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This instrument is the National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025.
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**What this instrument does (mechanics)
This instrument (the Outcome Standards) sets mandatory outcome standards that National VET Regulator (NVR) registered training organisations (RTOs) must meet. The standards are in Schedule 1 and take effect for the whole instrument on 1 July 2025 (see sections 2 and 5). The instrument is made under s185(1) of the National Vocational Education and Training Regulator Act 2011 (the Act) (section 3).
The National VET Regulator must consider whether an applicant for registration is complying, or will comply, with these Outcome Standards when deciding whether to grant registration (section 5; relation to s17(2) of the Act is specified).
The document defines terms (definitions section) such as "training product", "assessment system", "trainer", "third party", "AQF certification documentation", "Credential Policy" and cross-references other legislation and instruments (for example Student Identifiers Act 2014, Disability Standards for Education 2005, Fit and Proper Person Requirements under s186 of the Act, Financial Viability Risk Assessment Requirements under s158, and the National Principles for Child Safe Organisations).
Schedule 1 contains four Quality Areas of outcome standards with multiple standards and performance indicators describing what RTOs must demonstrate. The main headings are:
Several specific operational requirements are included. Examples:
Who it affects
Primary subjects: all organisations that are, or apply to be, NVR registered training organisations (RTOs). To be registered or to remain registered an organisation must be able to demonstrate compliance with these Outcome Standards.
Secondary subjects: trainers, assessors, validators, third‑party providers contracted by RTOs, governing persons (executive officers, high managerial agents), and independent validators and experts who must meet credential requirements.
The National VET Regulator: required to assess registration against these standards and to rely on external documents (Credential Policy, Fit and Proper Person Requirements, Financial Viability Requirements, etc.) when making decisions.
Why it matters (practical effects and trade-offs)
Behaviour changes required of RTOs: document and evidence course design/delivery, run or commission regular assessment validation (including independent validators for some products), maintain credentialled trainers/assessors, provide clear pre‑enrolment information, operate complaints and appeals systems with independent review pathways, manage risks (including financial monitoring), and monitor continuous improvement.
Compliance burden and costs: the instrument formalises quality assurance processes (validation cycles, independent validators, record keeping, systems to monitor third parties, accessible student information and wellbeing supports). Smaller providers are likely to face proportionally higher administrative and compliance costs (validation, independent expertise, staff PD, documentation). These are concrete implementation costs and may affect pricing, capacity to offer small cohort courses, or decisions to exit particular markets.
Bureaucratic discretion and external calibration: the instrument relies on other documents (Credential Policy, Fit and Proper Person Requirements, Financial Viability Requirements). Those external instruments (and the Regulator’s interpretation) will shape how prescriptive or flexible requirements are in practice, creating implementation risk and some regulatory discretion.
Concentrated benefits and diffuse costs: the Regulator gains clearer standards and tools to assess and act on quality; larger RTOs with more resources can absorb validation and governance costs more easily than very small providers. The cost of more prescriptive oversight may be concentrated on small providers, while benefits (better assurance of outcomes) accrue diffusely to employers, students and funders.
Possible operational substitution effects: requirements for independent validation, credentialled staff and third‑party oversight may make some delivery models (very low‑cost, low‑overhead, highly subcontracted models) harder to run without adding compliance functions.
Key cross-references in the instrument
Implementation risk, enforcement and opportunity cost
Implementation risk: RTOs must interpret and operationalise qualitative performance indicators ("demonstrates how", "documents", "uses advice"); the Regulator will need consistent auditing and guidance to avoid variable enforcement.
Enforcement costs: the Regulator will need to resource monitoring and verification (validation records, trainer credentials, complaints and appeals logs, governance evidence).
Opportunity cost: time and budget spent meeting documentation, validation and governance obligations are time and funds not spent on other activities (e.g., course innovation or lower student fees).
Clean factual framing
Who pays: RTOs (their governing persons and operations) bear the direct compliance costs; where costs are passed on, students or purchasers of training may face higher fees. The Regulator bears enforcement and implementation costs.
Who decides: governing persons and RTO management decide how to meet the standards in practice; the National VET Regulator decides whether an applicant meets them for registration and enforces compliance afterwards.
What behaviour changes: more formal validation cycles, credential checks, greater documentation and transparency for students, more oversight of third parties, and demonstration of risk management and continuous improvement systems.
Sources cited in the instrument: definitions and effect of instrument (sections 3–6, Schedule 1), validation (Standard 1.5), trainer credentials and Credential Policy references (Standards 3.2–3.3), student information and transparency (Standard 2.1), governance and fit and proper person reference (Standard 4.1), and financial viability notes (Standard 4.3).
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Direct links to the current provisions in National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025.
This instrument is the National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025.
Each provision of this instrument specified in column 1 of the table commences, or is taken to have commenced, in accordance with column 2 of the table. Any other statement in column 2 has effect according to its terms.
<table cellspacing="0" cellpadding="0" style="margin-left:5.35pt; border-collapse:collapse"><thead><tr><td colspan="3" style="width:407.5pt; border-top:1.5pt solid #000000; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement information</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 1</span></p></td><td style="width:166.5pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 2</span></p></td><td style="width:81.45pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 3</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Provisions</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Date/Details</span></p></td></tr></thead><tbody><tr style="height:40.5pt"><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:18pt; text-indent:-18pt"><span><span>1.</span></span><span style="width:9.75pt; font:7pt 'Times New Roman'; display:inline-block"> </span><span>The whole of this</span><span> </span><span>instrument</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:0pt; text-indent:0pt"><span>1 July 2025.</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-style:italic"></span></p></td></tr></tbody></table>
Note: This table relates only to the provisions of this instrument as originally made. It will not be amended to deal with any later amendments of this instrument. (2) Any information in column 3 of the table is not part of this instrument. Information may be inserted in this column, or information in it may be edited, in any published version of this instrument.
This instrument is made under subsection 185(1) of the National Vocational Education and Training Regulator Act 2011.
Note: A number of expressions used in this instrument are defined in section 3 of the Act, including the following:
(a) Australian Qualifications Framework;
(b) executive officer;
(c) high managerial agent;
(d) NVR registered training organisation;
(e) Standards for VET Accredited Courses.
In this instrument:
accredited short course means a course that leads to a VET statement of attainment accredited by a VET Regulator in accordance with the Standards for VET Accredited Courses or the equivalent requirements in a non-referring state.
Act means the National Vocational Education and Training Regulator Act 2011.
AQF certification documentation means the set of official documents which confirm that an AQF qualification or VET statement of attainment has been issued to an individual by an NVR registered training organisation or any other entity authorised to do so.
AQF qualification means an Australian Qualifications Framework qualification type endorsed in a training package or accredited in a VET accredited course.
assessment means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, collects evidence for the purposes of determining whether a VET student is competent to perform to the standard specified in the training product.
assessment judgement means a determination of whether competency has been achieved by a VET student consistent with the training product and this instrument.
assessment system means a coordinated set of documented policies, procedures and assessment tools designed to ensure that assessment, including recognition of prior learning, produces consistent and valid judgements of VET student competency and meets the requirements of this instrument.
assessment tools mean the instrument, instructions and methods used to gather and interpret assessment evidence for the purposes of determining VET student competency, including:
assessor means a person who determines a VET student’s competency for, or on behalf of, an NVR registered training organisation.
authenticated VET transcript has the same meaning as in the Student Identifiers Act 2014.
Credential Policy means the document titled “Credential Policy”, listed on the National Register, as in force from time to time.
Note: Section 191A of the Act permits this instrument to make provision in relation to a matter by applying, adopting or incorporating any matter contained in another instrument or other writing as in force or existing from time to time.
credit transfer means the process of recognising and awarding credit for prior successful completion of an equivalent unit of competency or module.
direction includes an individual providing oversight, guidance and quality assurance to ensure the quality of training and assessment being delivered by another individual.
governing person means any person responsible for overseeing, directing, or exercising a degree of control or influence over the management or operation of an NVR registered training organisation, including executive officers and high managerial agents.
mode of delivery means the methods adopted by an NVR registered training organisation to deliver training and assessment to VET students.
reasonable adjustments include any adjustments for a VET student with a disability made by an NVR registered training organisation in a manner consistent with the Disability Standards for Education 2005.
recognition of prior learning means an assessment process that involves assessment of an individual’s relevant prior learning and experience (including skills and knowledge obtained through formal and informal learning) to determine the extent to which the individual meets requirements specified in the training product.
services means:
training and assessment;
training support services (but excludes counselling, mediation, and information and communication technology services); and
any activities related to the recruitment of VET students including marketing, enrolment, induction, or the collection of fees.
skill set means a single unit of competency or a combination of units of competency from a training package which link to a licensing or regulatory requirement or a defined industry need.
student identifier has the same meaning as in the Student Identifiers Act 2014.
third party means any person who has an arrangement with an NVR registered training organisation to deliver services, but does not include:
employees of the organisation;
experts engaged by the organisation; or
government agencies and government funded agencies that refer VET students to the organisation and do not receive any payment from the organisation for doing so.
trainer means a person who undertakes training for, or on behalf of an NVR registered training organisation.
training means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, facilitates learning and the acquisition of competencies consistent with the requirements specified in the training product.
training product means an AQF qualification, a skill set, a unit of competency, accredited short course or module.
training support services means services and resources designed to support and skill VET students to meet training product requirements and complete the training product in which they are enrolled.
unit of competency means the specification of the standards of performance required in the workplace as defined in a training product.
validation means the review of the assessment system to ensure that:
assessment tools are consistent with the training product and the requirements set out in this instrument; and
assessments and assessment judgements are producing consistent outcomes.
wellbeing support services means support services and resources to assist with VET students’ physical, mental, and emotional wellbeing.
