Policies &
insurance

Make the most of your time with regional trade assessments and follow the rules of the student code of conduct. At RTA we respect each other and offer a safe welcoming environment to carry out your studies. Read our student handbook prior to enrolment and enjoy your experience with us.

PURPOSE

To establish the basis for the students’ code of conduct, describe the code’s principles and set out the foundation for the code’s procedures, including penalties.

SCOPE

Applicable to all enrolled students, including students on leave of absence.

POLICY

Interactions with students

RTA intends to provide the following:

• Nurture openness and creativity through the excitement of encountering diverse cultures and different ways of understanding and working.
• Build a sense of belonging and commitment by making connections for students with their chosen occupations and with their fellow students.
• Develop in students the deep knowledge and the skills and attributes required for success in their chosen occupation.
• Understand the experience and aspirations of our students, and use this knowledge to shape improvement in education and services.

Expectations of student conduct

RTA Students are expected to:

• Treat all members of the RTA community with respect and equality.
• Adhere to student code of conduct.
• Value the diversity of students and staff.
• Reject discrimination and harassment.
• Champion individual original work.
• Respect RTO facilities and resources and follow safety and security advice.
• Act to support the reputation and standing of the RTO.
• Be fully committed to their own learning and the decisions they make in relation to it as active and independent learners.
• Work with honesty and integrity.
• Give and receive feedback about their experience and participate in continuous improvement.
• Provide up-to-date and timely student information when required.
• Comply with the requirements of the Statement of Responsibilities agreed at enrolment.

Expectations of Regional Trade Assessments (RTA)

RTA will support students as active and independent learners to:

• Provide high quality and relevant programs, services and resources.
• Treat students with respect and take seriously the time and financial commitment made by students to undertake study.
• Provide a safe, supportive and sustainable environment that challenges and empowers students.
• Recognise, celebrate and support the diversity of students.
• Reject discrimination and harassment.
• Expect and model academic integrity and honesty.
• Provide all relevant information to inform students’ selection of programs.
• Maintain effective systems of communication with students and provide timely information about students’ progress, programs and services.
• Address problems and complaints fairly and promptly.

Principles

It is expected that behaviour in class ensures a positive learning and teaching environment. Respect for other students and trainers are a requirement. Students are expected to behave in a professional, respectful manner at all times and taking others into consideration. Punctuality is essential to avoid disruption to other students and trainers. Constant interruptions due to late arrival will inhibit the learning opportunities of other participants and are disruptive for the trainer. Students are expected to respect other learners by being punctual at all times. Students are reminded of their personal responsibilities regarding duty of care of themselves and other students including harassment in the learning environment. Under no circumstances will harassment and bullying be acceptable behaviour at RTA.

Types of Misconduct

General Misconduct

A student commits general misconduct if the student fails to comply with any reasonable request, order or direction by a representative where the request, order or direction was necessary:

• to maintain an effective and respectful learning environment.
• to ensure the health and safety of any person (including the student concerned).
• to prevent damage to RTA property.
• for the proper performance of the officer’s duties at the RTA.
• to ensure compliance with RTA policy or procedure.

Behaves in a manner that is disorderly, indecent, offensive or detrimental to the RTO’s interests and reputation. Unlawfully discriminates any person on any grounds, including but not limited to, disability, race, age, gender, sexual preference, physical appearance or religious or political belief. Harasses, intimidates or bullies any person (or attempts to).

Engages in a course of conduct that causes physical or psychological harm or arouses apprehension or fear, either directly or indirectly, either physically, verbally, electronically or by any other means. Willfully, recklessly or negligently engages in conduct that may physically or psychologically cause injury to any person, including stalking a person. In the course of RTA activities, willfully, recklessly or negligently causes damage to or, removes or wrongfully interferes with any property of RTA, Staff, student or other persons.

Copies or attempts to copy any copyright material including: Computer software, without the permission of RTA or in breach of copyright law. Improperly makes use of any RTA facilities, networks or equipment. Publishes, distributes or makes available (in any form or forum) any confidential information of or held by RTA or breaches any person’s privacy. Makes false representations on any matter in his or her capacity as a student or knowingly engages in document fraud in relation to assessment, academic results, records or for purpose of enrolment or entry into a course or program. Unlawfully accesses an electronic record belonging to RTA, its staff or another student where the record is accessible via or contained within, RTA’s online computing and online student facilities. Engages in any other conduct, whether within or outside the RTA premises, that may be prejudicial to the good order and discipline of the RTA or is likely to bring the RTO into disrepute. Incites or persuades any other person to engage in Behaviour or conduct which amounts to general misconduct. Acts or fails to act in contravention of RTA policy, procedure, instruction or published rule.

Academic Misconduct

A student commits academic misconduct if the student:

Cheats or attempts to gain an unfair academic advantage in any assessment task. Impersonates, or allows himself or herself to be impersonated by another for any assessment task. Plagiarizes or submits the work of another person as the student’s own work. Knowingly enables another student to plagiarize his or her work. Obtains from, or gives to a student during any assessment session information relating to the assessment task without prior approval. Behaves in any manner that may provide a misleading basis for an assessment task.

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

Training and Assessment

Policy & Procedure

TRAINING AND ASSESSMENT POLICY

PURPOSE

The purpose of this policy is to explain how RTA conducts its training and assessment practices: Meet the requirements of training packages and VET accredited courses. Are responsive to industry and learner needs. Are delivered by appropriately qualified trainers and assessors with the right support services, facilities and equipment will determine the amount of training they provide to each learner with regard to: The existing skills, knowledge and experience of the learner. The mode of delivery. Where a full qualification is not being delivered, the number of units/modules being delivered as a proportion of the full qualification. That the trainers/assessors are qualified to deliver the training for each particular qualification. The types of educational and support services that meet the needs of the learners undertaking the training, and the learner resources made available to each learner. How strategies have been informed by industry.

SCOPE

This policy applies to all nationally accredited courses, or components of courses, listed on the Regional Trade Assessments’s Scope of Registration.

PRINCIPLES

Education, training and assessment is the learning process that:

Provides a diagnosis of current competencies and knowledge

Analyses where training and learning effort should be focussed Develops training to suit individual needs and adult learning styles Enables access and equity for all learners enrolled at Regional Trade Assessments. Measures progress towards achievement of competencies and learning outcomes Provides feedback to both teachers and learners Assesses competence. Education, training and assessment is provided through the REGIONAL TRADE ASSESSMENTS. Blended Learning Model in the following contexts - Skills Recognition, workplace, online and Work place training. Education, training and assessment is a participative process, negotiated between trainer, assessor, learner, employers and other relevant stakeholders. All AQF qualifications issued by any other RTO will be recognised by the Institute, when used as evidence for Credit Transfer. Any candidate may appeal against an assessment decision, as prescribed in the Academic Grievance Procedure .

Assessment including Recognition of Prior Learning (RPL): Meets the requirements of the relevant Training Package or VET accredited course; and Is conducted in accordance with the principles of assessment and the rules of evidence; and Meets workplace and, where relevant, regulatory requirements; and is systematically and independently validated.

