Interviews with teachers, students and employers found that social media can help to improve student engagement and lead to more course completions; however, there were some concerns around its use.
This study investigates the ways in which school students and their parents, carers and teachers talk about VET.
This research offers insight into the options available to individuals as they navigate the VET market.
This summary brings together the findings from two research projects looking at the aspirations, intentions and choice of students considering vocational education and training.
New research shows that five years after participating in VET in Schools, 87% of students were working, studying or both.
While there was little evidence of individual students contributing to work place innovation during VET student placements, there was evidence of knowledge diffusion and small-scale improvements in the work place.
This report examines the responsiveness of ‘older’ workers — aged 25 to 54 years — to government subsidies for upskilling and explores how enrolment and course choice responses varies by age, gender and disadvantage.
A high number of young early school leavers rely on private ‘for profit’ registered training organisations to help renew or continue their education. This paper looks at the nature of the training provided, and the ways by which training organisations respond to the needs of these young learners.
The 2015 National VET Research Conference provided an opportunity for researchers and practitioners in vocational education and training (VET) to engage with three major themes: youth, pathways and skills.
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?
Disability can significantly disrupt educational attainment, negatively impacting on employment prospects, career development and lifetime earnings. What can be done to help support students with a disability or mental illness?
This guide is designed to assist tertiary practitioners in determining and implementing additional supports for students with a disability or mental illness.
This is a summary of the analysis of the VET FEE-HELP Student Data Collection over the period 2009–14 used to investigate the characteristics of those who accessed VET FEE-HELP and the likelihood of these students completing their training.
This analysis of the VET FEE-HELP Data Collection investigates the characteristics of VET FEE-HELP assisted students, students who are likely to access VET FEE-HELP, whether the proportions of assisted students completing their training vary by provider, and students that are likely to complete their training.
A snapshot showing how transitions for young Australians continue to change, based on the 2013 Longitudinal Surveys of Australian Youth annual report.
An overview of young people using LSAY data and research is presented in this first edition of the LSAY annual report.
Scored VET subjects disadvantage VCE students who want to go to uni.
Data to monitor key performance and program measures for VET among school-aged youth in Australia is provided in this report.
Around a quarter of young people in the Longitudinal Surveys of Australian Youth (LSAY) report moderate to high levels of financial stress, but other reasons appear to influence study outcomes.
Developing students' information literacy skills can help make the transition from VET to university more successful.