Presented below are the full abstracts of papers selected to present at the 34th National VET research conference 'No Frills' 2025 on the Gold Coast on Thursday 10 July and Friday 11 July.
Thursday 10 July 12:05 to 12:45
Presenter:
Ms Nicky Leitch, CEO, Central Ranges Local Learning and Employment Network
In 2023, Nicky joined the team at Central Ranges Local Learning and Employment Network (CRLLEN) after nearly 17 years at Hume Whittlesea LLEN, where she was joint CEO. Nicky’s professional background has always been in community services, beginning as a youth worker, which expanded into roles supporting people struggling with alcohol and other drugs. After nearly eight years working with The Smith Family in family support, Nicky came to appreciate the vital role education plays in shaping a young person’s future. This realisation ignited her passion for the network of 31 LLENs across Victoria and their diverse educational landscape. As the CEO, Nicky’s days are a blend of operational and strategic tasks. With a relatively new team, reshaping and nurturing their growth is a priority. Serving all 14 schools across Mitchell Shire, Murrundindi Shire and Macedon Ranges Shire involves considerable travel due to the expansive demographic areas covered by CRLLEN. Central Ranges LLEN aims to ensure all students in the region have strong pathways to successful and satisfying careers. Nicky values collaborating with partners across the community and local industries, including a diverse mix of volunteers, who willingly give their time to help young people have a positive and vibrant future. Nicky loves the diversity, challenges and connection inherent in her role.
Abstract:
Project Ready is a VET program successfully helping youth at risk of disengaging from school. It helps them develop job readiness, life skills and awareness of learning and career pathways.
Student disengagement is a growing problem in Victorian schools, with rates increasing by 50% in the years between 2018 and 2021. According to the government, the actual number might be much higher. (AEU News, Feb 2024) Many of these students leave school with little or no opportunities of secure, well-remunerated employment.
The Project Ready initiative was developed by CRLLEN to empower students to continue with school and complete year 12 or equivalent with the knowledge of possible pathways and qualifications for future employment.
Project Ready was designed to positively impact the most disengaged students by building their self-worth and resilience, and cultivating their passions to identify, aspire to and plan career pathways. Integral to this was creating a trauma-informed environment where students feel safe enough to learn, as the cohort are often “likely to be experiencing challenging life circumstances, such as low self-esteem, mental health and well-being issues, low literacy, and numeracy levels, or with undefined career pathways or goals.” (CRLLEN, 2020)
Project Ready is deliberately different in content and delivery to regular classrooms, aiming to be "delivered in an uplifting, inspiring, and non-judgemental way" (CRLLEN 2020, p. 5), with induction and ongoing practice support provided to all Project Ready educators to ensure pedagogical consistency.
In 2019, Dr Lindy Baxter of La Trobe University conducted an evaluation and found “Students affirmed the benefits of the program [...] the program produces increased levels of self-efficacy, greater knowledge of pathways, and improved understandings and the capacity to articulate their future employment aspiration. Student feedback indicated overwhelmingly that they enjoyed the program [and] helped them in school and social settings, and in their capacity to perform well in interviews". Annual post-program student feedback surveys reaffirm the above findings.
Project Ready now incorporates CHC24015 Certificate II in Active Volunteering, involving 24 schools, delivered in 20 groups across Victoria and Qld.
With student disengagement as a growing problem, educators see Project Ready countering this as a well-rounded program that builds confidence and work readiness skills in all of its participants.
Presenter:
Ms Maryann Quagliata, Strategic Advisor, Manufacturing Industry Skills Alliance
Maryann is a strategic advisor with the Manufacturing Industry Skills Alliance (Jobs and Skills Council), having previously worked in the Australian Public Service as a Senior Executive for over fifteen years. Maryann has worked across a number of policy spaces including education, innovation and environment. In the skills sector she established the Australian Skills Quality Authority, securing government and jurisdiction agreement to referral of state constitutional powers, one of only a handful of referrals at the time. She reformed vocational education and training student support to achieve long term sustainability and integrity of payments, closing the VET Fee-Help scheme and establishing the VET Student Loan Program, and commencing a partnership with the ACCC to undertake high profile compliance action. Maryann has an interest in equity and diversity issues, delivering one of the early Personal Acknowledgment of a Senior Representative through the Territories Stolen Generation Redress Scheme.
Abstract:
The 2024 Manufacturing Workforce Plan identifies a lack of diversity in the manufacturing talent pool as a workforce challenge and emphasises the need to better incorporate women to address labour force pressures.
The need to better attract and retain women is highlighted by research showing occupations with a gender-skewed workforce are more likely to experience shortages than those where the gender balance is more even. In a Snapshot of Women in Manufacturing, the Workforce Plan found that in 2022, 1.5 percent of female VET program enrolments were in manufacturing qualifications. Over the past five years, female VET enrolments in manufacturing qualifications have consistently been under 2 percent.
Our review of women’s participation in the manufacturing sector has found that there are a complex set of factors which limit women’s participation in both training and the workforce. These start with basic factors – traditional trade apprenticeships and shift times are often inflexible for people with caring responsibilities, equipment and protective gear is designed for male bodies, basic amenities like toilets are sometimes missing from both trade training areas and workplaces. The more complex issues to address are the entrenched cultural and social norms which can exclude and alienate women.
Through a literature review and discussions with industry participants, we have investigated initiatives, such as mentoring and industry education programs, that have had impact and considered whether they might be scalable throughout the industry. We have also examined interventions which tackle the culture of organisations and the industry more broadly and our report outlines a proposed approach to effective stewardship with a view to increasing participation of women in manufacturing.
Presenters:
Mr Andrew Green, Principal Adviser - Learners with Disabilities, Building & Construction Industry Training Organisation (BCITO)
With a strong background in both the trades and education, Andrew's career has been shaped by his deep commitment to breaking down barriers for learners, particularly those with disabilities. His work focuses on opening doors for learners from diverse backgrounds to enter the trades, while also helping employers create more inclusive environments for learners with disabilities. This aligns with BCITO’s broader mission to provide accessible and effective vocational education and training. Before his role in education, Andrew qualified as a tradesperson in both Joinery and Carpentry. His academic achievements include a degree with a major in Education, and he brings a wealth of practical and theoretical experience to his work in vocational education.
Dr Janet McHardy, Researcher, Building & Construction Industry Training Organisation (BCITO)
Dr Janet McHardy is an experienced literacy practitioner and researcher, having worked in various contexts in both Australia and Aotearoa New Zealand over many years. She currently works in the work-based learning environment with a research informed approach to support and enhance the learning journey of apprentices. Recent research is focused on the experiences of neurodiverse apprentices and ways to support and enhance their training and work experiences.
Abstract:
Despite the growing awareness of neurodiversity, there is no universal understanding of the concept, making it challenging to effectively design and implement training programs for neurodiverse apprentices. Although it’s accepted that the numbers of neurodiverse individuals in the construction sector are significant, the lack of clear data and established frameworks for neurodiversity in construction training means that adapting programs to best support neurodiverse apprentices remains a complex task.
New Zealand’s Building and Construction Industry Training Organisation (BCITO) commissioned a study aimed at exploring the experiences of ADHD apprentices working and training in the workplace. The goal of the study was to listen, learn, and ultimately refine ADHD-inclusive training approaches within BCITO.
Several key themes emerged from the apprentices' stories, including challenges with maintaining focus, strategies used to manage ADHD traits, the importance of strong support networks, and the significance of having a formal diagnosis.
In this presentation, we share key learnings from these themes and provide a practical guide for employers and workplace colleagues to improve understanding and awareness of ADHD. The guide offers simple, effective strategies to enhance learning, improve training, and foster a more inclusive work environment.
Presenters:
Dr Upekha Andrahannadi, Research Officer, Team Leader, National Centre for Vocational Education Research (NCVER)
Upekha is a research officer in the Research and Data Analytics branch at NCVER. She has worked on projects which investigated barriers and enablers of VET delivery in regional, rural and remote Australia, sustainable employment outcomes for Indigenous people, online training delivery and effective student support practices that enable the learner journey. Prior to joining NCVER, Upekha has worked as an academic and conducted research with the College of Business, Government and Law at Flinders University and the Centre for Workplace Excellence at the University of South Australia. She holds a PhD in Business and Management from the University of South Australia.