POLICY

It is the policy of Regional Trade Assessments that: Education, training and assessment are conducted by trainers and assessors who: have the necessary training and assessment competencies as determined by Relevant training authority, have the relevant vocational competencies at least to the level being delivered or assessed, and can demonstrate current industry skills directly relevant to the training/ assessment being undertaken, and continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence.

Note: Regional Trade Assessments is committed to the development and delivery of quality training and assessment services in accordance with all relevant regulatory and contractual requirements. Course and service offerings are developed and maintained in line with contemporary government, industry and community needs.

Code of Practice for Assessors

The Code of Practice detailed below is included in the Certificate IV in Training and Assessment (TAE40122, or its superseded equivalents TAE40116 / TAE40110), Assessment Guidelines to support professionally responsible and ethical assessment practice and to guide trainers and assessors in the responsibilities of their work. This code is loosely based on an international code developed by the National Council for Measurement in Education. The code reinforces the performance outcomes of the Training and Assessment Training Package assessment units. The differing needs and requirements of the candidates, the local enterprise/s and/or industry are identified and handled with sensitivity. Potential forms of conflict of interest in the assessment process and/or outcomes are identified, and appropriate referrals are made, if necessary. All forms of harassment are avoided throughout the assessment process and in the review and reporting of assessment outcomes. The rights of candidates are protected during and after the assessment process. Candidates are made aware of their rights and processes of appeal. Personal or interpersonal factors that are irrelevant to the assessment of competence must not influence the assessment outcomes. Evidence is verified against the rules of evidence Assessment decisions are based on available evidence that can be produced and verified by another assessor. Assessments are conducted within the boundaries of the assessment system policies and procedures. Formal agreement is obtained from candidates and the assessor that the assessment was carried out in accordance with agreed procedures. Assessment systems and tools are consistent with equal opportunity legislation. Candidates are informed of all assessment reporting processes prior to the assessment. Candidates are informed of all known potential consequences of assessment decisions, prior to the assessment.

Confidentiality is maintained regarding assessment decisions/outcomes and records of individual assessment outcomes which identify personal details are only released with the written permission of the candidate/s. Assessment outcomes are used consistently with the purposes explained to candidates. Self-assessments are periodically conducted to ensure current competence against the the current Training and Assessment Training Package competency standards. Professional development opportunities are identified and sought. Opportunities for networking amongst assessors are created and maintained. Opportunities are created for technical assistance in planning, conducting and reviewing assessment practice and participating in validation. Note: the Code of Practice for Assessors derives from the Training and Assessment Training Package Assessment Guidelines.

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

Training and Assessment Strategy Policy & Procedure

Purpose

The purpose of this policy and procedure outline the methodology to develop training and assessment strategies, implementing a comprehensive training and assessment strategy.

Scope

Training and assessment complies with the Australian Qualifications Framework (AQF) and the Quality Area 1 of the Standards for RTOs 2025

Responsibility

The CEO is responsible for this policy. The CEO is responsible for the implementation of this policy. The CEO is responsible for the day to day management of this policy. The CEO is responsible for the maintenance of this policy.

Policy

RTA will ensure that in developing and delivering training and assessment strategies for each of the training packages listed in scope of registration. Methods used to identify learning needs, and methods for designing training and assessment, are documented. The requirements of the Training Package or VET accredited course are met; including the endorsed components, being the units of competency assessment requirements (associated with each unit of competency) qualifications and credit arrangements

All training package and VET accredited training and assessment complies with the requirements of the AQF.

Each learner is enabled to meet the requirements for each unit of competency or module in which they are enrolled The amount of training to be provided to each learner is determined by:

Existing skills, knowledge and experience of the learner

The mode of delivery

When a full qualification is not being delivered, the number of units and/or modules being delivered as a proportion of the full qualification is considered Core and elective units, as appropriate, are identified.

For its complete scope of registration, and consistent with its training and assessment strategies, RTA has sufficient:

• Trainers and assessors to deliver the training and assessment.
• Educational and support services to meet the needs of the learner cohort/s undertaking the training and assessment.
• Learning resources to enable learners to meet the requirements for each unit of competency, which are accessible to the learner regardless of the location or mode of delivery.

Physical and/or virtual facilities and equipment available to accommodate and support the number of learners undertaking the training and assessment Meet all the requirements specified in the relevant training package or VET accredited course.

Procedures

Review individual training needs with the learner and identify appropriate training content, level duration and pathways (core and elective units). This is performed by talking with the learner and information collected on the enrolment/application form.

Conduct a pre training review of each learner’s previous education and training and identify any RPL or National Recognition that may be applicable. This is currently embedded into the enrolment form through a number of vocational questions, literacy exercises and numeracy calculations.

RTA will consider, and take into account, the need to allow learners to reflect on and absorb the knowledge, to practice skills in different contexts, and to learn to apply the skills and knowledge in the varied environments that the ‘real world’ offers, before being assessed. The process to achieve this is contained in the Training and Assessment Strategy (TAS) and is also represented in the duration and delivery structure of the course.

Assess language, literacy and numeracy (LLN) levels and requirements, referring learners to appropriate assistance if required. Generally, if a learner has previously completed a Cert III or a Certificate IV level qualification their language, literacy and numeracy could be assumed as sufficient unless the proposed qualification has high demands in numeracy and literacy. Education level is requested on the enrolment/ application form.

All candidates Irrespective of Prior Learning will be requested to undertake a language, literacy and numeracy test prior to enrolment or commencement of the course.

Develop a Training and Assessment Strategy (TAS) for each course and training product on its scope. The TAS will be reviewed before commencing delivery and at least every 12 months, unless the training product has not been delivered during the previous 6 month period, in which case, it must be reviewed prior to the next delivery. Each Training and Assessment Strategy (TAS), for every course, must address the following:

Training Product (Course) – including relevant course codes and name of course or units if not a complete course

All core and elective units or modules included in the course.

• If a full qualification, the core and elective components will be identified in accordance with the structure defined in the training package or course.
• Each elective must be identified so that planning may be processed for delivery variables.

Entry requirements must be identified and described

• Pre-requisite units and other criteria must be identified and described
• Identify and describe co-requisite units, co-delivered units, clustered units

State sequencing of delivery and assessment of units

Mode of delivery – e.g. face-to-face, on-line, workplace training, distance, mix modes.

Entry requirements – Identify and state any mandatory requirements for learners to commence the program; including qualifications, workplace experience, language & numeracy requirements, physical attributes, cognitive abilities, and any other ability or condition that may influence the learners ability to complete the training

Age requirements for acceptance into the training and assessment product; such as minimum age of 14 years.

Duration and schedule – After an analysis of the learner cohort and review of the requirements of the training product, the training and assessment schedule will be determined and documented. The duration and scheduling will consider the need for learners to fully gain and develop the skills and knowledge that the assessment will assess; allowing for variations of some cohorts due to specific learning needs.

