Search

This publication presents completion and attrition rates for apprentices and trainees four years after commencement for contracts and individuals. (1) Contract completion and attrition rates are derived by tracking the outcomes of contracts of training over time; and (2) Individual completion rates account for individuals recommencing; or ceasing one contract and starting another in the same or superseded qualification, with a different employer. The publication also presents projected contract completion and attrition rates for the latest commencing apprentice and trainee cohorts using a 'life tables' methodology.

Students who perform well at school academically are more likely to complete Year 12 and experience smoother transitions from education to employment. However, disentangling the effects of prior academic achievement on later performance from other confounding factors, such as socioeconomic status, has proved difficult. This study uses data from the Longitudinal Surveys of Australian Youth (LSAY), in conjunction with data from the National Assessment Program -- Literacy and Numeracy (NAPLAN) and MySchool, to consider the contextual factors that affect a student's academic trajectory. Using measures of students' academic achievement, demographic factors, information about the school they attended and subsequent outcomes, the study explores the association between students' academic performance at school and their schooling outcomes, as evidenced by their Australian Tertiary Admissions Rank (ATAR). It investigates whether Year 9 NAPLAN scores can be used to predict students' likelihood of obtaining an ATAR upon completing Year 12, and the likelihood of obtaining a high ATAR, controlling for several demographic characteristics.

This document provides technical detail and supporting data for the research findings discussed in 'The student journey in VET: the many faces of completion and non-completion'. The analysis in this technical paper explores: (1) an approach to identifying VET subject enrolment activity that serves a compliance or regulatory purpose; (2) variability in completion rates across VET qualifications, and associated differences in patterns of subject enrolments and outcomes; (3) different indicators of student outcomes in VET, including program completion, subject completion, and movement to subsequent VET; (4) student training pathways exploring the extent to which students undertook programs, stand-alone subjects, or a combination of the two, and how this training choice evolved over time; and (5) student training pathways exploring the extent to which students went on to enrol in a program at a higher, lower, or the same level of educations, and how these pathways compared for students who did and did not complete their initial program.

This research explores the many faces of course completion and non-completion in vocational education and training. By tracking student enrolments via the unique student identifier in the National VET Provider Collection, we gain a greater understanding of how individuals mix and match training types and their movement through VET, enabling identification of a broader range of training successes. One such measure of success is the completion of all enrolled subjects despite qualification non-completion. Using this measure, an additional 19.8% of 2016-commencing students had a successful outcome with VET, on top of the 49.5% who successfully completed their program. The analysis also showed that students mix and match various elements of training by enrolling in and completing subjects, either alone or in addition to program enrolments, and that compliance or regulatory-related subject enrolments impact training outcomes in complex ways.

This report provides a summary of the outcomes of international students who completed their vocational education and training (VET) qualification in Australia in 2022. These students were surveyed as an additional component to the 2023 National Student Outcomes Survey. Information is presented on international onshore VET qualification completers' reasons for training and their employment outcomes, their satisfaction with training and further study outcomes. Overall, 13 594 international onshore VET qualification completers responded to the survey.

Apprenticeships remain an important source of skilled workers in Australia; however, commencements have not kept pace with the skills demand projected in the previous decade. During that same decade, undergraduate university enrolments grew considerably. In investigating whether young people who would previously have chosen an apprenticeship have instead entered university, this study uses data from the Longitudinal Surveys of Youth (LSAY) to compare the characteristics of apprenticeship-bound young people with those who are university-bound and to determine whether the characteristics have changed between 2007 and 2019.

"VET partnerships powering a dynamic workforce" is the theme for the 33rd National Vocational Education and Training (VET) Research Conference 'No Frills.' In keeping with the conference's theme, this discussion paper focuses on Australia's workforce demands and the importance of equipping the workforce with necessary skills through targeted education, training and partnerships.

This publication provides a summary of the outcomes of apprentices and trainees aged 15 years or over who undertook an apprenticeship or traineeship during 2022. It includes those who completed an apprenticeship or traineeship (completers) and those who cancelled or withdrew (non-completers). The figures are derived from the 2023 National Student Outcomes Survey. Information is presented on apprentices' and trainees' reasons for training, reasons for non-completion, employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. An apprentice or trainee is a person who undertakes a contract of training with an employer and a training provider.

