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The Standing References Committee on Education, Employment and Workplace Relations [sought] submissions for the inquiry into Industry Skills Councils. The Committee [was] particularly interested in matters outlined in the terms of reference including related matters believed to be relevant. [This submission is] the National Centre for Vocational Education Research (NCVER) response to this inquiry with matters believed to be relevant to this inquiry, highlighting key messages from evidence based research on the importance of Industry Skills Councils particularly in the area of development and continuous improvement of training packages.

Edited excerpt from publication. Show less

This technical report describes the 24 derived variables developed for users of the Longitudinal Surveys of Australian Youth (LSAY) data. The variables fall into the categories education, employment and social, and help to simplify the complexity of the LSAY data by providing useful indicators for analysis. To help LSAY data users understand and make effective use of these variables, this report provides descriptions, formats, and additional notes for each variable. Information for the derived variables developed for the 1998, 2003 and 2006 commencing cohorts is presented. The SAS syntax used to derived these variables will be available in the accompanying technical documents for each respective cohort. This report should be considered in conjunction with the LSAY user guides. Details about updates made to the LSAY data files and derived variables are also contained within the appendix of those user guides. Show less

This research explores the potential for developing instruments that assess and acknowledge the wider benefits of learning for adults participating in non-accredited community adult language, literacy and numeracy programs. The research comprised three stages: (1) a review of national and international research; (2) a number of potential assessment instruments that could be used to assess and acknowledge the outcomes of learners in non-accredited adult language, literacy and numeracy programs were identified; and (3) the selected instruments were trialled and evaluated in the field at the partner sites. The instruments tested in the study take account of the diversity of learner needs and motivations. The study found that a range of instruments and approaches would probably be required to assess and acknowledge learning outcomes that are specific to particular learners or cohorts of learners. It highlighted that these assessment methods can bring benefits both to the learner and the tutor, especially when they are completed jointly in ways that inform learning plans and aim at building self-confidence. Show less

This publication provides a summary of statistics relating to young people aged 15 to 19 years who participated in an education and training activity during 2011. Information on participation is presented for school students, [vocational education and training] VET in Schools students, higher education students, apprentices and trainees, and other VET students. Data tables containing state and territory breakdowns of the report are provided. Show less

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This series of documents provides supporting information for the LSAY dataset of the 2009 cohort at wave 2 (2010). It includes the questionnaire and frequency counts. Show less

This report contains the results for Queensland from the 1998 Technical and Further Education (TAFE) Graduate Destination Survey (GDS), conducted by ACNielsen Research on behalf of the National Centre For Vocational Education Research (NCVER) and funded by the Australian National Training Authority (ANTA).

Nationally, the survey involved sending a questionnaire to all graduates (120,775) at publicly-funded TAFE institutes in Australia in 1997 who completed a Certificate, Advanced Certificate, Associate Diploma, Diploma or Advanced Diploma of at least 200 hours or one semester in duration and had an Australian address as their usual address. A total of 66,607 graduates responded, a national response rate of 55.2 per cent. Of the graduates sent a questionnaire, 13,713 were from Queensland and 7576 responded, a response rate of 55.2 per cent.

The aim of the 1998 TAFE GDS was to measure vocational education and training (VET) graduates' employment outcomes, further study destinations and opinions of courses completed. It provides national, state and institute level data to support the National VET Strategy and information to assist in administration, planning and evaluation.

A detailed description of the 1998 survey methodology, a glossary and fieldwork materials (including the questionnaire) are contained as appendices to this report.

Related publications are: 1998 TAFE graduate destination survey: at a glance (TD/TNC 55.53); 1998 TAFE graduate destination survey: State/Territory reports (TD/TNC 55.54-TD/TNC 55.61). Show less

The purpose of this study was to identify and analyse older workers' perspectives on training and retention of this group and to determine what training and other complementary policy measures are likely to work best to foster retention of these workers as efficient and effective workforce participants. This research into the perspectives of older workers (aged 45 and above) on the training and retention of this group encompasses survey-based studies in three industry categories represented by four union organisations. The research included: a national survey of older workers in the finance sector who are members of the Finance Sector Union; a Victorian state survey of aged care workers who are members of the Health Services Union of Australia; a South Australian survey of older workers who are members of the Liquor, Hospitality and Miscellaneous Workers Union in South Australia; and a census of South Australian construction industry workers who are members of the Construction, Forestry, Mining and Energy Union. The formulation of the survey questionnaire and validation of the interpretation of survey findings were guided by qualitative focus group research. The research indicated that the policy priority is to address the perceived obstacles, constraints and disincentives that deter or prevent older workers from working beyond their 'normal' retirement age. A substantial majority of older workers believes that older workers face discrimination in the workforce, but few of them report discriminatory attitudes from their colleagues and employers. Older workers strongly support measures against age discrimination and age-biased stereotypes that limit opportunities for older workers. Rules and regulations relating to superannuation and workcover policies are perceived to discriminate against older workers and act as disincentives for older people to continue working. Some older workers see themselves as needing fairer access to training programs to enable them to update their skills and keep current with developments in technology. Training in computing skills, updating of existing skills, and professional development training programs designed to enhance specific skills in particular fields are considered important. The workers surveyed strongly favour such programs, including 'train the trainer' courses to enable older workers to train or mentor younger workers. Since many older workers expect to continue working past formal retirement, they need to have the option to continue working or to retire, depending on each individual's health and circumstances. Show less

Learn how to upload, validate and report Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) data using the National Centre for Vocational Education Research's (NCVER's) free web-based AVETMISS Validation Software (AVS) in less than eight minutes.

Published abstract. Show less

The full inventory on competency-based training was seen as a means of providing base-line data and the necessary foundation for future policy. This extract covers all the areas except data on the Australian Traineeship System courses.

The full inventory is indexed at TD/TNC 23.18. 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. Government-funded is defined as Commonwealth and/or state or territory government-funded training delivered by contracted training organisations. Data for the Government-funded students and courses series are received by the National Centre for Vocational Education Research (NCVER) in four cumulative submissions: January to March, submitted in May; January to June, submitted in August; January to September, submitted in November; and January to December, submitted in March. This allows additional data to be reported and corrections made to previously submitted data. The data in this publication cover the period of 1 January to 31 March 2023. For comparative purposes it examines data for the same period of the previous year.

This publication includes a new section on government-funded subject enrolments, with a particular focus on stand-alone subjects. To facilitate insights into stand-alone subject activity, this report and DataBuilder show subject enrolments by subject type and separates accredited units by their identifiers and names.

In the three months ending 31 March 2023, 753,875 students were enrolled in government-funded VET in Australia. They included: 739,680 students enrolled in nationally recognised training and 25,205 students enrolled in non-nationally recognised training. There were 821,765 government-funded program enrolments in Australia comprised of: 94.6 per cent in nationally recognised programs - 90.5 per cent were in qualifications: 82.5 per cent in training package qualifications and 8.0 per cent in accredited qualifications - and 4.0 per cent were in training package skill sets and accredited courses; 3.5 per cent in locally developed programs; and 1.9 per cent in non-nationally recognised programs.

In the three months ending 31 March 2023, there were 744,010 government-funded nationally recognised qualification enrolments in Australia. The most popular level of education was Certificate III (373,585 or 50.2 per cent), followed by Certificate IV (159,515 or 21.4 per cent).

Edited excerpts from publisher's website. Show less