Workforce profile


Free resources

  • Profiling institutional diversity across the Australian VET sector [2016]
    (Source: LH Martin Institute)
    The aim of this research is to enhance the critical understanding of Australian VET providers, with a view to prompting an evidence based discussion to inform national and institutional policy making and strategy. The results show that the 35 providers fall into one of five major groupings, and that these types are represented across the States and Territories, with clear differences in the sample between public and private providers.
  • Survey of the current VET workforce
    (Source: NCVER work in progress)
    The aim of this project is to obtain a more precise number of trainers and assessors currently within the VET workforce.
  • Vocational education and training workforce [2011]
    (Source: Productivity Commission)
    This report considers the demand for and supply of VET workers, workforce composition and workforce planning, among other factors of significance. It also considers the context in which the VET sector operates and the implications this has for workforce composition and development, including, for example, an examination of cross-sectoral dimensions, as exist between the VET sector and the schools and higher education sectors.
    • Vocational education and training workforce data 2008: a compendium [2010]
      (Source: NCVER)
      This is a compendium of three reports. The first examines the size and attributes of the vocational education and training (VET) workforce using a variety of data sources. The second looks more specifically at TAFE's workforce. The final report considers the feasibility of a national VET workforce collection.


    VET teacher qualifications

    VET teacher qualifications NEW

    Free resources

    • ACDE Vocational Education Group (ACDEVEG)
      The Australian Council of Deans of Education Vocational Education Group advises the ACDE Board and represents ACDE on vocational education and training matters. The working group helps to build and strengthen high-quality educational practices in VET teacher-education programs for VET practitioners. In universities, such programs are normally undertaken part-time by VET teachers and trainers while already working in the field. ACDEVEG also provides advice to a range of external stakeholders on VET teacher quality and development.
    • Becoming a Vocational Education Teacher [fact sheet]
      (Source: Victorian Skills Gateway)

    Research on VET teacher qualifications

    • Australian VET teacher education: what is the benefit of pedagogical studies at university for VET teachers? [peer reviewed article, 2015]
      This paper reports on work undertaken by members of the Australian Council of Deans of Education Vocational Education Group to provide an evidence base to argue for higher pedagogical qualifications for VET teachers.
    • How can VET teacher education be developed? [discussion paper, 2018]
      The range of qualifications undertaken by vocational education teachers and the impact of these on the quality of teaching and learning in the sector have been contested amongst vocational educators, teacher unions, teacher educators, government, industry and other stakeholders for over fifty years. In this paper, the authors look at history to understand what research, enquiries and audits during the Certificate IV level qualification era and before can tell us about the formal qualification needs of vocational education teachers.
    • The effects of teacher/trainer qualifications on the quality of VET teaching/training: executive summary [2018]
      This document summarises the outcomes of a project that  examined whether and how higher-level qualifications for vocational education and training (VET) teachers would improve quality in the VET system.
    • VET teachers' and trainers' participation in professional development: a national overview [conference paper, 2017]
      This paper reports on the professional development of vocational education and training (VET) teachers and trainers in Australia. It utilises the data on professional development (PD) gathered from two national surveys undertaken in 2016 as part of a major [Australian Research Council] ARC-funded national research project on VET teachers and their qualifications.
    • What do we learn from 40 years of history?: issues in VET teacher education from Kangan to today [peer reviewed article, 2017]
      Adopting a book-ends approach in analysing two critical periods of time four decades apart - 1974-81 and 2011-16 - this paper examines key issues in Australian VET teacher education in the 1970s and compares them with the present. It aims to address the question: What has been learnt over that time?
    • What makes a good VET teacher?: views of Australian VET teachers and students [peer reviewed article, 2017]
      This paper contributes to the evidence base that could inform improvements in VET teaching by examining the views of two key interest groups - VET teachers and learners, on 'what makes a good VET teacher', and analyses the common themes as well as particularities in their views and their possible explanations. The findings are then examined as dimensions of interconnected practices that constitute VET teaching.