This report summarises the results of a discrete choice experiment (DCE) investigating how preferences for vocational education and training (VET) courses are influenced by various forms of student support offerings. Three forms of support were included in the DCE: (1) health and welfare support; (2) career counselling and job search support; and (3) tutoring and study skills guidance. Each varied in the level to which a hypothetic VET course provider offered the form of support, ranging from not offered at all, to group sessions and resources, to personalised one-on-one support offerings. Other VET course attributes known to influence student choice (price, delivery mode, travel time) were also included in the experiment to make the scenarios presented realistic and quantify the extent to which supports shaped prospective student choices relative to these. In combination, the three forms of support investigated represented approximately 26% of the total importance when deciding on a VET course (10% tutoring and study skills, 7.9% health and welfare, 7.8% career counselling). Respondents had a notably higher utility for one-on-one level support for tutoring and study skills relative to group-level offerings, although any provision of the three forms of support increased respondent preferences to select a course. Supports tended to be inelastic, meaning the demand for these services was not strongly impacted by course price. [For the full report, see ED629801.]

The vocational education and training (VET) information landscape is complex. The multitude of training providers, the diverse range of courses available, varying fees, and differences among providers can present a daunting environment for students. Prior studies have identified several key influences on student choice of training provider, such as the views of trusted influencers, course timetables, location of the training, perceived quality of training provider and affordability. However, how these drivers of student choice compare with one another and whether student support services also play a role remain unclear. 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. [For Support Document 1, see ED629802. For Support Document 2, see ED629803.]

This report is a support document accompanying "Drivers of Student Training Choices--A Focus on Student Support Services" (ED629801), which examines the influence of student support service offerings on students' choice of training provider and how they compare with other drivers of student choice such as 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 study skills guidance. The first section of the support document provides key results from the analysis for a range of demographic groups. The second section presents only those results that have been found to be statistically significant.

This publication presents information on the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate of education (SSCE). Students can undertake VET through a school-based apprenticeship or traineeship pathway, or other pathway. Highlights include: (1) In 2022, in Australia there were 242 945 VET in Schools students, consisting of: (a) 8.5% (or 20 765) school-based apprentices and trainees; and (b) 91.5% (or 222 180) students undertaking other VET in Schools programs; (2) An estimated 26.8% of the Australian population who were at school and aged 15 to 19 years participated in VET in Schools in 2022; and (3) In 2022, compared with 2021, the number of VET in Schools students in Australia decreased by 3.3%. Across a five year period, 2018 to 2022, the number of VET in Schools students in Australia increased by 5.3%.

Skilling Australia's current and future workforce is the theme for the 32nd National Vocational Education and Training (VET) Research Conference 'No Frills.' In keeping with the conference's theme, 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.

The quality of registered training organisations (RTOs) remains a topic of great interest to users of both vocational education and training (VET) and governments as the VET sector adapts to deliver on forecast workforce and skilling needs. All RTOs must adhere to minimum quality standards, but some deliver above and beyond those standards. This research builds upon the work of Guthrie and Waters (2021, 2022) to examine what motivates such RTOs to pursue high performance. State and territory governments were asked to nominate RTOs that are considered to deliver outstanding outcomes for students and/or industry. From the nomination list, high-performing RTOs operating in a variety of settings were invited to participate. The leaders of the RTOs were interviewed to explore their understanding of high performance, what motivates them to pursue high performance, how it is embedded into business practices and how they determine whether they are high performers. [For the full research report, see ED629216.]

This support document accompanies the research summary "From VET to Sustainable Employment for Aboriginal and Torres Strait Islander Peoples," which examines the contribution of vocational education and training (VET) participation to sustainable employment for this cohort of the Australian population. The purpose of this document is to provide a technical discussion of the data extraction and transformation approaches used in the research, as well as an explanation of the research methodologies. The main source of data for this research is the Australian Bureau of Statistics (ABS) Multi-Agency Data Integration Project (MADIP). This report details the scope of the data used in the analysis, including the criteria for inclusion and exclusion of individuals and training programs. It also describes the construction and treatment of the control groups used in the regression models and comparative analysis. A mix of methodologies was used in this research, including k-nearest neighbors (KNN) matching, difference-in-differences (DID) logistic regressions, multiple logistic regression and comparative analyses. These methods were implemented to estimate the impact of VET participation, as well as the influence of an individual's personal and training characteristics, on sustainable employment. By describing the data sources, extraction and transformation processes, research methodologies and analytical techniques used in the study, this document serves as a tool for readers seeking a deeper understanding of the research findings. [For the research summary, see ED631902.]

