Overview

• To be compliant, registered training organisations in Australia must adhere to the Standards for RTOs 2015. Clause 1.16 states that:
  • 'The RTO ensures that all trainers and assessors undertake professional development in the fields of the knowledge and practice of vocational training, learning and assessment including competency-based training and assessment. Professional development means activities that develop and/or maintain an individual’s skills, knowledge, expertise and other characteristics as a trainer or assessor. This includes both formal and informal activities that encompass vocational competencies, currency of industry skills and knowledge and practice of vocational training, learning and assessment, including competency based training and assessment.
  • Examples of professional development activities include: (a) participation in courses, workshops, seminars, conferences, or formal learning programs; (b) participation in mentoring, professional associations or other learning networks; (c)  personal development through individual research or reading of publications or other relevant information; (d) participation in moderation or validation activities; and (e) participation in industry release schemes'. [From Glossary]
• Further information can be found in the Users’ Guide to the Standards for RTOs 2015, chapter 4 - Training and assessment / Clauses 1.13 to 1.16, published by ASQA.

Free resources

Research

• Continuing professional development for a diverse VET practitioner workforce [2017]
  (Source: NCVER)
  This occasional paper provides a stocktake of recent developments in continuing professional development for VET practitioners. It explores issues such as industry currency, the debate around a professional association for VET and the Certificate IV in Training and Assessment as the minimum qualification for VET practitioners. Through synthesising the literature, the paper highlights enduring issues for continuing professional development in VET, such as the need to address both pedagogical knowledge and industry skills, and the necessity for individuals to actively engage and willingly participate in professional development in order for changes in practice to occur.
• Practitioner experiences and expectations with the Certificate IV in Training and Assessment (TAA40104)
  (Source: NCVER)
  • a discussion of the issues [2009]
  • report [2010]
• Professional development in the vocational education and training workforce [2010]
  (Source: NCVER)
  This paper explores a range of issues related to the development of the VET workforce. It examines key issues underpinning professional development structures and proposes a set of features integral to a comprehensive workforce development strategy. In particular it looks at the suitability of the Certificate IV in Training and Assessment, pathways to other educational qualifications, the feasibility of introducing a registration system for teachers and trainers, and potential changes to regulatory arrangements to help improve the take-up of professional development at provider level.

Focus on practice

• Atlas of emerging trends in new qualifications and competencies in TVET [BILT Atlas] [international]
  (Source: UNESCO-UNEVOC)
  This resource will help TVET stakeholders reflect upon, and share knowledge about, the challenges and opportunities facing TVET systems. The Atlas works within the BILT framework of three Is: identification, integration and implementation of new qualifications and competencies in TVET. It has a special focus on the twin transition of greening and digitalization affecting the future of work and society.
• iLearn eCollege pre-recorded webinars
  Specialising in the TAE40116 Certificate IV in Training and Assessment, iLearn eCollege is a Registered Training Organisation delivering nationally recognised training courses to students across Australia. These pre-recorded webinars cover topics such as developing quality assessment tools, RPL and conducting valid assessment, addressing adult LLN skills, and preparing and delivering group based training.
• Professional development framework for vocational skills of VET practitioners: a guide on how to maintain and enhance the vocational skills of VET [2009]
  (Source: Western Australian Department of Education and Training)
• Signposts: a professional development resource for new tertiary teachers [NZ, 2010]
  The main purpose of this guide is to support new tertiary teachers at the start of their new role. The guide is sectioned into a series of one-page 'signposts' explaining key ideas of teaching and learning in simple, straightforward ways.
• Teaching and Learning Circles: developing reflective practice and enhancing teaching culture [report/resource pack, New Zealand, 2020]
  Teaching and Learning Circles (TLCs) are a facilitated peer observation of teaching and a professional development opportunity for tertiary teachers. The project offers evidence of the impact of TLCs on collegiality, confidence and competence among tertiary educators. Outputs include a research report and a resource pack.
• VET Practitioner Capability Framework and implementation guide [2013]
  (Source: Innovation and Business Skills Australia)
  The 2011 Productivity Commission report Vocational Education and Training Workforce, Innovation and Business Skills Australia's (IBSA's) own Environmental Scan, and internal work in relation to the TAE10 Training Package, led IBSA to develop a Capability Framework for VET practitioners. The implementation guide is designed to assist the professional development decisions of VET practitioners by enabling them to self assess their strengths and development needs against the VET Capability Framework, using the tools developed by IBSA for this purpose.
• Victorian TAFE Network Registry
  This network registry provides a topic based list of professional contacts to enable the TAFE sector to communicate with colleagues interested in similar issues. It allows teachers, practitioners and coordinators to build their professional capability through exploring ideas, innovation, solutions and initiatives in a collegiate environment.

