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How to start an RTO

Changes to Register An RTO in 2018 – Part 5

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Become an RTO – Changes to register an RTO in 2018 – Part 5 of 6 (This is the 5th phase in the student’s journey).

RTO Audits - RTO consultants are fully qualified auditorsBecome an RTO – If you are considering applying to become an RTO there are a whole host of things you need to understand before you can make an informed decision about moving forward with your idea. IMPACT Workforce Training Group like to ur on the side of caution, particularly now The Regulator has made significant changes to the application process, (1st May 2018), which in our opinion, are game changes. The impact this will have on those wishing to become an RTO maybe far more thought provoking than you had originally considered. So, we have provided you with a glimpse of what you could expect in the form of a series of blogs that will take you through the phases.

This will be a road map, it will allow you to understand how robust the process to become an RTO is, and what you really need to have in place to ensure you will be approved at audit. This is part 5 of a 6 part update.

Last week we looked at Training and Assessment  – The 4th phase in the students journey.

This week we will look at Conclusion – The 5th phase in the student journey

CONCLUSION

This area focuses on ensuring certification is only issued to students who have completed all assessment requirements. Certification documentation must be issued in a timely manner and must be in a format prescribed by the standards.

In this phase we ask you to review your statement of attainment templates, as well as your proceses for issuing secure certification and a method to ensure defraud. System is in place.

Please consider and ask yourself these questions:

 

Yes No N/A
1.     Does your certification documentation include the name of the organisation, space for the RTO code and the NRT logo    
2.     Does your certification documentation use the NRT logo only in accordance with Schedule 4 of these standards    
3.     Do your Qualification testamurs include the code and title of any qualification      
4.     Your Qualification testamurs include (where applicable):

·            if required by a state/territory training authority, the relevant state/territory training authority logo the industry descriptor

·            the occupational or functional stream (in brackets)

·            if delivered through an apprenticeship program, the words ‘achieved through Australian Apprenticeship arrangements’

·            if training and assessment has been delivered in a language other than English, the words, ‘these units / modules have been delivered and assessed in [language]’

followed by a list of the relevant units/modules.

     
5.     Do your Statements of attainment include the code and title of all units/modules that have been completed      
6.     Do your Statements of attainment include a space for the authorised signatory      
7.     Do your Statements of attainment include the organisation’s seal, watermark or corporate identifier      
8.     Do your Statements of attainment include, where applicable:

·            if required by a state/territory training authority, the relevant state/territory training authority logo if the statement of attainment relates to part of an incomplete

qualification, rather than a standalone unit, the words ‘these competencies form part of [code and title of qualification(s)/course(s)]’

·            the words, ‘these competencies were attained in completion of [code] course in [full title]’

·            if training and assessment has been delivered in a language other than English, the words, ‘these units / modules have been delivered and assessed in [language]’ followed by a list of the relevant units/modules.

     
9.     Do your certification templates only refer to the unique student identifier (USI) in accordance with the Student Identifiers Act 2014.      
10.  Does your organisation has a system place to ensure all AQF Certification records will be registered and maintained for 30 years.      
11.  How long will the student have to wait before they receive their qualification or statement of attainment?      
12.  What is your systematic process from successful completion by a learner to their receipt of the certificate. Eg who is initially informed of successful completion, who will register the successful completion, who will print the certificate,  to the final sign off. (Axcerlerate)      
13.  Please read and understand the Student Identifiers Act 2014      
14.  Please read and understand the requirements for all certificate templates here: https://www.asqa.gov.au/news-publications/publications/fact-sheets/sample-aqf-documentation

 

     

We are more than happy to assist you!

www.impacworkforce.com.au

1330 933 037

Changes To Register An RTO in 2018 – Part 4

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Become an RTO – Changes to register an RTO in 2018 – Part 4 of 6 (This is the 4th phase in the student’s journey).

Setup an RTO

Training and Assessment

 

Become an RTO – If you are considering applying to become an RTO there are a whole host of things you need to understand before you can make an informed decision about moving forward with your idea. IMPACT Workforce Training Group like to ur on the side of caution, particularly now The Regulator has made significant changes to the application process, (presented on the 1st May 2018 but take effect 1st July 2018), which in our opinion, are game changes. The impact this will have on those wishing to become an RTO maybe far more thought provoking than you had originally considered. So, we have provided you with a glimpse of what you could expect in the form of a series of blogs that will take you through the phases.

