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This publication 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 are derived from the latest National Apprentice and Trainee Collection (no. 113, September 2022 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 the delay in time between an event (commencement, completion, etc.) occurring and the reporting of that event to the National Centre for Vocational Education Research (NCVER), NCVER estimates the most recent figures. 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. The final counts are those submitted by jurisdictions. Further details on the methodology can be found in the 'Estimation of apprentice and trainee statistics' technical paper [available in VOCEDplus at TD/TNC 100.15].

Notes: (1) The [Coronavirus Disease 2019] COVID-19 pandemic in Australia has created uncertain times for individuals, business and governments, which have affected apprentice and trainee numbers. Care should be taken when comparing 2020 to 2022 data with data from previous years; and (2) In-training figures represent the number of apprenticeship and traineeship training contracts where the apprentice or trainee is actively training under the terms of their contract, and who have not completed, cancelled or withdrawn from their training, or had their training contract expired without meeting all of the prescribed requirements of their program. The figure reflects the number of active contracts at a given point in time (at the end of the quarter), and therefore in-training figures cannot be cumulated over time. For this reason, quarterly comparisons are equivalent to 12-months ending comparisons, as they both represent the changes as at 30 June from one year to the next.

In Australia, there were 415,240 apprentices and trainees in-training as at 30 June 2022, an increase of 21.6 per cent from 30 June 2021. In the June quarter 2022, compared with the June quarter 2021: commencements increased by 36.5 per cent, to 66,885; completions increased by 16.6 per cent, to 20,750; and cancellations and withdrawals increased by 24.1 per cent, to 32,015. In the 12 months ending 30 June 2022, compared with the 12 months ending 30 June 2021: commencements increased by 22.1 per cent, to 264,320; completions increased by 15.3 per cent, to 88,855; and cancellations and withdrawals increased by 39.6 per cent, to 119,805.

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Early school leaving (ESL) as defined by the [European Union] EU refers to young people aged between 18 and 24 who have attained no higher than lower secondary education and who are not currently receiving any education or training. The [Reducing Early School Leaving in Europe] RESL.eu project aims to provide insights into the mechanisms and processes influencing a pupil's leaving school or training early. In addition, RESL.eu intends to identify and analyze the intervention and compensation measures that succeed in keeping pupils in education or training, in spite of their high risk of ESL, and ultimately, to disclose these insights and good practices to various audiences.

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Information shared by the newest group of participants from the Longitudinal Surveys of Australian Youth (LSAY) provides important insights into Australia's Generation Z at school. This infographic looks at secondary school students' subject choices at school, their plans for the future and the barriers they face in meeting these goals. Using LSAY data, we reflect on how this cohort of young people will navigate changing demands in education and skills to meet the work demands of the future.

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This discussion paper is part of a project commissioned by the National Centre for Vocational Education Research (NCVER) on financing of vocational education and training (VET). One of the issues for investigation is the extent to which employers contribute to the cost of training in other countries and how Australia compares. The results of the investigation into this topic are presented in this paper. The paper begins with an overview of the issues associated with the financing of VET, including theoretical issues and lessons to be drawn from other comparative reviews. A range of indicators on training participation in Australia and in overseas countries are presented in order to provide an understanding of the extent of national differences. The next two sections examine employer contributions towards entry-level training and ongoing training in Australia and raise points of comparison with other countries. The material from previous sections is then synthesised to provide a summary of total expenditure on VET and the share contributed by employers. The paper concludes with a discussion of whether a greater contribution by employers in Australia is necessary and ways in which this might be encouraged. Show less

Fewer young people are working in their career job at age 24 than ten years ago, with significantly higher rates of young people uncertain whether the job they have is the one they would like as a career. This infographic uses data from the Longitudinal Surveys of Australian Youth (LSAY) to provide a snapshot of how study, training and work have changed for Australians aged 24 in 2018 when compared with those of the same age in 2008.

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This publication provides a summary of the outcomes of international students who completed their vocational education and training (VET) qualification in Australia in 2021. These students were surveyed as an additional component to the 2022 National Student Outcomes Survey. Information is presented on international onshore VET qualification completers' reasons for training and their employment outcomes, their satisfaction with training and further study outcomes. Overall, 13,686 international onshore VET qualification completers responded to the survey.

Highlights include: overall, 72.3 per cent undertook training for employment-related reasons, 24.7 per cent for personal reasons, and 3.0 per cent for further study reasons; the most common reasons for training were to develop or start my own business (23.0 per cent), improve general education skills (16.4 per cent), and gain extra skills for current job (14.8 per cent); in 2022, 73.0 per cent had an improved employment status after training, up 8.9 percentage points from 2021, 83.0 per cent were employed after training, up 7.5 percentage points from 2021, and 49.5 per cent were enrolled in further study after training, down 5.1 percentage points from 2021; of those looking for work at some stage after training, 82.3 per cent faced at least one barrier when looking for work, down 7.0 percentage points from 2021 - of these the two most commonly cited barriers were lack of jobs due to [Coronavirus Disease 2019] COVID-19 (37.0 per cent), down 14.1 percentage points from 2021 and did not have a required permanent residency/work visa (32.7 per cent), down 4.7 percentage points from 2021; as reported in 2022, 87.2 per cent were satisfied with the training overall, up 1.8 percentage points from 2021, and 82.9 per cent are likely to recommend their training provider, up 2.0 percentage points from 2021; during their training, 90.8 per cent undertook learning online - of these 85.6 per cent were satisfied with the support received from teachers/trainers during online learning, 83.2 per cent were satisfied with the overall quality of their online experience, and 43.3 per cent faced at least one challenge with online learning.

