Teaching, training and assessment resources > Regulation


Resources on this page are a mix of free and for purchase and are categorised as 'research' or 'focus on practice'. All resources listed are Australian in origin unless otherwise labelled.


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What's new in Regulation


VET Quality Framework

  • The VET Quality Framework is aimed at achieving greater national consistency in the way RTOs are registered and monitored and in how standards in the VET sector are enforced.
    • Australian Qualifications Framework
      The AQF is the national policy for regulated qualifications in the Australian education and training system as agreed by the Commonwealth, state and territory ministers. It underpins the national system of qualifications in Australia encompassing higher education, vocational education and training (VET) and schools.
      The AQF is currently undergoing a review. More information can be found in VOCEDplus within the Australian Qualifications Framework collection.
    • Standards for Registered Training Organisations (RTOs) 2015
      • The role of the Standards is to ensure quality and consistency with the vocational training and education system. They form part of the VET Quality Framework and should be read in conjunction with:
        • Standards for Training Packages
        • Standards for VET Accredited Courses
        • Standards for VET Regulators
      • 'The purpose of these Standards is to:
        • set out the requirements that an organisation must meet in order to be an RTO;
        • ensure that training products delivered by RTOs meet the requirements of training packages or VET accredited courses, and have integrity for employment and further study; and
        • ensure RTOs operate ethically with due consideration of learners' and enterprises' needs.' (Standards for Registered Training Organisations (RTOs) 2015, p. 5)
      • Revising the Standards for RTOS
        (Source: Department of Employment and Workplace Relations)
        The Standards are currently being revised with the aim of providing greater clarity for RTOs and regulators, strengthening the focus on quality outcomes for learners and employers, and allowing for more flexibility and innovation in training delivery. The draft revised Standards were released for public consultation on 2 November 2022 by the Department of Employment and Workplace Relations (DEWR). All providers and stakeholders were encouraged to participate in the consultation process to ensure the draft revised RTO Standards are fit-for-purpose and effective in meeting the needs of the VET sector. Public consultation on the draft Standards for RTOs concluded on 31 January 2023. The draft Standards are currently being further refined based on the feedback received from the sector.

Standards for Training Packages

  • Training packages define the competencies required by different occupations and industries and describe how these competencies may be packaged into nationally recognised and portable qualifications that comply with the Australian Qualifications Framework. They are a key component of delivering structured, accredited training.
  • The 'Training package organising framework' is a set of rules owned by Skills Ministers which include content and process requirements that guide the development and content of nationally recognised training packages. It is comprised of the following policies: (1) Standards for training packages; (2) Training package products policy; and (3) Training package products development and endorsement process policy. The framework was updated in November 2022 in preparation for the implementation of new industry engagement arrangements from January 2023.
    • Training package products policy 
      This policy outlines the design rules that training package developers must adhere to when developing (or modifying) a training package product.
    • Standards for training packages 
      The purpose of this document is to ensure training packages are of high quality and meet the workforce development needs of industry, enterprises and individuals.
    • Training package products development and endorsement process policy 
      This document sets out the pathways and processes for training package development and identifies specific roles and accountabilities for relevant stakeholders. It also sets out where the full development and endorsement process applies, and when and how minor changes can be made to existing training packages.

Standards for VET Accredited Courses 2021 [Standards 2012 repealed]

  • The Standards for VET Accredited Courses 2021 repeal the Standards for VET Accredited Courses 2012 and remake the Standards to align with the framework and principles set out in the Standards for Training Packages.
    • 'VET accredited courses are designed to address skill requirements for industry, education, legislative, enterprise or community needs, where these are not covered in nationally endorsed Training Packages. VET accredited courses also have the capacity to address changes in skill needs, and the needs of emerging industries, in a responsive manner'. (Standards for VET Accredited Courses 2021, p.5)
    • 'The purpose of these Standards is to ensure that, when making decisions to accredit a course, or cancel or renew accreditation of a course, the National VET Regulator must consider whether the course: meets industry, education, legislative, enterprise or community needs; provides appropriate competency outcomes and a satisfactory basis for assessment; meets national quality assurance requirements; and is aligned to the appropriate level of the Australian Qualifications Framework where it leads to a VET qualification'. (Standards for VET Accredited Courses 2021, p.5)

Standards for VET Regulators

  • 'The purpose of these Standards is to ensure:
    • the integrity of nationally recognised training by regulating RTOs and VET accredited courses using a risk-based approach that is consistent, effective, proportional, responsive and transparent;
    • consistency in the VET Regulator’s implementation and interpretation of the RTO Standards and Standards for VET Accredited Courses; and
    • the accountability and transparency of the VET Regulator in undertaking its regulatory functions.' (Standards for VET Regulators, p. 5)

National Code of Practice for Providers of Education and Training to Overseas Students 2018

  • 'Under the Education Services for Overseas Students Act 2000 (ESOS Act) the purpose of the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (the National Code 2018) is to set nationally consistent standards and procedures for registered providers and for persons who deliver education services on behalf of registered providers'.
  • 'The National Code supports the effective administration of the ESOS legislative framework by the Commonwealth and state and territory governments' (National Code of Practice for Providers of Education and Training to Overseas Students 2018, p. 4).

