Good Practice Guide Partnerships for VETiS.pdf - National Skills ...

PARTNERSHIPS FOR VET 

IN SCHOOLS 

A good practice guide for schools and RTOs to working in 

partnership to deliver VET in schools programs 

JUNE 2011

C O N T A C T 

NQC Secretariat 

TVET Australia 

Level 21/390 St Kilda Road Melbourne Vic 3004 

Telephone: +61 3 9832 8100 

Email: nqc.secretariat@tvetaustralia.com.au 

Web: www.nqc.tvetaustralia.com.au 

D I S C L A I M E R 

This work has been produced on behalf of the National Quality Council with funding provided 

through the Australian Government Department of Education, Employment and Workplace 

Relations and state and territory governments. The views expressed herein are not necessarily 

those of the Australian Government or state and territory governments. 

A C K N O W L E D G E M E N T 

This work was undertaken by Precision Consultancy as part of a project commissioned by the 

National Quality Council in 2011 with funding through the Australian Government Department 

of Education Employment and Workplace Relations and state and territory governments. 

©Commonwealth of Australia 2011 

This document is available under a “Preserve Integrity” licence. 

For details: http://www.aesharenet.com.au/P4 

All other rights reserved. For licensing enquiries contact sales@tvetaustralia.com.au

Table of contents 

Introduction ............................................................................................................................. 1 

Background to the guide ........................................................................................................... 1 

Who is this guide for ............................................................................................................... 1 

Partnerships to deliver VET in schools ........................................................................... 2 

Partnerships and the AQTF 2010 .............................................................................................. 2 

Types of partnership arrangements .......................................................................................... 3 

Challenges for partnerships ...................................................................................................... 3 

What do schools and RTOs expect from partnerships ............................................................ 4 

Supporting partnerships ..................................................................................................... 6 

Tools for RTOs and schools ....................................................................................................... 6 

Where are you in the partnership cycle .................................................................................. 7 

Getting ready for a partnership ................................................................................................ 8 

Skills needs analysis – for RTOs ............................................................................................... 19 

Skills needs analysis – for schools ........................................................................................... 23 

Trainer and assessor competency ........................................................................................... 27 

Choosing an RTO ..................................................................................................................... 33 

Negotiating the partnership .................................................................................................... 38 

Elements of an agreement ...................................................................................................... 41 

Implementing the partnership ................................................................................................ 43 

Key contacts ............................................................................................................................ 47 

Maintaining the partnership ................................................................................................... 49 

Training and assessment strategy ........................................................................................... 52 

Planning an assessment tool ................................................................................................... 56 

Identifying language, literacy and numeracy (LLN) requirements of units of competency .... 63 

Contextualising units of competency ...................................................................................... 67 

Evaluating the outcomes of training and assessment ............................................................ 73 

Reviewing the partnership ...................................................................................................... 76

Appendix I: Useful Resources .......................................................................................... 79 

Appendix II: Useful contacts ............................................................................................ 88 

Appendix III: Bibliography ............................................................................................... 91

Introduction 

This guide has been developed to assist schools and RTOs to create and engage in partnerships 

to deliver quality outcomes of training and assessment in VET in schools programs. To do this, 

the guide draws upon research into the challenges faced by schools and RTOs in VET in 

schools, as well as the great quantity of supporting materials across different states and 

territories developed to meet these challenges. 

Background to the guide 

When delivering VET in schools programs, schools will often partner with RTOs to provide this 

pathway for students. There is a wealth of information provided by State and Territory 

educational bodies involved in VET to support schools and RTOs in their delivery of VET in 

schools in specific states and territories. However, when a national training system interacts 

with the various state and territory senior education frameworks, unique issues and challenges 

arise particular to each region. This guide aims to draw out the issues that face all partnerships 

and provide support through a range of flexible tools that can be used by schools and RTOs. 

Who is this guide for 

This Guide is aimed at anyone working in schools and RTOs who want to create, or are already 

in, partnerships to deliver VET in schools programs. In practice, this means anyone from a 

school or RTO who is involved in or responsible for: 

 

 

 

 

 

 

 

 

 

 

 

researching potential training and assessment partners 

negotiating agreements 

resourcing training and assessment 

creating and sustaining employment or industry links in a local or regional area 

providing diversity of study and career options for students in their final years of 

senior education 

ensuring specific needs of students, such as language, literacy and numeracy, are met 

delivering skills and knowledge in a stimulating, work based environment 

assessing students in meaningful ways that reflect employability skills and industry 

needs 

professional development of trainers, assessors and other staff involved in VET in 

schools programs 

maintaining quality in all aspects of training delivery, assessment and evaluation 

developing lasting partnerships that are built on mutual respect, cooperation and 

quality. 

Partnerships for VET in schools 

1

Partnerships to deliver VET in 

schools 

Partnerships and the AQTF 2010 

The Australian Quality Training Framework 2010 (AQTF 2010) is the national set of standards 

RTOs must meet to ensure all students undertaking vocational education and training in 

Australia are provided with quality assured, nationally consistent and high standards of 

training and assessment. 

The !QTF Users’ Guide to the Essential Conditions and Standards for Continuing Registration 

defines a partnering agreement as follows: 

“In the vocational education training sector a partnering agreement is an agreement 

between an RTO and another organisation, such as a school...for the provision and/or 

sharing of training and/or assessment services. This allows an organisation that is not 

registered to have the outcomes of their training recognised through partnering with 

an RTO. It also allows RTOs to outsource training and/or assessment to another 

organisation.” 1 

All RTOs have responsibilities under the AQTF 2010, including schools who are also RTOs. 

There are specific provisions when an RTO enters into a partnership arrangement to deliver 

training and assessment, namely: 

Standard 3.3 

The RTO monitors training and/or assessment services provided on its behalf to ensure 

that it complies with all aspects of the AQTF Essential Conditions and Standards for 

Continuing Registration. 

The Users’ Guide to the Essential Conditions and Standards for Continuing Registration 

provides guidance on the practical impact of this standard for RTOs, which in turn means a 

practical impact on schools engaged in partnerships. 

If the RTO, the school, or a combination of staff from both, provide training and assessment in 

VET to students, the RTO is responsible for the quality of this training and assessment. 

However, it is important that a school is clear about its own role in the RTOs compliance with 

the AQTF 2010, and that the RTO communicates its own responsibilities. 

1 

AQTF 2010 Users’ Guide to the Essential Conditions and Standards for Continuing 

Registration, July 2010, page 59 


2

Types of partnership arrangements 

There are a number of different arrangements that meet the aim of delivering VET in schools. 

Different arrangements will also meet the specific needs of individual schools and RTOs. There 

may also be specific state or territory requirements about the type of agreement that must be 

in place, or the documents that must be used, depending on nature of the arrangement being 

entered into. 

There are four common arrangements that allow the delivery of VET in school programs: 

 

 

 

 

the school may be an RTO and may itself deliver VET in school programs (but may 

enter into partnership arrangements with other schools for their students to receive 

training and assessment, or with other RTOs to broaden scope of delivery) 

an auspicing type partnership, where the school delivers the training and assessment, 

and the RTO (private or TAFE) signs off and provides certification to the students 

fee for service, where the school pays for the RTO to deliver training and assess 

students – training will take place at the RTO, the school or a workplace 

a combination of trainers and assessors from both the RTO and the school delivering 

and assessing VET in schools programs. 

Individual states and territories will also have their own specific ways that students can access 

VET in schools programs which will impact on the type of partnership the school and RTO enter 

into. 

Challenges for partnerships 

This report has been prepared for the National Quality Council (NQC) as a result of previous 

work done into issues around VET in schools. A number of reports and research projects have 

been carried out in VET in schools and have resulted in many resources that assist schools and 

RTOs alike. 

In particular, a recent NCQ project and report, ‘VET in Schools – strengthening delivery and 

assessment outcomes’ 2 examined some of the issues that face schools and RTOs when working 

together to deliver VET in schools. The project aimed to deliver interactive information 

sessions about assessment for VET in schools, with a focus on supporting documents available 

from the NQC about quality and assessment. The consultation in preparation for these 

sessions, and feedback from the sessions, highlighted a number of issues and opportunities for 

all involved in assessment of school students undertaking VET qualification and units of 

competency. Concerns included: 

 

a lack of understanding about VET assessment and school based assessment, including 

validation of assessment task processes 

2 

Gillis, Shelley and Bateman, Andrea, VET in Schools – strengthening delivery and assessment 

outcomes, National Quality Council, 2010 


3

lack of opportunity for students to learn and practice their skills in a workplace (with 

an employer or industry placement) 

schools being unable to establish and maintain links with employers and industry in 

their local area or region to enable students to take advantage of workplace 

experience 

uncertainty from school staff about the actual arrangement between their school and 

the RTO and what they could reasonably expect from the RTO, particularly in relation 

to asking for assessment guidance 

RTO concern about the lack of vocational competence and VET competence of school 

teachers to deliver and assess VET 

uncertainty from both sides about how quality is to be maintained and demonstrated 

the need for stronger relationships between industry bodies and schools to 

understand industry standards and needs. 

What do schools and RTOs expect from partnerships 

A key to any successful partnership is a shared understanding of what each partner wants and 

expects from the relationship. Below is a summary of some of the expectations of schools, 

RTOs and both when it comes to VET in schools. 

 

 

Commitment to quality outcomes for students in training and assessment 

! shared agreement, documented in writing, clearly stating each party’s responsibilities 

parties 

Both 

 

 

 

Shared understanding about the students undertaking VET in schools programs 

Regular communications between both parties and early raising of concerns 

Identified single points of key contact within each party 

 

Understanding of each other’s perspectives and regulatory requirements (e.g. an RTO’s 

compliance with the !QTF, a school’s requirement to meet boards of studies responsibilities). 

 

 

Information about student behaviour and attendance, in particular, information about students 

at risk of not continuing with their training 

Communication beyond the school, e.g. to parents of students 

Schools 

 

 

Timely reporting about student performance and achievements to fit in with school reporting 

requirements (of particular concern for final year students) 

Scored assessment by the RTO (in some states which assist with Yr 12 scores) 

 

 

Links with and understanding of local industry and enterprise practices for work placements 

Clarity up front about costs involved in the provision of VET services (particularly if any costs 

need to be passed onto students and families). 

RTOs 

 

 

Commitment and genuine interest in undertaking VET studies from both the school and 

students 

Information about any specific needs of students e.g. Language, literacy and numeracy, welfare 


4

issues 

 

 

 

Specific communication about changes in school schedules that impacted on student 

attendance at training and assessment (and in particular, the dilemma this created for students 

if they had to choose between a compulsory school activity or their VET program) 

School cooperation with RTOs to ensure AQTF requirements were met (including information 

about trainers and assessors VET and vocational experience and current competency) 

Using agreed learning and assessment strategies. 

Ultimately, both parties in a partnership are seeking relationships based on open 

communication, clarity of role and responsibilities, and a sharing of goodwill and expertise. 


5

Supporting partnerships 

Tools for RTOs and schools 

Drawing on research and available resources, this Guide presents a suite of tools that are 

designed to assist RTOs and schools work together to deliver VET in schools programs. The 

tools are designed to reflect a process of a partnership, which takes both parties through the 

stages of 

 

 

 

 

 

determining the reasons for entering a partnership, and their readiness for a 

partnership 

negotiating the partnership to reach a common agreement 

implementing the partnership, or setting it up 

maintaining the partnership, and the process of putting VET in schools programs in 

place 

evaluating and reviewing the partnership to determine if the relationship should 

continue. 


6

Each tool is presented with information about: 

 

 

 

 

when the tool should be used 

who the tool is designed for 

why the tool is useful, and 

how the tool can be used. 

Some of the tools may reflect documents that are already being used in a partnership between 

an RTO and a school. Not all tools will suit all partnerships. The underlying feature of all tools is 

that they focus on communication and clarity of roles and responsibilities. Most importantly, 

the tools are designed to be flexible and adapted to suit the individual needs of a school or an 

RTO. 