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This publication provides a summary of the outcomes of international onshore students who completed their vocational education and training (VET) in Australia in 2016. These students were surveyed as an additional, trial component to the 2017 National Student Outcomes Survey, which is an annual survey of Australian graduates (students awarded a qualification) and subject completers (students who successfully completed part of a course and then left the VET system). The trial component comprised international onshore graduates only. The population for the survey was sourced from the National VET Provider Collection. A census was conducted of the international onshore VET graduate population in this collection, specifically of students who had a unique student identifier (USI), or students without a USI where contact information could be sourced from jurisdictions. There were 42,923 international onshore graduates in scope for the trial, and 37,690 graduates received an invitation to complete the survey. Of these graduates, 11,506 responded and were in scope of the survey, representing a response rate of 30.5 per cent.

Key highlights about reasons for training include: 63.3 per cent of international onshore graduates undertook training for employment-related reasons, 29.5 per cent for personal reasons and 7.2 per cent for further study reasons; and 89.2 per cent fully or partly achieved their main reason for training. Employment and further study outcomes include: 67.4 per cent of international onshore graduates were employed after training; 47.7 per cent were enrolled in further study after training; and 82.0 per cent were employed or enrolled in further study after training. Satisfaction with training highlights include: 85.3 per cent of international onshore graduates were satisfied with the overall quality of the training; and 88.8 per cent would recommend the training, and 84.8 per cent their training provider.

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This publication provides a summary of the outcomes of international students who completed their vocational education and training (VET) qualification in Australia in 2017. These students were surveyed as an additional component to the 2018 National Student Outcomes Survey. The international component comprised international onshore graduates undertaking VET qualifications delivered by: TAFE (technical and further education) institutes; universities; community education providers; and private training providers. The survey excludes international graduates who completed their training with an Australian training provider offshore and international graduates under 18 years of age. There were 52,198 international onshore graduates in scope for the international component, of which 47,635 received an invitation to complete the survey. Of these, 11,265 responded to the survey.

Key highlights about reasons for training include: 68.3 per cent of international onshore VET graduates undertook training for employment-related reasons, 25.9 per cent for personal reasons and 5.8 per cent for further study reasons; and 87.9 per cent fully or partly achieved their main reason for training, down 1.3 percentage points from 2017. Key highlights about employment and further study outcomes include: 56.2 per cent of international onshore VET graduates improved their employment status after training, up 2.0 percentage points from 2017; and 38.8 per cent were enrolled in further study after training in Australia, down 6.6 percentage points from 2017. Satisfaction with training key highlights include: 84.5 per cent of international onshore VET graduates were satisfied with the overall quality of the training, similar to 2017; and 87.5 per cent would recommend the training, down 1.3 percentage points from 2017.

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This publication presents information on how different equity groups fare in their vocational education and training (VET) journey. The six featured equity groups (People with disability, Aboriginal and Torres Strait Islander, Non-English speaking background, Low socioeconomic status, Remote, and Not employed) have historically been disadvantaged in accessing and benefiting from education in Australia. We focus on their participation, achievement in and outcomes from VET. Data on the impacts of the [Coronavirus Disease 2019] COVID-19 pandemic for training undertaken in 2020 is also included.

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The Commonwealth Department of Education, Science and Training (DEST) engaged the consortium of The Allen Consulting Group, Deloitte Touche Tohmatsu and the National Centre for Vocational Education Research (NCVER) to undertake a project that analysed the costs of delivery of vocational education and training (VET) in schools, including an analysis of cost efficiencies. The report provides a snapshot of VET in schools programs that are undertaken as part of senior secondary schooling and are recognised under the Australian Qualifications Framework (AQF). The analytical methodology was activity based costing with the process for the development of the national VET in schools cost model involving data gathering, analysis of options for developing cost efficiencies and regular testing and reporting of approaches and conclusions. This model provides a framework for the identification of the cost of delivering VET in schools. Cost efficiencies and quality were also looked at from the perspective that efficiency is concerned with the outcomes that are achieved as well as absolute dollar cost. The case studies examined the decisions six schools have made to arrive at best practice delivery of VET in schools. The report concludes that given the trend of increasing student participation and positive outcomes associated with VET in schools, the ongoing efficient management of the program is of critical importance. The analysis of the small sample of schools indicated that the cost of delivering VET in schools is affected by the particular delivery mode adopted and by the jurisdiction in which it is delivered, while the case studies revealed the diversity of VET in schools. The discussion of efficiency and quality issues highlights the need to ensure that analysis of the costs of delivering VET in schools is considered in the context of the outcomes for students. Show less