Research outlining how Aboriginal-led, culturally responsive and place-based approaches to Australian vocational education and training can be more effectively embedded to deliver meaningful education, employment and personal development outcomes for Aboriginal and Torres Strait Islander learners.
This research examined how the VET sector could better meet the skills needs in regional, rural and remote areas.
This infographic presents snapshots of how different equity groups fare in their VET journey.
This report shows the data for student groups that have historically been disadvantaged in accessing and benefitting from education in Australia.
Student equity in VET: participation, achievement, and outcomes highlights how different equity groups fare in their VET journey.
VET outcomes may be improved if training providers take a more regional approach to course offerings and institutional learning support.
How can VET retention and completion in remote communities be improved and what other indicators of success are important outcomes of training in these parts of Australia?
This report examines Indigenous participation in VET and highlights a high level of participation and a shift towards higher-level qualifications.
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.
This report looks at the pathways Indigenous students in the Northern Territory take between VET and higher education.
This study provides new evidence on the inter-relationships between Indigenous Australians' association with their traditional culture and their engagement with vocational education and training.
The focus of this paper is on the factors, other than access, that influence the decision for Indigenous Australians to participate in education.
The perceptions of students, school and TAFE staff involved in V Tracks, an early intervention program for Aboriginal school students are explored in this paper. The study identifies outcomes, challenges and recommendations for future program design. Overall, V Tracks was found to improve student engagement in school and provide greater insights into the available education, training and employment pathways for students. NCVER's Building Researcher Capacity program funded this paper, which is based on research undertaken by a novice researcher in the Community of Practice scholarship program.
NCVER's Academic Scholarship Program provided the opportunity for an investigation into the flexible delivery of vocational education and training (VET) in a remote Indigenous community. Through evaluation of the delivery of the Sunrise Health Service's Youth Worker Training Program from the perspective of the Wugularr community, this paper identifies the benefits of community engagement and flexible delivery.
This study provides an important innovation to the existing literature by explicitly attempting to measure 'cultural attachment' and its relationship with post-compulsory education and training.
Helping Aboriginal and Torres Strait Islander job-seekers find and keep a job has been the focus of recent reforms announced by the Australian Government. This guide describes seven essential characteristics of employment service organisations that lead to successful employment outcomes for their Indigenous clients. Based on a selection of good-practice examples, the guide describes how these factors are implemented in practice, with the aim to enable other employment services providers to build their own capacity to provide positive employment outcomes for their Aboriginal and Torres Strait Islander clients.
This report describes seven essential characteristics of employment service organisations that lead to successful employment outcomes for their Indigenous clients.
Drawing on interviews with students in regional and rural areas of the Northern Territory, this paper looks at their participation in education and training. The paper suggests that learning strategies which acknowledge rural learners' identities may be successful in engaging regional and remote learners in education and training.
This report examines the nature and effectiveness of 'inclusiveness' strategies implemented by TAFE institutes in Australia. Inclusiveness strategies address barriers to participation in vocational education and training (VET) experienced by disadvantaged people, thereby maximising the stock of skills available to industry. The research identified three approaches to inclusiveness: compliance, existing cohort and community obligation. It is accompanied by case studies.
This report maps the picture of Indigenous people's participation in vocational education and training and other educational services across Australia's desert regions. The report identifies a range of innovations and barriers experienced in enabling pathways through learning into work and other meaningful livelihood opportunities.