Fact Sheet: Trainer and Assessor Requirements when Delivering Qualifications from the Training and Assessment Training Package

The quality of training and assessment in the TAE Training and Education Training Package and specifically in the Certificate IV in Training and Assessment is pivotal to the quality of delivery in the Vocational Education and Training (VET) sector overall. In recognition of this critical role, the Registration Standards 2025 (2025 Standards) detail specific requirements for Registered Training Organisations (RTOs) that deliver training products from the TAE Training Package.

This Fact Sheet considers the requirements of the 2025 Standards, including Section 2 Credential Policy focused on the delivery of TAE Training Package products. Further guidance is also available in the TAC Online Guidance Hub. 

Update to the TAE Training and Education Training Package

The TAE Training Package Version 5 was endorsed by Skills Ministers in November 2022 and includes the TAE40122 Certificate IV in Training and Assessment and the TAE50122 Diploma of Vocational Education and Training.

Employ experts to teach trainers and assessors

Trainers and assessors are members of the training and assessment industry and graduates of the TAE Training Package have acquired a distinct field of expertise in addition to their original industry experience and/or qualifications that they bring to their VET practice. Recognising training and assessment as its own industry is important for recognising the depth of engagement required of the learner, the level of industry engagement required of the TAE trainer/assessor and the graduate’s identity as a dual professional.

RTOs delivering training products from the TAE Training Package are encouraged to follow-up on their graduates to establish the effectiveness of the training they have delivered, and to respond to observed deficiencies by adjusting their training and assessment strategies and the amount of training. RTOs delivering TAE training products should see themselves as role models of quality training and assessment that their graduates will emulate in their own vocational field.  

Requirements for delivery of training and assessment qualifications

To deliver training and assessment for an AQF qualification or skill set from the TAE Training Package, the person must either hold:

• one of the training and assessment credentials outlined at section 2A, or
• one of the training and assessment credentials outlined at section 2B and work under the direction of a trainer or assessor with one of the relevant training and assessment credentials at section 2C. 

If the trainer/assessor does not hold one of the above credentials, then they may work under the direction of someone who does, as long as they meet the requirements of 2B of the Credential Policy.

A person who holds one of the credentials listed in Section 2B can deliver training and contribute to assessment (including conducting assessment and collecting assessment evidence) for the credentials specified in Section 2B from the TAE training package, provided they work under the direction of a trainer or assessor who holds a relevant Diploma or higher-level qualification (as per section 2C) but cannot make assessment judgements. 

Providing direction

The 2025 Standards define

“Direction includes an individual providing oversight, guidance and quality assurance to ensure the quality of training and assessment being delivered by another individual.”

Where a trainer or assessor is providing direction, they are responsible for providing oversight, guidance, and quality assurance for an individual to ensure the quality of training and assessment delivered by that person.

The RTO is responsible for determining the nature and extent of direction required and any necessary restrictions, ensuring the quality of training and assessment is consistent with the Outcome Standards. 

Independent validation of training and assessment qualifications

RTOs that deliver or are applying to deliver training products from the TAE Training Package must undergo an independent validation of their training and assessment systems, tools, processes and assessment outcomes. Validation ensures that the systems and processes the RTO uses for its training and assessment are rigorous and that graduates are highly capable and appropriately qualified as set out in the training package.

To validate in relation to any AQF qualification or skill set from the TAE Training Package that enables individuals to make assessment judgements, at least one of the people undertaking the validation activity must have a AQF qualification or skill set at least to the level being validated.

The requirements for RTOs adding TAE Training Package products on scope are detailed below:

RTOs that DO NOT have a TAE Training Product on scope:

1. For an RTO applying to extend its scope of registration to include the delivery and assessment of an AQF qualification, the Assessor Skill Set or the Teacher Enhancement Skill Set from the TAE Training Package (or its successor), validation is of:
   1. the RTO’s assessment tools, processes and outcomes in relation to other AQF qualifications and/or units of competency on its scope of registration, as directed by the VET Regulator; and
   2. the assessment system to be adopted in the delivery of the training and assessment qualification, the Assessor Skill Set, or Teacher Enhancement Skill Set.

