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This reading list was compiled for the NCVER Research Forum 'Young people and VET: options, impact and implications' which was held in November 2004, in conjunction with the 2004 VETnetwork national conference. The list is a selection of NCVER publications that provide additional reading on the issues discussed.

Published abstract. Show less

This publication provides a summary of 2006 data relating to students, courses, qualifications, training providers and funding in Australia’s public vocational education and training (VET) system. It presents information on VET delivery funded wholly or in part from public funds. VET activity covered in this summary includes: all VET delivered by TAFE and other government providers; all VET delivered by multi-sector higher education institutions; public VET delivered by registered community providers; and public VET delivered by registered private providers. Show less

This small booklet contains a snapshot of Australian vocational education and training (VET) statistics for 2002, including brief information on the goals of the Australian VET system, providers of VET, the VET student population, fields of study, apprentices and trainees, expenditure on training, student outcomes and views of VET and employer views of VET. Highlights of the brief analysis include: approximately 1.69 million students undertook training in Australia’s public VET system in 2002; 12.5% of the working age population (15 to 64-year-olds) participated in the public VET system in 2002; the number of apprentices and trainees in training continues to increase; the number of Australian senior secondary students participating in a VET in Schools program has increased during the years 1998 to 2002; 92% of TAFE graduates found employment or engaged in further study after completing their training. Show less

Presented in pocket guide format, this publication contains data from the latest vocational education and training (VET) statistics collections. It includes key data on students and courses, apprentices and trainees, training activity, graduates, VET in Schools, the financial operations of the VET system and employers’ use and views of the VET system. Show less

There has been widespread recognition of the importance of developing new and better pathways for the majority of young people who are not going to enter university directly from school, increasing completion of secondary schooling through new pathways offering senior students a greater variety of vocational options while remaining at school.

This report aims to explore the extent of inter-sectoral co-operation between Queensland Technical and Further Education (TAFE) institutes and schools, and between TAFE institutes and universities in recognition of the growing importance of new learning pathways to meeting Queensland’s diverse skills needs. It also aims to review the progress being made, and the role Queensland TAFE institutes can or should have in developing new and meaningful vocational options for young Queenslanders while they are still at school. It was anticipated that models would be developed to enhance local inter-sectoral arrangements in Queensland and a number of case studies would be undertaken to explore a range of innovative and proactive strategies that could be applied locally to improve inter-sectoral relationships in specific areas within the State.

The review found that if TAFE institutes are to provide a richer and diverse range of VET opportunities for young Queenslanders who stay on at school, it is important that Education Queensland, non-government independent and Catholic school authorities, and the Queensland Board of Senior Secondary School Studies (QBSSSS) identify ways that may facilitate the use of existing TAFE resources for these programs. It is also clear from the case study findings that successful inter-sectoral arrangements, between universities and TAFE, schools and TAFE and schools and universities, were especially contingent upon the support and enthusiasm of those in senior management positions in all sectors. This support ensured that resources and staff were allocated to identifying and implementing mechanisms for providing access to TAFE courses for school students, or advanced standing in university programs for TAFE graduates. Findings from the case studies suggested that arrangements for articulation and credit transfer were more likely to be straightforward and successful where faculties from both sectors had negotiated a joint program leading to a TAFE qualification as well as a university degree. However, these programs also tended to take time to develop and were dependent on the driving force of an individual or individuals who had the necessary ability, experience and commitment to negotiate a successful result. The findings of the review suggest the adoption of a new state-wide approach to promulgating better articulation and credit transfer arrangements between TAFE and universities, and to provide an advisory service to TAFE institutes and universities. The other main finding of the review is that portfolio arrangements that integrate education (especially school education) and training make no difference to the quality of cross-sectoral collaboration between TAFE institutes and schools and universities. Good policy frameworks are important irrespective of portfolio configurations, and there is no substitute for good arrangements between TAFE institutes and schools and universities on the ground. Show less

