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Back to NewsDigital Capability in Vocational Education and the New Standards for RTOs 2025
Every day, we advance further into a digitally reliant future.
The vocational sector is not immune in facing the uncertainties that disruptive technologies present. The expectations that our customers have, the expectations we have of our own staff and the general adoption of technology in our personal lives all contribute to the problem of how to train for tomorrow, today.
While it seems like we, as a society and especially as a sector have been on this path for some time now, it feels really hard to measure or quantify how far along we are and more importantly, where our destination is.
Embracing Digital Transformation in Vocational Education
As business owners, we want to stand out from our competitors, improve efficiency, and reduce costs. Technology offers tools to help with this, but how do we make the best use of them? How do we decide which tools are right for our business? These are important questions we need to consider.
As training organisations, you not only have to run your business effectively and efficiently while staying ahead of your competitors. You need to look after your learners, innovate in new and exciting ways, be profitable, look after your staff and your own families, then while doing all that , you need to be compliant and meet your regulatory requirements under the standards.
We will explore some changes on the horizon, and the impact that a focus on developing digital competencies will have on your business.
Upcoming Standards for Registered Training Organisations (RTOs) 2025
Starting 1 July 2025, RTOs will be operating under a new set of standards. Initial drafts of these standards (as of the time of writing this article) will require RTOs to determine the digital capability of learners in a similar way to how they currently assess LLN capability, so that adequate support can be implemented for learners as needed.
Understanding the Australian Digital Capability Framework (ADCF)
The Australian Digital Capability Framework is the current guideline for defining digital skills and literacy at all levels of proficiency.
The Australian Digital Capability Framework (ADCF) is important for education, workplaces, and broader societal engagement. It addresses the essential skills demanded by the rapid adoption of digital technologies, highlighting how these technologies transform work and education. It assists in creating pathways between occupations, allowing digitally capable individuals to efficiently transition between different roles.
The comprehensive nature of the Australian Digital Capability Framework serves as a cornerstone for digital education and workforce development in Australia. It supports the strategic goal of a digitally literate society that is equipped to handle the challenges and leverage the opportunities of the digital age. Through continuous learning and adaptation, the ADCF not only enhances individual careers but also contributes to the broader economic and social advancement of the nation.
The framework organises digital capabilities into five primary focus areas, detailing how these capabilities are demonstrated across different proficiency levels:
Five Focus Areas:
- Information and Data Literacy
- Communication and Collaboration
- Digital Content Creation
- Protection and Safety
- Technical Proficiency and Problem Solving
Each focus area breaks down into specific digital capabilities, which are further described across varying levels of proficiency—from foundational to specialised skills.
This organisation helps users understand the necessary skills at each level and provides a clear pathway for progression.
- Foundation (Levels 1-2): Basic understanding and capability with guidance.
- Intermediate (Levels 3-4): Autonomy in familiar contexts with some complex tasks.
- Advanced (Levels 5-6): Comprehensive handling of complex tasks and guidance to others.
- Specialised (Levels 7-8): High-level expertise and problem-solving in specialised tasks.
For each component of digital capability and level, the framework outlines general activities and understandings that individuals should be able to perform. These are practical applications of the skills that the framework aims to develop, such as:
At the Foundation level in 2.2 Digital sharing, a person should be able to:
- Identify, select and use a digital information sharing platform
- Identify simple content referencing and attribution
At the Intermediate level, the expectations increase to include tasks like:
- Use multiple features of a digital information platform for routine sharing of information
- Guide others in content referencing and attribution practices for routine sharing of information
- Guide others to use best practice for acting as an intermediary for routine sharing of information
Development and Adaptation
The ADCF is adapted from the European Commission’s Digital Competence Framework for Citizens, known as DigComp 2.1. It has been modified to cater specifically to the Australian context, with input from Australian Industry Standards Limited and CSIRO’s Data61, underpinning its relevance and applicability to Australian digital skills requirements.
The framework was developed through collaborative efforts involving industry leaders, academic experts, and government entities. It is based on global best practices and tailored to meet the unique needs and challenges of Australian organisations. Using research and real-world experiences, the framework offers a clear guide for improving digital skills.
Applying the ADCF in your Enrolment and Training Processes
The ADCF provides us with a mechanism to measure the digital capability of our prospective learners. Assessment tools developed using the ADCF as a basis can give you a consistent way of determining the needs of learners as part of your pre-enrolment process.
It is also valuable to consider the way you deliver training, and the technologies that learners are expected to use during the training process. For example, do you require them to log in to an LMS to complete lessons or assessments? Will they be using their own devices or ones provided to them? What underpinning knowledge in relation to digital environments do they need to have in order to participate effectively in the course? Answering these questions will give you an idea of how best to proceed with updating your enrolment and training procedures.
We have developed an online system that aims to address these needs for RTOs. Explore our digital capability system to see how it can help your RTO.
About the Author
David Cunning
David Cunning is the Programs Director of The Learning Resources Group. He has been in the VET sector for 16 years and has spent more than decade managing the creation of training and assessment resources for over 300 units of competency. He was the driving force behind the LLN Robot System of assessing and supporting vocational education students across the country.
Dave has invested himself in understanding the industry by attaining his Certificate IV in Training and Assessment and also a Diploma of Vocational Education and Training and a Diploma in Training Design and Development.
Prior to working in the VET sector, Dave was a psychology graduate and a graphic artist who ran his own independent publishing house.
Outside of TLRG office, Dave was voted the world's greatest dad by a 3/4 majority of his 4 sons. He is an amateur e-sports participator, avid motorcycle accumulator and aspires to be the single largest consumer of 2-minute noodles in the southern hemisphere.
