This research examines ways to enhance the quality of teaching in the vocational education and training (VET) sector in Australia. It investigates the form and content of existing teacher capability frameworks and professional standards, with the aim of identifying common features of good teaching, then analyses feedback from stakeholders on practical, systematic approaches to improving teaching quality.

Consultations were held with industry leaders, peak bodies, registered training organisations (RTOs), representatives from the Australian Education Union, and regulators to obtain their views on the desirability of implementing such frameworks. Other issues explored with stakeholders relate to the registration and accreditation of VET teachers, teacher entry-level requirements, ways of attracting industry practitioners into teaching roles and the development of a capable VET workforce.

The report finds that there are key barriers to attracting and maintaining a capable VET workforce, such as the professional status of VET teachers and difficulties attracting industry professionals into teaching roles. Respondents also report difficulties in recruiting teachers with industry expertise, particularly in areas of skills shortage, among equity groups such as Indigenous Australians, and in regional and remote areas. Addressing these issues and ensuring adequate funding and coordinated systems for ongoing professional development are critical for developing and improving the quality of VET teaching.

Publisher's note: this report was previously published in two parts. It was then reviewed to integrate the findings from the following three separate pieces of work: Overview of the study, Summary of stakeholder contributions and Outcomes of the literature review. This integration has made it easier for the reader to identify the implications of the three pieces of work.

Editor's note

This version is an update to a report originally released by NCVER in September 2020.

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