RTOs that DO have a TAE Training Product on scope: 

2. For an RTO where its scope of registration includes the delivery and assessment of an AQF qualification, the Assessor Skill Set or the Teacher Enhancement Skill Set from the TAE Training Package (or its successor), validation is of:
   1. the assessment system for delivery of the training and assessment qualification the Assessor Skill Set or the Teacher Enhancement Skill Set; and
   2. the RTO’s assessment tools, processes and outcomes in relation to the training and assessment qualification, the Assessor Skill Set or the Teacher Enhancement Skill Set.

NOTE:  If an RTO has never had a TAE Training Package product on scope, an independent validation will be required to examine the quality of the assessment system for your current scope and its application for the TAE training product.

Independent validation must be carried out by one or more persons who are not involved with the RTO, other than that of validation, and have the:

• current skill and knowledge in vocational teaching and learning; and
• training and assessment qualification, the Assessor Skill Set or the Teacher Enhancement Skill Set at least to the level being validated. 

Adding TAE training products to an RTO’s scope of registration

To ensure quality VET outcomes, there are additional requirements for an RTO seeking to add a TAE Training Package product to their scope of registration.  The RTO must be able to provide the following:

1. Registration of at least two years continuously at the time of adding the qualification to scope (Standards for VET Regulators 2015, Clause 1.5).
2. A list of staff who will deliver and assess the qualification, and evidence that they have:
   1. the required training and assessment qualifications;
   2. vocational competencies at least to the level being delivered;
   3. current industry skills relevant to the training and assessment provided[1]; and
   4. current knowledge and skills in vocational training
3. Strategies for training and assessment for TAE40122 Certificate IV in Training and Assessment.
4. All assessment instruments for the following units of competency:
   1. TAEASS412 Assess competence
   2. TAEASS413 Participate in assessment validation
   3. TAEDEL411 Facilitate vocational training
   4. TAEDES412 Design and develop plans for vocational training.
5. Evidence of independent validation
   1. evidence to demonstrate that the RTO has undergone an independent validation of the assessment system (tools, processes and outcomes) that will be adopted in the delivery of the qualification; and
   2. details of the independent validator and their qualifications.

NOTE:  If the RTO is adding a TAE Training Package product to scope for the first time, then the RTO must also provide:

1. evidence to demonstrate that the RTO has undergone an independent validation of the assessment system (tools and processes) that will be adopted in the delivery of the qualification; and
2. two examples (for other qualifications/ UOC currently on scope) to demonstrate independent validation of the assessment system including outcomes.

Compliance issues identified at TAE audits

Evidence of non-compliance in the delivery and assessment of TAE Training Package products pose a substantial risk to the quality of outcomes in the VET sector. Examples of non-compliances identified at audit include:

• assessment tools do not address all requirements of the unit of competency or meet the principles of assessment and rules of evidence. For example, the RTO does not address a unit requirement at all and/or the way it is addressed is not valid;
• delivery of the Certificate IV in Training and Assessment does not involve an adequate amount of training for a Certificate IV outcome. For example, learners have intensive face to face sessions and move straight to assessment and the RTO provides no time for the learner to practice and develop the skills and knowledge to become an effective VET trainer and assessor; and
• clustering of units of competency for delivery and assessment without due attention to the very different outcomes required by the units. For example, the RTO is unable to determine if a candidate is eligible for the ‘award’ of some, but not all units in a cluster, if the learner is unsuccessful in the assessment process. This compromises the validity and fairness of the assessment process. 

Resources for improving teaching, learning and assessment practice

Trainers and assessor who deliver from the TAE Training Package have an obligation to improve their knowledge and practice of vocational training, learning and assessment.

Some links are provided below to inform development activities and reflective practice.

TAC - Fact sheets, webinars, and podcasts are available from the TAC website.

TEQSA - The Tertiary Education Quality and Standards Agency (TEQSA) is the national higher education regulator. TEQSA have a dedicated page relating to good practice in online teaching and learning.

VOCED - VOCED is a free international research database for tertiary education. It includes VET, higher education, adult and community education, informal learning, and VET in Schools.

NCVER  -The National Centre for Vocational Education Research (NCVER) is the national professional body responsible for collecting, managing, analysing and communicating research and statistics on the Australian VET sector..

ADCET- The Australian Disability Clearinghouse on Education and Training (ADCET) provides information and practical guidelines to support disability practitioners, teachers and students.