The ‘requirements of the training package’ are dependent on your strategy for delivery.
If your RTO is delivering a full qualification, ’requirements of the training package’ would include:
the qualification requirements
any unit of competency requirements, and
any other requirements specified in the endorsed components of the training package (in “old” training packages have Assessment Guidelines)
Training package means the components of a training package endorsed by the Industry and Skills Council or its delegate in accordance with the Standards for Training Packages. The endorsed components of a training package are: units of competency; assessment requirements (associated with each unit of competency); qualifications; and credit arrangements. The endorsed components form part of the requirements that an RTO must meet under these Standards.A training package also consists of a non-endorsed, quality assured companion volume/s which contains industry advice to RTOs on different aspects of implementation.
Clause 1.1 should also be read in conjunction with Clauses 1.2, 1.3, 1.4, 1.5 and 1.6.
The amount of training provided by your RTO relates primarily to formal teaching and learning activities such as face-to-face classes, online lectures or tutorials and workplace learning. It does not include research or assessment activities.
The amount of training provided by an RTO is part of the overall ‘volume of learning’ as defined in the Australian Qualifications Framework (AQF). You must consider the volume of learning when determining the amount of training your RTO will provide. You must be able to provide a rationale for any significant variation.
The new Standards include stronger requirements for RTOs in relation to how they advertise and deliver courses to ensure learners actually have the skills and knowledge their certification describes.
There is now a direct relationship between the Australian Qualifications Framework (AQF) volume of learning and an RTO's training and assessment strategies and practices (meaning that where providers are choosing to deliver courses shorter than the recommended AQF volume of learning period, they must be able to clearly describe, using a rationale based on the previous skills and knowledge and the needs of learners, how a specific learner cohort has the characteristics to achieve the required rigour and depth of training and can meet all of the competency requirements in this shorter timeframe).
Standards relating to marketing and advertising have been enhanced.
Increased measures to ensure the protection of consumers using VET recruiters have been introduced.
ASQA will address the issue of very short courses that do not deliver sufficient training through:
enforcing the increased provisions of the revised Standards
providing additional information and advice to help providers understand the requirements of the standards in relation to volume of learning, and
reviewing providers’ marketing and advertising materials as part of the risk assessment process in order to identify providers promoting excessively short courses.
The AQF provides the volume of learning allocated to a qualification. This includes all teaching, learning and assessment activities that are required to be undertaken by the typical student to achieve the learning outcomes. These activities may include guided learning (classes, lectures, tutorials, online or self-paced study), individual study, research, learning activities in the workplace, and assessment activities.
The amount of training provided by an RTO is part of the overall volume of learning and relates primarily to formal activities (including classes and other activities, as well as workplace learning). Your RTO is required to comply with the AQF in applying the volume of learning to training programs and must therefore develop and implement strategies for training and assessment that are consistent with the AQF.
The Australian Qualifications Framework (AQF) provides a guide to the volume of learning, which describes how long a learner who does not hold any of the competencies identified in the relevant units of competency would take to develop all the required skills and knowledge.
The amount of training provided by your RTO is part of the overall volume of learning. The amount of training relates primarily to formal activities including online or self-paced study.
The amount of training required for an online delivery mode comprises the formal, guided learning as well as any workplace learning. To ensure learners are able to obtain and absorb the required knowledge and skills prior to assessment, carefully choose and plan the resources you will use to guide them.
When designing a course for online delivery:
Analyse the nature of your learner cohort.
Consider any specific requirements of the training product (the qualification and each unit of competency).
Use the analysis to determine how you will schedule training and assessment activities to ensure learners are able to fully develop the required skills and knowledge prior to being assessed.
RTOs must develop and implement strategies for training and assessment for each training product they are registered for. If the needs of different learner cohorts require different approaches to the delivery of training and/or assessment, your RTO may need to develop multiple training and assessment strategies.
Each learner must gain and be assessed against all the knowledge and skills described in the training package or accredited course. Depending on the circumstances and the characteristics of your learners, it may be possible to achieve this in a shorter period than that described in the AQF.
Your RTO may structure a course to be completed in a in a shorter time period than that described in the AQF. In this case, you will need to clearly describe, using a rationale based on the previous skills and knowledge and the needs of learners, how a specific learner cohort:
has the characteristics to achieve the required rigour and depth of training, and
can meet all of the competency requirements in a shorter timeframe.
Your description must take into account the need to allow learners to reflect on and absorb the knowledge, to practise the skills in different contexts and to learn to apply the skills and knowledge in the varied environments that the ‘real world’ offers before being assessed.