Purchasing Vocational Education and Training

Policy

This policy outlines how schools purchase Vocational Education and Training (VET) from registered training organisations (RTOs) and provides guidance about the different VET delivery models. Schools purchase VET to give students more options and to offer specialist training they can’t provide. Schools must use the department’s standard contracts and agreements when purchasing VET. They must also undertake due diligence when choosing an RTO to make sure the training is suitable, safe, and meets student needs.

Summary

• Schools can use VET funding to purchase VET to meet student needs from RTOs including TAFE, school-based RTOs or private RTOs.
• VET can be delivered on site at the school, at another school, at a TAFE campus or at the site of an RTO.
• Schools must utilise the standard contracts and agreements when purchasing VET. They must also use the parent/carer consent form before sharing relevant student information with the RTO.
• Schools must complete due diligence before purchasing VET. This includes checking that the provider, program, delivery setting, and student supports are suitable.
• Where students will attend training at an RTO site, the school must complete an offsite VET readiness check before confirming the student’s enrolment. This helps identify whether the offsite arrangement is appropriate and what supports are needed.
• When choosing a VET provider, schools must consider the needs of the students, the requirements of the certificate, the capability of the school and provider options available locally.
• Regardless of the delivery model, schools always have responsibilities for student wellbeing, communication, information sharing, attendance oversight, duty of care and child safety.

Details

Selecting an RTO and delivery model

Schools are responsible for choosing an RTO and delivery model that is suitable for the certificate, their students and context. The RTOs that schools choose must be registered with the Victorian Registration and Qualifications Authority (VRQA) or the Australian Skills Quality Authority (ASQA).

The VET Delivered to School Students (VDSS) system includes different types of RTOs that provide VET through a range of delivery models. Each RTO type and delivery model suits different certificates and student groups. Schools must consider available options and choose an arrangement that provides safe and high-quality training.

Before making an agreement, schools must make sure the proposed RTO and delivery model:

• is appropriate for the certificate being delivered
• will provide safe, high-quality training for students
• can meet the needs of participating students
• provide access to industry standard facilities, equipment, and trainers.

It is important that schools work with VET clusters to plan provision. This can help schools with learning about local options and evaluating how well RTOs meet their needs.

Go to the Guidance tab for information on:

• selecting an RTO, choosing a delivery model
• completing due diligence.

When to prioritise TAFE

The department recommends that schools prioritise TAFE for 14 high priority certificates. These certificates are often hard for schools to deliver on their own. They require specialist facilities, equipment and industry expertise and support areas of workforce demand.

These certificates are:

• Certificate II in Agriculture
• Certificate II in Animal Care
• Certificate II in Automotive Vocational Preparation
• Certificate II in Building and Construction Pre-apprenticeship (Bricklaying and Carpentry Streams)
• Certificate II in Cookery
• Certificate II in Electrotechnology (Career Start)
• Certificate II in Electrotechnology Studies (Pre-vocational)
• Certificate II in Engineering Studies
• Certificate II in Plumbing (Pre-Apprenticeship)
• Certificate III in Allied Health Assistance
• Certificate III in Beauty Services
• Certificate III in Early Childhood Education and Care
• Certificate III in Health Services Assistance
• Certificate III in Information Technology.

Go to the Guidance tab for further information about when to prioritise TAFE delivery.

Go to the Resources tab for information about the identified certificates.

Schools must document the purchasing arrangement in the standard contract or agreement

Schools must use the department's standard contracts and agreements for purchasing VET for students, these must be completed before students start engaging in the VET course. A new contract or agreement must be entered into every year, for the following year where students will engage in purchased VET.

The contract must be signed by an authorised representative of the School Council, usually the principal or assistant principal.

The department's standard contracts and agreements define the roles of schools and RTOs in VET delivery. This includes:

• student safety and wellbeing
• communication between schools and RTOs
• privacy and information sharing
• attendance and reporting
• training and assessment.

Schools also must use the parent/carer consent form (DOCX)(opens in a new window) prior to the student starting the VET program. This form allows for information to be shared with RTOs.

Go to the Guidance tab for information on using the right contract, agreement and the consent form. Go to the Resources tab to download the relevant standard contracts and agreements.

Extra rules for offsite RTO delivery

There are extra rules when schools send students off-site to an RTO for VET. This means delivery that is not at a school.

Before choosing offsite delivery, schools must check if it is right for the student. Schools must do this by conducting a VET readiness check. A template is available in the resources section that schools can use to complete this check. This check helps schools understand what a student might need to be ready to go offsite safely.

Schools must also provide RTOs with important information about the students’ health and needs, such as student health support plans and behaviour support plans. The parent/carer consent form (DOCX)(opens in a new window) must be completed before sharing any personal information with the RTO.

The VET readiness check 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.

