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The Longitudinal Surveys of Australian Youth (LSAY) program provides information on the key transition points in young people's lives up to the age of 25. This publication highlights the key elements from the LSAY annual report 2013. Using LSAY data and research findings, it demonstrates how transitions for young Australians continue to change. It covers a broad range of topics, including student aspirations, the importance of schools, increasing educational participation, and the challenges faced by young people as they begin their working lives. Changes in living arrangements, marriage and satisfaction with life are also explored.

Published abstract. Show less

There has been widespread recognition of the importance of developing new and better pathways for the majority of young people who are not going to enter university directly from school, increasing completion of secondary schooling through new pathways offering senior students a greater variety of vocational options while remaining at school.

This report aims to explore the extent of inter-sectoral co-operation between Queensland Technical and Further Education (TAFE) institutes and schools, and between TAFE institutes and universities in recognition of the growing importance of new learning pathways to meeting Queensland’s diverse skills needs. It also aims to review the progress being made, and the role Queensland TAFE institutes can or should have in developing new and meaningful vocational options for young Queenslanders while they are still at school. It was anticipated that models would be developed to enhance local inter-sectoral arrangements in Queensland and a number of case studies would be undertaken to explore a range of innovative and proactive strategies that could be applied locally to improve inter-sectoral relationships in specific areas within the State.

The review found that if TAFE institutes are to provide a richer and diverse range of VET opportunities for young Queenslanders who stay on at school, it is important that Education Queensland, non-government independent and Catholic school authorities, and the Queensland Board of Senior Secondary School Studies (QBSSSS) identify ways that may facilitate the use of existing TAFE resources for these programs. It is also clear from the case study findings that successful inter-sectoral arrangements, between universities and TAFE, schools and TAFE and schools and universities, were especially contingent upon the support and enthusiasm of those in senior management positions in all sectors. This support ensured that resources and staff were allocated to identifying and implementing mechanisms for providing access to TAFE courses for school students, or advanced standing in university programs for TAFE graduates. Findings from the case studies suggested that arrangements for articulation and credit transfer were more likely to be straightforward and successful where faculties from both sectors had negotiated a joint program leading to a TAFE qualification as well as a university degree. However, these programs also tended to take time to develop and were dependent on the driving force of an individual or individuals who had the necessary ability, experience and commitment to negotiate a successful result. The findings of the review suggest the adoption of a new state-wide approach to promulgating better articulation and credit transfer arrangements between TAFE and universities, and to provide an advisory service to TAFE institutes and universities. The other main finding of the review is that portfolio arrangements that integrate education (especially school education) and training make no difference to the quality of cross-sectoral collaboration between TAFE institutes and schools and universities. Good policy frameworks are important irrespective of portfolio configurations, and there is no substitute for good arrangements between TAFE institutes and schools and universities on the ground. Show less

Through the implementation of the principles outlined in this good practice guide, teaching staff and disability services staff in tertiary institutions will be better positioned to provide additional supports for students with a disability or mental illness. Based on two research reports, which consider the perspectives of students, disability services workers and teaching staff, this guide offers a wide range of individual and institution-level learning supports with the aim of improving the educational experience and rate of course completions for students with a disability or mental illness.

Abstract from publisher's website. Show less

This publication presents a summary of statistics relating to young people aged 15 to 19 years who participated in education and training with an Australian provider in 2017. It brings together data from multiple sources. Information on participation is presented for school students, higher education students, apprentices and trainees, and vocational education and training (VET) students.

A snapshot as at August 2017 shows there were 1.5 million Australians aged 15 to 19 years, of which an estimated 82.8 per cent participated in education and training. An estimated: 57.1 per cent were at school (14.3 per cent were enrolled in a VET in Schools program and 42.9 per cent were at school but not participating in a VET in Schools program); 16.1 per cent were enrolled in higher education; 4.4 per cent were undertaking an apprenticeship or traineeship, which was not part of a VET in Schools program; and 5.2 per cent were enrolled in other VET programs (not a VET in Schools program or an apprenticeship or traineeship).

During the 2017 calendar year, among all students aged 15 to 19 years who participated in education and training with an Australian provider, there were an estimated: 847,000 school students; 237,700 VET in Schools students; 353,100 higher education students; 76,500 apprentice and trainee commencements; 705,100 VET students; and 312,000 government-funded VET students.

Edited excerpt from publisher's website. Show less

‘Insight’ is a quarterly newsletter published by the National Centre for Vocational Education Research (NCVER) to provide news and information on vocational education and training (VET) research and statistics. The articles in this issue are: New directions challenge VET staff; Record numbers of apprentices and trainees; Where are the apprenticeships?; Generic skills for the new economy; Work placements: we need to dig deeper; Vocational education and training: a path to success; Building on VET’s success in schools; Korean partner in research; Language and literacy: the essential skills; Bridging the sectors: the cultural divide between VET and higher education; Taking stock of VET; Easy ways to access NCVER reports. These brief articles provide information about recent projects and new and forthcoming publications. Where documents are available online, URLs are provided and all reports are indexed in the VOCED database once they are published. Show less

This document presents summary information gained from the national survey of TAFE students who completed their courses during 1997 and graduated with a qualification from a course of at least 200 hours or of one semester in duration. Information was gathered on the employment situations of the graduates, their reasons for undertaking the course, the relevance of the training to their employment, their satisfaction with their course, and further study intentions. Show less

The 29th National Vocational Education and Training Research Conference 'No Frills' was held online for the first time ever on 7-10 July 2020. 'No Frills' is a well-known annual national conference where researchers, practitioners, providers and industry representatives come together and share knowledge, ideas, insights and solutions around Australia's vocational education and training (VET) sector. The conference also provides valuable professional development opportunities through a program of hands-on pre-conference workshops or focus sessions incorporating activities on data and research analytics, and research practice.

