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There are two ways to register for the [Australian Vocational Education and Training Management Information Statistical Standard] AVETMISS Validation Software (AVS). This document describes the most appropriate registration method for registered training organisations.

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This publication contains a summary of statistics on persons undertaking vocational training through contracts of training arrangements (apprenticeships and traineeships) for the quarter ending 30 June 2005. It looks at the estimates of apprentices and trainees who were training as at 30 June 2005 and at longer term trends for in-training figures. The profile of the apprentice and trainee population has changed significantly in the 12 months to 30 June 2005 and commencement numbers provide the best guide for the direction of change in the apprentice and trainee population. Newly commencing apprentices and trainees were predominantly aged 19 and under, and male. There was considerable variation in growth in commencements with increases in commencements of persons aged 45 and over and of males. As well, there were commencement increases in the Northern Territory, Western Australia, South Australia, Queensland, Victoria and New South Wales with decreases in commencements in the Australian Capital Territory and Tasmania.

The figures used in this publication are estimated figures calculated by the National Centre for Vocational Education Research (NCVER) based on the reported data for the June quarter 2005. Show less

This user guide has been developed for users of the Longitudinal Surveys of Australian Youth (LSAY) data. It consolidates existing technical documentation and other information into one document. The guide aims to address all aspects of LSAY data including: how to access the data, data restrictions, variable naming conventions, the structure of the data, documentation, classifications and code frames used, weights and derived variables. Show less

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

The is the sixth innovation report since the announcement of 'Backing Australia's ability', the Australian government's five year innovation statement. It provides an opportunity to reflect on the achievements of Australian government departments and agencies against the themes of 'Backing Australia's ability', along with their progress in addressing broader national goals through their implementation of the National Research Priorities. The report additionally presents the findings of the third Australian Innovation Scorecard, comparing Australia's innovation performance to that of other countries in the OECD. It thus provides a broader global context for Australia's innovation activities and a means of tracking the nation's progress in an increasingly competitive global economy. Finally, the report outlines the important role that key institutions and strategic planning processes are playing in informing the future of Australian science and innovation and ensuring that Australia remains well-placed to benefit from its investments in the future.

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The mission of the National Centre for Vocational Education Research (NCVER) is to undertake and promote quality research and disseminate research results that contribute significantly to improve outcomes for vocational education and training (VET) to assist Australia's economic and social development of Australia. This annual report reviews NCVER's activities over the preceding year and outlines its aims, achievements, organisation and policy. The main areas of research for this year were: competency standards; competency-based training; feasibility studies; private training providers; middle-level training; assessment; workplace training; economic benefits of vocational education; perceptions of vocational education; performance indicators; equity of access for special populations; open learning; and international comparative studies. Show less

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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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

[This report] is designed to support international engagement by the Australian [vocational education and training] VET sector by articulating some of the opportunities available and also some of the challenges faced. It is designed to encourage a shared vision, and greater collaboration and partnerships, amongst the key stakeholders of the sector. [This report] provides an overview of the Australian VET sector as well as Australia’s international education and training engagement, in order to ‘set the scene’ for the operating environment of the sector. Some key issues in the international education and training arena for the Australian VET sector have been highlighted. [This report] then proposes a range of objectives and strategies to maximise the opportunities available in the period 2007-2011.

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