Pre-Enrolment Assessments are now a critical part of RTO compliance under the 2025 Standards. Standard 2.2 requires ASQA-regulated RTOs to review prospective students’ skills and competencies before enrolment. This includes language, literacy, numeracy and digital literacy, followed by advice about whether the training product is suitable.
However, this does not mean ASQA requires every RTO to administer the same standardised test. The requirement is broader. Your process must reflect the training product, delivery mode, entry requirements, student cohort and support available.
What are Pre-Enrolment Assessments for RTOs?
A Pre-Enrolment Assessment is the process an RTO uses to review whether a prospective student has the skills and competencies needed for their intended training. It also helps the RTO identify support needs and provide informed advice before enrolment.
ASQA uses the word “review” rather than prescribing one mandatory testing instrument.
Under Standard 2.2, an RTO must have procedures to review prospective students’:
- Existing skills and competencies
- Language proficiency
- Literacy proficiency
- Numeracy proficiency
- Digital literacy
- Relevant prerequisites
- Entry requirements
- Other abilities needed for the training product
The outcome must then inform advice about whether the training product suits that prospective student.
That final step matters.
Completing an LLN test and storing the score is not enough if nobody uses the result.
What changed under the 2025 Standards for RTOs?
For pre-enrolment activity, several requirements now connect closely:
- Standard 2.1: students receive clear, accurate and current information.
- Standard 2.2: students receive advice about course suitability before enrolment.
- Standard 2.3: students have access to appropriate training support.
- Standard 2.4: reasonable adjustments support students with disability.
- Standard 2.5: the learning environment supports student diversity.
Therefore, pre-enrolment should not sit inside one isolated administration form.
It should connect RTO recruitment, admissions, learner support, training delivery and compliance.
RTO leaders should review our Standards for RTOs 2025 compliance guide when updating their enrolment systems.
What exactly does Standard 2.2 require before enrolment?
Standard 2.2 requires two connected actions. First, the RTO reviews the prospective student’s relevant skills and competencies. Second, it uses the findings to advise that individual about course suitability.
The ASQA Information Practice Guide states that RTOs must have procedures to conduct this review before enrolment.
The review must consider the requirements of the training product.
Therefore, the process should answer:
- What does the course require?
- What can this applicant currently demonstrate?
- Are there gaps that could affect successful participation?
- Can available support reasonably address those gaps?
- Is the course suitable for this individual?
- What advice should the RTO provide?
This turns the process into a genuine suitability review.
It should not become a tick-box administration exercise.
What additional requirements apply to CRICOS RTOs?
A strong RPL policy should explain who can access RPL, how applications work, how evidence gets assessed, who can make decisions and what records your RTO retains. It should also cover fairness, appeals, gap assessment, reporting, privacy and quality assurance.
At minimum, consider including:
CRICOS providers must consider both the 2025 RTO Standards and the ESOS framework. Standard 2 of the National Code 2018 requires responsible recruitment of overseas students.
The National Code Standard 2 requires providers to consider whether overseas students are appropriately qualified.
This includes:
- English language proficiency
- educational qualifications
- work experience
- course entry requirements
Is an LLN test enough for Pre-Enrolment Assessments?
No. An LLN test can form part of the process, but Standard 2.2 requires a broader review of skills and competencies. It expressly includes digital literacy alongside language, literacy and numeracy.
This is one of the most important areas for RTOs to review.
A generic LLN test may tell you something about foundation skills. However, it may not establish whether the learner can successfully participate in a specific training product.
For example, a student entering an online Diploma of Business may need to:
- navigate a learning management system
- create and upload documents
- participate in virtual meetings
- use email professionally
- complete online research
- use spreadsheets or business software
Meanwhile, a student entering a construction qualification may face different literacy, numeracy and practical requirements.
Therefore, your assessment method should reflect the course.
VET Advisory Group has previously discussed the increasing importance of LLN and digital capability in our guide to Language, Literacy and Numeracy support for RTOs.
What should an RTO assess before accepting a student?
The correct assessment depends on the training product. Start by identifying the actual demands placed on a learner, then design your pre-enrolment review around those demands.
Consider the following areas.
What language and literacy skills will the student need?
Review whether the learner can understand and communicate at the level required by the training.
This may include:
- reading workplace documents
- interpreting instructions
- completing written assessments
- communicating verbally
- understanding technical vocabulary
- preparing reports
- reading policies or procedures
What numeracy skills will the course require?
