In addition, the term \u2018delivery\u2019 throughout this report encapsulates \u201call of the activity involved in producing high-quality learning experiences and outcomes for students; that is to say, not only the more visible teaching, learning and assessment practices, but also the wraparound administrative and support services [including the use of technologies] that enable students to engage fully in learning, which include course planning, design and development.\u201d This is why \u2018the vibe\u2019 of the RTO is really important.<\/p>\n

Finally, \u201chigh-quality delivery depends on many factors, some of which are beyond the control of RTOs. The barriers identified by participating RTOs include a compliance view of quality, funding [levels], the quality of training packages and difficulties in recruiting, developing and retaining teachers and trainers.\u201d<\/p>\n

The measures<\/h2>\n

RTOs use a wide range of information and data to gauge and evaluate the quality of delivery. These include: the impact of delivery on business aims, objectives and purpose: according to RTO type and operating environments; the effectiveness of a course or qualification<\/span> (measured by enrolments, the extent to which it met student purpose and employer needs, student achievement, completion rates and graduate outcomes); the quality of learning experiences for students<\/span> (levels of satisfaction, attendance, retention, attrition, engagement, student\u2014teacher ratios and student support. The quality of facilities, equipment and organisational culture is also considered); the impact of delivery on learning<\/span> (student progress and achievement); the engagement with employers and industry<\/span> (their involvement in course design and delivery, satisfaction and confidence in an RTO and its students, employment of graduates and work-placement students, repeat business and recommendations to other employers).<\/p>\n

Finally, and importantly, it requires capable teachers, trainers and others supporting delivery<\/span> (the level of their qualifications, industry currency, participation in CPD, levels of satisfaction and engagement with students, in some cases at a team level but mostly at an individual level).<\/p>\n

RTOs often have richer data and information than is reported externally, which may be used by regulators and others to judge their \u2018quality\u2019. The danger is that the actual quality of what RTOs do may well not be properly recognised by these critical external stakeholders.<\/p>\n