"International onshore VET qualification completer outcomes 2022" provides a summary of the outcomes of international students who completed their vocational education and training (VET) qualification in Australia in 2021. These students were surveyed as an additional component to the 2022 National Student Outcomes Survey. Information is presented on international onshore VET qualification completers' reasons for training and their employment outcomes, their satisfaction with training and further study outcomes. Overall, 13 686 international onshore VET qualification completers responded to the survey.

Delivering training in regional, rural and remote (RRR) Australia is not easy. Australia is a large, diverse country, and ensuring that training is suited to individual locations, which are unique in their landscapes, economies, industries and cultures, is challenging. There is an ongoing policy interest in making sure that the vocational education and training (VET) sector is serving the needs of regional, rural and remote Australia. VET has a key role to play in regional development through its dual function of developing individuals and providing skills to industry. This research investigates how the training sector could better meet the needs of regional, rural and remote (RRR) Australia. It explores how various stakeholders in the vocational education and training (VET) system understand local skills needs, along with the barriers faced by registered training organisations (RTOs) when delivering training in such locations.

This paper summarises exploratory analysis undertaken to evaluate the effectiveness of using machine learning approaches to calculate projected completion rates for vocational education and training (VET) programs, and compares this with the current approach used at the National Centre for Vocational Education Research (NCVER) -- Markov chains methodology. While the Markov chains methodology currently used by NCVER has demonstrated that it is reliable, with predictions aligning well with the actual rates of completion for historical estimates, it has not been reviewed for some time and it does have some limitations. The evaluation of machine learning techniques for predicting VET program completion rates was undertaken to overcome some of these limitations and with a view to improving our current predictions. This report includes: (1) an overview of the methodologies: Markov chains and two machine learning algorithms that were applied to predict completion rates for VET programs (XGBoost and CatBoost); (2) a comparison of the accuracy of the predictions generated by both methodologies; and (3) an evaluation of the relative strengths and limitations of both methodologies.

The aim of this research was to identify the teaching practices and student support services that facilitate the successful online delivery of vocational education and training (VET), including in blended delivery. To achieve this, the research examined the characteristics of teaching approaches and student support services across eight qualifications delivered online, with these qualifications also representing diverse student cohorts (including apprentices and trainees), industry types and Australian Qualifications Framework (AQF) levels. Using information collected from interviews with 37 registered training organisations (RTOs) who deliver at least one of the eight case-study qualifications, it explored: (1) how teaching practices and student support services vary across the diverse VET system (that is, differing RTO type, student cohort, training type and industry) and across delivery mode (that is, blended and fully online delivery, synchronous and asynchronous delivery); and (2) the elements of VET that are being delivered online, including for apprentices and trainees. [For the support document, see ED628927.]

There has been much previous research on the use of online delivery in the vocational education and training (VET) and higher education (HE) sectors. Table 1 of this document summarizes the key findings and other points of interest from research published between 2017 and 2022. [For the full research report, see ED628926.]

When the COVID-19 virus was declared a worldwide pandemic by the World Health Organisation (WHO) in March 2020, no one could have anticipated the extent to which it would impact on all aspects of Australian society, including the vocational education and training (VET) sector -- nor for how long. The VET sector has always prioritised practical experience and face-to-face engagement between learners and trainers, an underpinning characteristic of the sector that has been affected at every level throughout the pandemic. In 2023, it is now clear that while the fundamental structure of VET has remained intact, COVID-19 has significantly reorganised the business practices of training providers and its impacts on the sector will be long-lasting. This research assembles a range of quantitative and qualitative data to map the key impacts of the pandemic on VET students and providers. Student enrolments, outcomes, and satisfaction data from 2020 through to the end of 2021 are compared with pre-pandemic data (2019). Augmenting these data are qualitative findings from consultations with peak body representatives and interviews with training providers from across Australia.