Dr Tabatha Griffin, Senior Researcher and Team leader, Team Leader, National Centre for Vocational Education Research (NCVER)
Tabatha is a senior researcher and team leader in the Research and Data Analytics branch at NCVER. She has undertaken research on a wide range of topics, including: quality in the VET sector, the use of online training before, during and beyond the COVID-19 pandemic, and the barriers and enablers of VET delivery in regional, rural and remote Australia. Recent work has investigated teaching and learning strategies for diverse learners and effective student support. As an experienced research manager, Tabatha has also overseen a broad variety of projects at NCVER.
Abstract:
Effective support can be a deciding factor for students to stay or leave their VET program. Consequently, training providers and their partners need to provide students with appropriate supports throughout their learner journey, providing them the best chance to complete their studies.
This research investigated how RTOs could better support their students’ needs throughout their learner journey to successfully complete their training. To elicit different layers of perspectives from RTO staff and students, this study used a qualitative case-study approach. Case studies of RTOs with high completion rates and/or high student satisfaction with student support services provided examples of how effective student support is practiced. The research explored key characteristics of effective student support, when and how support needs are identified and provided to students through their learner journey, and the barriers faced by RTOs and students when delivering and accessing student support.
Six interrelated key elements of effective student support were identified: a whole of institution approach; early engagement with students and other stakeholders; quality training delivery by experts who genuinely care; continuity of support; holistic and individualised support; and relationship building. Some elements correspond to specific points along the student journey, while others are applicable throughout. These inter-connected elements were common across the case-study RTOs, despite their diverse characteristics (such as size, location, provider-type and student cohorts). While these six elements were enacted in different ways, all RTOs shared a common goal of fostering a supportive learning environment for their students from diverse backgrounds.
A key insight from this research is that the participating RTOs viewed the provision of student support through the lens of genuine care for student success rather than an obligation or for compliance purposes.
Thursday 10 July 12:45 to 15:15
Presenter:
Mrs Natalie Gardam, Student Doctor of Education, Southern Cross University
Natalie is a Higher Education specialist having worked for more than 2 decades in the VET sector. She has 3 years VET experience internationally, working for the Abu Dhabi Vocational Education Training Institute. Natalie has held various academic positions in TAFE NSW, including teacher, Head Teacher, Manager Education and Faculty Director. Natalie is currently completing a Doctor of Education with Southern Cross University. Her research aims to understand how Aboriginal and Torres Strait Islander students experience success in VET and why.
Abstract:
While completing a VET qualification can significantly enhance young people's life opportunities, Aboriginal and Torres Strait Islander students face lower rates of completion, participation, and pathways compared to their non-Indigenous peers. In my presentation, I will address the conference topic of amplifying the voices and perspectives of First Nations people in VET.
As a non-Indigenous woman and Doctor of Education student at Southern Cross University working in the VET sector, I conducted this research on Dharug Country in NSW. I aim to provide insights from my research involving Aboriginal-facilitated yarning sessions with 21 Aboriginal and Torres Strait Islander students at TAFE NSW. My research seeks to understand how Aboriginal and Torres Strait Islander students experience success in VET and how they can have a voice in their education. This study is crucial for the VET sector, as it highlights the need to address the educational outcome gap through Aboriginal and Torres Strait Islander students' perspectives and identify practical solutions.
Using concepts of voice and worldview, I employed narrative inquiry to capture the lived experiences of these students. By listening to and collaborating with Aboriginal community members, I ensured that the study was culturally relevant and respectful. I applied reflexive thematic analysis to the data, and in my presentation, I will discuss the findings and recommendations. Attendees will gain insights into how VET can enhance the student experience through cultural considerations, understand what Aboriginal and Torres Strait Islander students want to voice and learn what constitutes a successful experience from the student's perspective.
Presenter:
Ms Lisa Piller, Principal Lecturer, South Metropolitan TAFE
A researcher, academic and advocate for systemic change to the fashion supply chain, Lisa lectures in innovation, fashion design and fashion business. This follows a 16-year career working in fashion product design and development, and sustainable supply chain management. Announced as the 2024 Australian VET Sustainability Fellow, Lisa will investigate successful international initiatives and collaborations across stakeholder networks that tackle textile waste. Published works include Designing for Circularity: sustainable pathways for Australian fashion small medium enterprise (2022), and The State of Fashion & Textile Circularity in WA Report (2023), providing a local context to the national agenda. Lisa is a founding member of the Circular Textile Working Group WA. Lisa is the 2024 WA Trainer of the Year, dedicated to supporting students and industry in lasting careers as ethical, sustainable and innovative designers.
Abstract:
Australia is the highest consumer of textiles globally, with a fast fashion culture driving excessive consumption and waste (The Australia Institute, 2024). Charitable organisations are overwhelmed by over 720 million units of donated clothing annually, and poor-quality apparel is exported abroad at scale (Australian Fashion Council, 2022). While the environmental impact of this system is well-documented, its social and ethical dimensions, particularly gender inequality in the clothing supply chain, demand greater attention.
Women are disproportionately represented in low-wage jobs in the global sector’s supply chain, consistently earning less than men for work of equal value (International Labour Organisation, 2023). In Australia, women comprise 77% of the textile workforce, compared to a national average of 47% (Australian Fashion Council, 2021). The dominance of fast fashion exacerbates already precarious working conditions for women, making sustainability in the supply chain a gender equality issue (European Commission, 2022).
Social enterprises and the charitable sector play a key role in addressing sustainability challenges, while connecting and skilling marginalised communities including migrant workers (The Social Studio, Melbourne; Loop Upcycling, Perth), individuals experiencing homelessness (HoMie, Melbourne), and people with disabilities (Good Sammy, Perth).
Amidst a national shortage of skilled machinists, technicians, and garment repairers (Skills Insight, 2024), this presentation explores how targeted VET programs can equip diverse learners with essential skills in textile stewardship, repair, and sustainable manufacturing. As part of the International Specialised Skills Institute (ISSI) 2024 Australian VET Sustainability Fellowship, my research investigates best practices across Southeast Asia, the EU, and the UK. Case studies such as Hullekes Design and Recovery Studios (Netherlands), Fashion Enter Ethical Factory (UK), and community-led programs like Amsterdam’s Sewing Café highlight effective workforce training models.
This research has local implications for fostering social inclusion and closing skills gaps. By aligning sustainability with employability, VET can drive inclusive and future-ready workforce development.
Presenter:
Ms Eve Price, Portfolio Manager, ConCOVE
Eve Price is an experienced adult education professional with a career spanning international and New Zealand contexts. Her expertise encompasses ESOL, settlement services, and vocational education and training. Currently working at ConCOVE, Eve focuses on developing people, growing participation, and reducing barriers in the education sector. With hands-on experience in teaching, delivery, and the development of qualifications and standards, she brings a comprehensive understanding of industry and individual needs. Eve favours a systems change approach to address complex, long-standing issues and maintains a keen interest in emerging trends. This combination allows her to develop innovative, forward-thinking solutions in adult education.
Abstract:
This presentation explores an innovative research project that harnesses Artificial Intelligence to transform assessment practices in vocational education and training.
Working with industry experts and education standard setters, we developed AI-generated assessments that adapt to diverse learner needs while maintaining high standards of quality and validity.
Our research examines how AI could generate assessments that consider different work experience levels and literacy needs, with the potential to create more accessible and relevant assessment experiences. The project focuses on creating contextualised trade assessments that consider cognitive load principles and working memory constraints to better support learning outcomes, laying the groundwork for enhanced learning outcomes.
Initial proof-of-concept findings suggest promising results in assessment personalisation and efficiency, while maintaining rigorous moderation standards. We will share practical insights into implementing AI-assisted assessment generation, including key considerations around ethics, quality assurance and stakeholder engagement.
This presentation will be valuable for VET practitioners interested in innovative approaches to assessment design that better serve diverse learner populations. Attendees will gain understanding of both the opportunities and challenges in using AI to enhance assessment practices, along with concrete examples of how this technology can be applied to create more inclusive and effective vocational education and training.
Presenters:
Miss Joanne Waugh, Senior Research Officer, National Centre for Vocational Education Research (NCVER)
Joanne is a mixed methods researcher with 15 years’ experience working in the Australian VET sector. Joanne has worked as a trainer and content writer in a registered training organisation, as an industry liaison developing training package qualifications, and in VET policy. Her research interests include education access, equity and student pathways. Joanne holds a Graduate Diploma in Applied Linguistics and the Honours Degree of the Bachelor of Psychological Science.