Assessment resources, methods and timing – All resources that are specified in the training package or VET accredited course will be listed on the training contract. It will include how learners will have access to the resources to provide them with the best opportunity to complete their study. It will list:

The assessment resource(s)

Assessment methods to be used

Timing of assessment

• Any adjustments that may be needed to cater for different learner characteristics.

Learning resources – The training contract will identify and record the learning resources that will be used to guide learners so that they can obtain and absorb the required knowledge and skills prior to assessment.

Human resources – Qualified trainers and assessors who are available to deliver and assess each unit of competency level of the training product will be identified. This will be recorded in the TAS.

Physical resources – Physical resources available and additional physical resources needed will be identified in the TAS for each unit of competency.

Strategies for assessment only pathways – If the training strategy requires an assessment- only pathway, the TAS will include:

Assessment methods, timing and resources

• How issues will be addressed, such as the event that a learner does not achieve the competency.
• Any specific requirements, such as minimum industry experience.

Assessment attempts that learners may be allowed: two assessment attempts are allowed for each assessment before being considered not yet competent (NYC) and students will be required to re-enrolment into the unit or a course, and additional fees my apply. Details of additional requirements will be included in Assessment Information Student Assessment Information and in the TAS.

Volume of learning is appropriate as per the AQF guidelines.

Industry Engagement

The TAS will describe the volume of learning, as it complies with the Australian Qualifications Framework (AQF) or will outline the reasons that it is different (shorter or longer). Reasons might include:

The learner cohort may already have some of the skills and knowledge or be experienced in the area of training and assessment, and may need a shorter timeframe to acquire the skills and knowledge. In some instances, it might be appropriate to assess learners without delivering the material due to existing skills and knowledge.

The learner cohort may require a longer timeframe due to learning difficulties (such as, but not restricted to, physical disabilities, special learning needs, cognitive abilities, and/or language, literacy, numeracy abilities), or a need to absorb or practice skills or apply knowledge in the workplace

If the course is structured to be completed in a shorter time period than described in the AQF table, a rationale will be described in the TAS that outlines how a specific learner cohort:

• Has the characteristics to achieve the required rigour and depth of training
• Can meet all of the competency requirements in a shorter timeframe

• Before being assessed, how learners will have time to reflect on and absorb the knowledge, to practice the skills in different contexts and to learn to apply the skills and knowledge in the varied environments that the ‘real world’ offers.

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

Fees & Refunds Policy & Procedure

Purpose & Scope

This policy applies to all courses delivered by Regional Trade Assessments (RTA): apprenticeships and traineeships, Recognition of Prior Learning (RPL), and gap training. It sets out what is charged, when it is paid, how fees paid in advance are protected, and when money is refunded.

Responsibility

The CEO is responsible for this policy, its implementation, its day-to-day management and its maintenance.

Course Fees

RTA gives every student fee information for each course on its scope of registration before the student enrols:

• The RTA website and marketing materials show the fees and charges for each course.
• Every student (and, for an apprenticeship, the employer) receives a Statement of Fees before enrolment, listing every cost of the course: tuition, materials, administration and any other fee. Nothing is charged that is not on the Statement of Fees.
• Fees can change. Marketing materials carry the caveat: ‘Tuition fees are subject to change and are correct at the time of publication.’ A change never applies to a student already enrolled, for the fees on their Statement of Fees.

Students should read the fee, payment and refund information before enrolling. If anything is unclear, ask RTA and we will explain it.

GST

RTA’s courses are accredited vocational education and training. Tuition, assessment and RPL for these courses are GST-free, so no GST is charged on any fee in this policy.

Apprenticeship fees by state

Queensland. The student contribution is set by the Department of Trade, Employment and Training (DTET): $1.60 per nominal hour of each unit, or 40% of that for a concession student. Students eligible for Free Apprenticeships for Under 25s pay no fee. A full waiver may be granted for serious financial hardship. The amount for each qualification is published on the RTA website and given on the Statement of Fees before enrolment. All fees remain subject to any government fee waiver, exemption or concession for which the student is eligible.

New South Wales. Eligible apprentices train fee-free under the NSW Government’s Fee-Free Apprenticeships. Where a student is not eligible, the student fee for an apprenticeship qualification is capped at $2,000. Fee exemptions are available to eligible students who are Aboriginal or Torres Strait Islander, who meet the Smart and Skilled disability criteria, or who are the dependants of disability support pension recipients. Concession fees are available to eligible students who receive, or are dependants of someone who receives, a specified Australian Government benefit or allowance.

Tasmania. No fee is charged to the student.

Apprenticeship fee payment

Where an apprenticeship fee is payable, it may be paid by the student or the employer in one of these ways: one full payment; two payments of 50% six months apart; four payments of 25% each quarter; or ten payments of 10% each month. Any other arrangement needs RTA’s written agreement. Invoiced amounts are always kept within the prepaid-fee limit below.

Recognition of Prior Learning (RPL) fees

The RPL fee for a full qualification is $5,000. Checking whether RPL suits you, and the first steps of your application (about you, your résumé and your referees), cost nothing.

The fee is paid in four stages, so that RTA never holds more than $1,500 of your money for work it has not yet done:

A payment is only asked for once the previous Part has been assessed, not merely started. You will see the Statement of Fees and accept it before the first payment.

Gap training fees

Where RPL shows a unit you cannot yet evidence, RTA can train and assess you in that unit (gap training). Gap training is $1,000 per unit, paid as each unit starts, one unit at a time.

How to pay

• Bank transfer (preferred) to RTA’s account, using the payment reference RTA gives you. The stage opens once the money has arrived.
• Card, through RTA’s secure online payment page (Stripe). RTA never sees or stores your card details. No card surcharge is charged.
• From overseas, by international bank transfer or by card. For a transfer, ask your bank for ‘sender pays all fees (OUR)’; if bank charges reduce the amount received, the shortfall remains payable.

A receipt is emailed for every payment.

Protection of Fees

RTA does not hold more than $1,500 in prepaid fees from any student, for any course, for services not yet delivered. Fees are invoiced in stages, as set out above, so that this limit is never exceeded. Because of this, RTA is not required to hold membership of a tuition assurance scheme.

If RTA ever needed to take more than $1,500 in advance, it would first join a tuition assurance scheme approved by its regulator, which, if RTA could not provide the services prepaid, would place the student in an equivalent course nearby at no extra cost, or refund the prepaid fees for services not delivered.

Refunds

Full refunds

All tuition and administration fees paid are refunded in full where:

• the course does not start on the agreed date;
• the course stops being provided after it starts and before it is completed;
• the course is not provided fully because RTA has a sanction imposed by a government regulator;
• RTA withdraws an offer of a place, or is unable to deliver the course in full; or
• RTA suspends or cancels the enrolment through no fault of the student.

A full refund, less any administration fee, is provided where illness or disability prevents the student from starting or continuing, a close family member (parent, sibling, spouse or child) dies and the student withdraws, or other special or extenuating circumstances apply, including political, civil or natural disasters. Documentary evidence is required.

