FAQs
The accreditation process
Do courses have to be accredited?
Because Training Packages are available in many industries, it may not be necessary (or possible) for your training to be accredited - if you are a Registered Training Organisation (RTO) you can use existing Training Package qualifications or units of competency instead. You can repackage qualifications within the packaging rules specified by the Training Package and contextualise units of competency, so that they meet specific industry needs. Or, alternatively, you can use a course that is already accredited, such as a Crown copyright course.
It is advisable to consider whether the time, effort and cost associated with developing a course for accreditation is worth any potential benefit in terms of marketing the course or attracting students/trainees. Accreditation is commonly seen as an indicator within the community that the course meets particular quality standards. National recognition may be very important to intending course participants. For some industries or education sectors it may be a requirement that the course is accredited, for example for licensing purposes or if students need to be eligible for AUSTUDY. For other sectors, however, accreditation may not be necessary and another form of industry recognition may be sufficient.
How long does the accreditation process take?
There are four major stages to the accreditation process:
- Intention to accredit – development and approval
- Development of the course
- Review by the VRQA accreditation advisers and the Accreditation panel
- Review by the VRQA and accreditation.
The course development stage generally takes between three and up to 12 months, depending on a range of factors, including the size of the development project and the resources and the time needed to be allocated by the developer. The process takes longer if new course content has to be developed or if issues are raised by the steering committee. It is usually be shorter if there are existing Training Package units of competency that can be incorporated.
Obtaining VRQA approval for the Intention to Accredit generally reflects varying requirements for consultation between the intending developer and the VRQA. Approval of the Intention to Accredit is a critical Quality Assurance step for the VRQA, which must be satisfied that the developer is clear on the intended outcomes of the course, that there is both industry need and industry support for the intended course, that the course does not duplicate an existing Training Package qualification or existing nationally endorsed units of competency, and that the proposed steering committee represents industry and other stakeholders. If the proposed course is designated by the VRQA as being a potentially high-risk course, additional information is required.
The accreditation panel stage normally takes a minimum of three weeks and can be considerably longer if major amendments need to be made to the course. Course developers should allow:
- Ten working days for the VRQA accreditation advisers to review the course accreditation submission and report on any required amendments
- At least five working days for the developer to make the recommended amendments
- A further five working days to allow the VRQA accreditation advisers to review the course and ensure that the requested changes have been made (or that they are satisfied with the developer’s response) before the accreditation panel may be called. The accreditation panel may only be called when the VRQA accreditation advisers confirm that the course is ready to proceed to this stage.
- Five working days to allow all the panel members to review the finalised course document prior to the meeting.
The VRQA assesses the accreditation submission and confirms the accreditation of the course(s) within 15 working days. Additional changes may be requested at this stage. Developers should ensure that the full documentation requirements are submitted to the VRQA in order to enable a timely response.
For how long are courses accredited?
Courses are accredited for not less than one year and up to five years. Before the accreditation period for the course expires, copyright owners will need to apply for re-accreditation of the courses.
What is the process for re-accrediting a course?
The process for re-accrediting an existing course is the same as for accrediting a new course.
What is the process for accrediting a short course?
The process for accrediting a short course is the same as when accrediting a full qualification.
My organisation is not an RTO. Can our course still be accredited?
Any organisation or individual may develop and submit a course for accreditation.
However, if your organisation wants to deliver the course it is developing, it must become a registered training organisation (RTO).
The registration process cannot be finalised until the VRQA has confirmed the accreditation of the course. This is because organisations need to establish a scope of registration in order to be registered, and only accredited or recognised courses can be included on a scope of registration.
If your organisation is developing the course for another organisation to deliver, your organisation does not need to be an RTO, but the organisation delivering the course and issuing the qualification needs to be an RTO.
What is contextualisation?
Contextualisation means tailoring units of competency to suit specific needs. Units of competency may be modified to reflect the local outcomes required, as long as the integrity of the unit is maintained. Contextualisation could involve the provision of additional information to suit particular delivery or assessment methods, learner profiles, specific enterprise equipment requirements or other local needs.
The integrity of the intended outcome of the unit must be maintained. Contextualisation rules are identified both within Training Package qualifications and accredited courses. In general, these are the rules that are stated:
- Must not remove or add to the number and content of elements and performance criteria
- May add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes;
- May make additions to the range statement; and
- May add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required, where these expand the breadth of the competency but do not limit its use.
Any modifications to units must ensure the integrity of the industry skill and portability requirements, including all legislative, licensing and any other regulatory requirements, is maintained.
For specific packaging and contextualisation information, see the packaging and contextualisation rules for the relevant Training Package.
