Search Results

The purpose of this research is to examine whether, for those who have left full-time education, a low-skill job provides them with a good start to their working lives. It was found that starting out in a low-skill job gives lower payoffs than starting out in a high-skill job. Five years after leaving full-time education, the wage penalty (after conditioning on education and other characteristics) still exists but this scarring effect diminishes over time. However, any job is better than having no job.

Published abstract. Show less

Currently there are major concerns about the adequacy of the nursing workforce. This paper reports on workforce models built for both registered nurses, trained in universities, and enrolled nurses, trained in the vocational education sector. Projections suggest that the ageing of the population together with the ageing of the nursing workforce will put real strains on the supply of nurses. It is argued that the work organisation of the carer workforce (professionals, para-professionals and assistants/personal carers) will need to change. It is also suggested that articulation in the training arrangements between these groups will be important.

Published abstract reprinted by permission of the copyright owner.

The collection of papers is indexed at TD/TNC 71.486; individuals papers are indexed from TD/TNC 71.487 to TD/TNC 71.494. Show less

Vocational education and training (VET) provides employment related training at the certificate and diploma level, aimed at all occupational groups with the possible exception of professionals - which are largely served by higher education. It is delivered within both an institutional and workplace setting. An important element is the apprenticeship/traineeship that incorporates formal training within an employment relationship. The aim of this paper is to look at the contribution of VET to the labour market. Three aspects are focused on: the relationship between the training and occupations VET graduates work in; the extent to which the qualified proportion of the workforce has increased (skill deepening) and the link between VET and skills acquisition. The unifying theme of these aspects is that there is no deterministic link between VET and the labour market-skills are not raw materials consumed in a manufacturing process; rather they are akin to capital that has alternative uses. Before examining these aspects, however, I will briefly describe the sector, to show the breadth of its provision.

Published introduction. Show less

Pre-apprenticeship programs have attracted a great degree of interest from employers and training providers as one means of increasing apprentice satisfaction and completion rates, by providing an introduction to the trade. We test this proposition using data from the 2010 Apprentice and Trainee Destination Survey. We find that the impact of pre-apprenticeships varies with occupation and prior education level. Pre-apprenticeships increase the likelihood of completion for apprentices in the construction, food and electro-technology trades but reduce completion rates among those already holding a certificate III or higher qualification and some other categories of apprentices. Show less

This paper begins by describing the impact of economic and social conditions on the demand and supply of skills in Australia. It then discusses the current Australian policy environment relating to vocational education and training (VET) before looking at the SEAMEO region and the global trends that are likely to impact on member countries. In the final section, the paper looks at some of the implications for training and research. Major trends and issues discussed include: the increasing extent of part-time work and casualisation; increasing female participation in the labour market; the importance of increasing the level of education and training for teenagers; the spread of information and communication technologies (ICTs); and an ageing population. The paper concludes that in setting research priorities, it is important to take note of the structural changes that impact on VET. There are a number of trends that affect all countries - the growth of service sectors and the knowledge economy, the ageing population, and the general increase in educational levels - and these need to be taken into account.

The collection of keynote and inspirational papers is indexed at TD/TNC 74.370; selected papers are indexed at TD/TNC 74.371 and TD/TNC 74.372. Show less

Students with a disability tend to have poorer educational outcomes in vocational education and training (VET) than the average over all students. This paper seeks to isolate the direct effect of being a member of a particular disability group by taking into account the characteristics (notably, educational background) of the members of the group. It is found that the direct effect of the disability differs between groups, and is highest for those with a mental illness, a medical condition or a physical disability. Show less

This paper canvasses a range of areas which bear on the linkages between vocational education and training (VET) and the labour market. The first is described as institutional linkages. These are the formal legal and administrative structures that tie together VET and the labour market. The second area is that of general skills development. Australia's general approach is based on the idea that education and training increases an individual's human capital leading to higher wages and better employment outcomes. The final area is labelled the dynamics of the labour market. This is the most complicated and covers things such as occupational mobility, the contrast between occupation-specific and general skills, the way VET changes to reflect changes in the structures of the labour market, and the way individuals choose their training. The paper concludes by arguing that there are three areas to be considered in analysing the links between vocational education and training and the labour market: (1) institutions; (2) general skills development; (3) dynamics of the labour market. In respect of institutions, Australia has a well developed set, but these constantly need to be modified to ensure that they are relevant. In respect of general skills development, the focus is the individuals' human capital, and this is the critical link between VET and the labour market. People get trained and educated to equip themselves better for the labour market, and this goes much wider than specific training for specific jobs. Finally, the dynamic nature of the labour market, both in terms of labour mobility at a point in time and structural change occurring over longer periods, implies that the VET system has to be flexible and responsive. This is a world of many players and constant change; it is not a world of targets and getting it right. Show less

School vocational education and training (VET) programs were introduced to provide more diverse pathways to work and further study for young people. This report investigates whether these programs provide successful outcomes for participants, in terms of retention to Year 12 (or its vocational equivalent) and full-time engagement with employment or learning. The report finds that participation in school VET programs has a small negative impact on retention from Year 10 to Year 12 overall but that there is a positive impact on Year 10 to Year 11 retention. There is a clear positive impact on post-school outcomes for students who participate in school VET programs in Year 11 but do not go on to complete Year 12. Finally, the report looks at whether school VET programs have been successful in establishing post-school VET pathways. The results show that these programs provide a clear pathway for some students, particularly for boys studying in the areas of building and engineering. For most students, however, the pathway is not so direct.

Published abstract reprinted by permission of the copyright owner. Show less

This article examines the occupational aspirations of 15-year olds. [The authors] first determine the drivers of occupational aspirations before comparing aspirations with actual employment outcomes a decade later. Whilst actual jobs held at age 25 years do not quite meet young people's initial aspirations, they compare favourably with the overall job distribution of the Australian workforce, particularly for young women. It is suggested that these positive outcomes reflect the higher education levels of young cohorts, compared to older ones. One likely reason why young women exceed young men regarding occupational status is the higher proportion of women completing university studies.

Published abstract reprinted by permission of the copyright owner. Show less

This paper presents the findings of an investigation into university responsiveness to student demand at both an aggregate level and the broad field of study with the conclusion that universities exhibit some degree of flexibility. The chapters are: Introduction; Student demand; Applications, offers and enrolments; Demand and supply by field of study; Conclusion. Show less