For purchase

These are examples only of commercial producers of professional development resources. Inclusion on this list does not signify endorsement by NCVER.

• IBSA Academy
  An online centre dedicated to providing professional development courses to RTO staff and VET Practitioners. Each course is 60 minutes long and you can stop at any point and pick up from the same point later. Courses meet ASQA standards and on completion a personalised certificate is issues as proof of achievement.
• MRWED VET in Action Webinar Series
  (Source: MRWED Training and Assessment)
  This website provides access to a series of fee-based webinars that focus that aim to assist VET practitioners develop their professional skills and knowledge. The sessions relate to specific clauses of the Standards for RTOs 2015 and include tips, tools, strategies and templates that practitioners can implement in their workplace.
  Topics include:
  • Unpacking Training Packages
  • Training games that support learning transfer
  • Embedding Pedagogy into practice
  • Designing quality assessment strategies
• RTO Advice Group
  RTO Advice Group was established 10 years ago and has been providing high-quality consulting services and RTO resources (Eduworks Resources) to our clients ever since. RTO Advice Group offers a range of professional development webinars, and our professional development portal VETevolve which is professional development modules that can be completed anytime anywhere.
  • VETevolve
  • Eduworks Resources
• Velg Training
  • Webinars
    • Meeting your Updated Trainer/Assessor Requirements Against Clauses 1.13 - 1.24
      Recorded on 18/07/2018, in this webinar John Dwyer unpacked the current trainer/assessor requirements.
    • Providing Evidence of TAE Currency Full Webinar Suite
      This 10 part series webinar suite is designed to guide trainers and assessors through the process of gathering evidence towards currency against the units of competency from TAE40116 Certificate IV in Training and Assessment.
    • Trainer and Assessor Requirements: The glitter and the gold
      Recorded on 24/10/2018 as part of National VET PD Week, this webinar clarified trainer and assessor requirements for professional development and currency.
  • Resources
    • Velg Training RTO Induction Program for Trainers and Assessors
      This product contains induction resources to assist RTOs with ensuring trainers and assessors are kept up-to-date on VET sector information, their roles and responsibilities and the rights of their students, as well as administration procedures within the RTO.
    • Velg Training Trainer and Assessor Profile templates
      These staff profiles provide a method of capturing information to demonstrate how trainers/assessors meet the requirements of SRTO 1.13 - 1.16 and SRTO 1.21-1.25. There are two products, one for staff delivering vocational qualifications and a second for those delivering TAE products.
    • Velg Training Trainer and Assessor Requirements at a Glance
      An overview at a glance of the required trainer and assessor credentials.
    • Velg Training Trainer Code of Conduct
      This product is a simple to use form that trainers sign to agree to your RTO's Trainer Code of Conduct.
    • Velg Training Trainer/Assessor Vocational Competence Equivalence Suite
      This product contains vocational competency resources to assist RTOs trainers/assessors in meeting their requirements in demonstrating vocational competencies at least to the level being delivered and assessed.

• Vocational Competency and Equivalence Mapping Tool Template
  (Source: Training Tools)
  It is a compliance requirement that trainers and assessors have vocational competencies at least to the level being delivered and assessed, and this mapping tool template gives a perfect framework to document relevant knowledge, skills and experience.

Overview

• The Users’ Guide to the Standards for RTOs 2015, Chapter 4 - Training and assessment, Clauses 1.5 and 1.6 - Engage with industry states that:
  • Clause 1.5 The RTO's training and assessment practices are relevant to the needs of industry and informed by industry engagement.
  • Clause 1.6 The RTO implements a range of strategies for industry engagement and systematically uses the outcome of that industry engagement to ensure the industry relevance of: (a) its training and assessment strategies, practices and resources; and (b) the current industry skills of its trainers and assessors.
• More information:
  • How can I demonstrate that I have maintained the currency of my industry skills and my trainer/ assessor competencies?
  • What evidence could I provide to show trainers and assessors have current industry skills? (Clauses 1.13 - 1.16)