When schools send students offsite to an RTO, the RTO has several responsibilities. They are in the Standard VET Purchasing Contract and relate to:

• student safety and Child Safe Standards
• communication and information sharing
• emergency management
• transport.

Schools should confirm that the RTO has these arrangements in place and understand how they will operate for their students. This must include sighting policies and discussing with the RTO how the arrangements will work in practice.

The standard VET Purchasing Contract is the main source for these requirements. Go to the Guidance tab for information on conducting a VET readiness check and preparing for offsite RTO delivery.

Child safety and duty of care

The department’s Duty of Care policy requires all school staff to take reasonable steps to reduce child safety risks.

Both schools and RTOs have a duty of care to their students. School’s duty of care continues, even when another party is involved, or a student is offsite.

Child safety obligations for schools and RTOs depend on the delivery model used and are defined in the relevant contract.

Go to the Resources tab for the contracts and agreements that provide the specific rules for RTOs and schools.

Non-government schools

Non-government schools that want to buy VET from RTOs may seek advice from the Victorian Catholic Education Authority (VCEA) or Independent Schools Victoria (ISV).

Definitions

For a full list of definitions refer to the Definitions chapter in the Guidance tab.

Related policies

• Child Safe Standards
• Duty of Care
• Records Management
• School Based Apprenticeships and Traineeships
• Student Resource Package – Targeted Initiatives (Reference 143 of the Student Resource Package Guide)
• Trade Training Centres
• Vocational Education and Training Clusters
• Vocational Education and Training Delivered to School Students

Contact

For help with questions relating to purchasing VET programs, contact the relevant school sector.

Government schools

Schools can contact the Jobs Skills and Pathways Manager in their regional office.

Catholic schools

Victorian Catholic Education Authority
Contact: Simone Best
Senior Officer, Pathways and Transition
Email sbest@vcea.catholic.edu.au or phone 03 8417 9356

Independent schools

Independent Schools Victoria
Email: enquiries@is.vic.edu.au
Phone: 03 9825 7200

Guidelines for purchasing vocational education and training

These guidelines contain the following chapters:

• Overview of purchasing VET
• Choosing a VET Certificate
• Choosing an RTO and delivery model
• Completing due diligence
• Completing contracts and preparing for delivery
• Managing delivery, including payments and complaints
• Definitions

Overview of purchasing VET

Purchasing VET for school students means making several choices. First, decide which certificate to offer. Next, choose who will deliver it. Then, plan how delivery will be organised. Finally, consider how the school will manage its responsibilities during the program.

Schools are encouraged to think about purchasing VET in 5 steps:

1. choose the VET certificate(s) that best meet student needs
2. choose an RTO and delivery model
3. complete due diligence
4. set up the contract and prepare for delivery
5. manage delivery, including payments, issues and complaints.

Schools are responsible for:

• choosing VET that is right for their students
• using the correct department standard contract or agreement
• using the Parent/carer consent form (DOCX)(opens in a new window) to collect and share student health information
• conducting a VET readiness check (using the VET readiness check template (DOCX)(opens in a new window) or equivalent) for students if they will attend offsite VET
• checking that delivery is safe and appropriate
• meeting their own obligations under the relevant contract/agreement.

Schools always maintain a role for student wellbeing, communication, attendance oversight, information sharing, and duty of care.

Guidance for schools on how to check that delivery is safe and appropriate is provided in the Completing due diligence chapter.

RTO types delivering VET to school students in Victoria

Registered training organisations (RTOs) delivering VET to school students in Victoria include:

• TAFEs (Technical and Further Education) – these are public providers of VET. They have over 100 campuses across the state. Each campus has specialist infrastructure. They deliver to both adults and school students
• School-based RTOs (SBRTOs) – these are government or non-government schools that are also RTOs. They deliver VET designed for school students. They deliver to their own students and sometimes others.
• Private RTOs – these are private companies. They work with schools to teach VET. They deliver onsite at schools or offsite on the RTOs campuses or an agreed third-party location. They can also enter into auspice agreements with schools.
• Community-based RTOs – These are RTOs that are charity or not-for-profit organisations. They run VET courses and often provide training focused on local community needs.

Delivery models

There are 2 broad categories of delivery arrangements for VET. They are direct RTO delivery and auspice delivery.

• Direct RTO delivery model – this is when the RTO delivers training and assessment using its own trainers and assessors. Delivery may occur across a range of locations.
• Auspice delivery model – this is when the school’s teachers/paraprofessional/trainers deliver the training at the school. This happens under an auspicing agreement with an RTO.

Choosing a VET certificate

Victorian school students can undertake a wide range of Vocational Education and Training (VET) certificates. VET can be part of the Victorian Certificate of Education (VCE). It can also be included in the Victorian Pathways Certificate (VPC).

