2025 Standards - Credential Policy podcast transcript

Podcast published: 23 October 2025

Kai Rottmann: Hello everyone and welcome to ASQAcast, ASQA's official podcast and your avenue to being informed about all things ASQA. It's Kai Rottmann here, and I'm excited to have Melinda Cox join me today to talk about one of the most asked about components of the 2025 Standards for RTOs, that is, the Credential Policy. Mel is the Director for the Policy and Education team, which supports effective regulation by providing strategic policy advice, contributing to legislative reform, and developing education and resources for the sector. In this episode, we'll talk more about what providers need to know about the Credential Policy and some of the common misconceptions. So, thanks so much Mel for joining me today.

Melinda Cox: Thanks Kai. It's great to be here.

Kai Rottmann: Alright, so we have been out and about running workshops, doing webinars and attending conferences. So tell me, how has the transition to the 2025 Standards gone so far?

Melinda Cox: Quite well actually. So, the 2025 Standards came into full regulatory effect as everyone knows on the first of July this year, and we've been engaging with the sector all year long, including through the workshops we had and webinars in May and June, publication of our 19 Practice Guides and release of FAQs on our website summarising the more than 700 questions we've received from providers since the Standards began.

Kai Rottmann: So Mel, with the over 100 frequently asked questions, what have you been hearing about the implementation from providers?

Melinda Cox: So our pulse surveys are telling us that providers are feeling highly motivated and well prepared to adapt to the outcomes focused approach under the new Standards. But naturally, look, implementation specific questions are now surfacing, and we've continued to receive a lot of questions around the Credential Policy, in particular, and that's why we're hoping to focus on that today.

Kai Rottmann: Great. So, the Credential Policy is obviously one part of the 2025 Standards and it specifies the credentials required by the VET workforce. So, what has actually changed from the 2015 Standards to the 2025 Standards?

Melinda Cox: So, there are 3 components that comprise that 2025 Standards for RTOs, the Outcome Standards, Compliance Requirements and Credential Policy, and all 3 components are enforceable.

In terms of the VET workforce requirements, it's important to remember that both Outcome Standards 3.2 and 3.3 as well as the Credential Policy outline the requirements for those delivering and assessing training and assessment.

The Credential Policy largely reflects previous requirements made as part of the early changes to the 2015 Standards about 18 months ago, although there have been a couple of minor amendments – notably:

• enabling individuals who hold the 2010 version of the Certificate IV in TAE, so TAE40110, to deliver training and assessment without needing to hold the 2 additional units of competency in addressing adult language, literacy and numerary skills, and designing and developing assessment tools, and
• expanding the term ‘diploma or higher-level qualification in adult education’ to ‘diploma or higher-level qualification in adult education or vocational education and training’.

Kai Rottmann: Alright, so let me, let me just check that with you. So a trainer that holds TAE40110 Cert IV in Training and Assessment is no longer required to also hold the TAELLN411 and the TAEASS502?

Melinda Cox: Yeah, that's right, Kai. So, individuals that hold that 2010 version of the Certificate IV in TAE are now allowed to deliver training and assessment without being mandated to also hold those 2 additional units of competency. That said, it always remains critical that providers ensure their trainers and assessors have the right competency, skills and knowledge relevant to the training products they're delivering. So, if those 2 additional competencies are going to be necessary for your particular context, then you would still ensure that your trainers and assessors hold those.

Kai Rottmann: Great. Thanks for that. And Mel, you mentioned Outcome Standards 3.2 and 3.3 and these refer to credentialling and ‘industry currency’. So, industry currency is still a requirement in 2025?

Melinda Cox: Yep, it certainly is Kai. And there actually has been some confusion about this. So, the Outcome Standards, not the Credential Policy, actually outline the requirement for all persons delivering training and assessment to maintain their understanding of current industry practices relevant to the training product being delivered. So that's why I've said that it's essential that providers read the Credential Policy alongside the Outcome Standards and the Compliance Requirements to ensure that they have the full picture of all of their obligations.

Kai Rottmann: Ok, great. And so Mel, how can providers actually demonstrate industry currency?

Melinda Cox: Yeah, so industry currency can be demonstrated in various ways and in various combinations. So, for example, you know the obvious one is time spent working or even volunteering in the relevant industry, undertaking industry-accredited training, belonging to an industry association, attending networking events, or even subscribing to industry journals. How often or how recently these activities need to be undertaken to maintain currency really depends on the particular industry, and how often it changes and evolves, and the training product being delivered and assessed.

Kai Rottmann: Ok, that helps. Thank you Mel. Now I also understand that we've had a lot of questions about the requirements for those who are working under direction. Can you explain that a bit more?

Melinda Cox: Yeah, definitely. So, under our 2025 Standards, certain people are permitted to deliver training and contribute to assessment (including conducting assessment tasks and collecting assessment evidence), provided they work under the direction of a fully qualified trainer and assessor. So this includes persons actively working towards their TAE, which is 1C of the Credential Policy, and those who hold any credential listed in Section 1D of the Credential Policy, such as secondary school teachers. The requirements of those providing the direction are listed in Section 1E of the Credential Policy.

Kai Rottmann: Ok, and what are the rules around those who are working under direction? They can conduct and collect assessment evidence but can they make assessment judgments?