Ms Melinda Lees, Team Leader, Research & Data Analytics, National Centre for Vocational Education Research (NCVER)
Melinda currently leads the data analytics team at NCVER, managing a range of advanced analytics projects designed to deliver insights for stakeholders into the VET sector. Recent examples include overseeing the design and build of a cloud-based analytics platform and the development of a longitudinal student view for the exploration of VET student pathways and employment and occupational outcomes. In her previous role at NCVER, Melinda was responsible for managing the total VET activity and VET in Schools collections and reporting. Melinda has Bachelor’s Degree in Economics and a Graduate Diploma in Marketing.
Abstract:
Understanding the value of pre-apprenticeships is essential for informing government funding decisions and improving support for students and industry. However, measuring the impact of pre-apprenticeship completion on apprenticeship commencement, completion and student satisfaction has been challenging.
This research introduces a new methodology to track and analyse the pathways and outcomes of pre-apprenticeship students within the National Vocational Education and Training (VET) Provider and Apprentice and Trainee collections, to provide a clearer picture of how pre-apprenticeships effect apprenticeship outcomes. In addition to quantitative analysis, qualitative research captured the lived experience of pre-apprenticeship students, GTOs, and employers.
The findings from this research support the effectiveness of pre-apprenticeships in improving apprenticeship completion rates, particularly when students complete their pre-apprenticeship and where there is alignment in the field of education. Pre-apprenticeships provide a means for individuals to pursue their career preferences or explore different vocational pathways before committing to a specific career.
Pre-apprenticeships closely aligned with apprenticeships were also found to benefit employers by better preparing students for the workplace and demonstrating a greater commitment to their chosen vocation.
While both the quantitative and qualitative findings confirm the value of pre-apprenticeships in improving apprenticeship outcomes, their benefit was not universal, highlighting the need for careful program design and implementation. To maximise their impact, pre-apprenticeship programs must be tailored to the specific needs of different student and training cohorts, support completion, and maintain strong alignment with relevant apprenticeships.
Presenter:
Ms Anissa Jones, Indigenous Academic Specialist, UNSW
Anissa Jones is a Boorooberongal Dharug woman from Marrengorra (Richmond), on Dharug Country. Anissa has taught in schools (P-12) and vocational institutions for over 20 years, and is now working at the University of New South Wales (UNSW) as the Indigenous Academic Specialist for the Arts, Design and Architecture faculties, embedding Aboriginal perspectives in curriculum. Her work sees her travelling regularly between Dharug Country and Wiradjuri Country in NSW. She is a proud mother of three and grandmother of two, and resides in Cootamundra with her partner. Anissa completed the Master of Indigenous Languages (MILE) course in 2022 and teaches Dharug Dhalang to her Community. She is now undertaking research for her PhD on Aboriginal Policy and Perspectives in Vocational Education at the University of New South Wales (UNSW).
Abstract:
This presentation critically examines the prevalence of deficit discourse within current Australian VET policy documents, focusing on its impact on the experiences and outcomes of Aboriginal and Torres Strait Islander learners. Drawing upon Rigney's Indigenous Standpoint Theory and Hogarth's work on Indigenous Discourse Policy Analysis, this research analyses how key policy documents, such as the Draft Standards for Registered Training Organisations (SRTOs) 2025 and the NSW VET Blueprint (2024), perpetuate deficit-based assumptions about Aboriginal and Torres Strait Islander peoples.
The removal of cultural safety requirements from the Draft SRTOs 2025, based on limited consultation with Indigenous communities, exemplifies the continued marginalization of Indigenous voices. This decision reinforces a deficit-based narrative that positions Aboriginal and Torres Strait Islander peoples as a homogenous group with undifferentiated needs.
Furthermore, the NSW VET Blueprint, while acknowledging partnerships, perpetuates deficit discourse through dehumanizing and stereotypical imagery and its framing of Aboriginal people as primarily "disadvantaged." This approach fails to recognise the inherent strengths, resilience, and diverse cultural knowledges and skills possessed by Aboriginal and Torres Strait Islander communities.
This presentation argues for a paradigm shift in VET policy. We need to:
This research emphasizes the urgent need for a transformative shift in VET policy that centres Indigenous knowledge and prioritizes the creation of a truly inclusive and equitable system for all Aboriginal and Torres Strait Islander learners.
Presenter:
Ms Yan Zhou, PhD Candidate & Teaching Academic, Victoria University
Yan is an education professional with over 15 years of experience working in diverse educational settings, including universities, TAFEs, private RTOs, schools, and early childhood education and care services. Having attained a number of higher education degrees in teaching, Yan is now pursuing a PhD at Victoria University, where she is exploring the topic of Recognition of Prior Learning in adult and vocational education. Yan’s current employment and industry engagement include lecturing in the Higher Education sector, TAFE teaching, and providing curriculum and policy advice to community language schools. Yan is bilingual in English and Chinese Mandarin and is also an accomplished musician, holding a degree in music performance.
Abstract:
In a globalised educational environment, many adult learners from culturally and linguistically diverse (CALD) backgrounds are remotely enrolled in vocational education and training (VET) courses where English is used as the medium of instruction. Both learners and educators face unique challenges in the online teaching and learning space, including issues around engagement and participation, achieving desired outcomes, creating culturally safe environments, and ensuring fair and equitable practices.
This study draws on the Australian VET context, setting the scene in an adult classroom where English is not the subject, but the language through which vocational skills are learned. Using a range of secondary and primary data, including LinkedIn surveys, grey literature, research articles, and the author’s lived experience as a VET teacher and learner from a CALD background, this study highlights the challenges of engaging CALD learners in both synchronous (e.g., classes conducted on Zoom) and asynchronous online learning (e.g., self-paced learning on Learning Management Systems - LMS) settings.
Some prominent challenges identified include limited confidence, lack of participation, hesitation to seek help, and poor performance in assessments. This study also offers practical strategies to address these challenges. Stephen Brookfield's theory of four critical lenses of reflection is employed to interpret and discuss the findings.
The aim is to stimulate interest and encourage discussion on online teaching and learning, with a particular focus on promoting inclusivity, psychological safety, and fostering positive learner identities. Educators are encouraged to adopt a learner-centred approach in their interactions with CALD learners, demonstrating respect, empathy, and cultural and linguistic awareness in order to create a supportive and inclusive online learning environment.
Presenter:
Dr Cameron Forrest, Data Analyst, National Centre for Vocational Education Research (NCVER)
Cameron joined NCVER's National Surveys branch in 2016 and is currently part of the team responsible for administrating and curating the Student Outcomes Survey (SOS), a nationally representative survey with around a quarter of a million participants each year. Prior to this he was primarily involved with the Longitudinal Surveys of Australian Youth (LSAY), a program that follows young Australians for 10 years as they move from schooling into employment and further education. He received his PhD in 2016 from the University of Adelaide.
Abstract:
The National Student Outcomes Survey is an annual survey of students who have completed their vocational education and training (VET) in Australia. Conducted in various formats since 1995, nearly one million students are invited to participate each year. Questions focus on reasons for training, satisfaction with training, and employment and further study outcomes. Non-completing students are also asked their reasons for discontinuing. NCVER reports summary data on its website, with breakdowns for states and territories, student groups, funding sources, and demographics. Training providers are also provided with reports on their own students, where sample sizes permit.
For the 2025 iteration of the survey, we have introduced new items intending to provide clearer links between reasons for discontinuing training and aspects of training that could be modified to improve student retention. A comprehensive review of the survey's content has also been scheduled for later this year, which will include consultations with existing and prospective users of the data. This presentation will outline the new content and discuss other proposed changes for future surveys, intending to improve utility for RTOs, researchers, and policymakers, while giving students a louder voice in assessments of the Australian VET system.
This presentation will provide the opportunity to:
Presenter:
Ms Melinda Brown, General Manager, SkillsIQ
An expert in the Vocational Education and Training (VET) sector, Mel brings over 30 years of operational and management experience across a broad range of industries and with it extensive insight into their multifaceted workforce challenges. Mel is well-versed in VET policy, the development of occupational standards and the validation and certification of skills. Holding multiple qualifications in VET and higher education, Mel is also Chair of Disabled Wintersport Australia, which is dedicated to providing adaptive on-snow experiences for people with disabilities.