Schools are encouraged to offer a broad range of VET certificates aligned to strengths, interests and aspirations of their students and are encouraged to consider certificates in the VCE VET offering 14 pathways.

When choosing which VET certificate(s) to offer, schools should think about:

• student interests
• career goals
• further study pathways
• senior secondary certificate requirements
• specific certificate requirements, such as:
  • if the course is suitable for school-aged learners
  • if scored assessment is available
  • if Structured Workplace Learning (SWL) is expected or wanted
  • if the course includes mandatory workplace requirements
• local industry needs and employment opportunities
• access to providers and opportunities to work with other schools through clusters.

Schools must think about both student demand and interest. They must also think about how the certificate could be delivered. Some certificates work best with direct RTO delivery. Other certificates can work for auspice delivery. Auspice can work if the school has the right facilities, equipment and qualified staff. Further guidance on this is available in the section titled Due diligence and school readiness for auspice delivery.

For further information and guidance go to:

• Vocational Education and Training Delivered to School Students: VET overview
• VCE VET programs(opens in a new window) – Victorian Curriculum and Assessment Authority.

Choosing an RTO and delivery model

Schools must decide which provider and delivery model is most appropriate. The right choice depends on a few things:

• the needs of the students
• the requirements of the certificate
• the capability of the school
• provider options available locally.

Direct RTO delivery model

Direct delivery model is when the registered training organisation (RTO) delivers training and assessment directly to students using its own staff.

Direct delivery can be at a:

• RTO
• school
• host school
• third-party site
• online if suitable.

Direct RTO delivery is most suitable when the certificate needs specialist facilities, equipment, or trainers.

In a direct delivery arrangement, the RTO is responsible for the quality and compliance of the training and assessment.

The RTO also has obligations set out in the contract for:

• student safety and wellbeing
• emergency management
• transport
• privacy information sharing
• reporting attendance and progress to schools
• certification.

The school has important responsibilities including:

• student support
• attendance oversight
• sharing student information with the RTO
• communication with parents or carers
• working with the RTO to respond to incidents or concerns about students.

When direct delivery is offsite

There are additional requirements where students attend training at an RTO site away from their school. These help to ensure students are safe and supported in their training.

Before choosing offsite delivery, the school must complete an offsite VET readiness check. This helps the school to decide if it is right for the student and what supports the student might need to succeed. Read the Completing due diligence chapter for information about offsite VET readiness checks and additional checks required for offsite RTO delivery.

The VET readiness check 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.

Schools also retain duty of care obligations under direct delivery. This includes when students are travelling to an RTO’s campus for the training.

When to prioritise TAFE delivery

The department has identified 14 certificates for TAFEs to focus on for secondary students. These certificates target areas with workforce shortages and rising demand. They are also certificates that are harder for schools to deliver.

These certificates are:

• Certificate II in Agriculture
• Certificate II in Animal Care
• Certificate II in Automotive Vocational Preparation
• Certificate II in Building and Construction Pre-apprenticeship (Bricklaying and Carpentry Streams)
• Certificate II in Cookery
• Certificate II in Electrotechnology (Career Start)
• Certificate II in Electrotechnology Studies (Pre-vocational)
• Certificate II in Engineering Studies
• Certificate II in Plumbing (Pre-Apprenticeship)
• Certificate III in Allied Health Assistance
• Certificate III in Beauty Services
• Certificate III in Early Childhood Education and Care
• Certificate III in Health Services Assistance
• Certificate III in Information Technology.

Schools are encouraged to:

• support students to choose TAFE where places are available
• work through VET clusters. Also, collaborate with the department to strengthen ties with TAFEs
• identify and tackle barriers to local TAFE access.

These certificates are difficult to deliver because of technical, regulatory and facility requirements. Schools can consider TAFE, and other providers with specialist trainers and infrastructure for delivery of these certificates.

Other provider types include school-based RTOs (SBRTOs), Trade Training Centres (TTCs) and specialist private RTOs. They can also offer high-quality services. This is helpful when TAFE places are limited or unavailable.

Auspice delivery arrangement

In an auspice delivery arrangement, school staff deliver the training. The RTO supervises the process and must provide strong oversight and quality assurance. The RTO is also responsible for issuing qualifications or statements of attainment. Schools and RTOs must understand their responsibilities before delivery begins.

Auspice delivery should only be considered where a school can show it has:

• qualified and vocationally competent trainers
• facilities and equipment that meet regulatory standards
• the ability to meet the RTO’s training, assessment, and quality-assurance requirements.

In an auspice arrangement, the RTO remains responsible for regulatory compliance. If a school cannot meet the requirements that the RTO sets for auspice delivery, it should consider direct RTO delivery instead.

This arrangement may help schools integrate VET into their timetable more effectively. It can also encourage collaboration and shared access. This is when one school hosts students from other schools. For further guidance on fostering collaboration please read the Vocational Education and Training Clusters policy.