Schedule 1 of this instrument sets out standards for NVR registered training organisations in accordance with subsection 185(1) of the Act. The National VET Regulator must consider whether an applicant is complying, or will comply, with Schedule 1 when determining whether to grant an application for registration as an NVR registered training organisation under subsection 17(2) of the Act.
Each instrument that is specified in a Schedule to this instrument is amended or repealed as set out in the applicable items in the Schedule concerned, and any other item in a Schedule to this instrument has effect according to its terms.
Schedule 1 - Outcome Standards
Overview of the Outcome Standards
This instrument is the National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025.
Each provision of this instrument specified in column 1 of the table commences, or is taken to have commenced, in accordance with column 2 of the table. Any other statement in column 2 has effect according to its terms.
<table cellspacing="0" cellpadding="0" style="margin-left:5.35pt; border-collapse:collapse"><thead><tr><td colspan="3" style="width:407.5pt; border-top:1.5pt solid #000000; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement information</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 1</span></p></td><td style="width:166.5pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 2</span></p></td><td style="width:81.45pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 3</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Provisions</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Date/Details</span></p></td></tr></thead><tbody><tr style="height:40.5pt"><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:18pt; text-indent:-18pt"><span><span>1.</span></span><span style="width:9.75pt; font:7pt 'Times New Roman'; display:inline-block"> </span><span>The whole of this</span><span> </span><span>instrument</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:0pt; text-indent:0pt"><span>1 July 2025.</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-style:italic"></span></p></td></tr></tbody></table>
Note: This table relates only to the provisions of this instrument as originally made. It will not be amended to deal with any later amendments of this instrument. (2) Any information in column 3 of the table is not part of this instrument. Information may be inserted in this column, or information in it may be edited, in any published version of this instrument.
This instrument is made under subsection 185(1) of the National Vocational Education and Training Regulator Act 2011.
Note: A number of expressions used in this instrument are defined in section 3 of the Act, including the following:
(a) Australian Qualifications Framework;
(b) executive officer;
(c) high managerial agent;
(d) NVR registered training organisation;
(e) Standards for VET Accredited Courses.
In this instrument:
accredited short course means a course that leads to a VET statement of attainment accredited by a VET Regulator in accordance with the Standards for VET Accredited Courses or the equivalent requirements in a non-referring state.
Act means the National Vocational Education and Training Regulator Act 2011.
AQF certification documentation means the set of official documents which confirm that an AQF qualification or VET statement of attainment has been issued to an individual by an NVR registered training organisation or any other entity authorised to do so.
AQF qualification means an Australian Qualifications Framework qualification type endorsed in a training package or accredited in a VET accredited course.
assessment means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, collects evidence for the purposes of determining whether a VET student is competent to perform to the standard specified in the training product.
assessment judgement means a determination of whether competency has been achieved by a VET student consistent with the training product and this instrument.
assessment system means a coordinated set of documented policies, procedures and assessment tools designed to ensure that assessment, including recognition of prior learning, produces consistent and valid judgements of VET student competency and meets the requirements of this instrument.
assessment tools mean the instrument, instructions and methods used to gather and interpret assessment evidence for the purposes of determining VET student competency, including:
assessor means a person who determines a VET student’s competency for, or on behalf of, an NVR registered training organisation.
authenticated VET transcript has the same meaning as in the Student Identifiers Act 2014.
Credential Policy means the document titled “Credential Policy”, listed on the National Register, as in force from time to time.
Note: Section 191A of the Act permits this instrument to make provision in relation to a matter by applying, adopting or incorporating any matter contained in another instrument or other writing as in force or existing from time to time.
credit transfer means the process of recognising and awarding credit for prior successful completion of an equivalent unit of competency or module.
direction includes an individual providing oversight, guidance and quality assurance to ensure the quality of training and assessment being delivered by another individual.
governing person means any person responsible for overseeing, directing, or exercising a degree of control or influence over the management or operation of an NVR registered training organisation, including executive officers and high managerial agents.
mode of delivery means the methods adopted by an NVR registered training organisation to deliver training and assessment to VET students.
reasonable adjustments include any adjustments for a VET student with a disability made by an NVR registered training organisation in a manner consistent with the Disability Standards for Education 2005.
recognition of prior learning means an assessment process that involves assessment of an individual’s relevant prior learning and experience (including skills and knowledge obtained through formal and informal learning) to determine the extent to which the individual meets requirements specified in the training product.
services means:
training and assessment;
training support services (but excludes counselling, mediation, and information and communication technology services); and
any activities related to the recruitment of VET students including marketing, enrolment, induction, or the collection of fees.
skill set means a single unit of competency or a combination of units of competency from a training package which link to a licensing or regulatory requirement or a defined industry need.
student identifier has the same meaning as in the Student Identifiers Act 2014.
third party means any person who has an arrangement with an NVR registered training organisation to deliver services, but does not include:
employees of the organisation;
experts engaged by the organisation; or
government agencies and government funded agencies that refer VET students to the organisation and do not receive any payment from the organisation for doing so.
trainer means a person who undertakes training for, or on behalf of an NVR registered training organisation.
training means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, facilitates learning and the acquisition of competencies consistent with the requirements specified in the training product.
training product means an AQF qualification, a skill set, a unit of competency, accredited short course or module.
training support services means services and resources designed to support and skill VET students to meet training product requirements and complete the training product in which they are enrolled.
unit of competency means the specification of the standards of performance required in the workplace as defined in a training product.
validation means the review of the assessment system to ensure that:
assessment tools are consistent with the training product and the requirements set out in this instrument; and
assessments and assessment judgements are producing consistent outcomes.
wellbeing support services means support services and resources to assist with VET students’ physical, mental, and emotional wellbeing.
Schedule 1 of this instrument sets out standards for NVR registered training organisations in accordance with subsection 185(1) of the Act. The National VET Regulator must consider whether an applicant is complying, or will comply, with Schedule 1 when determining whether to grant an application for registration as an NVR registered training organisation under subsection 17(2) of the Act.
Each instrument that is specified in a Schedule to this instrument is amended or repealed as set out in the applicable items in the Schedule concerned, and any other item in a Schedule to this instrument has effect according to its terms.
Schedule 1 - Outcome Standards
Overview of the Outcome Standards
View image in the official source
Outcome Standard
Performance Indicators
training is consistent with the requirements of the training product; the modes of delivery enable VET students to attain skills and knowledge consistent with the training product; training is structured and paced to support VET students to progress, providing sufficient time for instruction, practice, feedback and assessment; training techniques, activities and resources engage VET students and support their understanding; and where the training product requires work placements or other community-based learning, necessary skills and knowledge are able to be attained in that environment.
Outcome Standard
Performance Indicators
how it identifies relevant industry, employer and community representatives and seeks meaningful advice and feedback from those representatives; it uses relevant advice and feedback to inform changes to training and assessment strategies and practices; and training reflects current industry practice.
Outcome Standard
Performance Indicators
the assessment is consistent with the requirements of the training product;
assessment tools are reviewed prior to use to ensure assessment can be conducted in a way that is consistent with the principles of assessment and rules of evidence set out under Standard 1.4; and
the outcomes of any such reviews inform any necessary changes to assessment tools.
Outcome Standard
Performance Indicators
the assessment system facilitates assessment which must be conducted in accordance with the following principles:
fairness – assessment accommodates the needs of the VET student, including implementing reasonable adjustments where appropriate and enabling reassessment where necessary;
flexibility – assessment is appropriate to the context, training product and VET student, and assesses the VET student’s skills and knowledge that are relevant to the training product, regardless of how or where the VET student has acquired those skills or that knowledge;
validity – assessment includes practical application components that enable the VET student to demonstrate the relevant skills and knowledge in a practical setting; and
reliability – assessment evidence is interpreted consistently by assessors and the outcomes of assessment are comparable irrespective of which assessor is conducting the assessment.
assessors make individual assessment judgements that are justified based on the following rules of evidence:
validity – assessment evidence is adequate, such that the assessor can be reasonably assured that the VET student possesses the skills and knowledge described in the training product;
sufficiency – the quality, quantity and relevance of the assessment evidence enables the assessor to make an informed judgement of the VET student’s competency in the skills and knowledge described in the training product;
authenticity – the assessor is assured that a VET student’s assessment evidence is the original and genuine work of that VET student; and
currency – the assessment evidence presented to the assessor documents and demonstrates the VET student’s current skills and knowledge.
Outcome Standard
Performance Indicators
validation of assessment practices and judgements ensure the assessment system produces assessment judgements that are consistent with the training product and comply with the requirements set out in this instrument;
every training product on the organisation’s scope of registration is validated at least once every five years and on a more frequent basis where the organisation becomes aware of risks to training outcomes, any changes to the training product or receives relevant feedback from VET students, trainers, assessors, and industry;
it utilises a risk-based approach – informed by any risks to training outcomes, any changes to the training product or any feedback from VET students, trainers, assessors, and industry – to determine:
the components of the assessment system for a training product which are to be validated; and
the sample size of assessments that are to be validated in respect of a particular training product.
in addition to the requirements in paragraph (b), the assessment system for an AQF qualification or skill set from the Training and Education Training Package that enables individuals to make assessment judgements (as specified in the Credential Policy) has been or will be validated:
once the first cohort of VET students with the organisation have completed their training and assessment; and
by a person who is independent, not employed or subcontracted by the organisation to provide training and assessment, and has no other involvement or interest in the organisation’s operations.
validation is undertaken by one or more people who collectively have:
industry competencies, skills and knowledge relevant to the training product;
a practical understanding of current industry practices relevant to the training product; and
one of the credentials for validation specified in the Credential Policy.
the outcome of an assessment validation is not solely determined by a person who has designed or delivered the training or assessment; and
how outcomes of an assessment validation are used to inform changes to the assessment system.
