Purchasing Vocational Education and Training

Completing due diligence

Completing due diligence for direct RTO delivery

When schools purchase direct RTO delivery, schools must choose a suitable RTO. A suitable RTO should offer, safe and high-quality training for their students.

Schools should work with their VET cluster when they purchase VET. VET clusters can help school to understand local options, plan provision and share information about the quality of providers.

Schools must do due diligence before signing a contract or agreement. Schools should think about the following points to confirm the RTO and delivery model are a good fit:

Registration and authority to deliver

Schools must check that:

• the RTO is registered with VRQA or ASQA
• the qualification and/or units of competency are on the RTO’s scope of registration.

Suitability for school students

Schools must check that the program and training are suitable for school-aged students and the student group, including that:

• the RTO has relevant experience, including a history of delivering the qualification to school students
• the RTO has learning resources tailored to school students
• the RTO has systems and resources to provide high-quality delivery
• the RTO’s courses meet the VCE VET program requirements and align with the student's goals around credit and scored assessment
• students have done any needed pre-assessment test. These help show if they can take on the VET qualification and units of competency.

Trainers, facilities and safe delivery

Schools must check that:

• the RTO has appropriately qualified and experienced trainers
• the RTO has explained any limits that may affect delivery, such as trainer availability, facilities, equipment or learning resources.

Student safety, wellbeing and support

Schools must check that:

• the RTO can support students with disability or additional needs
• the school’s student wellbeing and engagement policies are aligned with the RTO’s policies and that each party understands its responsibilities in relation to student wellbeing and duty of care.

Procurement, costs and value for money

Schools must check that:

• they have followed the department's schools procurement policy
• they have considered value for money. This includes quality, support services and infrastructure. Proposed costs were also compared to similar options
• all expected costs are clearly listed. This includes school costs and any allowed parent payments
• school has ensured providers are not charging above the VDSS funding rates.

Reporting

Schools must check that the school and RTO are clear on processes and timelines for sharing outcomes. These should support Victorian Curriculum and Assessment Authority (VCAA) deadlines for submission onto the Victorian Assessment Software System (VASS).

Additional due diligence for offsite delivery

When direct delivery will occur at an offsite RTO, additional due diligence is required.

Student safety, wellbeing and support

Schools must check that:

• they have sighted the RTO’s policies. These policies cover child safety, health, wellbeing, student engagement and the student code of conduct
• they have done an offsite VET readiness check (template available in the Resources tab). This checks if students can safely attend an off-site RTO. It helps schools understand what the student might need to do, to be ready
• the RTO has an onsite safety liaison officer for secondary school students
• the RTO has processes for quick reporting and communication that suit the school. This includes reporting on:
  • attendance
  • wellbeing
  • incidents
  • changes in student circumstance.

Trainers, facilities and safe delivery

Schools must check that:

• the delivery location is suitable and safe
• the RTO has processes to spot and handle safety risks that are appropriate to the RTO environment and type of training.

Transport and emergency management

Schools must check that:

• The RTO has processes for contract bus safety. This includes support for getting students on and off the bus, when needed.
• The RTO has emergency management processes for student safety. This includes contacting schools and parents/carers during an emergency.

Offsite VET readiness checks for offsite RTO delivery

If a student is considering VET at an offsite RTO, the school must complete an offsite VET readiness check for that student. This helps the school decide whether the offsite arrangement is suitable, safe and appropriate. It also helps the school identify extra actions needed to support students to be ready to safely attend offsite VET.

An offsite VET readiness check must be completed for every student who is thinking about doing VET through offsite RTO delivery. It should be completed when choosing an RTO and delivery arrangement. It should be reviewed if circumstances change and as part of ongoing monitoring.

Offsite VET readiness checks do not need to be necessarily completed for students attending VET at another school.

The readiness check will help the school:

• understand whether the student is ready for the RTO setting, travel arrangements, and required level of independence
• identify any supports, adjustments or travel arrangements that may be needed for the student to be safe and succeed
• discuss arrangements with parents/carers and the RTO
• helping schools manage child safety risks linked to offsite attendance such as travel, adult learning environments and course demands.

A department template is available to help schools complete and record the offsite VET readiness check.

Offsite VET readiness checks and other information relating to the student’s participation must be stored securely in the school’s student management system or admin server. These records are usually required to be retained for 75 years prior to secure disposal.

Who should be involved

Schools must make sure relevant staff are involved when completing the offsite VET readiness check.

A VET coordinator may lead the process, but they may not know the student as well as others in the school. Schools should involve staff who know the student and can contribute relevant information.

This helps schools make decisions based on known information, not assumptions.

What schools should consider

Schools should think about each student’s maturity, needs and situation. This is important when they choose an offsite RTO.

Schools should consider the following factors:

If a student needs reasonable adjustments or support to successfully participate, schools should discuss these needs with parents, carers and the RTO. Adjustments and support plans should be documented with RTOs before delivery begins.

RTOs are responsible for supporting students by discussing supports they may need and putting them in place. Where the RTO deems that reasonable adjustments are not appropriate or possible, the reasons why must be communicated to the VET student as soon as reasonably practicable.

How schools can complete the VET readiness check

Schools must use a clear and consistent process for every student.

1. Review current information - look at information the school already holds, such as:

• attendance
• engagement and behaviour
• health and wellbeing information
• learning and support needs
• any existing adjustments or support plans.

2. Understand the proposed arrangement - consider:

• the RTO location
• travel route and travel time
• timetable and attendance requirements
• course activities and site requirements
• the level of independence expected
• any features of the setting that may affect student safety
• participation or learning.

