Examining responses to past economic downturns and recessions, both in Australia and internationally, this paper discusses the role of vocational education and training (VET) in mitigating the effects of economic downturns on young people and helping them move into employment.
This report is intended to be a thought starter for encouraging bigger change around skills in Australia. It aims to stimulate discussion around a number of key considerations intended to contribute to further debate and action on this critical economic driver.
Industry representation and governance in the vocational education and training (VET) sector have undergone several transformations in the past and continue to do so in the present. This literature summary brings together findings using primarily international country comparisons on industry's role in VET over the...
This review report reinforces that in order to maximise a skills-led economic recovery, the skills sector must continue to innovate, to meet the changing needs of students and industry in creative, collaborative ways.
This report sets out the Productivity Commission's Review of the National Agreement for Skills and Workforce Development (NASWD). Its key messages are that the NAWSD should be replaced with a new principles based agreement, and there is manifest capacity for governments to get a better...
This research investigates the contribution community education providers make to foundation skills training in regional Australia, the models of delivery which seemed to work best, and whether the undertaking of foundation skills training helps build social and human capital of the individual and broader community.
Intended as a conversation starter, the Academy of the Social Sciences in Australia Academy has prepared this discussion paper to capture the views, ideas and concerns of social science researchers, teachers, students, professionals, policymakers and employers across Australia.
This report summarises the main findings of the 2019 audits of the 27 public tertiary education institutions (TEIs). These consist of eight universities, three wānanga, and 16 institutes of technology and polytechnics.
This regulatory strategy has been developed in the context of the COVID-19 pandemic. ASQA has taken account of the pressures the pandemic has placed on the vocational education and training sector, including the financial impact on providers.