Outcome Standard
Performance Indicators
VET students are offered opportunities to seek recognition of prior learning and are made aware of the organisation’s policies for seeking recognition of prior learning; decisions relating to recognition of prior learning are based on evidence of prior skills, learning and experience, and are undertaken in accordance with the organisation’s assessment system; and decisions relating to recognition of prior learning are documented and decided in a way that is fair, transparent, consistent amongst VET students, and maintains the integrity of the training product.
Outcome Standard
Performance Indicators
VET students are offered opportunities to seek credit transfer and are made aware of the organisation’s policies for seeking credit transfer; decisions relating to credit transfer are based on evidence of prior completion of an equivalent training product demonstrated by AQF certification documentation or an authenticated VET transcript (unless prevented by licensing or regulatory requirements of the training product); and decisions relating to credit transfer are documented and decided in a way that is fair, transparent, consistent amongst VET students, and maintains the integrity of the training product.
Outcome Standard
Performance Indicators
how it identifies the facilities, resources and equipment required to deliver the training product, including how it identifies which facilities, resources and equipment will be provided by third parties, instead of the organisation; where facilities, resources and equipment are provided by the organisation or third parties – how the organisation ensures:
that the facilities, resources and equipment are, and will continue to be suitable and safe for use by VET students; and
that VET students have access to the facilities, resources and equipment they need to participate in the training and assessment relevant to the training product; and
it has documented strategies and procedures in place to identify and manage risks associated with VET students using facilities, resources and equipment when undertaking work-integrated learning, work placements, or other community-based learning as part of their training.
Outcome Standard
Performance Indicators
all information provided to VET students by the organisation or any third parties is clear, accurate and current; how it identifies which information VET students require prior to their enrolment and how that information is communicated to VET students prior to their enrolment; the following information is easily accessible by VET students:
the training product code and title, duration, modes of delivery, training delivery location, training commencement dates, scheduling, any requirements to commence or complete the training product including assessment requirements, whether any licencing or occupational licence requirements apply, and details of any third party arrangements that apply to the delivery of the training;
the training support services and wellbeing support services that are available to the VET student, and how the student can access those services;
all fees, costs and charges associated with the provision of the training product which VET students may incur, including payment terms and conditions, any applicable refund policies and the availability of any relevant government training entitlements and subsidies; and
any obligations or liabilities which may be imposed on VET students undertaking the training product, including any obligations requiring VET students to acquire any materials, equipment or IT, any costs and processes associated with withdrawing from training, any costs and processes associated with obtaining a Student Identifier, and any requirements for VET students to undertake work placements;
the organisation provides all VET students with documentation prior to their enrolment or before any fees are required to be paid which sets out:
the training which the organisation or third parties will provide the VET student;
all fees, costs and charges which the VET student will be required to pay; and
any obligations or liabilities which may be imposed by the organisation or third parties on the VET student; and
that it informs VET students, as soon as practicable, of any changes to training products or the organisation’s operations that may affect VET students, including any changes relating to the transition of superseded, deleted, or expired training products.
Outcome Standards
Performance Indicators
taking into account the requirements of the training product – it has procedures in place to review, prior to enrolment, the skills and competencies of prospective VET students, including their language, literacy and numeracy proficiency and digital literacy; and based upon the outcome of the review – it provides advice to each prospective VET student about whether the training product is suitable for them.
Outcome Standard
Performance Indicators
how it determines the training support services to be provided to each VET student and how it makes these training support services available to each VET student; VET students have access to trainers, assessors and other staff who are responsible for supporting the VET student; VET students are informed by the organisation about how and when they can access trainers, assessors and other staff who are responsible for supporting the VET student; and queries from VET students are responded to in a timely manner.
Outcome Standard
Performance Indicators
VET students are supported to disclose their disability, if the VET student wishes to do so; reasonable adjustments are made for VET students with disability where appropriate; and where reasonable adjustments are not appropriate or possible, the reasons why are communicated to the VET student as soon as reasonably practicable.
Outcome Standard
Performance Indicators
it fosters a safe and inclusive learning environment for VET students; and it fosters a culturally safe learning environment for First Nations people.
Outcome Standard
Performance Indicators
it identifies, by reference to the training product content, the wellbeing needs of the VET student cohort and appropriate wellbeing support services; and it advises the VET student cohort of the availability of wellbeing support services, and any organisation students can contact, or additional action students can take to support their wellbeing.
Outcome Standard
Performance Indicators
it operates a complaints management system that:
allows feedback and complaints about the organisation, any third parties, and any person employed or contracted by the organisation;
ensures all parties are afforded procedural fairness;
identifies reasonable timeframes for responding to and resolving complaints; and
provides avenues for further action where complaints are not resolved;
information about how to provide feedback and make complaints through the complaints management system is publicly available and easily accessible by VET students; VET students are supported to provide feedback and make complaints; outcomes of complaints are documented by the organisation and communicated to all parties to the complaint; and feedback and complaints are used by the organisation to inform continuous improvement.
Outcome Standard
it operates an appeals management system that:
allows VET students to appeal decisions of the organisation, any third parties, and any person employed or contracted by the organisation, where those decisions adversely affect the student;
ensures all parties to the appeal are afforded procedural fairness;
specifies reasonable timeframes for actioning appeals; and
provides avenues for review by an independent party if requested by the appellant (at no or low cost to the appellant);
information about how to appeal an adverse decision through the appeals management system is publicly available and easily accessible by VET students; outcomes of appeals are documented by the organisation and communicated to the appellant; and the outcomes of appeals are used by the organisation to inform continuous improvement.
Outcome Standard
Performance Indicators
how it ensures the number of trainers, assessors and other staff are appropriate for the delivery of the services it offers; and it facilitates access to continuing professional development opportunities to enable staff of the organisation to effectively perform their role.
Outcome Standard
Performance Indicators
training and assessment is only delivered by persons who hold the appropriate credentials for the delivery of training and assessment as specified in the Credential Policy; where the Credential Policy permits a person to deliver any training or assessment under direction – the organisation has systems in place that ensure the person does not make assessment judgements and is delivering quality training and assessment; and how it ensures all trainers and assessors undertake continuing professional development to maintain current skills and knowledge in training and assessment, including skills and knowledge relating to engaging and supporting VET students.
Outcome Standard
Performance Indicators
all persons delivering training or assessment for, or on behalf of the organisation:
have industry competencies, skills and knowledge that are relevant to, and at least to the level of, the training product being delivered or assessed by the person; and
maintain an understanding of current industry practices relevant to the training or assessment being delivered by the person;
where it engages experts for the purposes of delivering training, it does so:
by reference to the requirements of the training product or the specific VET student cohort; and
in response to a specific need for the expert to be engaged;
it has a system in place for ensuring:
experts have industry competencies, skills, knowledge and specialised industry or subject matter expertise that is directly relevant to the training product they are delivering;
experts are only authorised to work under the direction of a person with the appropriate credentials to provide direction on the delivery of training and assessment, as specified in the Credential Policy;
where the expert is involved in assessment judgement – they conduct the assessment alongside the trainer or assessor; and
the training or assessment the expert is involved in delivering is subject to oversight by the organisation.
Outcome Standard
Performance Indicators
the organisation and its governing persons are fit and proper persons, having regard to the Fit and Proper Person Requirements made under section 186 of the Act, as in force from time to time; its governing persons are suitable persons to oversee the operation of the organisation; its governing persons act diligently and make informed decisions which facilitate compliance with this instrument and any other instrument made under section 185 of the Act, as in force from time to time; and its governing persons lead a culture of integrity, fairness and transparency in the organisation’s delivery of services.
Outcome Standard
Performance Indicators
it supports staff members to understand the components of this instrument and any other instrument made under section 185 of the Act, as in force from time to time, which are relevant to each staff members’ role as an employee of the organisation; it informs staff members of any changes to regulatory or legislative requirements that may affect the organisation’s delivery of services; it has a system in place for ensuring any third parties meet the requirements of this instrument and any other instrument made under section 185 of the Act, as in force from time to time, and are aware of their obligations under these instruments; and the roles and responsibilities of persons engaged by the organisation are well-understood and documented, ensuring accountable decision-making.
Outcome Standard
Performance Indicators
it identifies, manages and reviews risks to VET students, staff and the organisation; how the financial position, financial performance and cashflows of the organisation are managed, monitored and understood by governing persons;
Note: In accordance with section 24 of the Act, NVR registered training organisations must also comply with the Financial Viability Risk Assessment Requirements made under section 158 of the Act.
it has a system for identifying, managing and disclosing any real or apparent conflicts of interest; and where it offers training or assessment to VET students aged under 18 – risks to their safety and wellbeing associated with the organisation’s delivery of the training or assessment are identified and managed:
by having regard to the training content and modes of delivery; and
in accordance with the National Principles for Child Safe Organisations, as in force from time to time.
Note: Section 191A of the Act permits this instrument to make provision in relation to a matter by applying, adopting or incorporating any matter contained in another instrument or other writing as in force or existing from time to time.
Outcome Standard
Performance Indicators
it has a system in place for monitoring and evaluating its performance with the requirements set out in this instrument and any other instrument made under section 185 of the Act, as in force from time to time; how outcomes derived from monitoring and evaluating its performance are used to inform continuous improvement; and it has mechanisms in place to lawfully collect and analyse data including any feedback received from VET students, staff, industry, VET regulators, State and Territory training authorities and employers of current or former VET students.
This instrument is the National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025.
Each provision of this instrument specified in column 1 of the table commences, or is taken to have commenced, in accordance with column 2 of the table. Any other statement in column 2 has effect according to its terms.
