Search Results

This infographic provides a snapshot of apprenticeships and traineeships across Australia. It presents statistics on commencements, completions, cancellations and withdrawals and those currently in training. Unless stated otherwise, data is derived using the latest National Apprentice and Trainee Collection no.98, (December 2018 estimates), which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for Apprentice and Trainee Collection Specifications, Release 7.0, October 2015.

Due to lags in processing, the most recent figures are estimated (for training activity from December quarter 2016 to September quarter 2018). The estimation method involves weighting recently processed numbers, based on average reporting lags. As estimates are revised for up to seven quarters, figures for the last two years may differ from those published in earlier or in subsequent reports. Whereas non-estimated data reflects the actual data submitted by each jurisdiction which is also subject to change. Further details on the methodology can be found at 'Estimation of apprentice and trainee statistics' [available in VOCEDplus at TD/TNC 100.15]. More information including longer term trends, detailed data and explanatory notes are available. The states and territories are diverse in terms of economies, industry and VET policy and this needs to be considered in any detailed analysis.

There were 267,385 apprentices and trainees in-training as at 30 September 2018, a decrease of 0.6 per cent from 30 September 2017. In the September quarter 2018, compared with the September quarter 2017: commencements decreased by 5.0 per cent, to 34,290; completions decreased by 9.6 per cent, to 20,765; and cancellations and withdrawals increased by 2.4 per cent, to 23,725. In the 12 months ending 30 September 2018, compared with the 12 months ending 30 September 2017: commencements decreased by 1.6 per cent, to 158,640; completions decreased by 10.4 per cent, to 86,880; and cancellations and withdrawals increased by 0.8 per cent, to 91,565.

Excerpts from publisher's website. Show less

This paper reports on research conducted with TAFE teachers from Queensland and Western Australia. The research is located at the intersection where these teachers' identities met with the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in the relationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to better reflect themselves as workers in an educational market focused on economic imperatives, as opposed to notions of themselves as liberal educators, with a focus on lifelong learning, personal transformation, collaborative relationships and social responsibility. This research was driven by the possibility that the concept of 'critical spirit' might provide a means for TAFE teachers to gain traction, and to stand their ground in relation to the continued terraforming (or is that terror forming?) of the TAFE teacher terrain produced by the adoption of the new vocational discourse. This interpretative research was conceptualised by synthesising sociocultural perspectives of discourse as a reality building tool, with notions of critical thinker dispositions referred to as critical spirit. Using a discourse analysis methodology, selected TAFE teacher artefacts were analysed. This research extended previous findings of a critical spirit discourse manifest within TAFE teacher case narrative artefacts (Tyler, 2008) by explicitly engaging a group of TAFE teachers in a critical spirit discourse to discover what value it had for them. Semi-structured interviews revealed that an explicit engagement with a critical spirit discourse was of value to these TAFE teachers, as: a reflective tool, constructs for practice and self-understanding, and for some, an identity construct. Show less

This Schedule establishes shared funding arrangements between the Commonwealth and states and territories to deliver fee-free TAFE places in agreed areas of priority. Through fee-free TAFE, support will be available for priority groups including First Nations Australians, young people (17-24), people out of work or receiving income support, unpaid carers, women facing economic insecurity, women undertaking study in non-traditional fields, people with disability and certain categories of visa holders. This schedule is expected to expire 30 June 2024.

The 12-month Skills Agreement was amended by a deed of variation in 2023 to enable Commonwealth and State and Territory senior officials to agree TAFE Technology Fund project plans and modification of registered training organisation (RTO) level reporting data arrangements. The Agreement was superseded by the Fee-Free TAFE Skills Agreement [available in VOCEDplus at TD/TNC 155.166].

Edited excerpts from published summary and publication. Show less

This Agreement supersedes the 12-Month Skills Agreement [available in VOCEDplus at TD/TNC 151.270]. The 'Deed of variation to the 12-Month Skills Agreement' amends that Agreement to enable the Commonwealth and states and territories (the States) to agree on delivery of 300,000 Fee-Free TAFE existing places, and associated payments, reporting, and program parameters. It continues the intent of Fee-Free TAFE delivered through the Agreement to put TAFE at the centre of vocational education and training (VET), while recognising varied State delivery contexts.

The Schedule establishes shared funding arrangements between the Commonwealth and the States to deliver fee-free TAFE places in agreed areas of priority. Through Fee-Free TAFE, support will be available for priority groups including First Nations Australians, young people (17-24), people out of work or receiving income support, unpaid carers, women facing economic insecurity, women undertaking study in non-traditional fields, people with disability and certain categories of visa holders. The schedule is expected to expire 30 June 2027.