Where are you in the partnership cycle 

The tools in this guide reflect a partnership cycle that begins with getting ready for a 

partnership to deliver VET in schools programs. However, the tools are still relevant to those 

schools and RTOs already in partnerships and can be ‘dipped into’ to help reflect on existing 

agreements. For example: 

 

 

 

 

the ‘!re you ready for a partnership’ tool may help to revisit the reasons why the 

partnership arrangement was entered into 

your own partnership agreement could be checked against the ‘Elements of the 

agreement’ tool to ensure all necessary aspects are included (and if not, the 

‘Negotiating the partnership’ tool could assist in coming to agreement on new issues) 

tools from the ‘Maintain’ stage can help with delivery and assessment of VET in 

schools programs 

if new trainers or assessors join the school or RTO during a partnership, the ‘Trainer 

and assessor competency tool’ can assist to ensure these staff are ready to be involved 

in the delivery of VET programs. 


7

Getting ready for a partnership 

Stage: Are you ready for a partnership 

Who is the tool for 

Both schools and RTOs 

Why is this tool useful 

This tool can help identify and clarify the reasons for schools and RTOs wanting to enter a 

partnership to deliver VET in schools programs. It can also measure organisational readiness to 

form partnerships. 

Within a school, the motivations of the students, the teachers, the school and others to take 

part in VET programs needs to be mutually compatible to ensure outcomes reflect 

motivations. These then need to be discussed and matched with a suitable RTO who can work 

with the school towards these outcomes. 

How to use the tool 

Identify the staff in your school or RTO who should be involved in a partnership. This should 

include people involved in the negotiation of the partnership and decision making, day to day 

affairs of the partnership, and representatives of trainers and assessors. 

Then, look at each question in the first column of the table and consider how your school or 

RTO responds. Some considerations have been provided in the second and third columns for 

schools and RTOs. Look at any issues that need to be addressed before you approach the other 

party for discussions. You may like to add further questions relevant to your circumstances. 

The final two columns allow you to allocate further actions and indicate who in your 

organisation should be responsible. 

This tool can also be used: 

 

 

 

 

as a record of internal discussions and agreement about the partnership, signed and 

dated 

to demonstrate readiness for a partnership to potential VET in schools partners 

with the RTO skills needs analysis and School skills needs analysis tools 

to review the progress of the partnership with the Reviewing the partnership tool. 


8

Getting ready for a partnership 

Date of discussion: 

Staff members involved in discussions and their role: 

Key 

questions 

Considerations for the school Considerations for the RTO Actions to take and due date 

Staff member 

responsible 


9

Key 

questions 


Staff member 

responsible 

Why VET in 

schools 

What are the 

motivations 

for offering 

VET in 

schools 

Motivations from and for students, 

teachers, parents, the school 

Increased learning pathways and 

employment opportunities for 

students 

Opportunity for greater student 

retention 

Greater understanding of the 

workplace and industry 

Exposure to links with local 

employees or industry 

Increased professional scope and 

development of school staff 

In response to government 

initiatives 

Are individual motivations 

compatible with each other 

Opportunity to train and assess a 

new learner group and share 

knowledge and experience 

Increase professional scope with 

opportunity to work with a new 

learner group and provide mentoring 

and professional to school staff 

Attract government incentives for 

delivering training 

Introducing industry and workplaces 

to younger people 

Encourage students to continue as 

post school learners 

To promote industry standards 

Are individual motivations 

compatible with each other and with 

desired outcomes 

What are the 

objectives or 

What outcomes are you expecting 

for students, staff, and the school 

What outcomes are you expecting 

for trainers, assessors, the learners, 


10

Key 

questions 


Staff member 

responsible 

outcomes 

from VET in 

schools 

Are these all attainable through VET 

in schools 

Are these compatible with a 

potential partner 

What features do you want to see in 

place 

RTOs, etc 

Are these compatible with a 

potential partner 

What is your idea of a successful 

partnership 

What are the 

pathways for 

students from 

studying a VET 

in schools 

qualification 

Will the qualification lead to job opportunities, future VET studies, 

employability skills 

How does industry view the qualifications being offered 

What other pathways or outcomes are there as a result of VET in schools E.g. 

increased language, literacy and numeracy skills, desire to continue study, 

interest in new career or industry opportunities 


11

Key 

questions 


Staff member 

responsible 

What do you 

want the 

partnership 

agreement to 

cover 

Training delivery 

Conduct of assessment 

Issuing of qualifications 

Arrangement of work placements 

Mentoring and professional development 

Language, literacy and numeracy development 

What type of 

arrangement 

will best suit 

your needs 

Auspicing arrangement (school delivers and assesses; RTO provides 

certification) 

Fee for service (RTO delivers, assesses and provides certification) 

Combination of school and RTO delivery and assessment; RTO provides 

certification 

School as RTO 

Other (state specific) 

Do particular arrangements come with specific requirements for your state or 

territory 


12

Key 

questions 


Staff member 

responsible 

Costs and 

funding 

Is there are clear budget for the VET 

in schools programs 

Are there specific funding 

arrangements that need to be put in 

place 

Is it clear what is being paid for 

Do any costs need to be passed on to 

students and their families 

Have you worked out what the costs 

are associated with the VET in 

schools program 

Can you provide a clear schedule of 

costs 

Can you put the school in touch with 

any funding arrangements 

Are there any costs associated with 

industry or work placements 


13

Key 

questions 


Staff member 

responsible 

What 

resources can 

you bring to 

the 

partnership 

Staff with VET and vocational 

competency (or willing to gain 

competency with guidance) 

Experience and expertise with the 

learner group, including individual 

needs 

Expertise on school based 

assessment 

Scheduling expertise 

Venues for training and simulated 

work environments 

Links with local employers and/or 

industry 

Staff with VET and vocational 

competency 

Venues for training and simulated 

work environments 

Assistance with meeting LLN 

requirements 

Mentoring and professional 

development for staff at school 

involved in delivery and assessment 

Links with industry 

Training and assessment resources 


14

Key 

questions 


Staff member 

responsible 

Who needs to 

be involved 

Principal 

Teachers 

VET student coordinators (for day to 

day interactions with the RTO) 

School counsellors (assisting 

students with managing work 

experiences and travel between 

school, work placements, etc.) 

Student representatives (for 

consultation) 

Local industry or enterprise contacts 

(e.g. from pre established 

relationships with the school) 

School accountants or financial staff 

Administrative staff 

Business development manager 

Trainers and assessors 

VET student coordinator or 

equivalent 

Industry contacts 

Language, literacy and numeracy 

specialist staff 

Campus manager 

Administrative staff 

Account managers and financial staff 


15

Key 

questions 


Staff member 

responsible 

What are your Do you want your staff to be Do your staff have the relevant skills 

staffing involved in the delivery of training required to develop and maintain a 

needs 

and assessment 

relationship with a school 

Do they have the appropriate 

qualifications and industry 

experience under the AQTF 

Are there opportunities to gain these 

qualifications and school 

experience 

Can your staff provide mentoring to 

school staff wanting to deliver and 

assess VET in schools 

!lso see the ‘Skills needs analysis – 

for RTOs’ and ‘Trainer and assessor 

competency’ tools 

How will delivery of VET in schools fit 

with your staff’s existing teaching 

responsibilities 

!lso see the ‘Skills needs analysis – 

for schools’ and ‘Trainer and 

assessor competency’ tools 


16

Key 

questions 


Staff member 

responsible 

What are the 

OHS and 

insurance 

implications of 

VET in 

schools 

Who has responsibility for OHS of 

students undertaking learning and 

assessment away from school 

Does your school need to take out 

additional insurance for students 

undertaking VET in schools or 

teachers delivering VET in schools 

Do your staff understand the OHS 

requirements of the school and the 

school in general 

How will you 

measure and 

assure 

quality 

Do you have appropriate reporting 

and monitoring processes in place 

How will VET in schools subjects 

impact on your student’s non VET 

studies (e.g. senior certificate of 

education subjects) 

What other quality standards does 

your school have that need to be 

communicated and catered for by 

the RTO 

What do you need to do to comply 

with the AQTF (school as RTOs or 

not) 

Do you have the structures in place 

required by the Australian Quality 

Training Framework (AQTF), e.g. 

staffing, recordkeeping, required 

units, or qualifications on scope of 

registration 

What work needs to be done with 

the school to ensure your RTO 

complies with the AQTF 

In regards to the partnership itself, how 

will you measure ‘quality’ What 

benchmarks or standards will you use to 

determine e.g. timely reporting, ease of 

communication, satisfaction of all 


17

Key 

questions 


Staff member 

responsible 

In regards to the partnership itself, how 

will you measure ‘quality’ What 

benchmarks or standards will you use to 

determine e.g. timely reporting, ease of 

communication, satisfaction of 

students, staff, parents 

involved 

How will you 

resolve 

conflict or 

disagreement 

Can you agree with the RTO to raise 

issues and concerns as soon as they 

arise and agree to a dispute 

resolution process with an external, 

independent decision maker for 

significant concerns 

Can you agree with the school to 

raise issues and concerns as soon as 

they arise and agree to a dispute 

resolution process with an external, 

independent decision maker for 

significant concerns 

Do you have a conflict resolution 

process the school can utilise 


18

Skills needs analysis – for RTOs 



RTOs 

Why is it useful 

Research conducted into the partnerships between RTOs and enterprise/industry found a wide 

range of skills were needed by a variety of personnel within RTOs to contribute to a successful 

partnership. Many of these skills are also relevant to the relationship an RTO develops with a 

school to deliver VET in schools programs, especially in regards to ensuring quality processes 

required by the Australian Quality Training Framework (AQTF) are complied with. 

This tool will assist the RTO to identify and assess the skills its staff needs to contribute to a 

successful partnership with the school. Once completed, the RTO might provide it to the 

school to demonstrate their readiness and commitment to the partnership. 


Firstly, identify the staff from your RTO who will be involved in the partnership to deliver VET 

in schools programs and determine what role they will play in the partnership. 

Secondly, use the checklist to identify the skills and knowledge that are relevant to that staff 

member’s role in the partnership. You may wish to include addition skills and knowledge. 

Thirdly, assess the staff member’s current level of ability against the identified area, identify 

any areas for development and comment on how this could be achieved. 

You may use ticks () to indicate a skill or knowledge is held, or a rating scale (1 – 5) to 

demonstrate the level of a person’s ability, or you may make notes about what needs to be 

done to ensure appropriate staff have the required skills or knowledge. 

Modify the tool as needed. Not all staff identified as being involved in the partnership will 

need all the skills listed, and you may need to add additional skills and knowledge depending 

on the nature of the role and the partnership. 

The tool could also be modified to be a broad audit of the organisation’s skills for a 

partnership. 

Also, there is a similar tool for schools to use with their staff. 


19

Skills needs analysis – for RTOs 

Staff name: 

Role in RTO: 

(e.g. RTO manager; business development manager; trainer; assessor; workplace training and 

assessment coordinator; instructional designer; campus manager) 

Role in partnership: 

(e.g. contract manager; VET in schools coordinator; trainer; assessor; professional development 

coordinator; workplace trainer and assessment coordinator) 

Skills and knowledge 

Assessment of current 

Areas for 

Suggested action to 

needed 

abilities 

development 

be taken 

Communication 

ability to communicate with 

a wide range of personnel 

from the partner school 

negotiation skills to reach 

agreement about the 

partnership 

listening to needs of schools 

and students 

mentoring skills for guiding 

trainers in their VET 

professional development 

ability to engage with 

younger learners 

demonstration of 

commitment to the 

partnership 


20

Creativity, innovation 

understands the importance 

and implementation of 

continuous improvement 

develops learning and 

assessment solutions based 

on school and student needs 

creates and supports 

opportunities for workplace 

learning and assessment 

Management 

understands funding 

possibilities 

planning, writing contracts 

and agreements 

understands and can explain 

costing of services 

Industry knowledge 

has knowledge and 

experience of the industry 

the school and students are 

interested in 

willing and able to work with 

school staff to develop 

understanding of the 

industry 

can use existing contacts, or 

create contacts, to support 

workplace learning and 

assessment 


21

Training and assessment methodologies 

can provided for different 

learning styles and needs of 

learners such as language, 

literacy and numeracy 

has experience with and/or 

willingness to work with 

school based and younger 

learners 

able to customise units of 

competency, resources and 

assessment tasks to meet 

enterprise or industry needs 

can source and adapt 

training materials suitable 

for learners 

has understanding of 

schools systems (State, 

independent, Catholic, 

other) and senior school 

certificates of education 

can provide mentoring skills 

for staff in the school 

has up to date ‘Working 

with Children’ or other 

relevant checks 


22

Skills needs analysis – for schools 



Schools 


Research conducted into the partnerships between RTOs and enterprise/industry found a wide 

range of skills were needed by a variety of personnel within RTOs to contribute to a successful 

partnership. Many of these skills are also relevant to partnerships between schools and RTOs 

to deliver VET in schools programs. 