This product provides a summary of the outcomes and satisfaction of students who completed nationally recognised vocational education and training (VET) delivered by registered training organisations (RTOs) in Australia during 2022 using data collected between June and August 2023. The figures are derived from the National Student Outcomes Survey, which is an annual survey of students who completed their vocational education and training (VET) in Australia during the previous calendar year.

This publication presents information on employers' use and views of the vocational education and training (VET) system. The findings relate to the various ways in which Australian employers use accredited and unaccredited training to meet their skill needs and their satisfaction with the training. Australian employers can engage with accredited training in three main ways, by: (1) having jobs that require vocational qualifications; (2) employing apprentices and trainees; and (3) using nationally recognised training, other than through apprenticeships and traineeships. Employers can also use unaccredited and informal training.

This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system, defined as all Commonwealth and state or territory government-funded training delivered by technical and further education (TAFE) institutes, other government providers (such as universities), private providers and community education providers. [For the 2020 report, see ED629480.]

In many occupations there has been a trend towards requiring an entry-level qualification where a qualification was previously not required for the occupation. For various other occupations, the type of qualification needed has changed to one of a higher level. Does this so-called 'credential creep' impact on the outcomes for individuals who choose a vocational education and training (VET) pathway as opposed to a higher education pathway? Using data from the Household, Income and Labour Dynamics in Australia (HILDA) Survey and interviews with employers in four occupations -- childcare workers, surveyors, graphic designers and medical laboratory technicians -- this research explores whether individuals with VET qualifications and those with higher education qualifications employed in the same occupations are undertaking the same tasks and receiving the same job outcomes, such as salary and career pathways. [For the related support document, see ED623393.]

The aim of this analysis of data from the Household, Income and Labour Dynamics in Australia (HILDA) Survey is to compare labour market outcomes between individuals who have Vocational Education and Training (VET) qualifications only, VET and Higher Education (HE) qualifications and HE qualifications only, but who work in the same occupations. In this report, the authors describe: (1) how we define VET vs HE education qualifications; (2) how we selected a group of occupations that present a mix of qualifications; (3) how we selected the sample of respondents for analysis; (4) the characteristics of the sample; (5) how labour market outcomes differ between the qualification groups, including how these differences evolve over time as respondents progress through their career; and (6) the stability of the results to key decisions about the approach (section 6). [This report was produced with the Melbourne Institute: Applied Economic and Social Research. For the related research report, see ED623391.]

Competency-based training (CBT) is the key training approach used in the vocational education and training sector in Australia. Competency-based training is an approach to vocational education and training (VET) designed to develop the skills and knowledge necessary to achieve competency. It focuses on an individual's mastery of skill, whereby an individual is deemed competent or not yet competent in that skill. For the last three decades or so, CBT has been fundamental to how accredited VET is delivered in Australia, and over this time both advocates and critics of this approach have emerged. For the research presented in this report, the authors were interested in the strengths and weaknesses of CBT as it is currently applied to the Australian VET system and whether there is cause to consider a broader approach to defining and describing competence and, hence, considering how teaching and learning in VET is most effectively delivered and assessed.

This interactive publication contributes to the growing body of work investigating online and blended training delivery in vocational education and training (VET). It presents the delivery mode of subject-level enrolments in VET for 2019 (pre-pandemic), 2020 and 2021. The aim is to examine whether, and how, training delivery has changed during the pandemic. In addition to overall subject-level enrolment figures, the publication presents delivery mode by jurisdiction, funding source, training provider type, Australian Qualifications Framework (AQF) level and student remoteness. Previous National Centre for Vocational Education Research (NCVER) research explored the increased use of online training delivery during 2020 in response to the COVID-19 pandemic, and highlighted key findings from a survey of registered training organisations (RTOs). This survey indicated that more than 61% of RTOs would be more likely to deliver training via blended delivery modes in the future. The data relating to subjects delivered using blended delivery (that is, online in combination with another delivery mode) examined in this publication largely reflect the proposed training delivery approaches of these RTOs. The intended, and actual, increase in the use of online and blended delivery highlights the importance of future research in informing the use of these delivery modes.