<table cellspacing="0" cellpadding="0" style="margin-left:5.35pt; border-collapse:collapse"><thead><tr><td colspan="3" style="width:407.5pt; border-top:1.5pt solid #000000; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement information</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 1</span></p></td><td style="width:166.5pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 2</span></p></td><td style="width:81.45pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 3</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Provisions</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Date/Details</span></p></td></tr></thead><tbody><tr style="height:40.5pt"><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:18pt; text-indent:-18pt"><span><span>1.</span></span><span style="width:9.75pt; font:7pt 'Times New Roman'; display:inline-block"> </span><span>The whole of this</span><span> </span><span>instrument</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:0pt; text-indent:0pt"><span>1 July 2025.</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-style:italic"></span></p></td></tr></tbody></table>
Note: This table relates only to the provisions of this instrument as originally made. It will not be amended to deal with any later amendments of this instrument. (2) Any information in column 3 of the table is not part of this instrument. Information may be inserted in this column, or information in it may be edited, in any published version of this instrument.
This instrument is made under subsection 185(1) of the National Vocational Education and Training Regulator Act 2011.
Note: A number of expressions used in this instrument are defined in section 3 of the Act, including the following:
(a) Australian Qualifications Framework;
(b) executive officer;
(c) high managerial agent;
(d) NVR registered training organisation;
(e) Standards for VET Accredited Courses.
In this instrument:
accredited short course means a course that leads to a VET statement of attainment accredited by a VET Regulator in accordance with the Standards for VET Accredited Courses or the equivalent requirements in a non-referring state.
Act means the National Vocational Education and Training Regulator Act 2011.
AQF certification documentation means the set of official documents which confirm that an AQF qualification or VET statement of attainment has been issued to an individual by an NVR registered training organisation or any other entity authorised to do so.
AQF qualification means an Australian Qualifications Framework qualification type endorsed in a training package or accredited in a VET accredited course.
assessment means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, collects evidence for the purposes of determining whether a VET student is competent to perform to the standard specified in the training product.
assessment judgement means a determination of whether competency has been achieved by a VET student consistent with the training product and this instrument.
assessment system means a coordinated set of documented policies, procedures and assessment tools designed to ensure that assessment, including recognition of prior learning, produces consistent and valid judgements of VET student competency and meets the requirements of this instrument.
assessment tools mean the instrument, instructions and methods used to gather and interpret assessment evidence for the purposes of determining VET student competency, including:
assessor means a person who determines a VET student’s competency for, or on behalf of, an NVR registered training organisation.
authenticated VET transcript has the same meaning as in the Student Identifiers Act 2014.
Credential Policy means the document titled “Credential Policy”, listed on the National Register, as in force from time to time.
Note: Section 191A of the Act permits this instrument to make provision in relation to a matter by applying, adopting or incorporating any matter contained in another instrument or other writing as in force or existing from time to time.
credit transfer means the process of recognising and awarding credit for prior successful completion of an equivalent unit of competency or module.
direction includes an individual providing oversight, guidance and quality assurance to ensure the quality of training and assessment being delivered by another individual.
governing person means any person responsible for overseeing, directing, or exercising a degree of control or influence over the management or operation of an NVR registered training organisation, including executive officers and high managerial agents.
mode of delivery means the methods adopted by an NVR registered training organisation to deliver training and assessment to VET students.
reasonable adjustments include any adjustments for a VET student with a disability made by an NVR registered training organisation in a manner consistent with the Disability Standards for Education 2005.
recognition of prior learning means an assessment process that involves assessment of an individual’s relevant prior learning and experience (including skills and knowledge obtained through formal and informal learning) to determine the extent to which the individual meets requirements specified in the training product.
services means:
training and assessment;
training support services (but excludes counselling, mediation, and information and communication technology services); and
any activities related to the recruitment of VET students including marketing, enrolment, induction, or the collection of fees.
skill set means a single unit of competency or a combination of units of competency from a training package which link to a licensing or regulatory requirement or a defined industry need.
student identifier has the same meaning as in the Student Identifiers Act 2014.
third party means any person who has an arrangement with an NVR registered training organisation to deliver services, but does not include:
employees of the organisation;
experts engaged by the organisation; or
government agencies and government funded agencies that refer VET students to the organisation and do not receive any payment from the organisation for doing so.
trainer means a person who undertakes training for, or on behalf of an NVR registered training organisation.
training means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, facilitates learning and the acquisition of competencies consistent with the requirements specified in the training product.
training product means an AQF qualification, a skill set, a unit of competency, accredited short course or module.
training support services means services and resources designed to support and skill VET students to meet training product requirements and complete the training product in which they are enrolled.
unit of competency means the specification of the standards of performance required in the workplace as defined in a training product.
validation means the review of the assessment system to ensure that:
assessment tools are consistent with the training product and the requirements set out in this instrument; and
assessments and assessment judgements are producing consistent outcomes.
wellbeing support services means support services and resources to assist with VET students’ physical, mental, and emotional wellbeing.
Schedule 1 of this instrument sets out standards for NVR registered training organisations in accordance with subsection 185(1) of the Act. The National VET Regulator must consider whether an applicant is complying, or will comply, with Schedule 1 when determining whether to grant an application for registration as an NVR registered training organisation under subsection 17(2) of the Act.
Each instrument that is specified in a Schedule to this instrument is amended or repealed as set out in the applicable items in the Schedule concerned, and any other item in a Schedule to this instrument has effect according to its terms.
Schedule 1 - Outcome Standards
Overview of the Outcome Standards
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Outcome Standard
Performance Indicators
training is consistent with the requirements of the training product; the modes of delivery enable VET students to attain skills and knowledge consistent with the training product; training is structured and paced to support VET students to progress, providing sufficient time for instruction, practice, feedback and assessment; training techniques, activities and resources engage VET students and support their understanding; and where the training product requires work placements or other community-based learning, necessary skills and knowledge are able to be attained in that environment.
Outcome Standard
Performance Indicators
how it identifies relevant industry, employer and community representatives and seeks meaningful advice and feedback from those representatives; it uses relevant advice and feedback to inform changes to training and assessment strategies and practices; and training reflects current industry practice.
Outcome Standard
Performance Indicators
the assessment is consistent with the requirements of the training product;
assessment tools are reviewed prior to use to ensure assessment can be conducted in a way that is consistent with the principles of assessment and rules of evidence set out under Standard 1.4; and
the outcomes of any such reviews inform any necessary changes to assessment tools.
Outcome Standard
Performance Indicators
the assessment system facilitates assessment which must be conducted in accordance with the following principles:
fairness – assessment accommodates the needs of the VET student, including implementing reasonable adjustments where appropriate and enabling reassessment where necessary;
flexibility – assessment is appropriate to the context, training product and VET student, and assesses the VET student’s skills and knowledge that are relevant to the training product, regardless of how or where the VET student has acquired those skills or that knowledge;
validity – assessment includes practical application components that enable the VET student to demonstrate the relevant skills and knowledge in a practical setting; and
reliability – assessment evidence is interpreted consistently by assessors and the outcomes of assessment are comparable irrespective of which assessor is conducting the assessment.
assessors make individual assessment judgements that are justified based on the following rules of evidence:
validity – assessment evidence is adequate, such that the assessor can be reasonably assured that the VET student possesses the skills and knowledge described in the training product;
sufficiency – the quality, quantity and relevance of the assessment evidence enables the assessor to make an informed judgement of the VET student’s competency in the skills and knowledge described in the training product;
authenticity – the assessor is assured that a VET student’s assessment evidence is the original and genuine work of that VET student; and
currency – the assessment evidence presented to the assessor documents and demonstrates the VET student’s current skills and knowledge.
Outcome Standard
Performance Indicators
validation of assessment practices and judgements ensure the assessment system produces assessment judgements that are consistent with the training product and comply with the requirements set out in this instrument;
every training product on the organisation’s scope of registration is validated at least once every five years and on a more frequent basis where the organisation becomes aware of risks to training outcomes, any changes to the training product or receives relevant feedback from VET students, trainers, assessors, and industry;
it utilises a risk-based approach – informed by any risks to training outcomes, any changes to the training product or any feedback from VET students, trainers, assessors, and industry – to determine:
the components of the assessment system for a training product which are to be validated; and
the sample size of assessments that are to be validated in respect of a particular training product.
in addition to the requirements in paragraph (b), the assessment system for an AQF qualification or skill set from the Training and Education Training Package that enables individuals to make assessment judgements (as specified in the Credential Policy) has been or will be validated:
once the first cohort of VET students with the organisation have completed their training and assessment; and
by a person who is independent, not employed or subcontracted by the organisation to provide training and assessment, and has no other involvement or interest in the organisation’s operations.
validation is undertaken by one or more people who collectively have:
industry competencies, skills and knowledge relevant to the training product;
a practical understanding of current industry practices relevant to the training product; and
one of the credentials for validation specified in the Credential Policy.
the outcome of an assessment validation is not solely determined by a person who has designed or delivered the training or assessment; and
how outcomes of an assessment validation are used to inform changes to the assessment system.
Outcome Standard
Performance Indicators
VET students are offered opportunities to seek recognition of prior learning and are made aware of the organisation’s policies for seeking recognition of prior learning; decisions relating to recognition of prior learning are based on evidence of prior skills, learning and experience, and are undertaken in accordance with the organisation’s assessment system; and decisions relating to recognition of prior learning are documented and decided in a way that is fair, transparent, consistent amongst VET students, and maintains the integrity of the training product.
Outcome Standard
Performance Indicators
VET students are offered opportunities to seek credit transfer and are made aware of the organisation’s policies for seeking credit transfer; decisions relating to credit transfer are based on evidence of prior completion of an equivalent training product demonstrated by AQF certification documentation or an authenticated VET transcript (unless prevented by licensing or regulatory requirements of the training product); and decisions relating to credit transfer are documented and decided in a way that is fair, transparent, consistent amongst VET students, and maintains the integrity of the training product.