Abstract:
Recognition of Prior Learning (RPL) is an essential component of the VET system, accelerating the process of gaining a qualification and eliminating redundancy in training by formally recognising the skills and experience individuals have already acquired outside of VET in Australia and overseas. RPL is especially important for learners of diverse backgrounds, enabling them to take an active part in their communities and in the Australian economy.
Unfortunately, the cumbersome and expensive nature of existing RPL processes has led to RPL being used less and less frequently, inequitably affecting individuals on non-traditional learning pathways. Migrants, refugees, culturally and linguistically diverse (CALD) workers, and those with disability who bring diverse sets of skills gained through years of experience, are often left unable to meet formal qualification requirements without expensive, time-consuming and redundant training. Similarly for women who leave the workforce to raise a family and for the long-term unemployed who regularly accrue a wide range of skills that could enable them to re-enter the workforce but that nevertheless go unaccounted for. The current state of the RPL system means that many of these individuals either do not pursue employment or are disqualified from utilising the full breadth of their skills.
Improving RPL for the Australian VET system requires that we develop more streamlined, efficient, and automated skills recognition systems. Following developments in the United States and Europe, we will explore technological solutions for skills recognition and how they can be integrated into Australia’s skills system. For example, by harnessing AI’s natural language processing capabilities as well as its generative capabilities, AI-powered skills recognition systems can enable people of diverse backgrounds and linguistic abilities to communicate their knowledge and experience without the additional barriers of interpreting and translation services. We also explore how solutions of this kind can be used by RPL practitioners to validate individuals’ skills against the integrity and detail of the training package system.
RPL is crucial to an egalitarian VET system but antiquated methods are letting it down. Making RPL serviceable to people of diverse backgrounds and learning pathways requires a fresh approach to skills recognition that integrates technology with the integrity of Australia’s world-class training package system.
Thursday 10 July 15:45 to 17:10
Presenters:
Mr Greg Durkin, Director, Building & Construction Industry Training Organisation (BCITO)
Greg is the Director at BCITO. The organisation comprises 420 staff who provide direct educational support for employers and learners across 16 construction trades for all of New Zealand. Currently, the organisation has 16,000+ apprentices. For many years Greg has been a driving force behind changing perceptions across construction in respect to removing barriers to entry and success for women. He believes in targeted approaches that shift behaviours, which are ultimately successful for all involved in the employment and training relationship. Apart from his professional careers in the ITO and university sectors, Greg has a background in construction having completed his own apprenticeship as a young person and operating a successful business in the construction industry for several years. Greg has a Master of Education (Hons) from Massey University.
Ms Amanda Williams, Principal Advisor for Women, Building & Construction Industry Training Organisation (BCITO)
On behalf of women, Amanda drives innovation, determination and outstanding results for the 16 construction industries that BCITO works with. Her dedication to the mission of opening opportunities to improve access and success for women in construction has delivered remarkable outcomes. As Principal Advisor, she is responsible for BCITO’s: engagement with over 10,000 employers; multiple industry associations & stakeholders; and internal journey towards inclusive business practices that promote and deliver success for women apprentices.
Abstract:
While many developed nations struggle to increase women’s participation in trades beyond 3%, New Zealand’s Building and Construction Industry Training Organisation (BCITO) has achieved nearly 7% (885) of apprentices and workplace learners and is committed to supporting the sector goal of 30% women by 2040.
BCITO is driving meaningful change by expanding critical discussions, resources, and practices that promote diversity and equity. Grounded in international research (MacIsaac & Domene, 2014; Bridges, et al., 2020), BCITO’s active interventions for women have contributed to research (Hodgkinson, 2006; Taffard, et al., 2019) to better understand the needs of learners and employers - helping to shape a more inclusive construction trades sector where women remain and thrive.
The presentation looks at how BCITO has worked collaboratively with more than 15,000 employers in the NZ construction sector to shift perceptions, increase opportunities, and lead remarkable change. We will outline how a series of innovative initiatives created safe spaces for industries to embrace and take responsibility for their own systemic change. This journey features key national milestones, including the Building Women’s Framework (2018), Te Rautaki Mana Wahine - The Building Women Strategy (2022), and the Construction Accord Diversity Roadmap (2021).
The presentation also examines how BCITO continues to evaluate its effectiveness through its Women in Trades Hub (capability-building tools, career guidance, mental health support) and national engagement campaigns, including Building Women’s Stories and Hire Boldly (for employers). We will share how strategic partnerships with industries across the nation and National Association of Women in Construction (NAWIC) helped make the magic happen.
By taking a people-centred approach that strengthens connections between apprentices, employers, trainers, and colleagues, BCITO is dismantling gendered barriers and embedding best practices on the frontline of industry. Our comprehensive analysis of challenges and successes highlights the positive impacts of these efforts, demonstrating how diversity and equity initiatives enhance work experiences and create lasting change within the sector.
Presenters:
Ms Niki Habibis, Manager Training Promotion and Implementation, Public Skills Australia
Niki Habibis is a seasoned leader with over two decades of dedicated service at the Country Fire Authority (CFA), specialising in community development, volunteerism, and strategic project management. She combines her extensive operational experience with a passion for fostering collaboration, empowering teams, and driving impactful initiatives.
Niki's career is defined by her ability to lead with inclusivity, build strong stakeholder relationships, and deliver sustainable outcomes. She has successfully managed large-scale, complex projects that have enhanced brigade viability and volunteer engagement across Victoria. Her efforts in designing and implementing innovative solutions, such as the Volunteer Recruitment Hub, have revolutionised processes and supported community resilience.
Beyond her professional achievements, Niki's deep commitment to volunteerism spans over 30 years. As a long-standing member and Brigade Captain at the St Leonards/Indented Head Fire Brigade, she has exemplified leadership in emergency response and community safety. Her dedication has extended to incident management teams during critical events, including the Black Saturday Fires and the Hazelwood Mine Fire.
Niki's approach is guided by her core values of integrity, teamwork, and adaptability. Known for her engaging and approachable style, she ensures that everyone she works with feels valued and included. Placing inclusivity at the forefront of her career, she has ensured that all voices across emergency management and project initiatives are heard. This is evident in the project she is currently leading, the Auslan, Interpreting and Translating Qualification Review, which aims to increase the representation of Auslan interpreters to improve the accessibility, quality and relevance of these qualifications.
With a proven track record of success in leadership, communication, and change management, Niki continues to inspire others while making meaningful contributions to the emergency management sector.
Abstract:
Public Skills Australia, the Jobs Skills Council responsible for the Public Safety and Government industry sectors, is part of a network of industry-led organisations established to provide leadership in addressing national skills and training needs.
Public Skills Australia is undertaking a project to review and update the Auslan, Interpreting, and Translating Qualifications from the PSP Public Sector Training Package. This initiative responds to the Disability Royal Commission's recommendation 6.2, which calls for an increase in the number of Auslan interpreters.
The project team is committed to inclusivity and collaboration, ensuring that the voices of Deaf community members, Auslan interpreters and end users of Auslan are reflected in any changes made to the qualifications.
The project will collect comprehensive insights to inform the review and update of nine qualifications related to Auslan, Interpreting, and Translating. Feedback from key stakeholders will be used to enhance the qualifications to better meet the sector's needs, improve the transition from training to employment, and support the broader goal of increasing the number of skilled Auslan interpreters.
The project approach is tailored to facilitate authentic participation from diverse people and gather their insights and experiences regarding the qualifications. Deaf community members, advocacy groups, service providers, Auslan interpreters, training providers
and subject matter experts will be invited to participate in a series of consultative face-to-face workshops across Australia. Auslan interpreters will support all workshops to ensure inclusivity.
This approach ensures that the voices of Deaf community members, advocacy groups, and training providers are considered and incorporated into any changes made to the qualifications.
In this session, Niki Habibis will discuss the results of the collaborative efforts to support the review and update of the Auslan qualifications, highlighting both the successes achieved and the challenges encountered through this approach.