Numeracy requirements should also reflect the training product.
Depending on the course, students may need to:
- calculate quantities
- interpret measurements
- understand percentages
- work with budgets
- interpret graphs
- calculate medication or technical values
- use formulas
- interpret financial information
A meaningful assessment checks what students will actually encounter.
What digital literacy does the learner need?
Digital literacy now appears explicitly in Standard 2.2.
For online and blended courses, consider whether learners can:
- access the LMS
- open and save files
- upload assessments
- communicate electronically
- use required software
- participate in video conferencing
- complete online forms
- manage usernames and passwords safely
DEWR’s January 2026 Practice Guide on Pre-enrolment also highlights computers, software and internet access when distance learning applies.
What entry requirements or prerequisites apply?
Check the training package or accredited course itself.
You may need to consider:
- prerequisite units
- previous qualifications
- work experience
- licensing requirements
- age requirements where applicable
- physical requirements
- workplace access
- required equipment
- work placement requirements
ASQA specifically asks RTOs how they identify physical requirements, entry requirements, licensing eligibility and other prerequisites.
How should an RTO build a compliant pre-enrolment process?
A strong process starts with the training product rather than a generic enrolment form. The RTO should identify course demands first, then choose proportionate methods for reviewing each applicant.
A practical seven-step workflow works well.
1. What should you identify from the training product?
Review the training package, accredited course and relevant unit requirements.
Document:
- formal entry requirements
- prerequisite units
- foundation skill demands
- digital requirements
- practical requirements
- licensing implications
- workplace requirements
- delivery-specific requirements
Also review your ASQA Training and Assessment Strategy.
Your TAS and pre-enrolment process should not contradict each other.
Our guide on common TAS compliance mistakes explains why learner profiles and entry processes need alignment.
2. What assessment methods should you select?
Use methods that match the identified demands.
These might include:
- application questions
- document review
- enrolment interviews
- LLN activities
- digital literacy activities
- prerequisite verification
- qualification verification
- practical discussions
- self-assessment
- course-specific questions
ASQA does not prescribe one mandatory tool. In fact, its guidance recognises that an RTO may require a specific LLN or digital test for a particular training product.
The important point is justification.
You should know why each activity exists.
3. Who should conduct the review?
Staff conducting pre-enrolment checks need enough knowledge to interpret the results correctly.
An administration employee may collect documents. However, that does not automatically mean they should make academic suitability decisions.
Define responsibilities clearly.
For example:
- administration staff collect evidence
- student support staff identify possible support needs
- suitably skilled staff review LLN or digital results
- training staff assess course-specific suitability
- authorised staff communicate the outcome
Your policy should clearly allocate these responsibilities.
4. How should you interpret the results?
Avoid creating an automatic pass or fail system unless the training product has mandatory entry requirements.
Instead, possible findings may include:
- suitable without additional support
- suitable with training support
- suitable with reasonable adjustment
- further information required
- prerequisite pathway recommended
- another training product may be more suitable
- not currently suitable
The decision should reflect the evidence.
Standard 2.2 requires advice based on the review outcome.
Therefore, record what you actually told the applicant.
For example:
“Your current literacy and digital skills indicate that you can participate in this program. However, we recommend additional digital support during your first training period.”
Or:
“The assessment indicates that additional foundation skills development would help before you commence this qualification. We recommend completing the identified pathway first.”
Advice should remain specific and understandable.
Pre-enrolment assessments should help identify support rather than simply screen applicants.
Standard 2.3 requires RTOs to determine the training support services provided to each student. ASQA specifically identifies not conducting pre-enrolment checks to understand individual student needs as a risk to quality outcomes.
Support may include:
- LLN assistance
- digital skills support
- tutorials
- additional trainer contact
- learning resources
- IT support
- assistive technology
- reasonable adjustments
- referral to external support
The pre-enrolment record should connect with the support process.
Keep enough evidence to explain the decision later.
This could include:
- completed assessment tools
- interview records
- LLN results
- digital literacy results
- verified entry documents
- prerequisite evidence
- suitability determination
- support recommendations
- student advice
referrals - reasonable adjustment discussions
A good record tells the complete story.
What will ASQA want an RTO to demonstrate?