"Apprentice and Trainee Outcomes 2021" provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020, with the data collected in mid-2021. The figures are derived from apprentices' and trainees' responses to the National Student Outcomes Survey (SOS), which is an annual survey of vocational education and training (VET) students. In 2021, the survey collected information on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. This document describes the survey data used to derive the "Apprentice and Trainee Outcomes 2021" publication and related products. [For the main report, "Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics," see ED620513.]

This publication provides a summary of the outcomes of international students who completed a nationally recognised vocational education and training (VET) qualification in Australia during 2020 using data collected in mid-2021. These students were surveyed as an additional component to the 2021 National Student Outcomes Survey. Information is presented on international onshore VET qualification completers' reasons for training and their employment outcomes, their satisfaction with training and further study outcomes. Overall, 14,574 international onshore VET qualification completers responded to the survey. [For the 2020 report, see ED613018.]

This publication provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020. The figures are derived from the 2021 National Student Outcomes Survey. Information is presented on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. An apprentice or trainee is a person who undertakes a contract of training with an employer and a training provider. [For the previous survey report, see "Australian Vocational Education and Training Statistics: Apprentice and Trainee Destinations, 2010" (ED513950). For the support documents, see: (1) Terms and Definitions (ED620623); (2) Technical Notes (ED620619); and (3) Data Dictionary (ED620620).]

This paper summarises the exploratory quantitative analysis undertaken to investigate how vocational education and training (VET) students cluster and segment in the Australian VET market. This analysis is outlined in three sections. The first section focuses on 'clustering' as a technique for grouping data and the three clustering algorithms used. These are then discussed in more detail to provide some insights into how they operate. Their specific data requirements, along with their strengths and weaknesses, are also considered. In next section the outputs of the clustering approaches are considered. The resultant clusters are examined to better understand them, and meaningfully label and group them into segments. The final section returns to the raw data. This step was necessary to further explore (in this case, only some of) the identified market segments. Three key market segments are explored: students in targeted English programs; students in social inclusion programs; and migrant students.

Vocational education and training (VET) in schools promises a seamless entry into apprenticeships, skilled work and further education options, with many best practice examples of this type of training delivered in schools identified around Australia. This synthesis identifies insights emerging from existing research on the delivery of VET to secondary students in Australia, insights that could assist in providing a meaningful consideration of and response to concerns such as those described. The focus here is on nationally recognised VET qualifications delivered to secondary school students, those that contribute to their Senior Secondary Certificate of Education (SSCE) rather than the more general career education and work experience activities that constitute vocational learning. The paper focuses on reasons for choosing and participating in VET programs delivered in schools; models of delivery; quality of delivery; and outcomes, both short and medium-term, from these programs. Current knowledge gaps are identified with areas for further research suggested.

The COVID-19 pandemic has posed severe challenges to health systems and economies around the world. While Australia has fared better than many countries in limiting collective and individual hardship, the impact of personal losses and lockdowns, along with a drastically changed global environment, has had a toll on young Australians especially. As with all economic downturns, young people have been particularly exposed to unemployment, lost earnings and reduced opportunities for education and social wellbeing. Using data from the Longitudinal Surveys of Australian Youth (LSAY), this report examines the lived experiences of Australians aged about 20 years in 2020, during the peak and aftermath of the second wave of infections. Notwithstanding the variations between states and territories, which are likely to be obscured by reporting on Australia-wide trends, the LSAY data for 2020 are well positioned to capture the effects of the COVID-19 pandemic on Australian youth (also noting that, at the time of writing, the pandemic is ongoing and additional waves of infections occurred in Australia during 2021 and 2022). This report summarises the key events, relevant policy announcements and the extant literature on the effects of the COVID-19 pandemic on young people in Australia. The various sub-sections have been organised according to the topic areas covered by the LSAY questionnaire, the data for which are explored in the sections that follow.

'Transforming the future' can have different connotations in different contexts, but here the author focuses on the way in which the vocational education and training (VET) sector is adapting, anticipating and activating change in response to future skill demands. This discussion paper explores how the sector assists learners to skill, upskill and reskill, which in turn actively contributes to the Australian economy. Without a doubt, the past few years have been both difficult and unpredictable for many, with the ongoing COVID-19 pandemic and other natural disasters such as bushfires and floods. This paper therefore also considers how the VET system has been able to adapt to these unforeseen events and what can be learnt from these responses and adapted for the future.

