This product provides a short overview of the automotive industry and the VET sector as it pertains to electric vehicles (EV) using NCVER and external information.
This discussion paper explores the resilience of the Australian VET sector and how it can continue to foster adaptability in the face of ongoing change.
This research identified effective teaching practices and student support services that facilitate the successful online delivery of VET, including in blended delivery.
This research examined if and how training delivery has changed from 2019 to 2021 using data from NCVER’s Total VET Activity collection.
This report examines the experiences of RTOs that transitioned to online delivery in response to the COVID-19 pandemic and their future plans.
This publication offers insights for educators, organisations and institutions to consider when designing and implementing training that is fully or partially online.
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 report examines the current digital skills demand and supply situation in Australia via two sector case studies and a broader survey of HR, skills and training decision-makers across a wide array of industries.
The 'No Frills' 2018 discussion paper explores the future skills we will need to both operate and succeed in an increasingly interconnected world.
This analysis looks at the relationship between emerging technologies and required skills, and offers key findings for the VET sector to consider in planning training packages for the future.
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.
Could we be the last generation of people to have traditional workplace arrangements, in permanent, ongoing full-time roles with one employer at a time? This paper explores the drivers changing the world of work, the skills we’re predicted to need in the future and what this means for training.
This paper captures the views arising from a symposium held on 9 August 2016, at which participants considered training product reform from the perspective of industry, educators, students and regulators.
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 literature review focuses on the perspectives of adult language, literacy and numeracy, particularly the human capital and social practices perspectives, which at times do not sit comfortably in relation to each other.
This literature review discusses methods for better engaging survey respondents, in particular the gamification of web surveys as well as optimising surveys for multiple mobile devices.
This research shows that older Australians use computers and the internet less than younger Australians. Therefore, in the short term, information and services aimed at older Australians will need to be provided in additional ways.
In this report the authors examine how skills development in domestic plumbing occupations has responded to an increased emphasis on environmental sustainability and 'greening'. They find that rather than sustainability and greening requiring major changes in thinking, plumbing skills need to be responsive to changing technology and more generic skills such as dealing with customers are required. How and at what stage to best impart these skills is a challenge for plumbing and the vocational education and training sector.
In this interview, Steve Davis talks with researcher Yvonne Hillier about her report, 'Innovation in teaching and learning in vocational education and training: International perspectives'. This publication explores both the characteristics and examples of innovative teaching and learning practice internationally. It found that technologies can be used to support networks of practitioners and resource banks to foster better professional practice and help practitioners exchange ideas and resources.
This publication explores both the characteristics and examples of innovative teaching and learning practice internationally. It found that technologies can be used to support networks of practitioners and resource banks to foster better professional practice and help practitioners exchange ideas and resources. In addition, it is important for practitioners to be able to step back from their 'daily grind' to think about what they can do differently and how. They need to be supported to test out new resources and pedagogies in a culture of active experimentation.