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

The Australian states and territories are required under paragraphs 69 to 72 of the National Partnership on Youth Attainment and Transitions to provide annual reports to the Commonwealth against the outcomes, performance benchmarks and performance indicators specified in the Agreement [available in VOCEDplus at TD/TNC 100.967]. To meet a shared commitment to reporting on efforts to close the gap for Indigenous people, states and territories also commit to including in their annual reports progress towards halving the gap in Indigenous Year 12 or equivalent attainment by 2020. The reporting includes detail of funding provided to the non-government sector and maintenance of any existing state and territory funding for careers and transitions support services.

Edited excerpts from publications. Show less

This publication presents estimated completion rates for government-funded vocational education and training (VET) programs commenced in Australia between 2010 and 2014. Program completion rates are presented by state and territory, program level and field of education. The corresponding subject load pass rates are also shown. The publication applies the same scope as used in 'Australian vocational education and training statistics: government-funded students and courses 2015' [indexed at TD/TNC 124.730]. This is broadly defined as all activity delivered by government providers and government-funded activity delivered by community and other registered providers.

Highlights for government-funded programs commencing in 2014 are: the national estimated completion rate for government-funded VET programs at certificate I and above was 38.0 per cent, up from 34.5 per cent for programs commenced in 2013; by program level, government-funded VET programs at certificate III (42.9 per cent), certificate IV (41.6 per cent), and diploma and above (41.0 per cent) had the highest national estimated completion rates; by field of education, government-funded VET programs in society and culture (49.5 per cent), management and commerce (47.2 per cent), and natural and physical sciences (44.9 per cent) had the highest national estimated completion rates; and for students in full-time study aged 25 years and under with no prior post-school program completion, the national estimated completion rate for government-funded VET programs at certificate I and above was 51.6 per cent, up from 41.6 per cent for programs commenced in 2013.

Published summary. Show less

This publication provides a snapshot of apprenticeships and traineeships across Australia. It presents statistics on contract commencements, completions, cancellations and withdrawals as well as contracts currently in training. Unless stated otherwise, data are derived from the latest National Apprentice and Trainee Collection (no. 116, June 2023 estimates), which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for Apprentice and Trainee Collection Specifications, Release 7.0, October 2015.

Due to the delay in time between an event (commencement, completion, etc.) occurring and the reporting of that event to the National Centre for Vocational Education Research (NCVER), NCVER estimates the most recent figures. The estimation method involves weighting recently processed numbers based on average reporting lags. As estimates are revised for up to seven quarters, figures for the last two years may differ from those published in earlier or in subsequent reports. The final counts are those submitted by jurisdictions. Further details on the methodology can be found in the 'Estimation of apprentice and trainee statistics' technical paper [available in VOCEDplus at TD/TNC 100.15].

Notes: (1) The [Coronavirus Disease 2019] COVID-19 pandemic in Australia has created uncertain times for individuals, business and governments, which have affected apprentice and trainee numbers. Care should be taken when comparing 2023 data with data from 2020 to 2022; and (2) In-training figures represent the number of apprenticeship and traineeship training contracts where the apprentice or trainee is actively training under the terms of their contract, and who have not completed, cancelled or withdrawn from their training, or had their training contract expired without meeting all of the prescribed requirements of their program. The figure reflects the number of active contracts at a given point in time (at the end of the quarter), and therefore in-training figures cannot be cumulated over time. For this reason, quarterly comparisons are equivalent to 12-months ending comparisons, as they both represent the changes as at 31 March from one year to the next.

In Australia, there were 387,505 apprentices and trainees in-training as at 31 March 2023, a decrease of 3.4 per cent from 31 March 2022. In the March quarter 2023, compared with the March quarter 2022: commencements decreased by 37.4 per cent, to 62,355; completions increased by 3.6 per cent, to 23,440; and cancellations and withdrawals increased by 2.6 per cent, to 32,815. In the 12 months ending 31 March 2023, compared with the 12 months ending 31 March 2022: commencements decreased by 17.9 per cent, to 204,885; completions increased by 17.1 per cent, to 101,050; and cancellations and withdrawals increased by 15.1 per cent, to 131,400.

Edited excerpts from publisher's website. Show less

This infographic provides a snapshot of apprenticeships and traineeships across Australia. It presents statistics on commencements, completions, cancellations and withdrawals and those currently in training. Unless stated otherwise, data is derived using the latest National Apprentice and Trainee Collection no.99, (March 2019 estimates), which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for Apprentice and Trainee Collection Specifications, Release 7.0, October 2015.