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
• 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
• 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.

Understanding of the RTO setting

• Does the student understand how the RTO settings are different from schools? For example, RTOs can have adult learners. There is often less direct oversight. Students also have more personal responsibility.

Managing greater independence

• Can the student manage independent learning time? This may be needed at an offsite RTO environment.
• Can the student manage the course demands against their other schooling?

Recognising risk and seeking help

• Does the student know what to do if they feel unsafe, become unwell or cannot find the correct location?

Attendance

• Can the student manage the timetable and attendance requirements?
• Does the student understand how missing classes could impact successful completion?

Travel arrangements

• Can the student travel safely to and from the RTO, with support if needed?

Health, disability, learning and wellbeing needs

• Will the student need reasonable adjustments or support to successfully participate? If so, schools should discuss with RTOs.
• Has the student and parent been consulted?

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 includes 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.

Completing contracts and preparing for delivery

Schools must use the correct contract or agreement document when purchasing Vocational Education and Training (VET). The contract or agreement needs to be completed before starting delivery.

The contract or agreement must be signed by an authorised representative of the school council, usually the principal.

Select and complete the correct contract

The 4 purchasing contract and agreement templates are listed below.

The standard contracts and agreements for use by schools are available on the Resources tab.

The standard contracts and agreements do not cover a government school that wants to access VET through a non-government school, which isn't a RTO. In these situations, the parties should enter into a suitable agreement. Schools must email the Legal Division at legal.services@education.vic.gov.au to review or discuss a proposed agreement with a non-government school.

Prepare for students to start

Before students begin VET, schools must make sure the arrangements needed for safe and effective participation are in place.

For all delivery arrangements

Schools must make sure that:

• the correct contract or agreement is signed
• school and RTO contacts are confirmed
• students, parents or carers have been given relevant information about the course and delivery arrangements
• students, parents and carers have been given information on how to raise any safety concerns or other concerns with the school
• attendance and communication expectations are clear
• course requirements, equipment and any permitted costs are clear
• relevant student information has been collected and shared with appropriate consent
• required student supports and reasonable adjustments have been discussed and agreed
• reporting responsibilities and timelines are understood.

For RTO delivery not at a school

Schools must also make sure that:

• an offsite VET readiness check has been completed for each student
• travel and, where relevant, contract transport arrangements are confirmed
• students know the RTO’s attendance and behaviour expectations
• students know who to contact at the RTO and their school if they need help or feel unsafe
• the school and RTO understand how absences, changes to return arrangements, incidents and emergencies will be communicated
• relevant emergency contact information has been provided.

RTOs must ensure they are compliant with requirements in the contract, including relevant staffing checks for working with school students.

For RTO delivery at a school (including Trade Training Centres)

When an RTO is delivering at a school, the school should prepare to induct the RTO’s trainer.

A key requirement for delivering at a school is that the RTO trainer must have Permission to Teach VET (PTT (VET)(opens in a new window) or teacher registration from VIT. Registered teachers and PTT holders are exempt from a Working with Children Check under the Worker Screening Act 2020 (Vic). PTT (VET) allows someone to teach their approved subjects at any Victorian secondary school.

To check if an RTO trainer holds PTT (VET) schools must search the Victorian Institute of Teaching register(opens in a new window). If an RTO trainer does not hold PTT (VET) the school must officially launch and endorse the process on their behalf in the VIT portal.

For auspice delivery

Schools and RTOs must also make sure that:

• the RTO has confirmed the school is ready to deliver
• trainer and assessor requirements have been confirmed
• required facilities, equipment and learning resources are available
• school staff have access to the approved training and assessment materials
• quality-assurance, site visit and reporting arrangements are agreed.

Parent/carer consent and information sharing

Schools must obtain parent or carer consent to share important information with the RTO using the parent/carer consent form, such as:

• student safety information. This includes health and wellbeing details. It also includes medical information, student plans, and safety plans
• any reasonable adjustments for a child's disability, or additional support needs
• literacy/numeracy testing results.

Schools must ensure that consent is in place for the RTO to share important relevant information with them, such as:

• information to help keep the child safe and healthy at school. This includes incidents, behaviour issues, and medical events at the RTO
• information about the student’s attendance and engagement in the program
• information about a child’s results and certification from the VET program.

If a student is a mature minor for this purpose or over the age of 18, the school may seek consent from the student.

You can access the consent form on the Resources tab.

Managing delivery, including payments and complaints

The school and registered training organisation (RTO) must work together when delivering the program.

This chapter summarises the main activities schools must manage under direct and auspice delivery arrangements. Schools must check their contract or agreement and any schedules that go with it. The contract or agreement is the key source for information.

How responsibilities differ by delivery model

Responsibilities differ based on who delivers and checks the training. They also differ based on where the training happens and what contract is used.

