How much time does it take for someone to become competent? More importantly, how much time does it take them to gain all of the required competencies for a qualification? These questions may seem like asking ‘how long is a piece of string’, but they are essential considerations for Registered Training Organisations (RTOs).
‘Volume of Learning’ and ‘Amount of Training’ are important terms in Vocational Education. They’re both used to describe the level of training necessary for students to reach competency. However, the terms and the regulations around them can be ambiguous. This can lead to RTOs delivering insufficient training and underqualified students entering the workforce.
In this article, we explore:
- What Volume of Learning is according to the Australian Qualifications Framework (AQF)
- How it differs from amount of training
- Why it’s important for Vocational Education and Training (VET) providers
- Key factors to consider when determining the Volume of Learning required
- Tips for ensuring training sufficiency
- Answers to frequently asked questions about Volume of Learning
What is the AQF Volume of Learning?
Volume of Learning (VoL) is how much time a typical student needs to learn the knowledge and skills needed to complete a qualification. A learning volume includes all forms of training, self-study, practice, assessment, and more. It’s the time that someone takes from enrolment to achieving the intended learning outcomes of a course, certificate or diploma.
Maintaining an accurate Volume of Learning and ensuring that students achieve competency within those timeframes is a requirement under the Australian Qualifications Framework. The following Volume of Learning table is a guideline for how long they expect specific qualifications to take.
| Certificate I | Certificate II | Certificate III* | Certificate IV^ | Diploma | Advanced Diploma | Graduate Certificate | Graduate Diploma |
|---|---|---|---|---|---|---|---|
| 0.5 - 1 year | 0.5 - 1 year | 1 - 2 years | 0.5 - 2 years | 1 - 2 years | 1.5 - 2 years | 0.5 - 1 year | 1 - 2 years |
| 600 - 1200 hours | 600 - 1200 hours | 1200 - 1400 hours | 600 - 2400 hours | 1200 - 1400 hours | 1800 - 2400 hours | 600 - 1200 hours | 1200 - 2400 hours |
* Where Certificate III qualifications are part of a traineeship or apprenticeship, it may take up to four years to achieve the learning outcomes.
^ Certificate IV qualifications are often either shorter-duration specialist qualifications that focus on upskilling or long qualifications that are prerequisites for specific roles.
Volume of Learning vs Amount of Training
Amount of training is the time spent providing students with guided and formal learning activities. These include:
- Instructor-led Training. Training programs that are guided by educators. These can take place in classrooms or online in virtual learning environments.
- Work-Based Learning. Training programs that take place in work environments. These workplace learning opportunities include apprenticeships and traineeships.
- Scenario-Based Learning. Trainer-guided activities where learners respond to realistic situations. This showcases how they would apply their skills in practice.
- Practical Assessment Activities. Supervised tasks where learners demonstrate specific skills or competencies. These usually take place in real-world or simulated environments.
- Tutorials and Coaching Sessions. Focused, trainer-led support. They help learners strengthen their understanding, ask questions, and develop specific skills.
- Guided Reflection. Trainer-led activities that help learners think about what they’ve learned. They usually involve structured learning questions to check understanding and link new concepts to prior experience.
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We’ve made it easier than ever.Why Is It Difficult To Determine What a Volume of Learning Should Be?
While the definition of volume of learning may seem straightforward, it can be complicated to predict and measure. The Australian Qualifications Framework definition refers to a ‘typical student’, for example. This is someone who doesn’t have any competency in their chosen subject. They’re starting from scratch.
However, this doesn’t factor in learners who are enrolling in qualifications with significant experience behind them. They may have studied elsewhere or spent time in various workplaces. Some students who fall into the category of ‘typical learners’ may also pick up theory and concepts quicker than their peers.
This makes it difficult to gauge precisely what a typical Volume of Learning looks like for RTOs. While the AQF’s table does provide a starting point, it’s difficult to treat it as a strict guideline. For example, it can take anywhere from 0.5 to 2 years to achieve an AQF Certificate IV, meaning that the time commitment involved may vary. This could depend on the qualification itself, the student’s experience, or an industry’s specific competency requirements.
RTOs must be able to account for any major variations from the time periods that AQF provides. This aims to ensure that learners always graduate with the skills and knowledge required. If it takes them less time to do so, you need to provide evidence as to why that was the case and assurance that they have still achieved the required learning outcomes.
Why is Volume of Learning Important?
Maintaining Compliance
The Standards for RTOs 2025 don’t include specific references to Volume of Learning or Amount of Training. However, RTOs still need to comply with AQF requirements. Outcome Standard 1.1 also indicates that students must have enough time to complete their training.
This directly impacts an RTO’s Volume of Learning, particularly when considered in combination with the Standards’ requirements for factoring in recognition of prior learning and various support needs that can impact time to competency.
Ensuring Competency
Several cases in recent years have shown what can happen when workers are not properly trained or assessed. Examples include:
- Under-qualified security guards being hired for COVID-19 hotel quarantine duty
- Widely unsatisfactory Early Childhood Education training
- Substandard aged care arising from undertraining and inadequate staff skill sets, among other causes
These issues highlight why RTOs must ensure every graduate is truly competent before they enter the workforce.
