Standard
The learning environment promotes and supports the diversity of VET students.
Performance Indicator
The RTO demonstrates:
(a) it fosters a safe and inclusive learning environment for VET students
(b) it fosters a culturally safe learning environment for First Nations people.
Intent of Standard 2.5
RTOs are expected to create a safe and inclusive environment for all students. This includes ensuring the learning environment is free from racism, discrimination or any other form of harassment, but it also goes beyond this. RTOs need to actively consider how their recruitment policies, training environment, activities and materials, assessment processes and wellbeing support services are accessible and inclusive for all. This includes, for example, young people, people from culturally and linguistically diverse background, people of different genders, people from diverse socio-economic backgrounds, neurodivergent people, and people who may identify as LGBTIQ+.
While RTOs are expected to create a safe and inclusive environment for all, it is also expected that particular attention be given to ensuring that the learning environment is culturally safe for First Nations people. This recognises the need for affirmative measures to support First Nations people to enrol, participate in and complete training and is about:
- acknowledging the unique experience of First Nations people in Australia
- recognising that First Nations peoples do not always have the same level of access to VET as non-Indigenous Australians, nor the same positive experiences
- actively addressing unconscious bias, racism and discrimination, and supporting self-determination for First Nations people.
This standard applies to all RTOs, even if there are no students who have identified as First Nations.
Cultural safety is about creating an environment that is safe for First Nations people. This means there is no challenge or denial of their identity and experience. A culturally safe learning environment has benefits for all students and staff alike. It creates a positive setting where people are respected and feel comfortable being themselves.
Steps RTOs can take towards this may include engaging with local First Nations groups and communities to help identify ways they can improve, engaging staff or industry experts from First Nations communities to deliver or review training and assessment, ensuring all staff are culturally competent, and revising learning materials and activities to ensure these are culturally safe and trauma aware.
By taking action to increase participation in VET from under-represented groups (including people with disability and First Nations people), RTOs can set themselves apart as exemplars and open themselves up to a broader student market.
RTOs should have mechanisms in place to measure and review how their learning environment promotes and supports diversity and to identify opportunities to continuously improve.
Related Standards
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