This section shows the main differences in delivery arrangements. It explains attendance, student support and safety, and training and assessment.

Direct RTO delivery

General

In direct RTO delivery, the RTO runs the training. It uses its own trainers and assessors for delivery and assessment.

Under this arrangement, the RTO manages the delivery environment. They ensure student safety and wellbeing. This includes attendance reporting, training delivery, assessment, and certification.

The school is responsible for:

• sharing relevant information about students with the RTO (where given permission)
• checking attendance, engagement and wellbeing
• following up absences and behavioural concerns
• offering pastoral support
• communicating with students and parents/carers
• monitoring the arrangement under the contract.

When the RTO works at a school or host site, everyone must follow the plans in the contract. These plans include safety, wellbeing, communication, and incident management.

Attendance

Under a direct RTO delivery arrangement:

• the RTO records and monitors attendance and engagement.
• the RTO shares attendance information and concerns with the school on time as outlined in the contract
• the school follows up on unexplained absences and ongoing attendance or engagement concerns.

Explained absences – in the case of explained absences an example of how the roles and responsibilities might look in practice is:

• the student or parent/carer reports the absence directly to the home school
• the home school notifies the nominated RTO contact or delivering/host school contact
• the RTO records the absence and notifies relevant staff as required.

Unexplained absences – in the case of unexplained absences an example of how the roles and responsibilities might look in practice is:

• the RTO or host school finds out that the student is absent from the VET program without an explanation
• the RTO or host school tells the key contact person, or another nominated individual
• the school follows up the absence with the student or parent/carer
• if the absence isn’t explained, the school must act. They must follow the department’s attendance policy.

Student support and safety

Schools and RTOs both have responsibilities for the safety and wellbeing of students. The specific tasks depend on the delivery arrangement. They are outlined in the relevant contract or agreement.

Sharing student information – schools must share relevant key information with the RTO. This helps students succeed in VET. They must get parent or carer consent to share student information.

This includes:

• medical information and management plans
• disability information and reasonable adjustment needs
• behaviour or engagement information
• literacy, numeracy or other learning support needs.

Both the school and RTO must store student information securely and only share it with those who need to know.

Incidents and emergencies – the RTO or host school must quickly notify the school of:

• injury or medical incidents
• child safety concerns
• serious behavioural incidents
• bullying, discrimination or harassment
• emergencies affecting the student
• other significant wellbeing or safety concerns.

The RTO delivering VET must have emergency management processes. These must match the delivery site. They should also fit the activities being done.

The school must follow the relevant department policies, including:

• Managing and Reporting School Incidents (Including Emergencies)
• Child Safe Standards
• Behaviour – Students
• Bullying Prevention and Response
• Emergency and Critical Incident Management Planning
• Student Support Services.

The school must also communicate with parents or carers when needed. Additionally, the school must work with the RTO to handle ongoing risks or support needs.

Student safety for off-site delivery

In direct RTO delivery, when schools send students off-site, they must follow extra rules. These relate to:

• student safety
• emergency management
• attendance alerts, incident updates
• transport
• sharing information.

Where the RTO delivers the training offsite, it must:

• provide a safe training environment
• have an onsite safety liaison officer
• have a clear student code of conduct
• set up safety and wellbeing processes
• manage incidents as the contract states
• make sure staff meet the qualification and registration checks
• have processes to prevent and respond to discrimination, harassment and bullying
• respond to student medical, disability and wellbeing needs
• alert the school of incidents and concerns in line with the contract
• ensure clear bus management processes to help students board and exit buses safely
• have clear emergency management processes
• contact a student’s parents/carers in case of an emergency and notify the school in a timely way.

All school staff working with students owe a duty of care to those students. School staff must take reasonable steps to reduce the risk of reasonably foreseeable harm to students. The requirement to take reasonable steps to reduce the risk of reasonably foreseeable harm, continues even when another party is involved.

Training and assessment

Schools must check if training and assessment are done as stated in the contract.

The RTO is responsible for:

• delivering and assessing the qualification or units of competency
• maintaining attendance, progress and assessment records
• reporting enrolment, progress, achievement, and other needed information to the school on time
• meeting agreed requirements for scored assessment, where applicable
• issuing qualifications or statements of attainment within the required timeframe.

The school is responsible for:

• providing accurate student enrolment information
• checking reports and following up concerns about progress
• completing school-based reporting and VASS requirements
• making sure reported results contribute correctly to the student’s senior secondary certificate.

Manage changes and disruptions to training

Schools and RTOs must quickly share any planned or sudden changes to delivery. This includes changes to:

• trainers, delivery sites, facilities and equipment
• timetables
• units of competency
• student numbers
• fees or payment arrangements
• reporting or assessment arrangements.

If an RTO trainer isn’t available, the RTO must find a qualified replacement. This replacement should meet the qualifications and checks, including WWCC, as stated in the contract.

