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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.

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.]

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.]

'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.

This project is focused on the second element noted by the Australian Industry Skills Committee (AISC) to streamline the national vocational education and training (VET) system so that it can better respond to the needs of industry -- faster development of qualifications. It looks at the vocational qualification development processes in different countries to see how they compare with Australia in terms of timeframe, the stakeholders or bodies involved, and qualification design. The information contained in the case studies is based on desktop-based research examining the qualification development process in several countries including: Canada, Finland, New Zealand, Singapore, South Africa, the United Kingdom, and the United States. The level of publicly available detail on processes varies for each country. The desktop-based research has been supplemented by contacting individuals within relevant agencies overseas but, overall, this approach had limited success. The key findings from this research are presented in this report, followed by a discussion of the similarities and differences between the development process in Australia and the comparison countries. Detailed information on each country is then presented thereafter. This document was produced by the authors based on their research for the report "Vocational Qualification Development: Lessons from Overseas" (ED612841) and is an added resource for further information.

Streamlining the vocational qualification development process in Australia is a current priority of the skills ministers of both the Australian Government and state and territory governments. This research summary explores the development processes associated with vocational qualifications in selected countries and compares them with the current process in Australia, with the aim of identifying any areas where efficiencies can be made. The international processes examined apply to Canada, Finland, New Zealand, Singapore, South Africa, the United Kingdom and the United States. Detailed information for each of these countries can be found in the support document: "International Models to Streamline VET Qualifications: Case Studies. Support Document" (ED612861).

Recent vocational education and training (VET) reforms in many countries have focused on reducing the number of VET qualifications available and restructuring qualifications so that they better meet the needs of working life. This literature review provides examples of how VET qualifications have been rationalised in various countries and briefly explores the impact on qualification development. [For the research summary "Rationalising VET Qualifications: Selected International Approaches," see ED608323.]

Reducing the number of vocational qualifications available is a current or recent priority area of many VET [vocational education and training] systems internationally, but what is the best way to achieve this and is there anything that needs to be considered? Focusing on cases studies on New Zealand, England, Finland and the Netherlands, this research summary explores approaches taken to rationalise VET qualifications, such as occupational clustering, and how they might be applied in the Australian context. [For the supporting document "International Models to Rationalise VET Qualifications, Including Occupational Clusters: Case Studies -- Support Document," see ED608326.]

A companion to "Traditional Trade Apprenticeships: Training Activity, Employer Incentives and International Practice," this report collates qualitative material from in-depth interviews and focus groups with employers, trainers, apprentices and relevant government officials describing what is effective, what is not, and what needs improvement in apprenticeship training. The research finds that the current combination of off- and on-the-job training is, on the whole, working effectively and should continue to play a key role in apprenticeship training for the traditional trades. Both forms of training are required if apprentices are to develop the technical skills, underpinning knowledge, attributes and behaviours required for their trades. Nevertheless, research identified a number of challenges in ensuring that this combination continues to operate well. Recommendations for improvement were offered, of which many were similar or the same, while other issues were less common, although all aimed at ensuring that the system works effectively and efficiently for all involved. [For "Traditional Trade Apprenticeships: Training Activity, Employer Incentives and International Practice. Research Report," see ED604022. Funding provided through the Australian Government Department of Education, Skills and Employment.]

In a competitive workforce it is not just having the right qualification or technical skills that will land an individual a job; it could very well be their interpersonal skills. How someone communicates is often the first impression an employer has of a possible worker. Yet, it is precisely communication skills that employers feel applicants are most lacking (Department of Education, Employment and Workplace Relations 2011). This "At a Glance" looks at developments in employability skills since 2002. It finds that most research has focused around teaching, assessing and reporting on employability skills, where consistency remains a key challenge. There also continues to be a lack of understanding of employability skills among some teachers. Until these issues are addressed, the sector could fall short in providing learners with the skills they need to succeed in their vocations. (Contains 7 boxes and 1 footnote.)