VET Sector

The 2025 Standards have been designed to provide greater flexibility in how providers achieve outcomes and demonstrate compliance. This means that providers can decide how they compile and present their strategies for training and assessment. ASQA will therefore not be providing a training and assessment strategy template.

Providers are required to continue complying with the VET Quality Framework which includes the Australian Qualifications Framework (AQF). This means that the AQF's Volume of Learning (VoL) requirements still apply.

While Amount of Training (AoT) is not featured in the 2025 Standards, providers are still required to demonstrate that 'training is structured and paced to support VET students to progress, providing sufficient time for instruction, practice, feedback and assessment' (Standard 1.1).

The 2025 Standards require providers to demonstrate that training is structured and paced to support students to progress, providing sufficient time for instruction, practice, feedback and assessment.

The number of hours per unit depends on factors such as:

• Student cohort
• Mode of delivery
• Resources, technology platforms and facilities available
• Expectations of industry, employers and/or the community
• Breadth and complexity of skills and knowledge to be acquired

The 2025 Standards do not prescribe a requirement for providers to record student attendance. However, there is a requirement for providers to ensure the structure of the training provided to students supports their progress through the course.

Note: ESOS providers or providers with government funding may have additional requirements, including the requirement to monitor and document course attendance.

Under the 2025 Standards, providers are required to:

• Ensure assessment is consistent with the requirements of the training product
• 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
• Engage with industry, employer and community representatives as part of reviewing their training and assessment strategies and practices

Good practice would be to confirm that any existing assessment tools remain fit-for-purpose and consistent with the training product. As providers introduce new assessment tools or revise existing ones after 1 July 2025, they must ensure these are reviewed prior to use, as per Standard 1.3.

Recognition of Prior Learning (RPL) has not substantively changed in the 2025 Standards. Providers 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.

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

• A student is unable to provide appropriate or adequate evidence that can be authenticated
• There are licensing restrictions in place for the particular training product
• A student is seeking to receive a full qualification through credit transfer only
• A student's qualification was cancelled

Providers 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.

Providers can determine the best method for undertaking and evidencing this pre-enrolment review, which could be through:

• Purchasing or developing an appropriate tool
• Gathering evidence that the student holds an appropriate level of LLN proficiency and digital literacy for the proposed training product

Providers are required to demonstrate that they create an accessible learning environment for a student with disability, including making reasonable adjustments to support their participation in VET.

Where the training product includes requirements that cannot be accommodated with reasonable adjustments, providers should clearly communicate this to the prospective student and suggest alternative training options or pathways prior to enrolment.

Yes, the Diversity and Inclusion Standard still applies. Providers are required to foster a safe and inclusive learning environment for all students, including a culturally safe learning environment for First Nations people.

Providers 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.

Providers 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.

Providers are not required to deliver wellbeing support services directly, but they must advise students of available supports, which could be supports external to the provider, and guide them on how to access these supports as appropriate.

The extent of wellbeing support provided will vary according to factors such as:

• Nature of the training product
• Duration of the student's enrolment
• Characteristics of the student cohort
• Size of the provider

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

Providers 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.

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)
• Current industry skills and knowledge relevant to, and at least to the level of, the training product being delivered

Note: '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.

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.

A person working under direction is not permitted to make assessment judgements (per Standard 3.2 (2) (b)).

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 relevant to the training product
• May help collect assessment evidence
• Must hand evidence to a fully qualified assessor to make the assessment judgement

Engaging industry experts to support training and assessment can add value, variety and interest to the training program. You might engage an industry expert to:

• Provide practical insight into real workplace settings
• Meet additional assessor requirements specified in a training product
• Enhance the training experience with specialized knowledge

Remember: Experts must work under the direction of a fully qualified trainer or assessor.

The Credential Policy comes into effect alongside the revised Standards for Registered Training Organisations on 1 July 2025.

This policy outlines the credentials required for trainers and assessors undertaking particular training and assessment activities. It forms part of the Standards for RTOs and must be read in conjunction with the Outcome Standards and Compliance Requirements.

All registered training organisations (RTOs) are required to comply with this policy, alongside the Outcome Standards and Compliance Requirements.

To deliver training and assessment without direction, a trainer or assessor 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 along with TAESS00011, TAESS00019 or TAESS00024 skill sets

Assessors conducting assessment-only activities must hold one of:

• TAE40122, TAE40116 or TAE40110 Certificate IV in Training and Assessment
• TAESS00019, TAESS00011 or TAESS00001 Assessor Skill Set
• A diploma or higher-level qualification in adult education or vocational education and training
• A secondary teaching qualification plus the TAESS00011, TAESS00019 or TAESS00024 skill set

Individuals who are actively working towards a training and assessment credential are enrolled and have commenced training in credentials such as the TAE40122 Certificate IV or the TAE50122 Diploma of Vocational Education and Training. They must make satisfactory progress to complete the credential within two years. Such individuals may deliver training and contribute to assessment under the direction of a qualified trainer or assessor but cannot make assessment judgements.

