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This report presents the results from the 2002 national survey of students who undertook vocational education and training (VET) during 2002. The survey covered TAFE graduates and TAFE module completers.

TAFE graduates were defined as students who attended a TAFE institute in Australia and who completed a Certificate, Advanced Certificate, Associate Diploma, Diploma, Advanced Diploma or Bachelors Degree of at least 200 hours or one semester duration, and had an Australian address as their usual address. A questionnaire was sent to a stratified, randomly selected sample of graduates (approximately 42,000 graduates).

TAFE module completers were defined as students who were not graduates, had attended a TAFE institute in Australia and successfully completed some training in a course irrespective of the number of hours of the training, and left the TAFE system. A similar questionnaire to that which was sent to graduates was sent to a stratified, randomly selected sample of module completers (approximately 8,000 module completers).

The information collected in the survey includes: the nature of the training undertaken; the outcomes achieved as a result of completing the training in relation to employment; an indication of whether students were satisfied with the training; and whether students achieved the goals they had set for themselves before commencement. This report presents key results at a national level, giving an overview of the results and exploring the trends that emerge when comparisons are made with previous survey data. This national report is complemented by a briefer publication: Australian vocational education and training statistics: student outcomes survey 2002: in summary (TD/TNC 71.12). Show less

The questionnaires and frequency tables provide supporting information for [Longitudinal Surveys of Australian Youth] LSAY data users. The questionnaire document provided here is used as the basis for coding the computer-assisted telephone and online interview software. The frequency tables provide a simple output listing of each data item along with the (unweighted) values corresponding to each category.

Abstract from publisher's website. Show less

The questionnaires and frequency tables provide supporting information for [Longitudinal Surveys of Australian Youth] LSAY data users. The questionnaire document provided here is used as the basis for coding the computer-assisted telephone and online interview software. The frequency tables provide a simple output listing of each data item along with the (unweighted) values corresponding to each category.

The wave 3 (2017) series also includes an additional paper-based recruitment questionnaire administered to Year 12 students in schools as part of the 2017 top-up activity, along with the corresponding frequency output.

Abstract from publisher's website. Show less

This publication presents a summary of information gained from the national survey of students who undertook vocational education and training (VET) during 2000 at a TAFE institute in South Australia. Information is given about two groups of students: graduates and module completers. Graduates were those students who completed their course during 2000 and graduated with a qualification. Module completer information was collected on students who successfully completed part, but not all, of the training necessary to complete a full qualification and had left the TAFE system at the time of the survey. The survey gathered information on the employment situation of TAFE graduates, reasons for undertaking the course, relevance of the training to their employment, satisfaction, and further study intentions. This document contains a summary of the data collected and a brief look at some of the findings from analysis of these data.

A related publication 'Australian vocational education and training statistics 2001: student outcomes survey: in summary' may be found at TD/TNC 67.582; 'At a glance' publications for each state and territory may be found from TD/TNC 67.583 to TD/TNC 67.590. Show less

This publication presents preliminary figures for the number of students, subject enrolments, hours of delivery and full-year training equivalents relating to Australia's government-funded (public) vocational education and training (VET) system for 2014. As the figures are preliminary, they may be subject to change as further processing of the data is undertaken. Final data, with more detail and a wider range of variables, are expected to be released in late June 2015. This publication supersedes the 'Australian vocational education and training statistics: students and courses' series.

Highlights include: the number of students enrolled in the publicly funded VET system declined by 3.5 per cent in 2014 compared with 2013; student numbers increased in the Northern Territory (9.2 per cent), Queensland (4.9 per cent), Tasmania (1.8 per cent) and New South Wales (0.1 per cent); subject enrolments declined to 15.9 million in 2014, a 1.2 per cent decrease from the previous year; hours of delivery and full-year training equivalents both increased by 1.1 per cent between 2013 and 2014; students undertaking diploma or higher qualifications increased by 5.9 per cent between 2013 and 2014, while certificate qualifications (certificates I-IV) declined by 4.3 per cent overall for the same period.

Excerpts from publication. Show less

This report contains the results for Victoria from the 1998 Technical and Further Education (TAFE) Graduate Destination Survey (GDS), conducted by ACNielsen Research on behalf of the National Centre For Vocational Education Research (NCVER) and funded by the Australian National Training Authority (ANTA).

Nationally, the survey involved sending a questionnaire to all graduates (120,775) at publicly-funded TAFE institutes in Australia in 1997 who completed a Certificate, Advanced Certificate, Associate Diploma, Diploma or Advanced Diploma of at least 200 hours or one semester in duration and had an Australian address as their usual address. A total of 66,607 graduates responded, a national response rate of 55.2 per cent. Of the graduates sent a questionnaire, 24,156 were from Victoria and 13.305 responded, a response rate of 55.1 per cent.

The aim of the 1998 TAFE GDS was to measure vocational education and training (VET) graduates' employment outcomes, further study destinations and opinions of courses completed. It provides national, state and institute level data to support the National VET Strategy and information to assist in administration, planning and evaluation.

A detailed description of the 1998 survey methodology, a glossary and fieldwork materials (including the questionnaire) are contained as appendices to this report.

