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This report outlines the findings of a consultancy undertaken by the National Centre for Vocational Education Research (NCVER) to inform the New Apprenticeships incentives review being conducted by the Department of Education, Science and Training (DEST). The consultancy comprised five phases: (1) Statistical overview. A statistical overview of New Apprenticeships detailing: apprentice and trainee characteristics (e.g. age, gender, part-time/full-time, indigenous, disabled, rural and remote etc.); employer characteristics (e.g. size, industry and occupations); nature of training undertaken (e.g. field of study, qualification levels, hours); providers of training; growth in numbers of apprentices and trainees (e.g. commencements); and number of completions and non-completions (e.g. withdrawals/cancellations), as at June 1998 and June 2001; (2) Trend analysis. A trend analysis of New Apprenticeship data (commencements, recommencements, completions, withdrawals/cancellations) on a full-time and part-time split and on an industry by occupation basis since 1994. the analysis outlines the effect of policy changes on commencements and completions and identifies differences in apprenticeship commencements and completions in the areas of the traditional trades youth, females, indigenous Australians, disabled, and rural and remote New Apprentices as well as the duration of New Apprenticeships by AQF level for trades and non-trades; (3) Commencement projections. A range of commencement projections are provided under a range of assumptions; (4) Simulation model of completions. A simulation model of completions was developed from a forecasting model that has been developed by NCVER to forecast completions. The forecast model projects expected completions based on past and present commencements. The model takes account of differences in contract duration, occupation, qualification level, full-time/part-time status; and (5) Policy simulations. A range of proposed policy changes are simulated to assess the likely impact on new apprentice completions. The simulations are carried out under the assumption that the current patterns of contract duration, full-time/part-time status and qualification level by major occupational grouping continue into the future.

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This publication provides a snapshot of Australia’s publicly funded vocational education and training (VET) sector for 2012. It presents national information about students and participation, courses and qualifications, module/unit of competency enrolments, hours of delivery and full-year training equivalents. State or territory training provider breakdowns of the data are available as Excel files. In addition, selected data cubes containing information on student characteristics, students by courses, students by industry skills council training package groupings, qualification completions by industry skills council training package groupings and subject (modules/units of competency) enrolments are also available. The two support documents are ‘Terms and definitions’ and ‘Notes on tables’.

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This statistical compendium presents data on participation, achievements and outcomes of Indigenous people in vocational education and training (VET). The data are obtained from NCVER’s three major data collections: the National VET Provider Collection, the National Apprentice and Trainee Collection and the Student Outcomes Survey, and are presented as either static Excel web tables or interactive data cubes.

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A snapshot of vocational education and training (VET) is presented for manufacturing employers, drawing on findings from the 2007 Survey of Employer Use and Views of the VET System and other sources. The information provided includes contextual information about the industry, a profile of training within the industry, and employers’ use of the VET system and their satisfaction with the training provided. There are individual publications for the other 16 industries featured in the overview.

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As part of the Council of Australian Governments (COAG) work on skills, there has been a policy push to increase the number of people completing higher-level vocational education and training (VET) qualifications: diplomas and advanced diplomas. The foundation for this paper was a set of projections prepared by the Centre for the Economics of Education and Training (CEET) which pointed to a significant shortfall in people with diploma and advanced diploma-level qualifications in 2016. The paper outlines recent trends in the provision of these qualifications; overall there has been virtually no growth over the period 2003-07, with growth in some areas offset by declines in others. It also looks at how those with diplomas and advanced diplomas are faring in the labour market. The picture is rather mixed, suggesting that people with diplomas and advanced diplomas fare, on average, better than those with other vocational qualifications or no post-school qualifications, but face severe competition from degree holders and others who have obtained skills through experience. Show less

A snapshot of vocational education and training (VET) is presented for finance and insurance employers, drawing on findings from the 2007 Survey of Employer Use and Views of the VET System and other sources. The information provided includes contextual information about the industry, a profile of training within the industry, and employers’ use of the VET system and their satisfaction with the training provided. There are individual publications for the other 16 industries featured in the overview.

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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

This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system - broadly defined as Commonwealth and state/territory government-funded training delivered by TAFE institutes and other government, community education and other registered providers. The data in this publication cover the nine month period of 1 January to 30 September for 2015 and 2016.

In the first nine months to 30 September 2016, there were 1.08 million students enrolled in the government-funded VET system. There was a 4.8 per cent increase in the number of students undertaking government-funded training in the first nine months of 2016 compared with the corresponding period in 2015. Despite this increase, there was a 2.5 per cent decline in subject enrolments over the same period - due to an increase in students undertaking programs of shorter duration (skill sets) and subject only enrolments. An additional 226,800 students are reported in the January to September 2016 period compared with the January to June 2016 period, which represents a 26.7 per cent increase. In the nine months to 30 September 2016, students in the government-funded VET system comprised: 56.7 per cent attending TAFE institutes and other government providers; 85.6 per cent enrolled in an Australian Qualifications Framework level program; 41.4 per cent studying certificate III programs; and 17.2 per cent enrolled in engineering and related technologies. A total of 1866 training providers delivered government-funded VET in the first nine months of 2016, a decrease from the 1888 that reported in the first nine months of 2015. Please note: Quarterly data are not sufficiently stable to allow reliable longitudinal interpretation and must be used with caution.

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This time series presents a summary of training activity in government-funded vocational education and training (VET) in Australia for the period 1981-2014. A timeline of major policy changes affecting VET in Australia from the mid-1970s to the present is provided to give the summary information context. The data tables which follow present student numbers by selected training characteristics for the full period 1981-2014. For the period 1996-2014, a more detailed breakdown of the data is provided, with student, subject enrolment, program enrolment, and program completion figures presented by selected training characteristics.

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This time series presents a summary of training activity in government-funded vocational education and training (VET) in Australia for the period 1981-2017. A timeline of major policy changes affecting VET in Australia from the mid-1970s to the present is provided to give the summary information context. The data tables which follow present student numbers by selected training characteristics for the full period 1981-2017. For the period 1996-2017, a more detailed breakdown of the data is provided, with student, subject enrolment, program enrolment, and program completion figures presented by selected training characteristics.

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