This Podlet has been archived and is no longer updated. For recent information on VET-related topics, access the current Pod Network or search VOCEDplus. Last updated: December 2018.
Vocational education and training (VET) data is used for a number of important purposes and is enhanced by the consistent collection of comparable data on key aspects of the education and training system, including outcomes. Standards for data collection are the rules that establish how data is collected and described to ensure the recording of data is in a consistent format, enabling data from a range of sources to be easily consolidated and making data easier to collect, analyse, and report.
Research
Access items in VOCEDplus
- Data collection and reporting in VET [international]
- Data standards [international]
- Outcomes of education and training [international]
- Surveys [international]
- Total VET Activity (TVA) [Australia]
Recent publications
- Accessing and assessing appropriate widening participation data: an exploration of how data are used and by whom [UK]
- Asking different questions of national VET data: identifying a new factor contributing to apprenticeship non-completions [Australia]
- Estimating returns to college attainment: comparing survey and state administrative data based estimates [US]
- Longitudinal Surveys of Australian Youth (LSAY) 2015 cohort: wave 1 (2015): frequency tables
- Longitudinal Surveys of Australian Youth (LSAY) 2015 cohort: wave 2 (2016): questionnaire and frequency tables
- National education evidence base [Australia]
- On the way to 2020: data for vocational education and training policies: country statistical overviews: 2016 update [Europe]
- Post-secondary scholarships for students from developing countries: establishing a global baseline
- Review of the National VET Provider Collection Data Requirements Policy: issues paper [Australia]
- Standard enrolment questions example for Release 8.0 for VET Providers [Australia]
- The development of statistics in the VET domain in Switzerland: issues and difficulties between 1880 and 1930
- The payoff to vocational qualifications: reconciling estimates from survey and administrative data [UK]
- To know ourselves?: research, data and policy-making in the Scottish education system
- Toward labor market policy 2.0: the potential for using online job-portal big data to inform labor market policies in India
Suggested reading
Key research from a broad date range
- A common postsecondary data dictionary for Perkins accountability [US]
- Assessing the feasibility of linking 2011 Vocational Education and Training in Schools data to 2011 Census data [Australia]
- Comparative indicators of education in the United States and other G-8 countries: 2011
- Development of a national education and training data standards strategy and implementation plan [Australia]
- Expanding national vocational education and training statistical collections: private provider engagement [Australia]
- Improving the collection of qualifications data [UK]
- Options for improving information on job-related education and training: a report prepared for the Department of Labour [New Zealand]
- Review of the AVETMIS Standard for VET providers: outcomes from the discussion paper [Australia]
Resources
- Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) [Australia]
- Data Provisions Requirements 2012 [Australia]
- Higher Education Statistics [Australia]
- Higher Education Statistics Agency (HESA) [UK]
- Nationally Consistent Collection of Data on School Students with Disability [Australia]
- National VET Provider Collection Data Requirements Policy [Australia]
- OECD Education at a Glance
- Total VET Activity (TVA) [Australia]
- Unique Student Identifier [Australia]
- VET data report Germany
