This paper is based on ongoing research that builds on an earlier study exploring the innovations and adaptations made to face-to-face delivery in programs from Vocational Education and Training (VET) and Higher Education (HE) in a TAFE institute in Victoria, Australia during the Covid-19 pandemic. Participants were drawn from two faculties within the Institute and included learners, teachers and lecturers.

COVID-19 has compelled businesses to accelerate the adoption of digital technologies and rethink traditional models to enhance customer value and maintain a competitive advantage. This presentation explores innovative approaches to IT training which leverage online and remote training options to empower students. By focusing on flexible delivery modes, including the HyFlex model (Gogia 2021), we aim to address the dual challenge of meeting the skill needs of the IT sector and enhancing productivity in the digital economy. In conclusion, this study exemplifies how online and flexible learning modes can be effectively utilised to empower learners by providing accessible, engaging, and relevant training. Students are prepared for successful employment outcomes in the IT fields but also contributes to addressing the broader skill needs and productivity challenges in the digital economy. This presentation calls for further research and investment in flexible learning models as a strategic approach to workforce development.

Supported work internship programmes for young adults with disability are an evidence-based model, leading to greater employment outcomes. This mixed methods pilot study evaluated the experiences of students, supervisors and a project coordinator, who participated in an Integrated Practical Placement (IPP) programme for students with disability in Australia. Intervention students (n = 10) completed 3, 9-week rotations, and accessed personal placement support and employment coaches. Comparison students (n = 38) completed 3, 2-week placements without additional support. Intervention students perceived significantly greater initial changes in work skills (p < 0.01) and work readiness (p < 0.05). Intervention students reported development of communication and self-organisational skills and stressed the value of staff support. Post programme 70% of intervention students gained employment, compared with 15.4% of comparison students. The findings suggest an evidence-based supported employment programme emphasising personalised assessment and training, could provide individuals with disability the required skills to enable successful employment.

A conference presentation covering the AGES Model for meaningful Information Literacy and a brainstorming session on designing and delivering IL programs.