This will be a road map, it will allow you to understand how robust the process to become an RTO is, and what you really need to have in place to ensure you will be approved at audit. This is part 4 of a 6 part update.

Last week we looked at Support & Progression – The 3rd phase in the students journey.

This week we will look at Training & Assessment – The 4th phase in the student journey.

TRAINING & ASSESSMENT

This area focuses on having training and assessment strategies in place, that include the amount of training to be provided for each training product you intend to deliver ensuring it is sufficient for the intended student cohort.

Training and assessment strategies (TAS) are your individual Business Plan/Road Map for the WHO, WHAT, WHERE, WHEN, HOW & WHY of how you plan to deliver and assess each program you intend to place on scope.

This area also focuses on your venue, facilities, resources and training staff. The expectation is that you will be ready to operate as a training provider on your very first contact with ASQA – on submit of your initial application.

Please consider and ask yourself these questions:

  1. Have you developed a training and assessment strategy (TAS) for all programs you intend to place on scope?
  2. Can you show evidence to support you have a market for your intended services?
  3. Can you show evidence you have consulted with industry to develop your TAS?
  4. Have you considered a holistic approach for the delivery of training, taking into consideration the differing skill levels you may have in your learner cohort? Eg basic, intermediate, advanced.
  5. Have you checked the nominal hours for each training product is consistent with the nationally agreed hours eg dtwd.wa.gov.au
  6. Have you considered all pre-requisites or entry requirements for each program Eg some UOC/Qualifications suggest there are no pre-requisites; be aware that whilst the training package may suggest such, consider everything: For example HLTAID003 suggests there are no pre-requisites, which is correct, however in order for a learner to enroll your entry requirements might well look something like this:  a.Learners will be required to provide their Learner Identifier number prior to the commencement of the course (usi.gov.au to register). b.Learners will be required to show a photo id on the day of course commencement. c. Learners will require sufficient language and literacy skills to write a report of an incident. d.Learners must have the necessary health and fitness to carry out the assessment requirements which are to; complete continuous 2 minutes of CPR on an adult manikin kneeling on the floor and 2 minutes of continuous CPR on an infant manikin. (Some learners may find the physical aspects of this training strenuous and will be asked to discuss any injuries or physical limitations, with the RTO staff prior to enrolment). e. Learners MUST complete pre-course reading and an online theory learning and assessment module (via an online portal) prior to attendance of the classroom phase of the course. (This is a mandatory requirement). f. Learners are required to wear comfortable and loose-fitting attire including; enclosed flat shoes, slacks and loose fitting shirt/t-shirt for both males and females.    
  1.  What will be your review process for the review and update of your training and assessment strategies? How will you do it, who will be involved, how often and what will be the process?
Register an RTO

Review your RTO requirements

  1. How will you gain information and feedback from industry on how you plan to run your programs?
  2. Can you provide feedback from a range of industry representatives and show how this has been incorporated into the development of your training and assessment strategies
  3. Does any Industry feedback confirm that training and assessment strategies and intended practices are relevant to current and (where possible) future industry needs.
  4. When you develop and review your TAS it may include, but not limited to, the following:
  • Current units/Qualifications -should include both core and electives
  • Pre-requite or entry requirements
  • Sequencing of delivery and assessment
  • Amount of training
  • Modes of delivery – variables for differing learner cohorts
  • Venue and address of training and assessment
  • Work placement if relevant
  • Target market
  • Rational
  • How assessment will be conducted, including assessment during work placement
  • Timing of assessment
  • Assessment resources – learning – human – physical
  • Possible pathways
  • Training package version and release date
  • Unit/Qualification descriptor
  • Dress code
  • RPL
  • Course outline
  • Assessment and evidence gathering techniques
  • Assessment details and processes
  • Assessment tools and resources
  • Assessment rules and appeal process
  • Reasonable adjustment methods
  • Training and assessment staff
  • Information provided to the leaner prior to course commencement
  • Certification
  • Feedback
  • Validation
  • Industry consultation
  • Infrastructure requirements

12. Have you unpacked the training package assessment requirements and met the requirements of the entire training product. On audit; we find,       and  ASQA would attest to this, 85% of assessment instruments do not meet audit or training package requirements, so this is a key area to focus on.

