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Last updated
29 October 2026

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Standard 2.1

VET students have access to clear and accurate information concerning the organisation, the relevant training product, and students are made aware of any changes that may affect them.

Performance Indicators

An NVR registered training organisation demonstrates:

  1. all information provided to VET students by the organisation or any third parties is clear, accurate and current;
  2. how it identifies the information VET students require prior to enrolment and how that information is communicated to VET students prior to their enrolment;
  3. the following information is easily accessible by VET students:
    1. the training product code and title, duration, modes of delivery, training delivery location, training commencement dates, scheduling, any requirements to commence or complete the training product including assessment requirements, whether any licencing or occupational licence requirements apply, and details of any third party arrangements that apply to the delivery of the training;
    2. the training support services and wellbeing support services that are available to the VET student, and how the student can access those services;
    3. all fees, costs and charges associated with the provision of the training product which VET students may incur, including payment terms and conditions, any applicable refund policies and the availability of any relevant government training entitlements and subsidies; and
    4. any obligations or liabilities which may be imposed on VET students to acquire any materials, equipment or IT, any costs and processes associated with withdrawing from training, any costs and processes associated with obtaining a Unique Student Identifier, and any requirements for VET students to undertake work placements;
  4. the organisation provides all VET students with documentation prior to their enrolment or before any fees are required to be paid which sets out:
  5. the training which the organisation or third parties will provide the VET student;
  6. all fees, costs and charges which the VET student will be required to pay; and
  7. any obligations or liabilities which may be imposed by the organisation or third parties on the VET student; and
  8. that it informs VET students, as soon as practicable, of any changes to training products or the organisation’s operations that may affect VET students, including any changes relating to the transition of superseded, deleted, or expired training products. 

  • You can demonstrate how you ensure that, prior to enrolment and the payment of any fees, prospective students are given accurate and adequate information about the training products and services you offer. For example, you make available to prospective students:
    • the training product code and title
    • mode of delivery location/s, duration, scheduling and commencement date/s
    • any work placement, work integrated learning or community-based learning requirements
    • any licensing or occupational license requirements, including any relevant industry regulator, state and territory requirements
    • information about use of third parties
    • fees, costs and charges (including what is and is not included in the fees and charges)
    • training support services and wellbeing support services that may be available
    • information on getting a student identifier
    • student rights and obligations (e.g. sourcing their own work placement, providing their own work resources or using AI tools).
  • You can show that the information you provide to students (including prospective students) is clear, accessible, current and tailored to the student cohort, including where that information is distributed by third parties.
  • You can demonstrate how you systematically and regularly review the information provided to VET students.
  • You can demonstrate the system you have in place to notify students as soon as practicable of any changes to your service that may affect them, such as:
    • contact details for your organisation
    • course details, cost or duration
    • changes to the training product they are enrolled in (e.g. superseded units; transition arrangements)
    • services you offer (including support services)
    • ownership of your RTO
    • changes to third party arrangements
    • unexpected events impacting delivery such as a natural disaster.
  • You can show that your enrolment information includes clear statements about how artificial intelligence (AI) tools may be used in training or assessment if relevant, and any implications for students (e.g. technology requirements, privacy considerations). 

  • False or misleading marketing of all or part of a VET course, VET qualification or training delivery and assessment, including recognition of prior learning (RPL).
  • Failing to have adequate oversight of, and formal arrangements with, third parties that market to, or recruit, students including where these arrangements are not made clear to current and prospective students.  
  • Failing to inform students prior to enrolment that they will need to:
    • secure their own work placement
    • supply their own resources or equipment, or
    • travel and/or pay for accommodation to attend their work placement.
  • Failing to provide a full and accurate schedule of fees, including any prepaid fees, to students prior to enrolment.
  • Marketing unrealistically short courses or inadequate or “easy” RPL which compromise the integrity of the training product.
  • Not having adequate human oversight over marketing and enrolment information produced using AI tools.
  • Enrolling students in superseded, deleted or expired training products when they will not have sufficient time to complete their training and assessment.
  • Not having adequate communications systems in place that ensure students are promptly informed of changes that may affect them or their course.  
  • Failing to provide students with information on possible alternative training products where a training product has been deleted.
  • Not communicating promptly with affected cohorts when a product becomes superseded, deleted or expired, or failing to make clear the deadline for transition arrangements. 

