This research found that students who undertake foundation skills training alongside other VET programs are more likely to complete their studies and secure employment.
This good practice guide for registered training organisations (RTOs) outlines six interrelated elements of student support effective in helping learners to navigate their journey and successfully complete their training.
This research provides valuable insights into how training providers can help students succeed across different stages of the student journey.
This report reveals three key strategies that foster quality teaching practice for enabling vocational education and training (VET) students of diverse backgrounds and learning needs to succeed.
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 research identified effective teaching practices and student support services that facilitate the successful online delivery of VET, including in blended delivery.
This research examined how the VET sector could better meet the skills needs in regional, rural and remote areas.
This research examined if and how training delivery has changed from 2019 to 2021 using data from NCVER’s Total VET Activity collection.
This report examines the experiences of RTOs that transitioned to online delivery in response to the COVID-19 pandemic and their future plans.
This is the first of two reports which examine how the VET sector initially responded to COVID-19 through the increased use of online training delivery and begins to explore possible implications this might have on future training delivery modes.
This paper is a discussion of existing work by NCVER and others on the role of VET in preparing individuals for the current and future workforce.
This study analyses data gathered from NCVER collections and interviews with RTO staff to examine trends across all qualifications delivered fully online.
New research shows the definition of a ‘quality’ VET sector can vary widely by stakeholder group and expected training outcomes, making both explaining and measuring quality in Australia’s VET system more complicated than it seems.
A look at the role VET currently plays in developing the skills of entrepreneurs, and how this may be further developed in the future.
Understanding the costs and benefits of vocational education and training can provide a basis for making more informed funding decisions.
This research overview summarises three reports by Kaye Bowman and Suzy McKenna, which examine the commonalities and differences in Australia's jurisdictional approaches to student training entitlement, offer expert views on the training system, and reflect on the history of VET in Australia.
This research used a survey to investigate the attitudes of people with a disability towards undertaking training. The findings show very positive attitudes towards training by participants and, although the ability to generalise to the wider population is limited, one thing is clear: generally, people with a disability are willing to undertake VET and consider it a good option in helping them find employment. Some factors affected attitudes more than others, including level of school-based education; highest qualification level completed; whether people had single or multiple disabilities; and, to some extent, gender.
Undertaking research in the vocational education and training (VET) and disability area is not easy. The challenges include the limitations of the available data, accessing people with a disability and the diversity of disability type and severity. This discusses these issues and also presents a snapshot of recent data and a summary of recent research in this area.
There has been much research and discussion about how people with a disability engage with vocational education and training (VET). This paper summarises what we know about VET participation, education and employment outcomes, and the costs and benefits of vocational education and training for people with a disability. In doing so, it also highlights further questions and where future research efforts could be focused.