Presenters:
Mrs Emma Rice, Senior Advisor, Learning and Teaching, TAFE Queensland
Emma Rice has worked in the TVET sector for over 25 years, holding teacher, leadership and management roles within community enterprise and government services nationally and internationally. Emma is the Senior Advisor, Learning and Teaching for TAFE Queensland responsible for leading the design, planning, development and implementation of strategies, plans and initiatives to enhance the student experience and support quality improvements in learning and teaching to enhance educational outcomes for students. Emma collaborates with relevant business areas and stakeholders across the state, nationally and internationally to achieve educational priorities and objectives.
Ms Heidi Gould, Student Support Manager, TAFE Queensland
Heidi Gould is the Manager of Student Support Services at TAFE Queensland SkillsTech Region which is the largest public provider of trade and technician training in Queensland and Australia. With a career spanning more than 25 years in Vocational Education and Training, Heidi has worked primarily within the student support and equity portfolio. She is passionate about access and equity in vocational education and holds a Masters in Education (Applied Learning). Starting her TAFE career as a Student Activities Coordinator before moving on to Disability Support and Management roles, Heidi has a long history of working to improve the student experience by working with and listening to the voice of learners.
Abstract:
To meet the diverse needs of students, industry, employers, and other stakeholders TAFE Queensland (TQ) is engaging several innovative approaches. This presentation explores the theme "Diverse Voices in VET," emphasising the importance of involving and amplifying perspectives from a broad range of stakeholders.
TQ has proactively implemented strategies to address identified needs showcasing institution-wide commitment. Evidence-based research, including environmental scans, engagement with institutes on and offshore, and participation in various State, National, and international networks, has informed TQ’s development of comprehensive strategies and implementation plans. These include the Student Success Retention Plan, First Nations Education Strategy (FNES), Disability Access and Inclusion Plan (DAIP), and initiatives for equity groups.
The DAIP advances TQ’s commitment to a culture of diversity, inclusion, and belonging. The DAIP supports the full social and economic participation of people with disabilities, embedding accessibility as best practice. This plan ensures that people with disabilities can access education equitably supported by a dedicated service throughout their learning journey.
Central to these efforts is the foundation of Student Voice (SV) at TQ. This initiative helps to achieve student-identified values of community and collaboration, empowerment, inclusivity and diversity, accountability, responsibility, respect and empathy in the learning environment. Activities such as SV focus groups, Student Ambassador roles, the developing Student Representative Council highlight TQ’s commitment to capturing diverse voices and perspectives, including those from rural and remote areas ensuring influence in decision making.
The FNES focuses on First Nations students’ success and retention, identifying the challenges faced by First Nations people and supports initiatives to increase awareness and opportunities. Despite high satisfaction rates, completion rates for First Nations students remain lower, and attrition rates higher, than those of non-Indigenous students. The FNES aims to address these inequities and enrich TQ’s culture by acknowledging and respecting Aboriginal and Torres Strait Islander histories, cultures, and contributions.
This presentation will explore the symmetry of these strategies that forms a cohesive whole, ensuring that diverse cohorts are supported across the institution.
Presenters:
Dr Tabatha Griffin, Team Leader, National Centre for Vocational Education Research (NCVER)
Tabatha is a senior researcher and team leader in the Research and Data Analytics branch at NCVER. She has undertaken research on a wide range of topics, including: quality in the VET sector, the use of online training before, during and beyond the COVID-19 pandemic, and the barriers and enablers of VET delivery in regional, rural and remote Australia. Recent work has investigated teaching and learning strategies for diverse learners and effective student support. As an experienced research manager, Tabatha has also overseen a broad variety of projects at NCVER.
Abstract:
High-quality training in the vocational education and training (VET) system is an important and ongoing government priority. Through interviews with teachers who have been recognised for their teaching excellence, NCVER conducted research that examined VET teachers’ understanding of how people learn and how they, the teachers, cater to the learning needs and preferences of diverse students across a range of contexts.
The research found that most VET educators use an overarching strategy in their teaching, one that draws on both educational theory and an understanding of how their students learn. This presentation will describe different elements of this strategy and how teachers monitor their students and adapt their approach, either at the class or individual level, if it appears not to be working.
The research also explored the support needed by VET educators to develop higher-level teaching skills. This presentation will explore these supports as well as three areas of focus needed to enable teachers to implement high quality teaching practices.
The presentation will also introduce the updated VET practitioner resource on VOCED+, which has been expanded to include a collection of practical educational resources to support VET educators in their professional development and their teaching practices.
Presenter:
Dr Aneeq Sarwar, Senior Manager, Workforce Planning and Policy, Mining and Automotive Skills Alliance (AUSMASA)
Dr Sarwar oversees the research, workforce planning, and policy functions at AUSMASA. Dr Sarwar is an experienced research leader who has managed quantitative and qualitative research projects across industry, academia, and government. He is widely published with various national and international bodies and is passionate about using data insights to drive decision-making that benefits society and communities. Dr Sarwar helps drive policy, research and decision-making by leveraging stakeholder consultations. Dr Sarwar has a PhD in Economics, Productivity, Machine Learning, and Innovation.
Abstract:
The Automotive industry has been traditionally male-dominated, with women making up 20% of the workforce in 2024. Female participation in VET automotive qualifications is even lower, with only 7% of total AUR enrolments being female in 2023. This aligns with the low female participation in apprenticeships, where only 8% of automotive apprentices are female.
Despite these low numbers, female enrolments have shown a consistent increase of 130%, going from 2,690 in 2015 to 6,182 in 2023. Specifically, Certificate III in Light Vehicle Mechanical Technology has seen an increase in female enrolments from 456 in 2015 to 1,202 in 2023, reflecting a growth rate of 164%.
This research analyses female enrolments in AUR, incorporating insights from AUR VET providers on this trend. We examine findings and key insights from interviews with VET providers of AUR qualifications that have contributed to these changing trends and offer lessons and insights for other VET providers in increasing female participation in traditionally male-dominated industries. We also investigate what barriers to gender diversity in VET exist and how these can be overcome to create a more inclusive learning environment.
Presenter:
Dr Michael Healy, National Career Education Manager, myfuture.edu.au
Dr. Michael Healy is a recognised leader in the field of career development and employability. An award-winning educator and researcher, his work focuses on promoting effective and accessible careers and employability learning in schools, universities, and human services. Michael combines scholarly expertise with practical wisdom, gained from his 15 years of professional experience, a PhD in career education, and high-quality research publications.
Abstract:
Australia's VET sector is specifically designed to provide practical, job-ready skills that align directly with industry needs and workplace requirements. This focus on technical proficiency is the sector's key strength and the foundation of its value to learners and society. However, it also means that some foundational career development and employability resources may be overlooked in VET program design and delivery.
This presentation will summarise three key careers and employability concepts which can add great value when incorporated into VET programs and pedagogies: sustainable careers, or the factors that enable long-term career growth, thriving, health and satisfaction; meaningful work, or the deep forms of personal satisfaction people can gain from the work that they do; and narrative career identity, or the stories people tell themselves, consciously or unconsciously, about their career journey.
In addition to helping surface the rich personal meaning of their career choices and ambitions, these concepts support diversity among learners, as they support learners to identify and express their identities, abilities, values, contexts, and cultures as key strengths in their individual career stories.
For each of these concepts, practical tips and strategies will be shared to help target them in the curriculum and in teaching practice, including references to freely available teaching resources, assessment tools, and frameworks.
Presenter:
Ms Bridget Wibrow, Senior Research Officer, Team Leader, National Centre for Vocational Education Research (NCVER)
Bridget is an experienced VET researcher within the Research and Data Analytics branch at NCVER, where she has worked for over 15 years. Bridget is a skilled researcher drawing on a wide range of methodologies. Her previous work has focused on incorporating transferable skills, such as generic and digital skills, into VET courses; investigating the outcomes of training; and streamlining qualification development. During her career, Bridget has also worked closely with early career researchers, including VET practitioners, to help develop and hone their research skills and critical thinking.
Abstract:
Focusing on First Nations learners in remote Far North Australia and migrant learners in the inner-city suburbs of Melbourne and Sydney, this presentation will explore their experiences with foundation skills courses. For the First Nations learners, foundation skills training mainly encompassed digital and employment skills whereas for the migrants it was primarily focused on language skills. Focus groups and interviews were held during the second half of 2024 with learners from these two groups who had begun a foundation skills course but disengaged with it.
The consultations examined their:
You’ll leave the session with knowledge of the supports these learners would like introduced to improve their ability to complete these courses and their ideas to improve foundation skills courses for other First Nations learners and migrants.