Auspice delivery

General

In an auspice arrangement, school staff deliver training. This happens under the supervision of an RTO.

The school takes care of daily tasks. It ensures student safety and wellbeing. It tracks attendance and manages facilities and equipment. The school also oversees its trainers’ work.

The RTO oversees the arrangement. It checks the quality of training and assessment. It makes sure everything is compliant with VET regulations. It issues qualifications or statements of attainment.

The contract must clearly state how the school and RTO will manage quality assurance. It should cover reporting, site visits, and other oversight tasks.

Attendance

Under an auspice arrangement:

• the school records and monitors attendance and engagement
• the school sends attendance information to the RTO, as stated in the contract
• the school follows its usual processes for responding to absences and engagement concerns.

Explained absences – if the student or parent/carer reports the absence directly to their school:

• the school notifies the nominated RTO contact or delivering/host school contact
• the RTO records the absence and notifies relevant staff as required.

Unexplained absences – if the school finds out that the student is absent from the VET program without an explanation:

• the school tells the key contact person at the RTO, or another nominated individual
• the school follows up the absence with the student or parent/carer
• if the absence isn’t explained, the school must act. They should follow the department’s attendance policy.

If the auspice arrangement is at a separate host school, the host school should notify the student's school and RTO contact person when the host school becomes aware that a student is absent without explanation. The student’s school must follow its usual processes for responding to unexplained absences.

Student support and safety

Schools and RTOs both have responsibilities for the safety and wellbeing of students. The specific tasks depend on the delivery arrangement. They are outlined in the relevant auspice contract or agreement.

In auspice delivery, the school is directly responsible for daily operations. It must also set up the right processes to ensure student safety and wellbeing.

The school must ensure that:

• facilities and equipment remain safe
• there are arrangements for safe delivery
• risks are managed
• relevant supervision ratios are in place
• relevant school safety and wellbeing policies are followed
• school trainers understand student medical, disability and support needs
• incidents are managed and reported as required.

The RTO manages the arrangement. It must ensure training and assessment meet regulatory and contract rules.

Training and assessment

Schools must check if training and assessment are done as stated in the contract.

In an auspice arrangement, the school must check that:

• school-based trainers and assessors still meet the needs for qualifications, vocational skills, and industry currency (this is a regulatory requirement for the RTO)
• the approved training and assessment requirements are followed
• facilities, equipment and learning resources continue to meet training package requirements
• attendance, assessment and other required evidence are maintained and reported to the RTO
• any quality or compliance issues identified by the RTO are addressed quickly.

The RTO must:

• keep oversight of delivery and assessment
• confirm the ongoing competence and currency of school-based trainers and assessors
• provide or approve current training and assessment materials
• undertake agreed site visits, validation, moderation and quality-assurance activities
• provide feedback and ask for corrective action where necessary
• keep evidence of its oversight
• issue qualifications or statements of attainment.

Schools and RTOs should agree on how often they will do quality assurance activities. They should also decide the way these activities will be done in the contract.

Schools are encouraged to set clear expectations for:

• the frequency of RTO site visits and quality-assurance reviews
• validation and moderation schedules
• professional learning for school-based trainers
• administrative processes and responsibilities.

The RTO must keep proof of oversight for auspice delivery. This means they should document validation and quality assurance reviews. They should also document any feedback to the school and suggestions for improvement.

Manage changes and disruptions to auspice delivery

Schools and RTOs must quickly share any planned or sudden changes to delivery. This includes changes to:

• trainers, delivery sites, facilities and equipment
• timetables
• units of competency
• student numbers
• fees or payment arrangements
• reporting or assessment arrangements.

Under an auspice arrangement, the school and RTO must ensure any new school trainer meets regulatory rules. They must also follow the contract requirements.

If a class is cancelled, the school must work with the RTO. They need to minimise disruption and find alternative options for affected students to catch up on the class.

Changes to materials need to be documented. Use the contract or agreement variation process for this.

Relevant to direct and auspice delivery

Students with disability and additional needs

Schools and RTOs must follow the Disability Standards for Education 2005. They need to work together to make reasonable adjustments.

The school and RTO should:

• involve the student and, where appropriate their parent or carer
• agree on the adjustments and supports needed
• document who will provide them
• put supports in place as early as possible
• monitor whether the supports remain suitable and effective.

Anaphylaxis management

All schools have anaphylaxis management requirements. Schools with students diagnosed as being at risk of anaphylaxis must meet additional requirements set out in Ministerial Order 706. These include planning, prevention and response to the individual student’s health care needs. Refer to the Anaphylaxis policy for further information on these requirements.

Maintain communication and monitor delivery quality

Schools should keep in contact with the RTO and the host school during the program.

