Introductory Guide

Access and equity in vocational education and training (VET)

The Standards for Registered Training Organisations (RTOs) 2015 (Cth) (Standards for RTOs) outline the responsibility of providers to adhere to the principles of access and equity.

Access and equity means policies, procedures and practices aimed at ensuring that vocational education and training (VET) is responsive to the individual needs of all clients, including those whose age, gender, cultural or ethnic background, disability, sexuality, language skills, literacy or numeracy level, unemployment, imprisonment, or remote location may present a barrier to access, participation and the achievement of suitable outcomes.

Access and equity principles

Access and equity principles include:

• equity for all people through the fair and appropriate allocation of resources
• equality of opportunity for all people without discrimination
• access for all people to appropriate quality training and assessment services
• increased opportunity for people to participate in training.

Inclusive education practice

According to the United Nations, inclusive education:

• recognises individual learner strengths and capabilities
• accommodates individual learner requirements
• commits to removing barriers to participation.¹

Inclusive education requires VET providers to create meaningful, welcoming and engaging learning environments. It means designing, developing and delivering curriculum to reduce barriers and ensure that all learners have a fair and equitable learning experience.

Inclusive education is not achieved by ticking a checklist. Instead, we achieve it through intentional design and practice. Principles of accessibility, usability and Universal Design for Learning (UDL) support an inclusive education and training approach for all students.

¹ Convention on the Rights of People with Disabilities: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-24-education.html

Accessibility, usability and UDL

When talking about inclusive educational design, we often talk about accessibility and usability. Accessibility is about addressing specific barriers for students with disability. Usability is about designing in a way that addresses a wide range of needs and preferences. Improving accessibility often improves usability. Together they create a more inclusive approach that benefits everyone.

When we add UDL, we acknowledge that there is no 'typical' or 'average' learner. We all learn differently because of our diversity and variability, including disability. Greater flexibility in teaching and learning practice helps engage and support all learners to succeed.

In simple terms, UDL means:

• universal – ensuring all learners can participate, understand and learn.
• design – ensuring we design, develop and deliver accessible training and assessment strategies (curriculum) for the broadest group of learners possible.
• learning – incorporating into curriculum design what a student needs to learn to do, why they need to learn it and how they can learn it.

UDL comprises good curriculum design, development and delivery. It can offer many benefits.

For learners, benefits include:

• a curriculum and learning environment that allows them to learn in a way that aligns with their strengths, needs and preferences
• greater independence (balance between independence/interdependence) and self-efficacy (ability to cope and manage)
• empowerment through variety and choice in the curriculum
• less need to share information about their disability
• less demand for specialised support services, which some learners may find stigmatising
• less need for reasonable adjustments or special provisions
• a strengths-based approach
• increased equity
• increased motivation to learn
• more understanding of their learning style
• better outcomes by elimination of barriers.

For trainers and assessors/RTOs/other tertiary providers, benefits include:

• less need for individualised supports and associated costs
• more time to focus on high-value learning
• better learning outcomes for all learners
• increased engagement and learner retention
• enhanced reputation
• a culture of inclusion.

Inclusive educational practice and the rights of students with disability

The Disability Discrimination Act 1992 (Cth) (DDA) makes it unlawful to discriminate against people with disability and their associates based on disability.

The Disability Standards for Education 2005 (Cth) (DSE) set out the standards education providers must comply with to achieve the objectives of the DDA. Each of these standards deals with different aspects of education and training.

The DSE gives students with disability the same rights as other students. Students with disability should be treated with dignity and respect. They should be able to enjoy the benefits of education and training in a supportive environment that values and encourages participation by all students.

To achieve this, the DSE gives current and prospective students with disability the right to education and training opportunities on the same basis as students without disability. This includes the right to comparable access, services and facilities, and the right to participate in education and training without discrimination.

What does this mean for RTOs?

RTOs have an obligation to comply with all legislation that is relevant to the services they provide. Clause 8.5 of the Standards for RTOs requires RTOs to comply with Commonwealth, state and territory legislation and regulatory requirements relevant to their operations. Although not specifically stated under Clause 8.5, this obligation includes compliance with the DDA and DSE.

Under the DSE, RTOs have obligations at all stages of the learning journey including:

• enrolment
• participation
• curriculum development, accreditation and delivery
• prevention of harassment and victimisation
• provision of student support services.

Examples of how providers can meet these obligations include:

• course planning and development that considers the potential needs of students with disability and identifies ways to incorporate empowering and enabling learning and assessment strategies
• inclusive enrolment practices
• professional development for all staff in the organisation
• access and equity policies and procedures
• relevant and accessible services and facilities for all
• a clear and fair complaints process.

What does it mean for trainers and assessors?

It means RTO’s, staff, trainers and assessors need to be suitably current and competent in their practice to provide training and assessment that is inclusive and empowering for all learners.

What is ‘building capability’ and why is it necessary?

Capability building refers to developing the skills and knowledge required for tasks. In this case, it is about RTO staff, trainers and assessors building knowledge, understanding and skills to support students with disability and being able to confidently apply the requirements of the DDA and DSE.

Capability building does not have to happen overnight; it requires continuous focus. RTO staff, trainers & assessors can start small and then continue to build. It involves active learning; where knowledge, understanding and skills are developed, practised and applied.

Actions will not always be correct; however, it is important to continually build capability to improve and grow inclusive training and assessment environments, practices and experiences.

There are many ways to do this, including:

• free e-Learning opportunities e.g., disabilityawareness.com.au
• training and webinars (free and paid) through key training organisations such as ADCET, Victorian Development Centre (VDC), Velg Training, VETR
• building a network within the organisation
• participating in external networks
• adding inclusive approaches as an agenda item in team meetings
• having a resource bank
• mentoring and shadowing.

Figure 1: The student learning journey