This presentation is based on the soon to be published NCVER report First Nations and migrant learners’ experiences with foundation skills courses. Of utmost importance in this research was being able to give a voice to First Nations and migrant leaners who have disengaged from their foundation skills studies and understand their experiences.
Presenters:
Ms Fran Baxter, Executive Director, Value Learning
Fran Baxter is the co-founder and executive director of Value Learning Pty Ltd. Value Learning focuses on advancing global competence and fostering inclusion and belonging. Fran is a vocational and intercultural educator who has designed and delivered learning programs for students, educators, youth, business and communities across Australia and in a diverse range of countries worldwide. With a career that spans extensive time in TAFE and private RTO's delivering accredited learning programs, and much of the last decade designing and managing programs for international education and government funded projects including the Australia-Indonesia Youth Exchange Program, the Victorian Young Leaders Programs to China, India and Indonesia, and educator programs in schools, university and institutions. Fran is on the executive team for the World Council on Intercultural and Global Competence and is a qualified administrator and facilitator of a range of intercultural and diversity and inclusion assessment tools. Fran previously held the role of CEO for AFS Intercultural Programs Australia.
Mrs Marcela Lapertosa, Director of Education of Value Learning
Marcela Lapertosa holds a Masters in Cross Cultural Psychology and a passion for fostering intercultural understanding. Marcela is an intercultural facilitator and trainer who has travelled the world providing intercultural learning training and coaching to students, executives and educators. Marcela led the development of multiple intercultural learning curricula to enhance study abroad experiences including the AFS Global Competence Certificate. Over the last few years she has been an advocate for creating safe and inclusive spaces in education, where all voices are valued and educators build the confidence and competence to facilitate learning effectively and appropriately with diverse student groups. Marcela is the Founder and Director of Education for Value Learning, Intercultural Specialists.
Abstract:
As vocational education and training (VET) programs face an increasingly diverse student body, educators must understand how different cultural, social, and individual backgrounds influence learning styles. This presentation will delve into the differences in teaching and learning styles and the critical need for VET educators to adapt their approaches to meet the needs of a wide range of learners.
Drawing on research and practical examples, the session will examine how cultural values, educational backgrounds, and cognitive styles affect students’ learning processes. Attendees will explore the challenges faced by learners from different cultural contexts, including international students, students from diverse backgrounds, and those with special learning needs, and how these challenges can influence engagement, comprehension, and skill development in VET settings.
Through detailed research, the presenters will explain how VET educators can identify and respond to these diverse learning styles. This includes strategies for adjusting teaching methods, designing inclusive assessments, and creating a learning environment that supports all students. The session will also cover how unconscious bias and assumptions about “one-size-fits-all” teaching can impact student success and retention, and how to create more flexible and culturally responsive learning pathways.
By highlighting evidence-based strategies and best practices, the session aims to equip educators with the tools to adapt their teaching techniques and enhance student outcomes. The presentation will provide practical takeaways, including tips on fostering inclusivity, building cultural competence, and adapting assessment strategies to ensure that every student can achieve their full potential in the VET system.
Friday 11 July 10:20 to 12:00
Presenters:
Associate Professor Steven Hodge, Director, Griffith Institute for Educational Research, Griffith University
Steven Hodge is Director of the Griffith Institute for Educational Research (GIER), a large, multidisciplinary community of education researchers. Steven’s research focuses on the relationship between curriculum development and the work of educators. Much of his empirical research has been in the areas of adult and vocational education, concerned with how occupational knowledge and skills are represented in curriculum and how that curriculum is translated for learning. Steven recently lead a team investigating the ways providers of agriculture and veterinary nursing courses translate and contextualise national standards for these occupations. Steven has served as President of the Australasian Vocational Education and Training Research Association (AVETRA), and earlier as the Early Career Researcher Representative on the Australian Association for Research in Education (AARE) Executive.
Dr Reshman Tabassum, Research & People Manager of Skills Insight
Reshman is the Research and People Manager at Skills Insight Jobs and Skills Council, and has an extensive background in research and exemplifies exceptional leadership in executing impactful research projects. She has successfully collaborated with a wide range of clients, including academic institutions as well as public and private sector organisations. Her ability to cultivate strong client relationships has been vital for project success and the establishment of enduring partnerships. Reshman is dedicated to fostering innovative solutions and empowering communities through evidence-based insights. She holds a PhD in Organisational Psychology and has recently completed the Emerging Japan-Australia Female Leadership Program. Additionally, Reshman serves as a Multicultural Ambassador and Mentor at Professional Migrant Women.
Abstract:
Training packages set the foundation for VET by defining the competencies required for industry roles, yet they offer little guidance on the learning process itself. Translating these packages into effective training programs relies heavily on provider expertise and stakeholder engagement. While this process is challenging across all sectors, it is particularly complex in rural operations training, where diverse learner needs and regional industry demands intersect.
A recent research collaboration between the Skills Insight Jobs and Skills Council and Griffith University explored how training providers navigate this translation across three widely used qualifications. For each of the three selected qualifications, four qualitative case studies were conducted. The presentation focuses on findings relating to the Certificate II in Rural Operations, and explores how rural communities influence training delivery to ensure it remains locally relevant, effective, industry-aligned, and responsive to learner aspirations.
Findings suggest that providers of the Certificate II in Rural Operations actively integrate student and community voices into curriculum development including shaping course structure, elective choices, and assessment strategies. Their inclusive approaches not only enhance learner engagement but also strengthen connections between training and real-world workforce demands.
This presentation highlights key inclusive strategies adopted by providers, demonstrating how the integration of diverse perspectives leads to more relevant, adaptive, and impactful VET programs. The findings contribute to broader discussions on the role of co-design in VET and provide insights into how inclusive curriculum translation can drive innovation and collaboration, improve learning outcomes, and better align training with industry expectations.
Presenter:
Ms Maaike O'Connor, Learning Advisor, Mater Education
Maaike started as a mathematics teacher and progressed to middle leader roles in pastoral care and diverse learning case management. Since starting at the Mater in 2024, Maaike has been spearheading a project to increase inclusivity in the Diploma of Nursing and Certificate programs.
Abstract:
Ensuring equitable access to VET requires a shift towards inclusive training practices that accommodate neurodivergent learners. This presentation explores an innovative initiative at Mater Education, spanning Springfield, Townsville, and Brisbane, aimed at increasing the success and inclusion of neurodivergent students in the Diploma of Nursing program.
Key strategies include embedding Universal Design for Learning (UDL) principles in curriculum development, establishing designated breakout spaces, and providing one-on-one coaching support. Additionally, professional development sessions equip educators and placement facilitators with the knowledge and tools to create neurodiversity-affirming learning environments. Real lived experience amplified through panel discussions with neurodiverse Nurses working in the field, fostering systemic change. The initiative is further strengthened by Neurodiversity Celebration Week, which raises awareness and promotes acceptance across the learning community.
This session will share insights into these approaches, highlighting their impact on student engagement, retention, and success. Attendees will gain practical strategies to enhance inclusion within their own VET programs, ensuring all learners - regardless of neurological differences - can thrive.
Presenter:
Ms Bridget Wibrow, Senior Research Officer, National Centre for Vocational Education Research (NCVER)
Bridget is an experienced VET researcher within the Research and Data Analytics branch at NCVER, where she has worked for over 15 years. Bridget is a skilled researcher drawing on a wide range of methodologies. Her previous work has focused on incorporating transferable skills, such as generic and digital skills, into VET courses; investigating the outcomes of training; and streamlining qualification development. During her career, Bridget has also worked closely with early career researchers, including VET practitioners, to help develop and hone their research skills and critical thinking.
Abstract:
The vocational education and training (VET) information landscape is complex. The multitude of training providers, the diverse range of courses available, varying fees, and differences among providers can present a daunting environment for students.
Prior studies have identified several key influences on student choice of training provider, such as the views of trusted influencers, course timetables, location of the training, perceived quality of training provider and affordability. However, how these drivers of student choice compare with one another and whether student support services also play a role remain unclear.
Student support services can involve a range of training-related supports, such as literacy and numeracy support or flexible learning options, as well as non-training-related supports, for example, well-being supports and advice on job-search activities.
