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NCVER: Do course durations matter to training quality and outcomes? (2019)

The research was conducted in two parts: a qualitative analysis through consultations with providers, regulators and industry stakeholders to investigate how course durations affect the quality of training, and a quantitative analysis of course durations and how they affect subject outcomes.

NCVER: Adding value to competency based training (2022)

This research examines the strengths and weaknesses of competency-based training 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 best teaching and learning in VET is delivered and assessed.

ACER: Revision or Re-vision: Exploring approaches to the differentiation of qualification types in the Australian Qualifications Framework (2019)

In March 2019, the Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the Knowledge, Skills and Application of Knowledge and Skills descriptors used in the Australian Qualifications Framework (AQF).

Measuring What Matters Australia’s First Wellbeing Framework (2023)

This Measuring What Matters Statement is the first iteration of Australia's national wellbeing framework. The Framework can help us to better understand what matters most to Australians — to build a healthy, secure, sustainable, cohesive and prosperous Australia for everyone. The Framework has been developed through extensive research and consultation to identify the best available indicators of Australia’s wellbeing.

Building effective RTO-employer partnerships: good practice guide (2023)

Based on case studies of RTO-employer partnerships that varied in terms of employer size, RTO type and industry, this good practice guide provides insights into effective strategies for RTOs that foster the development of quality partnerships with employers. A companion research report provides discussion and further insights related to the drivers, benefits and challenges of RTO-employer partnerships.

Apprenticeships and the digital transition: Modernising apprenticeships to meet digital skill needs (2024)

This publication draws from practice and research that explore how skill needs are changing due to the digital transition, how this impacts apprenticeship systems, how apprenticeships can support and promote the transition, and how they can benefit for from effective technology adoption and use in their delivery in the school-based and workplace components.

English Australia: Best Practice Guides (site link)

English Australia link to Best Practice Guides. English Australia regularly prepares Guides to Best Practice in ELICOS (Best Practice Guides), collating information provided by member institutions who represent the full spectrum of provider types, purposes and locations in Australia, and incorporating current TESOL research.

NCVER: Delivering high-quality VET: what matters to RTOs? (2022)

This report is the second part of a project investigating the quality of delivery in VET and how it might be better defined and measured. Based on consultation with high performing RTOs, the research finds that definitions of quality depend on an RTO’s purpose, mission, student characteristics and operating context.

Adopting Artificial Intelligence (AI) (2024)

The Productivity Commission made a submission to the Senate Select Committee on Adopting Artificial Intelligence (AI). This submission makes three key points in relation to opportunities to adopt AI in ways that will benefit economic growth, drawing from the Commission’s recent research.

VET delivery in regional, rural and remote Australia: barriers and facilitators (2023)

This research investigated how the training sector could better meet the needs of regional, rural and remote Australia. It explored how various stakeholders in the VET system understand local skills needs, and the barriers faced by RTOs when delivering training in such locations.

ACER: Survey and Focus Groups of Students Enrolled in Australian Vocational Education and Training (VET) Offshore (2018)

As part of the Australian Government’s National Strategy for International Education 2025, the Department of Education and Training commissioned the Australian Council for Educational Research (ACER) to provide an overview of the demographics and experiences of students enrolled in Australian vocational education and training (VET) offshore.

Taylor & Francis Online: Designing assessment for inclusion: an exploration of diverse students’ assessment experiences (2022)

A students-as-partners approach was taken to explore diverse students’ experiences of assessment, and their suggestions to make assessment more inclusive. A team of six staff and five student partners undertook a co-research project, facilitating workshops with 52 students from diverse backgrounds to understand their assessment experiences.

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