Outcome Standard
Performance Indicators
how it identifies the facilities, resources and equipment required to deliver the training product, including how it identifies which facilities, resources and equipment will be provided by third parties, instead of the organisation; where facilities, resources and equipment are provided by the organisation or third parties – how the organisation ensures:
that the facilities, resources and equipment are, and will continue to be suitable and safe for use by VET students; and
that VET students have access to the facilities, resources and equipment they need to participate in the training and assessment relevant to the training product; and
it has documented strategies and procedures in place to identify and manage risks associated with VET students using facilities, resources and equipment when undertaking work-integrated learning, work placements, or other community-based learning as part of their training.
Outcome Standard
Performance Indicators
all information provided to VET students by the organisation or any third parties is clear, accurate and current; how it identifies which information VET students require prior to their enrolment and how that information is communicated to VET students prior to their enrolment; the following information is easily accessible by VET students:
the training product code and title, duration, modes of delivery, training delivery location, training commencement dates, scheduling, any requirements to commence or complete the training product including assessment requirements, whether any licencing or occupational licence requirements apply, and details of any third party arrangements that apply to the delivery of the training;
the training support services and wellbeing support services that are available to the VET student, and how the student can access those services;
all fees, costs and charges associated with the provision of the training product which VET students may incur, including payment terms and conditions, any applicable refund policies and the availability of any relevant government training entitlements and subsidies; and
any obligations or liabilities which may be imposed on VET students undertaking the training product, including any obligations requiring VET students to acquire any materials, equipment or IT, any costs and processes associated with withdrawing from training, any costs and processes associated with obtaining a Student Identifier, and any requirements for VET students to undertake work placements;
the organisation provides all VET students with documentation prior to their enrolment or before any fees are required to be paid which sets out:
the training which the organisation or third parties will provide the VET student;
all fees, costs and charges which the VET student will be required to pay; and
any obligations or liabilities which may be imposed by the organisation or third parties on the VET student; and
that it informs VET students, as soon as practicable, of any changes to training products or the organisation’s operations that may affect VET students, including any changes relating to the transition of superseded, deleted, or expired training products.
Outcome Standards
Performance Indicators
taking into account the requirements of the training product – it has procedures in place to review, prior to enrolment, the skills and competencies of prospective VET students, including their language, literacy and numeracy proficiency and digital literacy; and based upon the outcome of the review – it provides advice to each prospective VET student about whether the training product is suitable for them.
Outcome Standard
Performance Indicators
how it determines the training support services to be provided to each VET student and how it makes these training support services available to each VET student; VET students have access to trainers, assessors and other staff who are responsible for supporting the VET student; VET students are informed by the organisation about how and when they can access trainers, assessors and other staff who are responsible for supporting the VET student; and queries from VET students are responded to in a timely manner.
Outcome Standard
Performance Indicators
VET students are supported to disclose their disability, if the VET student wishes to do so; reasonable adjustments are made for VET students with disability where appropriate; and where reasonable adjustments are not appropriate or possible, the reasons why are communicated to the VET student as soon as reasonably practicable.
Outcome Standard
Performance Indicators
it fosters a safe and inclusive learning environment for VET students; and it fosters a culturally safe learning environment for First Nations people.
Outcome Standard
Performance Indicators
it identifies, by reference to the training product content, the wellbeing needs of the VET student cohort and appropriate wellbeing support services; and it advises the VET student cohort of the availability of wellbeing support services, and any organisation students can contact, or additional action students can take to support their wellbeing.
Outcome Standard
Performance Indicators
it operates a complaints management system that:
allows feedback and complaints about the organisation, any third parties, and any person employed or contracted by the organisation;
ensures all parties are afforded procedural fairness;
identifies reasonable timeframes for responding to and resolving complaints; and
provides avenues for further action where complaints are not resolved;
information about how to provide feedback and make complaints through the complaints management system is publicly available and easily accessible by VET students; VET students are supported to provide feedback and make complaints; outcomes of complaints are documented by the organisation and communicated to all parties to the complaint; and feedback and complaints are used by the organisation to inform continuous improvement.
Outcome Standard
it operates an appeals management system that:
allows VET students to appeal decisions of the organisation, any third parties, and any person employed or contracted by the organisation, where those decisions adversely affect the student;
ensures all parties to the appeal are afforded procedural fairness;
specifies reasonable timeframes for actioning appeals; and
provides avenues for review by an independent party if requested by the appellant (at no or low cost to the appellant);
information about how to appeal an adverse decision through the appeals management system is publicly available and easily accessible by VET students; outcomes of appeals are documented by the organisation and communicated to the appellant; and the outcomes of appeals are used by the organisation to inform continuous improvement.
Outcome Standard
Performance Indicators
how it ensures the number of trainers, assessors and other staff are appropriate for the delivery of the services it offers; and it facilitates access to continuing professional development opportunities to enable staff of the organisation to effectively perform their role.
Outcome Standard
Performance Indicators
training and assessment is only delivered by persons who hold the appropriate credentials for the delivery of training and assessment as specified in the Credential Policy; where the Credential Policy permits a person to deliver any training or assessment under direction – the organisation has systems in place that ensure the person does not make assessment judgements and is delivering quality training and assessment; and how it ensures all trainers and assessors undertake continuing professional development to maintain current skills and knowledge in training and assessment, including skills and knowledge relating to engaging and supporting VET students.
Outcome Standard
Performance Indicators
all persons delivering training or assessment for, or on behalf of the organisation:
have industry competencies, skills and knowledge that are relevant to, and at least to the level of, the training product being delivered or assessed by the person; and
maintain an understanding of current industry practices relevant to the training or assessment being delivered by the person;
where it engages experts for the purposes of delivering training, it does so:
by reference to the requirements of the training product or the specific VET student cohort; and
in response to a specific need for the expert to be engaged;
it has a system in place for ensuring:
experts have industry competencies, skills, knowledge and specialised industry or subject matter expertise that is directly relevant to the training product they are delivering;
experts are only authorised to work under the direction of a person with the appropriate credentials to provide direction on the delivery of training and assessment, as specified in the Credential Policy;
where the expert is involved in assessment judgement – they conduct the assessment alongside the trainer or assessor; and
the training or assessment the expert is involved in delivering is subject to oversight by the organisation.
Outcome Standard
Performance Indicators
the organisation and its governing persons are fit and proper persons, having regard to the Fit and Proper Person Requirements made under section 186 of the Act, as in force from time to time; its governing persons are suitable persons to oversee the operation of the organisation; its governing persons act diligently and make informed decisions which facilitate compliance with this instrument and any other instrument made under section 185 of the Act, as in force from time to time; and its governing persons lead a culture of integrity, fairness and transparency in the organisation’s delivery of services.
Outcome Standard
Performance Indicators
it supports staff members to understand the components of this instrument and any other instrument made under section 185 of the Act, as in force from time to time, which are relevant to each staff members’ role as an employee of the organisation; it informs staff members of any changes to regulatory or legislative requirements that may affect the organisation’s delivery of services; it has a system in place for ensuring any third parties meet the requirements of this instrument and any other instrument made under section 185 of the Act, as in force from time to time, and are aware of their obligations under these instruments; and the roles and responsibilities of persons engaged by the organisation are well-understood and documented, ensuring accountable decision-making.
Outcome Standard
Performance Indicators
it identifies, manages and reviews risks to VET students, staff and the organisation; how the financial position, financial performance and cashflows of the organisation are managed, monitored and understood by governing persons;
Note: In accordance with section 24 of the Act, NVR registered training organisations must also comply with the Financial Viability Risk Assessment Requirements made under section 158 of the Act.
it has a system for identifying, managing and disclosing any real or apparent conflicts of interest; and where it offers training or assessment to VET students aged under 18 – risks to their safety and wellbeing associated with the organisation’s delivery of the training or assessment are identified and managed:
by having regard to the training content and modes of delivery; and
in accordance with the National Principles for Child Safe Organisations, as in force from time to time.
Note: Section 191A of the Act permits this instrument to make provision in relation to a matter by applying, adopting or incorporating any matter contained in another instrument or other writing as in force or existing from time to time.
Outcome Standard
Performance Indicators
it has a system in place for monitoring and evaluating its performance with the requirements set out in this instrument and any other instrument made under section 185 of the Act, as in force from time to time; how outcomes derived from monitoring and evaluating its performance are used to inform continuous improvement; and it has mechanisms in place to lawfully collect and analyse data including any feedback received from VET students, staff, industry, VET regulators, State and Territory training authorities and employers of current or former VET students.
Outcome Standard
Performance Indicators
training is consistent with the requirements of the training product; the modes of delivery enable VET students to attain skills and knowledge consistent with the training product; training is structured and paced to support VET students to progress, providing sufficient time for instruction, practice, feedback and assessment; training techniques, activities and resources engage VET students and support their understanding; and where the training product requires work placements or other community-based learning, necessary skills and knowledge are able to be attained in that environment.
Outcome Standard
Performance Indicators
how it identifies relevant industry, employer and community representatives and seeks meaningful advice and feedback from those representatives; it uses relevant advice and feedback to inform changes to training and assessment strategies and practices; and training reflects current industry practice.
This instrument is the National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025.
Each provision of this instrument specified in column 1 of the table commences, or is taken to have commenced, in accordance with column 2 of the table. Any other statement in column 2 has effect according to its terms.