This presentation explores the results of a discrete choice experiment conducted with 650 participants who were either undertaking post-school study or interested in doing so. It focuses on three student support offerings — tutoring and study skills guidance; career counselling and job-search support; and health and welfare support — and how these relate to other drivers of student choice; namely, course cost, delivery mode, and travel time.
You’ll leave this presentation with:
This presentation is based upon the research report Drivers of student training choices - a focus on student support services published in 2023.
Presenter:
Mr Liam Frost-Camilleri, Academic, Federation University Australia
Liam is currently completing his PhD in reengagement pedagogies within second-chance education. He continues to research vocational education, educational equity, and neurodivergence in tertiary institutions. Liam holds an Academic position in the Institute of Education, Arts, and Community at Federation University, where he teaches in the Foundation Access Studies (FAST) and Master of Teaching (Secondary) programs. An early-career researcher and recipient of NAEEA’s 2024 National Teaching Excellence Award, Liam is a passionate educator who embraces new challenges and experiences as he continues to refine his skills.
Abstract:
Second-chance education institutions are uniquely positioned to cater to student diversity, especially for disenfranchised students. With their hallmark flexibility and student-centred approaches, these programs re-engage learners by creating individualised educational experiences that foster inclusion and rebuild trust in education (Savelsberg et al., 2017; Thomas & Dyment, 2019). By tailoring learning to suit the individual, and creating contextualised, community-connected pathways, second-chance education institutions play a critical role in re-engaging students in meaningful educational pathways (Murray & Mitchell, 2016).
This PhD research explores how teachers in second-chance education institutions within Victoria’s TAFE system support diverse learners who have chosen to give formalised education a second chance. Using an inquiry-based methodology and semi-structured interviews, the study examines the pedagogical approaches that underpin the success of these institutions.
Key findings highlight that these teachers act as emotional anchors in chaotic classrooms, prioritising relationships and authenticity, while educational flexibility and the cultivation of a student-centric culture of well-being are essential facets of their approach.
This session will illuminate how these safe and student-owned spaces are created, where emotional regulation precedes expectation. Moving beyond the curriculum, these teachers forge connections with communities and build meaningful pathways for their students. This research highlights the importance of adopting such practices across the VET sector to better support learners from diverse backgrounds. Additionally, these findings may prove invaluable for future educational policies and practices.
Presenter:
Dr Caroline Smith, Executive Director, Ai Group Centre For Education And Training
Dr Smith leads the Australian Industry Group’s Centre for Education and Training, which drives bold new thinking on education and training in the context of work. As a senior leader specialising in future skills, employment and economic policy, Dr Smith has had a distinguished career dedicated to empowering individuals, businesses and communities. Her focus includes economic and skills development, labour markets, workforce planning and the future of work. With her extensive expertise in innovative policy and projects in federal and state governments and peak bodies, Caroline’s insights have been recognised through awards such as the Australian-American Fulbright Professional Scholar Vocational Education and Training.
Abstract:
Industry demand for digital skills is broad and deep, ranging from basic digital skills to specialist technology skills. The World Economic Forum’s 2025 Future of Jobs report found that broadening digital access is expected to be the most transformative trend impacting the global workforce in the next five years.
A higher baseline level of digital literacy is now required across the breadth of the workforce, as digital tools are increasingly being used to perform tasks across all industries and occupations. It is essential that all Australians are supported to build digital capabilities and skills, starting with foundational digital literacy to enable all working age Australians to be a digitally informed worker.
At the same time, deep technical and specialist digital skills in areas such as cyber security and artificial intelligence are essential across our economy to drive the uptake of technology that can drive productivity, competitiveness and innovation.
While the imperative for digital skilling is clear, research by peak national employer association Ai Group consistently points to the need for more to be done to prepare Australia’s workforce for this digital future. A recent survey of Australian employers found that over 40 percent identify basic digital skills as the most significant digital capability gap in their business. Ai Group research has also found that most significant barrier to greater uptake of digital technology within businesses is workforce capability.
This presentation will focus on the findings of Ai Group’s extensive research and deep engagement with industry around the digital skills that are needed in their workforces. It will also draw on the findings of the World Economic Forum’s 2025 Future of Jobs Report, for which Ai Group’s Centre for Education and Training was the Australian survey partner.
The presentation will highlight the digital skills identified by industry as most important for the current and future workforce and examples of innovative models of building digital skills and capabilities. Particular focus will be placed on implications for VET programs and the VET system more broadly.
Building the digital skills of our workforce is essential, both to build social inclusion and to drive productivity. Governments, education and training providers, industry, and individuals must work in concert to achieve this aim.
Presenters:
Mrs Anita Roberts, Senior Research Fellow, Australian Council for Educational Research (ACER)
Anita is a stakeholder engagement specialist with more than 25 years’ experience leading national initiatives in collaboration with a wide range of clients and stakeholders. Before joining ACER, Anita consulted extensively in the VET sector conducting qualitative research to inform national policies and programs. Since joining ACER, Anita has led several national projects that included consultation with a wide range of stakeholders, including students, graduates, and employers.
Dr Justin Brown, Principal Research Fellow of Australian Council for Educational Research (ACER)
Justin has extensive experience leading research and evaluation projects for clients in the education, training and employment sectors. He works closely with government departments and agencies responsible for skills, training and employment to explore and address structural inequalities and barriers within these areas. Justin is an analytical thinker, known for posing insightful research questions and applying methodical data analysis to help clients understand and address real-world challenges in education, training, and employment.
Mrs Louise Wignall, Senior Research Fellow of Australian Council for Educational Research (ACER)
Louise has extensive experience in stakeholder consultation in VET and higher education contexts. She has experience in leading face-to-face and online consultation forums, small focus groups and targeted interviews. At ACER, Louise has conducted extensive stakeholder consultations, including the use of one-on-one interviews to capture the lived experience of individuals, and focus groups to explore shared stakeholder and community perspectives. She has built a reputation for her nuanced approach to information gathering and her capacity to transfer research and consultation findings into practical, solution-based advice that provides clients with a way forward.
Abstract:
The Australian Council for Educational Research (ACER) regularly conducts qualitative studies to inform the design and implementation of VET policies and programs. Through these studies, we have gained valuable insights into the design and application of research methodologies that effectively capture the diverse perspectives of VET learners, employers, and providers.
Ensuring that research findings reflect the diversity of experiences and needs within these groups is crucial for developing policies and programs that are both inclusive and responsive. However, a persistent challenge with conducting qualitative research in the VET sector lies in effectively and authentically engaging with stakeholders, particularly within limited timeframes.
To address this challenge, ACER’s research and consultation methodologies incorporate a variety of engagement activities aimed at reaching under-represented cohorts. These include collaboration with peak bodies and associations, partnerships with community organisations, referrals from key stakeholders to on-the-ground practitioners and students, leveraging data held by government, utilising online research panels, and offering incentives to boost participation.
Our consultation strategies encompass a broad range of approaches, such as online and telephone surveys, focus groups, facilitated workshops, Delphi techniques, targeted interviews, and the use of stimulus materials to elicit written responses. In each project, we carefully consider the strengths and limitations of each method to ensure that they effectively capture diverse viewpoints while maintaining data quality.
Additionally, ACER adheres to ethical research protocols outlined by an independent Human Research Ethics Committee (HREC), ensuring that all projects are conducted in a manner that respects participant rights and confidentiality.
In this session, we will share lessons learned from a variety of research and consultation projects, highlighting the importance of inclusive and ethical research methodologies in ensuring the representation of underrepresented groups. We will also explore the potential for developing a framework of best practices to guide future VET research and policy development.
Presenter:
Dr Rocco Guarnaccia, Head of Vocational Education and Training, VETASSESS
Rocco Guarnaccia has been actively involved in the vocational education and training (VET) sector for over 30 years as a teacher/trainer, manager, senior executive and co-founder of a registered training organisation (RTO). During this time, he has worked in the government (TAFE), university, private/corporate and non-for-profit sectors in many different roles. Rocco has a Doctor of Education from The University of Melbourne that focused on the organisational sustainability of commercial for-profit training providers within the VET sector.
