These focal points are training and assessment<\/span>, including consideration of facilities, equipment and resources as well as arrangements for RPL and credit transfer; learner support<\/span> to help them make informed decisions and access to support services that meet their individual needs and VET workforce<\/span> capabilities in terms of industry currency and teaching skills as well as a commitment to continuing professional development. The remaining two focal areas concern effective industry, employer and community engagement<\/span>, community linkages and pathways and, finally, governance<\/span> concerned with leadership and accountability as well as a focus on ongoing monitoring and evaluation to advise continuous improvement.<\/p>\n

The new standards are outcomes focused<\/h2>\n

They contain \u201coutcome-focused requirements that go to the heart of quality training delivery\u201d rather than<\/p>\n

\u201cthe current focus in the Standards on administration and prescription [which] drives a focus on \u2018administrivia\u2019 and administrative processes rather than giving RTOs the flexibility they need to deliver quality training to their learners.\u201d<\/p>\n

We are pretty sure that this will be a change that many will welcome so that \u201cprescription is minimised and administrative (or \u2018compliance-based\u2019) requirements are taken out of the Standards and relocated elsewhere\u201d so they are treated more like conditions of registration.<\/p>\n

Thus, \u201ca key benefit of the revised structure, along with the clear linkages to outcomes, is the ability to present all outcomes statements on one page.\u201d Having a clear and less ambiguous set of guidelines operating alongside the standards will help.<\/p>\n

These all seem to be changes for the good.<\/p>\n

They are also aimed at improving quality<\/h2>\n

Given the diversity of provider types, their \u2018missions\u2019 and student cohorts the new standards will, hopefully, \u201csupport flexibility in delivery and innovation through enabling RTOs to evidence the outcomes in a way that is tailored to their context.\u201d There will be a stronger focus on the quality of training and ensuring learner wellbeing. Monitoring and evaluating to guide improvement will also help \u2013 although we suspect there will be a need to develop evaluation capacity and skills at provider level.<\/p>\n

About the VET workforce<\/h2>\n

This potentially involves a \u201cchange of language from \u2018working under supervision\u2019 to \u2018working under the direction of\u2019 to better encapsulate that one-on-one supervision is not always required\u201d and the \u201cinclusion of the ability for people \u2018working towards\u2019 the Certificate IV in Training and Assessment or a diploma from the Training and Education (TAE) training package, or a relevant higher qualification, to work under the direction of a fully qualified trainer and assessor.\u201d<\/p>\n

In addition, an \u201cimproved capacity to engage industry experts to deliver training and assessment under direction\u201d is proposed along with an \u201cincreased focus on professional development and ensuring training and assessment skills are current.\u201d<\/p>\n