Contents Tables and figures 6 Executive summary 7 Introduction 12 Improving participation and success in VET 12 Previous work 14 Methodology 18 Regional analysis of VET participation and completion 21 VET participation 21 VET completion 24 Identifying high-performing regions for case studies 26 Effective practices underpinning success for disadvantaged learners 29 National survey of providers 29 Survey responses 29 Experience with disadvantaged learners 30 Identifying disadvantaged learners and needs 30 Fostering participation through outreach 31 Supporting retention and completion 32 Improving outcomes through pathway strategies 34 Refining the model of effective practice 35 Curriculum design in good practice interventions 38 Case studies of effective practice in generating learner success 39 Common challenges, shared understanding 39 Effective practice: TAFE perspective 40 Effective practice: community and private provider perspective 45 Conclusion 49 Effective practice for supporting disadvantaged learners in VET 49 Towards holistic thinking on VET participation and completion 51 References 53 Appendix A — Estimating regional rates 55 Appendix B — Regional case studies 57 Case studies one and two: a tale of two cities — Bendigo and Shepparton Case study three: Albany and the ‘Great South West’ 59 Case study four: Huon — Bruny Island, Southern Tasmania 60 Case study five: Yorke Peninsula 62 Cast study six: Rocklea — Acacia Ridge 63 Case study seven: Lithgow – Mudgee 64
providing learning-related and auxiliary supports ensuring supports are available when and where learners need them matching experienced staff with high-need learners tailoring delivery to learner need and context. The central role given to individualised support confirms the importance of learner-level strategies for fostering enhanced outcomes for disadvantaged learners, at least from the provider point of view. The case studies conducted with community organisations and private providers revealed other positive strategies, including: establishing a close connection with the community demonstrating responsiveness and flexibility in meeting the of individuals and their communities valuing partnerships with other providers (although constraints to such partnerships were also raised) adopting a learner-centred approach to provision. Conclusion VET plays a crucial role in improving the education and work opportunities of disadvantaged Australians. Some regions have succeeded in achieving high levels of participation in and completion by disadvantaged learners, demonstrating that it would be possible for other regions to improve the VET opportunities and outcomes of disadvantaged learners. While some regional differences in economy, population and context account for the performance differences, some regions achieve better-than-expected success as a result of the strategies and practices they adopt, some of which are organised regionally. Among the different approaches adopted by providers in the high-performing regions, the most successful include: building an institution-wide commitment to supporting disadvantaged learners (as opposed to relying on ad hoc initiatives) building strong community relationships with local employers and service agencies developing mechanisms for individualised support, taking into account the personal situation and of the learner. These findings have important implications for VET policy and practice: Regions are an appropriate of reference for both analysing VET performance and developing policies, strategies and practices to support disadvantaged learners. Provision is often organised administratively by governments and communities along regional lines. The case studies showed that collaboration between VET providers, external agencies and community networks helps to develop a comprehensive and coherent approach to the engagement of disadvantaged learners. Such collaboration tended to occur amongst the smaller RTOs, both community-owned and private. Community-owned providers had a particularly good understanding of local labour market needs, often through long-term association with the community or locality. They also had reputations for trustworthiness and success in engaging high-need learners.