Vocational Education and Training in Rural and Remote Australia. Review of Research.

Overview & Synopsis

Non-metropolitan Australia is diverse in terms of population density, educational experiences of the population, and the occupations and industries it supports. Rural adults are less likely to have post-school qualifications and work in manufacturing, property and business services, or finance and insurance. They are more likely to be older, have left school early, be unemployed, work in small business, be laborers, and work in agriculture, forestry and fishing, mining, construction, or tourism. Training outcome issues include lower participation by those with lower educational levels and a preference for informal learning and nonformal education. The following factors may contribute to differences in participation rates: access, equity, and participation issues concern previous educational experience; travel cost and distance; availability of work placements; access to information and communications technology; relevance of training; and marketing of vocational education and training (VET). Among the issues related to curriculum, delivery, and assessment are the following: programs tailored to the needs of rural and remote clients; methods of training brokerage between local communities and enterprises and training providers; needs for training beyond areas represented by local employment; the need for flexible yet effective alternatives for delivering VET to small, scattered client groups; staff development, support, and retention in remote areas; and appropriate performance measures for VET in rural and remote Australia. Seven issues identified for VET in non-metropolitan Australia and further research questions related to each issue have been identified. (Contains 85 references.) (YLB)