The NCVER has just released case study research on what matters in terms of effective student support linked to higher VET completion rates.
The researchers asked state and territory training authorities to identify RTOs with either (or both) high completion rates or high student satisfaction with support services. Twenty-five RTOs were then invited to participate in the research and eight accepted. Of these, five of the case study RTOs also facilitated student participation in the study.
The researchers interviewed 59 staff from a variety of RTOs which differed by location, provider type (4 private RTOs, 2 community education providers, 1 TAFE and 1 industry association RTO), size and their scope of registration. And they also spoke with 25 students.
Based on these interviews the researchers identified six key elements of student support:
- A whole-of-institution approach (RTO culture, structures of support, collective approaches, and supporting staff to support students)
- Early engagement with students and relevant stakeholders (learners, parents/guardians, schools, employers, external support services)
- High quality training delivered by genuinely caring experts
- Continuity of support
- Holistic and individualised support, and
- Strong relationship building (trainer-learner, trainer-support staff, learner-support staff, RTO-employer, and other stakeholders).
The researchers state that:
“It is important to acknowledge that high completion rates are not solely a reflection of effective student support. Similarly, low completion rates do not necessarily indicate poor support services. Some RTOs, particularly those delivering training to students from key priority groups, may have low completion rates, despite providing excellent support. In such cases, alternative measures of success may be more relevant.”
Staff support initiatives which enable effective student support include:
- “Mentoring program for trainers and assessors
- Having flexible work schedules
- Streamlining staff members’ roles to better focus on their key role
- Setting boundaries on responding to learners
- Conducting and/or enabling participation in professional development and training sessions on topics such as mental health first-aid; classroom management; responses to allegations of sexual harassment; gender differences; bullying and harassment; and AI training
- Managers having fortnightly one-on-ones with the team members, providing staff with the opportunity to rate their personal wellbeing and professional growth
- Conducting regular group sessions (for example, weekly toolbox sessions, monthly lunches) to brainstorm new developments in the field and share successful techniques
- Having regular check-ins between management/supervisors/team leaders and trainers (especially those who are remote) to address any concerns and provide necessary support.”
The researchers have also published a companion ‘support document’ which provides more details and insights which you may find useful in reflecting on your RTO’s student support practices.