This tool will assist the school to identify and assess the skills staff need to contribute to a 

successful partnership. Like the Staff skills needs analysis – for RTOs, it can be used as a sign of 

readiness and commitment to the partnership. 


Firstly, identify the staff from your school who will be involved in the partnership to deliver 

VET in schools programs and determine what role they will play in the partnership. 

Secondly, use the checklist to identify the skills and knowledge that are relevant to that staff 

member’s role in the partnership. You may wish to include addition skills and knowledge. 

Thirdly, assess the staff member’s current level of ability against the identified area, identify 

any areas for development and comment on how this could be achieved. 

You may use ticks () to indicate a skill or knowledge is held, or a rating scale (1 – 5) to 

demonstrate the level of a person’s ability, or you may make notes about what needs to be 

done to ensure appropriate staff have the required skills or knowledge. 

Modify the tool as needed. Not all staff identified as being involved in the partnership will 

need all the skills listed, and you may need to add additional skills and knowledge depending 

on the nature of the role and the partnership. 

The tool could also be modified to be a broad audit of the organisation’s skills for a 

partnership. 

This tool can also be used with the Trainer and Assessor Competence tool. 


23

Skills needs analysis – for schools 

Staff name: 

Role in school: 

(e.g. year level coordinator; principal; teacher; student careers advisor; work experience coordinator) 

Role in partnership: 

(e.g. VET coordinator; trainer; assessor; student liaison, contract manager) 





needed 

abilities 

development 

be taken 

Communication 

ability to communicate with 

a wide range of personnel 

from the partner RTO 

negotiation skills to reach 

agreement about the 

partnership 

listening to needs of all 

involved e.g. the RTO, staff, 

students, etc. 

ability to engage with 

younger learners 

demonstration of 

commitment to the 

partnership 

Creativity, innovation 

understands the importance 

and implementation of 

continuous improvement 

develops learning and 

assessment solutions based 

on school and student needs 


24





needed 

abilities 

development 

be taken 

creates and supports 

opportunities for workplace 


Management 

understands funding 

possibilities 

planning, writing contracts 

and agreements 

understands and can explain 

costing of services 

Industry knowledge 

has knowledge and 

experience of the industry 

the school and students are 

interested in 

willingness to develop 

understanding of the 

industry 

can use existing contacts, or 

create contacts, to support 

workplace learning and 

assessment 

Training and assessment methodologies 

can provided for different 

learning styles and needs of 

learners such as language, 

literacy and numeracy 


25





needed 

abilities 

development 

be taken 

has VET competencies to be 

a trainer and/or assessor 

has vocational competencies 

to the level being delivered 

and assessed 

able to customise units of 

competency, resources and 

assessment tasks to meet 

enterprise or industry needs 

can source and adapt 

training materials suitable 

for learners 

has understanding of the 

VET system, in particular 

competency based 

assessment 


26

Trainer and assessor competency 


Who is this tool for 



Maintaining currency of VET and vocational skills and knowledge is an ongoing challenge and 

opportunity for professional development for any trainer and assessor. Standard 1.4 of the 

AQTF sets out the specific requirements for the competency of trainers and assessors in VET. 

RTOs are responsible for the competency of trainers and assessors delivering VET in schools 

programs, whether they are from the RTO or from the school. 

This tool can be used to record the current competencies in VET and a vocational area for a 

trainer or assessor delivering VET in schools programs. The tool is based on the requirements 

of the determination of the National Quality Council on 17 June 2010 (at Appendix 2 of Users’ 

Guide to the Essential Conditions and Standards for Continuing Registration). This 

determination, the Users’ Guide and the Essential Conditions and Standards for Continuing 

Registration should be read and understood by all involved in the delivery of VET programs in 

schools. 


Teachers likely to deliver and/or assess VET at their school should work through Part A of the 

document and provide as much information and evidence as possible about their teaching 

qualifications, experience (in schools and in VET) and vocational experiences. 

With a trainer and/or assessor from the partner RTO, the teacher should work through the 

requirements for VET and vocational competency for trainers and assessors in Parts B, C and D. 

The RTO should then make and record their judgment as to the teacher’s competency to 

deliver and/or assess units of competency in the VET program. 

It may be part of the partnership agreement that the RTO provides guidance and advice on, 

and even deliver, professional development. If so, there is provision in the tool to detail a 

program of support for the teacher in their VET practice. 

The tool is also a type of training needs analysis. For example, a teacher may not be ready to 

deliver and assess VET, but may wish to develop their VET practice and vocational competency 

to provide VET in schools at a later date. The RTO can provide advice as to what course of 

action the teacher could take, such as professional development and industry experience. 


27

Trainer and assessor competency 

Part A: For the teacher to complete: 

Teaching experience 

Your name: 

Your school: 

Your current role: 

Number of years experience in this role: 

Teaching qualifications: 

[provide certified copies of all relevant qualifications] 

Subject areas of expertise: 

Vocational experience and qualifications 

(to at least the level being delivered or 

assessed]: 

[provide evidence such as certified copies of 

qualifications; work experience; letters of 

professional association or membership; resume 

with details; etc.] 

What units of competency are you seeking to deliver and/or assess 

Units of competency 

Deliver 

(tick) 

Assess 

(tick) 


28

Part B: For the teacher to complete with a trainer and/or assessor from the partner RTO: 

Training competency (AQTF Element 1.4 (a)) 

1. Does the teacher hold the TAE40110 Certificate IV in 

Training and Assessment from the TAE10 Training and 

Education Package 

2. Can the teacher demonstrate equivalent competencies 

How 

Yes (certified copy provided) 

No (see next option) 

Yes (attach proof of 

demonstrated competencies) 


3. Is the teacher able to work under the direct supervision of 

someone who has the competencies specified at 1 or 2 

above AND is the teacher able to demonstrate vocational 

competencies to at least the level being delivered 

e.g. a teacher with vocational competency team teaching 

with a trainer from the RTO 

Yes (attach the details of the 

person who has the competencies 

at 1 or 2; detail the nature of the 

direct supervision; and provide 

evidence of vocational 

competencies to the level being 

delivered) 

No teacher cannot deliver 

training 

RTO decision: 

[name] has / does not have training competency: 

(signed) 

(name) 

Advice from the RTO for [name] to achieve training competency: 


29

Part C: For the teacher to complete with a trainer and/or assessor from the partner RTO: 

Assessment competency (AQTF Element 1.4 (a)) 

Does the teacher hold these three competencies from the 

TAE10 Training and Education Training Package: 

a. TAEASS401A Plan assessment activities and 

processes 

b. TAEASS402A Assess competence 

c. TAEASS403A Participate in assessment 

validation 

Is the teacher able to demonstrate equivalent 

competencies to all three units listed above How 

Yes (certified copy provided) 





Are alternative arrangements available Could a person 

with the assessment competencies above work with one 

or more people who have the relevant vocational 

competencies to the level being assessed to conduct 

assessments. For example, an assessor from the RTO could 

work with teachers from the school who have the relevant 

vocational competency 


person who has the 

competencies and the nature of 

the direct supervision) 

No 

RTO decision: [name] has / does not have assessor competency: 

(signed) 

(name) 

Advice from the RTO for [name] to achieve assessor competency: 


30

Part D: For the teacher to complete with a trainer and/or assessor from the partner 

RTO: 

Vocational competence and current industry skills 

How does the teacher demonstrate vocational 

competency to at least the level being delivered or 

assessed (AQTF Element 1.4(b)) 

AND 

How does the teacher demonstrate current industry skills 

directly relevant to the training or assessment being 

undertaken (AQTF Element 1.4(c)) 

AND 

Is the teacher continuing to develop their VET knowledge 

and skills and their industry currency and trainer/assessor 

competency (AQTF Element 1.4(d)) 

Yes (provide evidence, 

including reference to the 

relevant Training Package) 

No 



No 


person who has the 

competencies and the nature of 

the direct supervision) 

No 

RTO decision: [name] has / does not have vocational competency to the level being delivered 

or assessed: 

(signed) 

(name) 

Advice from the RTO for [name] to achieve assessor competency: 


31

RTO decision: 

For each of the following units of competency and qualifications, *teacher’s name+ from 

[school] is able to do the following: 

Units of competency or qualification 

e.g. SITHACS005B Prepare rooms for guests 

Details of training and 

assessment the teacher can 

provide and how 

Deliver VET under supervision 

of RTO trainer 


32

Choosing an RTO 



Schools 


Many schools find themselves negotiating directly with an RTO for the delivery of learning and 

development services. If a school is new to the vocational education and training system or has 

limited experience, it can be challenging to decide which RTO to go with. 

‘Choosing an RTO’ is a checklist of issues that a school can use to become an informed 

consumer of learning and development services. This checklist can help schools to refine their 

research and questions about RTOs and their suitability for providing VET in schools programs 

to their students. 

You may need to talk to a number of RTOs before you find the right one for your needs. You 

may also want to speak with other schools that have used RTOs and discuss their experiences. 


Use the checklist to identify questions you could ask the RTO representative when you are 

negotiating a partnership arrangement. Questions to ask include the RTO’s motivation for 

wanting to deliver VET in schools programs; their previous experience with VET in schools 

programs; their flexibility in providing training and assessment; communication and costs. 

These questions may assist you to identify the issues that are important to you in choosing an 

RTO for a partnership, and gather information to make a decision about which RTO you will 

work with. 

You may use ticks () to indicate a skill or knowledge is held, or a rating scale (1 to 5 to reflect 

poor to excellent) to reflect the RTO’s responsiveness to the different criteria. Make sure the 

system you use is understood by everyone involved. 

You may not find all the questions relevant to your school, or you may need to ask different 

questions. Depending on what you want to know about an RTO, you may need evidence of 

procedures, policies or past/current work of the RTO to be satisfied of their ability to meet 

your students’ and your school’s specific needs. 


33

Choosing an RTO 

Name of RTO being considered for a partnership: 

Does the RTO satisfy this 

Questions to ask the RTO 

E.g. yes or no, poor, good, 

excellent, etc. 