<table cellspacing="0" cellpadding="0" style="margin-left:5.35pt; border-collapse:collapse"><thead><tr><td colspan="3" style="width:407.5pt; border-top:1.5pt solid #000000; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement information</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 1</span></p></td><td style="width:166.5pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 2</span></p></td><td style="width:81.45pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 3</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Provisions</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Date/Details</span></p></td></tr></thead><tbody><tr style="height:40.5pt"><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:18pt; text-indent:-18pt"><span><span>1.</span></span><span style="width:9.75pt; font:7pt 'Times New Roman'; display:inline-block"> </span><span>The whole of this</span><span> </span><span>instrument</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:0pt; text-indent:0pt"><span>1 July 2025.</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-style:italic"></span></p></td></tr></tbody></table>
Note: This table relates only to the provisions of this instrument as originally made. It will not be amended to deal with any later amendments of this instrument. (2) Any information in column 3 of the table is not part of this instrument. Information may be inserted in this column, or information in it may be edited, in any published version of this instrument.
This instrument is made under subsection 185(1) of the National Vocational Education and Training Regulator Act 2011.
Note: A number of expressions used in this instrument are defined in section 3 of the Act, including the following:
(a) Australian Qualifications Framework;
(b) executive officer;
(c) high managerial agent;
(d) NVR registered training organisation;
(e) Standards for VET Accredited Courses.
In this instrument:
accredited short course means a course that leads to a VET statement of attainment accredited by a VET Regulator in accordance with the Standards for VET Accredited Courses or the equivalent requirements in a non-referring state.
Act means the National Vocational Education and Training Regulator Act 2011.
AQF certification documentation means the set of official documents which confirm that an AQF qualification or VET statement of attainment has been issued to an individual by an NVR registered training organisation or any other entity authorised to do so.
AQF qualification means an Australian Qualifications Framework qualification type endorsed in a training package or accredited in a VET accredited course.
assessment means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, collects evidence for the purposes of determining whether a VET student is competent to perform to the standard specified in the training product.
assessment judgement means a determination of whether competency has been achieved by a VET student consistent with the training product and this instrument.
assessment system means a coordinated set of documented policies, procedures and assessment tools designed to ensure that assessment, including recognition of prior learning, produces consistent and valid judgements of VET student competency and meets the requirements of this instrument.
assessment tools mean the instrument, instructions and methods used to gather and interpret assessment evidence for the purposes of determining VET student competency, including:
assessor means a person who determines a VET student’s competency for, or on behalf of, an NVR registered training organisation.
authenticated VET transcript has the same meaning as in the Student Identifiers Act 2014.
Credential Policy means the document titled “Credential Policy”, listed on the National Register, as in force from time to time.
Note: Section 191A of the Act permits this instrument to make provision in relation to a matter by applying, adopting or incorporating any matter contained in another instrument or other writing as in force or existing from time to time.
credit transfer means the process of recognising and awarding credit for prior successful completion of an equivalent unit of competency or module.
direction includes an individual providing oversight, guidance and quality assurance to ensure the quality of training and assessment being delivered by another individual.
governing person means any person responsible for overseeing, directing, or exercising a degree of control or influence over the management or operation of an NVR registered training organisation, including executive officers and high managerial agents.
mode of delivery means the methods adopted by an NVR registered training organisation to deliver training and assessment to VET students.
reasonable adjustments include any adjustments for a VET student with a disability made by an NVR registered training organisation in a manner consistent with the Disability Standards for Education 2005.
recognition of prior learning means an assessment process that involves assessment of an individual’s relevant prior learning and experience (including skills and knowledge obtained through formal and informal learning) to determine the extent to which the individual meets requirements specified in the training product.
services means:
training and assessment;
training support services (but excludes counselling, mediation, and information and communication technology services); and
any activities related to the recruitment of VET students including marketing, enrolment, induction, or the collection of fees.
skill set means a single unit of competency or a combination of units of competency from a training package which link to a licensing or regulatory requirement or a defined industry need.
student identifier has the same meaning as in the Student Identifiers Act 2014.
third party means any person who has an arrangement with an NVR registered training organisation to deliver services, but does not include:
employees of the organisation;
experts engaged by the organisation; or
government agencies and government funded agencies that refer VET students to the organisation and do not receive any payment from the organisation for doing so.
trainer means a person who undertakes training for, or on behalf of an NVR registered training organisation.
training means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, facilitates learning and the acquisition of competencies consistent with the requirements specified in the training product.
training product means an AQF qualification, a skill set, a unit of competency, accredited short course or module.
training support services means services and resources designed to support and skill VET students to meet training product requirements and complete the training product in which they are enrolled.
unit of competency means the specification of the standards of performance required in the workplace as defined in a training product.
validation means the review of the assessment system to ensure that:
assessment tools are consistent with the training product and the requirements set out in this instrument; and
assessments and assessment judgements are producing consistent outcomes.
wellbeing support services means support services and resources to assist with VET students’ physical, mental, and emotional wellbeing.
Schedule 1 of this instrument sets out standards for NVR registered training organisations in accordance with subsection 185(1) of the Act. The National VET Regulator must consider whether an applicant is complying, or will comply, with Schedule 1 when determining whether to grant an application for registration as an NVR registered training organisation under subsection 17(2) of the Act.
Each instrument that is specified in a Schedule to this instrument is amended or repealed as set out in the applicable items in the Schedule concerned, and any other item in a Schedule to this instrument has effect according to its terms.
Schedule 1 - Outcome Standards
Overview of the Outcome Standards
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Outcome Standard
Performance Indicators
training is consistent with the requirements of the training product; the modes of delivery enable VET students to attain skills and knowledge consistent with the training product; training is structured and paced to support VET students to progress, providing sufficient time for instruction, practice, feedback and assessment; training techniques, activities and resources engage VET students and support their understanding; and where the training product requires work placements or other community-based learning, necessary skills and knowledge are able to be attained in that environment.
Outcome Standard
Performance Indicators
how it identifies relevant industry, employer and community representatives and seeks meaningful advice and feedback from those representatives; it uses relevant advice and feedback to inform changes to training and assessment strategies and practices; and training reflects current industry practice.
Outcome Standard
Performance Indicators
the assessment is consistent with the requirements of the training product;
assessment tools are reviewed prior to use to ensure assessment can be conducted in a way that is consistent with the principles of assessment and rules of evidence set out under Standard 1.4; and
the outcomes of any such reviews inform any necessary changes to assessment tools.
Outcome Standard
Performance Indicators
the assessment system facilitates assessment which must be conducted in accordance with the following principles:
fairness – assessment accommodates the needs of the VET student, including implementing reasonable adjustments where appropriate and enabling reassessment where necessary;
flexibility – assessment is appropriate to the context, training product and VET student, and assesses the VET student’s skills and knowledge that are relevant to the training product, regardless of how or where the VET student has acquired those skills or that knowledge;
validity – assessment includes practical application components that enable the VET student to demonstrate the relevant skills and knowledge in a practical setting; and
reliability – assessment evidence is interpreted consistently by assessors and the outcomes of assessment are comparable irrespective of which assessor is conducting the assessment.
assessors make individual assessment judgements that are justified based on the following rules of evidence:
validity – assessment evidence is adequate, such that the assessor can be reasonably assured that the VET student possesses the skills and knowledge described in the training product;
sufficiency – the quality, quantity and relevance of the assessment evidence enables the assessor to make an informed judgement of the VET student’s competency in the skills and knowledge described in the training product;
authenticity – the assessor is assured that a VET student’s assessment evidence is the original and genuine work of that VET student; and
currency – the assessment evidence presented to the assessor documents and demonstrates the VET student’s current skills and knowledge.
Outcome Standard
Performance Indicators
validation of assessment practices and judgements ensure the assessment system produces assessment judgements that are consistent with the training product and comply with the requirements set out in this instrument;
every training product on the organisation’s scope of registration is validated at least once every five years and on a more frequent basis where the organisation becomes aware of risks to training outcomes, any changes to the training product or receives relevant feedback from VET students, trainers, assessors, and industry;
it utilises a risk-based approach – informed by any risks to training outcomes, any changes to the training product or any feedback from VET students, trainers, assessors, and industry – to determine:
the components of the assessment system for a training product which are to be validated; and
the sample size of assessments that are to be validated in respect of a particular training product.
in addition to the requirements in paragraph (b), the assessment system for an AQF qualification or skill set from the Training and Education Training Package that enables individuals to make assessment judgements (as specified in the Credential Policy) has been or will be validated:
once the first cohort of VET students with the organisation have completed their training and assessment; and
by a person who is independent, not employed or subcontracted by the organisation to provide training and assessment, and has no other involvement or interest in the organisation’s operations.
validation is undertaken by one or more people who collectively have:
industry competencies, skills and knowledge relevant to the training product;
a practical understanding of current industry practices relevant to the training product; and
one of the credentials for validation specified in the Credential Policy.
the outcome of an assessment validation is not solely determined by a person who has designed or delivered the training or assessment; and
how outcomes of an assessment validation are used to inform changes to the assessment system.
Outcome Standard
Performance Indicators
VET students are offered opportunities to seek recognition of prior learning and are made aware of the organisation’s policies for seeking recognition of prior learning; decisions relating to recognition of prior learning are based on evidence of prior skills, learning and experience, and are undertaken in accordance with the organisation’s assessment system; and decisions relating to recognition of prior learning are documented and decided in a way that is fair, transparent, consistent amongst VET students, and maintains the integrity of the training product.
Outcome Standard
Performance Indicators
VET students are offered opportunities to seek credit transfer and are made aware of the organisation’s policies for seeking credit transfer; decisions relating to credit transfer are based on evidence of prior completion of an equivalent training product demonstrated by AQF certification documentation or an authenticated VET transcript (unless prevented by licensing or regulatory requirements of the training product); and decisions relating to credit transfer are documented and decided in a way that is fair, transparent, consistent amongst VET students, and maintains the integrity of the training product.