    Aspects of work life

    Free resources

    • Building capability in VET teachers [thesis, 2018]
      (Source: Flinders University)
      The research seeks to identify what is needed to enable VET teachers to acquire, maintain and advance their teaching capability to meet the unique features of VET education and its students. The focus of the study also includes the leadership and systems required to ensure that this progression in teacher capability occurs.
    • Building future capabilities for vocational education: why high-level teaching qualifications matter for TAFE teachers [2014]
      (Source: Australian Education Union, Department of Industry)
      This report considers the future capabilities required by TAFE teachers in the Australian VET system. Using a range of recent research and case studies in two TAFE institutions, the report concludes that the increasingly complex and challenging nature of vocational work necessitates higher-level vocational teaching qualifications as well as continuing accredited professional development.
    • Careers in vocational education and training: what are they really like? [2009]
      (Source: NCVER)
      As part of a program of research examining the capability of vocational education and training (VET) providers, this study examines the career pathways of a wide range of VET employees. It found that careers in VET are characterised by high levels of mobility and self-directed career behaviour aimed at achieving two outcomes: job satisfaction and security of employment.
    • Digital competence and professional development of vocational education and training teachers in Queensland [thesis, 2016]
      (Source: Queensland University of Technology)
      The research focuses on the digital competency levels of VET teachers in Australia, or how current PD programs are addressing this capability. The study focuses on the Australian VET sector and makes comparisons with schools and higher education in the understanding, management and use of educational technology.
    • Improving the quality, capability and status of the VET teacher workforce [2016]
      (Source: International Specialised Skills Institute)
      The research looked at models of leadership in teacher training, professional development and practice in countries across Europe to compare and contrast with those in Australia. This research aims to inform how the quality of VET teaching can be improved at a national and registered training organisation (RTO) level.
    • The professionalisation of vocational education and training practitioners: to own buy or rent: a case study of developments in Finland, Australia and Ireland [thesis, 2017]
      (Source: Dublin City University)
      This case study comparative analysis of the professionalisation of vocational education practitioners in Finland, Australia and Ireland explores the role of government, policy developers, organisations and individuals in the development of effective policy agenda and reform.
    • The teacher education of VET in Schools (VETiS) teachers [2017]
      (Source: La Trobe University)
      This study investigates the professional preparation of teachers working in VET programs in Australian secondary schools. It also investigates the similarities and differences and the enablers and blockers that occur across the various states and territories in their approaches to providing teacher education for VET in Schools (VETiS) teachers.
    • VET practitioner's perceptions of VET higher-education qualifications [2017]
      (Source: International journal of training research)
      This paper explores the experiences of VET practitioners as students in one regional university who were enrolled in a Bachelor of Vocational Educational and Training and compared them to the larger national cohort.

    For purchase

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

    • VET practitioner education in Australia: issues and approaches [book chapter, 2018]
      (Source: Springer Handbook of Vocational Education and Training)
      This chapter, based on qualitative analysis of research on the development of teacher capability and the authors’ lived professional experiences, examines the main issues and approaches in the training and development of VET practitioners in Australia.


    • 21st century educators: developing and supporting great career and technical education teachers [2013, US]
      (Source: Center on Great Teachers and Leaders at American Institutes for Research)
      This publication offers insight into three human capital management policies that are critical for career and technical education (CTE) teachers: certification, performance evaluation, and professional development. It provides an overview of the current US policy landscape, its implications for CTE teacher effectiveness, and next steps for creating aligned and coherent human capital management policies.
    • Designing professional development for experienced teachers in tertiary vocational education [2016, New Zealand]
      (Source: Ako Aotearoa - National Centre for Tertiary Teaching Excellence)
      The aim of this project was to identify how useful PD is perceived to be by experienced teachers in the tertiary vocational education sector in New Zealand and to improve the design of PD programmes.
    • Professional learning of instructors in vocational and professional education [2018, Canada]
      This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada.
    • Professional standards for tertiary teachers: a synthesis of recent work and initiatives [2019, New Zealand]
      (Source: Ako Aotearoa - National Centre for Tertiary Teaching Excellence)
      This paper has been prepared to further the debate for the introduction of professional standards across the tertiary education sector in Aotearoa New Zealand.
    • Teacher effectiveness training: inducting industry trainers for success [2014, New Zealand]
      (Source: Ako Aotearoa (National Centre for Tertiary Teaching Excellence))
      In contrast to education's compulsory sectors, tertiary teachers in New Zealand are not required to have any formal teaching qualification. The authors note that this is especially endemic in vocational training organisations, where industry expertise is highly valued, and often the key requirement for teaching appointments. This report documents the history, process and outcomes of a research project designed to assist vocational education providers to improve the way in which they transition newly recruited teaching staff from different industries to teaching in a classroom environment.
    • Training needs in the further education sector [2018, England]
      (Source: Education and Training Foundation)
      This is a report of survey-based research into the training needs of people who work in post-16 education and training organisations in England. It reveals that a focus on leadership and management, English, maths and digital skills are all needed to take the FE profession forward with confidence through the current set of reforms.


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