Staged fees (RPL and gap training)

• If RTA does not approve your RPL enrolment, Payment 1 is refunded in full.
• If you withdraw before any assessment work in a paid Part (or a paid gap unit) has begun, that payment is refunded in full.
• Once assessment of a Part (or gap unit) has begun, its payment is not refunded, but nothing further is payable once you withdraw.
• Stages you have not reached are never charged.

Apprentices are refunded in full any student contribution fee charged for training that had not begun when their enrolment was cancelled.

Process for claiming a refund

Apply in writing, by email to admin@rta.edu.au with the subject ‘<Course> Refund Request’, or by mail. Include the date, your full name, the course, the reason for the claim, the amount claimed, and any supporting documents.

Payment of refunds

Refunds are authorised by the CEO, who prepares a refund calculation and keeps a copy in the student’s file. Where the course does not start, stops, or cannot be provided because of a regulator’s sanction, the refund is paid within 2 weeks. In any other case it is paid within 4 weeks of receiving the application and supporting documents. A card payment is refunded to the same card; a bank transfer is refunded to the account it came from. Money must have been received before it can be refunded.

Appeals of decisions

If you are not satisfied with a decision under this policy, email RTA and it will be handled under the Complaints and Appeals Policy. This procedure, and the complaints and appeals process, does not remove your right to take action under Australia’s consumer protection laws.

Related Documents

Recognition of Prior Learning Policy · Complaints and Appeals Policy · Consumer Protection Policy · Statement of Fees · RTA website

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 5 · Approved 24 October 2026 · Next review 24 October 2027.

Credit Transfer Policy & Procedure

Purpose

The purpose of this procedure is to ensure that the qualifications and Statements of Attainment issued by any other Registered Training Organisation are recognised and the requirements of the Standards for RTOs 2025 are met.

Responsibility

The CEO is responsible for the implementation of this procedure and to ensure that staff and students are aware of its application and that staff implement its requirements.

Requirements

The method section defines the procedure used for dealing with applications for Credit Transfer. The qualifications and Statements of Attainment issued by any other Registered Training Organisation must be recognised.

Recognition means that students will be granted exemptions or advanced standing in a course as a consequence of having completed the same unit(s) with another Registered Training Organisation.

Credit Transfer information must be included in information given to students prior to enrolment.

All staff must be provided with information about the Credit Transfer application process and assist students in completing applications.

Credit Transfer is different from Recognition of Prior Learning.

Definitions

Credit Transfer applies to situations where students have completed units; identical to those they are currently enrolled in, at another TAFE College or Registered Training Organisation.

Variations in the version number of units reflect minor changes not related to outcomes and are therefore accepted for credit transfer.

Method

Applicants for Credit Transfer must complete the student credit transfer application form, attach a copy of a verified Award or Statement of Attainment and submit the application to the CEO.

The CEO must check the Award or Statement of Attainment and grant credit transfers for identical units that have been identified as being completed at another Registered Training Organisation.

Verified copies of Qualifications and Statements of Attainment used as the basis for granting Credit Transfer must be placed in the student files

The completed Credit Transfer record must be signed by the student and the CEO Granting of Credit Transfer must be recorded as a unit outcome in the students File.

After Credit Transfer is granted a student’s course schedule must be reviewed and any reductions in the scheduled classes and the reasons for the reduction recorded and placed in the student’s file.

If possible a full time load for the student should be maintained by adjusting a student’s course schedule and duration for completion of the course.

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

You may already be able to do some of what your qualification covers. Recognition of Prior Learning is the process of having those existing skills assessed and formally recognised, so you are not made to sit through training for work you can already do.

Purpose

This policy sets out how Regional Trade Assessments (RTA) assesses and grants Recognition of Prior Learning, in accordance with the Standards for RTOs 2025 and the requirements of the relevant training package.

Scope

It applies to every applicant and enrolled student across RTA’s scope of registration: CPC30216 Certificate III in Signs and Graphics, ICP31220 Certificate III in Printing and Graphic Arts (General), and MSF30518 Certificate III in Picture Framing. It covers whole qualifications and individual units.

What RPL is, and what it is not

RPL recognises skills and knowledge you already hold, however you gained them — paid work, unpaid work, life experience, or training that did not lead to a formal qualification. It is an assessment, not a shortcut: you still have to demonstrate the unit’s requirements in full.

Credit Transfer is different. That applies where you already hold a formal statement of attainment for an identical unit from another RTO, and no assessment is needed. See the Credit Transfer Policy.

Your right to apply

• Every applicant and student is told about RPL before enrolment and may apply at any time.
• Applying costs you nothing to ask about, and asking does not affect your enrolment.
• You may apply for as many units as you believe you can evidence, including a full qualification.
• You may be assisted by a support person at any point in the process.

Evidence

Assessment is against the unit’s own requirements, using the rules of evidence — your evidence must be valid, sufficient, authentic and current. What that means in practice is that it has to relate to the unit, cover all of it, be your own work, and reflect what you can do now rather than years ago.

Evidence RTA commonly accepts:

• Photographs and video of you doing the work, showing your face and the task.
• Samples of finished work, and the job documentation behind them.
• A third-party report from a supervisor or employer who has seen you do the work.
• Position descriptions, employment records, payslips and references establishing the work you have done and for how long.
• Certificates, licences, tickets and training records from courses not leading to a qualification.
• Direct observation by an RTA assessor at your workplace.
• A competency conversation or practical demonstration with an assessor.

Where the evidence you supply does not cover a unit in full, RTA will tell you exactly what is missing and give you a reasonable opportunity to provide it, or to be assessed by observation or competency conversation.

How to apply

1. Talk to us. Contact RTA and say which units you think you can already demonstrate. We will discuss it with you and explain what evidence is likely to be needed.
2. Complete the RPL application. You self-assess against each unit and list the evidence you hold.
3. Submit your evidence. Through the RTA apprentice app, by email, or in person at a workplace visit.
4. Assessment. A qualified assessor reviews your evidence against the unit requirements, and will arrange an observation or competency conversation where one is needed.
5. Outcome. You are told the result in writing for each unit.

Timeframes

RTA will acknowledge an RPL application within 10 working days, and complete the assessment within 30 working days of receiving all the evidence needed. Where an observation at your workplace is required, assessment is completed at the next scheduled visit or sooner by arrangement.

Outcomes

Each unit assessed results in one of the following:

• Granted. The unit is recorded as competent through recognition of prior learning and counts towards your qualification exactly as any other unit does.
• More evidence required. You are told specifically what is missing and given a reasonable opportunity to supply it.
• Not granted. You are told why in writing, and you undertake the unit through normal training and assessment. This does not disadvantage you in any other way.

Units granted through RPL are reported in accordance with AVETMISS requirements and appear on your record of results in the same way as any other completed unit. Your training plan and unit end dates are adjusted accordingly.