ASQA’s guidance is outcomes-focused and non-prescriptive. Therefore, the regulator is less interested in whether you use a particular template than whether your process reliably achieves Standard 2.2.
A defensible evidence trail may look like this:
| Compliance question | Evidence your RTO could maintain |
|---|---|
| What skills does the course require? | Training product review, TAS, entry requirements |
| How do you assess them? | Pre-enrolment tool and procedures |
| Was the student reviewed? | Completed student record |
| Was LLN considered? | LLN activity or documented review |
| Was digital literacy considered? | Digital review or course-specific evidence |
| Were prerequisites checked? | Verified documents or records |
| Was suitability determined? | Recorded decision |
| Was advice provided? | Email, form, interview record |
| Were support needs identified? | Support plan or referral |
| Were adjustments considered? | Consultation and adjustment record |
| Does the system work consistently? | Internal audit and monitoring evidence |
The key question is simple:
Can your RTO explain why it considered the course suitable for that individual student?
What are the most common Pre-Enrolment Assessment mistakes?
The biggest risk is having a form without a functioning process. A completed checklist does not demonstrate compliance if it never influences course suitability, learner support or enrolment decisions.
Common problems include:
- using one identical LLN tool across every course
- ignoring digital literacy
- assessing skills after enrolment
- collecting scores without interpreting them
- failing to link requirements to the training product
- accepting every applicant regardless of findings
- providing no documented suitability advice
- identifying support needs but taking no action
- failing to verify prerequisites
- relying completely on education agents
- failing to retain assessment evidence
- treating disability as automatic unsuitability
- using outdated enrolment procedures
Another weakness is asking students whether they “need support” and treating a “no” response as a complete needs assessment.
Many students may not know what support they need yet.
Your process should help reveal relevant needs.
How should Pre-Enrolment Assessments handle disability?
Pre-enrolment assessments should support informed and inclusive participation. They should not become a mechanism for automatically excluding students because they disclose disability or require reasonable adjustment.
The Australian Government’s 2026 pre-enrolment guidance states that prospective students with disability should be able to seek admission on the same basis as students without disability.
The Disability Standards for Education 2005 also contain specific enrolment standards. Education providers must take reasonable steps to enable prospective students with disability to seek admission on the same basis.
Finding a gap does not mean the RPL process failed. Instead, it shows that the assessment process identified where the learner does and does not meet the training product requirements.
Once a gap appears, determine its scope.
Therefore, ask:
- What are the genuine training requirements?
- What barriers might the learner experience?
- Could reasonable adjustment address those barriers?
- Would the adjustment maintain training product integrity?
- What support can the RTO reasonably provide?
Students are also generally not required to disclose a disability simply because they are applying. DEWR guidance stresses that disclosure should be handled carefully and inclusively.
Suitability assessment must remain fair.
What should happen when a student does not meet the required level?
Options may include:
- foundation skills development
- digital literacy support
- prerequisite training
- a lower-level qualification
- another training pathway
- additional preparation
- reassessment after development
However, the response depends on the actual gap.
A small support need may not make a student unsuitable.
Conversely, significant gaps may mean enrolment would not support a reasonable chance of success.
Document the reasoning.
How do Pre-Enrolment Assessments apply to online training?
Online delivery requires additional consideration because students need both course-specific competencies and enough digital capability to access the learning environment.
DEWR advises RTOs to consider whether online learners have:
- adequate LLN skills
- adequate digital skills
- suitable computer access
- compatible software
- reliable internet access
- an understanding of practical activities that cannot occur online
How should RTO policies support Pre-Enrolment Assessments?
Consider documenting:
- purpose and scope
- responsibilities
- timing
- assessment methods
- LLN review
- digital literacy review
- entry requirement verification
- suitability decisions
- support referrals
- reasonable adjustment
- student communication
- recordkeeping
- third-party responsibilities
- review and continuous improvement
If your current documentation still reflects the previous Standards, review your RTO Policies and Procedures against the current workflow.
A compliant policy and a broken enrolment process still create risk.
How can an RTO check whether its process is audit-ready?
Do not start by reading the policy.
Instead, select a sample of recent enrolments and work backward.
For each learner, ask:
- What course requirements did we consider?
- What evidence did we collect?
- How did we assess LLN?
- How did we review digital literacy?
- Did we check prerequisites?
- Who interpreted the findings?
- What suitability decision did we make?
- What advice did the student receive?
- Did we identify support?
