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Pre-apprenticeships or pre-vocational training is seen as being meritorious in the same way that the apprenticeship model, with its combination of employment and training, is seen as an ideal model for vocational training. The motivation behind this paper is to test whether pre-apprenticeships (and pre-traineeships and pre-vocational training more generally) are a model worth pursuing or whether they are just another element of lower level Vocational Education and Training. An issue with discussion of pre-apprenticeships or pre-vocational training is that it is not possible to identify them in the official statistics. This means that it is difficult to identify them and judge their merits.

The statistical analysis has uncovered some positive findings about the potential benefits of pre-vocational training, but also has concluded that not all the evidence is positive (for example, those apprentices and trainees undertaking pre-vocational training which is not relevant report lower satisfaction than their peers). Thus, we conclude that potentially pre-vocational training can be of value, but not as a matter of course. What then are the policy implications of our findings? If we were serious about pre-vocational training, we would need to clearly define its attributes. Questions to ask would be whether they are primarily intended to facilitate entry into an apprenticeship or traineeship, or should they have a broader purpose, and whether they should be more than a lower level qualification in an occupational area.

Edited excerpts from publication and publisher's website. Show less

Looking at apprentice and trainee data and employment data back to 1995, we find that declines in apprentice commencements lead declines in total trades employment by four quarters, whereas declines in trainee commencements appear to lag declines in employment in non-trade occupations. Based on this historical relationship, the reduction in apprentice and trainee numbers suggested a much larger decline in employment than eventuated. The low proportion of redundant apprentices who were able to resume training is concerning. However, because apprentice and trainee commencements rebounded so quickly, we anticipate only a minor interruption to the supply of tradespeople. Show less

The split between higher education and vocational education and training (VET) in Australia is not clean. This paper discusses a number of aspects of this tertiary education sector: the Australian Qualifications Framework (AQF), which describes the qualifications offered by the three education sectors: schools, higher education and VET; student characteristics of the two sectors; a characterisation of higher education and VET; and student movement between the two sectors. Many education providers operate in both the higher education and VET sectors, and many have links with providers in the other sector. Higher education and VET differ in terms of student characteristics. The number of students transferring between the two sectors are substantial but are relatively small compared to the numbers following traditional pathways of school to TAFE or higher education. Show less

Government policies that promote Year 12 completion are based on a recognition that, on average, the completion of senior secondary schooling leads to better labour market outcomes. Completing senior secondary schooling is not, however, for everyone, particularly not for those who are less academically inclined or who are unsuited to the institutionalised nature of schools. Given this, it makes sense to talk about a vocational equivalent to senior secondary schooling. This report investigates the notion of a vocational equivalent to Year 12 completion in terms of the volume of learning, the educational complexity of courses, and ultimately labour market and other outcomes (various aspects of employment, satisfaction with aspects of life and further study). The report finds that no vocational pathway can be considered to be equivalent to Year 12 in a literal sense; vocational pathways form an alternative to Year 12 but are not equivalent. Show less

This position paper argues that the submission of vocational education and training (VET) student data should be mandated as a condition of registration for all registered training organisations (RTOs), including private providers. This will ensure a comprehensive data collection that gives a realistic view of training activity occurring within the sector, which is essential for informing public policy, ensuring quality assurance and providing accurate information to potential students. However, it is noted that the process needs to be as painless as possible. Show less

Vocational education and training (VET) is very important for young people in South Australia. This paper seeks to establish how important. The paper focuses on two broad groups: (1) those who complete 12 years of schooling and then continue their education in VET; and (2) those who choose an alternative pathway and leave school before year 12 but continue their education in VET. As well as describing the VET activities of these students, the year 12 retention rate education indicator is scrutinised. This indicator has been commonly used to measure the success of a school system in providing young people with a sound educational foundation. Apart from the statistical issues surrounding this measure, it fails to recognise that VET provides an alternative pathway. It is not argued that mere attendance at VET provides an equivalent education to the completion of year 12, however it is argued that completion of a certificate III or better is certainly equivalent to completing year 12. If the number of a cohort that leaves school and subsequently studies for such a qualification could be added to the year 12 retention it would provide an arguably better based indicator of educational achievement. The proportion completing a certificate III or higher qualification, having not completed year 12 is estimated. A further dimension explored is the importance of VET for young people across regions. Considerable comment has been made about poor educational outcomes in some regions of South Australia and it is hoped that the data presented here will assist in an understanding of the issue. The paper is presented in three sections. First, young people in VET are described: what they are doing, what their educational backgrounds are and what they achieve after leaving VET. The second section focuses on indicators, particularly a proposed 'equivalent' year 12 retention rate. Finally, the regional dimension is considered. It should be noted that the analysis only takes account of those students enrolled in the publicly funded sector. Students who pay fees at private providers are not included in the data. Show less

This webinar presents the findings of recent research by Paul Miller and Mike Dockery on the pay-off to education for people who secure jobs that are a good match for their level of qualification, and the pay-offs to those who end up in jobs for which they are under-qualified or over-qualified. The effects of credentialism - the trend towards increasing general levels of education unrelated to job requirements - is also explored and the implications this has for labour market and education policy.

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This occasional paper aims to provide a picture of the occupations in the community services and health industry, and how the workforce obtains the required skills. The authors argue that planning for the industry should concentrate on occupations specific to the industry and those which require high skill levels. Findings suggest that the qualification levels of community services and health workers have increased substantially over the past decade. Furthermore, community services and health vocational education and training (VET) courses are well targeted, with most graduates finding employment in the industry. Show less

Is the time right for change and 'to be bold and think big, and challenge the way we think about tertiary education' in Australia? In this episode, we explore potential reforms to universities, their missions, and structures, while considering the role of [vocational education and training] VET. One perspective suggests establishing two types of universities: one focused on practical, hands-on learning for professional skills, and the other dedicated to research and comprehensive education.

Tom Karmel argues that higher education is more than just theoretical knowledge - it's inherently vocational, preparing students for their chosen professions. He sees a lot of what the VET sector is teaching is generic skills which can be transferred to a wider range of jobs. Tom proposes the idea of a 'professional university' that offers qualifications from certificates to degrees, focusing on practical education and strong connections to the job market. Jenny Dodd agrees with many of Tom's ideas for creating a more integrated tertiary education system but raises concerns about the term 'professional university'. Simon Walker supports the need for an integrated model that allows students to build on their learning across various qualifications. He sees potential benefits in such a system, particularly in promoting equity and supporting disadvantaged students.

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We have seen very significant declines in [vocational education and training] VET activity since 2015 and a further decline as [Coronavirus Disease 2019] COVID-19 emerged in 2020, however the declines in completions were more muted (that is, much of the decline in student numbers was in those not completing a full qualification). Of course, this decline in VET activity reflects structural change that was responding to the needs of the labour market. Certainly, university education has been expanding at VET's expense and we have seen degrees become the entry level qualification for many occupations. In looking at the impact of COVID-19 on apprentices and trainees the government appeared to have addressed any short-term declines in numbers, however we are not so optimistic about the rest of VET. This paper concentrates on VET qualification completions at the diploma or higher level, and Certificates III and IV. Lower level and non-AQF [Australian Qualifications Framework] qualifications were assumed to be preparatory in nature and of less relevance to skills formation.

Abstract from publisher's website. Show less