseminated by a third party include the organisation’s registration code or a link to the part of the National Register where the organisation’s registration code is located. Students must be fully informed of the role of the third party versus the role of the lead RTO.

Can TAC have greater control over third party providers?

TAC-regulated RTOs are responsible for managing their third party arrangements. RTOs will note a greater emphasis throughout TAC’s guidance material on the responsibility of lead RTOs to actively oversee the compliance and quality of their third party providers to ensure that the services they deliver are in full accordance with the 2025 Standards.

Are industry experts classified as third party arrangements?

The definition of third party means any person who has an arrangement with an RTO to deliver services, but excludes employees of the organisation, experts engaged by the organisation or government agencies and government funded agencies that refer VET students to the organisation and do not receive any payment from the organisation for doing so.

This means that industry experts engaged directly by the RTO, for example, to assist with validation, consultation, or evidence gathering, are not considered third parties under this definition. Their involvement does not require a formal third party agreement but should still be documented appropriately as part of the RTO’s quality assurance and continuous improvement processes

How frequently should we be monitoring our third parties? Is this quarterly, biannually or annually?

Standard 4.2 requires that providers must demonstrate they have a system in place for ensuring any third parties meet the requirements of the 2025 Standards and are aware of their obligations under these instruments. This means providers need to ensure third parties are complying with the requirements at all times. 

PREPAID FEE PROTECTION MEASURES

More information is available in the Accountability Requirements section of the TAC Registration Standards 2025 Hub.

Do the prepaid fee protection measures extend to employers that pay for training on behalf of their staff?

The protection of prepaid fees has not been expanded to include employers. The wording ‘on behalf of’ refers to circumstances such as a parent or spouse paying on the student’s behalf. Prepaid fees collected from an employer on behalf of its staff do not need to be protected under this requirement as they will be covered by terms under the commercial agreement or contract.

REPORTING REQUIREMENTS

More information is available in the RTO Reporting Requirements section of the TAC Registration Standards 2025 Hub.

In terms of measuring outcomes, will TAC allow RTOs to adopt their own evidence-based outcomes measurement framework/s?

An annual summary of the Quality Indicator data must be made to TAC annually under the Data Provision Requirements (Version 1 dated 20/08/2025).

RTOs are required to use the nationally agreed template Learner and Employer Satisfaction Surveys as prescribed. While TAC supports innovation and continuous improvement, any alternative or evidence-based outcomes measurement frameworks would need to be used in addition to, not in place of, the mandated tools.

The requirements for quality indicator data remain under the 2025 Standards.