Different learners, different journeys
- working with equity and the AQTF

Introduction

This section aims to help RTOs and people working with RTOs review their operations to ensure that the needs of all learners are met.

As any educator or trainer knows, everyone is different and we all learn differently.  We also have diverse personal characteristics, cultural backgrounds, levels of past education, family experiences, work and personal life experiences.  These variations mean that training needs to be offered in flexible ways and with a range of support mechanisms. 

In the past, we have sometimes described some people's needs as 'special' or 'additional'.  However, we all have needs and no one person's needs are more special than, or additional to, another's.  For example, in order to learn word-processing skills, one person may need a desk of a certain height and size, an ergonomic chair and an up–to-date computer.  However, a person in a wheelchair will not need the chair at all, but will need a desk of a certain height and an up-to-date computer.  These two learners have different needs; there is nothing special about either of them - they each have a specific learning need that an RTO can and should meet.

Every special service I ever came across was worse than the normal one.  (Anonymous person with a disability from www.bbc.co.uk/ouch).

Special means not special.  Special means second class.  (Anonymous person with a disability from www.bbc.co.uk/ouch)

This section is not about providing answers or prescriptions for RTOs; it notes the key things you might have to consider in meeting the needs of all learners and in meeting the AQTF Standards for Registered Training Organisations.

Issues covered in this section include:

• information

• enrolment

• training delivery

• assessment

• employment and further study

• decision making.