If an identified need cannot be met within the packaging rules applicable to a qualification or by contextualising the units of competency within the course, then consideration can be given to accrediting a new course.
Preparation, research and consultation
Who should we consult with about the industry/community need for the course?
The Intention to Accredit should confirm industry need and support for the proposed course. When the course has been developed and is to be submitted for accreditation, the developer needs to confirm industry need and support for the developed course.
Consultation should relate to the industry and workplace or community needs that the course is addressing. It should take into consideration the current and future skill requirements in the industry or community. Consultation may involve the following:
Industry
- The appropriate Victorian Industry Training Board (ITB) or Industry Advisory Body (IAB). They provide advice to the Victorian government on industry training for vocational education and training. The advice contains information on significant developments, issues and trends in the industry and the industry's regional priorities for training. This advice is a major source of industry information for local planning across the Victorian vocational education and training system. They work in cooperation with industry, community, training providers and government to implement industry-specific training packages. see Victorian Industry Training Boards and Industry advisory arrangements of Skills Victoria.
- The relevant Industry Skills Council. National Industry Skills Councils provide industry intelligence to the VET sector about current and future skill needs and training requirements on a national level. They support the development, implementation and continuous improvement of quality nationally recognised training products and services, including Training Packages. For more information, see Industry Skills Councils
- Peak industry bodies or industry associations and employers in the relevant industry area.
- Employee organisations, in particular the relevant union usually needs to be included in the consultation process.
- Regulatory or licensing bodies
Community
For further education courses, there are often relevant community groups who should be included as part of the consultation.
Curriculum Maintenance Managers
The Curriculum Maintenance Manager (CMM) role is to maintain the stock of Victorian crown copyright curriculum and to provide advice on implementing Training Packages in Victoria.
The CMM function is carried out by Executive Officers and other staff located within TAFE Institutes in Victoria. They are recognised as officers of the Office of Training and Tertiary Education (OTTE) in undertaking this role. Each CMM specialises in an industry area. For a list of Curriculum Maintenance Managers, see http://trainingsupport.otte.vic.gov.au/cmminf.cfm?menu=5
How do we find out what other courses, qualifications and units exist?
The National Training Information Service (NTIS) provides information on all nationally recognised training in Australia, including Training Package qualifications and courses accredited by the VRQA and other States and Territories. Training Packages and nationally endorsed units of competency may be downloaded from here. Full accreditation details of Crown copyright courses accredited in Victoria may be downloaded from Training Support Network.
I have found a course on NTIS that seems to cover the same outcomes as the one we propose for accreditation. Does this mean our course can't be accredited?
If the course is a Training Package qualification (described as 'Qualification' on NTIS), the VRQA will not accredit your proposed course, as it would be duplicating the Training Package qualification. In this situation, a registered training organisation (RTO) could instead choose to deliver the Training Package qualification.
In addition, each Training Package includes packaging rules, which describe how RTOs may select electives within the qualification to make them more suitable for diverse client needs. An RTO may also be able to contextualise the qualification's units of competency by adding industry-specific information to them.
For more information, see the packaging and contextualisation rules for the relevant Training Package.
If the course is a Crown accredited course, it may be easier and quicker for an RTO to deliver the existing course instead of developing a new course for accreditation. Whether it is possible for another RTO to deliver the course generally depends on the copyright status of the course. Access to private copyright courses is at the discretion of the copyright owner.
If the course is a Crown Copyright course owned by the State of Victoria, the course is available for delivery by any RTO in Victoria and may be downloaded from the Training Support Network. Licensing arrangements are likely to apply to intending interstate RTOs.
If the course is privately owned - (e.g. by a TAFE college or private RTO - it will be necessary to obtain permission from the copyright owner to deliver the course.
If the existing accredited course is not suitable, or cannot be accessed (in the case of private copyright courses) you may need to develop a course for accreditation. The existence of a similar Crown copyright accredited course would not prevent a similar course from being accredited, provided it meets the AQTF standards. However, if you are proposing the accreditation of a course that meets the same outcomes as an existing Crown copyright accredited course, you might need to demonstrate that there is sufficient industry or student demand for an additional course, particularly if both courses are intended for the same market. You need to consider whether the cost to you of developing a similar course will provide you with adequate return.
Intention to Accredit form
How long does it take for the Intention to Acredit to be approved?
Generally the VRQA will respond to the Intention to Accredit within 15 working days. If there are any issues that require further research, the VRQA discusses these with the contact person within that period. If there are issues to do with the proposal, or if the course is one identified by the VRQA as potentially high-risk, more time is required for approval.
Mapping to Training Package units of competency
How do we find out about Training Package units of competency?