His research centred on the impact of the pedagogical, governance and business aspects of the organisation and why some training providers succeeded while others failed. Rocco also has a Master of Education, Postgraduate Diploma of Education and Training and Bachelor of Education and Training from The University of Melbourne. Currently, Rocco is the Head of Vocational Education and Training at VETASSESS, part of Bendigo Kangan Institute of TAFE. He is responsible for overseeing key areas such as Skills Recognition for Trades, Job Ready Workplace Assessment for Trades Recognition Australia (TRA) under the Department of Employment and Workplace Relations (DEWR), and various domestic and international VET projects. Additionally, he is a casual lecturer in the Faculty of Education at The University of Melbourne.
Abstract:
The Australian vocational education and training (VET) sector is a diverse and expansive industry, comprising approximately 4,000 registered training organisations (RTOs) as of 2022 (Australian Skills Quality Authority, 2022). Within this sector, a range of entities operate to deliver education and training services, with commercial for-profit VET providers (CVPs) being the most prominent among private training providers (National Centre for Vocational Education Research, 2022).
Despite their significant role in the VET landscape, many CVPs have ceased operations in recent years, either voluntarily or through regulatory action by the Australian Skills Quality Authority (ASQA), or due to insolvency. These closures have had profound repercussions, including the disruption of education for thousands of students, loss of public trust in the sector, and substantial financial losses involving both private and public funds.
In response to these challenges, this research looks into the sustainability of CVPs in terms of their business practices, corporate governance, and pedagogical frameworks. The results identify the factors shaping the performance of these providers and suggests why some CVPs succeed while others fail.
This presentation centres on one critical dimension of the research: the tension between profit motives and pedagogical quality. The study compares the pedagogical practices of successful private providers with those that have failed and are no longer operational. It reveals the ways in which a profit-first approach can undermine educational outcomes and long-term sustainability, while highlighting how providers that prioritise effective teaching and learning strategies are better positioned to thrive in the competitive Australian VET market.
The findings provide actionable insights for policymakers, educators, and stakeholders in the VET sector, offering pathways to ensure the stability and success of private providers while safeguarding the interests of students and the broader community.
Presenter:
Mrs Rebecca Spicer, Principal Lecturer, Strategic Industry Partnerships, TAFE SA
Within TAFE SA, Strategic Industry Partnerships’ role is to capture skills requirements for new, emerging and transitioning industries by working in partnership with industry. Through this industry collaboration Strategic Industry Partnerships supports TAFE SA educational workgroups to address industry workforce demands with solutions to address their needs. Bec has over 18 years’ experience working as VET educator, 15 of which has been in the field of training and education. With degrees in adult education and e-learning, Bec has deep domain knowledge of the VET sector. As Principal Lecturer, she has led the implementation of industry engagement models across the organisation, and undertakes research into emerging industries and technologies, and their impact on the vocational training needs of TAFE SA students.
Abstract:
Women remain significantly underrepresented in trade industries, facing barriers that limit both entry and career progression. To build more inclusive VET pathways, it is essential to amplify women’s voices and understand industry perspectives. This presentation shares findings from an evidence-based research-driven approach that engaged directly with women in trades and industry stakeholders to uncover challenges, opportunities, and strategies for change - both within VET programs and workplaces.
Through industry engagement, we explored key barriers women face, from workplace culture to access to training, and identified actions that can improve employability and retention. The research highlights that creating safe, inclusive workplaces requires more than just installing a female toilet - it demands cultural and structural change. It also identified what is needed to better equip women for success in trade roles and how to uplift the capacity of the workforce to advocate for them.
Key takeaways for attendees include:
This session provides VET educators, industry leaders, and policymakers with evidence-based insights to drive meaningful change. By equipping women with the right skills and fostering a workforce that champions their success, we can build sustainable pathways to stronger workforce participation and career progression in trades.
Presenters:
Dr Angus Hughes, Senior Data Analyst, National Centre for Vocational Education Research (NCVER)
Dr Angus Hughes is currently working on research projects related to outcomes amongst Foundation Skills learners and has previously applied machine learning methods for projecting future VET completion rates. Angus is an experienced research professional, having previously worked as Senior Research Manager at Ipsos Public Affairs (Perth), consultant at Workplace Research Associates, and various teaching roles in Psychology at the University of Western Australia.
Dr Zhihui Zhang, Senior Data Analyst, National Centre for Vocational Education Research (NCVER)
Zhihui Zhang has undertaken research on VET student pathways, the impact of the COVID-19 pandemic on VET, and projecting completion rates for apprentices and trainees using Machine Learning models. Her current research includes investigating how students journey through VET pathways to completion and subsequent employment and examining outcomes of Foundation Skills learners.
Abstract:
Foundation Skills (FS) encompass adult language, literacy, numeracy, and digital skills as well as employability skills (e.g. collaboration, problem solving). They are essential for employment, community participation, and health and wellbeing and are particularly important in supporting disadvantaged learners and those of diverse backgrounds. Investment in FS programs has been a key focus for Commonwealth and State and Territory governments in recent years and is central to the current National Skills Agreement.
Previous research has found that learners who complete FS programs report some personal benefits pertaining to improved literacy and numeracy. Nonetheless, rates of VET completion and employment amongst FS students are lower than for non-FS students. To better understand this, NCVER undertook a quantitative research project to examine the characteristics of FS learners and their journeys over a five-year research window.
Our analyses identified two distinct groups of FS learners. We profiled each group and found differences in the timing and number of VET programs they enrolled in over time. Student and program characteristics influencing Foundation Skills program outcomes were then analysed to identify which predicted completion or withdrawal. The impacts of undertaking FS alongside another VET program was also explored to understand how subject-level foundation skills outcomes may contribute to educational success. Finally, Student Outcomes Survey (SOS) data was analysed to establish whether taking FS alongside a VET program delivered personal and job-related benefits, relative to similar programs delivered without FS support.
This presentation will provide a brief synopsis of previous FS research, outline of our research methodology, and explore in detail what the outcomes mean for policy-makers and industry representatives.
Presenter:
Mrs Samantha Crowe, Senior Advisor Educator Capability, TAFE Queensland
Sam Crowe has been with TAFE Queensland for the past 13 years. With a strong background in educational technologies and a passion for enhancing educator skills, Sam has been instrumental in driving initiatives that support and empower educators across the organisation. Sam has played a pivotal role in various projects at TAFE Queensland aimed at improving the digital learning experience for both educators and students. She actively supports the TAFE Queensland AI Taskforce and promotes the use of AI among educators to enhance teaching and learning experiences. Her commitment to professional development is evident through the active involvement in organising and leading training sessions and webinars. Sam’s collaborative approach and ability to work effectively with colleagues and stakeholders have fostered a supportive and inclusive learning environment, making a lasting impact on the educational community.
Abstract:
In today's rapidly evolving digital landscape, equipping VET students, especially those from diverse backgrounds, with essential digital skills is crucial for their future workforce success. This presentation will explore how VET programs can effectively build digital literacy among students from various backgrounds, emphasising the innovative approaches implemented by TAFE Queensland.
TAFE Queensland has been at the forefront of providing inclusive and accessible educational experiences through its virtual delivery platforms, such as TAFE Queensland Online, Virtual Business College, and the Virtual Training and Assessment (TAE) models. These initiatives align with Universal Design for Learning (UDL) principles, ensuring that all students, regardless of their geographical location or personal circumstances, have access to high-quality education and the opportunity to develop digital skills.
By immersing students into the Learning Management System (LMS), where all learning is conducted in a virtual environment, TAFE Queensland enables students to build and enhance their digital literacy skills. The presentation will delve into the structure, enrolment data, success rates, and survey feedback of these virtual models, highlighting their impact on student experience. TAFE Queensland Online, for instance, offers a comprehensive range of courses delivered entirely online, providing students with the flexibility to study at their own pace and from any location. The Virtual Business course and the Virtual TAE course also emphasise practical skills and flexible assessment options, catering to diverse learning preferences in a virtual learning environment.
By employing authentic assessment strategies that reflect real-world scenarios and industry practices, TAFE Queensland's virtual delivery platforms engage students in meaningful learning experiences and provide multiple means of action and expression. The positive sentiment and satisfaction rates from student feedback further underscore the effectiveness of these practices.
This presentation aims to share best practices and generate conversation on how VET programs can ensure that students from diverse backgrounds have access to and can develop the required digital literacy and capability skills needed for the workforce through flexible delivery. The focus will be on how these initiatives uplift students' digital literacy skills, highlighting their successes and the transferable skills gained from using technology in their courses, which will benefit their personal and professional lives.