Adult language, literacy, numeracy and digital skills (LLND), and employability skills (for example, collaboration, problem-solving and self-management) -- often referred to as foundation skills -- are key skills that: assist people to get a job and remain employed, look after their mental and physical health, and help them to participate in their community. The role of vocational education and training (VET) in assisting individuals to develop or improve these skills is of interest. The aim of this exploratory research was to learn more about those who undertake nationally recognised foundation skills programs after school and to investigate their training and employment outcomes. A key aspect of this research involved using the unique student identifier to track learners' pathways through VET based on the learner's enrolment status in a defined list of LLND and employment skills programs between 2016 and 2019. In doing so, the research identified four distinct groups of foundation skills learners, with each having varying student, program and provider characteristics [Funding for this report was provided through the Australian Government Department of Employment and Workplace Relations.]

In recent years, elements of the vocational education and training (VET) sector have been moving towards the use of more online and blended models of teaching (Griffin & Mihelic 2019; NCVER 2020). The COVID-19 pandemic has necessitated an accelerated and wide-ranging shift to online education, and research has found that many educators may not completely return to their pre-pandemic approaches (Hume & Griffin 2021). This means that VET delivery must adopt proven strategies to ensure that quality learning opportunities are available for students who are accessing their learning online. This publication offers insights for educators, organisations and institutions to consider when designing and implementing training that is fully or partially online.

The introduction of strict social distancing measures and mandated lockdowns necessitated by the coronavirus pandemic created new and unprecedented challenges for the vocational education and training (VET) sector. In response, approximately three-quarters (75.2%) of registered training organisations (RTOs) surveyed in early 2021 moved training to an online environment. The substantial shift to online training delivery was also identified through an analysis of total VET activity (TVA) data, with the number of subjects being delivered via an online-only mode increasing by almost 24% in 2020 compared with 2019. This project provides a picture of how the VET system responded in 2020 to the uncertainty and challenges -- to training delivery and assessment -- generated by the pandemic, also detailing its influence on RTOs' future training delivery plans. The findings from this research have been presented as a two-part series. In part 1 (ED615346), the incidence of online training during the first year of the pandemic is compared with the incidence pre-pandemic using administrative data, along with an investigation of training types and subject results across these periods (Hume & Griffin 2021). In this report, part 2, the authors explore the journeys of RTOs and their use of online training delivery -- from pre-pandemic through to their pandemic response and future intentions. A survey of RTOs and in-depth interviews explored the barriers and opportunities of the move to online training delivery. Case studies of five different areas of training are also presented, demonstrating the variable challenges experienced across the VET sector.

This publication presents information on how different equity groups fare in their VET journey. The featured equity groups are: (1) People with disability; (2) Aboriginal and Torres Strait Islander; (3) Non-English speaking background; (4) Low socioeconomic status; (5) Remote; and (6) Not employed. These groups have historically been disadvantaged in accessing and benefiting from education in Australia. This report focuses on their participation, achievement in and outcomes from VET. [For the 2021 report, see ED613489.]

The public health measures established to control the spread of the COVID-19 pandemic have created uncertain economic conditions in Australia, significantly impacting on the activities of businesses. As the country continues to adjust to living with the virus, it is important that the vocational education and training (VET) sector understands the skill needs of employers as they navigate the accelerating technological advances and the structural changes to the economy created by the pandemic. Using findings from the 2021 Survey of Employer Use and Views of the VET System and other complementary sources, this report examines the impact of the COVID-19 pandemic on employers and its effects on their training choices.

A priority for governments is ensuring public confidence in the quality and value of vocational education and training (VET) available to learners throughout their lives. The delivery of high-quality teaching, learning and assessment is an important element of this and is known to directly impact on outcomes for students. However, little research has examined what high-quality training delivery looks like in practice and how it might be measured. Based on consultations with registered training organisations (RTOs) from the public, private, adult and community education (ACE), and enterprise segments of the sector, this research investigated how the quality of delivery in VET is currently defined and measured. It also set out to identify the barriers to high-quality delivery, as well as approaches that might better encourage and sustain high-quality delivery into the future.