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RTOs
- What is an RTO?
- How to become an RTO
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- Focus on compliance - Spotlight On
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Users’ guide to the Standards for RTOs 2015
- Introduction to the RTO standards users' guide
- Chapter 1—Marketing and recruitment
- Chapter 2—Enrolment
- Chapter 3—Support and progression
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Chapter 4—Training and assessment
- Clauses 1.1 to 1.4 and 2.2—Implementing, monitoring and evaluating training and assessment strategies and practices
- Clauses 1.5 and 1.6—Engage with industry
- Clauses 1.8 to 1.12—Conduct effective assessment
- Clauses 1.13 to 1.16—Employ skilled trainers and assessors
- Clauses 1.17 to 1.20—Provide supervision of trainers where needed
- Clauses 1.22 to 1.24—Employ experts to teach trainers and assessors
- Clause 1.25—Independent validation of training and assessment qualifications
- Clauses 1.26 to 1.27—Manage transition from superseded training products
- Chapter 5—Completion
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Chapter 6—Regulatory compliance and governance practice
- Clause 7.1—Authorised officers
- Clause 7.2—Assessment of financial viability risk
- Clauses 2.1 and 8.4 to 8.6—Compliance and reporting
- Clauses 2.3, 2.4 and 8.3—Recording, monitoring and reporting third‑party arrangements
- Clause 7.5—Provide accurate information about performance and governance
- Clause 7.4—Hold public liability insurance
- Clauses 8.1 and 8.2—Provide requested information to ASQA
- Appendix 1—Index to Standards/clauses as referenced in the users’ guide
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ESOS providers
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- How to become an ESOS or ELICOS provider
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ESOS requirements
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- Maintaining your registration
- Obligations when facilitating student transfers
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- Third party arrangements for training and/or assessment of VET courses
- Written agreements with overseas students
- English-language courses (ELICOS)
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Course accreditation
- What is an accredited course?
- Apply for course accreditation
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- Course owner responsibilities
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Users’ guide to the Standards for VET Accredited Courses
- Foreword
- About the Standards
- About this guide
- National course document template
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Standards
- Standard 9 – Duplication
- Standard 10.1 – Stakeholder consultation
- Standard 10.2 and 10.3 – Enterprise units of competency
- Standard 10.4 – Modules
- Standard 10.5 – Australian Qualifications Framework levels
- Standard 10.6 – Foundation skills
- Standard 10.7 – Industry recognition and licensing
- Standard 10.8 – Course packaging rules
- Standard 10.9 – Course exit points
- Standard 10.10 – Education pathways and articulation
- Standard 10.11 – Entry requirements
- Standard 10.12 – Course assessment strategy
- Standard 10.13 – Delivery modes
- Standard 10.14 – Specialist facilities and resources
- Standard 10.15 – Course monitoring and evaluation
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Accredited courses guide appendices
- Appendix 1: Definitions
- Appendix 2: How the Standards for VET Accredited Courses 2021 benefit Australia’s VET sector
- Appendix 3: Related legislation and standards
- Appendix 4: ASQA’s regulatory roles and responsibilities
- Appendix 5: Jobs and Skills Councils
- Appendix 6: Principles of assessment
- Appendix 7: Rules of evidence
- More support—Course accreditation
- Students
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Guidance & resources
- Focus on compliance - Spotlight On
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Resources
- Users' guide to Standards for RTOs 2015
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- Accredited Course Standards Guide
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Guidance for Providers
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Reporting and accountability
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- Using this website
- COVID-19: Guidance for providers
- Introduction
- Overview of provider activity
- Introduction—why is reporting important?
- Rising to the challenges of delivering in a changed world
- What is a provider default?
- Governance and structure
- How to report
- Resumption planning: continuing delivery in a changed world
- Summary of default obligations
- CRICOS and ELICOS delivery – temporary flexible regulatory arrangements
- What information do you need to report?
- Your student obligations when a default occurs
- Breach of condition 8202(2)(c)
- COVID-19 advice for students
- Engagement and education
- Your reporting obligations when a default occurs
- ASQA's approach to compliance consultation
- Fees and charges relief
- Rapid Review recommendations
- Distance learning
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