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Australia's tertiary education sector comprises higher (university) education and vocational education and training (VET). The purpose of this paper is to contrast the two sectors in terms of the way they are defined, their size and recent growth, the characteristics of their student bodies and access and equity within the two sectors. The paper also considers the links between the two sectors.

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In this nine minute interview, Steve Davis talks with Tom Karmel about the report 'Attrition in the trades' [available in VOCEDplus at TD/TNC 104.36]. This report investigates attrition in the trades by comparing the rate at which tradespeople leave their occupation with that of professionals. It also determines whether attrition is influenced by economic conditions, and if a trade can provide a good start to a career in the professions. The report concludes that attrition in the trades is no higher than in the professions; the rate of leaving particular occupations may vary, but overall the results between the two are very similar. The economic climate also makes little difference to the attrition rate.

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At this time most young people leave school having had some experience in workplaces either through work placements arranged through their schools or as part-time workers. This paper presents the findings of a research project which examined the different types of learning experienced by students in the different modes of experiencing the workplace. The project also examined whether some students find access to such work experience more difficult than others.

The volumes of collected papers are indexed from TD/TNC 69.351 to TD/TNC 69.353. Individual papers are indexed from TD/TNC 69.354 to TD/TNC 69.445. Show less

This paper estimates the completion rate of VET course enrolments with a mathematical modelling approach in order to fill a gap in performance measures for the sector. The technique used is to track all VET course enrolments within a three-year window, centred on the year of interest. Then, using an absorbing Markov chain model for a VET course enrolment, to estimate the proportion of VET course enrolments commencing in the year of interest that will eventually be completed. This approach allows an estimate of the completion rate without the necessity to track course enrolments longitudinally over a long period of time. Course enrolments at certificate III level had the highest rate of completion at 33.5 per cent compared with other qualification levels. One of the distinctive characteristics of the VET sector is that many students wish to learn specific skills and have no intention of completing a full qualification. For these students a more sensible measure of success is the proportion of modules passed (the load pass rate). Overall, the load pass rate of 2005 enrolments was 79.1 per cent. Show less

In late 2008, NCVER commissioned six people to write essays about competition in the Australian training market. Most were from outside the vocational education and training (VET) sector. In order to ensure their ideas were tied into current concerns within VET, NCVER went on to invite six insiders to respond to the essays. The results from both groups are contained in this volume. It should be noted that the participants in this exercise do not entirely agree with each other. But there is general acknowledgement that the risks associated with the state determining the supply and demand for training mean that governments cannot retreat from the training market. However, the role of the state, relative to that of individuals and employers, remains contentious. Papers and their responses include: Markets and central planning in meeting labour market needs: lessons from higher education / Andrew Norton, discussant: Leslie Loble; A market for vocational education and training in the Australian Federation / Mark Burford, discussant: Pat Forward; Competition policy and the VET sector / Richard Denniss, discussant: Megan Kirchner; Contestability, information asymmetry and quality signals in a competitive training market / Terri Seddon, discussant: Robyn Tudor; Improving information flows for users of post-secondary education / Nicholas Gruen, discussant: Gerald Burke; Possible governance structures and autonomy of TAFE institutes / V. Lynn Meek; discussant: Michael Keating. Show less

Using a 'life tables' approach for recently commencing apprentices and trainees, this technical paper provides information on the methodology used to estimate completion and attrition rates.

Published abstract.

The related publication 'Apprentice and trainee statistics: estimation of contract completion and attrition rates' is available in VOCEDplus at TD/TNC 104.08. Show less

Purpose – This paper aims to examine the employment and training of mature-aged workers, so that suggestions for improving training for mature-aged workers may be offered. Design/methodology/approach – Six expert interviews were carried out by telephone, and three case studies involving company site visits were completed. Each company case study involved interviews with managers, trainers and mature-aged workers. The study was confined to the manufacturing industry. Findings – Mature-aged workers bring many advantages to workplaces and some employers show a definite preference for them over younger workers; but in some cases training needs to take account of lack of confidence and literacy and health issues. However, there is great diversity among mature-aged workers. Research limitations/implications – The research is confined to shop-floor workers in manufacturing, and does not address training of mature-aged managers and professionals. The research is small-scale but provides new insights, and importantly the voices of the workers themselves. Practical implications – The paper identifies managerial and training practices that can immediately be implemented. Originality/value – The paper identifies some issues that can be taken up at a policy level as well as within companies. For example, the preference for qualification-based training at a national level is not necessarily consistent with what mature-aged workers prefer.

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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

This report is the 15th edition of the annual series produced by the Foundation for Young Australians (FYA). The series provides point-in-time and trend information on the education and training outcomes of young people in Australia as they make the transition from school to further study and work. This edition also examines the nature of young people’s jobs and the broader social context for young people, including trends in independence, marriage, fertility, home ownership and life satisfaction.

Key findings include: teenagers (15 to 19 year-olds) and young adults (20 to 24 year-olds) in Australia are participating in formal education and training at higher rates than in the past; despite this increase, young people living in remote or very remote locations and Indigenous young Australians continue to experience far lower education and training engagement and achievements; there has also been an increase in youth unemployment, underemployment, labour underutilisation and rates of casual employment among young people; and overall, young Australians are delaying full-time work, independence from parents, marriage, starting a family and owning a home.

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The number of young people commencing apprenticeships and traineeships whilst at school, and monitored by their school, has grown considerably, encouraged by State and Federal governments, since the first participants began in 1997. There has as yet been little research into the nature of the training given to, and learning experienced by, such young people; most published literature has related to organisational issues. This paper reports on a research project funded by the National Research and Evaluation Committee [NREC] into learning and training in school-based new apprenticeships (SBNAs). A questionnaire was sent to a large sample of all SBNAs in three States: Queensland, Victoria and South Australia, using a survey instrument adapted from a previous NREC study, 'School students' learning from their paid and unpaid work' (report indexed at TD/TNC 68.01). The results present an overview of SBNA employment, training and learning practices which will provide an important basis for development of policy and practice in this area.

Published abstract.

The collection of papers is indexed at TD/TNC 73.601. Individual papers are indexed from TD/TNC 73.602 to TD/TNC 73.621. Show less