3. Involve the right staff - seek input from staff who know the student well. This may be needed to build a complete picture of the student’s strengths, support needs and likely experience in the offsite setting.

4. Talk with the student and parents/carers - discuss:

• the offsite setting
• travel arrangements
• attendance expectations
• behaviour expectations
• who to contact if help is needed
• the impact on other subjects and any catch-up work.

5. Consult the RTO where needed - discuss:

• the RTO environment
• available student supports
• reasonable adjustments
• supervision and safety arrangements
• practical arrangements for participation
• any provider enrolment or support processes already in place.

6. Record the outcome - keep a written record of the decision in the school’s student management system or admin server. This should include:

• the decision
• the reasons for it
• any agreed supports, adjustments or conditions
• any follow-up actions.

These records are usually required to be retained for 75 years prior to secure disposal.

7. Review if circumstances change - review the readiness check if there is a change in:

• attendance
• behaviour
• wellbeing
• travel arrangements
• the training setting
• the student’s broader study load or support needs.

Possible outcomes

The VET readiness check may show that:

• the student is ready for offsite VET
• the student is ready for offsite VET – supports or adjustments are needed and need to be agreed and documented with parents/carers and the RTO
• the student can be ready for offsite VET with agreed actions to get the student ready
• further planning is needed before the student can be ready for offsite VET.

Support after enrolment

Once a student is enrolled, the focus moves from readiness checking to putting support in place and monitoring it.

Schools must implement ongoing monitoring activities to support child safety risk management. Schools are recommended to schedule safety and wellbeing check ins with students attending offsite locations, throughout their course.

Where supports or adjustments are needed, schools and RTOs should discuss and document the agreement of those supports.

The readiness check does not replace provider enrolment, support or adjustment processes.

Schools and RTOs should clearly agree:

• what supports or adjustments are needed
• who will provide them
• when they will start
• how they will be reviewed.

Support should be monitored during delivery and updated if needed.

Due diligence and school readiness for auspice delivery

A school thinking about auspice delivery must check if it’s ready. The school must think about whether they can deliver a high-quality course that supports students into further training or employment. The RTO must make sure the school can run a safe program and meet regulatory and training package requirements.

Some certificates need special facilities and equipment. These certificates also need specific teacher expertise. Schools may find it hard to deliver these at the school.

Schools need to know the specific course requirements. This needs to happen before making investments or hiring new staff. Schools should consult with RTOs to understand the requirements. This should be done even if a contract is not yet set up.

If the school cannot meet these requirements, it should purchase an arrangement where the RTO delivers directly.

RTO Regulatory requirements

Schools must check that:

• the RTO is registered with VRQA or ASQA
• the qualification and/or units of competency are on the RTO’s scope of registration.

Assessing school readiness

Before starting an auspice arrangement, the RTO must confirm that:

• the school has the capability to deliver the program
• the school meets regulatory requirements.

Staff capability

Schools and RTOs must check that the school staff delivering the program:

• hold teacher registration or Permission to Teach (PTT) with Victorian Institute of Teaching (VIT)(opens in a new window)
• hold one of the following Training and Assessment credentials:
  • Certificate IV in Training and Assessment (TAE40110, TAE40116, TAE40122 or its successor)
  • A diploma or higher-level qualification in adult education or vocational education and training.
  • A secondary teaching qualification and one of the following credentials:
    • TAESS00011 Assessor Skill Set, or
    • TAESS00019 Assessor Skill Set or its successor, or
    • TAESS00024 VET Delivered to School Students Teacher Enhancement Skill Set or its successor.
• have required relevant vocational competencies and industry currency
• can maintain these requirements and currency throughout delivery
• have back up plans ready, if a staff member working in delivery or assessment becomes unavailable at the last minute:
  • replacement staff will be needed who meet the required regulatory and contractual requirements
  • where replacement staff meet all other requirements but do not hold teacher registration or PTT with VIT, they may only work where they are appropriately supervised by a VIT registered teacher.

Schools must ensure that the department’s recruitment and induction policies for any new staff recruited to deliver VET are followed.

Facilities, equipment and learning resources

The RTO must confirm that:

• facilities, equipment and resources meet the requirements of the training package
• occupational health, safety and welfare requirements have been identified and addressed
• the training package and qualification requirements are understood and accessible to school staff
• they have provided school staff with high quality learning and assessment resources
• they are satisfied that the school can deliver to the required standard.

Quality assurance and oversight

Schools must be satisfied that the RTO:

• has outlined how it will support the school to meet compliance, and the school is satisfied with the approach
• has outlined how it will provide validation (review course material and make recommendations for improvements)
• can provide current training and assessment materials
• has provided students with a clear outline of the requirements of the VET qualification and/or units of competency, before delivery starts.

Suitability for school students

Schools must check that:

• the program and training materials are right for school-aged students
• the program and training materials are right for the intended student cohort
• the RTO has the right experience, systems and resources to provide high-quality delivery.

Student administration and reporting

Schools must check that:

• there are processes to record enrolment details. This includes the qualification title and units of competency. It also inlcudes nominal hours and any student support needs
• there are processes in place to report student outcomes on completion of units of competency, in a timely manner.

Good practice

Before delivery commences, schools and RTOs are recommended to:

• visit the site
• talk about the school’s readiness before starting an auspice arrangement
• discuss any risks and plan for the management of risks - this includes managing any capability gaps
• confirm that teachers delivering and assessing the auspiced program have access to the RTO course materials. This includes:
  • learning resources
  • assessments
  • scope and sequence
  • lesson plans
  • access to learning management systems
• agree how the RTO will provide ongoing oversight, quality assurance, and support.

Document the arrangements for communication, reporting, and quality assurance. This should be done before delivery begins.