Outcome Standard
Performance Indicators
how it identifies the facilities, resources and equipment required to deliver the training product, including how it identifies which facilities, resources and equipment will be provided by third parties, instead of the organisation; where facilities, resources and equipment are provided by the organisation or third parties – how the organisation ensures:
that the facilities, resources and equipment are, and will continue to be suitable and safe for use by VET students; and
that VET students have access to the facilities, resources and equipment they need to participate in the training and assessment relevant to the training product; and
it has documented strategies and procedures in place to identify and manage risks associated with VET students using facilities, resources and equipment when undertaking work-integrated learning, work placements, or other community-based learning as part of their training.
Outcome Standard
Performance Indicators
all information provided to VET students by the organisation or any third parties is clear, accurate and current; how it identifies which information VET students require prior to their enrolment and how that information is communicated to VET students prior to their enrolment; the following information is easily accessible by VET students:
the training product code and title, duration, modes of delivery, training delivery location, training commencement dates, scheduling, any requirements to commence or complete the training product including assessment requirements, whether any licencing or occupational licence requirements apply, and details of any third party arrangements that apply to the delivery of the training;
the training support services and wellbeing support services that are available to the VET student, and how the student can access those services;
all fees, costs and charges associated with the provision of the training product which VET students may incur, including payment terms and conditions, any applicable refund policies and the availability of any relevant government training entitlements and subsidies; and
any obligations or liabilities which may be imposed on VET students undertaking the training product, including any obligations requiring VET students to acquire any materials, equipment or IT, any costs and processes associated with withdrawing from training, any costs and processes associated with obtaining a Student Identifier, and any requirements for VET students to undertake work placements;
the organisation provides all VET students with documentation prior to their enrolment or before any fees are required to be paid which sets out:
the training which the organisation or third parties will provide the VET student;
all fees, costs and charges which the VET student will be required to pay; and
any obligations or liabilities which may be imposed by the organisation or third parties on the VET student; and
that it informs VET students, as soon as practicable, of any changes to training products or the organisation’s operations that may affect VET students, including any changes relating to the transition of superseded, deleted, or expired training products.
Outcome Standards
Performance Indicators
taking into account the requirements of the training product – it has procedures in place to review, prior to enrolment, the skills and competencies of prospective VET students, including their language, literacy and numeracy proficiency and digital literacy; and based upon the outcome of the review – it provides advice to each prospective VET student about whether the training product is suitable for them.
Outcome Standard
Performance Indicators
how it determines the training support services to be provided to each VET student and how it makes these training support services available to each VET student; VET students have access to trainers, assessors and other staff who are responsible for supporting the VET student; VET students are informed by the organisation about how and when they can access trainers, assessors and other staff who are responsible for supporting the VET student; and queries from VET students are responded to in a timely manner.
Outcome Standard
Performance Indicators
VET students are supported to disclose their disability, if the VET student wishes to do so; reasonable adjustments are made for VET students with disability where appropriate; and where reasonable adjustments are not appropriate or possible, the reasons why are communicated to the VET student as soon as reasonably practicable.
Outcome Standard
Performance Indicators
it fosters a safe and inclusive learning environment for VET students; and it fosters a culturally safe learning environment for First Nations people.
Outcome Standard
Performance Indicators
it identifies, by reference to the training product content, the wellbeing needs of the VET student cohort and appropriate wellbeing support services; and it advises the VET student cohort of the availability of wellbeing support services, and any organisation students can contact, or additional action students can take to support their wellbeing.
Outcome Standard
Performance Indicators
it operates a complaints management system that:
allows feedback and complaints about the organisation, any third parties, and any person employed or contracted by the organisation;
ensures all parties are afforded procedural fairness;
identifies reasonable timeframes for responding to and resolving complaints; and
provides avenues for further action where complaints are not resolved;
information about how to provide feedback and make complaints through the complaints management system is publicly available and easily accessible by VET students; VET students are supported to provide feedback and make complaints; outcomes of complaints are documented by the organisation and communicated to all parties to the complaint; and feedback and complaints are used by the organisation to inform continuous improvement.
Outcome Standard
it operates an appeals management system that:
allows VET students to appeal decisions of the organisation, any third parties, and any person employed or contracted by the organisation, where those decisions adversely affect the student;
ensures all parties to the appeal are afforded procedural fairness;
specifies reasonable timeframes for actioning appeals; and
provides avenues for review by an independent party if requested by the appellant (at no or low cost to the appellant);
information about how to appeal an adverse decision through the appeals management system is publicly available and easily accessible by VET students; outcomes of appeals are documented by the organisation and communicated to the appellant; and the outcomes of appeals are used by the organisation to inform continuous improvement.
Outcome Standard
Performance Indicators
how it ensures the number of trainers, assessors and other staff are appropriate for the delivery of the services it offers; and it facilitates access to continuing professional development opportunities to enable staff of the organisation to effectively perform their role.
Outcome Standard
Performance Indicators
training and assessment is only delivered by persons who hold the appropriate credentials for the delivery of training and assessment as specified in the Credential Policy; where the Credential Policy permits a person to deliver any training or assessment under direction – the organisation has systems in place that ensure the person does not make assessment judgements and is delivering quality training and assessment; and how it ensures all trainers and assessors undertake continuing professional development to maintain current skills and knowledge in training and assessment, including skills and knowledge relating to engaging and supporting VET students.
Outcome Standard
Performance Indicators
all persons delivering training or assessment for, or on behalf of the organisation:
have industry competencies, skills and knowledge that are relevant to, and at least to the level of, the training product being delivered or assessed by the person; and
maintain an understanding of current industry practices relevant to the training or assessment being delivered by the person;
where it engages experts for the purposes of delivering training, it does so:
by reference to the requirements of the training product or the specific VET student cohort; and
in response to a specific need for the expert to be engaged;
it has a system in place for ensuring:
experts have industry competencies, skills, knowledge and specialised industry or subject matter expertise that is directly relevant to the training product they are delivering;
experts are only authorised to work under the direction of a person with the appropriate credentials to provide direction on the delivery of training and assessment, as specified in the Credential Policy;
where the expert is involved in assessment judgement – they conduct the assessment alongside the trainer or assessor; and
the training or assessment the expert is involved in delivering is subject to oversight by the organisation.
Outcome Standard
Performance Indicators
the organisation and its governing persons are fit and proper persons, having regard to the Fit and Proper Person Requirements made under section 186 of the Act, as in force from time to time; its governing persons are suitable persons to oversee the operation of the organisation; its governing persons act diligently and make informed decisions which facilitate compliance with this instrument and any other instrument made under section 185 of the Act, as in force from time to time; and its governing persons lead a culture of integrity, fairness and transparency in the organisation’s delivery of services.
Outcome Standard
Performance Indicators
it supports staff members to understand the components of this instrument and any other instrument made under section 185 of the Act, as in force from time to time, which are relevant to each staff members’ role as an employee of the organisation; it informs staff members of any changes to regulatory or legislative requirements that may affect the organisation’s delivery of services; it has a system in place for ensuring any third parties meet the requirements of this instrument and any other instrument made under section 185 of the Act, as in force from time to time, and are aware of their obligations under these instruments; and the roles and responsibilities of persons engaged by the organisation are well-understood and documented, ensuring accountable decision-making.
Outcome Standard
Performance Indicators
it identifies, manages and reviews risks to VET students, staff and the organisation; how the financial position, financial performance and cashflows of the organisation are managed, monitored and understood by governing persons;
Note: In accordance with section 24 of the Act, NVR registered training organisations must also comply with the Financial Viability Risk Assessment Requirements made under section 158 of the Act.
it has a system for identifying, managing and disclosing any real or apparent conflicts of interest; and where it offers training or assessment to VET students aged under 18 – risks to their safety and wellbeing associated with the organisation’s delivery of the training or assessment are identified and managed:
by having regard to the training content and modes of delivery; and
in accordance with the National Principles for Child Safe Organisations, as in force from time to time.
Note: Section 191A of the Act permits this instrument to make provision in relation to a matter by applying, adopting or incorporating any matter contained in another instrument or other writing as in force or existing from time to time.
Outcome Standard
Performance Indicators
it has a system in place for monitoring and evaluating its performance with the requirements set out in this instrument and any other instrument made under section 185 of the Act, as in force from time to time; how outcomes derived from monitoring and evaluating its performance are used to inform continuous improvement; and it has mechanisms in place to lawfully collect and analyse data including any feedback received from VET students, staff, industry, VET regulators, State and Territory training authorities and employers of current or former VET students.
Outcome Standard
Performance Indicators
the assessment is consistent with the requirements of the training product;
assessment tools are reviewed prior to use to ensure assessment can be conducted in a way that is consistent with the principles of assessment and rules of evidence set out under Standard 1.4; and
the outcomes of any such reviews inform any necessary changes to assessment tools.
Outcome Standard
Performance Indicators
the assessment system facilitates assessment which must be conducted in accordance with the following principles:
fairness – assessment accommodates the needs of the VET student, including implementing reasonable adjustments where appropriate and enabling reassessment where necessary;
flexibility – assessment is appropriate to the context, training product and VET student, and assesses the VET student’s skills and knowledge that are relevant to the training product, regardless of how or where the VET student has acquired those skills or that knowledge;
validity – assessment includes practical application components that enable the VET student to demonstrate the relevant skills and knowledge in a practical setting; and
reliability – assessment evidence is interpreted consistently by assessors and the outcomes of assessment are comparable irrespective of which assessor is conducting the assessment.
assessors make individual assessment judgements that are justified based on the following rules of evidence:
validity – assessment evidence is adequate, such that the assessor can be reasonably assured that the VET student possesses the skills and knowledge described in the training product;
sufficiency – the quality, quantity and relevance of the assessment evidence enables the assessor to make an informed judgement of the VET student’s competency in the skills and knowledge described in the training product;
authenticity – the assessor is assured that a VET student’s assessment evidence is the original and genuine work of that VET student; and
currency – the assessment evidence presented to the assessor documents and demonstrates the VET student’s current skills and knowledge.
