This research examines what high-quality VET delivery looks like in practice, how it is measured and what are the barriers and enablers for registered training organisations (RTOs).
Validation of assessment tools, processes and outcomes is an important element of the quality of assessment in vocational education and training (VET). This research explores how registered training organisations (RTOs) conduct independent validation of assessment (IVA) and what industry involvement they have in these processes.
This study canvassed the views of stakeholders in order to identify the key features of quality teaching in vocational education and training (VET) and how it might be improved. It also involved an environmental scan of VET capability frameworks and standards to determine key domains, roles and capabilities of VET teachers, and three case studies of pilot teacher professional development (PD) initiatives currently underway to improve the quality of teaching. The report also makes reference to key related findings in the literature.
This report provides estimates of the size and nature of the Australian vocational education and training workforce. Data was collected through the 2019 National VET Workforce survey from registered training organisations (RTOs). The report presents estimates of the number of individuals working in RTOs with a particular focus on trainers and assessors. Information was also collected about volunteers who play an important role in some RTOs.
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.
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.
What can Australia learn from how other countries regulate vocational education and training? New research investigates regulatory models and quality assurance frameworks applied to the training sector.
How do different countries develop, endorse and review vocational education and training qualifications?
The quality and rigour of assessments in VET have been key concerns for VET policy-makers, which questions the credibility of VET qualifications.
The authors of this paper explore whether low socioeconomic status (SES) students benefit to a greater or lesser extent from attending high-quality schools when compared with their more advantaged peers.
This report explores some of the key issues associated with the assessment in VET and reflects on some possible solutions.
This report uses Boyer’s four forms of scholarship – delivery, integration, application and teaching – to explore how scholarship is implemented across the different tertiary education sectors.
As part of the three-year research program, 'Vocations: the link between post compulsory education and the labour market', this working paper sets the policy context and direction of the entry to vocations research stream. After looking at the current ‘in-school’ element of VET in Schools programs and jurisdictional differences, the paper raises a set of questions for discussion. For example, are more advanced and intense programs of VET in Schools needed to deliver stronger labour market outcomes? Do VET in Schools programs need to be more directly connected with post-school VET programs?
This research suggests that while mixed-sector and dual-sector providers are still only small in number, they likely to become more important but they face specific challenges in the quality of their provision.
This report provides a portrait of the initial formal training for VET teachers in private and public registered training organisations. It describes the features and content of generic courses offered both in the VET sector and higher education ranging from certificate IV TAA to graduate diplomas. It also provides details about the characteristics and numbers of students enrolled in a range of courses. The report sits in the wider canvas of other initial and ongoing professional development and support for teachers. It concludes that the certificate IV is the one true foundational course, and suggests some ways to address its quality issues.
This report looks at the potential use of information from the Student Outcomes Survey, including the use of student course satisfaction information and post-study outcomes, as a means of determining markers of training quality.
This paper examines initial VET teacher training from the late 1979s to the present, based on the literature and the author's personal experiences. While much has changed, many of the issues and approaches that are apparent in the early literature remain the same today. There is cause for optimism and the author proposes a number of approaches to improve the quality and relevance of initial teacher training. Such training is only a first step, however, and access to further formal training and professional development is vital to maintain and build teachers' skills.
Governments are interested in the relative efficiency of institutions, and in addition, information on efficiency can be used by individual institutions to benchmark themselves against their peers. The main factor that was found to affect efficiency, as defined in this paper, was degree of remoteness. Further, institute size is an important factor, with smaller institutes tending to be less efficient. This paper employs a mathematical technique known as Data Envelopment Analysis to examine the efficiency of TAFE institutes.
This discussion paper arises from a research project investigating the extent to which practitioners believe the Certificate IV Training and Assessment (TAA04) qualification provides an effective foundation for the delivery and assessment of training in the VET environment. This paper focuses on the history of the TAA04 and outlines some of the key issues relating to the quality of delivery. The project is due for completion in late-2010.
This study explores the common features of high-quality traineeships using case studies from the cleaning, child care, construction, retail, finance and insurance, and meat processing areas.