Training — Practice Guide¶
ASQA Practice Guide · Quality Area 1 — Training and Assessment · Standards 1.1, 1.2 · Published 17 June 2025 · Version 1.0
Verbatim reproduction of the ASQA Practice Guide, extracted from the source PDF with layout preservation (via
pdftotext -layout). The body below preserves the original two-column table structure — performance indicators on the left, example activities and known risks on the right.Source: https://www.asqa.gov.au/for-providers/standards-for-RTOs/practice-guides
Companion docs: -
standards-outcome.md/standards-compliance.md— the underlying legislative text -standards-explanatory.md— the Explanatory Statement commentary -compliance-reference.md— RTOpacks module × standard mapping
Practice Guide
Training
(Standards 1.1, 1.2)
S
Ver 1.0
Published 17 June 2025
Outcome Standards for NVR Registered Training Organisations
Quality Area 1 – Training and Assessment
What are the key concepts?
The following key concepts are covered in this practice guide:
Standard 1.1 Standard 1.2
• Training product requirements • Identifying and engaging industry, employer
• Mode of delivery, structure and pacing and community representatives
• Clustering • Frequency of engagement
• Training techniques • Using feedback
• Work placements
Achieving these Standards in practice
The following table lists examples of activities that may demonstrate compliance with the Standards,
as well as risks to mitigate or control. These examples are not a complete list of every activity or risk,
nor do all the activities listed need to be completed to achieve compliance. Rather, they are a guide
and should be considered within the context, size, scale and student cohorts of your RTO’s
operations.
Standard 1.1: Training is engaging, well-structured and enables VET students to attain skills and
knowledge consistent with the training product.
Performance indicators Example activities and considerations for
compliance
An NVR registered training organisation • You can demonstrate that your training is
demonstrates: consistent with the training product requirements
a. training is consistent with the requirements as outlined on the National Register, including
of the training product; meeting packaging rules and any pre-requisite
requirements.
b. the modes of delivery enable VET
students to attain skills and knowledge • You can evidence how your chosen mode of
consistent with the training product; delivery (e.g. face-to-face, online, workplace,
c. training is structured and paced to support traineeship, blended methods, etc) is engaging
VET students to progress, providing and appropriate for the skills and knowledge
sufficient time for instruction, practice, being delivered and has been considered against
feedback and assessment; VET student needs.
d. training techniques, activities and • You can show how your delivery structure and
resources engage VET students and pacing is designed in the context of your student
support their understanding; and cohort, the complexity of skills and knowledge to
be acquired, resources available and industry
e. where the training product requires work expectations.
placements or other community-based • You provide students with sufficient opportunity to
learning, necessary skills and knowledge reflect on and absorb the knowledge, apply
are able to be attained in that feedback, and practice their skills in different
environment. contexts / environments before they are assessed.
• Where you are delivering similar or complementary
units at the same time and have decided upon
‘clustering’, you have documented your rationale
before proceeding.
• You can demonstrate how students are given
sufficient time and access to training support
services and relevant resources to support their
learning.
• You can demonstrate how you incorporate relevant
and appropriate techniques, activities and
resources in your training to engage students and
support their understanding.
• You ensure that any work-integrated learning, work
placements or other community-based learning
has been incorporated in the training delivery at
appropriate times to support and develop student’s
skills and knowledge.
• You can demonstrate how you select appropriately
supervised environments for work placements or
other community-based learning.
Known risks to quality outcomes
• Assuming each student has the same skills,
experience, and learning preferences.
• Applying an approach that does not take a holistic
view of the student cohort, learning environment
and training product requirements when designing
training.
• Failing to consider Australian Qualifications
Framework requirements regarding volume of
learning, including taking into account the time
required to increase students’ likelihood of
successfully achieving the learning outcomes and
ensuring that the integrity of the qualification
outcomes is maintained.
• Failing to have sufficient regard to industry
regulator licencing requirements in designing
training.
• Insufficient assurance that online training or
assessment will deliver quality outcomes – for
example:
o compliance with the training product when it
requires skills to be attained in a physical
environment
o the appropriateness of online practical skill
development for high-risk courses or industries
o the potential for condensed or diluted training
engagement, compromising the depth and
quality of learning
o insufficient personalised support or guidance
critical for effective learning.
• Failing to review your design and delivery of
training after cohorts have completed the training
product, and missing opportunities to incorporate
lessons learnt and continuously improve.
• Accelerating or shortening training without allowing
students sufficient time for skill development and
knowledge application.
• Not undertaking a review of purchased resources
to ensure full coverage of training product
requirements or failing to contextualise purchased
resources to reflect your RTOs specific training
delivery practices.
Standard 1.2: Engagement with industry, employer and community representatives effectively
informs the industry relevance of training offered by the NVR registered training organisation.
Performance indicators Example activities and considerations for
compliance
An NVR registered training organisation • You can show how you identify and routinely
demonstrates: review the industry, employer and/or community
a. how it identifies relevant industry, employer representatives you engage with about your
and community representatives and seeks services.
meaningful advice and feedback from those • You can demonstrate how your engagement with
representatives; these representatives generates meaningful
b. it uses relevant advice and feedback to advice and feedback on, for example:
inform changes to training and assessment o the type and complexity of training you deliver
strategies and practices; and o industry-specific licencing, accreditation and
c. training reflects current industry practice. legislative requirements
o the structure and size of the industry.
• You can demonstrate how training delivery is
informed and continuously improved by direct
and ongoing industry engagement – for example,
in response to industry innovation, regulatory
changes or emerging local skills needs. You can
demonstrate how this informs your approach to:
o offering courses that will best meet the
needs of industry, employers and the
community
o structuring the most relevant electives for the
training (in accordance with any training
product packaging rules)
o verifying foundational skill and training
product entry requirements
o verifying the skills and knowledge required by
your trainers and assessors
o determining the appropriate mode of delivery,
training techniques and activities
o establishing the amount of training necessary
to ensure students sufficiently develop skills
to an industry standard
o designing your assessment strategies and
practices in line with industry standards.
Known risks to quality outcomes
• Relying on a generic strategy that is insufficient
to demonstrate genuine engagement with
industry, employer and community groups.
• Failing to engage with the relevant industry,
employer and community representatives that
can provide contemporary feedback and input
into the VET courses you offer.
• Only participating in once-off engagement with
an industry representative to ‘sign off’ training,
without any broader consultation.
• Failing to ensure that your engagement is
sufficient and timely to capture current industry
practices, particularly in rapidly evolving
industries.
• Not systematically incorporating the feedback
received into improved training strategies and
practices.
Self-assurance questions
How do you know your training design and delivery is fit-for-purpose and consistent with the
1
requirements of the training product?
How do you identify relevant industry, employer and/or community representatives and engage with
2
them to ensure your training reflects current industry requirements, expectations and practice?
What has informed your understanding that the structure and pacing of training allows students to
3
achieve the outcomes set out in the training product? How do you adjust this for different student
cohorts?
How do you ensure trainers are appropriately skilled, qualified and resourced to deliver training in
4
an effective and engaging way?
How do you collect industry, employer and/or community representatives and student feedback and
5
use this to inform improvements to training design and delivery?
How do you evaluate whether work placements provide students with sufficient opportunity to gain
6
the necessary industry-relevant skills and knowledge?
Source: ASQA Practice Guide — Training. Published 17 June 2025, Version 1.0. Authority: Australian Skills Quality Authority. These guides interpret the Standards for RTOs 2025 into practical compliance guidance. The PDF was extracted with pdftotext -layout to preserve the two-column table structure of the original document.