astra domain was triggered too early. This is usually an indicator for some code in the plugin or theme running too early. Translations should be loaded at the init action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/studyfoxx/public_html/proactivetraining.com.au/news/wp-includes/functions.php on line 6131This paper<\/a> on the development of the draft revised Standards for RTOs was released in mid-October on the DEWR website. It contains the latest set of draft Standards alongside with a description of the development process and changes that have been made since an earlier version was released for consultation in November 2022.<\/p>\n One of the aims of these latest revisions is to \u201cprovide greater clarity for RTOs and regulators.\u201d Another is to \u201callow for more flexibility and innovation in training delivery\u201d across the range of RTO types and settings.<\/p>\n The revision process began in late 2020 and involved a series of consultations and the development of an initial draft set of standards<\/a> which, along with a consultation paper, were opened up to consultation. This consultation included a call for written feedback and a series of online and face to face forums.<\/p>\n The present paper<\/a> suggests that overall, support for the initial set of revised standards was positive and there was a feeling that they were clearer, logical, and user-friendly. However, there was also a feeling that they \u201ccould be further refined to improve clarity and better reflect the diversity of the sector. Some sought further detail and clarification around what they would have to do to meet the revised Standards.\u201d<\/p>\n A summary of the consultation feedback can be found here<\/a>. The most recent DEWR paper<\/a> also highlights areas in which further adjustments have been made, including in relation to training and assessment, learner support, VET workforce requirements and governance.<\/p>\n This most recent paper goes on to present the revised standards \u2018on a page\u2019 and then in greater detail. On a page, they look like this:<\/p>\nDeveloping and refining the draft standards<\/h3>\n
The revised standards<\/h3>\n
| \n 1. TRAINING AND ASSESSMENT<\/strong><\/p>\n Quality training and assessment engages learners and enables them to attain nationally recognised, industry-relevant competencies.<\/strong><\/p>\n<\/td>\n<\/tr>\n 1.2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The RTO engages effectively with industry, employer and community representatives to ensure learners attain relevant skills and knowledge.<\/p>\n<\/td>\n<\/tr>\n 1.4\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The assessment system ensures assessment is conducted in a fair and appropriate way and enables accurate judgements of learner competency.<\/p>\n 1.5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The assessment system is quality assured by appropriately skilled and credentialled people through a regular process of validating assessment practices and judgements.<\/p>\n<\/td>\n<\/tr>\n 2. LEARNER SUPPORT<\/strong><\/p>\n Learners are treated fairly and properly informed, supported, and protected.<\/strong><\/p>\n<\/td>\n<\/tr>\n 2.2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learners are advised prior to enrolment about the suitability of the training product for them, taking into account their skills and competencies<\/p>\n<\/td>\n<\/tr>\n 2.4\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learners have reasonable access to trainers, assessors and other staff to progress through the training product.<\/p>\n 2.5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Reasonable adjustments are made to support learners with disability to access and participate in training and assessment on an equal basis.<\/p>\n<\/td>\n<\/tr>\n 2.7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wellbeing needs of the learner cohort are identified and strategies put in place to support these needs<\/p>\n<\/td>\n<\/tr>\n 2.9\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Effective appeal processes are available where decisions of the RTO or a third party adversely impact a learner.<\/p>\n<\/td>\n<\/tr>\n 3. VET WORKFORCE<\/strong><\/p>\n Learners are trained and assessed by people who are qualified, skilled and committed to professional development and the VET workforce is supported through workforce planning<\/strong><\/p>\n<\/td>\n<\/tr>\n 3.3\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Training and assessment is delivered by people with current industry skills and knowledge relevant to the training product.<\/p>\n<\/td>\n<\/tr>\n 4. GOVERNANCE<\/strong><\/p>\n Effective governance supports quality VET delivery by ensuring the integrity of operations and a commitment to continual improvement.<\/strong><\/p>\n<\/td>\n<\/tr>\n 4.2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Leadership is effective in building and promoting a positive organisational culture.<\/p>\n 4.3\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Roles and responsibilities within the RTO are clearly defined and understood, and support effective decision-making.<\/p>\n 4.4\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fit and proper persons oversee the operations of the RTO.<\/p>\n 4.5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The RTO maintains financial viability to support the delivery of services and enables the refund of any pre-paid fees if the RTO is unable to deliver the training and assessment.<\/p>\n 4.6\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The RTO undertakes systematic monitoring and evaluation to identify and manage risks to the achievement of the outcomes described in the Standards and support continual improvement.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n There is also a glossary of terms included.<\/p>\n First, there is a concentration on effective workforce planning to support the delivery of services, including not only those delivering training and assessment, but also those others who support learners, and provide administrative support. It\u2019s a holistic view supported by continuing professional development and monitoring.<\/p>\n Second, staff not only need to have competencies to train and assess, as specified by the \u2018Credential Policy\u2019 (and this policy \u201cenables a person to work under direction, a system for ensuring the person does not make assessment judgements and for ensuring the quality of their practice\u201d) but also requires that \u201ceach person delivering training and assessment\u201d and \u201chas industry competencies, skills and knowledge that are relevant to, and at least to the level of, the training product being delivered and\/or assessed\u201d as well as maintaining\u00a0 \u201ca practical understanding of current industry practices.\u201d<\/p>\n As the paper notes, \u201cthe draft revised Standards have now been finalised for piloting\u201d. The pilot will be undertaken in late 2023 to test the practical application of the draft revised standards.<\/p>\n |