Partnerships 

Has the RTO worked with schools before Can you find out 

more about these relationships or contact the schools 

themselves 

Why does the RTO want to work with your school 

Why does the RTO specifically want to be involved in 

delivering VET in schools 

Qualifications and units of competency 

Does the RTO offer qualifications and units of competency in 

areas that your school and students are interested in 

Staff 

Can the RTO provide key staff for your school to liaise with 

and regularly contact 

Who are the trainers and assessors likely to be involved in the 

partnership What is there experience with students 

Will RTO staff work with school teachers to deliver VET in 

schools and develop their skills 

Vocational experience, industry connections and advice 

How does the RTO maintain vocational competency of 

trainers and assessors 


34

What ties to industry and enterprise does the RTO have that 

can be used to the school’s benefit (e.g. placements for 

workplace learning) 

Is the RTO able to arrange for placements for work based 


Can the RTO provide advice about pathways for students such 

as job opportunities, industry attitudes to qualifications, 

employability, further VET study 

Training and assessment 

Can the RTO provide advice and support to the school about 

how VET is delivered 

Are trainers and assessors from the RTO able to assess 

teacher for VET and vocational competency to deliver VET in 

schools 

Will the RTO provide guidance on assessment practices (i.e. 

competency based assessment as opposed to norm 

referenced or ipsative assessment) 

!re RTO staff willing to ‘team teach’ with teachers from your 

school 

Flexibility 

Can the RTO provide ideas for delivery of VET e.g. school 

based, workplace learning, other methods 

Can the RTO provide advice around individual needs of 

learners e.g. language, literacy and numeracy 

Will the RTO consider feedback in response to their training 

and assessment, and make changes where appropriate or 

requested 

Communication and conflict 


35





How is communication with the RTO Are they easy to discuss 

issues and needs with 

Is the RTO open to both formal, scheduled communicating, 

but also informal interactions as needs arise 

Does the RTO have an internal conflict system that can be 

adopted and used for issues relating to students in a VET in 

schools program 

Value for money 

Is the RTO clear about the costs involved 

Can the RTO access or suggest sources of government, 

industry or other funding for training 

Can the RTO provide low cost training materials 

Support 

Will the RTO provide ongoing support to your school and 

students How E.g. a VET student advisor 

Is the RTO interested in and committed to a long term 

partnership with your school How do they demonstrate this 

Administration 

Will the RTO provide evidence and records of training 

participation and assessment of your staff’s participation in 

training and assessment (e.g. attendance, copies of 

qualifications, etc.) 

Will the RTO sign a written agreement for the training and 

assessment services which includes their obligations and your 

obligations, e.g. Purchase Agreement, Memorandum of 

Understanding 


36





Quality assurance 

What monitoring and reporting measures does the RTO have 

in place to ensure compliance with the AQTF 

Will the RTO work with you to evaluate the training and 

assessment for continuous improvement 


37

Negotiating the partnership 

Stage: Negotiate 




This tool can help schools and RTOs clarify what they are trying to achieve from the 

partnership and what will be expected of them. This tool will help you think about the steps 

that need to be put in place during the negotiation process. You may change these steps to 

suit organisational needs and the context. 


Both the RTO and school will need to consider this tool separately. 

Work with a small group consisting of relevant people in various positions in both the RTO and 

school, for example, business development manager, training manager, trainer and assessors, 

workplace supervisor, principals, year level coordinators and teachers. Consider each step and 

see how it applies to your specific needs and circumstances. 

Once completed, the tool can then be used as a discussion framework between the RTO and 

school as they are starting the relationship, and can be referred to throughout the partnership. 

The steps in this tool are suggestions only and relevant staff from the RTO and school will need 

to discuss and customise the tool to meet their own needs. 


38

Negotiating the partnership 

Steps School RTO 

Be prepared 

Set the objectives or outcomes of 

the partnership. 

Be aware of objectives or 

outcomes of training. 

Think about what training or other 

services you are seeking from the 

RTO. Know what services your staff 

can contribute to the 

implementation of VET in schools. 

Be clear about what training or 

other services you can provide to 

the school, and what you expect 

from the school. 

Have an understanding of the type 

of arrangement that will suit your 

school, but be open to suggestions. 

Be flexible in the arrangements 

that the school is interested in. 

Be clear about the reasons for the 

entering into the partnership. 

Be clear about the reasons the 

school or school group is entering 

into the arrangement. 

Make sure your school is genuinely 

supportive of establishing a 

relationship with the RTO and there 

is a climate of commitment, 

respect and honest 

communication. 

Examine the organisational 

climate of your RTO to contribute 

to the development of an open, 

honest and respectful 

relationship. 

Think of the likely strengths and 

weaknesses of the collaboration for 

your school, e.g. do a SWOT 

analysis (strengths, weaknesses, 

opportunities, threats). 

Think of the likely strengths and 

weaknesses of the collaboration 

for your RTO, e.g. do a SWOT 

analysis. 

Know your budget 

Decide how much you have to 

spend on the training or other 

services. 

Calculate how much training or 

other services will cost. Is there 

any funding you can put the 

school in contact with 


39

Steps School RTO 

Come to a Make sure you are clear about Make sure you clear about what 

common what services you are being offered services you are offering the 

agreement by the RTO. Agreement will depend 

on the service needed, but could 

include content, cost, terms, timing 

etc. 

school and come to a common 

agreement. 

See also the implementation tool. 

Confirm agreement Sign a contract or other agreement Develop a contract or other 

in writing 

with the RTO, which clearly 

establishes the basic rules of the 

partnership arrangement. 

agreement with the school which 

clearly sets out each party’s 

responsibilities and deadlines. 

Check with your state or territory 

Department of Education for 

requirements of a contract for VET 

services from an RTO. 

See also the ‘Implementing the 

partnership’ tool. 

See also the ‘Implementing the 

partnership’ tool. 


40

Elements of an agreement 

Stage: Negotiate 


Both the RTO and the school 


All parties involved in the partnership to deliver VET in school programs should have a copy of the 

agreement. This might be a contract or a memorandum of understanding. It might be required to be 

in a specific format by the state Department of Education or other regulatory bodies. 

Whatever the requirements of the agreement, there are some fundamental aspects that all 

agreements to deliver VET programs in schools should include. This document is a checklist of what 

an agreement should include, and is based on sample agreements from various states in Australia. 


Use this tool as a checklist of essential elements to your partnership agreement to ensure all key 

elements are in your specific agreement. Also, refer to any sample memorandum of understanding, 

contracts or agreements and explanatory guides that are available on various State Department of 

Education websites. 

Note: this checklist is not a replacement for a legal document. Your school or RTO should seek legal 

advice about a partnership from an appropriate advisory body. 


41

Elements of an agreement 

Parties 

Who are the parties to the agreement Provide full legal names, with any other identifying detail 

(such as registration details, address, etc.) and certificates of registration, etc. 

Purpose 

This is a statement about why the parties entering the agreement. 

Time period 

How long will the partnership agreement last for This may be beyond the specific times for training 

and assessment and may be determined by funding cycles. 

Services and responsibilities 

What are the actual services being provided and who is responsible for what For example, the RTO 

may provide all training and assessment to students, ensure the quality of training outcomes under 

the AQTF, and provide professional development. In other arrangements, the RTO may only provide 

the certification, but the school staff will provide all training and assessment – the RTO will still have 

requirement to ensure compliance with the AQTF2010. Is professional development expected from 

both parties Who will arrange and monitor workplace training and assessment 

Operational arrangements 

What does each party need to do or provide to ensure the agreement works For example, points of 

contact; scheduling arrangements; timely provision of results; regularly scheduled progress 

meetings; sharing of relevant information; provision of training and assessment materials; resources. 

Conflict resolution 

Detail how both parties will resolve conflict. Ensure this is an agreed process that is clear to both 

parties and identify any independent bodies that will be involved in the resolution process. 

Statement of goodwill and the spirit of the agreement 

This should be a statement that expresses what both parties are working to achieve through the 

partnership and that there is mutual respect, trust and cooperation between the parties to achieve 

these goals. 

Costs 

Any cost schedules for payments under the partnership agreement should be detailed in the 

agreement 

Additional information 

Details about the specific qualifications, units of competency and students to be enrolled should be 

included in a schedule annexed to the agreement. 


42

Implementing the partnership 

Stage: Implement 




This tool is for use once the partnership has been agreed to. It looks at what measures the school 

and the RTO need to put in place for the successful running of the partnership. It focuses on 

‘logistical’ aspects, such as contact points, resources, deadlines and safety. 

How is this tool used 

Both the RTO and the school should look through the checklist and consider whether the other party 

has everything they need from each other to support the partnership’s smooth running. 


43

Implementing the partnership 

Aspects to 

implement 

School considerations 

RTO considerations 

Agreement 

Is a copy of the agreement for a 

partnership to deliver VET in schools 

easily accessible 

Do all staff involved in the 

partnership understand their roles 

and what is expected of them 

Is a copy of the agreement easily 

accessible 

Do all staff involved in the 

partnership understand their roles 

and what is expected of them 

Contacts 

Does the RTO have a list of all 

people involved in the partnership 

from your school, their role and 

their contact details 

Has a VET coordinator been 

appointed for day to day issues 

about the VET in schools program 

Are measures in place to inform the 

RTO of any changes in staff and/or 

roles 

Does the school have a contact list 

of all people from the RTO who will 

be involved in the VET in schools 

program 

Is there a VET student coordinator 

appointed for school students to 

contact, and for staff from the 

school to contact 

Are measures in place to inform the 

school of any changes in staff 

and/or roles 

Communications 

Are regular meetings organised to 

discuss issues arising in the 

partnership 

Do staff have regular opportunities 

to seek advice from the RTO 

Are regular meetings organised to 

discuss issues arising in the 

partnership 

Can trainers and assessors from the 

RTO interact regularly with school 

staff involved in delivery and 

assessment to share experiences 

and work through issues 


44

Aspects to 

implement 



Resources 

Is it clear what resources you are 

contributing to the VET in schools 

program 

Are there any internal issues for the 

school around these 

What resources will you be 

contributing, e.g. trainers and 

assessors, learning materials, 

venues 

Policies 

Does the RTO have copies of all 

policies relating to staff and 

students e.g. student and staff 

behaviour 

Does the school and students have 

all relevant policies for your RTO 

Timelines 

Make sure timelines and 

deliverables under the VET in 

schools program are clearly 

documented and agreed on, and 

everyone involved is clear on their 

responsibilities. 

Make sure timelines and 

deliverables under the VET in 

schools program are clearly 

documented and agreed on, and 

everyone involved is clear on their 

responsibilities. 

Issues and Ensure regular communication is Ensure regular communication is 

concerns maintained with the RTO and issues 

of concern are raised early and 

appropriately. 

maintained with the school and 

issues of concern are raised early 

and appropriately. 

Reporting 

Contribute to any reporting and 

recordkeeping processes set up by 

the RTO, and which also fit with 

your own records, e.g. personnel 

records of training completed. 

Consider what reporting you need 

to provide to your state training 

authority or curriculum manager. 

What reporting do you need to do 

to your state or territory curriculum 

authority 

Make sure that reporting and 

recordkeeping fit with the AQTF 

requirements as well as the 

requirements of the school. 

What reporting needs to happen 

with certification of qualifications 

and units of competency 


45

Aspects to 

implement 



Confidentiality 

Ensure that the RTO has a 

confidentiality agreement in place 

so that information about your own 

staff and students is protected. 

Put confidentiality agreements in 

place to ensure information about 

the school’s staff and its students 

are kept confidential. 

Intellectual 

property 

Make decisions about intellectual 

property of material developed for 


Make decisions about intellectual 

property of material developed for 


Insurance and Are the required insurances in place Are the required insurances in place 

OHS and obligations understood and obligations understood 

Do relevant trainers and assessors 

have working with children checks 

or similar 

Have you provided a copy of your 

scope and registration to the 

school 

Quality Are you aware of the RTOs Does your RTO have all reporting 

assurance procedures and measures for 

quality assurance under the AQTF 

and other requirements in place to 

meet AQTF standards 

Are you clear on your school’s role 

in assisting the RTO with meeting 

AQTF obligations 

Are your staff aware of their 

individual requirements 

Is the school aware of its role in 

your obligations under the AQTF. 

Have you considered the quality 

assurance policies of the school in 

your role in the partnership 

Costs 

Are your obligations relating to fees 

clear and understood 

Is there are cost payment schedule 

Are your obligations relating to fees 

clear and understood 

Is there a cost payment schedule 


46

Key contacts 

Stage: Implement 


Both the school and the RTO 


Regular communication is a key to any successful partnership. Knowing who you can contact in your 

partner organisation is the best place to start. 

This is a form for both the RTO and the school to complete, discuss and when finalised, provide to 

each other. It details who the key staff at the RTO and school are, their contact details and their 

roles. It also allows for another person to be nominated as a second point of contact. 


In your RTO or school, identify who will be involved in the delivery of the VET programs. Bring this 

group together and discuss your roles individually, and how you will relate to each other, and how 

you will communicate and interact with your VET in schools partner. 