Outcome Standard
Performance Indicators
validation of assessment practices and judgements ensure the assessment system produces assessment judgements that are consistent with the training product and comply with the requirements set out in this instrument;
every training product on the organisation’s scope of registration is validated at least once every five years and on a more frequent basis where the organisation becomes aware of risks to training outcomes, any changes to the training product or receives relevant feedback from VET students, trainers, assessors, and industry;
it utilises a risk-based approach – informed by any risks to training outcomes, any changes to the training product or any feedback from VET students, trainers, assessors, and industry – to determine:
the components of the assessment system for a training product which are to be validated; and
the sample size of assessments that are to be validated in respect of a particular training product.
in addition to the requirements in paragraph (b), the assessment system for an AQF qualification or skill set from the Training and Education Training Package that enables individuals to make assessment judgements (as specified in the Credential Policy) has been or will be validated:
once the first cohort of VET students with the organisation have completed their training and assessment; and
by a person who is independent, not employed or subcontracted by the organisation to provide training and assessment, and has no other involvement or interest in the organisation’s operations.
validation is undertaken by one or more people who collectively have:
industry competencies, skills and knowledge relevant to the training product;
a practical understanding of current industry practices relevant to the training product; and
one of the credentials for validation specified in the Credential Policy.
the outcome of an assessment validation is not solely determined by a person who has designed or delivered the training or assessment; and
how outcomes of an assessment validation are used to inform changes to the assessment system.
Sourced from the Federal Register of Legislation (legislation.gov.au), CC BY 4.0.
This instrument is the National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025.
Each provision of this instrument specified in column 1 of the table commences, or is taken to have commenced, in accordance with column 2 of the table. Any other statement in column 2 has effect according to its terms.
<table cellspacing="0" cellpadding="0" style="margin-left:5.35pt; border-collapse:collapse"><thead><tr><td colspan="3" style="width:407.5pt; border-top:1.5pt solid #000000; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement information</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 1</span></p></td><td style="width:166.5pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 2</span></p></td><td style="width:81.45pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 3</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Provisions</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Date/Details</span></p></td></tr></thead><tbody><tr style="height:40.5pt"><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:18pt; text-indent:-18pt"><span><span>1.</span></span><span style="width:9.75pt; font:7pt 'Times New Roman'; display:inline-block"> </span><span>The whole of this</span><span> </span><span>instrument</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:0pt; text-indent:0pt"><span>1 July 2025.</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-style:italic"></span></p></td></tr></tbody></table>
Note: This table relates only to the provisions of this instrument as originally made. It will not be amended to deal with any later amendments of this instrument. (2) Any information in column 3 of the table is not part of this instrument. Information may be inserted in this column, or information in it may be edited, in any published version of this instrument.
This instrument is made under subsection 185(1) of the National Vocational Education and Training Regulator Act 2011.
Note: A number of expressions used in this instrument are defined in section 3 of the Act, including the following:
(a) Australian Qualifications Framework;
(b) executive officer;
(c) high managerial agent;
(d) NVR registered training organisation;
(e) Standards for VET Accredited Courses.
In this instrument:
accredited short course means a course that leads to a VET statement of attainment accredited by a VET Regulator in accordance with the Standards for VET Accredited Courses or the equivalent requirements in a non-referring state.
Act means the National Vocational Education and Training Regulator Act 2011.
AQF certification documentation means the set of official documents which confirm that an AQF qualification or VET statement of attainment has been issued to an individual by an NVR registered training organisation or any other entity authorised to do so.
AQF qualification means an Australian Qualifications Framework qualification type endorsed in a training package or accredited in a VET accredited course.
assessment means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, collects evidence for the purposes of determining whether a VET student is competent to perform to the standard specified in the training product.
assessment judgement means a determination of whether competency has been achieved by a VET student consistent with the training product and this instrument.
assessment system means a coordinated set of documented policies, procedures and assessment tools designed to ensure that assessment, including recognition of prior learning, produces consistent and valid judgements of VET student competency and meets the requirements of this instrument.
assessment tools mean the instrument, instructions and methods used to gather and interpret assessment evidence for the purposes of determining VET student competency, including:
assessor means a person who determines a VET student’s competency for, or on behalf of, an NVR registered training organisation.
authenticated VET transcript has the same meaning as in the Student Identifiers Act 2014.
Credential Policy means the document titled “Credential Policy”, listed on the National Register, as in force from time to time.
Note: Section 191A of the Act permits this instrument to make provision in relation to a matter by applying, adopting or incorporating any matter contained in another instrument or other writing as in force or existing from time to time.
credit transfer means the process of recognising and awarding credit for prior successful completion of an equivalent unit of competency or module.
direction includes an individual providing oversight, guidance and quality assurance to ensure the quality of training and assessment being delivered by another individual.
governing person means any person responsible for overseeing, directing, or exercising a degree of control or influence over the management or operation of an NVR registered training organisation, including executive officers and high managerial agents.
mode of delivery means the methods adopted by an NVR registered training organisation to deliver training and assessment to VET students.
reasonable adjustments include any adjustments for a VET student with a disability made by an NVR registered training organisation in a manner consistent with the Disability Standards for Education 2005.
recognition of prior learning means an assessment process that involves assessment of an individual’s relevant prior learning and experience (including skills and knowledge obtained through formal and informal learning) to determine the extent to which the individual meets requirements specified in the training product.
services means:
training and assessment;
training support services (but excludes counselling, mediation, and information and communication technology services); and
any activities related to the recruitment of VET students including marketing, enrolment, induction, or the collection of fees.
skill set means a single unit of competency or a combination of units of competency from a training package which link to a licensing or regulatory requirement or a defined industry need.
student identifier has the same meaning as in the Student Identifiers Act 2014.
third party means any person who has an arrangement with an NVR registered training organisation to deliver services, but does not include:
employees of the organisation;
experts engaged by the organisation; or
government agencies and government funded agencies that refer VET students to the organisation and do not receive any payment from the organisation for doing so.
trainer means a person who undertakes training for, or on behalf of an NVR registered training organisation.
training means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, facilitates learning and the acquisition of competencies consistent with the requirements specified in the training product.
training product means an AQF qualification, a skill set, a unit of competency, accredited short course or module.
training support services means services and resources designed to support and skill VET students to meet training product requirements and complete the training product in which they are enrolled.
unit of competency means the specification of the standards of performance required in the workplace as defined in a training product.
validation means the review of the assessment system to ensure that:
assessment tools are consistent with the training product and the requirements set out in this instrument; and
assessments and assessment judgements are producing consistent outcomes.
wellbeing support services means support services and resources to assist with VET students’ physical, mental, and emotional wellbeing.
Schedule 1 of this instrument sets out standards for NVR registered training organisations in accordance with subsection 185(1) of the Act. The National VET Regulator must consider whether an applicant is complying, or will comply, with Schedule 1 when determining whether to grant an application for registration as an NVR registered training organisation under subsection 17(2) of the Act.
Each instrument that is specified in a Schedule to this instrument is amended or repealed as set out in the applicable items in the Schedule concerned, and any other item in a Schedule to this instrument has effect according to its terms.
Schedule 1 - Outcome Standards
Overview of the Outcome Standards
This instrument is the National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025.
Each provision of this instrument specified in column 1 of the table commences, or is taken to have commenced, in accordance with column 2 of the table. Any other statement in column 2 has effect according to its terms.
<table cellspacing="0" cellpadding="0" style="margin-left:5.35pt; border-collapse:collapse"><thead><tr><td colspan="3" style="width:407.5pt; border-top:1.5pt solid #000000; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement information</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 1</span></p></td><td style="width:166.5pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 2</span></p></td><td style="width:81.45pt; border-bottom:1pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Column 3</span></p></td></tr><tr><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Provisions</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Commencement</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-weight:bold">Date/Details</span></p></td></tr></thead><tbody><tr style="height:40.5pt"><td style="width:138.15pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:18pt; text-indent:-18pt"><span><span>1.</span></span><span style="width:9.75pt; font:7pt 'Times New Roman'; display:inline-block"> </span><span>The whole of this</span><span> </span><span>instrument</span></p></td><td style="width:166.5pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection" style="margin-left:0pt; text-indent:0pt"><span>1 July 2025.</span></p></td><td style="width:81.45pt; border-bottom:1.5pt solid #000000; padding-right:5.35pt; padding-left:5.35pt; vertical-align:top; background-color:#ffffff"><p class="subsection"><span style="font-style:italic"></span></p></td></tr></tbody></table>
Note: This table relates only to the provisions of this instrument as originally made. It will not be amended to deal with any later amendments of this instrument. (2) Any information in column 3 of the table is not part of this instrument. Information may be inserted in this column, or information in it may be edited, in any published version of this instrument.
This instrument is made under subsection 185(1) of the National Vocational Education and Training Regulator Act 2011.
Note: A number of expressions used in this instrument are defined in section 3 of the Act, including the following:
(a) Australian Qualifications Framework;
(b) executive officer;
(c) high managerial agent;
(d) NVR registered training organisation;
(e) Standards for VET Accredited Courses.
In this instrument:
accredited short course means a course that leads to a VET statement of attainment accredited by a VET Regulator in accordance with the Standards for VET Accredited Courses or the equivalent requirements in a non-referring state.
Act means the National Vocational Education and Training Regulator Act 2011.
AQF certification documentation means the set of official documents which confirm that an AQF qualification or VET statement of attainment has been issued to an individual by an NVR registered training organisation or any other entity authorised to do so.
AQF qualification means an Australian Qualifications Framework qualification type endorsed in a training package or accredited in a VET accredited course.
assessment means the process by which an NVR registered training organisation, or a third party delivering services on its behalf, collects evidence for the purposes of determining whether a VET student is competent to perform to the standard specified in the training product.
assessmen
This is an opening excerpt, not the complete document.