Outcome
VET students are treated fairly and are properly informed, supported and protected.
Overview of Quality Area 2
Quality Area 2 comprises five focus areas and eight standards that go to the supports provided by RTOs to enable VET students to succeed in their training.
| Focus Area | Standards | |
|---|---|---|
| Information | 2.1 | VET students have access to clear and accurate information, including to make informed decisions about the training product and the RTO, and are made aware of changes that affect them. |
| 2.2 | VET students are advised, prior to enrolment, about the suitability of the training product for them, taking into account their skills and competencies. | |
| Training Support | 2.3 | VET students have reasonable access to training support services, trainers and assessors and other staff to support their progress through the training product. |
| 2.4 | Reasonable adjustments are made to support VET students with disability to access and participate in training and assessment on an equal basis. | |
| Diversity and inclusion | 2.5 | The learning environment promotes and supports the diversity of VET students. |
| Wellbeing | 2.6 | The wellbeing needs of the VET student cohort are identified and strategies are put in place to support these needs. |
| Feedback, complaints and appeals | 2.7 | Effective feedback and complaints management addresses concerns and informs continuous improvement. |
| 2.8 | Effective appeal processes are available where decisions of the RTO or a third party adversely impact a VET student. | |
Intent of Quality Area 2
Quality Area 2 focuses on the support RTOs provide to VET students to enable them to make informed decisions and safely participate (and succeed) in VET.
Prospective students need access to information to make choices about the RTO and the training product that is right for them. This requires RTOs to ensure all information provided to prospective students (e.g. through their website, brochures, advertisements, social media, etc.) is current, accurate and sufficiently detailed. RTOs must take care that any information does not inadvertently mislead students, for example as to the requirements of the training product or the outcomes they can expect from completing the training.
RTOs must have mechanisms for advising students including prospective students, on whether a training product is suitable for them (based on their learning needs and circumstances, and existing skills and competencies) prior to their enrolment in the training product. RTOs can do this in different ways – for example, by providing information on any course requirements and requiring prospective students to confirm they understand and meet these as part of the pre-enrolment process.
Students have different learning needs and styles, and their differing abilities and circumstances may impact on their learning. It is important that RTOs identify where additional support may be required and provide students with access to training support services. This will differ based on the context but may include one-to-one time with trainers and assessors, timely responses to queries, supplementary learning resources, or adjustments to the pace of training and timing of assessment.
RTOs have obligations under the Disability Standards for Education 2005 to ensure that students with disability can access and participate in training on the same basis as students without disability. As part of this, RTOs are required to engage with students to support them to disclose their disability (if they wish) and make reasonable adjustments to enable them to equitably participate in training and assessment.
By supporting students from all cultures, backgrounds and abilities to participate in VET, RTOs can increase levels of participation and attainment and contribute to Australia’s strong labour market outcomes.
Everyone should feel welcome, safe and supported to participate in VET. To enable this, RTOs are expected to create a safe learning environment that is inclusive for all. RTOs are also expected to direct particular attention to delivering services in a manner that respects and acknowledges the unique cultural identities, values, and practices of First Nations peoples. A focus on cultural safety aims to create an environment where First Nations peoples feel understood, respected, and valued, which helps to build trust and engagement. This approach addresses power imbalances and systemic barriers, promoting equity and accessibility in VET.
While many factors affecting student wellbeing will be outside of the RTO’s control, it is important that RTOs have strategies to support student wellbeing. RTOs can do this in many different ways, as suited to their delivery context and needs of their student cohort. For example, by identifying wellbeing needs prior to enrolment, being sensitive to the challenges that may be associated with certain industries or work placements, offering flexibility or support to students who are going through a difficult time, fostering an environment where students feel safe to ask for help, or providing students with information about what they can do if they are experiencing difficulties. By supporting students to prioritise their wellbeing. This not only improves individual student outcomes (and retention rates) but also contributes to a positive RTO reputation.
RTOs are responsible for ensuring they have effective complaints management systems to enable students, staff and others to provide feedback and make complaints.
It is recognised that errors and mistakes occur within all RTOs. An effective complaints management system will help to fix problems before they escalate, better understand student cohorts and other stakeholders, provide an opportunity to improve student satisfaction and produce data and insights that help RTOs continuously improve.
Appeals mechanisms should also be available where the decision of an RTO or a third party may adversely impact the student.
Enrolment and assessment decisions, in particular, can have a significant impact on students. It is important that students have avenues to appeal such decisions and that the processes that support appeal are fair and timely. Where appeals are managed internally within the RTO, this should be undertaken at no cost to the student. The RTO should also ensure that the student is able to access a review by an independent party at no or low cost to them. Robust appeals processes give students confidence in appeal outcomes and help maintain the integrity of the VET sector.