Search for units of competency on NTIS. You may search either for individual units by using key words or search by training package titles
We think we might need to write our own units of competency - but how can we tell whether Training Package units are suitable for our needs instead?
The best way to tell if a Training Package unit is suitable is firstly to focus on the 'outcome' of the unit of competency you are proposing. Think about the task, skill or role your proposed unit describes. As a result of completing the unit, what would the learner or trainee be able to do? Once you know what the outcome for the proposed unit would be, you can compare it with the outcomes of Training Package units.
If you need more help, the Industry Training Boards or Industry Skills Councils should be able to advise you on appropriate Training Packages and how units of competency are used throughout the particular industry or sector. If you have already appointed a VRQA Accreditation Adviser, they can also help you interpret the units you are interested in.
The relevant Curriculum Maintenance Manager may be able to assist on more specific Training Package qualifications.
The content of our course is knowledge-based, but Training Packages are competency-based. Does this mean there is a gap in Training Package coverage
In Training Package units of competency the knowledge component is identified under Required Skills and Knowledge rather than being identified in the title or in the elements of the units. This does not mean that knowledge is not covered by Training Package units or that gaps exist in Training Package coverage.
Knowledge is used to 'underpin' the skills described in a unit of competency. For example, the unit RTC2401A Treat Weeds describes the task of treating weeds, under supervision, using cultural, biological and chemical methods. The 'underpinning' knowledge for this competency includes knowledge of plants, weeds and the effects of using chemical weedkillers - all of which are essential for a person to be able to treat weeds effectively. The delivery strategy developed by the RTO for the unit should allow for achievement and assessment of both the knowledge and skill requirements of the unit.
The content of our course is knowledge-based - should we be developing units or modules?
Modules are knowledge-based, and the VRQA only allows their use in courses where there are no vocational outcomes, for example literacy, general education or university preparation courses. For most other course types, units of competency must be used. A course may be approved by the VRQA to include both units and modules
How can we use generic units of competency in our course?
Many units of competency are generic, and can be used in any industry or learning setting. The Range Statement indicates the range of groups whose needs may be met within the unit. Contextualisation also allows for a particular focus in content to reflect needs of individuals or groups – generally by adding industry- specific information to the Range Statement - and the rules for contextualisation indicate the extent to which this can be done.
We are re-accrediting a course that includes modules. Can we still use modules in the new version of the course?
Courses developed before July 2002 often included modules; however since July 2002 the VRQA has required that all courses submitted for accreditation include units of competency wherever possible. This means that many courses submitted for re-accreditation need to be redeveloped, either by rewriting the modules as units of competency or by replacing the modules with Training Package units of competency.
Modules may only be retained for a re-accredited course if the course has no clear vocational outcome. The VRQA must approve the use of modules before development of the course begins through the Intention to Accredit form.
The steering committee
Who should be on the course steering committee?
The membership of the steering committee must include:
- a majority of industry-specific representatives (taking into account the size and nature of workplaces within the industry). These could include, where appropriate:
- representation from the relevant Industry Training Board or Advisory Body
- employee/practitioner representation (individuals and/or association/union representatives)
- employer representation
- peak industry body and/or professional association representation.
- The proposed steering committee must identify at least one person who has demonstrated skills and experience in the development of competency-based curriculum. (This can be the person who is writing/developing the course, provided that they have relevant experience writing units of competency.) Accreditation experts may be identified as either members of the steering committee or as in attendance to reflect circumstances. Course writers should always be identified as being in attendance rather than as members of the steering committee as they attend the steering committee to receive advice.
Note: For courses that do not have a vocational outcome, the industry and union representatives may be replaced by key stakeholders who can advise whether a community, adult education or general education need is being met.
If the course features pathways to or from higher education and/or secondary education programs (e.g. VCE or VCAL), the steering committee should also include representatives from the higher education and/or schools sectors, where appropriate.
How do we determine what the title of the course should be?
Firstly, make sure that the title of the course is not the same as the title of a Training Package qualification.
The title should include three components:
- qualification level, which is either:
- "Certificate I in..."
- "Certificate II in..."
- "Certificate III in..."
- "Certificate IV in..."
- "Diploma of..."
- "Advanced Diploma of..."
- "Graduate Certificate in..."
- Vocational Graduate Certificate in…
- Vocational Graduate Diploma of…
- "Course in…" (for short courses)
- industry descriptor, which refers to the industry associated with the course. It can be either general or more specific, for example:
- Diploma of Property Management
- Advanced Diploma of Fire Services
- Course in Type A Gas Appliance Servicing
For further education courses, or courses that are generic and address a range of industry areas, title should clearly indicate the course purpose or outcomes e.g. Certificate I in Work Education, Certificate II in Science for Adults.
