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 identified effective teaching practices and student support services that facilitate the successful online delivery of VET, including in blended delivery.
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).
This report examines the experiences of RTOs that transitioned to online delivery in response to the COVID-19 pandemic and their future plans.
This is the first of two reports which examine how the VET sector initially responded to COVID-19 through the increased use of online training delivery and begins to explore possible implications this might have on future training delivery modes.
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.
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 project explores if the international definitions of IVET and CVET are also suitable for the Australian VET system, including reviews of international literature and consultation with Australian VET experts.
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.
There is an increasing importance of entrepreneurial skills in the Australian economy. This paper looks at how the vocational education and training sector can play a role in developing these skills.
This literature review looks at the different contexts in which adult language, literacy and numeracy are being delivered, who the learners are and the pedagogies in use, to elucidate what works best for whom and why.
This report is the final report of a three-year program of research that aimed to investigate what might constitute an effective continuing education and training system. This report discusses the final stage of the project and proposes ways forward.
Disability can significantly disrupt educational attainment, negatively impacting on employment prospects, career development and lifetime earnings. What can be done to help support students with a disability or mental illness?
An overview of young people using LSAY data and research is presented in this first edition of the LSAY annual report.
Interviews with workers and managers show differences in their reasons for engaging in continuing education.
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.
This report comes out of a three-year program of research that aims to investigate how best the tertiary education and training system might be organised to maintain the employability of Australian workers across their working lives.
The focus of this paper is on the factors, other than access, that influence the decision for Indigenous Australians to participate in education.
This report aims to throw some light on the role that skills sets play in meeting the needs of clients compared with full qualifications, which are seen as the foundation of the vocational education and training (VET) system.