The Crux of the Matter - Training Queensland - Queensland ...

AQTF Standard 2: The registered training organisation adheres to principles of
access and equity and maximises outcomes for its clients
Yes
No
Element 2.3 Before clients enrol
or enter into an agreement,
the RTO informs them about
the training, assessment and
support services to be provided,
and about their rights and
obligations.
Element 2.4 Employers and
other parties who contribute
to each learner’s training and
assessment are engaged in
the development, delivery
and monitoring of training and
assessment.
Element 2.5 Learners receive
training, assessment and
support services that meet their
individual needs.
Element 2.6 Learners have timely
access to current and accurate
records of their participation and
progress.
Element 2.7 The RTO provides
appropriate mechanisms
and services for learners to
have complaints and appeals
addressed efficiently and
effectively.
Do we have a set of clear, consistent messages available
about support services and LLN assessment
Do we have a number of ways of communicating with
our clients
Do we have ways of evaluating a client’s preferred
method of receiving communication and providing
feedback
Are there alternatives in place to support culturally and
linguistically diverse clients or those who would prefer
to receive information in ways other than written forms
Are all parties aware of the LLN content required ‘on-thejob’
and the training and assessment process Do all
parties have similar, realistic expectations
Are opportunities provided for trainers and assessors
and learners to observe and reflect on LLN skills being
used in real workplace contexts
Are there opportunities for our learners to practise LLN
in real workplace contexts
Do both vocational and LLN staff know how to identify
learners who need assistance
Do we have flexible support services that suit the
learner
Are we aware of the full range of effective support
models that we might offer
Is information provided to learners designed to be easy
to understand
Do we have mechanisms in place to support learners
with queries about results or who need counselling as a
result of failure to progress
Is our appeals system based only on a learner making a
written complaint
Do we have a range of ways in which we receive
information from learners
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