Related publications are: 1998 TAFE graduate destination survey: at a glance (TD/TNC 55.53); 1998 TAFE graduate destination survey: state/territory reports (TD/TNC 55.54-TD/TNC 55.61). Show less

In 2022, the 'No Frills' conference theme was 'VET's role in transforming the future'. The vocational education and training (VET) sector has responded well to the [Coronavirus Disease 2019] COVID-19 pandemic, but how can it continue to support Australia's economic recovery and respond to Australia's shifting future skill demands? Presentations were invited to explore issues relating to the ways VET is adapting, anticipating and activating change in response to shifting future skill demands.

Edited excerpts from publisher's website.

The available focus session is: Let me introduce you to VOCEDplus! / Tracy Gamlin.

The available keynote presentations are: Game on!: how to integrate gamification in VET / Alex Jackson, executive designer, specialising in behavioural psychology and gamification at ThinkPlace; The future of vocational education: now and towards 2032 / Sophie Renton, social researcher, trends analyst and Managing Director at the internationally recognised McCrindle Research.

The available presentations are: Integrating innovations at work and learning / Stephen Billett; Aotearoa New Zealand's Reform of Vocational Education and Training (ROVE): Te Pukenga aspirations and promises / Selena Chan; Bridging life transitions: role of VET in supporting lifelong learning / Sarojni Choy, Leah Le and Stephen Billett; Journeying through VET: a case study of foundation skills learners / Michelle Circelli and Zhenyuan Li; Strategies that increase online student engagement with content / Deniese Cox; School career practitioners and the guidance provided to students pursuing STEM careers in VET institutions / Melanie Evangelista; Delivering on quality VET delivery / Hugh Guthrie; Using behavioural messages to retain vulnerable apprentices and trainees / Derek Hennessy, Zuleyka Zevallos, and Michael Lau; Where to from here?: implications of a pandemic on VET training delivery / Sheila Hume and Tabatha Griffin; Towards ensuring quality in Technical and Vocational Education and Training (TVET) in Bangladesh: achievement and future direction / Md Shahadat Hossain Khan; Digital capability for workforce skills: evaluating and enhancing the digital readiness of Australia's vocational education and training products / Claire Mason, Erin Knudsen and Michael Wyndham; Enabling VET's applied research capability to support Australia's transformative future / Allison Miller; The future skills needs of service-based industries and VET's role in delivering the skills / Silvia Munoz; Pathways from VET courses: insights from the VET National Data Asset (VNDA) / Damian Oliver and Nicky Wonder; Inequality in Australia: what can vocational education and training do to address it? / Don Perlgut; Vocational to higher education postgraduate pathways: short cycle upskilling for employed VET graduates / Craig Poole (coauthored by Richard Pursey, Anne Moore, Joe Growth and Lachlan Seawright); Reimagining digital skills for the manufacturing sector: an industry case study / Sharon Robertson, Philip Clarke and Geethani Nair; Understanding recent developments in VET and higher education: Australia and the UK / Erica Smith; VET teaching during 2020: COVID and beyond / Erica Smith and Daryl South; An employer led training model achieving results for Anangu workers employed by Regional Anangu Services Aboriginal Corporation (RASAC) on the Anangu Pitjantjatjara Yankunytjatjara Lands (APY Lands) / Madonna Tomes and Janet Skewes; Services for Australian Rural and Remote Allied Health (SARRAH) and TAFE NSW: a collaboration case study in rural allied health and vocational education / Nerida Volker; Multiple VETs and future realities: a worked example of policy discourse analysis / Don Zoellner. Show less

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This series of documents provides supporting information for the LSAY data set of the 2006 cohort at wave 6 (2011). It includes the questionnaire and frequency counts.

Published abstract. Show less

This publication provides analytical commentary on the publicly funded vocational education and training (VET) sector in Australia. It gives an overview of the characteristics of students, the subjects and courses they undertook in 2001, training outcomes and measures of total activity. Trends and changes over recent years are also presented.

Related publications are: Australian vocational education and training statistics 2001: in detail (indexed at TD/TNC 70.61); Australian vocational education and training statistics 2001: at a glance (indexed at TD/TNC 70.15); Australian vocational education and training statistics 2001: financial data (indexed at TD/TNC 70.18). Show less

The purpose of this review is to inform an evaluation of the Australian Government’s Workplace English Language and Literacy Programme (WELL) being conducted by the Department of Education, Science and Training (DEST). WELL has been a key strategy to address literacy and numeracy workforce needs in the workplace in Australia since 1991. The project team undertook a comprehensive literature search which was then appraised for its relevance to the four research questions guiding the evaluation. These covered the needs of workbased literacy programmes; their impact; performance measurement; and the extent of literature specifically dealing with WELL. In the course of this work the team conducted a gap analysis designed to assist DEST’s second phase of the evaluation. In addition, [the National Centre for Vocational Education Research] NCVER offers a concept for a future modelling exercise which could capture the quantum economic impacts of the WELL programme. An analysis of the mentions of the WELL programme in the literature reinforced the high regard held for the programme and the many outcomes that accrue to the individual participants and their workplaces. The gap analysis undertaken as part of this literature review identified a need to undertake further work evaluating specific WELL funded initiatives, as well as measuring the outcomes and impacts of workplace literacy programmes.

Published excerpt.

The WELL evaluation report is indexed at TD/TNC 89.713. Show less