This research explored the relationship between foundation skill learners’ characteristics and outcomes, and how foundation skills programs contribute to learners’ vocational education and training (VET) outcomes, employment and further study. It found that students enrolled in foundation skills alongside another VET program were more likely to complete their VET program.

This report describes how registered training organisations can most effectively support student success. It considers the key characteristics of effective student support; when and how support needs are addressed; and barriers to accessing and delivering student support.

An examination of vocational education and training (VET) teachers’ understanding of how people learn, and how they cater to the learning needs and preferences of their students across a range of different contexts. The research finds most VET teachers use a similar overarching strategy in their teaching and identifies three areas of focus promoting the...

This research summary explores the many faces of course completion and non-completion and identifies instances where some non-completions can be considered to be successful outcomes of VET. In a sense, this approach, which uses student enrolment data, broadens the parameters for measuring success.

The aim of this research was to identify the teaching practices and student support services that facilitate the successful online delivery of vocational education and training, including in blended delivery.