Schools should:

• update contact details for people responsible for attendance, student support, administration, reporting and incident management
• check attendance, progress, and assessment reports on time
• check if the RTO or host school is meeting the contract or agreement requirements
• regularly check-in with students about their progress, experience, and any concerns
• make sure students know which school staff member to contact for support
• seek student feedback in relation to quality, safety, or support.

Schools and RTOs must share important information right away. This includes anything that might affect delivery, like:

• changes and disruptions as outlined above (timetable, trainers, facilities)
• student absences
• pupil-free days and school events
• excursions or workplace learning
• student learning and support needs
• wellbeing or safety concerns.

The RTO must give attendance details. It should also provide progress and assessment information. This is required by the contract. If the school doesn't have the required information, it should first contact the RTO key contact listed in the contract.

Changes to the agreed arrangement need to be documented. Use the relevant agreement variation process for this as outlined in the relevant contract.

Structured Workplace Learning

If Structured Workplace Learning (SWL) is needed for the program, the school and RTO should talk about what to expect before starting. This includes each party’s roles and how SWL will help with the certificate.

Schools must organise suitable SWL when needed or relevant to the certificate. RTOs should talk with the school about expectations. If possible, they need to show how SWL fits into the program.

For more guidance go to Structured Workplace Learning.

Delivery through another school

Where students access VET through a ‘host’ school:

• the student’s home school is still responsible for supporting and monitoring its students. It must also communicate with parents or carers
• the host school handles delivery. It ensures student safety and wellbeing at its site.

The RTO’s responsibilities vary. They depend on whether the RTO delivers training directly or through an auspice arrangement.

The contract and school-to-school agreement must list each party's duties. They should be clear and easy to understand.

Fees, payments and parent charges

Schools need to know their financial responsibilities when an RTO delivers VET.

Students in Victorian government schools are entitled to free instruction in the curriculum, consistent with the Education and Training Reform Act 2006.

This legal obligation is operationalised in the department’s Parent Contributions policy.

This policy applies to delivery of VET programs under both direct and auspice delivery arrangements. RTOs should be made aware of the requirements of the Parent Contributions policy.

Schools cannot itemise voluntary contribution requests by subject, and this applies to VET subjects.

Schools must make sure that all costs associated with delivery are clear before entering an agreement or contract with an RTO.

RTOs must not request any payments from students or parents for the delivery of VET qualification and/or units of competency.

Once a student has left school, they are responsible for any additional costs like replacing certificates or Statements of Attainment.

For further information on parent contributions in Victorian Government schools, go to Parent Contributions.

Complaints and disputes

There are different complaint pathways depending on the issue:

• student complaints should be raised with the school first, before the RTO directly
• parent complaints should be raised with the school first
• delivery issues or contract disputes should be raised with the RTO or through the RTO’s complaints and appeals process
• concerns about registration and regulatory requirements can be raised with VRQA or ASQA.

Contractual disputes between schools and RTOs

When there is a contract dispute, schools and RTOs should seek to resolve this at a local level first. VET contracts and agreements set out formal dispute resolution processes.

For the Standard VET purchasing and auspicing contracts, if a dispute cannot be resolved within 14 days, nominated senior executive officers of each party must meet to try to resolve it. If still unresolved, the matter may proceed to mediation and arbitration.

If the dispute involves two government schools and remains unresolved, it may be referred to the department.

The parties must continue to perform their obligations under the contract or agreement while the dispute is being resolved.

Schools should seek advice from the department’s Legal Division at each stage of dispute resolution.

For more information, please refer to the contract and agreement templates in the Resources tab.

Child safety concerns

Complaints and contractual dispute processes do not replace child safety reporting requirements.

School staff have a vital role in protecting students, they must:

• use the 4 Critical Actions to identify and respond to child abuse, including grooming, based on the source of abuse
• be aware of, and comply with, their reporting and legal obligations, including mandatory reporting and reportable conduct obligations, to protect the safety and wellbeing of children and young people.

Access to information

The RTO is required under the standard contract to provide timely information on attendance and reporting and assessment.

If this information is not provided, the school should first raise the issue with the RTO Key Contact Person named in the contract.

Definitions

AQF
Australian Qualifications Framework

ASQA
Australian Skills Quality Authority

CAPs
Career Action Plans

DE
Department of Education

ISCs
Industry Skills Councils

ISV
Independent Schools Victoria

MIPs
Managed Individual Pathways

NRT
Nationally Recognised Training

PTT
Permission To Teach

PAL
Department Policy and Advisory Library for Schools

RPL
Recognition of Prior Learning

RTO
Registered Training Organisation

RTO Standards
Standards for Registered Training Organisations (RTOs) 2025

SBAT
School Based Apprenticeship and Traineeship

SRP
Student Resource Package

SWL
Structured Workplace Learning

TSC
Trades Skills Centre

TTC
Trade Training Centre

VASS
Victorian Assessment Software System

VCAA
Victorian Curriculum and Assessment Authority

VCE
Victorian Certificate of Education

VCE, including the VCE Vocational Major
A program of study within the VCE

VET
Vocational Education and Training

VCEA
Victorian Catholic Education Authority

VIT
Victorian Institute of Teaching

VPC
Victorian Pathways Certificate

VRQA
Victorian Registration and Qualifications Authority

WLC
Workplace Learning Coordinator

Resources

VET purchasing contracts and agreements – templates

The department has created a set of contracts and agreements. Government schools must use these when purchasing VET.