Fees

Any fee for RPL assessment is set out in the Fees and Refunds Policy and in the statement of fees you are given before enrolment. You will be told the fee before any assessment begins, and no fee is charged for discussing whether RPL is worth applying for. All fees remain subject to any government fee waiver, exemption or concession for which you are eligible.

If you disagree with the outcome

An RPL decision is an assessment decision, and you have the same right of appeal as for any other. Lodge an appeal within 20 working days under the Complaints and Appeals Policy, which also sets out the external bodies you may approach.

Records and validation

RPL applications, the evidence supplied, assessor judgements and outcomes are retained on your student file for the period required under the Standards for RTOs 2025 and AVETMISS record retention rules. RPL assessment judgements are included in RTA’s systematic validation of assessment practices.

Related documents

Credit Transfer Policy · Training and Assessment Policy · Training and Assessment Strategy · Complaints and Appeals Policy · Fees and Refunds Policy

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

Unique Student Identifier

Policy & Procedure

Purpose

The purpose of this document is to outline the policy of managing Unique Student Identifiers under the Student Identifier Scheme, in compliance with the Student Identifiers Act 2014 and the Standards for RTOs 2025.

Scope

Under the Standards for RTOs 2025 (Compliance Requirements) and the Student Identifiers Act 2014, RTA is required to ensure that:

It meets the standards of the Student identifier scheme.

Responsibility

The CEO is responsible for this policy. The CEO is responsible for the implementation of this policy. The CEO is responsible for the day to day management of this policy. The CEO is responsible for the maintenance of this policy.

Policy & Procedure

It is the Policy of Regional Trade Assessments to ensure that:

All students undertaking an accredited Qualification, course or Unit of Competency are provided information on the Unique Student Identifier are made aware of the requirements for providing and applying for a USI prior to and during the training

Unique Student Identifiers are only applied for on behalf of a Student by the RTO once written permission is received and suitable identification documents are supplied.

All Unique Student Identifiers provided to RTA by students are verified with the Registrar (www.usi.gov.au) prior to using or recording the number in any systems or databases.

Any USI’s not successfully verified by the Registrar are not used or recorded until the discrepancy is rectified with the Student.

No AQF Certification documentation (including cards and licenses) are issued to students, unless a USI has been provided by the student and verified with the Registrar (with the exception of cases where a USI exemption applies)

USI's are not printed on any AQF Documentation, are treated as confidential and are stored in a secure location

Student USI and Identification documents are stored securely and / or destroyed after use at all times

Should a USI exemption apply, the student is made aware prior to enrolment or training that their training results will not be accessible through the Commonwealth and will not appear on any authenticated VET transcript prepared by the USI Registrar.

Providing Students with information on the Unique Student Identifier requirements prior to enrolment

Ensuring USI information and requirements information is available publicly on the RTA website, as well as in course information and handbooks.

Providing Students with a Step by Step instruction on applying for a USI and providing Students with ongoing support and assistance if required.

USI's are verified with the USI Registrar prior to the USI being accepted or recorded in any systems/files

Students are notified immediately to rectify any USI's provided which are incorrect and were not able to be verified with the Registrar.

USI information is recorded only in systems which are password protected and secure.

Students who have requested RTA to apply for a USI on their behalf must sign and return a USI permission form, along with an accepted form of Identification.

Any Student Identification documents are securely destroyed immediately after the USI has been created.

The 'Issuing Qualifications and Statements of Attainment Checklist' is completed for each student prior to any AQF documentation being issued (this includes a check that USI has been provided and verified with the Registrar.

The RTA student management system flags any enrolment where a USI is missing or unverified, and blocks the issuing of AQF certification documentation until it is resolved.

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

PRIVACY AND PERSONAL

INFORMATION POLICY PROCEDURE

Purpose

This policy ensures Regional Trade Assessments RTA meets its legal and ethical requirements in regard to the collection, storage and disclosure of personal information it holds in regard to its student population, staff, other clients and interactions with external organisations.

Principle

In collecting personal information RTA will comply with the requirements set out in the Privacy Act 1988 (Cth), including the Australian Privacy Principles, and the Privacy Amendment (Private Sector) Act 2000. RTA is committed to ensuring the confidentiality, integrity and security of all information.

Collection of information

In the course of its business, RTA will collect information from students, potential students, and other clients either electronically or in hard copy format; including information that personally identifies individual people.

Use of information

RTA will record various communications between the organisation and students, prospective students, other clients and associated organisations. RTA will only collect personal information by fair and lawful means, and only where it is necessary for the functions of RTA. The information supplied by individuals will only be used to provide information about study opportunities, to enable efficient administration, and to maintain proper student and client records. If an individual chooses not to provide certain information then we may be unable to provide some services or provide appropriate information.

Disclosure of personal information

Personal information about students studying with RTA may be shared with the Australian Government and designated authorities, such as National Centre for Vocational Education Research (NCVER). This information includes personal and contact details, course enrolment details and changes. RTA will not disclose an individual’s personal information to another person or organisation unless: a) the individual concerned is reasonably likely to have been aware, or made aware, that information of that kind is usually passed to that person or organisation b) the individual concerned has given written consent c) RTA believes on reasonable grounds RTA the disclosure is necessary to prevent or lessen a serious and imminent threat to the life or health of the individual concerned or of another person d) the disclosure is required or authorised by or under law

e) the disclosure is reasonably necessary for the enforcement of the criminal law or of a law imposing a pecuniary penalty, or for the protection of the public revenue. Any person or organisation to which personal information is disclosed as described in this policy is not permitted to use or disclose the information for a purpose other than the purpose for which the information was supplied to them. Where personal information is disclosed for the purposes of enforcement of the criminal law or of a law imposing a pecuniary penalty, or for the purpose of the protection of the public revenue, RTA shall include in the record containing that information a note of the disclosure. RTA will take all reasonable steps to ensure that any personal information collected is:

a) relevant to the purpose for which it was collected b) up to date c) complete d) accurately recorded.

Security of personal information

RTA will store securely all records containing personal information and take all reasonable security measures to protect personal information collected from unauthorised access, misuse or disclosure.

Right to access records

Individuals have the right to access or obtain a copy of the personal information that RTA holds about them.

There is no charge for a student to access personal information RTA holds about them; Individuals will be advised of how they may access or obtain a copy of their personal information and the applicable fees within ten (10) working days of receiving their written request.

Amendment to records

If an individual considers the personal information that RTA holds about them to be incorrect, incomplete, out of date or misleading, they can request that the information be amended. Where a record is found to be inaccurate, a correction will be made. Where a student requests that a record be amended because it is inaccurate but the record is found to be accurate, the details of the request for amendment will be noted on the record.