- Did we provide that support?
- Can we prove each step?
Then compare the sample against your written procedure.
This approach tests implementation rather than paperwork.
An independent RTO Internal Audit can also identify gaps between written processes and actual student files.
How often should an RTO review its Pre-Enrolment Assessment process?
Useful review triggers include:
- adding a new training product
- changing to online delivery
- changing entry requirements
- high withdrawal rates
- poor learner progression
- repeated LLN support needs
- digital access problems
- student complaints
- internal audit findings
- trainer feedback
- updated ASQA guidance
Then record what changed and why.
This supports wider self-assurance and continuous improvement.
What should RTO leaders do now?
Use this checklist:
- Review every training product’s entry demands.
- Map LLN requirements.
- Map digital literacy requirements.
- Review physical and practical requirements.
- Confirm prerequisite checks.
- Update pre-enrolment tools.
- Define staff responsibilities.
- Train admissions staff.
- Link findings to learner support.
- Document suitability advice.
- Review reasonable adjustment processes.
- Monitor third-party recruitment.
- Sample completed student files.
- Correct gaps.
- Test whether improvements worked.
Most importantly, check what happens after the assessment.
A result that does not influence advice, support or enrolment is unlikely to demonstrate a strong suitability process.
What is the key takeaway about Pre-Enrolment Assessments?
That means strong RTOs will:
- assess what matters for the course
- consider LLN
- consider digital literacy
- verify relevant prerequisites
- identify support needs
- consider reasonable adjustments
- provide individual suitability advice
- retain evidence of decisions
- review whether the system works
The simplest compliance test is:
Can you show why this particular student was considered suitable for this particular training product before enrolment?
If your answer comes from evidence, your process is on the right track.
If your answer is “because they completed the enrolment form,” your system needs attention.
How can VET Advisory Group strengthen your pre-enrolment system?
VET Advisory Group can support RTOs with:
- pre-enrolment process reviews
- Standards 2.1 to 2.4 gap analysis
- enrolment policy development
- student file sampling
- LLN and digital literacy process reviews
- TAS alignment
- internal audits
- compliance documentation
- reasonable adjustment process reviews
- staff compliance training
- ongoing self-assurance
VET Advisory Group currently provides RTO compliance, internal audit, policy, validation and operational support across Australia.
For ongoing support, our RTO Compliance Retainer Services can help RTOs monitor enrolment systems throughout the year rather than fixing problems only before an ASQA review.
The goal is not another form. It is an enrolment process that can show each student received the right suitability review, the right advice and the right support before training began.
Frequently Asked Questions
Are Pre-Enrolment Assessments mandatory for RTOs?
For ASQA-regulated NVR RTOs, Standard 2.2 requires procedures to review prospective students’ relevant skills and competencies before enrolment. The review includes LLN and digital literacy and must inform suitability advice.
Does ASQA require a specific LLN test?
No. ASQA does not prescribe one universal LLN assessment for every training product. The RTO needs an approach appropriate to its courses, delivery model and learner cohort.
Must every learner complete the same assessment?
Not necessarily. Your process needs consistency, but assessment methods can reflect different training products and requirements. A construction qualification may require different evidence from an online business course.
Does digital literacy have to be assessed?
Standard 2.2 expressly requires the RTO’s review to include digital literacy. The depth of the review should reflect the digital demands of the intended training.
Can an RTO assess students after they enrol?
Standard 2.2 requires the suitability review before enrolment. Ongoing assessments can still identify additional needs later, but they do not replace the required pre-enrolment review.
Does a low LLN result mean the student must be rejected?
No. The RTO should consider the course requirements, the size of the gap and available support. Some students may remain suitable with appropriate support.
What if the prospective student needs reasonable adjustment?
Discuss appropriate adjustments with the student. The adjustment should support access and participation without undermining the training product’s required competency outcomes.
Should education agents conduct Pre-Enrolment Assessments?
An agent may support recruitment activities, but the RTO remains responsible for information and recruitment conducted on its behalf. DEWR specifically confirms this responsibility extends to education agents and brokers.
What evidence should an RTO keep?
Keep enough evidence to show what was reviewed, the results, who made the suitability decision, what advice the learner received and what support was identified.
Is a pre-enrolment checklist enough?
Only if it forms part of a meaningful process. A checklist that records answers without analysis, advice or action does not show how the RTO determined suitability.
