This research uniquely amplifies the voices of First Nations and migrant learners who have disengaged from foundation skills courses. By understanding their goals, experiences, and recommendations, ways to better support their completion are identified. The research explores how these learners first encountered the courses, their motivations for enrolling, the supports available, and the barriers they continue to face. Participants directly shared their training experiences and suggested improvements, offering valuable insights to enhance the effectiveness of foundation skills programs.
This research shows that pre-apprenticeships are effective in increasing the probability of apprenticeship completions.
This report explored the various aspects of course completion and non-completion. It identified instances where program non-completions can be considered as successful student outcomes, possibly reflecting diverse student intentions.
Many elements combine to make up the apprenticeship system in Australia. In this report, we focus on five enduring issues in the apprenticeship system that have been discussed in research and literature over time.
This guide presents an analytic framework that summarizes some of the main elements and issues that need to be considered in measuring ROI. This includes establishing the scope, context and purpose for measuring ROI, adopting guiding principles, identifying costs, benefits and factors that impact on ROI, and approaches to data collection and analysis.
This report brings together recent NCVER research that highlights the specific and complex issues students face when transitioning from school to VET, and suggests how student outcomes can be improved.
Approximately 70% of all employees in Australia participated in formal or non-formal education and training in 2011—12, and a significant majority of them received employer support for it.
Based on the findings from five case studies, this guide looks at the important factors that enable VET retention and ensure good practice in remote Australian communities.
This paper puts into context Indigenous participation in VET and employment and highlights how VET and higher education leads to higher levels of employment.
This research summary provides evidence of the changing nature of apprenticeships over a 20-year period (1996–2016), with a focus on a comparison of trade and non-trade apprentices and trainees.
This paper captures the views arising from a stakeholder forum held on 25 October 2016, at which participants discussed the future of Australian apprenticeships.
Research messages brings together the key messages from all NCVER research reports published in 2016, as well as other relevant and informative resources, including summaries, infographics and statistical papers.
Research published by NCVER in 2015 can be broadly categorised into two streams: qualifications and participation.
Practical advice for practitioners and workplace supervisors for developing alternative pathways such as recognition of prior learning and early completion.
Bringing together the key messages from all research reports published in 2014.
A snapshot showing how transitions for young Australians continue to change, based on the 2013 Longitudinal Surveys of Australian Youth annual report.
This publication is a collection of summaries of research projects published by NCVER in 2012.
This highly-popular annual publication provides a collection of summaries of research projects published by NCVER in 2011.
This overview provides a brief summary of the report, by Chris Ryan. It describes how Ryan analysed the range of pathways available which offer genuine alternatives to completing secondary school. It finds that for those students who run the risk of dropping out, the best pathway for males is completing an apprenticeship, whereas for females completing Year 12 provides the best outcomes. Longitudinal Surveys of Australian Youth (LSAY) data are the source of these findings.
This overview looks at the key findings of Mike Dockery's report 'Cultural dimensions of Indigenous participation in education and training' and shows that, in both remote and non-remote areas, those with a stronger attachment to their culture had greater educational success. However, it also reveals that the report is a complex one, and the way the data are analysed is key to the findings.