The contracts and agreements cover many situations. They explain what each party must do. They also outline the fees involved.

If a school isn’t sure which template to use, they should ask their Jobs, Skills and Pathways Manager in the regional office.

• Standard VET purchasing contract (DOCX)(opens in a new window) – schools must use this contract when they purchase VET from a registered training organisation (RTO). It must be used if the training will be delivered and assessed by the RTO’s staff. This is regardless of the delivery location. This includes non-government school-based RTOs. This does not include government school-based RTOs.

  If the delivery is on another government school’s grounds (a ‘host school’), schools must:

  • insert the host school’s details in the Contract Details section of the contract to indicate delivery site
  • make sure the host school also has a current Standard VET purchasing contract with the RTO.
• School to government school-based RTO VET purchasing agreement (DOCX)(opens in a new window) – Schools must use this agreement when they purchase VET from a government school-based RTO. For purchasing from non-government school-based RTOs, use the standard VET purchasing contract.
• Standard VET auspicing contract (DOCX)(opens in a new window) – Schools must use this contract when they purchase VET from an RTO where the training will be delivered and assessed at the school by the school’s own staff under the supervision of the RTO (an ‘auspicing’ arrangement).

• School to auspicing school VET access agreement (DOCX)(opens in a new window) – Schools must use this agreement when purchasing VET that is delivered by the staff of another government school under an auspicing arrangement with an RTO.

  Schools must make sure the host school has a current Standard VET auspicing contract with the RTO.

The templates are designed for specific use of government schools. They are not recommended to be used by other parties.

If a government school wishes to access VET through a non-government school that is not an RTO, the parties should enter into a suitable agreement.

Schools can contact the Legal Division by emailing legal.services@education.vic.gov.au to review the proposed agreement prior to entering any arrangement with a non-government school.

The use of templates by other parties is subject to the department’s copyright licensing arrangements (refer to Intellectual Property and Copyright).

Parent/carer consent form

Contracts between schools and RTOs include rules on collecting and sharing student information. The parent/carer consent form should be used to share information.

Refer to: Parent/carer consent form VDSS (DOCX)(opens in a new window)

Certificates to prioritise for TAFE delivery

There are 14 certificates to prioritise for TAFE delivery because they are complex to deliver and aligned to labour market demand. Please refer to Standardised certificates for TAFEs – 2027 (DOCX)(opens in a new window).

Information on Victorian Curriculum Assessment Authority (VCAA) Senior Secondary VET programs

VCE VET programs are VET qualifications approved by the VCAA. These offer students the opportunity to finish VCE, the VCE Vocational Major or the Victorian Pathways Certificate (VPC). It also provides students the opportunity to gain a nationally recognised VET qualification. Selected VCE VET programs offer scored assessment for Units 3 and 4.

Students who undertake VET or further education (FE) qualifications that are not included in the suite of approved VCE VET programs and school-based apprenticeships and traineeships (SBATs) may be eligible for credit towards their VCE, VCE Vocational Major, or the Victorian Pathways Certificate (VPC). This credit is called block credit recognition.

To be eligible for credit the student must be enrolled in the VCE, VCE Vocational Major, or the Victorian Pathways Certificate (VPC).
Credit will be available for full or partial completion of a nationally recognised qualification or state accredited curriculum.

For further information, go to VCAA VET(opens in a new window).

VET readiness check

Schools must complete a VET readiness check when they send students off-site to an RTO for VET. This means delivery that is not at a school. This helps the school to decide if this is right for the student and what supports the student might need to succeed.

Schools can use this VET readiness check template (DOCX)(opens in a new window) or their own version if it meets the policy requirements.

Victorian Skills Gateway

The Victorian Skills Gateway(opens in a new window) is a detailed resource with information about vocational training. It has information about jobs and courses tailored to different audiences. This includes students, careers practitioners, and parents/carers.

This information is provided for publicly funded (Skills First(opens in a new window)) RTOs only.

Training.gov.au

The National register(opens in a new window) for all nationally recognised qualifications and RTOs. It provides information on:

• VET qualifications – it includes details of qualification structures, competency requirements and requirements for any prerequisites
• RTOs – it shows the qualifications RTOs are registered to deliver. It shows who their registering body is. It also shows if they have any restrictions on their registration.