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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

Generic skills are taking on increased importance in Australia and internationally. This publication explains why there is such an interest in generic skills and describes how they have been defined and addressed in educational programs in Australia. It also compares the different definitions and interpretations of generic skills in the UK, the USA and Canada. Findings include: that there is a high demand for generic skills in the workplace; that generic skills apply across a variety of jobs and life contexts; that there is no one definitive list of generic skills; that each sector of education has a role to play in helping people develop their generic skills; that a collaborative cross-sectoral approach to facilitating development of generic skills is being developed in Australia; and that the implementation of generic skills is increasingly being seen as a teaching and learning issue.

A companion publication, ‘Fostering generic skills in VET programs and workplaces: at a glance’, may be found at TD/TNC 75.09. Show less

This publication provides information on persons undertaking vocational training through contract of training arrangements. It includes all those employed under contracts of training and includes apprentices, Australian Traineeship System trainees and other relevant forms of employment-based training. The data provided was collected from State and Territory training authorities, and the four volumes cover the period 1 July 1995 to 30 June 1996. The four volumes are: (1) 1995/96 quarter 1: 1 July to 30 September 1995; (2) 1995/96 quarter 2: 1 October to 31 December 1995; (3) 1995/96 quarter 3: 1 January to 31 March 1996; and (4) 1995/96 quarter 4: 1 April to 30 June 1996. Show less

The Australian government recognises that a strong Australian Apprenticeship system is essential to sustain a strong economy. Accordingly, an Expert Panel was appointed to provide recommendations to the government on possible ways to reform the system to ensure that it can meet Australia's skills needs into the 21st century. The panel examined apprenticeship training arrangements, including current incentives, and suggested principles and evidence to improve outcomes for both apprentices and industry. The work of the panel was underpinned by a study on related economic costs and benefits, including research undertaken by the National Centre for Vocational Education Research (NCVER). This report is the first of four prepared by NCVER for the panel and it is intended to provide a background to the other reports which focus on specific aspects of the apprenticeship and traineeship system. The report is structured around four individual papers. The first is a history of apprenticeship and traineeship in Australia. This is followed by a characterisation of apprentices and trainees - apprentices and trainees of today cover a much broader span of individuals than the common perception of an apprentice being a young man in blue overalls. While not strictly part of an apprenticeship or traineeship, prevocational training exists as a pathway into an apprenticeship or traineeship rather than for its own sake. It thus makes sense to consider them alongside the apprenticeship and traineeship system, which is what is done in the third paper. The report concludes with some estimates of the cost of the system to the government. Show less

The Survey of Employer Use and Views of the Vocational Education and Training (VET) System is currently being reviewed by the National Centre for Vocational Education Research (NCVER). This discussion paper is the first step in the review. It provides a framework for feedback and identifies key issues for consideration. NCVER is seeking input from users to identify their information requirements and how the survey may be modified to better meet their needs. A feedback form has been provided for this purpose. NCVER will consolidate this feedback and report on the outcomes from the discussion paper. A public meeting will be held in mid-2011 to discuss the responses received and our recommendations for future surveys. Show less

This publication is intended to provide an overview of national data related to contracts of training (including apprenticeships and traineeships) and will include feature highlights of current trends, articles and a descriptive analysis of selected topics. It is a companion to Australian training statistics - annual 1996/97 (TD/TNC 52.85). Show less

This issue of ‘Centerfocus’ argues that arts education, encompassing dance, music, theatre, and the visual arts, should be included in the vocational curriculum in secondary school. The authors suggest that study of the arts in addition to skills training is a valuable strategy for educating young people for further study and work. The paper documents the relationship between vocational education and arts education over the course of the 20th century. The discussion then examines the relationship between the changing employee characteristics required of the emerging economy of the new century and the implications of these changes for better collaboration between vocational and arts education. In conclusion, the authors look at circumstances favouring cooperation between vocational and arts education teachers, and recommend strategies to facilitate this relationship. Show less

This infographic provides a snapshot of apprenticeships and traineeships across Australia. It presents statistics on commencements, completions, cancellations and withdrawals and those currently in training. Unless stated otherwise, data is derived using the latest National Apprentice and Trainee Collection no.96, (June 2018 estimates), which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for Apprentice and Trainee Collection Specifications, Release 7.0, October 2015.

Due to lags in processing, the most recent figures are estimated (for training activity from September quarter 2016 to March quarter 2018). The estimation method involves weighting recently processed numbers, based on average reporting lags. As estimates are revised for up to seven quarters, figures for the last two years may differ from those published in earlier or in subsequent reports. Whereas non-estimated data reflects the actual data submitted by each jurisdiction which is also subject to change. Further details on the methodology can be found in the technical paper 'Estimation of apprentice and trainee statistics' [available in VOCEDplus at TD/TNC 100.15]. More information including longer term trends, detailed data and explanatory notes are available. The states and territories are diverse in terms of economies, industry and VET policy and this need to be considered in any detailed analysis.

There were 272,440 apprentices and trainees in-training as at 31 March 2018, a decrease of 1.2 per cent from 31 March 2017. In the March quarter 2018, compared with the March quarter 2017: commencements increased by 1.5 per cent, to 56,015; completions decreased by 9.0 per cent, to 22,425; cancellations and withdrawals increased by 4.0 per cent, to 23,980. In the 12 months ending 31 March 2018, compared with the 12 months ending 31 March 2017: commencements decreased by 0.9 per cent, to 164,150; completions decreased by 4.6 per cent, to 92,130; cancellations and withdrawals increased by 0.4 per cent, to 92,765.

Excerpts from publisher's website. Show less

This journal aims to provide articles which advance our knowledge and understanding of vocational education and training. It concentrates on current or recently completed research, and reviews of research in areas of topical interest. In addition, there are abstracts, book reviews, details of forthcoming events, reports of workshops and letters to the editor. The journal aims to serve the interests of vocational educators, researchers and administrators and has an emphasis on research useful to them in their work.

The articles in this edition of the journal are concerned with learners in vocational education and training, the competency-based training movement and measures to improve the provision of vocational education and training. See TD/TNC 40.10 to TD/TNC 40.16 for individual articles. Show less

This report presents the results from the 2002 national survey of students who undertook vocational education and training (VET) during 2002. The survey covered TAFE graduates and TAFE module completers.

TAFE graduates were defined as students who attended a TAFE institute in Australia and who completed a Certificate, Advanced Certificate, Associate Diploma, Diploma, Advanced Diploma or Bachelors Degree of at least 200 hours or one semester duration, and had an Australian address as their usual address. A questionnaire was sent to a stratified, randomly selected sample of graduates (approximately 42,000 graduates).

TAFE module completers were defined as students who were not graduates, had attended a TAFE institute in Australia and successfully completed some training in a course irrespective of the number of hours of the training, and left the TAFE system. A similar questionnaire to that which was sent to graduates was sent to a stratified, randomly selected sample of module completers (approximately 8,000 module completers).

The information collected in the survey includes: the nature of the training undertaken; the outcomes achieved as a result of completing the training in relation to employment; an indication of whether students were satisfied with the training; and whether students achieved the goals they had set for themselves before commencement. This report presents key results at a national level, giving an overview of the results and exploring the trends that emerge when comparisons are made with previous survey data. This national report is complemented by a briefer publication: Australian vocational education and training statistics: student outcomes survey 2002: in summary (TD/TNC 71.12). Show less