This project explores teacher preparedness for contemporary VET roles and the development of teaching capability. The report is accompanied by practical resources to help teachers and training providers strengthen teaching practice, support learner needs and build workforce capability.
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.