The Volume of Learning helps RTOs provide enough time and structure for students to develop the required skills. However, competency is confirmed through assessment, not hours alone. Students can only progress when they have demonstrated the required skills and knowledge.
Building a Strong Reputation
Maintaining an appropriate Volume of Learning helps RTOs deliver training that is thorough, credible, and aligned with industry expectations. When students are given enough time to properly learn, practise, and be assessed, employers are more confident in the quality of graduates. This strengthens the RTO’s reputation as a provider that produces competent, workplace-ready learners.
Contributing To National Skills
Australia relies on a workforce whose skills and knowledge are derived from all levels of qualifications. If these workers don’t receive adequate training, they’re unable to carry out their jobs effectively. This contributes towards growing skill shortages instead of addressing them.
Maintaining a Volume of Learning helps VET providers build industry-relevant skills. It ensures students have the time they need to hone their abilities and enter the workforce competent and confident in their abilities. This creates a world-class industry of skilled workers.
Key Factors to Consider
Sufficient Training
VET providers need to provide enough time and sufficient training for learners to succeed. However, AQF doesn’t offer exact instructions for how much training is sufficient. While this ambiguity can be frustrating, it can also benefit RTOs.
You can determine what sufficient training means for individuals or cohorts. You could use pre-training assessments to determine existing skills and knowledge. This can directly impact the amount and type of training needed to achieve competency. It supports more accurate predictions of when students should achieve learning outcomes.
For example, you may be able to identify students who already have the knowledge longer duration qualifications require. This would help you predict where they will fall within the Volume of Learning for a Certificate IV qualification, and provide an accurate timeline for when they’ll be able to graduate.
Recognition of Prior Learning
Learners who already have relevant skills, capabilities, or competencies may progress through a qualification more quickly. They don’t need to develop these abilities. They just need to have them verified through assessment activities.
This process is known as Recognition of Prior Learning (RPL). It applies to formal study and existing skills gained through work and life experience. RTOs must provide opportunities for learners to demonstrate their existing competence. Where it’s confirmed, the amount of training required can be reduced. This is why some learners complete a qualification in less time than the typical Volume of Learning.
Credit Transfers
RTOs also need to recognise when learners have completed equivalent training with other providers. This can also impact the amount of training required, and see learners graduating in less time than the Volume of Learning suggests.
Language, Literacy and Numeracy (LLN) Skills
While some factors can reduce the amount of training required, others can increase it. RTOs must conduct pre-enrolment assessments to identify learners’ LLN proficiency and any additional support needs. Learners who require extra help in these areas may take longer to complete their training or meet competency requirements. This can extend the amount of training required and lead to a longer completion time than the typical Volume of Learning.
Tips For Ensuring Your Volume of Learning is Sufficient
1. Conduct Regular and Systematic Reviews
Regularly review your Volume of Learning alongside your training and assessment practices to ensure they remain appropriate and effective. This helps you more accurately predict time to competency and ensures learners receive a comprehensive education. Keep clear records of any revisions you make to your processes or your Volume of Learning to demonstrate continuous improvement and compliance.
2. Analyse Training and Assessment Data
It’s not enough to store training and assessment reports. You also need to analyse them regularly. Training metrics like learning progress, learner engagement, and assessment outcomes can offer valuable insights into performance and training effectiveness. Reviewing this data over time can reveal trends and highlight areas where your Volume of Learning may need to be adjusted.
3. Develop a Strong Training and Assessment Strategy
Your Training and Assessment Strategy (TAS) is more than a compliance document. It outlines how learning will be delivered and measured to achieve the required educational outcomes. A well-designed TAS that aligns with your Volume of Learning and Amount of Training helps ensure you have adequate resources in place and are taking a structured approach to delivery. This framework supports trainers throughout the program and helps learners successfully achieve their VET qualifications.
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4. Leverage Various Assessment Methods
Different types of assessment will help you gauge competency more accurately. For example, using both formative and summative assessments will help you measure progress throughout training. Formative assessments indicate where additional support where needed and help learners progress more quickly through areas they already understand. Summative assessments at the end of training determine whether students have achieved the intended learning outcomes.
5. Undertake Assessment Mapping
Use assessment mapping to check that every assessment task covers the skills and knowledge required for competence. This helps you make sure students are getting enough learning to meet learning goals. Mapping also makes it easier to spot anything you may have missed, so you can update your training if needed.
Frequently Asked Questions About Volume of Learning
How much is enough when it comes to training?
Enough training is provided when learners have sufficient time, support, and practice to gain the skills and knowledge required for competency. The AQF Volume of Learning offers a guideline, but the actual amount of training will depend on learners’ needs and prior experience.
How can I measure whether my RTO is on track with its volume of learning?
Review your training duration, assessment outcomes, learner progress, and feedback regularly. If learners consistently struggle or finish far earlier than expected, it may indicate your Volume of Learning needs adjustment.
Does the volume of learning require a specific number of total training courses?
No. The AQF provides a range of expected hours, not a fixed requirement. RTOs can vary their training hours and courses, as long as they can demonstrate that learners receive enough training to achieve competency.
Is the AQF volume of learning the same as the ASQA volume of learning?
No. The AQF Volume of Learning sets the national guideline for typical learning duration. ASQA uses this guideline when regulating RTOs. However, ASQA doesn’t have a separate Volume of Learning.
