Note: This publication has been superseded. The report provided a summary of data relating to domestic government-funded VET activity delivered in Australia. It contains information on students, program enrolments, full-year training equivalents (FYTEs), subjects, and training providers.
Note: This publication has been superseded. This report provided a summary of data relating to domestic government-funded VET activity delivered in Australia January to March 2022.
This report presents observed actual completion rates for nationally recognised qualifications that commenced in 2016 and 2017 using the latest collection of total VET activity data.
Note: This publication has been superseded. Government-funded students and courses contains information on the number and characteristics of students undertaking government-funded VET in Australia during 2021
Note: This publication has been superseded. Government-funded students and courses: January to September 2021 provided a summary of data relating to domestic Government-funded VET activity delivered in Australia. It contains information on students, programs, subjects and training providers.
Note: This publication has been superseded. Government-funded students and courses: January to June 2021 provided a summary of data relating to domestic Government-funded VET activity delivered in Australia. It contains information on students, programs, subjects and training providers
Note: This publication has been superseded. This report provided observed and projected completion rates for VET qualifications commenced between 2015 and 2019 at certificate I or above. Completion rates are projected for the first 3 years, with actual rates available from the fourth year on.
Government-funded students and courses contains information on the number and characteristics of students undertaking government-funded VET in Australia during 2020
This project gathered industry perspectives on the concept of higher apprenticeships along with views from other stakeholders in the VET and higher education systems.
Research messages brings together the key messages from all NCVER research reports published in 2016, as well as other relevant and informative resources, including summaries, infographics and statistical papers.
This paper summarises the key findings from a technical review into the validity of the method long used in estimating completion rates for government-funded VET programs.
Research published by NCVER in 2015 can be broadly categorised into two streams: qualifications and participation.
Based on case studies, this guide sets out best practice principles to help VET providers move into higher education delivery.
Find out what the findings of a three-year research program exploring vocations mean for government and policy-makers; industry; qualification and approval bodies; and tertiary education providers and school educators.
An overview of young people using LSAY data and research is presented in this first edition of the LSAY annual report.
This report provides data to monitor key performance and program measures for VET among school-aged youth in Australia.
This publication is a collection of summaries of research projects published by NCVER in 2012.
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.
Future workforce planning in private and public enterprise requires reliable information on which projections are made. Currently limited information exists about vocational education and training (VET) professionals. This report consolidates two national studies on the TAFE workforce, and on VET professionals in private and public registered training organisations. The findings have important implications for workforce planning. Within the TAFE sector, the number of teachers aged over 45 is almost double the average for the Australian workforce, and the employment status is shifting from permanent qualified teachers to non-permanent teachers who are less qualified. Outside the TAFE sector, the credentials of VET professionals are also an issue.