Free resources

Research

• Addressing the challenge of scholarship and industry currency in vocational education: a pilot [article, 2018)
  (Source: International Journal of Training Research)
  This paper explores a pilot project in which three VET teachers in an Australian dual-sector university trialled a scholarship framework by undertaking a small ethnographic inquiry into current practices in their respective industries.
• Industry currency and professional obsolescence: what can industry tell us? [2013]
  (Source: NCVER)
  This report explores the issues of industry currency and professional obsolescence from the viewpoints of those working in the trades and the professions, with the aim to examine their suitability for VET.
• Keeping it real: industry currency of trainers in Queensland [2010]
  (Source: Queensland Department of Education and Training)
  This paper seeks to raise awareness of issues relating to industry currency and to clarify what is required for trainers to demonstrate and maintain industry currency.
• Maintaining industry and pedagogical currency in VET: practitioners' voices [article, 2019]
  (Source: International Journal of Training Research)
  This research focused on one large VET institutional site at which 26 VET teachers were interviewed on their perceptions of continuing professional development (CPD) and the processes and practices that were deployed to maintain their industry and pedagogical expertise.

Focus on practice

• Industry Engaged professional currency courses
  (Source: Engaging Education)
  Industry Engaged worked with professionals and business owners in industry to create resources that aim to connect trainers with industry to comply with essential professional currency, and to enrich training and assessment with performance skills, competencies and knowledge in context. These resources comprise: (1) case studies relating to particular industry training package units of currency, with follow up recorded discussions with a professional to provide the industry perspective on the case study tasks; and (2) insights interviews with industry experts and professionals that focus on the industry knowledge and application of underpinning concepts and theory; each interview recording includes the full transcript. Free examples of course materials from 2020 are available in VOCEDplus. As COVID restrictions eased and access to workplaces opened up again Industry Engaged drew to a close.
  Industries covered include: Information, Digital Media and Technology; Business and Work Skills; Hospitality and Tourism; Care and Community; Sport and Recreation; Community Services and Volunteering.

For purchase

This is an example only of a commercially available product. Inclusion on this list does not signify endorsement by NCVER.

• How to demonstrate trainers' industry currency [online webinar]
  (Source: Insources)

Free resources

Focus on practice

• ACEVic Adult Literacy and Numeracy Practitioner Program
  This online professional development program has been designed for practitioners delivering adult literacy and numeracy pre-accredited programs in Victoria. It aims to improve practitioners knowledge and skills in adult literacy and numeracy practice.
• College of Science, Engineering and Health (SEH) Instructional Site for Teaching and Educational Resources (SISTER)
  (Source: RMIT University)
  Curates and creates articles to guide learning and teaching in the 21st century.
• Professional development for RTO staff in Victoria
  (Source: State Government of Victoria)
  This website contains details of the following professional development opportunities:
• VET Development Centre (VDC)
• Training Virtual Campus
• International Specialist Skills Institute (ISS)
• Scholarships
  • Fulbright Professional Scholarship in Vocational Education and Training
    Established in 2005 and funded by the  Department of Education and Training, the scholarship involves the undertaking of an educational program concerning current VET policy or practice, the outcomes of which must inform and benefit the wider VET sector in Australia.
  • International Specialised Skills Institute Fellowships
    The fellowships offer the chance to travel overseas and undertake applied international research, often used in education, training and across industries with the intention of generating actionable knowledge, finding solutions or developing innovative practice.
    • VET International Practitioner Fellowships
      These Fellowships are available to VET practitioners who are employed within Victorian Government contracted Registered Training Organisations (RTOs), including TAFEs, private RTOs and Adult, Community and Further Education (ACFE) Board registered Learn Local Providers.
  • NSW Premier's Teacher Scholarships [NSW only]
    Open to teachers in NSW government and non-government schools, TAFE NSW campuses and early childhood centres.
• TAC 2020 Education Program Calendar
  The Training and Accreditation Council WA (TAC) is Western Australia's registering and course accrediting body. It is responsible for the quality assurance and recognition of VET services in WA. TAC delivers an education program throughout the year. Support material and professional development opportunities are primarily aimed at trainers, assessors, compliance and quality assurance staff and include: User's Guide to the Standards; Fact Sheets; Frequently Asked Questions;  Professional development opportunities; ​Professional development recordings and resources; Issuance of Certificate of Attendance
• The LH Martin Institute
  Offers a variety of courses both award and non-award, focusing on leadership and governance for the tertiary sector.
  • access items in VOCEDplus
• VET PD Group
  This community of practice provides curated content as a free service to the VET sector and VET practitioners. It offers:
  • upcoming PD within the VET sector
  • free PD events

For purchase

These are examples only of commercial producers of professional development resources. Inclusion on this list does not signify endorsement by NCVER.

