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Checklists

Checklists can be designed for almost any purpose and are effective tools for recording assessment judgements.

State-based Funding

Funding is available from State and Territory governments to approved RTOs for delivery of VET.

Research Organisations

There are key organisations that research activity within, and about, education and VET in Australia.

Student Files

RTOs must collect and keep information on their students’ learning activities. Considerations include the creation, maintenance, storage and access requirements associated with those files.

Unique Student Identifier (USI)

Students undertaking nationally recognised training must have a USI in order to receive their qualification or Statement of Attainment, and RTOs must meet the requirements of the USI scheme.

Sales and Marketing

RTOs must balance their sales and growth needs with specific requirements and allowable practices related to the marketing of their training products and services.

Continuous Improvement

RTOs should have a system for how they will pinpoint and action opportunities for continuous improvement of their operations.

VET Acronyms

The VET sector makes use of myriad acronyms to refer to specific terms and components of the system; find them here.

Complaints and Appeals

All RTOs should have a policy and procedures in place for how they will deal with complaints and/or appeals of results.

Queensland Schools

This page specifically applies to schools in Queensland who are school RTOs in their own right or to those RTOs who deliver VET in Queensland Schools.

Australian Qualifications Framework (AQF)

The AQF applies in all states and territories and describes the standards for regulated Australian qualifications delivered through schools, higher education institutions and RTOs.

Third Party and Partnership Arrangements

RTOs are responsible for all services delivered on their behalf, therefore should have written third-party or partnership agreements in place to monitor all parties’ compliance with the Standards.

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