Melinda Cox: Yeah, no, they definitely can't, Kai. So, a person working under direction isn't permitted to make assessment judgments, as per Standard 3.2. This is a really important distinction to be made. So, assessment is not the same as assessment judgment. The legislation actually defines assessment judgment as the determination of whether competency has been achieved by a VET student, and this can only be done by an appropriately credentialled and qualified person. So a person working under direction, which includes an industry expert or an individual working towards their TAE credential might, for example, help collect assessment evidence. However, this evidence must then be handed to the fully qualified assessor to make the actual assessment judgment.

Kai Rottmann: Ok, that makes sense. And does a fully qualified trainer and assessor that is providing direction, so for example to an expert, also need to have industry competence and currency?

Melinda Cox: Yes. So it's absolutely critical that trainers and assessors (and any experts engaged to support those trainers and assessors) all have the current industry competencies, skills and knowledge relevant to the training product. Where experts are involved in training and assessment, the trainer and/or assessor they are working under the direction of must be fully qualified and meet the thresholds required by the Standards, as well as being responsible for making those assessment judgments.

Kai Rottmann: Ok. Thanks for explaining that, Mel. Now we've also received a lot of questions around the term ‘contributing to assessment’ with providers wanting to know what that means in a practical sense. Can you please provide some examples of what it means to contribute to assessment?

Melinda Cox: Absolutely. So, some examples of how a person working under direction might contribute to assessment would be administering assessment conditions. For example, where it's a written assessment, this might include monitoring students, ensuring they're not using any materials which aren't permitted in the room, enforcing time limits on the assessment task.

They might collect completed assessments to then provide to the fully qualified assessor. They might observe an assessment being undertaken and take some detailed notes, for example, during a practical role play or verbal assessment. They might record observations of performance. They might gather workplace documents such as logbooks or work samples or employer feedback.

They might do some marking, but that's only of objective components under very clear marking guides. So for example, multiple choice questions. Really black and white, only one correct answer and then provide this information to the fully qualified assessor to help them in making the assessment judgment, and they might support learners in compiling their portfolio of evidence for an RPL process, for example.

Kai Rottmann: Great, so there’s a number of examples there. Thank you Mel. Look, we’re nearly there. So now, the Credential Policy also states that ‘The RTO must be able to justify the relevance of the person’s credential to the VET student cohort being delivered to’. What does this actually mean?

Melinda Cox: Ok. So, to deliver training and conduct assessment under direction, a person must hold one of the relevant credentials (as per the Credential Policy), which includes a range of different skill sets, from VET Delivered to School Students Teacher Enhancement Skill Set to the Enterprise Trainer and Assessor Skill Set. So providers need to ensure that the credential held by their trainers and assessors in accordance with this section is relevant to their role, or is relevant as possible to their role, taking into account the nature of the student cohort and delivery context.

So for example, if you’re a person working under direction delivering VET to school students, it would be most appropriate to hold the TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set, whereas if you’re a person working under direction in an enterprise RTO environment, it would be more suitable for the person to hold one of the Enterprise related skill sets.

Kai Rottmann: Awesome, definitely a tongue twister there.

Melinda Cox: Yep.

Kai Rottmann: So, with supervision, how much is required for those working under direction?

Melinda Cox: Yeah, this is a great question. So the level of supervision required actually depends on the skills and experience of the person who’s under direction. So, as an example, an industry expert may have a consistent level of supervision over time. It may not change ever. But a person who’s actively working towards their TAE may have their level of direction gradually decrease over time – though, while they’re still completing their TAE, the level of direction wouldn’t ever be zero, that is, until they’re a fully qualified trainer and assessor in their own right, they require supervision. They have to be working under direction. So RTOs also need to ensure that those providing that supervision monitor, and remain accountable for, the training and assessment activities undertaken by the person under their supervision or direction.

Kai Rottmann: Thanks Mel. So look, we’ve a covered a lot today. And I’m going to get you to talk a little bit more. So before we go, is there anything else that RTOs should be aware of in implementing the Credential Policy?

Melinda Cox: Look, I suppose I just want to reiterate the importance of understanding the Credential Policy within the context of those other 2 component parts of our 2025 Standards, so the Outcome Standards and Compliance Requirements. It’s just a really good habit to get into of cross-referencing and reading all 3. I guess I’d also like to really encourage providers to review the other guidance, so you know, the Practice Guide of course, the FAQs. There's quite a few FAQs on the topic of VET workforce or Credential Policy that are on our website. And the October edition of ASQA IQ also is almost wholly devoted to this topic. It includes a little case study, so providers might find that a bit useful too.

Kai Rottmann: Wonderful. Look, thank you again Mel. It’s absolutely brilliant to have you on board for ASQAcast today. I’ll definitely find time in your schedule to have you back on. So that wraps it up for another episode on ASQAcast today. Stay tuned for our next episodes as we continue to highlight the 2025 Standards. You can find all of our podcasts on our website by heading to asqa.gov.au and searching podcasts. If you have any topics of interest that you would like to hear more about, please send us an e-mail at podcasts@asqa.gov.au. We look forward to you joining us next time on ASQAcast. Bye for now.