Can the provider offer this course?
Check the current provider registration, scope, delivery location and training product or accredited course on the appropriate official register.
Five decisions that must remain separate
Does the learner meet formal admission rules?
Check prerequisites, academic preparation, English evidence, licensing, age, identity and any course-specific requirements.
What does the course actually demand?
Map authentic learning and assessment tasks, delivery mode, workplace conditions, reading, writing, oral, numeracy and digital requirements.
What can the learner currently demonstrate?
Use sufficient, contextual and accessible evidence. Record support, confidence, conditions, limitations and professional judgement.
What support makes participation possible?
Consult the learner, agree reasonable adjustments and teaching support, assign owners, set review dates and monitor whether support is delivered.
Who makes the decision?
The authorised provider makes and records the admission or pathway decision. Software supports the process; it does not replace accountability.
Current Australian reference points
Always use the latest instrument and the regulator or department responsible for it.
VET
The 2025 Standards for RTOs have applied since 1 July 2025. Prospective students’ LLN and digital literacy are reviewed in the context of the training product, delivery mode and student characteristics.
Higher education
The current Higher Education Standards compilation is dated 14 July 2026. Admission, orientation and progression, diversity and equity, educational support, information and governance remain distinct obligations.
Students with disability
Providers consult regularly and make reasonable adjustments so students can participate on the same basis, while maintaining essential course and assessment requirements.
Overseas students
CRICOS providers also apply the ESOS framework and National Code, including recruitment, written agreements, orientation, student support and complaints and appeals.
Evidence safeguards
A defensible process makes its limits visible.
No automatic AQF-to-ACSF conversion
Qualifications at the same AQF level can have different foundation-skill demands. Map the actual course and context.
No diagnosis from an LLND result
A result may indicate that support or further evidence is useful. It does not diagnose disability, learning difficulty or a health condition.
No admission decision from one score
Admission requirements, English evidence, course readiness and reasonable adjustments require separate checks and authorised human judgement.
Collect the minimum information
Explain purpose, access, correction, retention and disclosure. Avoid collecting diagnosis or sensitive details when functional adjustment information is sufficient.
Record uncertainty and review
Keep evidence sources, versions, conditions, adjustments, reviewer identity, reasons, learner comments and the next review date.
Authoritative sources
These links are provided for direct verification. Guidance supports interpretation; legislation and regulatory instruments remain authoritative.
2025 Standards for RTOs
DEWR standards and policy guidance · ASQA standards resources
National registers
Higher education, disability and overseas students
Current HES Framework · Disability Standards resources · National Code 2018