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Purpose - The aim of this paper is to compare the performance of area-based vs individual-level measures of socioeconomic status (SES). Design/methodology/approach - Using data from the longitudinal surveys of Australian youth (LSAY), a multidimensional measure of individual SES is created. This individual measure is used to benchmark the relative usefulness of socio-economic indexes for areas (SEIFA), a geographic set of measures often used in Australia to assess the SES of individuals. Both measures are compared in terms of classification bias. The effects of using the different SES measures on participation in post-compulsory education are examined. Findings - SEIFA measures perform satisfactorily with regard to the aggregate measurement of SES. However, they perform poorly when their use is aimed at channelling resources toward disadvantaged individuals. It is at the individual level that the analysis reveals the shortcomings of area-based SES measures. Research limitations/implications - While region based measures are relatively easy to collect and utilise, we suggest that they hide significant SES heterogeneity within regional districts. Hence, the misclassification resulting from the use of regional measures to direct support for low SES groups creates a risk for resource misallocations. Originality/value - The finding that region-based measures are subject to significant misclassification has important research and policy implications. Given the increasing availability of individual-level administrative data, the paper suggests that such data be used as a substitute for geographic SES measures in categorising the SES of individuals.

Published abstract reprinted by permission of the copyright owner. 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

Apprenticeships have a very long history in Australia, building on the traditions of the medieval guilds. The essence of the apprenticeship is the contract of training - a legal contract between an individual, an employer and a training provider. The defining characteristic is the combination of employment and training. The purpose of this occasional paper is to describe what we know about apprenticeships and traineeships, with a view to assessing the likely impact of the current economic downturn on them.

An interview with Tom Karmel about this report is indexed at TD/TNC 97.31. Show less

Using data from the Australian Bureau of Statistics (ABS) Survey of Education and Training (SET), the author estimates the impact of increasing education levels on economic growth in Australia between 1997 and 2009. The author finds that increasing education levels are contributing to improved productivity at a rate of 0.14 per cent per annum as well as having had a considerable impact on the hours worked by the Australian workforce.

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The Australian government recognises that a strong Australian Apprenticeship system is essential to sustain a strong economy. Accordingly, an Expert Panel was appointed to provide recommendations to the government on possible ways to reform the system to ensure that it can meet Australia's skills needs into the 21st century. The panel examined apprenticeship training arrangements, including current incentives, and suggested principles and evidence to improve outcomes for both apprentices and industry. The work of the panel was underpinned by a study on related economic costs and benefits, including research undertaken by the National Centre for Vocational Education Research (NCVER). This is one of four reports prepared by NCVER as part of this study. The report aims to bring together some of the more important economic considerations: some theory; evidence on costs and benefits; and sustainability, by which is meant whether there are issues that might impact on the long-term future of the apprenticeship and traineeship system. Show less

This annex accompanies an overview paper based on research undertaken by the Australian Council for Educational Research (ACER) during 2012-2014 for the Australian Department of Foreign Affairs and Trade under the project 'Research into the financing of [technical and vocational education and training] TVET in the Pacific'. The annex is comprised of: the scope of the framework; TVET qualifications providers; and conceptual framework. Appendix one of the paper is a list of TVET providers identified as being in scope of research on financing TVET in the Pacific for Samoa, Tonga, Vanuatu, Solomon Islands, Papua New Guinea, Fiji, and Kiribati.

Edited excerpts from publication. 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

This paper provides an overview of the factors which influence and drive Australia's technical and vocational education and training (TVET) sector. It details the objectives of 'Shaping our future' , Australia's national strategy for TVET from 2004 to 2010 (indexed at TD/LMR 85.685), and key initiatives of the sector to meet the changing economic and technological environment: a review of training packages, and a review of the national standards for training providers. It also discusses issues facing the TVET sector, as identified in a paper published by the Business Council of Australia (indexed at TD/TNC 77.61). Further, an overview of the apprenticeship and traineeship system, which has expanded considerably in recent years, is provided. Show less

This occasional paper looks at how the probability of getting a job, in addition to wages, impacts on completion rates. It finds that for trade apprentices the premium (or extra wage completing an apprenticeship brings) attached to becoming a tradesperson is a significant factor, whereas for non-trade trainees the training wage matters more. It also finds that the probability of employment for an apprentice or trainee on completion is greater than if they drop out; this particularly affects completion rates for trades and females in non-trade occupations. Finally, the economic downturn significantly increased the attractiveness of apprenticeships and traineeships. Show less

This paper considers three aspects of the contribution of vocational education and training (VET) to the labour market: (1) the relationship between their training and the occupations VET graduates work in; (2) the extent to which the qualified proportion of the workforce has increased; and (3) the link between VET and skills acquisition. Some thoughts are aired on the implications of the economic slowdown for VET. There is concern about possible skills shortages emerging when the economy moves into a recovery phase. However, this is more an issue for the trades than for most other occupations. A number of reasons can be offered here: trade employment is very cyclical; trade training takes a long time; and apprentices (mostly young men) are the main source of entry into trades. Other occupations are better placed because the link between training and the occupation is looser and the recruitment pool is much larger. Show less