This paper is the first publication from a project focused on the quality of teaching, learning and assessment practices in the vocational education and training (VET) sector in Australia – what we understand these to be and how they might be measured. Based on a review of the literature, this paper explores current definitions of quality in VET, the factors that impact on the quality of delivery and the various measures used to make judgements about it.

Key messages:

• The VET sector is highly complex and diverse. Thus, what contributes to effective or good-quality delivery in different local contexts needs to be broadly conceived and requires the use of ‘fit for purpose’ delivery approaches.
• Defining quality and the quality of delivery is not simple and involves gathering and using a wide range of data and information − both quantitative and qualitative − throughout the student life cycle to develop a ‘true picture’ of quality.
• Quality measures for RTOs reflect the impact delivery has on their clients (students and employers). A balance needs to be struck, however, between meeting immediate needs and developing students’ longer-term skills, as well as the personal capabilities that will sustain them through their careers.
• The range of RTOs’ contextual factors, organisational foci and missions also means that a ‘one size fits all’ set of measures of delivery quality may not serve all purposes.
• Critical factors affecting the quality of delivery include the policy and regulatory milieu in which RTOs operate, the quality of training packages and their ability to translate them readily into training programs, the types of students they service, the availability of teachers and trainers, the quality of leadership and culture in RTOs, and the effectiveness of initial and continuing professional development in maintaining and building the quality of RTO workforces.