The theme for the 2020 conference was 'Workforce ready: challenges and opportunities for VET'. The successful transition of an employee from education to job is essential to building a strong economy. But in a world where workplaces are rapidly evolving alongside technology and market demand, what does it mean to be 'workforce ready'? And what is VET's role in preparing students for work? There is much debate over how our future workforce landscapes will look, or what skills our workers will need to be successful at their jobs. However, one thing is clear, almost all workers will need to upskill or retrain throughout their working lives. What challenges and opportunities does this present for VET, and what plans should we be making for the future?

Edited abstract from publisher's website.

The available focus session is: Everything you need to know to become a VOCEDplus search expert / Rose-Anne Polvere and Radhika Naidu.

The available paper is: Converting Carmichael's VET in Schools legacy: certified for university, yet not ready for the workforce / Don Zoellner.

The available presentations are: Workforce ready in a transitioning regional economy / Carley Brennan; Diversification in higher education in Germany and its implications for the sustainability of the dual apprenticeship system / Thomas Deissinger; Good practice in supporting disadvantaged learners / Abby Duruz; Victorian Employer Skills and Training Survey / Anthony Frosh; Lifelong learning: a foundation for future work / Brett Hall; Realising their potential: career pathways for refugees / Peter Harrison; Redefining competency, challenges and opportunities / Michael Hartman; Now more than ever: the importance of vocational education and transferable skills / Renee Hindmarsh; Mandated upgrade from Certificate IV in Training and Assessment (TAE40110) to (TAE40116). Was it a necessity? What was the outcome? / Chris Ho and Jane Court; 'It's very hard for people like me to get the job' / Yi-Jung (Teresa) Hsieh; The modern worker: a guide to what employers want / Kristy Merrick; Digitally skilled VET graduates firstly need digitally literate VET practitioners / Allison Miller; The technology gap in Aged Care training / Charlynn Miller and Asheley Jones; Are VET for secondary school students workforce ready?: a study of their post-school employment and training destinations / Josie Misko and Emerick Chew; Skill mismatch skill shortage and skill gap in information technology industry: challenges and opportunities for VET / Geethani Nair; Ensuring our international VET graduates are workforce ready / Steve Nerlich; Apprenticeship non-completion in Germany: a money matter? / Caroline Neuber-Pohl; Exploring the recognition of prior learning in VET / Kristen Osborne; Apprentice and trainee completion rates in construction: building a skilled workforce / Eric Parnis; Are culinary educators an agent in the socialisation of toxic kitchen cultures? / Richard Robinson and Matthew Brenner; The fourth industrial revolution: the implications of technological disruption for Australian VET / Pi-Shen Seet; Becoming work ready through work: meeting the challenge in the APY Lands / Janet Skewes and Madonna Tomes; Future workforce ready?: how apprenticeships and traineeships can help / Erica Smith; Improving provider practice and value for money through outcomes-based program funding / Austin Whitehead; Addressing changing skill needs through rationalising VET qualifications: an exploration of international models / Bridget Wibrow; Converting Carmichael's VET in Schools legacy: certified for university, yet not ready for the workforce / Don Zoellner. Show less

This brief overview looks at a study that compared the work benefit and skill trajectories of a cohort of trade (vocational education) and bachelor (higher education) graduates of RMIT University in the first 10 years of their working lives. It found that there are a number of key similarities and differences between the two groups in terms of further learning and occupational characteristics. In particular, both groups had high levels of satisfaction with work-life balance but differed significantly in their patterns of work and engagement in ongoing learning. Show less

The conference program features more than 50 presentations on the topics of Youth, Pathways and Skills, areas vital to development of the vocational education and training (VET) and the higher education sector.

Edited excerpt from publication. Show less

The National Centre for Vocational Education Research (NCVER) regularly submits papers to government and non-government enquiries. The following seven submissions are publicly available: (1) Future proof: Protecting Australians through education and skills - submitted 18 January 2018; (2) Redevelopment and audit of the Higher Education Data Collection - submitted 7 February 2018; (3) Proposal to remake the Statistical Determination 1983 - submitted 16 February 2018; (4) Select Committee on the Future of Work and Workers - submitted 23 February 2018; (5) Training Product Reform - Issues for Discussion - submitted 9 March 2018; (6) New Australian Government Data Sharing and Release Legislation - Issues Paper - submitted 27 July 2018; and (7) Future-proofing the South Australian apprenticeship and traineeship system - discussion paper - submitted 21 September 2018. Show less