Project purpose
Vocational Education and Training (VET) is an important education and employment pathway for Aboriginal and Torres Strait Islander peoples. Research demonstrates, however, that for Aboriginal and Torres Strait Islander peoples, the transition from education to employment does not occur at the same rate as for non-Indigenous Australians, and the difference in employment rates between Aboriginal and Torres Strait Islanders and non-Indigenous Australians has remained substantial.
How then do RTOs enable more meaningful outcomes for Aboriginal and Torres Strait Islander learners, providers and communities alike through the adoption of place-based approaches and culturally appropriate training? These outcomes include course completions and transition to employment, but also need to encompass other outcomes that are viewed as successful by learners and the broader community.
The aim of this project is therefore to investigate how place-based approaches and culturally appropriate teaching can be integrated into VET more effectively, thereby leading to more meaningful outcomes.
Research questions
The overarching question/s to guide the research are:
- What does a place-based approach mean in the context of Vocational Education and Training for First Nations learners? / How do we define a place-based approach in the context of Vocational Education and Training for First Nations learners?
- What does good practice in culturally appropriate teaching and training look like and how does this good practice illustrate place-based approaches?
- How do place-based approaches support successful outcomes, including completions and transition to meaningful employment, but also broader benefits for learners and communities?
- What common challenges are encountered in establishing best-practice models of culturally appropriate teaching and training and how can they be addressed?
- How does community location and remoteness impact place-based practices?
- Are there things that can be learned from partnerships in remote RTOs that can be applied to providers in urban areas and vice-versa?
Methodology
The methodology will take a case study approach to highlight good practice examples of culturally appropriate, place-based approaches to training delivery for First Nations people. A spread of geographical regions, provider types and sizes, and training packages will be targeted, with the aim of identifying a range of examples across these characteristics.
The case studies will be supported by a review of the literature and consultations with key First Nations agencies and representatives.
Stage 1: Review of literature on culturally appropriate and place-based approaches to training.
Published literature (national, and international where appropriate) on culturally appropriate and place-based approaches to training will be reviewed. The focus will be on understanding how culturally appropriate, place-based approaches are being embedded into teaching and learning environments, focussing in particular on any examples where they exist in VET.
Stage 2: Peak body interviews
Consultations will be undertaken with members from the Coalition of Peaks and other key First Nations representative groups. The focus of these interviews will be to gather views on what place-based approaches and culturally appropriate training and delivery looks like in practice, as well as to identify potential case studies for stage 3.
Stage 3: Case studies
This stage will involve case studies of RTOs using culturally appropriate and/or place-based training models. The case studies will involve interviews with staff, students and other non-RTO stakeholders, such as employers, communities representatives, and others as identified.