Requesting Access to your information

Written requests to obtain a copy of personal information held by RTA can be sent to:

CEO Regional Trade Assessments

PO Box 627

Coolangatta

QLD 4225

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

Policy: Authority to Release information to a third party_V1 Policy:

to a third party (Annexure to the Privacy and Personal Information Policy)

Policy: Authority to Release information to a third party_V1 Third Party Disclosure Authority Policy (Annexure to the Privacy and Personal Information Policy) Purpose This policy outlines the process for handling requests to disclose an individual’s personal information (including apprenticeship or training-related information) to a third party, where the individual (apprentice/student) provides express consent. It supports compliance with Australian Privacy Principle (APP) 6 under the Privacy Act 1988 (Cth), which governs use and disclosure of personal information. This policy applies specifically to situations where an adult apprentice (18 years or older) wishes to authorise ongoing or specific disclosure of their apprenticeship affairs to a third party, such as a parent, guardian, or family member.

Scope

This policy applies to all staff, contractors, and authorised personnel of Regional Trade Assessments (the Organisation) who handle personal information in the context of apprenticeships, traineeships, or vocational training. It forms an annexure to the Organisation’s main Privacy and Personal Information Policy.

Policy Statement

The Organisation will only disclose personal information to a third party with the individual’s express, informed, voluntary, and specific consent, unless disclosure is otherwise required or authorised by law (e.g., to regulators, funding bodies, or under mandatory reporting obligations). Disclosure without consent is not permitted for secondary purposes, such as sharing progress updates, assessment results, attendance records, training plan details, workplace performance issues, or apprenticeship contract variations with family members or other non-essential third parties.

Policy: Authority to Release information to a third party_V1 Authorisation Process Request Initiation The apprentice (must be 18+) initiates the request by completing and signing the Organisation’s Authority to Release Information to a Third Party form (the “Authority Form”). The form must clearly specify: The third party’s full name, relationship, and contact details. The exact types of information authorised for release (e.g., progress reports, assessment outcomes, attendance, notices, or “all apprenticeship-related information”). Duration (e.g., until revoked in writing or a specified expiry date).

Verification and Acceptance

Staff verify the apprentice’s identity (e.g., via photo ID, signature match, or other secure means). The apprentice must acknowledge they understand: The nature of the information being disclosed. Their right to withdraw consent at any time in writing. That consent is voluntary and not a condition of training delivery. The signed Authority Form is retained securely on the apprentice’s file/record in the Student Management System.

Disclosure Rules

Disclosure occurs only after receipt of a valid, current Authority Form. Only the specified information is released to the named third party. Communications (e.g., emails, phone discussions, reports) reference the Authority Form and are documented (date, method, content summary). Verbal requests or informal permissions are not accepted — written Authority Form is mandatory.

Withdrawal or Revocation

The apprentice may revoke consent at any time by notifying the Organisation in writing (email or letter). Upon receipt: Cease all further disclosures immediately. Update records to note revocation. Notify the third party (if appropriate) that authority has ended. Previous disclosures made under valid consent are not affected by revocation.

Policy: Authority to Release information to a third party_V1 Record Keeping All Authority Forms, revocations, and related disclosure logs are retained for the period required under the Privacy Act, AVETMISS, and ASQA record retention rules (minimum 7 years from last action or as specified). Records are stored securely with restricted access.

Training and Awareness

Staff involved in handling personal information receive training on this policy, APP 6, and consent requirements. The policy is available on the Organisation’s website, student portal, and provided upon request.

Related Documents

Privacy and Personal Information Policy (main policy)

Authority to Release Information to a Third Party form Privacy Collection Notice Complaints Handling Procedure Review and Compliance This annexure is reviewed annually or following updates to the Privacy Act, OAIC guidance, or ASQA requirements. Non-compliance may result in disciplinary action and potential breaches reportable to the Office of the Australian Information Commissioner (OAIC). For questions or to obtain the Authority Form, contact:

CEO

Regional Trade Assessments

0499 024 676 admin@rta.edu.au www.rta.edu.au Version: 1.0 Effective Date: March 2026 Review Date: Annually or following any changes to the Privacy Act 1988 Approval: CEO

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

COMPLAINTS AND APPEALS POLICY AND

PROCEDURES

GRIEVANCES, COMPLAINTS AND APPEALS POLICY AND PROCEDURE

PURPOSE

The purpose of this policy and procedure is to ensure RTA maintains and implements due process policies and procedures to review and resolve complaints and inform people of their appeal rights. This policy also supports the Standards for RTOs 2025 – Standards 2.7 (feedback and complaints) and 2.8 (appeals).

PROCEDURE

• Students’ complaints are to be taken seriously by all staff, and are to be actioned within 10 working days of receipt. We will act upon the subject of any complaint found to be substantiated. Appeals must be lodged within 20 working days of the appealable decision, and are to be validated by the CEO.
• Students who are concerned about the conduct of RTA are encouraged to attempt to resolve their concerns informally before using this procedure.
• All prospective students will be provided with information about the complaints and appeals procedure before making an agreement to enroll.
• All complaints and appeals will be handled professionally and confidentially in order to achieve a satisfactory resolution.
• At any stage in the internal complaint or appeal process students are entitled to have their own nominee included to accompany and support them.
• All complaints and appeals will be managed fairly and equitably and as efficiently as possible.
• Students may raise any matters of concern relating to training delivery and assessment, the quality of the teaching, student amenities, discrimination, sexual harassment and other issues that may arise.

INTERNAL COMPLAINTS AND APPEALS

• The student will have an opportunity to formally present their case, in writing or in person.
• The student may be accompanied and assisted by a support person at any relevant meetings.
• A student’s enrolment must be maintained whilst an internal complaint or appeal is in progress and the outcome has not been determined. This does not mean a student must be in class.
• The RTO will encourage the parties to approach a complaint or appeal with an open view and to attempt to resolve problems through discussion and conciliation. Where a complaint or appeal cannot be resolved through discussion and conciliation, we acknowledge the need for an appropriate external and independent agent to review the process implemented by the Training Organisation.
• If there is any matter arising from a student complaint or appeal that is a systemic issue that requires improvement action this will be reported to the RTA management and reviewed as part of the continuous improvement process.
• Nothing in this procedure inhibits student’s rights to pursue other legal remedies. Students are entitled to resolve any dispute by exercising their rights to other legal remedies.

FORMAL COMPLAINT PROCESS

Formal complaints and appeals are official complaints and appeals, and must be documented and submitted as a formal complaint. Complainants will be required to identify if the complaint or appeal is in relation to an Academic or Non Academic matter when submitting a formal complaint.

Complaints are to include the following information:

Date of complaint

• Name of complainant;

Identification of Academic or Non

Academic complaint

• Nature of complaint ;
• Date of the event which lead to the complaint

Full details of the complaint

Attachments (if applicable)

Complainants have the right to access advice and support from independent persons at any point of the complaint and appeals process. A complainant may be assisted or accompanied by a support person regardless of the nature of the issue or complaint throughout the process at all times.

EXTERNAL APPEALS PROCESS

If the student is dissatisfied with the conduct or result of the complaints procedure, they may seek redress through an external body at minimal or no cost. RTA encourages students to do so promptly, but does not impose a time limit on approaching an external body. If the student wishes to complain or to lodge an external appeal about a decision made or action taken by RTA, they may contact the relevant body below at no cost.