13. Have you contextualised the learning resources for each client cohort?

14. Have you considered resources and support systems for learners who are undertaking distance or online training?

15. If you plan to conduct training and assessment at a specific employer’s premises, is this recorded in a contractual agreement with the employer?

16. If you plan to conduct training in a venue other than your own, do you have written consent or a lease to confirm?

17. Have you obtained necessary council approval (if appropriate) for all premises to be used as educational facilities?

18. Is the venue large enough to support the amount of learners you will accommodate in training?

19. Have you considered that all assessments conducted in a simulated environment replicates the workplace and meets the training package requirements.

20. Do you have sufficient staff, who are qualified in the most current Certificate IV in Training and Assessment (TAE40116 or upgrade by April 2019) and hold the relevant (or higher) qualifications/UOC they will deliver against.

21. Have you confirmed access to sufficient educational and support services to cover the amount of learners?

22. Is there a requirement to undertake work placement or workplace supervision, if so is there  how will you accommodate this process? How will you determine sufficient and appropriately skilled staff are available at the workplace venue to supervise, train and if necessary provide assessment advice for the number and type of learners?

23. Have you unpacked the training package to ensure you have all the relevant resources required to deliver and assess the product eg working at heights would require the use of an elevated platform.

This gives you an idea.

I think that’s a lot to consider for Part 4. More next week.

Call us now to assist you to Become an RTO on 1300 933 037

We would love to help! www.impactworkforce.com.au

 

Changes To Register An RTO in 2018 – Part 3

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Becoem an RTO

The 3rd phase of the students journey

Become an RTO – Changes to register an RTO in 2018 – Part 3 of 6 (This is the 3rd phase in the student’s journey).

Become an RTO – If you are considering applying to become an RTO there are a whole host of things you need to understand before you can make an informed decision about moving forward with your idea. IMPACT Workforce Training Group like to ur on the side of caution, particularly now The Regulator has made significant changes to the application process, (1st May 2018), which in our opinion, are game changes. The impact this will have on those wishing to become an RTO maybe far more thought provoking than you had originally considered. So, we have provided you with a glimpse of what you could expect in the form of a series of blogs that will take you through the phases.

This will be a road map, it will allow you to understand how robust the process to become an RTO is, and what you really need to have in place to ensure you will be approved at audit. This is part 3 of a 6 part update.

Last week we looked at Enrolment  – The 2nd phase in the students journey.

This week we will look at Support and Progression – The 3rd phase in the student journey

SUPPORT & PROGRESSION

This area focuses on how you will support student’s progression in their learning by supporting students, keeping students informed and managing complaints and appeals.

  • You will need to provide details of the staff members that will provide support services within your proposed RTO.
  • You will also need to provide details of any external organisations that you may have engaged or will engage to provide support services.
  • You must be able to demonstrate you have training and assessment strategies and resources in place to identify any support needs and have the arrangements and capacity to make this support available to learners.
  • Your complaints and appeals policy and processes responds to allegations involving the conduct of The RTO, its trainers, assessors or other staff, a 3rd party or another learner
  • Your complaints policy is publicly available

Support needs may include, LLN support, disability or physical concerns, cultural, socioeconomic, family issues, limitations on access to resources.

LLN support may include, assistive technology, extra tutorials or teaching support, access to resources owned by the organisation, such as computers or wi-fi, counsellors/mediation services.

