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Curriculum delivery in higher education is changing rapidly, notably in the area of online delivery. Initial Teacher Education (ITE) in Australia is no exception to this, and this article explores this growth with a particular focus on its implications for workforce planning for teachers. In this planning in Australia, ITE students are usually considered part of the 'supply pipeline' for the state in which their university is located. However, with online delivery, students could potentially be enrolled on the other side of the country (or the world) from the physical location of their institution. The data presented here show that of the growing cohort of external ITE graduates, a small but significant group resides outside of the state in which their institution of enrolment is located. This exploration of data highlights some new evidence which has consequences for teacher supply planning and offers insight to inform future teacher workforce projections.

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This paper argues that there is no uniform trend to work which requires higher skills, higher levels of discretion and autonomy, increased teamwork, and increased multi-skilling. The link between increased opportunities for quality education and training and better quality work requires an integrated and new labour market, industry and education and training policies. The deregulatory and marketbased policies applied to education and training, labour market and industry funding and regulation over the past decade have had negative consequences. It is open to Australian governments to develop an integrated approach to industry, the labour market, and education and training that would decrease inequality, increase participation in the labour market, increase productivity and ensure that the Australian economy is strong in areas of the highest productivity growth.

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This report provides a detailed analysis of the financing of technical and vocational education and training (TVET) in the Republic of Vanuatu. The study, which was conducted in August and September 2012, forms part of a region-wide program, 'Research into the financing of TVET in the Pacific', initiated under Australia's international development assistance program in 2011. The aims of the program are to produce, in conjunction with host country governments and TVET stakeholders, a comprehensive empirical analysis of the existing systems for financing TVET in seven Pacific countries (Fiji, Kiribati, Papua New Guinea, Samoa, Solomon Islands, Tonga and Vanuatu), identify key financing issues within the region, and the policy implications they have for the future financing for TVET, to enable it to be more efficient and effective at both national and regional levels.

The report is structured in five main parts. Chapter two completes part one, 'Introduction', by providing a detailed description of the research approach used in Vanuatu, including the data collection instruments that were developed. Part two, 'Country background', contains chapter three that outlines the broad national context of Vanuatu. Part three, 'TVET in context', provides a detailed description of TVET institutions and activities in Vanuatu. It includes discussion of governance, quality assurance, enrolments and access to educational opportunities, and the role of TVET in economic and social developments. Part four, 'The financing of TVET', presents the main findings and analyses from the study. TVET funding and expenditure patterns and trends and unit costs are presented and analysed in chapters five to seven. The financial mechanisms that channel resources into and throughout the TVET sector are identified and analysed. Chapter eight details the study team's pilot survey on enterprise training and its funding. In part five, 'Issues and options', the overall conclusions of the study are summarised, key issues identified, and directions developed for consideration by the Government of Vanuatu, other TVET stakeholders, and development partners.

Further details on the study are provided in the annexes. Annex one provides the scope and objectives set out in the research brief. The members of the National Reference Group for the study are provided in annex two. Annex three provides the classification and coding systems used in the data collection and recording. Annex four includes the data collection templates developed for different aspects of the study.

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In 2000, ACER introduced cohort reports as part of its Longitudinal Surveys of Australian Youth (LSAY) program to 'provide an overview of the education, training and labour market experiences of the whole cohort on a regular basis, contributing to discussions of issues that affect young people'. Cohort reports supplement data already available from government statistics on enrolments and apparent retention rates. These reports are aimed at helping researchers to see the potential of the database as they use a wider range of the variables than may be used in the LSAY research reports.

This report contains information about the experiences of the 1998 LSAY cohort in 2000. Information on this cohort was first collected in 1998, when these young people were Year 9 students in Australian schools. Highlights from the report include: 86% of the cohort were still at school, nearly all were enrolled in Year 11; eight per cent of the cohort were engaged in other study, including study at TAFE (two per cent), in an apprenticeship or traineeship (five per cent), or in some other form of study (less than one per cent); more than one-quarter of school students in the cohort were studying a TAFE or non-TAFE VET subject; of those cohort members who were no longer at school, 59% of males and 46% of females were engaged in other study; males were predominantly in apprenticeships; more than 50% of the cohort were employed in 2000, with 43% working part-time and eight per cent working full-time; of those cohort members still at secondary school, 48% were employed, mostly in part-time jobs; the majority of females who were employed (72% of those still at school and 69% of those who were no longer at school) had clerical, sales or services positions; nearly 48% of males who were working while still at school had production, transport or labourer positions; most members of the cohort were happy with their lives, with little difference between those who were still at school and those who were no longer at school. The contents are: Introduction; Who is in the Year 9 class of 1998 in 2000?; Cohort members still at school; Cohort members no longer at school; General attitudes and activities; Concluding remarks; References.

Other cohort reports relating to the Year 9 class of 1998 are indexed at TD/TNC 78.212, TD/TNC 78.215 and TD/TNC 78.218. Show less

This is the third report of a research project which examines the supply and demand of people with postgraduate research qualifications in science and mathematics. In the report, four organisations showcase examples of good employment practices which cover issues associated with recruitment, retention, staff development and career paths. The report was completed in November 2008. To gain an overall perspective of the factors influencing supply and demand for this group it is important to consider all the reports in this project.