RECORD KEEPING PROCEDURES

Once a formal complaint is received it is entered into the ‘Complaints and Appeals Register’ which is monitored by the CEO. The information to be contained and updated within the register includes:

Submission date of complaint

Name of complainant

Description of complaint / appeal

How the matter was dealt with

Determined Resolution

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

Consumer Protection Policy

Policy

RTA provides consumer protection as part of its provision and delivery of quality training and assess- ment products and services. This is part of our obligation as an RTO to ensure that the rights of our clients, stakeholders, customers are protected and they are fully informed with clear accurate informa- tion. RTA protects consumers by: undertaking ethical and accurate marketing and advertising of its services; Providing clear, accurate and timely information to students and prospective students about its ser- vices; Providing quality education, training and assessment services; Protecting the fees paid by students in advance of services being delivered; Implementing fair and transparent complaints and appeals processes; Protecting personal information; Implementing a system of continuous quality improvement.

Ethical and accurate marketing and advertising

RTA ensures that its advertising materials promote the organisation as a professional, ethical and non discriminatory place of learning. Accurate and realistic information is provided to potential students about RTA’s services facilities and potential outcomes of undertaking its education, training and assessment programs.

Information to students

Accurate, timely and clear information and advice is provided to students and potential students re- garding RTA’s education, training and assessment courses and programs so that students can make an informed choice about the services relevant to them. The enrolment and induction process ensures the student can choose a suitable training pathway, free from discriminatory barriers.

Quality education, training and assessment services

The Australian Consumer Law provides consumers with certain rights when purchasing services. RTA provides students with a guarantee that its services will be:

Provided with due care and skill

Fit for the purposes requested; and

Provided in a reasonable time frame if one is not set. The services students receive should be of a standard or quality that could be reasonably expected from a competent education and training service provider. Therefore, RTA will comply with all legislative requirements and guidelines relevant to the provision of education, training and assessment services, including compliance with the VET Quality Framework and the Standards for RTOs 2025. RTA keeps the student at the center of service delivery and undertakes consultation to determine community, client and industry expectations regarding education and training services.

Consumer Protection Contact:

Steve Holman

Chief Executive Officer

admin@rta.edu.au 0499 024 676 RTA will investigate the circumstances included in the complaint and respond to the individu- al as soon as possible (and within 30 calendar days) regarding its findings and actions following this investigation. After considering this response, if the individual is still not satisfied they may escalate their complaint directly to the Consumer Protection Agency in the relevant jurisdiction for investigation: Jurisdiction Contact Details:

Tasmania

TAS Consumer Affairs & Fair Trading

1300 65 44 99 www.consumer.tas.gov.au/fair_trading Victoria Consumer Affairs Victoria 1300 55 81 81 www.consumer.vic.gov.au Western Australia WA Department of Commerce 1300 30 40 54 www.commerce.wa.gov.au South Australia SA Office of Business and Consumer Services 13 18 82 www.cbs.sa.gov.au Alternatively, a complaint may also be lodged with the ASQA complaints handing service for complaints against RTOs: Australian Skills Quality Authority www.asqa.gov.au Phone: 1300 701 801

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

Anti Vilification Policy

Purpose & Scope

RTA is committed to a safe, respectful, inclusive learning and working environment free from discrimination, harassment, bullying, and vilification. This policy upholds obligations under the Anti-Discrimination Act 1977 (NSW), the Anti-Discrimination Act 1991 (Qld) and the Anti-Discrimination Act 1998 (Tas) — the three jurisdictions in which RTA delivers — including their racial and religious vilification prohibitions, the 2025 Outcome Standards for RTOs (especially Outcome 2: VET Student Support, requiring fair treatment, protection from harassment, and promotion of diversity/inclusion), and promotes positive outcomes for all learners and staff.

Responsibility

The CEO is responsible for this policy. The CEO is responsible for the implementation of this policy. The CEO is responsible for the day to day management of this policy. The CEO is responsible for the maintenance of this policy.

Policy & Procedure - Anti Vilification

Scope

This applies to all RTO-related conduct, including classrooms, online platforms, assessments, work placements, events, emails, and social media use connected to the RTO.

Definitions

Vilification (per the Anti-Discrimination Acts of NSW, Queensland and Tasmania): A public act that incites hatred towards, serious contempt for, or severe ridicule of a person or group because of race (including ethno-religious origin), religious belief/affiliation/activity (or lack thereof), or other protected attributes. Public acts include communications (verbal, written, online), signs, gestures, clothing, or distributing/sharing material. Antisemitism (adopted from Universities Australia working definition, aligned with IHRA principles): Discrimination, prejudice, harassment, exclusion, vilification, intimidation, or violence that impedes Jews’ ability to participate as equals in educational, political, religious, cultural, economic, or social life. It includes targeting based on Jewish identity, stereotypes, tropes, or holding individuals responsible for others’ actions. Legitimate criticism of any government, policy, or action (including Israel’s) is not, in and of itself, antisemitism.

Prohibited Conduct

The following is strictly prohibited and constitutes a serious breach: Any racial or religious vilification, including antisemitism. Harassment, bullying, or creating a hostile environment based on protected attributes (e.g., race, religion, ethnicity, Jewish identity). Sharing, displaying, or posting material (online or offline) that promotes hatred, contempt, or severe ridicule toward Jews or any group on protected grounds. Holocaust denial or trivialisation that incites hatred or contempt. Retaliation against anyone reporting or addressing such conduct.

Responsibilities

All individuals must behave respectfully, avoid prohibited conduct, and report concerns. Staff (including trainers/assessors) must model inclusion, intervene in incidents, and report promptly. Management/CEO has a positive duty to prevent vilification, respond effectively, and ensure training/ compliance.

Reporting and Response

Report incidents confidentially to Steve Holman, Chief Executive Officer — admin@rta.edu.au or 0499 024 676 — or through the complaints process in the Complaints and Appeals Policy. Anonymous reports accepted. Reports investigated fairly, impartially, and promptly (aim: resolution within 10 business days where possible). Affected individuals offered support (e.g., counselling referrals, adjustments, safety measures). Outcomes may include warnings, mandatory training, suspension, enrolment cancellation, employment termination, or referral to the anti-discrimination body in the relevant state (Anti-Discrimination NSW, the Queensland Human Rights Commission, or Equal Opportunity Tasmania) or to police (if criminal, e.g., threats/incitement to violence). Processes align with our Complaints Policy and ensure natural justice.

Prevention and Training

Induction for all new students/staff covers this policy, inclusion, and recognising vilification. Annual refresher training on diversity, anti-discrimination, unconscious bias, and handling reports. Regular review of resources/tools to ensure cultural safety and no discriminatory content.

Review and Continuous Improvement

This policy reviewed annually, after incidents, or following legislative/Standards changes. Feedback welcomed to strengthen inclusion.

