A Training and Assessment Strategy (TAS) is an RTO’s documented plan for how it will deliver and assess a specific qualification or course. It sets out who is taught, how, for how long, with what resources, and how the RTO judges competency. A strong TAS shows ASQA, the Australian Skills Quality Authority, that your training is industry-relevant, well-resourced and assessed fairly.
Many RTOs still treat the TAS as a compliance chore. That view is risky. The 2025 Standards for RTOs came into effect on 1 July 2025 and link RTO requirements more directly to the outcomes they must deliver. Your TAS is now your main evidence that you deliver those outcomes.
This guide explains what a Training and Assessment Strategy contains, how to build one, and how to decide the amount of training. It also covers common pitfalls and the tools that help.
Why did the 2025 Standards change how RTOs think about a TAS?
The 2025 Standards shift the focus from prescriptive clauses to student and employer outcomes. Three facts matter most:
- The 2025 Standards have three components: Outcome Standards, Compliance Requirements, and the Credential Policy.
- ASQA describes them as the result of a four-year consultation program with governments, regulators, peak bodies and providers.
- ASQA’s Practice Guides cover training, assessment, trainer and assessor competencies, facilities and resources, wellbeing, and continuous improvement. They are not prescriptive, but they show what ASQA expects to see.
Under the superseded 2015 Standards, Clauses 1.1 to 1.4 explicitly required training and assessment strategies. The 2025 framework is outcome-focused instead. However, you still need a documented strategy to prove your training and assessment approach. Read the current legislation and Practice Guides alongside this article.
Transition note: If ASQA started a regulatory activity under the 2015 Standards and it continues after 1 July 2025, you may need to submit extra evidence against the new Standards.
What should a Training and Assessment Strategy include?
An audit-ready TAS covers five core elements. Each one answers a question an auditor will ask.
1. Training delivery plan
This plan sets the delivery mode (face-to-face, online, blended, or workplace), the amount of training, and the schedule. It also shows the unit sequence and how learners build skills progressively.
2. Assessment plan
This plan lists the assessment methods and tools for each unit. It shows how they meet the rules of evidence (valid, sufficient, authentic and current) and the principles of assessment (fairness, flexibility, validity and reliability).
3. Resources and facilities
List the equipment, software, simulated environments, learning materials and workplace arrangements students need. Then show that they match industry practice.
4. Trainer and assessor credentials
Identify who delivers and assesses each unit. Show that they hold the credentials required by the Credential Policy and have current industry skills. The Credential Policy sets out the credentials trainers and assessors need for particular activities and roles.
5. Learner support
Describe the support you offer, such as language, literacy, numeracy and digital literacy (LLND) help, mentoring, a student support officer, and reasonable adjustments for students with disability. Then explain how you inform students about each one.
Does a TAS need to be inclusive?
Yes. Your TAS should give every learner a fair chance to succeed. That includes Aboriginal and Torres Strait Islander students, people with disability, regional and remote learners, and people from culturally and linguistically diverse backgrounds. ASQA publishes a dedicated Practice Guide on diversity and inclusion. Use it to shape your learner profile, support services, and assessment adjustments.
How do you develop an audit-ready TAS? (Step by step)
- Identify training needs. Study the unit or qualification requirements on training.gov.au, the national register of training products.
- Consult industry. Speak with employers and industry bodies. Also check the current training package, which Jobs and Skills Councils now maintain.
- Define learning outcomes. State what students will know and do on completion.
- Profile your learners. Record prior experience, LLND levels and any support needs.
- Choose resources. Select learning materials, equipment and facilities that reflect real workplaces.
- Select assessment methods. Combine practical tasks, observations, projects and knowledge questions. Match each method to the evidence the unit requires.
- Allocate time and staff. Give students enough time to practise before assessment. Assign qualified trainers to each unit.
- Plan student support. Name the services available, and explain how students can access them.
- Schedule reviews. Set review dates and record who owns each one.
Expert tip: Write your rationale for each decision, especially the amount of training. Auditors want to see your reasoning, not just your timetable.
How do you determine the amount of training?
The amount of training is the time and learning activity a typical student needs to reach competency. Base it on evidence, not on habit or on what competitors advertise.
What factors influence the amount of training?
- Skill complexity: Complex skills need more practice time.
- Prior knowledge: Experienced learners may need less. Beginners often need more.
- Delivery mode: Online, blended, and face-to-face delivery can each need different timeframes.
- Resource quality: Strong materials and equipment speed up learning.
- Course structure: The AQF, the Australian Qualifications Framework, expresses each qualification’s volume of learning in years, so check your plan against it.
How do you set the amount of training in practice?
- Analyse every unit of competency and its assessment requirements.
- Profile your learners’ backgrounds and support needs.
- Consult industry experts on realistic timeframes.
- Compare similar courses from other providers.
- Record your reasoning, then review it after each intake.