Using your discussions, complete the details in the form. The form includes some ideas of what to 

include in italics. Once complete, give it to your VET in schools partner. Make sure you receive a 

similar document back. In your own organisation, you should distribute the form to everyone 

involved in delivering VET in schools. 

When there are any changes to personnel, make sure the form is updated and provided to everyone 

in your organisation, and to your VET in schools partner. 

Tip: you may wish to include an organisational chart so that your VET in schools partner understands 

how you work. 


47

Key contacts 

Organisation: 

Address: 

Telephone: Fax: Email: Website: 

Name Role Responsible for Location Telephone Email 

If on leave, 

contact: 

What is their role or 

Provide details of 

Where is the person 

Business hours and 

Work email address 

Provide a second 

title at your 

what they are 

based They may 

mobile numbers. 

only. 

person to contact – 

organisation 

responsible for in 

not be in the same 

someone who 

relation to the VET 

location as other 

would be 

in schools 

staff involved in the 

responsible for the 

partnership. 

VET in schools 

person’s role while 

program. 

they are away. 


48

Maintaining the partnership 

Stage: Maintain 




This tool is a checklist for the successful maintenance of the partnership between the RTO and 

school. It addresses issues such as communication, challenges, flexibility and training, and 

reflects that both partners need to consistently monitor how the relationship is going. 


Both the RTO and school can use this tool to check they are satisfied with the progress of the 

partnership. Each partnership will raise unique issues, and this tool should be customised to 

meet specific needs. 


49

Maintaining the partnership 

Key aspects 

Communication 

For the school and the RTO to consider individually and together 

Schedule and participate in regular progress meetings about the partnership. 

Make sure information relevant to the partnership is shared quickly and 

appropriately. 

Inform each partner of changes to key personnel in the partnership. 

Student progress 

Seek regular feedback from students about their experiences – provide a range 

of options (online surveys, anonymous questionnaires, individual interviews). 

Review the progress of students undertaking VET in schools programs and 

discuss areas of concern with your partner. 

Staff 

Conflict 

Hold regular feedback meetings for staff involved in the partnership to discuss 

any concerns and how to deal with them. 

Make sure issues of concern are raised clearly and through the appropriate 

contact person. 

Communicate any difficulties with meeting obligations early to discuss options 

for resolution. 

Quality 

Work place 

training and 

assessment 

Assessment 

Regularly review processes and records to support your role in complying with 

the AQTF. 

Discuss the progress of students in work placements – include discussions with 

students, trainers, assessors and workplace supervisors. 

Schedule and conduct regular planning, validation and moderation sessions to 

ensure all assessment meets AQTF requirements, and to address any 

assessment concerns or decisions quickly. 

Involve all trainers and assessors (including teachers from schools delivering and 

assessing VET programs) in professional development. 

Goodwill 

Review 

Recognise that the each partner has unique expertise in relation to VET in 

schools that should be used to the benefit of the partnership and students 

undertaking VET in schools studies. 

Regularly review the partnership and how it is going from your own (school or 

RTO) perspective and from the perspective of the staff involved. 


50

Ask students for their feedback on the delivery and assessment of VET 

programs. 

Schedule regular meetings with your partner to review the partnership and 

address issues (within 6 weeks of starting; every 3 months, etc.) 


51

Training and assessment strategy 



Both schools and RTOs. 


Under the AQTF, the RTO is responsible for the quality of delivery and assessment. Under Condition 

9 of the AQTF 2010, the RTO must have the necessary strategies for training and assessment and 

related resources in place to deliver and assess in the Training Packages/accredited course. This 

applies to partnership arrangements where VET in schools programs are being delivered. 

This tool aims to bring RTO and school staff together to plan and document the decisions made 

about the training and assessment services being offered to students undertaking VET studies. This 

should be a key document that both parties create together, refer back to and use through the 

partnership to assess how training and assessment is progressing. 


This strategy template has been adapted from a template developed by the Australian National 

Training Authority (ANTA) in its 2002 booklet, Learning and assessment strategies: the how to kit. It 

could be used in a number of ways: 

- to introduce schools to key aspects of a training and assessment strategy 

- as a guide to develop a training and assessment strategy 

- to refine and allocate responsibilities and roles for training and assessment 

- to ensure both partners are communicating openly about how training and assessment will 

be implemented 

- to discuss and plan how outcomes the parties have identified will be achieved. 

Whether this document or the RTOs own training and assessment strategy is used, the strategy 

needs to be tailored to the circumstances of each VET in schools program being delivered. 

The document below is a ‘big picture’ document that aims to stimulate discussions about how 

training and assessment will happen. The RTO and school will need to look at the issues raised for 

each unit of competency. 


52

Training and assessment strategy 

Name of school/s 

Name of RTO 

Learning and 

assessment period 

Qualifications 

delivered 

Qualification – code and name: 

Units of 

competency 

delivered (specify if 

part of above 

qualifications or 

stand alone units) 

Code 

Title 

Contextualisation 

Do the units of competency need to be contextualised for the 

workplace processes, and analysed for language, literacy and 

numeracy requirements 

Who is going to do this 

Learner group 

Characteristics 

e.g. year level, other non VET subjects studied, special needs, final year 


53

Delivery and assessment strategy 

Where will training 

and assessment 

take place 

School based, off campus at the RTO, simulated workplaces, and real 

work or industry placements. 

Are there travel implications for students and how will this be managed 

and supported 

Side note: who will be responsible for establishing and maintaining links 

with industry and enterprise for student placements 

Who will be 

involved in the 

development of 

training and 

assessment 

Who will deliver 

training 

Who will conduct 

assessment 

How will training 

and assessment be 

delivered 

What resources will 

training and 

assessment 

delivery need 

Teachers, trainers and assessors, industry or enterprise staff. 

Will these people be involved in delivery and assessment also 

Teachers, trainers, industry experts. 

What are the requirements for delivery of training under the AQTF 

Teachers, assessors, industry experts. 

What are the requirements for assessment under the AQTF 

Determine the actual learning and assessment activities that are 

appropriate for each unit of competency and that reflect industry 

expectations. 

Printed materials, clothing, specialist equipment, venues. 

Who will be 

responsible for 

providing these 

When will training 

and assessment be 

delivered 

Discuss with school timetable coordinators how VET studies will fit with 

non VET studies. This may need to be determined before the start of the 

school year to determine any scheduling issues that may prevent 

students from undertaking all VET and non VET subjects they wish to 

study. 


54

What consultation 

will take place for 

the development of 

the learning and 

assessment 

strategy 

Will assessment for 

VET also be used to 

go towards a senior 

certificate of 

education outcome 

or score 

For example, has industry been consulted as per Element 1.2 of the 

AQTF 2010 (e.g. Industry Skills Councils, local industry groups, etc.) 

Has the current version of the training package been consulted for 

advice on training and assessment delivery See Condition 9 of the AQTF 

2010 

Is there specific advice from the ISCs about the training package and its 

implementation 

Can school teachers and VET trainers and assessors work together to 

create assessment that addresses both (where applicable) 

Who will be 

responsible for 

leading validation 

of assessment tasks 

and moderation of 

assessment 

outcomes 

Sign off 

Who will schedule regular meetings for assessors to ensure these 

processes comply with rules of assessment and evidence and AQTF 

guidelines 

Where will meetings be held 

Who will ensure all involved in assessment attend 

School: 

RTO: 


55

Planning an assessment tool 



Both schools and RTOs. 


Where the tool for Designing a training and assessment strategy looked at the ‘big picture’ 

for training and assessment, this tool is designed as a checklist to assist those developing and 

conducting assessment tasks to make sure they meet VET assessment requirements. 

The RTO should review the assessment tasks before they are used, and all assessment tasks 

should go through validation to ensure quality of the assessment tools and processes. 


This tool should be used for each unit of competency you are developing an assessment task 

for. For those new to VET assessment, this tool can be used as an introduction to developing 

assessment tasks and tools. Further, the tool can be used in validation and moderation 

sessions for assessors involved in the VET in schools program. 

Part A is simply documenting the details of the unit of competency, what you are assessing, 

and who you are assessing and who will do the assessing. 

Parts B and C provide space to work through the types of assessment tasks you will ask your 

learners to do – what do they need to do to demonstrate competence What activities and 

what evidence is required How will the required skills and knowledge be demonstrated 

Part D is a mapping tool that allows you to bring your thinking together. It puts your 

assessment tasks against the required skills and knowledge, and allows you to see your 

assessment tasks as a whole against the unit of competency. 

Note that this document is a planning document – it is not the actual assessment tool or 

task, but helps to clarify thinking around this. All assessment tools must go through 

validation processes to ensure they meet the rules of assessment and evidence and the 

AQTF. 


56

Part A - Details of assessment 

Unit of competency this assessment task relates to: 

Unit code and title 

Qualification 

Purpose of assessment 

What is the assessment task assessing competency for A whole unit of competency, 

selected elements or performance criteria 

Location and timing of the assessment 

Where will the assessment be conducted e.g. at school; in a simulated environment; in 

the workplace; at the RTO premises 

Are there travel or other implications for the students being assessed 

When is the assessment anticipated to take place Are there any timetabling issues with 

other units of competency in the VET program and/or school subjects 

Group being assessed 

What are the characteristics of the group being assessed e.g. year level, previous subjects, 

backgrounds, language literacy or numeracy issues 

Assessors 

Who will be conducting the assessment and what are their details Do they meet the 

requirements under the AQTF to assess competency for this task 


57

Part B - Evidence requirements 

For each element and performance criteria the assessment task relates to, explain what method of assessment is being used to demonstrate competency (e.g. 

role play, project work, workplace or simulated demonstration, written or oral report, discussion or interview, examination or test, presentation and 

observation, portfolio of work) and give the details of the task, and explain what evidence is required as proof of competency. 

Element and/or performance 

criteria 

Methods of assessment (e.g. how 

will you assess them) 

Description of the task 

Evidence (e.g. what evidence do 

you need as proof of their 

competency) 


58

Part C - Evidence, knowledge and skills 

Critical aspects of evidence 

As specified in the unit of competency, evidence of the following is essential: 

Insert from unit of competency 

Do the critical aspects of evidence set any specific requirements for the assessment of the 

unit of competency E.g. the frequency of performance of an element or performance 

criteria 

Knowledge and skills 

Required skills 

Insert and number each required skill from the unit of competency 

How do your assessment tasks demonstrate the required skills in the unit of competency 


59

Required knowledge 

Insert and number each required piece of knowledge from the unit of competency 

How is the required knowledge demonstrated by your assessment tasks 


60

Part D - Assessment mapping 

Assessment Task 

Description 

Assessment 

number 

Assessment 

method/s 

1 

Elements/ 

PCs** 

Critical aspects 

of evidence* 

Required 

skills*** 

Required 

knowledge**** 

* Obtain number from previous table ‘Critical !spects of Evidence’ 

** Elements and Performance Criteria are numbered using the Unit of Competency numbering system. 

*** Obtain number from previous table ‘Required skills’ **** Obtain number from previous table ‘Required knowledge’ 


61

Resource requirements for assessment 

For the assessment of this unit of competency the following resources are required: 

 

Assessment plan developed by: 

Name: 

Role: 

Organisation: 

Date: 

Record of consultation 

Name Title Date Outcomes 

 


62

Identifying language, literacy and numeracy (LLN) requirements of 

units of competency 





Units of competency include the LLN skill requirements for a particular job task. These are 

sometimes obvious, such as ‘Read and understand...’. 

However, often the requirements are embedded. The LLN skills required can be teased out 

with a careful examination of the elements, performance criteria, range statement and 

assessment guidelines. 


Together, the RTO and school teachers should analyse the unit of competency to be delivered 

by asking: 

 

 

 

 

 

 

What do students have to listen to and understand 

What do students have to say 

What do they have to read 

What do they have to write 

Do they need to understand any diagrams, pictures or symbols 

What maths calculations do they need to do 

Highlight the words that indicate these areas to consider. Then decide what this means in the 

workplace. For example, what workplace documents will learners need to read, what forms do 

they need to complete, who do they need to report to. 