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

Qualification Issuance Policy & Procedure

Purpose

The purpose of this document is to outline a consistent set of principles under which Certificates and statements of attainment are issued at RTA in accordance with the Australian Qualifications Framework and the Standards for RTOs 2025 Compliance Requirements (certification).

Scope

This policy and procedure applies to all RTA students who meet all course requirements for the issuance of certificate and/or a statement of attainment. The policy does not apply to non AQF qualifications.

Responsibility

The CEO is responsible for the implementation and monitoring of this policy and procedure.

Requirements

All students who have completed a course that leads to the award of an AQF qualification are entitled to receive the following certification documentation on award of the qualification:

A testamur, and

A record of results (academic transcript)

Students who complete part of the requirements of an AQF qualification in which they are enrolled are entitled to receive a statement of attainment and record of results. All AQF certification documentation issued by RTA meets the requirements following requirements:

Policy

A Student is entitled to receive a qualification (certificate/testamur) of an enrolled course/qualification only upon successful completion of the requirement of the enrolled qualification. However, if a student decides to withdraw from an enrolled course or completes only a part of enrolled course, they will not be issued with any qualification even though the completed portion of the enrolled qualification may constitute the lower AQF level qualification; they will rather be issued with a Statement of attainment.

As a part of quality indicator data reporting requirement, RTA must report how many students were enrolled in each qualification per calendar year and how many students have successfully completed the qualification in each calendar year.

Procedure

Procedure for issuing certificates All certificates issued for RTA students must follow the steps as outlined below:

a) On completion of the course or unit of competency students apply for certificates/ transcripts. b) The CEO ensures that students are eligible for receiving certificates. c) The CEO via the Enrolment procedure ensures that students have a Unique Student Identifier (USI). d) All results and relevant information is forwarded to the CEO who ensures student has completed all requirements to issue certificates and enters the details into the resulting database. e) Certificates, statements of attainment and records of results are produced and the issuance checklist is completed. f) The completed documentation is checked for accuracy and compliance against the requirements before signing. g) The Chief Executive Officer verifies that all requirements have been met and signs the certification documentation.

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 4 · Approved 2 September 2026 · Next review 2 September 2027.

Purpose & Scope

Regional Trade Assessments (RTA) enrols apprentices who are under 18 years of age. This policy sets out how RTA keeps them safe while they train and are assessed with us. It meets RTA's obligations under Outcome Standard 4.3 of the 2025 Outcome Standards for RTOs (managing risks to the safety of VET students under 18), supports Standards 2.5 and 2.6 (a safe learning environment and student wellbeing), and the working with children screening laws of the three states in which RTA delivers:

• New South Wales — Child Protection (Working with Children) Act 2012 (Working with Children Check)
• Queensland — Working with Children (Risk Management and Screening) Act 2000 (blue card)
• Tasmania — Registration to Work with Vulnerable People Act 2013 (Registration to Work with Vulnerable People)

It also follows the National Principles for Child Safe Organisations.

This policy applies to every RTA staff member, trainer, assessor, contractor and validator, and to all contact with a student under 18 — at the workplace, by phone or video call, by text or email, and through the RTA apprentice app.

Responsibility

The CEO is responsible for this policy, its implementation, its day to day management and its maintenance. The CEO is RTA's child safety contact.

Definitions

Student under 18 — any enrolled student who has not yet turned 18. RTA identifies them from the date of birth on the enrolment record; the status ends on their 18th birthday.

Parent or guardian — the person who countersigned the student's consent to RTA collecting their personal information at enrolment.

Screening check — the working with children check required in the state where the contact takes place (see above).

How RTA works with students under 18

RTA trains apprentices in their employer's workplace. Our trainer visits the workplace to assess about twice a year; the rest of the training is online. That shapes the risks, and the safeguards below.

1. Screening

• Every RTA person who trains or assesses a student under 18, or has regular contact with them, holds the screening check for the state where that contact happens, before the contact takes place.
• RTA keeps a register of each person's check: the state, number and expiry date. It is checked before each year's visits and before a check expires.
• External validators review assessment records only. They do not meet or contact students.

2. Consent at enrolment

• A parent or guardian countersigns the student's consent form before RTA collects any personal information. Enrolment does not proceed without it.
• The parent or guardian is given this policy and RTA's contact details.

3. Workplace visits

• Visits take place at the employer's workplace, during working hours, with the employer or supervisor on the premises.
• Every visit is booked in advance and confirmed with the employer and the student.
• The trainer does not meet a student under 18 alone in a closed room out of sight of others. Where privacy is needed, a door stays open or another adult is told.
• The trainer does not transport a student under 18 or meet them outside the workplace.

4. Contact outside visits

• RTA contacts students only through RTA channels: the apprentice app, RTA's email and RTA's business mobile. Every message is recorded on the student's record.
• RTA staff do not contact students under 18 through personal social media or private messaging accounts.
• Phone and video calls, including video assessments, take place during business hours, are booked in advance, and are recorded on the student's record.

5. Photos and video

• Photo and video evidence is collected only for assessment, through the apprentice app.
• It is stored in RTA's secure systems, seen only by RTA and the student's employer and supervisor, and never used for marketing or published without written consent from the student and their parent or guardian.

6. The workplace

• The employer is responsible for the student's safety at work under work health and safety law.
• Where RTA identifies a safety concern about the workplace, it raises it with the employer and, if it is not resolved, with the state training authority.

Recognising and responding to concerns

A concern may come from something a student says, something the trainer sees, or a report from someone else. If a student tells you they are being harmed, or you believe they are at risk:

1. If anyone is in immediate danger, call 000.
2. Listen, stay calm, and do not promise to keep it secret. Do not question the student in detail or investigate — that is for the authorities.
3. Write down what was said or seen, in the student's own words where possible, with the date and time.
4. Tell the CEO the same day.
5. Report to the child protection service in the student's state: NSW — Child Protection Helpline 132 111; QLD — Child Safety Regional Intake Service (after hours 1800 177 135); TAS — Advice and Referral Line 1800 000 123.
6. If the concern is about an RTA staff member or contractor, they are stood down from contact with students under 18 while the matter is dealt with, and RTA notifies the relevant screening agency where required.

Students, parents and guardians can raise a concern directly with Steve Holman, Chief Executive Officer — admin@rta.edu.au or 0499 024 676 — or through the Complaints and Appeals Policy. A concern raised in good faith never disadvantages the person who raised it.

Records and privacy

Concerns and the actions taken are recorded securely, kept separate from training records, and seen only by people who need to know. They are retained in line with RTA's records retention obligations and disclosed only as the law requires or allows.

Training

Everyone covered by this policy reads it at induction and when it changes, and keeps their screening check current.

Review and Continuous Improvement

This policy is reviewed annually, after any incident, and when legislation or the Standards change. Each review is recorded in RTA's continuous improvement register.

Author and approval authority: Chief Executive Officer, Regional Trade Assessments (RTO 45081).
Version 1 · Approved 2 October 2026 · Next review 2 October 2027.