Learner representation and advocacy in VET: final report

This study was commissioned by the National VET Advisory Council (NVEAC) and undertaken by the Australian Workplace Innovation and Social Research Centre (WISeR) at the University of Adelaide. It examines effective models of learner representation and advocacy in vocational education and training (VET) that shape and support the inclusion of the learner voice. The key focus of this study is on whether and how learner representation and advocacy have been implemented in the VET sector, and the degree to which these account for disadvantaged learners. Recognising that the higher education...  [+] Show more

This study was commissioned by the National VET Advisory Council (NVEAC) and undertaken by the Australian Workplace Innovation and Social Research Centre (WISeR) at the University of Adelaide. It examines effective models of learner representation and advocacy in vocational education and training (VET) that shape and support the inclusion of the learner voice. The key focus of this study is on whether and how learner representation and advocacy have been implemented in the VET sector, and the degree to which these account for disadvantaged learners.

Recognising that the higher education sector has had a stronger tradition of student involvement over the years, this research examines whether higher education models have potential to translate across, or to inform suitable models in the VET sector. A setting that is particularly informative in this respect is dual or tertiary providers that combine higher education and VET programs within a single institution. At the same time, there is a clear necessity to understand more fully what is happening in relation to learner representation and advocacy among VET-only providers, and to understand this in the context of the national VET reforms, jurisdictional policy, and other legislative and regulatory frameworks. The methodology for the study involved a review of key documents, policies and literature that provide context and background, and targeted consultations with jurisdictions, providers, and practitioners. The study identifies and documents eight models demonstrating effective approaches to representation and/or advocacy support to VET learners. Based on an examination of the models, this study also isolates the successful features, or enabling principles which would support the broader application or design of learner representative and advocacy models in VET institutes.

Excerpts from publication.