Best practice principles for effective delivery of vocational education and training in remote areas

The National Board of Employment, Education and Training (NBEET) (1991) states that the provision of postcompulsory education and training in and for non-metropolitan Australians remains uneven and inadequate. It is very difficult to identify the quantum of students classified as remote. However, selected statistics from [Australian Committee on Vocational Education and Training Statistics] ACVETS (1995) identify 3.5% of vocational education and training enrolments in the category of remote and 26.9% in the category of rural. This represents 39,028 and 301,239 enrolments respectively in non recreational courses in streams 2100 to 4500. The current provision of delivery and the potential for the training market in remote areas requires particular attention to the unique characteristics and requirements of students in remote areas and the remote areas themselves. The objective of this project was to document models of effective delivery of vocational education and training in remote areas and, with the support and advice of a network of remote providers, develop and disseminate Best Practice Principles for Effective Delivery of Vocational Education and Training in Remote Areas. The methodology involved a literature review, a series of convergent interviews, a survey, and case study analyses which informed the Best Practice Principles for Effective Delivery of Vocational Education and Training in Remote Areas.

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