Work in Progress
Education and training and the avoidance of financial disadvantage
Summary
- Item:
- 10439
- Title:
- Education and training and the avoidance of financial disadvantage
- Type:
- Managed research project
- Project no:
- NR10005
- Status:
- Finished
- Date commenced:
- 11 August 2009
- Contact:
- Michelle Circelli
- phone: 08 8230 8646
- email: michelle.circelli@ncver.edu.au
- Principal researcher:
- Gary Marks
- Australian Council for Education Research
Purpose
This project aims to examine the role of vocational education and training (VET) in reducing the incidence of financial disadvantage. It is hypothesised that VET qualifications protect individuals and their households from falling into financial disadvantage, especially for extended bouts, and for individuals experiencing financial disadvantage, VET facilitates exiting from financial disadvantage. More specifically, it may be the case that upskilling and reskilling through VET during a period of financial disadvantage provides adults with the means of improving their financial circumstances. Such questions have great policy relevance in times of economic downturn.
The project will compare the protective effects of VET on financial disadvantage with other forms education and training specifically: degrees, school completion and school non-completion.
Approach
Quantitative
Research questions
The key research questions to be addressed by this project are:
1. To what extent do VET qualifications compared to other forms of education and training protect individuals and households from financial disadvantage as measured by: income poverty, financial stress; low or negative wealth; and low consumption
2. Does the protective effect of VET qualifications vary by socioeconomic and demographic groups, for example gender, age, region and occupation, and if so, how does this compare to other forms of education and training?
3. To what extent do VET qualifications compared to other forms of education and training promote movement out of financial disadvantage (income poverty, financial stress, low or negative wealth, and low consumption)
4. Does the mobility-facilitating effect of VET qualifications vary by socio-demographic group and if so, how does this compare to other forms of education and training?
Methodology
Using data from the Household Income and Labour Dynamics in Australia (HILDA) 2001-2008, this project will undertake bivariate descriptive statistics and multivariate analysis designed to model the dynamics of longitudinal data. Multi-level analyses with person-years as the unit of analysis may be appropriate to investigate the impact of recent VET qualifications on subsequent financial states (see Marks, 2008). The use of person-year data from all waves of the survey minimise any biases that may result from sample attrition.
There will be initial descriptive bivariate analyses to provide an overview of the relationships. Multivariate analyses will be used to study the dynamics of financial disadvantage and trajectories out of financial disadvantage based on a previous analysis of the dynamics (Headey, Marks, & Wooden, 2005).
Organisations
The Australian Council for Educational Research (ACER) is an independent, national educational research organisation established in 1930. With offices in Melbourne, Sydney, Brisbane, Perth and overseas locations, ACER is able to provide comprehensive research and development services to the education community. ACER undertakes quantitative and qualitative data collections, analyses and reviews, and is one of the main sources of data and commentary on Australian education and training.
ACER research covers all education sectors and levels from the early years to higher education and adult learning. The research program is organised around six areas: Assessment and Reporting (e.g. National Assessment Program – Literacy and Numeracy Analyses 2008); National and International Surveys (e.g. Programme for International Student Assessment 2000-2009); Policy Analysis and Program Evaluation (e.g. The Smith Family’s Learning for Life Program 2008-2009); Systemwide Testing (e.g. Teaching and Learning International Survey 2007-2009); Teaching, Learning and Leadership (e.g. Standards for School Leadership 2008); and Transitions and Post-School Education and Training (e.g. Australian Quality Training Framework Quality Indicators 2007-2008).
ACER has extensive experience in working collaboratively with Australian and international education and training organisations. Almost all of ACER’s research is conducted under contract and the organisation and staff are fully aware of the processes and requirements of delivering high-quality and timely commissioned research.
