The calculation of expenditures per full-year training equivalent in the Annual national report of the Australian vocational education and training system to Parliament includes the application of cost weights. These 'course mix weights' account for the variation among states and territories in the relative mix of high- and low-cost programs and promote comparability of unit costs among jurisdictions. However, changes to the Australian Vocational Education and Training Management Information Statistical Standard, primarily the change in occupation classifications from ASCO to ANZSCO, mean that the methodology applied until 2008 can no longer be used. This paper explains the technical solution to this problem, showing how course mix weights are calculated using a new method based on a set of cost relatives by the subject field of education rather than the funding industry of the course. It also provides a comparison of the two methods.
This paper was presented at the International Symposium on Lifelong Learning for Poverty Alleviation and Sustainable Development: Developing a Research Agenda for the Asia-Pacific in Hong Kong, 12-13 January 2011. Tom Karmel suggests that there are four implications of an ageing population: the need to improve labour force participation and productivity; the ageing population will provide a 'demographic dividend' because there will be fewer young people to school; increasing life expectancy changes the arithmetic of the return to investments in human capital and makes investment in the middle-aged more attractive; and ageing populations in developed countries provide an opportunity for developing countries through the export of labour services.
Low completion rates for apprentices and trainees have received considerable attention recently and it has been argued that NCVER seriously understates completion rates. In this paper Tom Karmel uses NCVER data on recommencements to estimate individual-based completion rates. It is estimated that around one-quarter of trade apprentices swap employers during their apprenticeship. Taking this into account, Karmel estimates completion rates for individuals, ranging from 39.2% for the food trades to 64.2% for electrotechnology and telecommunications trades workers. He notes that employer churn is an issue, with the worst occupations being hairdressing and the food trades.
The learning preferences of part-time agriculture students at the Western Sydney Institute of TAFE are the focus of this paper. The ability for providers to offer students flexible attendance patterns and hands-on practical training allied with a balance of alternative course delivery options may improve access and increase student numbers. The research was funded through the NCVER's Building Researcher Capacity initiative and was undertaken by a novice researcher in the Community of Practice Scholarship Program.
This briefing paper considers how young people fared in previous downturns, and discusses how structural labour market changes over the past 20 years have affected the three million young Australians aged between 15 and 24 in the first 12 months of the most recent economic downturn. It also looks at the qualitative evidence from respondents in the Longitudinal Surveys of Australian Youth (LSAY) on how they perceived the economic downturn to have affected their work and study intentions in 2009, and explores the themes arising.
This paper was presented to the 2011 TAFE Governance and Regulations Forum, 1 March 2011 in Melbourne. Tom Karmel argues that neither a simple definition of vocational education and training (VET) nor qualification levels are helpful. He suggests that VET is distinguished from higher education by different funding and regulatory arrangements, and teaching and learning styles. What confuses the issue is that many providers deliver both higher education and VET courses.
This research investigated pre-apprenticeship training in Australia through a variety of research methods—keyword searches, lists of prescribed pre-apprenticeship courses from state and territory contacts, and a unit record enrolment file. An analysis of this data found that there were ten nationally accredited and 24 training package courses with pre-apprenticeship activity. There were approximately 64 800 course enrolments in the identified pre-apprenticeship courses in 2009. This can be compared with 2007 when there were 50 700 course enrolments in these courses. The major findings were that over half of pre-apprenticeship course enrolments were within the engineering and related technologies field of education and around a third were within the architecture and building field; and the majority of course enrolments were within certificate II courses.
The paper provides an overview of the implications and causes of labour mobility and job tenure using data from major statistical sources and the research literature.
This scoping paper explores the extent and consequences of labour market movement and the characteristics of people who change jobs.
Pre-apprenticeship programs have attracted a great degree of interest from employers and training providers as one means of increasing apprentice satisfaction and completion rates, by providing an introduction to the trade. We test this proposition using data from the 2010 Apprentice and Trainee Destination Survey. We find that the impact of pre-apprenticeships varies with occupation and prior education level. Pre-apprenticeships increase the likelihood of completion for apprentices in the construction, food and electro-technology trades but reduce completion rates among those already holding a certificate III or higher qualification and some other categories of apprentices.
This literature review examines the role of human capital formation in building innovative capacity in firms. The aim of the review is to develop a model of human capital development factors to be used as a basis for a larger research project where the factors that develop innovation capacity in enterprises will be investigated. The review finds that human capital stimulus factors are developed through appropriate human resource management practices, the learning and development system (in the enterprise) and the tertiary education system. The review also finds that the three key issues in developing human capital for innovation in enterprises are people, knowledge and creativity management.
This briefing paper draws on existing research on 'at risk' youth and some primary data analysis to consider whether being at risk is a permanent or transitory state. Generally, those considered to be at risk fall into three categories: those who are disengaged from full-time education or full-time employment, those who are unemployed, and those who did not complete their senior secondary education. This paper suggests that rather than counting the numbers of young people at risk, we should instead turn our attention to young people who remain detached from work, study or meaningful activities for extended periods.
The importance of adult language, literacy and numeracy for greater workforce participation, productivity and social inclusion are well recognised, with both national and international research demonstrating the benefits of increasing proficiency for both individuals and communities. But there are still more questions to be answered, such as what is the extent of adult language, literacy and numeracy provision in Australia, and whose responsibility is it to fund such provision in the workplace? In September 2010, NCVER hosted a forum on behalf of the Department of Education, Employment and Workplace Relations to explore these questions and what needs to be done to find the answers. This paper presents a summary of those discussions and recommendations for future action.
This report looks at the potential use of information from the Student Outcomes Survey, including the use of student course satisfaction information and post-study outcomes, as a means of determining markers of training quality.
Research messages 2010 is a collection of summaries of research projects published by the National Centre for Vocational Education Research (NCVER). The summaries are clustered under five broad themes used by NCVER to organise its research and analysis: Industry and employers; Students and individuals; Teaching and learning: VET system; and VET in context. Research messages 2010 also has an overview essay that captures the themes and highlights from the research for the year.
The results of the consultations NCVER conducted in November and December 2010 to identify research topics using the Longitudinal Surveys of Australian Youth (LSAY) are presented in this paper and will help determine the research topics best suited to the LSAY data. These will be used to shape the 2011-13 LSAY analytical program of research that NCVER conducts on behalf of the Department of Education, Employment and Workplace Relations.
This discussion paper was the first step in NCVER's review of the Survey of Employer Use and Views of the Vocational Education and Training (VET).
This paper looks at recent economic downturns and finds that there is little convincing evidence of persistent skill shortages in the trades. There is no evidence of persistent skill shortages across downturns in the construction, automotive and engineering trades. Declining numbers of apprenticeship completions led to persistent shortages in the electrical trades during the 1990s and 2000s but apprenticeship completions for this trade have now recovered to pre-1992 levels. Very high job churn creates the perception of persistent skill shortages in the food trades and in hairdressing. Many food tradespersons and hairdressers swap employers but remain in their occupation.
This document is an analysis of how policy has interacted with vocational education and training (VET) in Australia, with a particular focus on the period since the 1980s.
This study, which defines the lowering of educational or occupational ambitions by high school students as 'lost talent', looks at the extent to which talent loss occurs among high achieving students and the consequences of this on later occupational attainments.