Please consider and ask yourself these questions:

  1. How will you notify the student of any agreed services that may change? Eg change to an existing 3rd party, how will you notify the student and by what means?
  1. How will you record, acknowledge and deal with complaints and appeals? How will you ensure they are dealt with efficiently and effectively?
  1. What is your appeals policy to manage requests for a review of decisions including assessment decisions?
  1. Do you have an already developed; Complaints Policy, Complaints Form, Complaints Register?
  1. What processes are in place to identify individual students support needs?
  1. How will you identify student support needs at the time of enrolment? What documents, methodologies, processes will you use?
  1. How will you continue to identify student needs as the learner progresses through the training process?
  1. Who will be responsible within the RTO as an internal point of contact for student support? What is their position in the company and what will their support role be eg providing counselling etc
  1. What relationships with to external support services have been established/will be established (where the organisation is not equipped to provide that support)?
  1. What system is in place that provides staff with up-to-date and relevant links to internal and external support services.
  1. What support services are relevant to the student cohort and are accessible for all modes of delivery offered
  1. What sort of support services have been identified as needed by the students in your intended enrolment cohort?
  1. How have support services, including external support services, been identified and sourced to support those needs?
  1. What information about support services have you provided in your Training and Assessment Strategy?
  1. How will you contextualize your training and assessment resources to accommodate for individual support needs or your learners?
  1. What are your timelines to conclude a complaint within the RTO?
  1. Do you have a separate Complaints and Appeals process or are both combined into one?

Part 3 complete.

More next week.

Call us now to assist you to Become an RTO on 1300 933 037

We would love to help! www.impactworkforce.com.au

 

Changes to Register An RTO in 2018 – Part 2

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RTO Enrolment

RTO Enrolment

 

Become an RTO – Changes to register an RTO in 2018 – Part 2 of 6 (This is the 2nd phase in the student’s journey).

Become an RTO – If you are considering applying to become an RTO there are a whole host of things you need to understand before you can make an informed decision about moving forward with your idea. IMPACT Workforce Training Group like to ur on the side of caution, particularly now The Regulator has made significant changes to the application process, (1st May 2018), which in our opinion, are game changes. The impact this will have on those wishing to become an RTO maybe far more thought provoking than you had originally considered. So, we have provided you with a glimpse of what you could expect in the form of a series of blogs that will take you through the phases.

This will be a road map, it will allow you to understand how robust the process to become an RTO is, and what you really need to have in place to ensure you will be approved at audit. This is part 2 of a 6 part update.

Last week we looked at Marketing and Recruitment – The first phase in the students journey.

This week we will look at Enrolment – The second phase in the student journey

ENROLMENT

As part of the enrolment process RTOs are responsible for informing and protecting students, protecting pre-paid fees by students, and providing credit for prior studies. It ensures  accurate advice is provided about a course to ensure it meets the needs before enrolment; that the student can understand all details associated with the course, their rights and obligations to make a more informed decision prior to enrolment.

We ask you to consider and ask yourself the following questions:

  1. Does your pre-enrolment information or enrolment agreement include the code, title and currency of the training product the student is or may be enrolled in as set out on training.gov.au?
  2. Does your pre-enrolment information include the expected duration time? (in all modes of delivery)
  3. Does your pre-enrolment information state all training and assessment locations? (all venues and delivery sites)
  4. Does your pre-enrolment information state all the delivery modes (a mix of delivery modes is required to accommodate for differing learner cohorts and experience levels)
  5. Does your pre-enrolment information state all work placement arrangements?
  6. Does your pre-enrolment information include information about any third-party arrangements for the delivery of the training and assessment and the contact details for the third parties. (only required if a 3rd party is utilized – Should you use a 3rd party to deliver your services, a robust 3rd party agreement should be developed and included on all enrolment information).
  7. Does your pre-enrolment information include information about educational and support services available to students: Considerations should include, developing an LLN Checklist/Test, Student Handbook, Support Services Policy, Code of Practice?
  8. Does your pre-enrolment information include information on potential implications for students accessing training subsidies or entitlement programs?
  9. Does your pre-enrolment information clearly state the organisation’s responsibilities to the students, including that the training organisation must; provide quality training and assessment, comply with the Standards for RTOs 2015, issue AQF certification?
  10. Does your pre-enrolment information include information on the rights of students, including; a complaints and appeals process, requiring a Complaints and Appeals Policy, Complaints and Appeals Register, Complaints and Appeals Form, a Complaints & Appeals Flowchart may be developed as an easy overview to educate your proposed staff on the process. Your Code of Practice should include this information, your Complaints & Appeals Policy should be placed on your website.
  11. Inability to deliver services – What happens if your organisation or a third party is unable to deliver the training and assessment? (What is your mechanism to safeguard this option?, what is your proposed RTO policy on your training and service guarantee, should a 3rd party not fulfill the service, the RTO closes or the RTO ownership changes hands?). Develop a Training Guarantee Policy, which should also be addressed, in part, in your Code of Practice
  12. Resources and Work placements – The pre-enrolment information or enrolment agreement includes information on resources and work placements including; anything a student needs to enrol in and complete the training and assessment (such as resources they will need to supply eg PPE, notepads, pens), whether students are required to source their own work placements (make it clear if work placements are required and who is responsible for sourcing, a comprehensive 3rd party/workplace supervisor agreement should be developed if this option is required).
  13. Does your organisation have a process for assessing whether each training product is appropriate for potential students. This includes if the mode of delivery is suitable for the students needs, if the level of the training product is appropriate for the students existing skills and abilities (Basic, intermediate or advanced skill level should be considered).
  14. Fees and refunds should address – all relevant fees a student will need to pay over the term of their enrolment, payment plan options, payment terms and conditions, including deposits and timeframes for payment (an RTO upfront learner fee threshold is $1,500, total fees can be taken but measures need to be in place for protection of fees. Payment plans may be considered as another option in this area).
  15. Refund terms and conditions, including if the student initiates the termination of enrolment, or the RTO is unable to provide the agreed services (Development of a refund policy including under what circumstances substantiate a refund and how administratively this will be affected).
  16. Learners’ rights as consumers including cooling-off periods. (A cooling off clause should be evident in your Learner Rights Policy).
  17. Fee and refund information considerations – What will your refund policy look like, what fees will be paid upfront, what happens on a cancellation of a course, what is the mechanism should a student be unable to complete a course due date, what circumstances will you consider a refund will be granted?
  18. Credit Transfer – who will authenticate AQF certification documentation from another RTO? What information will be presented to learners on this subject and what documents will it be included in? – eg Code of Practice, Enrolment Agreement)

Part 2 complete.

More next week.

Call us now to assist you to Become an RTO on 1300 933 037

We would love to help! www.impactworkforce.com.au

 

Changes To Register an RTO in 2018 – Part 1

By | Become an RTO, How to become an RTO, How to start an RTO, Register an RTO, RTO Business Planning, RTO Compliance, RTO Consulting, RTO set up | No Comments

Changes to register an RTO in 2018- Part 1  If you are considering applying to become an RTO there are a whole host of things you need to understand before you can make an informed decision about moving forward with your idea. IMPACT Workforce Training Group like to ur on the side of caution, particularly now The Regulator has made significant changes to the application process, (1st May 2018), which in our opinion, are game changes. The impact this will have on those wishing to become an RTO maybe far more thought provoking than you had originally considered. So, we have provided you with a glimpse of what you could expect in the form of a series of blogs that will take you through the phases.

This will be a road map, it will allow you to understand how robust the process to become an RTO is, and what you really need to have in place to ensure you will be approved at audit.

It will allow you to:

  1. review  your organisation’s systems and processes against key requirements of the Standards for Registered Training Organisations (RTOs) 2015 (the Standards) relating to, each of the five phases of the student journey (marketing and recruitment; enrolment; support and progression; training and assessment; and completion), regulatory compliance and governance
  2. ensure you are prepared to deliver quality training and assessment
  3. provide evidence and information that ASQA will use to assess your

Phase 1 – Why Do You Want To Become An RTO? 

  1. Why did you decide to apply for RTO registration?
  2. How will you determine the type of clients to be targeted (e.g. existing workers, general public) and the delivery mode (e.g. face to face, online)?
  3. What relevant vocational education and/or industry experience do the managerial staff and executive officers of the organisation hold?

Phase 2 – Marketing & Recruitment (This is known as the 1st phase of the students journey)

We will now start to look at the 1st phase of the student journey

Marketing and Recruitment is known as the 1st phase of the student journey. This area focuses on a student’s experience of marketing and recruitment into the courses and programs you will offer. RTOs are responsible for providing accurate and accessible information to prospective and current students about RTO services and performance. This includes when these are published or distributed by third parties, such as educational agents or trainers and assessors who work on your organisation’s behalf.

