What are the major drivers and key challenges facing VET providers that transition to offering higher education qualifications? A valuable resource for VET providers considering higher education delivery.
What does it take for stronger vocational streams – a set of related occupations in a broader field of practice – to prevail in four industries?
Does industry support a new approach to qualifications based on vocational streams and productive capabilities and how we implement this?
Young people are significantly influenced by their educational and career 'inheritance'.
How do different countries develop, endorse and review vocational education and training qualifications?
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.
What can be done to strengthen the outcomes of VET in Schools for students?
The gap is widening between knowledge generated through Australia's training system, and the skills demanded by employers.
Imagine a new landscape for education. Reflecting on the past, through the Martin report of the binary education system and the Dawkins reforms which unified the tertiary education system, Francesca Beddie looks at contemporary policy and future possibilities for tertiary education.
At age 15, background characteristics, like strong academic performance and a high sense of ability, overwhelmingly influence levels of school engagement, not a school’s attributes.
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.
The quality and rigour of assessments in VET have been key concerns for VET policy-makers, which questions the credibility of VET qualifications.
Assessing annual training participation targets requires accurate information but when the tool for measuring participation rates includes information that is updated every five years, how accurate are the estimations in the intervening years?
Manufacturing and retail industries tend to dominate in more economically vulnerable regions while it's the reverse for mining and construction.
Most disadvantaged learners enrol in lower-level VET qualifications as a starting point to re-engaging in education, which makes the transition to university less likely.
It's not just about the money when moving location for work.
Personal reasons and family commitments predominantly drive labour mobility decisions.
Employment-related reasons are the most commonly cited reasons for not completing an apprenticeship.
People undertake vocational education and training (VET) study for mainly employment-related reasons but are they ending up in their intended occupations once they complete their study? And if they are not, do they still find their training relevant?