Vocational education and training (VET) has been seen to be an important element of school education for some time now. More recently, school-based apprentices and trainees have been given more prominence as an element of VET in Schools, partly as a response to skill shortages in a wide range of areas. The purpose of this short paper is to provide data on school-based apprentices and trainees to enable a judgement to be made about how this policy push is unfolding. After providing some context on the policy environment relevant to school-based apprenticeships and traineeships, this paper provides data on how many and what areas are covered, and goes on to look at attrition and completion rates. To provide a comparison group, data on apprenticeships and traineeships among young people are also given, noting that they form a very important entry point into the labour market for a large proportion of young people. The study found that despite a concerted policy push, the number of school-based apprentices and trainees is small and highly concentrated in Queensland and Victoria, among retail and hospitality training packages, and at the certificates I and II level. Attrition is lower among school-based than all young apprentices and trainees, both within the first six months and year, and at both certificate I and II and certificate III and above levels. With regard to the proportion completing their training, completion rates for certificates I and II are higher for school-based contracts than for all young apprentices and trainees, but substantially lower for certificates III and above. Completion rates in hairdressing, metal and engineering, and automotive certificates III and above are particularly low among school-based apprentices and trainees. Show less

This publication presents a summary of statistics relating to young people aged 15 to 19 years who participated in education and training with an Australian provider in 2017. It brings together data from multiple sources. Information on participation is presented for school students, higher education students, apprentices and trainees, and vocational education and training (VET) students.

A snapshot as at August 2017 shows there were 1.5 million Australians aged 15 to 19 years, of which an estimated 82.8 per cent participated in education and training. An estimated: 57.1 per cent were at school (14.3 per cent were enrolled in a VET in Schools program and 42.9 per cent were at school but not participating in a VET in Schools program); 16.1 per cent were enrolled in higher education; 4.4 per cent were undertaking an apprenticeship or traineeship, which was not part of a VET in Schools program; and 5.2 per cent were enrolled in other VET programs (not a VET in Schools program or an apprenticeship or traineeship).

During the 2017 calendar year, among all students aged 15 to 19 years who participated in education and training with an Australian provider, there were an estimated: 847,000 school students; 237,700 VET in Schools students; 353,100 higher education students; 76,500 apprentice and trainee commencements; 705,100 VET students; and 312,000 government-funded VET students.

Edited excerpt from publisher's website. Show less

Students undertaking vocational education and training (VET) while still at secondary school comprise an important and rapidly growing component of the vocational education and training sector. This publication offers a snapshot of secondary school students who in 1998 undertook a VET course in Australia's publicly-funded VET sector, and includes: client profile; average annual hours; highest school level completed; stream of study; field of study; modules undertaken; and participation in VET. It also includes information relating to students still attending school who, in 1998, were enrolled with training providers in receipt of public funds to deliver VET services. This includes technical and further education institutes, agricultural colleges, some university campuses, registered community providers, private providers and some schools.

This work has been produced with the assistance of funding provided by the Australian National Training Authority (ANTA).

Related publications are: Australian vocational education and training statistics 1998: in detail (TD/TNC 58.26) and Australian vocational education and training statistics 1998: an overview (TD/TNC 59.21). Show less

The Commonwealth Department of Education, Science and Training (DEST) engaged the consortium of The Allen Consulting Group, Deloitte Touche Tohmatsu and the National Centre for Vocational Education Research (NCVER) to undertake a project that analysed the costs of delivery of vocational education and training (VET) in schools, including an analysis of cost efficiencies. The report provides a snapshot of VET in schools programs that are undertaken as part of senior secondary schooling and are recognised under the Australian Qualifications Framework (AQF). The analytical methodology was activity based costing with the process for the development of the national VET in schools cost model involving data gathering, analysis of options for developing cost efficiencies and regular testing and reporting of approaches and conclusions. This model provides a framework for the identification of the cost of delivering VET in schools. Cost efficiencies and quality were also looked at from the perspective that efficiency is concerned with the outcomes that are achieved as well as absolute dollar cost. The case studies examined the decisions six schools have made to arrive at best practice delivery of VET in schools. The report concludes that given the trend of increasing student participation and positive outcomes associated with VET in schools, the ongoing efficient management of the program is of critical importance. The analysis of the small sample of schools indicated that the cost of delivering VET in schools is affected by the particular delivery mode adopted and by the jurisdiction in which it is delivered, while the case studies revealed the diversity of VET in schools. The discussion of efficiency and quality issues highlights the need to ensure that analysis of the costs of delivering VET in schools is considered in the context of the outcomes for students. Show less

This publication provides a summary of 2004 data relating to students, courses, qualifications, training providers and funding in Australia’s public vocational education and training (VET) system. It presents information on VET delivery funded wholly or in part from public funds. VET activity covered in this summary includes: all VET delivered by TAFE and other government providers; all VET delivered by multi-sector higher education institutions; public VET delivered by registered community providers; and public VET delivered by registered private providers. Show less