‘Trigger words’ can help identify where LLN skills exist in a unit of competency. For example, 

 

 

 

 

‘interpret’ and ‘follow written instructions’ requires reading skills 

‘clarify’ and ‘discuss’ requires speaking and listening skills 

‘report’ and ‘maintain records’ requires writing skills 

‘calculate’ and ‘formulate’ requires numeracy skills. 

Following is an example of how to analyse a unit of competency to identify LLN needs in a unit 

competency. The example has key words identifying LLN skills highlighted. 


63

Example of how to identify LLN needs 

RIIVEH201A 

Unit descriptor 

Employability skills 

Application of the unit 

Competency field 

ELEMENT 

Elements describe the 

essential outcomes of a 

unit of competency. 

Operate light vehicle 

This unit covers the operation of a light 

vehicle in the resources and infrastructure 

industries. It includes planning and preparing 

for operations, operating a light vehicle, and 

carrying out operator maintenance. Licensing, 

legislative, regulatory and certification 

requirements that apply to this unit can vary 

between states, territories, and industry 

sectors. Relevant information must be 

sourced prior to application of the unit. 

This unit contains employability skills. 

This unit is appropriate for those working in an 

operational role at worksites within: 

Civil construction 

Coal mining 

Drilling 

Extractive industries 

Metalliferous mining 

Vehicle Operations 

PERFORMANCE CRITERIA 

Performance criteria describe the 

performance needed to demonstrate 

achievement of the element. Where bold 

italicised text is used, further information is 

detailed in the required skills and knowledge 

section and the range statement. Assessment 

of performance is to be consistent with the 

evidence guide. 

1. Plan and prepare for 1.1. Access, interpret and apply 

operations 

compliance documentation relevant 

to the work activity 

1.2. Obtain, interpret and clarify 

information, work requirements and 

details 

1.3. Access and apply safety information 

and procedures when planning light 

vehicle operations 

1.4. Select appropriate types of 

equipment and attachments 

according to job specifications to 

maximise efficiency and effectiveness 

1.5. Identify, address and report potential 

hazards and risks 

1.6. Select appropriate personal 

Learners may not 

be able to read 

full detail but at 

this level they 

must understand 

the meaning. How 

is that conveyed 

How is reporting 

carried out in the 

particular 

workplace 

Written Oral 

Is there a form to 

be completed 


64

2. Operate a light 

vehicle 

3. Carry out operator 

maintenance 

protective equipment for planned 

work activities 

1.7. Identify, address and report 

environmental issues 

2.1. Carry out pre-start, start-up, park-up 

and shutdown procedures 

2.2. Operate light vehicle with or without 

ancillary attachments 

2.3. Operate equipment within 

recommended speed, engine 

capability and limitations 

2.4. Operate ancillary attachments to the 

light vehicle 

2.5. Use vehicle lights and indicators in 

accordance with traffic regulations 

2.6. Identify and respond appropriately to 

hazardous and/or emergency driving 

situations 

2.7. Complete light vehicle operations 

according to work plan 

3.1. Conduct visual inspections to identify 

faults 

3.2. Conduct routine operational 

servicing and housekeeping activities 

3.3. Carry out minor maintenance and 

repairs 

3.4. Report defective or irregular 

performance to relevant authorities 

3.5. Maintain and update vehicle records 

in accordance with workplace 

procedures 

REQUIRED SKILLS AND KNOWLEDGE 

This section describes the skills and knowledge required for this unit. 

Required skills 

Specific skills are required to achieve the Performance Criteria of this unit, 

particularly for its application in the various circumstances in which this unit 

may be used. This includes the ability to carry out the following as required 

to operate a light vehicle: 

 

 

 

 

 

 

 

 

apply legislative, organisation and site requirements and procedures for 

the operation of light vehicles 

match ancillary equipment with appropriate tasks 

communicate effectively with others to coordinate light vehicle 

operations 

diagnose vehicle instrumentation readings and vehicle faults 

maintain vehicle records 

plan and organise work tasks 

resolve maintenance and repair issues 

interpret plans, reports, maps, schedules and specifications 

How is this 

information 

communicated Is 

there a manual to 

read Are the 

procedures to 

learn 

Are vehicle 

records 

electronic or 

paper-based 

What steps 

would assist a 

learner Word 

lists 


65

Required knowledge 

Specific knowledge is required to achieve the Performance Criteria of this 

unit, particularly for its application in the various circumstances in which 

this unit may be used. This includes knowledge of the following as required 

to operate a light vehicle: 

basic mine geological and survey data 

types of communication systems and equipment 

driving hazards and related defensive driving techniques 

equipment and trailer characteristics, technical capabilities and 

limitations 

fatigue management techniques 

light vehicle maintenance requirements/procedures 

loading/offloading procedures 

map reading and road navigation techniques 

relevant road rules, regulations, permit and licence requirements of the 

relevant state/territory road traffic authority 


66

Contextualising units of competency 



Both the school and RTOs 


Contextualisation is the ‘tailoring units of competency to suit specific needs’. In practice this 

means that trainers and assessors, whether they are based in the RTO or the school, can 

‘modify units of competency to reflect the local outcome required by an individual and/or 

enterprise’. This can be achieved by including, modifying or substituting text within the unit/s 

of competency, so that it is specific to a workplace and/or individual learner need. 

However, in all cases of contextualisation ‘the integrity of the outcome of the endorsed unit/s 

of competency must be maintained’, e.g. elements and performance criteria must not be 

removed, distorted or narrowed. 

(Source: Training Packages@Work, Back 2 Basics, Edition 4, page 25.) 

Where a student is undertaking their VET learning and assessment in a workplace, it is 

important to contextualise the unit of competency to that workplace. Examples of 

contextualisation: 

 

 

 

 

 

Substituting workplace specific requirements for generic terms in performance criteria, 

e.g. policies and procedures 

Adding to the range statement, and adding workplace specific requirements, e.g. specific 

equipment or processes 

Identifying any particular skills and knowledge required to perform the tasks in the 

workplace and adding to required skills and knowledge or make them more workplace or 

industry specific 

Identifying the kinds of evidence candidates may be able to provide in their job roles, and 

add to the evidence guide 

Making any modifications within the Training Package rules to meet special needs of target 

group, e.g. literacy and numeracy. 


The contextualisation process is shown in a diagram on the following page, with an example of 

a unit of competency which has been contextualised for a particular school following. Trainers 

and assessors, whether they are from the school or the RTO or both, should use this document 

to look at how the learning and assessment for a unit of competency can be contextualised to 

the workplace where the student will undertake their learning and assessment. 


67

Examine the whole unit of competency, and think about any specific equipment or processes 

that are used by the workplace or the industry group. As an example, you can insert or 

substitute them where relevant in the elements and performance criteria and add any specific 

requirements such as specific equipment in the range statement. 


68

The contextualisation process 

1. What units of competency 

are you working with 

RTO and school with guidance 

from training packages and 

ISCs 

Managers or business owners 

2. Who from industry or 

enterprise can you work 

with to get information to 

help contextualise the units 

of competency 

Safety Officers 

Training Officers 

Workplace supervisors 

Elements and Performance 

Criteria 

3. Review each unit of 

competency 

Range Statement & Required 

Skills and Knowledge 

Evidence Guide 

4. Contextualise relevant 

units 

How does the unit of 

competency ‘work’ in industry 

or the workplace (learning) 

What does ‘competent’ look 

like for the industry or 

workplace (assessment) 

competency is performed 

know it is done well 


(assessment) 

69

Example of contextualisation in action 

SITHACC005B Prepare rooms for guests 

Following is an extract from a unit of competency and demonstrates what a contextualised unit 

might look like. A third column has been added for additional questions which could assist in the 

contextualisation process. 

ELEMENT PERFORMANCE CRITERIA Possible contextualisation 

question 

1 Set up 

equipment 

trolleys. 

2 Access rooms 

for servicing 

1.1 Select and prepare equipment required for 

servicing rooms. 

1.2 Identify supplies for trolleys and select or order 

them in sufficient numbers according to 

enterprise procedures. 

1.3 Load trolleys safely with adequate supplies 

according to enterprise procedures. 

2.1 Identify rooms requiring service from 

information supplied to housekeeping staff. 

Obtain from reception a list of rooms being 

vacated and rooms requiring cleaning for 

cleaning. 

2.2 Access rooms according to enterprise customer 

service and security procedures. 

Collect returned keys for rooms vacated from 

reception and use to access vacated rooms. 

What are the equipment 

that the enterprise or 

workplace uses 

What types of rooms are 

serviced 

What are the enterprise 

procedures or policies 

that are used for stocking 

trolleys with supplies 

How do staff preparing 

rooms find out which 

rooms to prepare 

What is the procedure 

How are rooms accessed 

Individual or master keys 

or swipe cards 

Are keys returned to 

reception after the room 

is cleaned 

3 Make up beds 3.1 Strip beds and mattresses and check pillows 

and linen for stains and damage. 

3.2 Remove stains according to enterprise 

procedures. 

Use cleaning materials supplied by the 

organisation to clean stains. Report any stains 

that cannot be removed to reception for 

logging and further attention by management. 

What are the cleaning 

procedures in the 

enterprise 

3.3 Replace bed linen according to enterprise 

standards and procedures. 

4 Clean and clear 

rooms 

4.1 Clean rooms in the correct order and within 

minimum disruption to guests. 


70


question 

4.2 Clean and check all furniture, fixtures and 

fittings according to enterprise procedures and 

safely and hygiene guidelines. 

4.3 Reset all items according to enterprise 

standards. 

Make sure beds the room is reset according to 

the organisations standards, referring to 

Procedure Manual for pictures. 

4.4 Check, replenish or replace room supplies 

according to enterprise standards. 

What is the standard for 

the room E.g. curtains 

open part way, one light 

on, television on display 

channel, bedding and 

cushions in particular 

display 

How many items are 

required in each room 

(e.g. mini bar, bathroom 

toiletries, guest 

information, magazines, 

etc.) 

4.5 Identify pests promptly and take appropriate 

action according to safety and enterprise 

procedures. 

4.6 Check rooms for any defects and report them 

according to enterprise procedures. 

4.7 Record damaged items according to enterprise 

procedures. 

4.8 Report promptly any unusual or suspicious 

items or occurrences according to enterprise 

procedures. 

5 Clean and store 

trolleys and 

equipment 

4.9 Collect guest items that have been left in 

vacated rooms and store them according to 


Collect guest items that have been left in 

vacated rooms and store them according to 


Any guest items left in vacated rooms should 

be stored in the left items store at reception 

and the details of the item, room number, 

guest name and date of stay entered into the 

Left Property Register. 

Bring any new entries in the Left Property 

Register to the attention of reception staff. 

5.1 Clean trolleys and equipment after use 

according to safety and enterprise procedures. 

Is there a lost property 

record and storage 

How are items recorded 

Are trolleys reset for the 

next day of cleaning 


71


question 

5.2 Store all items according to enterprise 

procedures. 

5.3 Check supplies and items and replenish or 

reorder them according to enterprise 

procedures. 

6 Reduce 

negative 

environmental 

impacts 

6.1 Use energy, water and other resources 

efficiently when cleaning, preparing and 

maintaining guest rooms to reduce negative 

environmental impacts. 

6.2 Safely dispose of all waste, especially hazardous 

substances, to minimise negative 

environmental impacts. 

Make sure all recyclable items are separated 

and placed in appropriate recycling bin. 

Does the enterprise have any 

policies or procedures to 

minimise environmental 

impacts e.g. towels and 

sheets replaced every two 

days 


72

Evaluating the outcomes of training and assessment 

Stage: Evaluate and review 




Evaluation is important for determining the outcomes of training. This tool can help to assess 

the outcomes of the partnership from different perspectives important to each partner. It can 

also reveal to each side of the partnership unexpected positives. 


The tool is based on Kirkpatrick’s four levels of evaluation 

, which is regularly used in training and assessment. 

The first column lists the levels and type of evaluation. The second column explains what is 

being evaluated, or measured. The third column offers suggestions on how to gather the 

information. 