RTO guides

Free resources

VET regulator guides

Other resources

  • Australian Skills Quality Authority resources for providers
    Education resources, publications, Guidance for Providers, forms, videos, reports and more.
  • Australian Skills Quality Authority strategic review of online learning in the VET sector [2020-]
    A series of papers have been published as part of this review initiated by ASQA in 2020 - prompted by the significant number of providers who shifted their delivery online in response to the circumstances created by the coronavirus (COVID-19) pandemic.
    • ASQA Strategic Review of Online Learning final report
      This review of online learning in the VET sector was undertaken to address a regulatory risk identified in the ASQA's Regulatory Strategy 2020-22 and in the 2021-22 Regulatory Risk Priorities. The review found that whilst quality VET can be delivered online, taking into consideration the requirements of the training product, the student cohort, the skills of the trainer and assessor, and the tools, technologies, and processes for delivering online, the challenges, opportunities and risks vary depending on those factors. There is no single issue or feature that is an indicator of greater or lesser risk to quality.
  • Community Colleges Australia resources to support community education providers during the Coronavirus pandemic
  • Copyright and IP
    (Source: Western Australian Department of Training and Workforce Development)
    The Department provides support and advice on intellectual property and copyright for TAFE colleges and registered training organisations that deliver publicly funded training. It also offers workshops and training on how to manage IP issues and risks when using and creating training resources, recommended for lecturers, content writers or anyone dealing with IP.
  • Making sense of total VET activity: an initial market analysis [2016]
    (Source: NCVER)
    The National VET Provider Collection has expanded to include data that covers all Australian vocational education and training providers. The broader scope provides a more comprehensive picture of nationally accredited training across the VET sector. This paper explains the rationale for establishing a more comprehensive picture of Australia's VET system; it examines the outcomes of the first collection of total VET activity, analysing the completeness of 2014 training activity and highlighting the new information this broader collection brings. The paper goes on to explore whether there are any significant differences between the reported training activity of private and government-funded training  providers. It looks at whether government-funded providers (TAFEs) are delivering a different mix of courses compared with private providers, student enrolments, and how completions compare. It concludes with some future directions for an improved evidence base for VET policy.
  • NCVER survey - Employers' use and views of the VET system
    This survey collects information about employers' engagement and satisfaction with the VET system and the various ways employers use the VET system to meet their skill needs.
    Reporting tools, resources and support for registered training organisations.
  • Online learning good practice
    (Source: Tertiary Education Quality and Standards Agency)
    This resource has been collated by TEQSA to assist the sector's rapid transition to online learning during COVID-19. To date, the resources listed cover a range of topics related to online learning, from getting started and helping workforces to work online, to student experiences and assessment integrity.
  • Regulating and quality assuring VET: international developments [2015]
    (Source: NCVER)
    To reduce regulatory burden and build trust in the VET system, accreditation and registration systems are increasingly utilising principles of responsive regulation and risk analysis to help increase compliance. Approaches to the regulation of VET in selected overseas countries are investigated, and detailed systems of accreditation and registration used for approving providers to deliver training and issue nationally recognised qualifications have been identified.
  • Strategic review of online learning in the VET sector
    This strategic review will seek to understand the challenges that providers, employers and students experience in the adoption and provision of online learning in the VET sector.
    • Webinar on building e-learning capability
      (Source: ASQA, December 2020)
      In support of the review, ASQA ran a webinar and live forum on Monday 7 December 2020 to discuss the new online skill set, the challenges of training in COVID-19 and ideas for building e-learning capability. The review is part of ASQA's regulatory strategy 2020-22, which outlines its regulatory priorities for the next two years. The review's findings will inform the development of guidance and support ASQA can offer providers to promote quality outcomes in the VET sector and support self-assurance. It will also inform how ASQA engages with its broader stakeholders about online learning and its delivery in the VET sector.
    • Follow up discussion webinar
      (Source: ASQA, March 2021)
      This follow-up discussion webinar took place on Wednesday 3 March 2021 to respond to questions raised in our December Feedback Loop 1 webinar. The live question-and-answer format allowed panellists to discuss the new online skill set, the challenges of training in COVID-19 and ideas for building e-learning capability. The webinar featured a moderated panel made up of ASQA and industry representatives.
  • Toolkits for TVET providers [international]
    (Source: UNEVOC)
    This online platform provides TVET stakeholders and practitioners with information on, and access to, online, free-to-use toolkits. Multiple toolkits for TVET providers/practitioners have been, and continue to be, created. The purpose of this database is to bring the many and varied toolkits into one place and to provide a guide and resource for: (1) TVET practitioners seeking a ready-made guide or self-assessment tool on themes such as digitalization, greening and inclusion; and (2) researchers and policy makers seeking to design new organizational assessment tools for their TVET providers.
  • Top 10 common AVETMISS issues and how to resolve them [2022]
    (Source: Compliance and Quality Assurance)
    All RTOs must collect a range of data from their students and report all their delivery activity (known as Total VET activity) to the National Centre for Vocational Education Research (NCVER), at least annually. The Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) is a national data standard which ensures the consistency and accuracy of VET information. This resource outlines some of the most common AVETMISS issues one can experience and the methods to fix them one by one. More information can be found on NCVER's RTO Hub
  • VET Qualification Reform
    Building on their October 2022 agreement to reform the framework for VET qualifications, Skills Ministers have recommitted to substantial qualification reform. In response to stakeholder feedback, a time-limited tripartite Qualifications Reform Design Group (Design Group) has been established. Jobs and Skills Councils will provide expert advice to the Design Group on the proposed design and their application within their industries, before further work in 2024 to develop a change program for transitioning VET qualifications.
  • VET provider market structures: history, growth and change [2016]
    (Source: NCVER)
    This report considers the past and present structure of the Australian vocational education and training (VET) market. Increasing competition in the VET sector over the last two decades means it is timely to understand how the market structure has changed.

For purchase

These are examples only of commercial producers of resources. Inclusion on this list does not signify endorsement by NCVER.

Related VOCEDplus resources