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.
- The definition of high-quality VET delivery differs among RTO types, depending on their purposes, missions and goals, their student types, the courses and qualifications they offer, and the context in which they operate.
- The size and type of an RTO influences the ability to define and measure the quality of VET provision.
- RTOs use a wide range of information and data to evaluate quality, including a mix of quantitative data, qualitative data, and information gained through informal ways.
- High-quality delivery depends on many factors, some of which are beyond the control of RTOs. The barriers identified by participating RTOs include a compliance view of quality, funding, the quality of training packages and difficulties in recruiting, developing and retaining teachers and trainers.