Quick reference: factors and best practice
| Factor / Practice | What to do |
|---|---|
| Skill complexity | Allow more time for complex or high-risk skills |
| Prior knowledge | Use pre-enrolment checks and RPL where suitable |
| Delivery mode | Adjust hours for online, blended or face-to-face |
| Resources | Confirm materials and equipment are current |
| Transparency | Tell students the expected time commitment |
| Consistency | Deliver the same standard across cohorts |
| Review | Reassess the amount of training after each intake |
| Feedback | Ask students and employers whether the time was enough |
What are the best practices for a strong TAS?
- Update regularly. Review the Training and Assessment Strategy whenever a training package changes.
- Engage industry continuously. Do not limit consultation to a one-off meeting.
- Communicate clearly. Make sure staff and students understand the plan.
- Use varied assessment. Assess both practical skill and underpinning knowledge.
- Validate your assessments. Assessment validation is a separate process from your TAS. It checks that your tools produce valid, reliable judgments. Plan it alongside the TAS, but do not confuse the two.
- Embed continuous improvement. Collect feedback, analyse it, and act on it.
What are the most common TAS challenges, and how do you fix them?
| Challenge | Practical solution |
|---|---|
| Weak industry engagement | Build standing relationships. Keep dated records of advice received and changes made. |
| Outdated learning materials | Set a review schedule tied to training package updates. |
| Inconsistent delivery | Standardise procedures and train your trainers regularly. |
| Inadequate student support | Build clear support pathways and tell students about them at enrolment. |
| Too little practical time | Schedule hands-on practice before assessment. |
Real-world caveat: A Training and Assessment Strategy that looks perfect on paper can still fail if trainers do not follow it. Check delivery against the document through observation and student feedback.
Which tools and resources help with TAS development?
- training.gov.au: Find units, qualifications and training packages.
- ASQA Practice Guides and website: Read them for regulatory expectations. The guides include examples of actions and self-assurance questions.
- Industry bodies and Jobs and Skills Councils: Confirm what employers need now.
- Professional development workshops: ASQA runs a workshop series and webinars on the revised Standards. Attend them, and encourage your staff to as well.
- Communities of practice: Compare approaches with other RTOs.
What are the key takeaways and next steps?
A Training and Assessment Strategy is your proof that your training is relevant, resourced, and fairly assessed. Under the 2025 Standards, that proof matters more than ever.
Do these next:
- Check your current TAS against the 2025 Standards and ASQA’s Practice Guides.
- Record your reasoning for the amount of training in every course.
- Confirm your trainers meet the Credential Policy and Fit and Proper Person Requirements.
- Schedule regular reviews and gather student and employer feedback each time.
Need expert help? VET Advisory Group can review your TAS, close compliance gaps, and support you through audits.
Frequently Asked Questions
What is a Training and Assessment Strategy (TAS)?
A TAS is an RTO’s documented plan for delivering and assessing a qualification or course. It covers the delivery mode, the amount of training, assessment methods, resources, trainer credentials and learner support. It shows ASQA that your training meets industry needs and leads to competent graduates.
Is a TAS still required under the 2025 Standards for RTOs?
The 2025 Standards took effect on 1 July 2025. They focus on outcomes rather than prescribing specific documents. The 2015 Standards explicitly required training and assessment strategies, but you still need a documented approach to show how you deliver those outcomes. Check the current Outcome Standards and ASQA’s Practice Guides for the exact expectations.
What is the difference between a TAS and assessment validation?
A TAS plans how you will train and assess students. Assessment validation is a separate review that checks whether your assessment tools and judgments are valid and reliable. The two work together: your TAS should schedule validation, but one does not replace the other.
How do I decide the amount of training for a course?
Start with the unit requirements and your learners’ prior knowledge, then adjust for delivery mode and skill complexity. Consult industry experts and compare similar courses. Record your reasoning, because auditors expect evidence behind your decisions. Also check your plan against the AQF volume of learning for the qualification.
What should a TAS include?
A TAS should include five things:
- A training delivery plan.
- An assessment plan.
- The resources and facilities you will use.
- Trainer and assessor credentials.
- The support services available to learners.
How often should an RTO review its TAS?
Review it whenever a training package changes, after each intake, and whenever feedback or validation results point to a problem. Set a review schedule and name an owner for it. Regular, documented reviews also demonstrate continuous improvement.
Who should I consult when developing a TAS?
Consult employers, industry bodies and Jobs and Skills Councils, along with your trainers, assessors and students. Keep dated records of the advice you receive and the changes you make. That record proves your engagement is genuine and ongoing.
How do I make my TAS inclusive?
Profile your learners before you plan. Include support for Aboriginal and Torres Strait Islander students, people with disability, regional and remote learners, and culturally and linguistically diverse students. Build in reasonable adjustments for assessment, and tell students what support exists. ASQA’s diversity and inclusion Practice Guide offers practical examples.
What are common mistakes RTOs make with a TAS?
The most common mistakes are:
- Setting the amount of training without recorded evidence.
- Relying on outdated learning materials.
- Skipping industry consultation.
- Writing a TAS that trainers never follow.
- Confusing validation with the TAS itself.
Check delivery against the document to catch these early.
Where can I find the units and training packages for my TAS?
The national register at training.gov.au lists all nationally recognised training products, including units of competency, qualifications and training packages. Always confirm you are using the current version.