Standard 2.2

VET students are advised, prior to enrolment, about the suitability of the training product for them, taking into account the student’s skills and competencies.

Performance Indicators

An NVR registered training organisation demonstrates:

  1. taking into account the requirements of the training product – it has procedures in place to review, prior to enrolment, the skills and competencies of prospective VET students, including their language, literacy and numeracy proficiency and digital literacy; and
  2. based on the outcome of the review – it provides advice to each prospective VET student about whether the training product is suitable for them.

  • You can demonstrate how you provide accurate and accessible information to prospective students about the language, literacy and numeracy (LLN) proficiency, and digital literacy skills needed to successfully participate in a training product. This includes any requirement your RTO has in respect of students undertaking a specific LLN or digital literacy test for a particular training product.    
  • You can show how the approach you use for reviewing a prospective student’s prerequisite skills and competencies leads to accurate advice about their suitability to undertake the intended training.
  • You can show that advice to students about the suitability of the training product considers their ability to engage with artificial intelligence (AI)-enabled resources and includes recommendations for support or bridging programs if needed.
  • Where a prospective student does not have the required skills and competencies, you advise them of the alternative training products that might be best suited to them and/or the learning pathways and programs available that might enable them to build the required pre-requisite skills and competencies.
  • You can demonstrate how you inform prospective students about the nature and extent of reasonable adjustments, training support services and wellbeing support services your RTO can provide so that they can make a fully informed decision about their ability to undertake the intended training.
  • You can demonstrate that if AI tools are used to assist in screening (e.g. automated LLN assessments or digital literacy checks), these tools are validated for accuracy and fairness, and human oversight is maintained. 

  • Not considering the adequacy of prospective students’ LLN proficiency or digital literacy in the context of the training product they are intending to enrol in.
  • Failing to review whether students have the digital skills needed for AI-enabled delivery.
  • Not considering a prospective student’s individual needs in the context of the training product they intend to enrol in – for example, if a training product requires certain physical skills, prior experience, prerequisites or entry requirements.  
  • Not having adequate processes to detect or mitigate biases or risks in AI-enabled screening tools. For example, an AI tool over or under-estimating LLN or digital literacy for certain groups (e.g. culturally and linguistically diverse or neurodivergent students) or flagging capable students as unsuitable because they don’t fit the dominant patterns in the training data.

Self-assurance questions

  1. How do you identify the information prospective students need prior to enrolment to help them make informed decisions about the training product and your RTO?
  2. How do you ensure that information for prospective students is clear, accurate, accessible, current and sufficiently detailed?
  3. What mechanisms do you have in place to ensure students are promptly informed of changes that impact them?
  4. How do you identify the physical requirements, entry requirements, licencing eligibility requirements or other prerequisites required to participate in a training product?
  5. What methods do you use for checking that prospective students have the necessary skills and competencies, including LLN proficiency and digital literacy capabilities, to undertake their intended training product?
  6. Have you offered bridging programs or support for students who need additional LLN or digital literacy (including AI-related skills where relevant) to successfully participate in training?

Case study

Ensuring suitability of training before enrolment

John is seeking to upgrade his skills with a business qualification, while working full-time. John reviews QQQ Training’s (QQQ) website, which delivers the business course he is interested in. On QQQ’s website, John finds clear information about course outcomes, entry requirements, delivery modes, assessment methods, fees and charges and student support services (which are provided by a third-party). The information is presented in plain language and supported by a downloadable Student Handbook which John could see had been updated 2 months earlier.  

