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.
This report investigates the influence of student support service offerings on students’ choice of training provider and how they compare with other drivers of student choice, for example, course cost, delivery mode and travel time. In particular, the research focuses on health and welfare support, career counselling and job-search support, and tutoring and guidance on study skills.
This report explores occupations that can be entered into via either a vocational education and training (VET) pathway or a higher education pathway. It examines whether these individuals do the same job tasks and roles, if there are differences in how well the qualifications prepare them for the role and whether they have the same occupation and employment outcomes, such as salary and career pathways.
This paper expounds the conference theme ‘VET’s role in transforming the future’ by examining how the sector is adapting, anticipating and activating change in response to future skill demands.
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?