• Formal university qualifications for adult literacy and numeracy
  (Source: Australian Council for Adult Literacy)
  ACAL has compiled this information about opportunities for professional development in the field of adult literacy and numeracy. These specialist teaching qualifications are available at Charles Sturt University and University of Technology Sydney:
  • Charles Sturt Adult LLN courses
  • The Adult Literacy and Numeracy stream of the Graduate Diploma in TESOL and Applied Linguistics at University of Technology Sydney
• IBSA Academy
  An online centre dedicated to providing professional development courses to RTO staff and VET Practitioners. Each course is 60 minutes long and you can stop at any point and pick up from the same point later. Courses meet ASQA standards and on completion a personalised certificate is issues as proof of achievement.
• Key conferences
  • Australasian Vocational Education and Training Research Association (AVETRA)
    • 2019 Conference 'No future for old VET': researching for the training system/s of tomorrow'
    • access items in VOCEDplus
  • Australian Council for Adult Literacy (ACAL)
    • 2019 Conference 'Critical re-imagining: adult literacy and numeracy practices for sustainable development'
    • access items in VOCEDplus
  • Australian Council of Deans of Education Vocational Education Group (ACDEVEG)
    • 2019 Conference 'Diverse pedagogies for diverse VET contexts'
  • Community Colleges Australia 2019 Annual Conference
  • Independent Tertiary Education Conference (ITEC19)
  • National Vocational Education and Training Research Conference ('No Frills')
    • 2019 Conference 'The student journey: skilling for life'
    • access items in VOCEDplus
  • TAFE Directors Australia 2019 Convention
  • VDC 2019 Teaching and Learning Conference 
    • 2019 presentations
    • 2020 conference information
  • Velg National VET Conference
• MRWED VET in Action Webinar Series
  (Source: MRWED Training and Assessment)
  This website provides access to a series of fee-based webinars that focus that aim to assist VET practitioners develop their professional skills and knowledge. The sessions relate to specific clauses of the Standards for RTOs 2015 and include tips, tools, strategies and templates that practitioners can implement in their workplace.
  Topics include:
  • Unpacking Training Packages
  • Training games that support learning transfer
  • Embedding Pedagogy into practice
  • Designing quality assessment strategies
• Skills Education resources [for purchase]
  • Education Matters Learning and Resources Hub
    This resource houses a collection of curated and created content, offers asynchronous and synchronous learning opportunities, including a community of practice forum. The hub covers VET topics as well as broader issues that apply in VET such as:
    • Learning science (learning theory and teaching principles)
    • Learning design
    • Learning facilitation
    • Foundation / core skills
    • Teaching with technology
• Learning principles and theory
• Skills Education webinars
  • Digital/Online Facilitation
  • Training Delivery and Facilitation Skills

