Understanding the Key Standards: A Quick Recap

Let's take a brief look at the standards and their intent before diving into how RTOs can implement them in the real world.

• Standard 2.1 focuses on providing clear, accurate, and up-to-date information to students, enabling them to make informed decisions. This includes details about the training product, support services, fees, obligations, and any changes affecting students.
• Standard 2.2 requires RTOs to assess a prospective student’s skills, including their LLN and digital literacy, before enrolment. RTOs must then advise students on whether the chosen training product suits their skills and learning needs.
• Standard 2.3 emphasises providing students with reasonable access to support services, trainers, and other staff to ensure they progress through their training successfully.

In essence, the 2025 Standards push for greater student welfare and success by ensuring prospective students receive the necessary information and support availability before making any financial commitments.

Implementing the Standards: Three Real-World Case Studies

The policy guidance document that has been made available at the time of publishing the new standards indicates that there is room for RTOs to meet these requirements with consideration of the specific context of their situation:
“...different strategies will be required by an RTO seeking to enrol a student in a one-year, full-time program compared to an RTO seeking to enrol a student in a low cost, short duration, online course. In each case, the strategies for reviewing skills and competencies (and providing relevant advice) should be adapted and proportionate to the context.”
With this in mind, let's explore how different RTOs can adapt their processes to meet these requirements while supporting their diverse student cohorts.

1. Fee-for-Service RTO Delivering Short-Duration Training

RTOs, especially those offering short courses like workplace safety or hospitality skills, may not have faced the same pre-enrolment assessment obligations before. The new standards now require even short-duration courses to evaluate prospective students' LLN and digital readiness beforehand.

Implementation Example:

For an RTO delivering a two-week online barista course, a streamlined process can be put in place:

• Pre-Enrolment Testing: A brief, online LLN and digital literacy assessment conducted during the initial enquiry stage. This might include a short questionnaire on existing digital skill usage in their life or current work and a basic LLN test.
• Clear Information: Prospective students receive information about the course content, digital requirements (such as stable internet and basic device knowledge), and the type of support available.
• Providing Advice: Based on the assessment results, the RTO can advise the student on their readiness for the course or recommend third-party resources to improve their digital skills if needed.

This approach allows the RTO to meet the standards without overburdening their administrative capacity, while still ensuring students are appropriately informed of the suitability of the training product.

2. Large Training Organisation Delivering Both Short and Long-Duration Courses

Larger RTOs with a diverse course offering must adapt their processes to cover a wide range of student needs, from a one-day workshop to a 12-month qualification. These RTOs may have previously conducted LLN assessments post-enrolment, but the new standards now require this to occur prior to enrolment.

Implementation Example:

For a large RTO offering both a 3-month Certificate III in Aged Care and a 1-day first aid workshop:

• Scalable Pre-Enrolment Assessments: The RTO can adopt a tiered approach. Short courses might involve quick digital literacy and LLN questionnaires, while longer courses would require a more comprehensive LLN and digital capability assessment.
• Customised Information: Prior to enrolment, students receive tailored information about each course, including the digital and LLN requirements and the available support services that RTO is able to provide. This helps them make an informed decision about their suitability for the training.
• Integrated Support Systems: The RTO can utilise its support services team to provide pre-enrolment guidance based on assessment results. For example, if a student is keen on the Certificate III programme but lacks certain digital skills, the RTO can recommend preparatory training, supplementary support or a different pathway to the desired course.

3. Public Provider (TAFE/College) Running All Types and Durations of Courses

TAFEs and colleges offer a broad range of courses, from short workshops to full certificates. With more resources at their disposal, they can implement more sophisticated systems to comply with the new standards.

Implementation Example:

For a public provider running everything from 6-month IT certifications to 2-day workplace safety workshops:

• Comprehensive Pre-Enrolment Services: The college can establish a dedicated student services team responsible for LLN and digital capability assessments. These assessments are conducted online, with immediate results and feedback provided to the student.
• Holistic Information Provision: The college ensures that all prospective students receive detailed information about each course, including technical requirements, support services, and course demands. This information is also made available through various channels (website, in-person consultations, etc.).
• Ongoing Support: Based on the assessment results, students who need additional support are connected with tutoring services, digital literacy workshops, or IT support. The college can also implement a follow-up system to monitor student progress post-enrolment, adapting support services as needed.

By leveraging their extensive resources, public providers can create a comprehensive support system that aligns with the new standards, helping students succeed in their chosen training programmes.

Conclusion: Navigating the New Standards with Practical Support

The Standards for RTOs (2025) emphasise the importance of pre-enrolment assessments and accessible support services to ensure student success. For RTOs, this shift requires a proactive approach to LLN and digital literacy evaluations. By implementing strategies tailored to their size and course offerings, RTOs can meet the standards effectively and enhance student experiences.
Our organisation specialises in providing tools and support systems to help RTOs meet these new requirements seamlessly. We’re here to assist if you need solutions for pre-enrolment testing, analysis, or student support services. Together, we can work towards improved outcomes and compliance under the 2025 Standards.

About the Author

Matt Peachey

Matt Peachey is the CEO of the Learning Resources Group. Over the past decade, he has grown the small resource development company into one of the largest training resource providers in the country and industry leaders in digital and LLN space of Vocational Education Support.

Matt has spent extensive time working directly with RTO’s all over the country to help them implement their training and assessment programs. He has also assisted a number of RTO’s with their marketing and business strategies.

Matt's goals for The Learning Resources Group is to ensure that the organisation is poised to support the VET industry through future changes.

Prior to his work in the VET sector Matt had 10 years working in the automotive industry firstly in sales management and eventually as a process and strategy consultant.

Outside of the TLRG office, Matt can be found volunteering for Lifeline as a counsellor, scouring the countryside for great wine or touring around on his motorcycle.