Education and training
We’re working for a just and inclusive education system that supports students to continue and complete their education and realise their potential.
Students in Australia perform reasonably well by international standards, however Indigenous students, those living in remote locations and students from the lowest socioeconomic backgrounds are well below the OECD average.
Many are at serious risk of disengaging from school and dropping out of education altogether.
This has lifelong consequences.
BSL supports the development of approaches that enable students of all ages experiencing disadvantage to successfully engage in education.
For example, we build participation in early childhood education by equipping parents in their capacity as first teachers and strengthening the home learning environment.
We support transitions to and through school by preventing and addressing disengagement. Additionally, BSL informs the development of high support flexible learning options and cutting-edge teaching techniques for highly vulnerable young people.
RPC’s recent work in this area includes:
- research into flexible learning options across Australia
- exploring community attitudes to education in regional Victoria
- research into middle years re-engagement
- evaluating BSL programs such as the for over 120 young people seeking to overcome disrupted education, and
The majority of young people do not attend university. They rely on vocational education and training (VET) to equip them with the skills and qualifications demanded by our contemporary and future labour market.
However, Australia’s publicly funded VET system faces key challenges. Aggressive marketisation has led to waste, reduced quality and undermined trust. Outcomes for equity groups have gone backwards.
The VET system is not developing the skilled workforce our nation needs, and there is a mismatch of employment opportunities and jobseekers.
BSL’s work informs significant ongoing VET reforms – nationally and in Victoria. Our research focuses on improving outcomes for learners and communities experiencing disadvantage while advocating for a quality vocational education system that is underpinned by public provision.
We explore the complementary roles of Adult Community Education and the community sector and provide evidence for changing the qualifications, curriculum and teaching approaches within the system.
Our research aims not only to better engage learners, but also to build capabilities and strengthen social and economic participation.
RPC’s work in this area includes:
- membership of key government advisory forums
- development of submissions and policy proposals
- research for the National Centre for Vocational Education Research into engagement issues for 15–19 year-olds involved in vocational training
- research into vocationally oriented flexible learning options across Australia
- evaluations of BSL programs such as the delivering the Victorian Certificate of Applied Learning to over 120 young people seeking to overcome disrupted education
• Establish a network of TAFE-based vocational exploration and guidance hubs to assist young people and displaced workers navigate changing labour market opportunities.
• Foster a strong public vocational education system, which is distinct from and complementary to the competitive training market. This would be underpinned by a network of gateway institutions (TAFEs) to rebuild trust and quality, and drive regional social and economic development.
• Establish system-wide measures and targets to lift outcomes for people and communities experiencing disadvantage in school, further and higher education settings. Monitor and report on performance against these targets. Reform funding to enable enhanced supports for learners experiencing disadvantage.
• Remodel training around vocational streams, rather than narrow competencies, to prepare people for the jobs of the future and support progression in the labour market.
Recent team presentations:
Authors: Shelley Mallett and Diane Brown
Date: July 2019
Location: University of Melbourne, Melbourne
Authors: George Myconos and Stephanie Yung
Date: July 2016
Location: National Vocational Education and Training Research ‘No Frills’ Conference, Central Queensland University, Rockhampton
Authors: George Myconos
Date: September 2015
Location: Australian Social Policy Conference, Sydney
Authors: George Myconos
Date: July 2012
Locations: National Vocational Education and Training Research ‘No Frills’ Conference, Adelaide
Read the national evaluation of the Home Interaction Program for Parents and Youngsters (HIPPY).
This research examined the role of private registered training organisations in delivering training to young people who have left school early.
Australia faces a pressing need for quality flexible learning programs to cater for the increasing number of young people who are disengaging from schooling at an early age.
A project giving young people the freedom to take photographs that represent their experiences of education or employment