John completes a pre-enrolment form, digital literacy survey and a language, literacy and numeracy (LLN) assessment. The pre-enrolment process explores his prior experience, career goals and availability to study to help determine whether the course is suitable and identify any recognition of prior learning options that may be suitable. QQQ identifies that John has the necessary foundational skills but may require minor support with the information technology (IT) used as part of QQQ’s blended delivery model.  A staff member reviews the results with John and confirms the course is suitable with some additional digital literacy training from their third party provider.  

John is well-informed by QQQ and enrols in the course, with confidence that it is appropriate for him given his prior skills and future career goals. 

  1. What constitutes an enrolment? Is a student considered enrolled when fees are collected, when an enrolment agreement is accepted, or only when training has commenced?

    Enrolment occurs when an individual has been formally accepted into a training product and the provider has committed to providing training and assessment. This typically follows completion of admission and enrolment processes (such as the completion of enrolment forms and language, literacy, numeracy and digital literacy (LLND) reviews), including the issuance of enrolment confirmation or commencement information and the recording of the student in the provider's systems. Fees may be collected before or after enrolment (which may be different depending on specific requirements for the cohort – i.e. international students), and training may commence later, but neither action on its own determines whether enrolment has occurred.  

  2. Do I need to use a language, literacy and numeracy (LLN) or digital literacy assessment tool to test all prospective VET students before they enrol?

    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, in consideration of the nature of the training product, mode of delivery and student characteristics. This could be through purchasing or developing an appropriate tool, or through gathering evidence that the student holds an appropriate level of LLN proficiency and digital literacy for the proposed training product. There are various ways a provider can review these skills and competencies for a prospective student.

  3. How do we know what language, literacy and numeracy proficiency and digital literacy is required for each training product? Is there a framework we can follow?

    The 2025 Standards do not prescribe a LLN and digital literacy framework for providers to use. Providers will need to analyse the training product/s they are delivering and assessing to determine what level of LLN and digital literacy prospective students need to successfully undertake the intended training. That is, the LLN proficiency and digital literacy needs will differ for each training product. For example, ICT30120 Certificate III in Information Technology may require a higher level of digital literacy than SHB30416 Certificate III in Hairdressing.

  4. What are the expectations for LLN assessment in school-based RTOs? For example, where a student is enrolled in Years 11 or 12 and the school already holds current evidence of the student's LLN capabilities, can that evidence be used to identify support needs and inform participation in training, or is a separate LLN assessment required?

    A separate LLN assessment is not automatically required simply because a student is undertaking VET studies through a school-based provider. The key requirement is that the provider identifies whether the student has the language, literacy and numeracy and digital literacy (LLND) skills needed to participate in the training and any support that may be required.

    Where a school already holds current and relevant evidence of a student's LLND capabilities, such as recent literacy and numeracy assessment results, school reports or other educational records, that evidence may be used if it is sufficient to identify support needs and inform decisions about participation in training.

    The focus is on the quality and relevance of the evidence, rather than requiring a particular LLND assessment tool for every student. Providers should be able to demonstrate how they identified the student's support needs and how that information informed their training, assessment and support arrangements.  

  5. What evidence is required to demonstrate that appropriate support strategies are in place when a student's LLN assessment indicates they are below the expected level?

    When a student's LLN assessment indicates they are below the expected level, providers should be able to demonstrate a clear link between the identified LLN gap, the decision to allow the student to proceed with support, the support strategies implemented, and evidence that the support was provided and monitored.

    Evidence may include LLN assessment results, records of discussions with the student, documented support plans, referrals, and records showing that support was delivered and reviewed.

    Support strategies may include LLN or foundation skills assistance, adjustments to training pace or delivery, reasonable assessment adjustments, simplified or additional learning resources, and access to tutors, mentoring or external support services. The support should be tailored to the student's needs and enable participation while maintaining the requirements of the training product.