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This paper reviews the main comparative research papers on the transition from secondary school level to work, primarily in Europe. The paper aims to identify the important dimensions of variation among education/training systems and their national contexts, which may be hypothesised to influence the success of transitions. It develops a conceptual framework to represent inter-country variations in the nature of the school to work transition process. There are four dimensions of a conceptual framework: the national context; the nature of the education and training system in each country and its connection to the labour market, as well as state policies influencing these processes; the structure of the school to work transition process itself, and the outcomes of the transition process - 'success' and 'failure' in transitions; and variations among the groups of young people in the outcomes achieved. Recommendations are made for additional information needed to test the hypotheses. Show less

The focus of this report is on a group of young people who are not in full-time study, nor in the labour force. It is based on data from the Longitudinal Surveys of Australian Youth (LSAY), which studies the progress of cohorts of young Australians in their transitions from secondary school to work and further education and training, beginning in Year 9. It investigates two groups of young people who had experienced some time outside the labour force and full-time education: (1) those who had not been involved in full-time education or the labour force for at least one month between January 1997 and December 2003; and (2) those who were not involved in education and training or the labour force at the time of the annual surveys from 1999 to 2003. The findings are presented under: Patterns of time outside the labour force and full-time education; Main activities of young people outside the labour force and full-time education; Entering or re-entering the labour force or full-time education. Findings indicate that: overall, 64% of the young people who participated in the LSAY interview in 1997 spent some time outside the labour force and full-time education over the years they were surveyed (up to the end of 2003); young people who had not achieved highly at secondary school, did not have a Year 12 Certificate, were female, or who had a health problem or disability were more likely to have reported extended periods of time outside the labour force and full-time education (longer than 12 months); young people who had been in the lowest school achievement quarter or who did not have a Year 12 Certificate were more likely to have experienced multiple periods of time outside the labour force and full-time education; most young women who were outside the labour force and full-time education at the time of each annual survey reported that they were caring for children or involved in home duties; young men who were not studying full-time or in the labour force were involved in some other form of study or training in the early years, but in the later years tended to be on holiday or travelling; for young women, being married increased the likelihood of return after the first period of time outside the labour force, while being a mother or having a disability or health problem decreased the likelihood of returning to the labour force or full-time education; for young men, the likelihood of return from the longest period outside the labour force and education was related solely to prior experience of time outside the labour force; and for young women, the likelihood of return from the longest period was associated with marital, parental and disability status. Show less

This report examines the labour market dynamics between 1996 and 2000 of a cohort of young Australians born in 1975. During this period, most of the cohort were either in postsecondary education and training, or establishing themselves in the labour market. The first chapter reports on their major activity (full time study, full time work, part time work, looking for work and ‘other’ activities) for each year between 1996 and 2000 (when they were 21 to 25 years of age) and also presents the cohort’s participation in education and training and their occupational profiles. The second chapter examines the year-to-year movement between activities and occupational group. The remaining chapters look at full time work, unemployment and marginal activities (unemployment, part time work and other activities excluding domestic responsibilities), respectively. These three chapters provide a breakdown of the proportions of time the cohort spent in each activity. Subsequently, the relationship between time spent in the activity and a range of social background and educational labour market variables is examined. The third section examines the influences of qualifications and labour market experiences on the proportion of time spent in these activities. The report demonstrates the benefits of gaining full time employment early in the school-to-work transition. Experience of working full time has substantially stronger positive effects on the labour market outcomes of 21 to 25 year olds than completion of Year 12 or postsecondary qualifications and training. In terms of policy, the analyses indicate that governments should emphasise securing full time employment and the avoidance of unemployment for those young people who may be at risk of spending much of their time in marginal activities. The report also demonstrates that there is not a large homogenous group of young people excluded from full time work. There is considerable movement across activity states although full time is the most stable. The proportion of young adults who are engaged in marginal activities for long periods is relatively small being less than 10 per cent of the cohort. Show less

This Longitudinal Surveys of Australian Youth (LSAY) briefing draws on research which investigates the long term outcomes of four groups of young people (those born in 1961, 1965, 1970 and 1975) as well as another sample of young people aged 19 years in 1994 and 1995 to look at labour market experiences, including employment and earning patterns, of Australia's young people. The briefing highlights that: (i) school achievement in literacy and numeracy improves employment and earnings; (ii) the gender gap in earnings is declining; (iii) apprenticeships bring initial advantages which decline over time; (iv) increases in the national unemployment rate relate to decreases in hourly earnings; (v) having a degree is one of the main positive influences on earnings; and (vi) year 12 completion decreases the chances of unemployment. Show less

The focus of this report is on Year 12 students who applied to go to university but were not offered a place. It uses data from the Longitudinal Surveys of Australian Youth (LSAY) project for the cohort that was first sampled in Year 9 in 1998 and analyses the characteristics of the following groups of young people who were in Year 12 in 2001: applied to enter university, but not offered a place (Group one); received an offer of a university place, but did not enrol in university in either 2002 or 2003 (Group two); received an offer of a university place and enrolled in 2003 after a ‘gap’ year in 2002 (Group three); entered university in 2002 (Group four); did not apply for a university course (Group five). The study also included another group that comprised those who left school before Year 12 and those with no post-school information (Group six). The study found that the main reason for students missing out on a place at university was their lower level of academic performance. However, by 2003, around 45% of these students (Group one) were engaged in some form of post-school education and training. Approximately 24% were enrolled in a TAFE Diploma course, 11% were in a traineeship; six per cent were in a TAFE Certificate course, and five per cent were in an apprenticeship. Show less