Issue 5
Monday, 01 July 2019
Charles Darwin University
E-news
CDU VET Horticulture students in the field on Bathurst Island
CDU VET Horticulture students in the field on Bathurst Island

Report highlights VET successes in remote NT

A review of the delivery of VET programs into regional and remote corners of the Territory has identified several common denominators that contribute to successful student outcomes.

Commissioned by the VET Faculty, the “Ready for Work” report affirms that the main elements to training success are the strong partnerships CDU VET has with Indigenous and non-Indigenous partners, high levels of cultural knowledge and understanding, support for students, flexible training delivery, and training that is directly related to work opportunities.

Acting Pro Vice-Chancellor VET Ashar Ehsan said a major component of the report was seven case studies selected as exemplars of good practice in VET in regional and remote Indigenous communities.

These included work readiness programs at Gulkula in North-East Arnhem Land, work-based training for early childhood education workers in Ngukurr and Santa Teresa, training for night patrol officers in the Tennant Creek region, conservation and land management training for park rangers at Jabiru and Maningrida, work-readiness programs for unemployed young people in the Darwin region, horticulture training for women in the Tiwi Islands and work-based training for aged care workers in East Arnhem Land.

“These case studies illuminated the complexity of delivering VET in these communities, the challenges regional and remote Indigenous students face when participating in VET and the strategies for overcoming such challenges to achieve positive outcomes,” Mr Ehsan said.

“They suggest that we are most successful when VET programs are directly related to local work opportunities, when delivery models are flexible and innovative and when there is strong learner support embedded in real-work activities.

“The stories collectively deepen our understanding of what works and what doesn’t work for regional and remote Indigenous communities and this will inform future delivery.”

Mr Ehsan said that importantly each case study contained an “ideas for improvement” section.

“We have a strong track record of commitment to improving education and leadership opportunities for Indigenous Territorians. In 2017 we delivered VET education to more than 3000 Indigenous students, many of whom live in regional, remote and very remote regions of the NT.

“We are always interested to hear how we can improve delivery, how we can better meet future student needs and how we can work more collaboratively with other stakeholders.”

Full report online at W: cdu-vet-ready-for-work-full-report-low-res.pdf