Guidelines and procedures

Funding application process

Funded training activity is calculated using the general education industry rate. Regional and remote loading will be paid on learner support if allocation is granted in the training contract.

The total number of hours of learner support reported must not exceed 50% of the total AHC related to the VET qualification reported for that year.

Retrospective arrangements of learner support will not be accepted. The department has the discretion to review a retrospective application on a case-by-case basis.

Public RTOs cannot:

• claim additional delivery costs on learner support
• apply for learner support funding against accredited VET qualifications in literacy and numeracy or any other general education and / or basic education qualifications
• report accredited training in literacy and numeracy as learner support.

Reporting requirements

Public RTOs are required to use the modules within the non-accredited course code LRNSUPP as a mechanism of providing learner support to students enrolled in accredited VET, up to Certificate IV qualifications and courses.

The learner support modules are for use in the NT only. They will not be placed on the training.gov.au database as it is non-accredited.

Learner support activity is to be reported in an AHC based format by the public provider in their AVETMISS data. Resulting learner support unit enrolments must be allocated to ‘non-assessable enrolment outcomes’ as stated in the AVETMISS standard.

As a contractual requirement outlined in the training contract, an acquittal report detailing the activities undertaken in providing learner support to students must be provided by public RTOs. Activities may incorporate the following:

• group discussion
• theory and practice
• demonstration of methods
• use of audio and video recordings
• group problem-solving
• promotion of co-operative learning with other students
• ongoing monitoring of students’ progress
• practical, hands-on activities
• promotion of interactive learning
• individualised learning tasks
• use of workplace and / or training examples of charts, maps, sketches, plans, worksheets etc.
• computer assisted or other eLearning activities
• simulation activities or games
• use of a translator
• mentoring.

If students, at the end of the year, have not participated in enrolments under the original qualification for which the learner support was granted, their learner support module must be amended to reflect their relevant level of training to ensure that learner support AHC does not exceed 50% of their targeted qualification AHC.

The Public RTO must ensure that:

• the qualification and unit codes that the learner support is applied to are available on their data system to enable enrolments to be reported
• they maintain evidence of learner support activities which may be requested by the department for audit and / or evaluation
• they complete a summary acquittal report outlining activities undertaken.

Who can apply?

Learner support funding is only available to Charles Darwin University and Batchelor Institute of Indigenous Tertiary Education.

Resulted outcomes

An expected outcome of learner support is the successful completion by students of units of competency under the qualification for which the learner support modules are applied.

Statements of attainment are not to be issued for learner support modules.

Measuring success

Effectiveness of learner support will be measured in terms of improvements in pass / load rates for units of competency and for improved course completions for all funding sources to which this policy is applied.