This report looks at the transition to full-time work of young Australians who did not attend university after leaving school. It focuses on identifying the factors that are important in promoting full-time work. It analyses the influences of social background and demographic factors, effects of education and first experiences in the workplace in post-school years. Research report no. 49 This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
This report looks at the impact of vocational education and training (VET) provision on school completion rates and on initial post-school outcomes for different groups of students. Schools were grouped into seven types with three broad models: (1) school model with workplace learning; (2) TAFE model with workplace learning; and (3) VET without workplace learning or no VET. The findings were that the 'TAFE model' seemed to promote positive post-school outcomes while the 'school model' promoted better completion rates for participants. Research report no. 48 This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.
The research investigated the learning preferences of New Apprentices and training preferences of their trainers in the manufacturing, community and retail services sectors, and outlines how this data can be used to inform trainers. The study showed that the preferred workplace features of trainers and New Apprentices in manufacturing were quite different from those in retail and community services. The nature of work and industry shapes what is expected to support learning in any particular workplace. The practicalities of industry workplaces mean that preferences cannot always be met, and hence the expectations of both trainers and New Apprentices need to be clarified early in their working relationship.
School vocational education and training (VET) programs were introduced to provide more diverse pathways to work and further study for young people. This report investigates whether these programs provide successful outcomes for participants, in terms of retention to Year 12 (or its vocational equivalent) and full-time engagement with employment or learning. The report finds that participation in school VET programs has a small negative impact on retention from Year 10 to Year 12 overall but that there is a positive impact on Year 10 to Year 11 retention. There is a clear positive impact on post-school outcomes for students who participate in school VET programs in Year 11 but do not go on to complete Year 12. Finally, the report looks at whether school VET programs have been successful in establishing post-school VET pathways. The results show that these programs provide a clear pathway for some students, particularly for boys studying in the areas of building and engineering. For most students, however, the pathway is not so direct.
This report explores how learners, and the process of learning, were presented within a sample of courses that led to Certificate IV in Assessment and Workplace Training. This course was highly regarded by the graduates surveyed and found to offer a sound basis about vocational education and training (VET) teaching and learning. Nevertheless, the study suggests that approaches to learning that are promoted need to draw more extensively on processes which empower learners rather than seeing them as individuals with 'deficits' to be addressed. Ongoing debate and critical reflection among VET practitioners, as well as practitioner-led systematic inquiry into teaching and learning, are needed to promote the development of workplace-centred and attribute-focused learning in VET. This will be valuable as the new Training and Assessment Training Package qualifications are introduced.
This study explores the extent and distribution of Indigenous staffing in vocational education and training (VET) and various aspects of their employment experience within the VET sector. It notes a recent decline in Indigenous staff numbers to below the set targets that, the author's argue, are in themselves too low. The report offers many suggestions as to how to improve numbers and experiences of Indigenous staff in VET throughout the employment cycle, from position identification through to succession planning.
This study investigates where certificate I and II qualifications lead people aged 25 and over. The main aims of these qualifications are to provide vocational outcomes, generally at lower skill levels, as pathways to further study and/or jobs requiring supervision. Findings indicate that, while the qualifications were not particularly useful in terms of gaining employment, there were some modest career advancement benefits. It was projected that low proportions of people aged 25 and over will complete these courses. Notably, further study pathways were not among the outcomes of these courses.
The purpose of this study is to evaluate, from a national perspective, the impact and outcomes of market reform in vocational education and training (VET), particulary the introduction of competitive tendering and 'user choice'. It does so by examining the structure, composition and dynamics of contestable or 'quasi-markets' for VET, assessing the impact and effects of market reform on providers and clients, and evaluating the outcomes, both intended and unintended, of market reform in VET.
Vocational education and training (VET) programs for young people in schools have significantly expanded over the past decade. This report investigates stakeholders' views on school-based vocational programs in New South Wales and Queensland schools from 2000 to 2002. It examines the objectives and expected outcomes for students, school VET coordinators, trainers and employers. The research finds considerable diversity in implementation at the local level, while at the broad level the two main objectives of facilitating transition between school and work and providing a highly skilled workforce are common for all stakeholders. Challenges facing the implementation of a school-based VET program are summarised and solutions offered.