It should be noted that the RTO and school involvement in all levels of evaluation is important, 

but one may be better placed than the other to gather information. For example: 

 

 

The first two levels, ‘reaction’ and ‘learning’, will be best gathered by staff who 

delivered the training and conducted assessment – this may be staff from the RTO, the 

school, or both. 

The last two levels, ‘benefits’ and ‘results’, will require the school considering what 

was expected from the training and assessment process against what was actually 

gained. It will be helpful to refer back to the agreement and other ‘establishing’ 

documents to consider what was expected of the partnership. While the results of the 

VET assessment will offer clear information about how students performed, 

information about the benefits may take longer to gather as time demonstrates an 

increased interest in VET at the school and the development of links between the 

school and local school and employers. 

Both the RTO and school may use the information in different ways. For example, information 

gathered from a ‘reaction’ evaluation may lead to the school requesting a specific trainer to be 

used again, or it may provide direction for professional development for RTO’s trainer. 


73

Evaluating the outcomes of training and assessment 

Level and 

type of 

evaluation 

What are you looking for 

How can you gather the information 

1. Reaction This level of assessment looks for the 

reactions of those involved in the VET in 

schools program. For example: 

How did the students undertaking VET 

in schools feel about the experience 

Did students enjoy the training and 

how it was delivered, particularly the 

opportunity to learn in the workplace 

(where offered) 

Was supervised workplace learning a 

positive learning experience 

How did hosts of workplace learning 

placements experience students in 

their workplace, industry or 

enterprise 

Reactions should be gathered in an 

informal way - discussions, anonymous 

questionnaires, open ended questions, 

opportunity to add more comments or 

express feelings outside the formal 

training setting. 

The RTO should gather this information 

immediately after training and 

assessment, but the school can also 

collect responses when students are at 

school for other non VET in schools 

subjects or from teachers and other staff 

involved in the VET in schools program. 

How did staff involved in delivery and 

assessment feel about the training 

What were their professional and 

personal experiences 

2. Learning What were rates of attainment of 

units of competency and/or 

qualifications 

How did learning conducted in the 

classroom differ from learning 

conducted in the workplace (e.g. 

knowledge based learning compared 

with skill based learning) 

Assessment records will be able to 

provide details of how students went 

with their VET programs. 

For staff from the school and RTO, 

formal questionnaires may be used, but 

also observing these staff in their 

delivery and assessment can help to 

determine progress. 

What did staff involved in delivery and 

assessment gain from professional 

development How was this 

demonstrated in their work 

Where trainers and assessors from 


74

the RTO had not previously delivered 

VET to school students (as opposed to 

other VET learners), what did they 

learn from the process 

3. Behaviour How has VET in schools changed the 

behaviour of students 

Has it changed their attitude towards 

further study or work 

Has their experience of supervised 

workplace learning helped in 

developing other skills that translate 

to non-VET studies, or beyond 

This will be more difficult to assess than 

the reaction and learning evaluation, 

and may require time to assess. 

Depending on the interaction with 

students, staff from the school or RTO 

trainers and assessors may be in 

different positions to judge changes in 

behaviour of students. 

Have attitudes towards VET in schools 

from staff improved or deteriorated 

4. Results Has the VET in schools program had an 

impact beyond just the students 

Has there been increased interest in VET 

in schools from students or teachers not 

involved in this program 

Are industry or workplaces interested in 

more students coming to them for work 

placements 

This evaluation will need to take place 

over time. Are there particular success 

stories that come out of the VET in 

schools program that can be used to 

highlight successes Are there particular 

challenges that should be used to learn 

lessons 

This level of evaluation should be linked 

with the review of the partnership (see 

the ‘Reviewing the Partnership’ tool). 


75

Reviewing the partnership 

Stage: Evaluate and review 


Both the school and the RTO. 


Once the delivery of training and assessment is complete, it is important to look at how the 

partnership performed and if it met both the RTO’s and school’s expectations. 

Some key questions that might be asked at the end of the partnership are: 

 

 

 

 

Was delivery of training and assessment services to time requirements 

Was delivery of these services within budget 

Was there quality in the delivery of these services 

Did the partnership achieve improved importance because of these services 


The relevant people from the RTO (trainers, assessors, business development managers, etc.) 

and the school (principal, VET coordinator, teachers) should discuss the checklist and assess 

how they felt the partnership progressed from their perspective. It is useful to refer back to 

the ‘!re you ready for a partnership’ and ‘Negotiation’ stages and tools of the process. 

In addition to reviewing the partnership at its completion, there may be agreement to review 

the partnership at particular stages, for example: 

 

 

 

one month into the commencement of the partnership 

after the delivery and assessment of a certain number of units 

at other defined points. 

The outcomes of these discussions should then be brought to a meeting between the RTO and 

school for a frank and open discussion about the successes and difficulties in the partnership, 

whether the partnership achieved its objectives, and the potential for continuing or expanding 

the partnership. 


76

Reviewing the partnership 

How did the 

Questions for the school 

partnership go 

Questions for the RTO 

Expectations 

Outcomes 

Successes 

Challenges 

Communication 

Revisit why you entered the 

partnership – what did you want 

to gain Refer to the tools in ‘!re 

you ready for a partnership’ and 

‘Negotiation’. 

Did the partnership meet, exceed 

or fall short of your expectations 

Has everything that you agreed 

to provide been provided 

Is there any dispute about this 

Revisit the desired outcomes of 

the partnership and the delivery 

of VET in schools – were these 

achieved 

If not, what were the challenges 

What are you most pleased with 

from the partnership 

What do you think worked well 

and why 

Were there any unexpected 

benefits from the partnership 

Were there unanticipated 

problems in the partnership 

How were these resolved 

Is there anything you were 

particularly disappointed with in 

the partnership 

Was it easy to communicate with 

the RTO 

Who were the key staff you dealt 

with from the RTO you dealt and 

Revisit why you entered the 

partnership – what did you want 

to gain Refer to the tools in ‘!re 

you ready for a partnership’ and 

‘Negotiation’. 

Did the partnership meet, exceed 

or fall short of your expectations 

Has everything that you agreed 

to deliver been delivered 

Is there any dispute about this 

Revisit the desired outcomes of 

the partnership and the delivery 

of VET in schools – were these 

achieved 

If not, what were the challenges 

What are you most pleased with 

from the partnership 

What do you think worked well 

and why 

Were there any unexpected 

benefits from the partnership 

Were there unanticipated 

problems in the partnership 

How were these resolved 

Is there anything you were 

particularly disappointed with in 

the partnership 

Was it easy to communicate with 

the school 

Who were the key staff you dealt 

with from the school and were 


77

How did the 

partnership go 

Commitment 

Budget 

Lessons learned 

Questions for the school 

were there any issues 

How were issues raised with the 

RTO, and did they respond 

appropriately 

Did you feel appropriately 

consulted and involved in the 

partnership 

How did the RTO demonstrate 

their commitment to the 

partnership 

Was delivery of services to 

budget 

Could the delivery of services 

have been more cost effective 

How 

What would you do again 

What would you do differently 

Would you work with the same 

Why 

Can you use this experience to 

improve training in your school 

How 

Questions for the RTO 

there any issues 

How were issues raised with the 

school, and did they respond 

appropriately 

Did you feel appropriately 

respected and involved for your 

training and assessment services 

How did the school demonstrate 

their commitment to the 

partnership 

Was delivery of services to 

budget 

Could the delivery of services 

have been more cost effective 

How 

What would you do again 

What would you do differently 

Would you work with the same 

school again Why 

Can you use the experience 

gained from this process in future 

or other partnerships How 


78

Appendix I: Useful Resources 

This non exhaustive list of resources from the National Quality Council and across states and territories provides a starting point for the many different 

supports and guides that are available to schools and RTOs engaging in partnership. 

Resource name Produced by Date Description Internet address 

published 

National Quality Council (NQC) 

Assessment fact sheets guide NQC 2010 Explains the three step model for www.nqc.tvetaustralia.com.au/nqc_publi 

improving assessment practice in the VET cations/publications 

sector, provides advice on how to use the 

assessment fact sheets developed in the 

Improving Assessment Practice series, 

and provides advice to users who may 

wish to use the template to develop 

additional assessment fact sheets. 

Simulated assessmentassessment 

fact sheet 1 

NQC 2010 Applies the three step model for 

improving assessment practice to 

simulated assessment as part of the 

Improving Assessment Practice series. 

www.nqc.tvetaustralia.com.au/nqc_publi 

cations/publications 

Making assessment decisions - NQC 2010 Applies the three step model for www.nqc.tvetaustralia.com.au/nqc_publi 


79

assessment fact sheet 2 

improving assessment practice to making 

assessment decisions as part of the 



Peer assessment and feedback 

– assessment fact sheet 3 


improving assessment practice to peer 

assessment and feedback as part of the 




Quality assuring assessment 

tools – assessment fact sheet 4 


improving assessment practice to quality 

assuring assessment tools as part of the 




Assessor partnerships – 




assessor partnerships as part of the 




Systematic validation – 




systematic validation as part of the 




Assessor guide – validation and 

moderation 

NQC 2009 Provides a practical guide for assessors on 

how to conduct validation and/or 

moderation in accordance with the NQC 




80

(2009) Code of Professional Practice: 

Validation and Moderation. 

Validation and moderation 

implementation guide 

templates 

NQC 2009 WORD templates to support use of the 

Implementation Guide: Validation and 

Moderation (NQC:2009). Individuals or 

organisations may use these templates to 

support validation and moderation 

activities. 



Validation and Moderation - 

Implementation Guide 

NQC 2009 Provides a practical resource for training 

organisations intending to implement 

and/or review validation and/or 

validation involving consensus meetings. 



Validation and Moderation - 

Code of Professional Practice 

NQC 2009 Contains a set of high level principles as 

general guidance on how to conduct 

assessment validation and moderation 

within a VET setting. It is intended to 

complement Elements 1.1 and 1.5 of the 

AQTF Essential Standards for Registration 

and be consistent 

with the TAA04 Training and Assessment 

Training Package. 



Working in Partnerships Guide NQV 2010 Provides a guide and accompanying tools 

to encourage RTOs, enterprises and 



81

2010 industry associations to establish and 

maintain effective partnerships in training 

and assessment. 


New South Wales 

Engaging employers in 

Vocational 

2005 Provides information and suggestions for 

www.det.nsw.edu.au/vsearch/wwwdet/ 

vocational learning ‘Fifty ideas 

Education in 

key personnel within schools about how 

QueryText=business&refine=new&Paging 

that offer a menu of options to 

Schools 

to approach and engage local employers 

=true&ResultStart=21 

employers’ 

Directorate, 

to form VET partnerships with. 

Department 

of Education 

and Training 

NSW 

Schools and businesses Department May 2004 Provides information and a suggested www.det.nsw.edu.au/media/downloads/ 

working together- A support of Education process to support principals and doingbusiness/schbusiness/schbuspaper. 

document to assist principals and Training teachers as they further develop pdf 

and teachers to develop NSW relationships with local communities, 

school-business relationships 

businesses and volunteers with business 

skills. 

Engaging Young People in Adult and Feb 2011 This report examines the roles that http://www.ace.nsw.gov.au/images/files/ 

Education and Training Community 

Education 

(ACE) Unit, 

Department 

community colleges play in providing 

programs to young people who require 

additional assistance to stay engaged with 

education and training and to make 

stats/Publications/ACE%20DET%20Young 

%20People%20Report_4.pdf 


82

of Education 

and Training 

NSW 

successful transitions to the workforce. 

Northern Territory 

Procedures for VET in schools 

Department 

Updated Jan 

Provides details of procedures, roles and 

http://www.det.nt.gov.au/__data/assets/ 

coordination 

of Education 

2010 

responsibilities for schools , RTOs and 

pdf_file/0007/3985/ProceduresVETiS_Co 

and Training, 

other stakeholders in VET in schools 

ordination.pdf 

Northern 

programs. 