Free resources

• Approaches to sustaining and building management and leadership capacity in VET providers [2007]
• Evaluating the effectiveness of professional development [2019]
• Exploring professional development practices for vocational education and training practitioners [2009]
• Getting connected: professional development of contract and casual staff providing flexible learning [2003]
  • Volume one
  • Volume two
• How can VET teacher education and development be improved? [2018]
• Improving the quality, capability and status of the VET teacher workforce [2016]
• International journal of training research - special issue: VET teaching and teacher education
  • What do we learn from 40 years of history? Issues in VET teacher education from Kangan to today / Roger Harris
  • What makes a good VET teacher? Views of Australian VET teachers and students / Erica Smith and Keiko Yasukawa
  • Context and capabilities: tensions between managers’ and teachers’ views of advanced skills in VET / Teressa Schmidt
  • VET practitioner’s perceptions of VET higher-education qualifications / Petrea Redmond
  • The tradies’ entrance into teaching: the challenges in designing teacher education for vocational education and training in schools / Mike Brown
  • Design principles for applied learning: bringing theory and practice together in an online VET teacher-education degree / Jillian J. Downing
• International journal of training research: special issue on ‘site-based learning for VET teachers’ [journal issue, 2020]
  Based on research from Australia, Sweden and England, the articles address teacher learning in the workplace, including pre-service teachers doing their practicums, beginning or novice teachers, and experienced teachers. Overall, there is recognition of how VET teaching may take form and be developed during initial VET teacher education, during the practice of teaching, and as continuing professional development.
  • In-service teachers’ practice of learning to teach, the theory of practice architectures and further education-based teacher education classes in England / David Powell
  • Vocational teacher students’ critical reflections in site-based education / Ingrid Berglund, Susanne Gustavsson and Ingela Andersson
  • What novice vocational education and training teachers learn in the teaching workplace / Susanne Francisco
  • VET teachers’ learning in feminised vocations: a comparative study of Swedish floristry and hairdressing teachers / Camilla Gafvels
  • Continuously developing and learning while teaching second language students: four storied narratives of accomplished VET teachers / Ingrid Henning Loeb
  • Afterword: a fresh look at workplace learning for VET teachers / Erica Smith.
• Ready, willing and capable: teaching capabilities for the Queensland vocational education and training (VET) sector [2006]
• Supporting vocational education and training providers in building capability for the future: research overview [2007]
• Sustaining the skill base of technical and further education institutes: TAFE managers' perspectives [2005]
• The changing role of staff development for teachers and trainers in vocational education and training [2001]
• The New Deal: workforce development for service industries VET practitioners [2009]
• The next step of PD in vocational training and assessment [2017]
• Towards a more systematic approach to continuing professional development in vocational education and training [2018]
• VET teaching and learning: the future now 2006-2010: the roles, knowledge and skill requirements of the VET practitioner [2006]

Access more items in VOCEDplus:

• Professional development and vocational trainers/teachers

International

• From guiding apprentices to teaching students: fundamental challenges in the identity transition from occupational practitioner to vocational educator [article, Europe, 2020]
  This article reports a study on the preparation of Norwegian trainee teachers in vocational teacher education. It examines how they talk about the transition from occupational practitioner to vocational educator and identifies important challenges faced by trainee teachers regarding the transition from guiding apprentices to teaching students.
• Guiding principles on professional development of trainers in vocational education and training [Europe, 2014]
• Professional development for VET teachers and trainers [Europe, 2016]
• Professional learning of instructors in vocational and professional education [Canada, 2018]
• Teacher professional development around the world: the gap between evidence and practice [international, 2018]

Access more items in VOCEDplus:

• Professional development and vocational trainers/teachers

Australian Association for Research in Education (AARE)

AARE is a national professional association of educational researchers in Australia. Established in 1970, the association provides support for successive generations of educational researchers from Australian universities; local, state and federal governments; early childhood education contexts; schools, colleges, vocational and training organisations; as well as private research agencies. Its objectives centre on advancing scholarly inquiry into education, enhancing quality in educational research, and seeking to promote and advocate for the positive impact of educational research on policy and practice in education and associated areas of society.

AARE publications in VOCEDplus

Australian Vocational Education and Training Professionals Association (AVETPA)

The Australian Vocational Education and Training Professionals Association (AVETPA) has been established to enhance the professional standing of vocational education and training (VET) practitioners within the community and to build professional development and educational pathways for members. 

The key objectives of AVETPA are to provide firstly the recognition of a VET practitioner's training credentials via membership grading (Member, Associate Fellow & Fellow), secondly to provide an avenue for the recognition of ongoing professional development and activities via membership upgrade and/or the CPT (Certified Practising Trainer) program and thirdly to enable practitioners within VET to have a voice in the complicated network associated with this critical educational sector.

Australasian Vocational Education and Training Research Association (AVETRA)

The Australasian VET Research Association (AVETRA) is a long standing, independent association made up of academics, researchers and VET practitioners. Its aim is to promote, encourage and disseminate research into vocational education and training. To help achieve this it, for example, publishes 'A News', 'Research Today' and the scholarly 'International Journal of Training Research'. It runs conferences and forums as well as an annual conference, sometimes under the 'OctoberVET' banner. The forums recently have focused on both practitioner research and recent developments in VET. AVETRA's events are open to both members and non-members and are competitively priced to enable participation for those who cannot secure employer or other external sponsorship. Members also receive a substantial discount.

