Training Support — Practice Guide¶
ASQA Practice Guide · Quality Area 2 — VET Student Support · Standards 2.3, 2.4 · 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 Support
(Standards 2.3, 2.4)
Ver 1.0
S
Published 17 June 2025
Outcome Standards for NVR Registered Training Organisations
Quality Area 2 – VET Student Support
What are the key concepts?
The following key concepts are covered in this practice guide:
Standard 2.3 Standard 2.4
• Determining training support services • Disclosure of disability
• Reasonable access to trainers, assessors • Reasonable adjustments
and other staff
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 2.3: VET students have access to support services, trainers and assessors and other
staff to support their progress throughout the training product.
Performance indicators Example activities and other considerations for
compliance
An NVR registered training organisation • You can demonstrate how training support
demonstrates: services are made available to students on
a. how it determines the training support enrolment and as they progress through the
services to be provided to each VET training product, including:
student and how it makes these training o resources, including readings, exercises and
support services available to each VET practice tests
student; o language, literacy and numeracy (LLN)
b. VET students have access to trainers and support
assessors and other staff who are o assistive technology
responsible for supporting the VET student;
o tutorials, including online tutorial support
c. VET students are informed by the
organisation about how and when they can o individualised support from trainers and
access trainers and assessors and other assessors
staff; and o specialised IT / technical support.
d. queries from VET students are responded to • You can show how support is provided to
in a timely manner. students who are at risk (or potentially at risk) of
not making adequate progress with their training
- for example, systems for monitoring students’
progress and offering of additional support
services or reasonable adjustments.
• You provide students with reasonable access to
trainers, assessors and other staff (for example,
administrative or IT support). This might be
through providing contact points such as emails
and phone numbers along with office hours and
preferred contact times and methods.
• You can demonstrate how you ensure you have
educational support services available to your
students consistent with their course of study,
and how you help students locate relevant
information and resources.
Known risks to quality outcomes
• Not conducting pre-enrolment checks to
understand individual student needs and the
training support services the student might
access to help them successfully complete the
relevant training product.
• Not regularly reviewing the training support
services that are being provided by third parties
to students, to ensure they are appropriate and
meet the standard expected.
• Failing to inform students how they can contact
trainers and assessors, or other relevant staff.
• Not informing students of the options available to
lodge an enquiry and how long they can expect
to wait for a response.
Standard 2.4: Reasonable adjustments are made to support VET students with disability to access
and participate in training and assessment on an equal basis.
Performance indicators Example activities and other considerations for
compliance
An NVR registered training organisation • You can show how you make students aware
demonstrates: that they have the option to disclose information
a. VET students are supported to disclose their about a disability and that collection of this
disability if the VET student wishes to do so; personal information will be used to inform
reasonable adjustments and handled in line
b. reasonable adjustments are made for VET
with privacy obligations.
students with disability where appropriate;
and • You can demonstrate what reasonable
c. where reasonable adjustments are not adjustments you make to support students with
appropriate or possible, the reasons why are disability, consistent with Part 3 of the Disability
communicated to the VET student as soon Standards for Education 2005, for example:
as reasonably practicable. o ensuring that course activities and
scheduling are sufficiently flexible
o providing additional time to complete
assessments or the opportunity to submit a
draft for feedback
o providing assistive technology options
o providing alternative formats for learning
materials
o customising resources, activities or
presentation mediums
o offering choice in assessment format where
appropriate
o making physical changes to the learning
environment where possible (e.g. accessible
room layout)
• You have systems in place to engage with
individual students, their trainers and assessors
to implement reasonable adjustments.
• Where reasonable adjustments would not allow a
student to meet the requirements of the training
product, you demonstrate that you have
documented the reasons why and communicated
this to the student.
Known risks to quality outcomes
• Failing to provide students with channels to
disclose a disability at enrolment or throughout
their student journey.
• Not providing an environment where students
feel comfortable to declare a disability or request
a reasonable adjustment.
• Not adequately considering the extent to which
reasonable adjustments can be made without
jeopardising the integrity of the training product
or industry standard.
Self-assurance questions
1 How do your RTO staff, or any third parties, identify student needs and monitor their progress to
determine the training support services to be provided to each student?
2 How do you ensure students have access to training support services, and how do you ensure
‘timely responses’ to queries and monitor your performance against these benchmarks?
3 How do you encourage and support students to disclose the impact of their disability on their
training experience?
4 How do you engage with students (and others, as appropriate) to collaboratively identify and agree
on reasonable adjustments that can be made?
Source: ASQA Practice Guide — Training Support. 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.