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 research provides valuable insights into how training providers can help students succeed across different stages of the student journey.
This study uses National Assessment Program — Literacy and Numeracy (NAPLAN) data linked with records from the Longitudinal Surveys of Australian Youth (LSAY) to better understand the association between students’ early academic performance at school and their schooling outcomes measured by the Australian Tertiary Admission Rank (ATAR).
This research explores the key impacts of the COVID-19 pandemic on various aspects of VET and examines how students and training providers have responded in a rapidly changing and uncertain environment.
This infographic presents snapshots of how different equity groups fare in their VET journey.
This research examined the lived experiences of young people aged about 20 in 2020, during the second wave of COVID-19 infections in Australia.
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 research analysed the learning journeys and training and employment outcomes of students who undertake nationally recognised foundation skills programs.
This report shows the data for student groups that have historically been disadvantaged in accessing and benefitting from education in Australia.
This publication reviews the current trends in how workplace-based delivery of training is distributed, including where entire programs are delivered in this way. Additionally, data from the Student Outcomes Survey was used to model the effect of a student receiving workplace-based delivery on employment and achievement outcomes
This research examines the merits of VET for secondary school students (VfSSS) in preparing students for work or further training from the perspectives of students, parents, industry, and employers.
This report presents data trends in apprentice and trainee training activity in 2020 as compared with 2019, to provide insights into the impacts of the COVID-19 pandemic. The analysis focuses on monthly counts of contract commencements, suspensions, cancellations and withdrawals, and completions.
Student equity in VET: participation, achievement, and outcomes highlights how different equity groups fare in their VET journey.
This research investigates the contribution that community education providers make to foundation skills training in regional Australia, the models of delivery that seemed to work best, and whether training helped build the social and human capital of the individual and broader community.
Part 3: examines the experiences of the traditional trade apprentice through findings from the 2019 Apprentice and Trainee Experience and Destination Survey.
This report describes the current system for granting RPL in Australian VET, including the nature and types of RPL being granted and what factors (if any) affect the likelihood of it being granted to a student.
This study analyses data gathered from NCVER collections and interviews with RTO staff to examine trends across all qualifications delivered fully online.
This study compares the completion rates of apprentices and trainees employed with group training organisations versus those employed with direct employers.
While statistical analysis cannot confirm a connection between course duration and subject pass rates, it has been identified as a key facilitating factor in consultation with providers, regulators and industry peak bodies.
This report explores whether VET undertaken by secondary students equips them with the technical and non-technical skills required to successfully participate in an ever-changing world of work.