This research uniquely amplifies the voices of First Nations and migrant learners who have disengaged from foundation skills courses. By understanding their goals, experiences, and recommendations, ways to better support their completion are identified. The research explores how these learners first encountered the courses, their motivations for enrolling, the supports available, and the barriers they continue to face. Participants directly shared their training experiences and suggested improvements, offering valuable insights to enhance the effectiveness of foundation skills programs.
This report explored the various aspects of course completion and non-completion. It identified instances where program non-completions can be considered as successful student outcomes, possibly reflecting diverse student intentions.
The report explores the development processes associated with VET qualifications in selected countries and compares them with the current process in Australia, with the aim of identifying any areas where efficiencies can be made.
This report examines international examples from countries that rationalised their VET qualifications so they could respond more effectively to emerging skill needs, and highlights a series of considerations for the Australian VET system.
This guide offers advice to providers and policy-makers on the incorporation of digital skills into VET delivery.
The vocational education and training sector plays an important role in helping displaced workers find jobs, but is there more that can be done?
Graduate programs have the potential to improve the number of VET students employed in their intended occupation after training; but are they feasible for VET students and what are the benefits of work-integrated learning?
This at a glance looks at developments in employability skills since 2002. It finds that most research has focused around teaching, assessing and reporting on employability skills, where consistency remains a key challenge. There also continues to be a lack of understanding of employability skills among some teachers. Until these issues are addressed, the sector could fall short in providing learners with the skills they need to succeed in their vocations.