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This publication looks at a broad overview of issues affecting the demand for skills in Australia and the implications of current trends in training and education on future skill supply. With regard to demand, issues such as changes in skill levels and the nature of work are presented and the implications of a changing labour market are examined. The changing demographics of the workforce, the changes in occupational and industry profile and the changing educational requirements on skill demands are scrutinised. On the supply side, trends in postcompulsory education and training are presented. Various levels of participation in education and training are examined together with the demographic profile of participants, the training available and the outcomes achieved. The views of employers are briefly looked at. Finally, the potential impact of Australia's ageing population on future levels of participation and general implications for the future of the education and training sector are considered.

A companion publication offering a brief snapshot of the information contained here is available in VOCEDplus at TD/TNC 70.08. Show less

This leaflet enhances the report 'Australian training statistics: 1995/96 annual statistics: 1 July 1995 to 30 June 1996' (TD/TNC 49.25) by providing some commentary and interpretive analysis for the data at a national level. Included are highlights, graphs, and tables to assist the reader in establishing a view of data trends in regard to contracts of training and females in non-traditional vocations. Refer to the report for key definitions and important points to note. Show less

This statistical compendium presents data on participation, achievements and outcomes of Indigenous people in vocational education and training (VET). The data are obtained from NCVER’s three major data collections: the National VET Provider Collection, the National Apprentice and Trainee Collection and the Student Outcomes Survey, and are presented as either static Excel web tables or interactive data cubes.

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There are two ways to register for the [Australian Vocational Education and Training Management Information Statistical Standard] AVETMISS Validation Software (AVS). This document describes the most appropriate registration method for registered training organisations.

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This publication contains a summary of statistics on persons undertaking vocational training through contracts of training arrangements (apprenticeships and traineeships) for the quarter ending 30 June 2005. It looks at the estimates of apprentices and trainees who were training as at 30 June 2005 and at longer term trends for in-training figures. The profile of the apprentice and trainee population has changed significantly in the 12 months to 30 June 2005 and commencement numbers provide the best guide for the direction of change in the apprentice and trainee population. Newly commencing apprentices and trainees were predominantly aged 19 and under, and male. There was considerable variation in growth in commencements with increases in commencements of persons aged 45 and over and of males. As well, there were commencement increases in the Northern Territory, Western Australia, South Australia, Queensland, Victoria and New South Wales with decreases in commencements in the Australian Capital Territory and Tasmania.

The figures used in this publication are estimated figures calculated by the National Centre for Vocational Education Research (NCVER) based on the reported data for the June quarter 2005. Show less

This user guide has been developed for users of the Longitudinal Surveys of Australian Youth (LSAY) data. It consolidates existing technical documentation and other information into one document. The guide aims to address all aspects of LSAY data including: how to access the data, data restrictions, variable naming conventions, the structure of the data, documentation, classifications and code frames used, weights and derived variables. Show less

This publication provides financial data for vocational education and training (VET) in Australia. It includes information on revenues and expenses, assets and liabilities, and cash flows for the 2000 calendar year. Comparisons with 1999 data have been made where possible. Figures are given for the whole of Australia, the individual States and Territories, and for the Australian National Training Authority (ANTA). This financial information is a primary source about how VET in Australia is financed and where the money is spent. The information presented has been extracted from the accrual-based statements prepared by the States, Territories and ANTA on their VET activity.

Related publications are: Australian vocational education and training statistics 2000: in detail (TD/TNC 66.17) and Australian vocational education and training statistics 2000: at a glance (TD/TNC 66.18). Show less

Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK-based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners.

Methods: We used a cluster-randomised design. Twenty-nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received 5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores.

Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was -2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI -7.40 to 2.57, p = 0.33).

Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers.

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The mission of the National Centre for Vocational Education Research (NCVER) is to undertake and promote quality research and disseminate research results that contribute significantly to improve outcomes for vocational education and training (VET) to assist Australia's economic and social development of Australia. This annual report reviews NCVER's activities over the preceding year and outlines its aims, achievements, organisation and policy. The main areas of research for this year were: competency standards; competency-based training; feasibility studies; private training providers; middle-level training; assessment; workplace training; economic benefits of vocational education; perceptions of vocational education; performance indicators; equity of access for special populations; open learning; and international comparative studies. Show less

This report contains information on [vocational education and training] VET delivered offshore by Australian public providers in 2006.

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