People who do not hold a full training and assessment credential can deliver training and contribute to assessment under direction if they hold one of the following skill sets or credentials:

• TAESS00021 Facilitation Skill Set
• TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set
• TAESS00030 Volunteer Trainer Delivery and Assessment Contribution Skill Set
• TAESS00029 Volunteer Trainer Delivery Skill Set
• TAESS00020 Workplace Trainer Skill Set
• TAESS00028 Work Skill Instructor Skill Set
• TAESS00022 Young Learner Delivery Skill Set
• TAESS00015 or TAESS00003 Enterprise Trainer and Assessor Skill Set
• TAESS00008 or TAESS00013 Enterprise Trainer – Mentoring Skill Set
• TAESS00007 or TAESS00014 Enterprise Trainer – Presenting Skill Set
• A secondary teaching qualification

These individuals must work under the direction of a qualified trainer or assessor and are not permitted to make assessment judgements.

Trainers or assessors who provide direction to others must hold one of the following credentials:

• TAE40122, TAE40116 or TAE40110 Certificate IV in Training and Assessment
• A secondary teaching qualification together with the TAESS00011, TAESS00019 or TAESS00024 skill set
• A diploma or higher-level qualification in adult education or vocational education and training

They are responsible for providing oversight, guidance and quality assurance for the training and assessment delivered by others.

To deliver training and assessment for any qualification or skill set from the TAE Training Package, trainers must hold the qualification or skill set at least to the level being delivered. In particular, to deliver the TAE40122 Certificate IV in Training and Assessment or the TAESS00019 Assessor Skill Set, the trainer must hold one of the following:

• TAE50122, TAE50116 or TAE50111 Diploma of Vocational Education and Training
• TAE50216 or TAE50211 Diploma of Training Design and Development
• A higher-level qualification in adult education or vocational education and training

Individuals delivering the TAE40122 Certificate IV or related skill sets under direction must hold one of the following:

• TAE40122, TAE40116 or TAE40110 Certificate IV in Training and Assessment
• A secondary teaching qualification together with the TAESS00011, TAESS00019 or TAESS00024 skill set

They must work under the supervision of a trainer or assessor who holds a relevant diploma or higher-level qualification.

To provide direction for TAE training and assessment, a trainer or assessor must hold one of the following qualifications:

• TAE50122, TAE50116 or TAE50111 Diploma of Vocational Education and Training
• TAE50216 or TAE50211 Diploma of Training Design and Development
• A diploma or higher-level qualification in adult education or vocational education and training

For validation of assessment for training products outside the TAE Training Package, at least one validator must hold one of the following:

• TAE40122, TAE40116 or TAE40110 Certificate IV in Training and Assessment
• TAESS00019, TAESS00011 or TAESS00001 Assessor Skill Set
• A secondary teaching qualification along with the TAESS00024 skill set
• A diploma or higher-level qualification in adult education or vocational education and training

To validate any qualification or skill set from the TAE Training Package, at least one validator must hold a qualification or skill set at least to the level being validated.

This term refers to a qualification at level 5 or higher of the Australian Qualifications Framework that focuses on training and assessing adults and is relevant to the delivery and assessment of VET and competency‑based training. The qualification does not need to include the words “adult education” or “vocational education and training” in its title but must demonstrate the skills and knowledge required to train adults.

A secondary teaching qualification is a credential issued by a higher education provider that meets the academic requirements for registration as a secondary school teacher in at least one Australian state or territory.

ASQA 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 ASQA. This is a requirement under the Compliance Requirements.

As a condition of registration, providers must maintain their financial viability at all times. The governing persons of the RTO have a responsibility to ensure the provider maintains an acceptable financial position and cashflows, even if working with a budget from a corporate entity.

Providers are required to undertake systematic monitoring and evaluation to support quality delivery and continuous improvement. Ways to self-assure and gather information include:

• Delivery and performance data analysis
• Internal audits
• Quality indicator data
• Feedback from industry
• Validation outcomes
• Trainer and assessor feedback
• Complaints and appeals analysis

Standard 4.3 requires providers to demonstrate that where training and assessment is offered to students aged under 18, risks to their safety and wellbeing are identified and managed in accordance with the National Principles for Child Safe Organisations.

In a regulatory activity, ASQA would be looking to ensure your organisation:

• Has regard to all legislative and regulatory obligations
• Can demonstrate how risks to students under 18 are actively identified and managed

The 2025 Standards require providers 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 to monitor social media for unauthorized use, however this may be something that the RTO considers as part of its risk management.

Under Clause 9 of the Compliance Requirements, 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.

Providers 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.

Any VET student that completes a training product on or after 1 July 2025 is included under this two-year evidence retention requirement.

However, if (as at 1 July 2025) an existing student's assessment evidence has previously been disposed of under the previous '6 month rule', the provider should make a note of what was disposed of prior to the rule change.

Note: 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.

'A timely manner' recognizes that the appropriate transition time will vary for different training products and students. This change minimizes disruption for students and reduces administrative burden.

Providers will need to consider and justify the appropriate period based on:

• 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

No. The definition of third party excludes experts engaged by the organisation.

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
• Government agencies and government funded agencies that refer VET students and do not receive payment

The timeframe has been reduced from 90 days to 10 business days to ensure ASQA is aware of material changes in a timely manner.

Important: A provider must notify ASQA of any prospective changes to the ownership of the organisation as soon as practicable before the change takes effect. This would usually be more than 10 business days before the event.