- occupational stream descriptor, an optional descriptor that, if used, appears in brackets after the industry descriptor. It can refer to:
- a sub-sector or skills area descriptor used by the industry e.g. Certificate III in Textiles (Wool Scouring)
- a combination of descriptors e.g. Certificate III in Retail (Sales - Hardware)
- "the name of the copyright owner (this may also include an occupational descriptor) e.g. Course in Workplace Assessor (Hawker de Havilland)
How do we determine the AQF level of the course?
When considering the qualification level of a course (excluding short courses), refer to the AQF Implementation Handbook at The Australian Qualifications Framework - Qualifications & Education, Training and Career Pathways.
Use the Credit Matrix to confirm that your course has the right amount of volume and complexity for its proposed AQF title, and to develop links between courses/qualifications.
How many times should the steering committee meet?
A steering committee would normally need to meet three times - once at the beginning of the course development, to develop timelines and outcomes, etc, again as the course is being developed and finally, when development of the course is complete and to confirm the course by each member signing a Course Contents Endorsement form, and any letters of support for the courses. Meetings may be conducted through teleconference. Some meetings may be replaced by electronic communication.
How do we document steering committee meetings?
Minutes must be recorded at each steering committee meeting.
Attach all copies of the minutes as appendixes to the course accreditation submission, along with the signed course contents endorsement forms. The minutes from the first steering committee meeting should minute any conflict of interest held by members in relation to the proposed course.
The course accreditation submission
Is there a particular format to use for the submission document?
The Course Documentation for Accreditation Template (Word - 286Kb) provides the format for Parts A and B of the course accreditation submission.
Formatting requirements include:
- use a consistent, easy-to-read font, preferably 11 point or larger
- use page numbering throughout the document
- use version control
- use headers and footers to easily identify each unit/module or part of the document
- separate Parts A, B and C of the document, for example by using title pages
- either attach the steering committee minutes, course contents endorsement forms and letters of support as appendixes or submit these as separate documents as part of the final submission, together with the accreditation advisers' reports and minutes of meeting of the accreditation panel.
A paper submission should be provided to VRQA for review. when all additional changes are made as required and the VRQA indicates its approval for the course to proceed to accreditation, either a final paper copy or a CD copy may be submitted.
How do we find out which ANZSCO codes to use in our document?
Download full details of ANZSCO (Australian and New Zealand Standard Classification of Occupations) codes at http://www.ncver.edu.au/statistics/classifications/anzsco_vet.txt.
How do we find out which ASCED codes to use in our document?
Download full details of ASCED codes
The Australian Standard Classification of Education (ASCED) code refers to the field of education the course is in. Four-digit codes are used for qualifications and six-digit codes for units of competency/module. Both should be identified.
How do we find out which ANZSIC code to use in Part A of our document?
The ANZSIC code describes the main economic activity of the industry that completers of the course would be expected to work in. Taken together with the ASCO code, it should provide an accurate description of the occupational outcome of the course.
To work out which code to use, search through the description of the ANZIC codes and identify the one which most accurately describes the course's industry outcome.
If the course trains people to work in more than one industry, the ANZSIC code should indicate the primary or most likely industry outcome, and secondary codes may be supplied.
The accreditation panel
Why do we need a steering committee as well as an accreditation panel?
The steering committee and the accreditation panel perform different roles. The main function of the steering committee is to make sure that the course content is developed to reflect the needs of industry, enterprises and/or the community and meets any licensing, regulatory and/or occupational health and safety requirements.
The accreditation panel, on the other hand, undertakes an independent review of the course to make sure it meets the AQTF Standards for State and Territory Course Accrediting Bodies and the AQTF Standards for Accredited Courses. The accreditation panel consists of two VRQA-approved advisers and one industry representative.
The link between Registration and Accreditation
Does my organisation need to become a Registered Training Organisation (RTO)?
Once the course is accredited it has national recognition. If your organisation wants to deliver nationally recognised VET and FE courses - and issue qualifications or Statements of Attainment for their completion - then it must seek registration as an RTO.
VRQA manages the registration of VET and further education providers.
My organisation is not registered, but we want to accredit a course. What can we do?
Organisations that are not registered but want to apply for the accreditation of a course have two options open to them, depending on who will be delivering the course:
- Training organisations wanting to deliver the course themselves (and issue a qualification for its completion) must be registered as RTOs
- Training organisations wanting to develop a course for delivery by another (registered) organisation do not need to be RTOs. However, the organisation that will be delivering the course and issuing the qualification will need to be registered.