AVETRA publications in VOCEDplus
 

Independent Tertiary Education Council Australia (ITECA)

ITECA is an association for private education and training providers and practitioners. ITECA provide professional services to its members to help build their capability to deliver and support best practice tertiary education and training. ITECA provides professional development webinars for members on areas such as assessment, e-learning, online and blended learning, and training techniques.

ACPET / ITECA publications in VOCEDplus
 

VET Development Centre (VDC)

The VET Development Centre (VDC) provides professional learning for the Australian VET workforce, with a particular focus on VET practitioners and educators. VDC is not a membership based organisation, nor an advocacy body, so no membership fees apply. A real strength of the VDC is the diversity of attendance at its professional learning programs, with TAFE, private provider, learn local providers and VET in Schools teachers all participating together in professional learning.

As a non-profit organisation supported by the Victorian Government, VDC is able to provide a diverse range of best practice professional learning activities at reduced rates. In addition, the VDC is funded by the Victorian Government to provide free training to all Skills First contracted training providers. Evaluation surveys for all programs offered consistently average satisfaction ratings in excess of 90 per cent for VDC workshops and webinars, as well exceptional attendance rates.

The VDC Professional Learning Program offers an extensive range of CPD opportunities for the Australian VET workforce under five topic areas through one hour webinars, half and full day workshops as well as a range of special events. The latest training offerings on assessment essentials, leadership and management, mapping and validation, quality compliance and auditing, and teaching and learning strategies can be found on the VDC website under Professional Development.

VDC is currently delivering a record number of free training programs for Skills First Providers on behalf of the Victorian Department of Education and Training. Visit the VDC website page, Funded Opportunities, to see details of the programs.

VDC publications in VOCEDplus
 

Velg Training

Velg Training is a member serving organisation and provider of vocational education and training (VET) professional development and consulting services. Velg Training's professional development events and products have been purposefully shaped to educate, inspire and empower you! Velg Training continues to provide quality, flexible and innovative online events that drive strategic thinking, develop relevant and insightful skills, and focus on future-proofing your knowledge.
Velg Training wants to ensure you can access PD that suits you!

• Wednesday Webinar events
• National VET PD Week
• Focus Week Webinars
• Speed Training
• Exclusive webinar series
• Velg2Go online courses

Online not your style? Velg Training continues to host:

• The National VET Conference
• The VET CEO Conference
• A suite of PD Your Way offerings!

Did you know that Velg Training offers a huge range of free PD?!  In order to continue to educate, inspire and empower the VET sector, Velg Training is committed to delivering complimentary PD to its Members and Followers.

As a Follower, keep your eye out for free Webinars, the bi-annual Staying Connected in VET eZine, and the weekly Follower Bulletin.

As a Member, you gain exclusive access to:

• An extensive library of supportive resources, templates, samples and links
• Complimentary Members Lunch Box Webinar Series (10 per year)
• Weekly curated Member eNews
• Access to 65+ VelgCasts

VELG publications in VOCEDplus

VET Practitioner Research Network (VPRN)

The VET Practitioner Research Network (VPRN) is a national, online network of VET practitioners interested in doing, supporting or using research to enhance their knowledge and practice.

Through the online portal members can:

• Connect with other members, experienced and new to VET practitioner research
• Link through to opportunities, agencies and organisations hosting, funding and disseminating VET research
• Search the VET practitioner research repositories
• Showcase and disseminate VET practitioner research papers and articles
• Link to national and international research networks

The VPRN is committed to building a research culture in VET. It is supported by Victorian TAFE Association, VET Development Centre, NCVER, TAFE Directors Australia, AVETRA, ACEVic, ISS Institute, ACPET Victoria, several universities and other passionate stakeholders.

Membership of VPRN is free.

Victorian TAFE Association

The Victorian TAFE Association (VTA) is the peak body for Victorian TAFE institutes and dual sector universities. The Association represents the sector in dealings with government, industry and community stakeholders; harnesses and develops the collective capacity of the network; and facilitates collaboration between members.

VTA is an active supporter of the use of research to inform VET practice and our understanding of VET. The Association commissions research, publishes case studies from across the sector, hosts an applied research webinar series and provides resources and supports for VET practitioner researchers.

Visit the VTA website and click on the 'research' tab.

VTA publications in VOCEDplus