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In this paper it is argued that neither a simple definition of vocational education and training (VET) nor qualification levels are helpful. It discusses what does constitute VET in Australia. It suggests that VET is distinguished from higher education (HE) by different funding and regulatory arrangements, and teaching and learning styles. What confuses the issue is that many providers deliver both higher education and VET courses. Show less

The ageing society has been attracting the attention of policy makers in Australia and in many other countries. This paper considers the labour market for the traditional trades in Australia over the next 40 years and investigates whether the ageing society will pose a workforce problem. The broad conclusion is that the ageing society will significantly impact on the size of the potential trades workforce, but that this is unlikely to result in shortages. Rather, any shortage is more likely to occur if the trades lose their attractiveness relative to other occupations. Moreover, the age distribution of the trades workforce will remain largely unaltered. Show less

The authors examine factors that influence young people’s plans to complete Year 12, their aspirations to commence university study in the first year after leaving school and their expected occupation at age 30. They also examine the extent to which the occupational aspirations of teenagers align with their actual job outcomes a decade later. The findings in this report demonstrate just how important parents and peers are in relation to young people’s aspirations. The findings also indicate that the aspirations of 15-year-olds are somewhat unrealistic. By age 25 years, which is the age until which data are available for analysis, a significant portion of young people fall short of what they set out to achieve occupationally. However, this does not mean that they cannot achieve their desired occupations at a later stage in life.

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The vocational education and training (VET) sector is poorly understood, particularly in relation to the important role it plays in the education of young people. While apprenticeships are seen as a desirable pathway between school and work, and technical and further education (TAFE) is acknowledged as an alternative to university, the actual magnitude of its role is not appreciated. The main reason, in the view of the author, is that it does not fit neatly in a linear world; the ‘complete Year 12 and go to university’ is easy to understand, but for many young people pathways involving VET are a lot less straightforward. The purpose of this paper is to remedy this perception by spelling out the extent of participation in VET and the various pathways that this participation covers. The paper also looks at what is studied and the outcomes, in terms of completion rates, employment and further study, and satisfaction. What emerges is that participation is extremely high for young people, and there are many positive outcomes. But completion rates are variable, and relatively few young people emerge with a middle-level, or higher, qualification. Show less

The Australian vocational education and training (VET) system faces challenges in maintaining its capacity to meet the education and training needs of Australians in the 21st century. On the demand side of training, globalisation, technological change, and workplace change have had a significant impact on the way work is done and the type of skills needed. In terms of supply, Australia's workforce is ageing. This paper examines reforms to the Australian VET system aimed at developing a flexible training system that provides opportunities for re-skilling and lifelong learning. The paper begins with an overview of the Australian education and training system and then examines the major reforms implemented over the last decade. These include the introduction of a competency-based approach to training, the development of the training market and the introduction of an assessment and recognition system for learning and training outcomes. The paper also examines financing mechanisms for VET and the use of information and communication technology in VET. The paper concludes by listing the remaining challenges.

The proceedings of the conference at which this paper was delivered are indexed at TD/TNC 72.21. Show less

School vocational education and training (VET) programs were introduced to provide more diverse pathways to work and further study for young people. This report investigates whether these programs provide successful outcomes for participants, in terms of retention to Year 12 (or its vocational equivalent) and full-time engagement with employment or learning. The report finds that participation in school VET programs has a small negative impact on retention from Year 10 to Year 12 overall but that there is a positive impact on Year 10 to Year 11 retention. There is a clear positive impact on post-school outcomes for students who participate in school VET programs in Year 11 but do not go on to complete Year 12. Finally, the report looks at whether school VET programs have been successful in establishing post-school VET pathways. The results show that these programs provide a clear pathway for some students, particularly for boys studying in the areas of building and engineering. For most students, however, the pathway is not so direct.

Published abstract reprinted by permission of the copyright owner. Show less

Using detailed administrative data from Virginia, this paper examines how and why the community college pathway to a baccalaureate influences students' degree attainment and short-term labor market performance. [The authors] find that the community college pathway sharply reduces the likelihood of earning a bachelor's degree but does not have a significant impact on students' short-term labor market performance. [The authors] examine various mechanisms that may stand in the way of students' baccalaureate completion: the impacts of two-year attendance on early academic progress, the logistical challenges inherent in selecting and enrolling in a four-year transfer destination, the loss of credits at the point of transfer, and post-transfer academic 'shock'. [The] results suggest that the primary culprit is that many otherwise successful community college students never enter a four-year transfer destination. Among students who do transfer, their probability of baccalaureate attainment and their short-term labor market performance are comparable to those of native four-year students. After taking into account the lower costs of community college attendance, [the] cost-benefit analysis finds that two-year entrants fare as well as or better than four-year entrants, at least in the short run (eight years after college entry).

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The purpose of this paper is to examine the extent to which vocational education and training (VET) is providing individuals with a second chance in education. 'Second chance VET' refers to opportunities in education taken by individuals who have not followed the conventional academic pathway of school completion followed by post-school study. Two groups are looked at. The first group consists of young early school leavers aged up to and including 24 years who have not completed a non-school qualification. The second group consists of adults aged 25 years and over who have not completed a non-school qualification. The paper examines three research questions: (1) How important is second-chance education within the VET sector?; (2) What proportion of the relevant population avails themselves of the opportunity?; (3) What are the outcomes of those who do undertake second-chance education? The study found that: the percentage of VET students who can be characterised as second chance is very substantial (41% of publicly funded VET students in 2004); females access second-chance VET at higher rates than males; second-chance students enrolled in VET are less likely to undertake higher-level qualifications (certificate IV and higher) compared with other students enrolled in VET; and the percentage of the second-chance population actually completing an award is low, in particular for the completion of VET qualifications at certificate III or higher. Show less

Six opinion pieces were released in 2012: (1) 'Shaken not stirred' by Leesa Wheelahan (released 18 January); (2) 'Rich seam: the supply of tradespeople for the resources sector' by Tom Karmel (released 1 March); (3) 'Address at University of Canberra's graduation ceremony for the Faculty of Education, Parliament House' by Francesca Beddie (released 28 March); (4) 'Students with mental illness: to disclose or not to disclose?' By Sara Wilson and Tabatha Griffin (released 26 April); (5) 'For the long-term: guidelines for effective career development services' by Sara Wilson, Sian Halliday Wynes and Josie Misko (released 23 July); (6) 'Risk of bursting by degrees' by Tom Karmel (released 5 October). Show less

Governments tend to have a very positive perspective on the benefits of study in STEM fields, in contrast to some commentators who observe that the labour market is not particularly good for STEM graduates. On balance, based on Graduate Destination Survey data, we find that new STEM graduates have reasonably positive outcomes in the labour market, and therefore it does little harm to encourage prospective students to study in STEM fields. On the other hand, there is nothing to suggest that non-STEM graduates are missing out on huge opportunities by not studying in STEM fields. We also find that STEM graduates do much better in the labour market if they can find a STEM job compared to a job in a non-STEM field, but only quite a small proportion of STEM graduates transition to a STEM job. Also, STEM graduates get better jobs than non-STEM graduates if they obtain a job in any occupation group except community and personal service workers, and sales.

Abstract from publisher's website. Show less