This report explores the relationship between vocational education and training in (VET) in Schools and the labour market.
This report looks at the impact working while studying has on students' intentions to go to university and their actual enrolment in university.
This study explores the aspirations and intentions for university education among low SES and regional school students and looks at how peer mentoring might influence them.
The focus of this paper is on the factors, other than access, that influence the decision for Indigenous Australians to participate in education.
What would prompt people to undertake education and training in their mid-20s and beyond and what are the benefits? The authors investigate what motivates people to undertake education and training at more mature ages and the impact of this on their labour market outcomes. They found that males who undertake further education and training after the age of 25 years did so for reasons related to their current employment (for example, towards promotion or a different job), whereas for females a key motivator was simply getting a job. For both males and females, a sustained increase in job satisfaction following completion of the study was also found. Data from the Household, Income and Labour Dynamics of Australia Survey and the Survey of Education and Training was used in this report.
The distinction between VET and higher education in Australia is blurring. The purpose of this paper is to examine – through the conduct of a case study of engineering qualifications (AQF6) delivered in Victoria – how education and training providers and students are likely to respond to different fees and funding arrangements under the student entitlement model.
Using data from the 2009 Student Outcomes Survey, this report looks at the pay-offs of completing of a vocational education and training (VET) qualification on a range of outcomes, and identifies the groups for whom completion is particularly important.
This report compares the outcomes for young people who complete certificate I or certificate II qualifications with the outcomes for similar individuals who are not participating in post-school education and training, using data from the Longitudinal Surveys of Australian Youth.
In recent decades Australian immigration policy has focused mostly on accepting high-skilled migrants. This report explores the question of whether participation in further training differs for these migrants compared with that of native-born workers in similar jobs. The research shows that foreign-born workers in Australia seem to receive the training they need, but this depends on whether or not they are native English speakers. Non-native English-speaking migrants demonstrate low training participation rates. They also have lower literacy skills and are less likely to be in employment.
This paper provides a conceptual basis for a three-year (2011–13) research program exploring the capacity of individuals and groups to make transitions through learning, training and work across locations. Three research projects will examine how regional or community factors and social capital affect those transitions. The three projects are: the influence of job conditions on geographic labour mobility; migrant women in regional Australia; and neighbourhood factors in the decision to participate in post-school education and training and the labour market. A synopsis of each project is given in this paper.
To provide insights into how young people may fare in the current economic downturn, this study examines the experience of youth in a previous downturn.
This paper aims to explain the extent to which variation in apprenticeship completion rates can be attributed to factors relating to 'culture' of the employer and apprentice.
This paper quantifies the impact of different dimensions of socioeconomic disadvantage on Year 12 completion.
Mental illness can be particularly disruptive to education and training outcomes. This report explores the factors that contribute to successful course completion for students with a mental illness, with a particular focus on the role of disclosure.
This paper aims to 'lift the lid' on completion rates, explaining how they are defined and how they are calculated.