Due to lags in processing, the most recent figures are estimated (for training activity from March quarter 2017 to December quarter 2018). The estimation method involves weighting recently processed numbers, based on average reporting lags. As estimates are revised for up to seven quarters, figures for the last two years may differ from those published in earlier or in subsequent reports. Whereas non-estimated data reflects the actual data submitted by each jurisdiction which is also subject to change. Further details on the methodology can be found at 'Estimation of apprentice and trainee statistics' [available in VOCEDplus at TD/TNC 100.15]. More information including longer term trends, detailed data and explanatory notes are available. The states and territories are diverse in terms of economies, industry and VET policy and this need to be considered in any detailed analysis.

There were 259,385 apprentices and trainees in-training as at 31 December 2018, a decrease of 1.0 per cent from 31 December 2017. In the December quarter 2018, compared with the December quarter 2017: commencements decreased by 4.1 per cent, to 33,760; completions increased by 9.5 per cent, to 26,780; and cancellations and withdrawals decreased by 2.4 per cent, to 21,525. In the 12 months ending 31 December 2018, compared with the 12 months ending 31 December 2017: commencements decreased by 3.7 per cent, to 156,950; completions decreased by 5.5 per cent, to 88,865; and cancellations and withdrawals decreased by 0.3 per cent, to 89,485.

Excerpts from publisher's website. Show less

The Australian mining sector is facing a skills shortage and needs a holistic approach to solving it, including educating and training more young school leavers to work in the sector. The industry needs to be an industry of choice for school leavers in order to meet future workforce skills needs. In Australia, however, many young people are averse to working in the mining industry due to negative perceptions surrounding it, including its contribution to climate change. The purpose of this research has been to take a national pulse check of how young people see mining as a career path, with the intention for the wider mining industry including employers and education and training providers to leverage these findings into a strategy to attract and retain school leavers into the industry, as well as to drive further public awareness about this issue.

The What Generation Zs Think of Mining Survey aimed to understand how young Australians see the mining sector and their knowledge of it. The survey was completed by 1031 young Australians aged 15 to 24 nationwide. To analyse the differences between states, we have only considered New South Wales, Victoria, Queensland, Western Australia, and South Australia. This is because the sample size of respondents from these states is higher (i.e., 100 or more). Just under three quarters (73 per cent) of young people think mining does more harm than good to the world we live in, compared to the remainder who say it does more good than harm. This finding shows the challenge the mining industry faces today as it tries to encourage more school leavers to consider working in the industry. Despite this, the research found youths' views on mining are multifaceted. Many acknowledge its importance to the Australian economy, while at the same time being critical of its impact on climate change due to the mining of fossil fuels. The information most young people (45 per cent) say would encourage them to consider working in the mining industry is how mining jobs are directly connected to the operation of renewable energy sources and contribute to lowering [carbon dioxide] CO2/methane emissions. Over three quarters (77 per cent) of young people in total say they have either serious concerns (28 per cent) or moderate concerns (49 per cent) about about workplace culture, diversity, safety and respect when it comes to working in the mining industry.

Edited excerpts from publication. Show less

Supported employment refers to jobs where people with high support needs can receive extra support while they are at work. In Australia, the term supported employment has largely become synonymous with Australian Disability Enterprises (ADEs). There are around 160 ADEs across Australia providing work for approximately 16,000 people with disability. While ADEs play an important role in providing employment opportunities for people with disability, they are not, and should not, be the only employment option for people with high support needs.

In October 2022 the Minister for Social Services, the Hon Amanda Rishworth MP, hosted a supported employment roundtable with State and Territory Disability Ministers, people with disability, family representatives, ADE representatives, peak bodies and other sector experts. During the roundtable, attendees developed a set of guiding principles for the future of supported employment, which have since been endorsed by Disability Ministers. The principles aim to ensure people with high support needs have informed choice and control, real options for employment and a range of support to meet their employment goals.

To ensure the guiding principles are brought to life, Commonwealth, State and Territory Disability Ministers agreed to work together to develop this supported employment plan. The plan includes a range of practical initiatives and actions, with a specific focus on employment for people with disability with high support needs. The plan is focussed on providing people with informed choice and control about their employment, as well as genuine opportunities to work in a wide range of settings, be it in an ADE, social enterprise, in open employment or in their own business. This plan builds on the investment being made by all jurisdictions under Australia's Disability Strategy to further employment outcomes. Progress on initiatives listed in the plan will be reported to the Disability Reform Ministers Council (DRMC) every twelve months.

Edited excerpts from publication. Show less