Territory 

Negotiating a Memorandum of Department Undated: A guide schools when negotiating a http://www.det.nt.gov.au/__data/assets/ 

Understanding with an RTO of Education accessed memorandum of understanding with an pdf_file/0008/3986/MoUGuidelines.pdf 

and Training, 

Northern 

Territory 

from website 

by Precision 

Consultancy 

7 June 2011 

RTO for the delivery of VET in schools 

programs. Includes a template for 

defining roles and requirements of each 

party. 

Queensland 

Procedure for recording VET Department Provides information about the education.qld.gov.au/students/placemen 

delivered by a private RTO (not of Education procedure for schools to follow when t/vet/docs/vetdatasheet.doc 

TAFE) on the senior certificate and Training recording VET delivered by a private RTO 

on the senior certificate, including a RTO 

Data Notification Form. 


83

QSA VET Update 

Queensland 

Published 

A newsletter on VET initiatives, the 

www.qsa.qld.edu.au/645.html 

Studies 

biannually 

Australian Quality Training Framework 

Authority 

(AQTF), professional development 

(QSA) 

activities and changes to training 

packages. 

Partnerships with schools – 

SkillsTech 

Undated 

Provides information about training and 

www.skillstech.tafe.qld.gov.au/resources 

induction information 

Australia 

assessing students and ensures Skills Tech 

/schools/partnerships-with-schools.pdf 

Australia meets all quality AQTF and other 

(accessed by Precision Consultancy 7 June 

regulatory requirements. 

2011) 

RTOs partnering with other 

Department 

October 

Provides a checklist to assist RTOs in 

http://training.qld.gov.au/resources/train 

organisations 

of Education 

2010 

developing agreements with, and 

ing-organisations/pdf/rto-partnership- 

and Training 

monitoring the performance of, other 

checklist.pdf 

organisations which provide training 

and/or assessment on their behalf and in 

understanding their responsibilities under 

the AQTF Essential Conditions and 

Standards for Registration. 

South Australia 

VISA Schedule Operations 

TAFE SA 

February 

A manual developed for school and TAFE 

www.tafesa.edu.au/apply-enrol/vet-in- 

Manual 

2011 

SA staff that describes the steps involved 

schools.aspx 

in establishing, operating and maintaining 

VISA Schedule. 


84

Partnerships with other Department May 2011 Provides information for RTOs about www.training.sa.gov.au/MaintainingYour 

training organisations – fact of Further developing and sustaining productive Registration/AgreementswithotherTrainin 

sheet 14 

Education, 

partnerships with other training 

gOrganisations/tabid/166/Default.aspx 

Employment, 

Science and 

Technology 

organisations. 

Guidelines for RTOs registered Training and April 2011 Provides guidelines to all training www.training.sa.gov.au/Portals/0/docum 

to deliver VET under part 3 Skills providers registered to deliver VET under ents/TSCGuidelines2011.pdf 

Training and Skills Commission, the Training and Skills Development Act, 

Development Act (2008) South 

2008 that must be complied with. 

Australia 

Tasmania 

Partnership kit 

Department 

of Education, 

Tasmania 

2005 

Provides community, education and 

industry organisations with tools and a 

step by step guide to assist and underpin 

the establishment of sustainable and 

productive partnerships. If you are a 

member of a community, education or 

industry organisation, this kit will help 

you understand how to develop and 

sustain productive partnerships to 

enhance the delivery of vocational 

education & training (VET) and 

community programs. 

www.education.tas.gov.au/school/curricu 

lum/vocation/partnerships 


85

School organisation of a 

school-based 

traineeship/apprenticeship 

flowchart 

Skills 

Tasmania 

Provides an outline of the steps to be 

followed when signing up students to a 

school-based traineeship or 

apprenticeship. 

www.skills.tas.gov.au/learners/apprentic 

eships/schoolbased/schoolsandcolleges 

Victoria 

Guidelines for government 

Department of 

January 

Provides information about the 

www.education.vic.gov.au/sensecyouth/ 

schools purchasing senior 

Education and 

2010 

parameters within which purchasing 

purchasing.htm 

secondary education and 

Early 

arrangements must operate including 

training from external 

Childhood 

schools’ responsibilities, accountabilities, 

providers 

Development 

delivery arrangements and duty of care. 

Structured workplace learning Department of 2008 Provides information to assist school www.education.vic.gov.au/sensecyouth/c 

resources manual 

Education and 

Early 

based staff to develop, coordinate and 

manage quality structured workplace 

areertrans/worklearn/structuredlearning. 

htm 

Childhood 

Development 

learning programs for their students. 

Scored assessment in VCE VET Victorian 2008 Provides assessors with advice about the www.vcaa.vic.edu.au/vet/programs/scor 

programs – support advice for Curriculum process of scoring coursework in VCE VET edassess/phasesscoredprocess.pdf 

assessors, contextualising and programs including advice on the 

scoring criteria: community Assessment assessment plans, integrating scoring 

services, equine industry, Authority criteria into assessment task design and 

financial services, furnishing, 

applying scoring criteria to assessment 


86

multimedia, music and music 

industry (technical production) 

tasks in the industry specific context. 

Western Australia 

A guide to establishing 

Department 

2010 Provides information for schools, 

www.det.wa.edu.au/curriculumsupport/v 

partnership arrangements 

of Education, 

educators and RTOs about VET and 

etis/detcms/navigation/policies--- 

between schools and 

Western 

guidelines to support and enhance 

planning/ 

registered training providers 

Australia 

partnerships for the delivery of VET to 

secondary schools students, including VET 

in schools partnership agreement form 

and VET in schools auspicing partnership 

agreement form. 

VET mandatory reporting Department 2011 Provides details of the mandatory www.det.wa.edu.au/curriculumsupport/v 

requirements for 2011 

of Education, 

Western 

Australia 

reporting requirements for the VET in 

schools program. 

etis/detcms/navigation/resources--- 

support/mandatory-reporting- 

requirements-vet-in-schools-database--- 

vet-funding-report/ 


87

Appendix II: Useful contacts 

The following is a list of contacts in state and territories for VET in schools programs. This is a starting 

point for your own inquiries into the specific requirements each area has for setting up partnerships. 

State and territories 

Australian Capital Territory 

Department of Education and Training 

www.det.act.gov.au 

New South Wales 

NSW Department of Education and Training 

www.det.nsw.edu.au 

Office of the Board of Studies NSW 

www.boardofstudies.nsw.edu.au 

NSW Vocational Education and Training 

Accreditation Board 

www.vetab.nsw.gov.au 

Description 

The Department is responsible for providing 

strategic advice and the overall management of 

vocational education and training and higher 

education in the ACT. 

The Board of Studies NSW was established in 

1990 to serve government and non-government 

schools in the development of school education 

for Years K-12. It provides educational leadership 

by developing quality curriculum and awarding 

secondary school credentials, the School 

Certificate and the Higher School Certificate. 

The Vocational Education and Training 

Accreditation Board (VETAB) registers and 

monitors organisations that provide vocational 

education and training, accredits courses, and 

provides advice on registration, accreditation 

and quality endorsement. 

Northern Territory 


General contact details 

www.det.nt.gov.au 

Queensland 


General contact details 

http://training.qld.gov.au 

TAFE Queensland 


88

www.tafe.qld.gov.au 

Training and Employment Recognition Council 

http://training.qld.gov.au/about/overview/coun 

cil/index.html 

South Australia 

Training and Skills Commission 

www.tasc.sa.gov.au 

TAFE SA 

www.tafesa.edu.au 

Youth Pathways and Partnerships 

Administration Centre 

http://www.tafesa.edu.au/apply-enrol/vet-inschools/vet-contacts.aspx 

Tasmania 

Department of Education 

www.education.tas.gov.au 

Skills Tasmania 

www.skills.tas.gov.au 

The Tasmanian Qualifications Authority (TQA) 

03 6233 6364 

www.tqa.tas.gov.au 

The Training and Employment Recognition 

Council is responsible for registration and 

regulation of training organisations, 

apprenticeships, traineeships, and vocational 

placements, as well as course accreditation. 

The Training and Skills Commission is responsible 

for providing quality assurance of VET and higher 

education They are also responsible for 

registering training providers and accrediting 

courses and promoting pathways between the 

secondary school, VET, adult community 

education, and higher education sectors. 

The Youth Pathways and Partnerships 

Administration Centre contacts are the key TAFE 

SA staff to assist with initiating: 

VET in School Agreements (VISA) 

VISA Schedules 

accredited and non-accredited training 

programs 

tertiary presentations and school careers 

nights 

campus tours for groups of school students 

other strategic initiatives involving young 

people. 

Skills Tasmania is responsible for planning, 

purchasing and supporting the delivery of VET 

services for Tasmania; the development of policy 

advice for skills development; promotion of 

industry investment in training; and the 

development, regulation and administration of 

apprenticeships/traineeships and other State 

funded skills development programs in 

Tasmania. 

The Tasmanian Qualifications Authority (TQA) 

accredits vocational education and training 

courses not covered by national training 

packages and registers vocational education and 

training providers. 


89

Victoria 

Department of Education and Early Childhood 

Development 

http://www.education.vic.gov.au 

Victorian Curriculum and Assessment Authority 

Information Services 

www.vcaa.vic.edu.au 

VET Unit 

www.vcaa.vic.edu.au/vet/index.html 

Skills Victoria 

www.skills.vic.gov.au 

Victorian Registration and Qualifications 

Authority 

www.vrqa.vic.gov.au 

Western Australia 

Department of Education 

www.det.wa.edu.au 

VET in Schools Branch 

Secondary Directorate 

http://det.wa.edu.au/curriculumsupport/VET in 

schools/detcms/portal/ 

The Training Accreditation Council 

www.tac.wa.gov.au 

The Victorian Curriculum and Assessment 

Authority is responsible for the maintenance of 

the Curriculum and Standards Framework, the 

delivery of the VCE and its assessments and the 

conduct of state wide testing, formerly functions 

of the Board of Studies. The VCAA works across 

all sectors and facilitates a cross-sectoral 

approach to curriculum and resource 

development. 

Skills Victoria supports and facilitates access to 

training and tertiary education opportunities so 

that Victorians can acquire higher skills that are 

utilised by, and contribute to the success of, 

Victorian businesses. 

The role of the Victorian Registration and 

Qualifications Authority (VRQA) is to provide 

regulation that ensures quality in education and 

training in Victoria, and promote informed 

choice when it comes to education and training 

decisions. 

The VET in Schools Branch is run by the 

Department of Education and administers the 

policy and guidelines that are used at school 

level to implement VET in Schools programs. 

The Training Accreditation Council (TAC) is 

responsible for assuring the quality of vocational 

education and training in Western Australia. 


90

Appendix III: Bibliography 

Bateman, Andrea, and Clayton, Berwyn, Partnerships in assessment: auspicing in action, National 

Centre for Vocational Education Research (NCVER), 2002 

Fullarton, Sue Longitudinal Surveys of Australian Youth Research Report Number 21: VET in schools: 

participation and pathways, Australian Council for Educational Research, 2001 

Gillis, Shelley and Bateman, Andrea, VET in Schools – strengthening delivery and assessment 

outcomes, National Quality Council, 2010 

Gillis, Shelley, Dyson, Chloe and Bateman, Andrea, Validation and Moderation in Diverse Settings 

Final research report to the National Quality Council, National Quality Council, 2010 

Lamb, Stephen and Vickers, Margaret, Longitudinal Surveys of Australian Youth Research Report 48: 

Variations in VET Provision across Australian Schools and Their Effects on Student Outcomes, 

Australian Council for Educational Research, 2006 

Polesel, John et al., VET in schools: a post-compulsory education perspective, National Centre for 

Vocational Education Research (NCVER), 2004 

Porter, Janet, What makes vocational training programs in schools work A study of New South 

Wales and Queensland schools, National Centre for Vocational Education Research (NCVER), 2006 

Precision Consultancy, Industry Enterprise and RTO Partnership: A guide for RTOs, enterprises and 

industry groups, National Quality Council, 2010 

Service Skills SA, Service Industries VET in Schools Project, Service Skills Australia, progress report, 

October 2010 

Skills Australia, Skills for prosperity – a roadmap for vocational education and training, Skills 

Australia, 2011 


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