 In this part you should review your proposed organisation’s marketing and advertising materials, and the processes that you have in place to ensure your marketing and advertising materials are appropriate and the student has been informed via clear, accurate and readily accessible information to allow them to make informed choices about the training that may best suit their needs.

Here are some considerations and questions to ask yourself on the 1st phase of the student journey (Marketing & Recruitment)

  1. Does your marketing material accurately represent the organisation and the services provided to all students? (eg Website, Social Media, Your Student Information & Enrolment Form, Flyers, Brochures).
  2. Does your marketing material identify a space where the RTO code will be inserted if registration is granted? (eg already developed student information and enrolment forms, brochures, flyers, website).
  3. All marketing material only includes testimonials, photos and references to other organisations or people if their consent has been recorded. (eg consent forms from people whose image you may use in the brochures, social media and flyers you have developed) (Do you have a consent form???)
  4. Does all your marketing material only use the Nationally Recognised Training (NRT) logo in accordance with Schedule 4 of the Standards for RTOs 2015. (eg this logo is restricted in its usage therefore this must be demonstrated that it will be used correctly, where, how and when, possibly in a sample marketing plan and a specific policy for NRT usage). You will also be required to read schedule 4 to become familiar with the requirements.
  5. Does all your marketing material clearly identify all third parties used by the organisation and their role (i.e. if the third party is used for recruitment, training and assessment, and so on – If you plan to use a 3rd party you must show evidence that you have developed a comprehensive 3rd party agreement.
  6. Does all your marketing material make it clear where training and assessment is being delivered on your behalf (eg should you be using a 3rd party to deliver your services this is noted in your marketing material ie flyers, website, student information brochures).
  7. Does all your marketing material only advertise current training products with the correct title and code as published on training.gov.au? (points to note: who will be responsible for checking and reviewing the currency of the units of competence?, what is the process method should changes in the training package occur?, Who will be informed and how? )
  8. Your marketing material should not guarantee:· a licensing outcome, unless this outcome has been confirmed as appropriate by relevant industry regulators in the jurisdiction, an employment outcome, successful completion of the training product. A ‘Guarantee Policy’  should be developed to accommodate for this area, A Policy and Procedures Manual, Code of Conduct and Training & Assessment Strategy and possible Student Handbook, Information Brochure should be developed and highlighted in these pieces of documentation.
  9. All your marketing material includes details of any government or financial support arrangements the student will be required to access during enrolment. (eg flyers and brochures, student information brochures should be developed to incorporate this information to ensure that the student has all the appropriate information prior to the course).
  10. Describe the review process you will have in place to ensure that any marketing, promotional or advertising material that your organisation will publish or distribute is current, factual and appropriate for your intended clients and how it will be managed? A Marketing Review Policy may need to be developed in your Policy and Procedure Manual. This should include the process used to monitor material published and distributed on your behalf by other organisations. Consider who will review, who will approve the material and how you will disseminate this information to your team. Consider when changes are made to your Training and Assessment Strategy how does that feed back into the marketing materials and vice versa?
  11. What staff member will be responsible for checking the accuracy and currency of information before it is published?
  12. Who will be responsible for approving all new materials and promotional materials?
  13. Have you considered a marketing materials register, that will show all approvals and changes made?
  14. What form of method do you use to collect data, information and feedback from clients/students to say they have/will receive the services you will / have provided?
  15. Develop and review a course evaluation form/Stakeholder evaluation form
  16. Permission slips/consent forms may need to be developed to show evidence should you use a name, company or person on your website or flyer. (Testimonials must show evidence of permission)

That completes Part 1

More next week

 

Increased Scrutiny To Register an RTO in 2018

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Increased scrutiny to register an RTO in 2018 – Become an RTO in 2018

WEF 1 May 2018 ASQA presented changes that will affect all individuals looking to register a new RTO.

Register an RTO in 2018

Become an RTO in 2018

ASQA is increasing scrutiny on new applications for registration from 1 July 2018.

