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 report investigates the influence of student support service offerings on students’ choice of training provider and how they compare with other drivers of student choice, for example, course cost, delivery mode and travel time. In particular, the research focuses on health and welfare support, career counselling and job-search support, and tutoring and guidance on study skills.
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 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.
Student equity in VET: participation, achievement, and outcomes highlights how different equity groups fare in their VET journey.
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.
VET outcomes may be improved if training providers take a more regional approach to course offerings and institutional learning support.
As participation rates of young people in VET decline, opportunities exist to engage and retain early school leavers in VET.
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.
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.