Vocational education and training (VET) and the education of overseas students make a significant contribution to Australia’s economy. More than four million people undertake VET in Australia each year and the quality of the training sector has a direct impact on students, the workforce and the Australian community.

ASQA’s aim as the national VET regulator is for providers to deliver high-quality training and assessment so that all VET students can receive the training experiences they expect and deserve.

ASQA also seeks to support good-quality training providers through protecting the integrity and reputation of the training sector. This includes requiring all applicants to meet stringent requirements to enter the market.
To further protect the quality and reputation of the VET and international education sectors, from 1 July 2018, ASQA will apply even greater scrutiny to all applications to establish new training providers.

Why is ASQA changing its approach to initial registration applications?

ASQA’s 2017-18 Regulatory Strategy identified the implementation of stronger controls on new training providers entering the market as a key priority.
On average, ASQA rejects around one in four applications for initial registration. ASQA receives approximately 500 applications for initial registration each year and spends a considerable proportion of its regulatory resources on these applications. However, many of these applications are submitted by organisations without the educational capacity or the financial resources to deliver quality training.

What will this mean to you?

The changes to the application and assessment process for initial registration will help people considering entering the VET and/or international education training market determine if they have the resources and skills needed to seek initial registration.

Any new applications wef 1 July 2018 will now:

  1. be required to submit more extensive financial viability data and provide greater disclosure on the backgrounds of people associated with the organisation
  2. need to complete a comprehensive self-assessment to ensure that they are ready to deliver training (over 40 pages worth)
  3. no longer have an opportunity to correct non-compliance prior to a decision being made on the application, but will be provided with a reconsideration process (for an additional fee!)
  4. The client must be prepared to deliver quality training and assessment on their first interaction with ASQA, which means more preparation time with a strong focus on consultancy to ensure there is a genuine intent and/or capacity to provide quality training.
  5. generally be registered for a two-year period.

Applicants who successfully achieve registration will also be subject to additional scrutiny during the first two years where they apply to add new training products to their scope of registration.

Our response to the changes:

Shock & Hallelujah all at the same time.  Due diligence is key. If I could tell you the amount of calls we get from individuals who do not even know what a training package is…………wanting to establish an RTO, this speaks volumes. But they move ahead with their applications non-the-less by contracting other firms who may not provide the appropriate representation, or screening process……..This never ends well!

These changes pose a radical move, which some say does not meet national or international audit models…….which it doesn’t. But a line has been drawn in the sand of which we have been assured anyone who has a genuine intent and/or capacity to provide quality training will be given every opportunity.

This will change the state of play of applications; those considering becoming an RTO, should in every opportunity engage a consultant with a soldi background in this industry to ensure every layer is accounted for and covered……..also to ensure only genuine providers enter the market.

Its a good move, it will stop innocuous applications and individuals looking at making money over delivering quality training, which is what the national framework is built to do, provide a quality product for our learners.

Final words: Please educate yourself on the new changes and ensure you engage appropriate individuals with the background to guide you through the registration process to become an RTO. We are always happy to assist in all aspects of becoming and developing an RTO.

Reference: ASQA’s 2017-18 Regulatory Strategy

Considerations for setting up an RTO

By | Become an RTO, How to become an RTO, How to start an RTO, Register an RTO | No Comments

Considerations for setting up an RTO are vast, so in an attempt to shed some light onto an area that most do not realise is both robust and comprehensive, let me take you down a path of understanding. In the coming weeks we will go through each item on the’ list of considerations‘ to discuss each segment in detail, but for now we will provide a general look at what you may need to consider before taking the next step.

List of considerations:

Become an RTO

Considerations for setting up of an RTO

  1. Development of a comprehensive Business Plan
  2. Development of a viable Financial Plan
  3. Training and Assessment Resources
  4. Competent Staff
  5. Management and Operations
  6. IT Requirements
  7. Facilities and Infrastructure
  8. VET Sector knowledge
  9. Industry skills and knowledge

We can provide you with a business plan template to get you started. Simply contact us and request an RTO Business Plan. Call us on 1300 933 037 or visit our website today. http://www.impactworkforce.com.au/home