This report describes the range of outcome measures used in the VET systems and reviews a range of literature concerning these measures. The report identifies various perspectives on outcome measures - those of governments, of employers, of students and the broader community and how these perspectives influence the type of measures in use. The report covers research related to student outcomes, training markets and outcomes, reducing unemployment as an outcome, industry-oriented outcomes, industry investment in training, VET in schools and outcome measures in the broader context.
The study analyses the 1997 TAFE graduate destination survey to explore issues concerned with the employment outcomes from vocational education. The study focuses on earnings and occupations of male and female graduates. The research addresses questions such as why is there a gap in full-time earnings between male and female graduates; why does gaining a TAFE qualification appear not to provide a relative benefit for some female graduates in some industries; is occupational gender segmentation the reason for differences in male and female graduate earnings; is the VET system reinforcing occupational gender segregation by encouraging males and females into different streams of study. The study presents findings based on analysis of national data and also includes findings on an industry by industry basis.
This report develops and applies a methodology to analyse the flow of students through TAFE courses based on national VET data collected for the period 1994 to 1996. While it is important to note that not all those who enrol in a course intend to complete it or may recommence their studies later, it was found that most students leave with a positive outcome. There is also very little difference in outcomes based on gender. Success rates vary substantially by both stream and field of study. Age is also a factor but the pattern is complex. Partial completion of courses is significant and illustrates the flexibility of the TAFE system to accommodate the needs of those who wish to acquire skills and competencies rather than qualifications. Concentration on qualifications alone may therefore seriously underestimate the skill base of the Australian workforce.
This report investigates the attitudes and aspirations of school students about their post-secondary education and work. It is based on data from a survey of over 7000 Years 10, 11 and 12 students in NSW, WA and Victoria. The research found that students' intentions are strongly influenced by socio-economic background, geographical location and gender. The study measured socio-economic background by the highest level of education achieved by parents and found that differences in socio-economic background are the major factor in student perspectives. The report also found that VET does not have a high profile among school students and TAFE courses do not enjoy the status associated with degree courses
This publication is for those who are interested in looking at the pass and completion rates of students enrolled in courses delivered via different delivery strategies. It is also for those who are interested in finding out how students evaluate the different strategies they have experienced. The findings indicate that although it is difficult to determine which are the best delivery strategies for certain modules, there are trends which show that disproportionately high numbers of non-completions are observed in certain strategies.
This report compares the education and training outputs and outcomes of the Australian higher education and VET sectors. It identifies: which courses appear to have the best employment outcomes; the impact of students' prior education and employment backgrounds on outcomes; and specific social groups where outcomes vary between the sectors.
This report considers how mentoring and mentor-like schemes can be developed by educational providers for the benefit of student learning.
This publication provides an overview of research findings on the pathways young people take when they leave school. Also examined are data from the Australian Bureau of Statistics which track the labour market outcomes of young people.
This report documents an investigation of the ways in which VET students in the 1990s are combining both study and work in preparation for future long-term career paths.
This Research at a glance explores early school leaving, who early school leavers are, why they leave school early, risk factors and likely outcomes of early school leaving, and the positives and negatives of retention. It examines what is being done for early school leavers through VET in school and post-school settings and identifies major issues and 'best practice' as well as possible directions.
The key problem explored by this research is whether initial vocational education and training and associated support services assist early school leavers to negotiate an effective transition from school to adult roles. The report also examines the gap between provision and demand for VET and associated services barriers, to full access and use of the available programs and services by the at-risk early school leavers.
Provides a detailed insight into workplace competency profiles. In particular, what they are likely to be used for; who they should target; what they should consist of; benefits gained from their use; and what problems might be encountered in implementing them.
This study of higher education graduates undertaking South Australian TAFE courses was conducted to identify the reasons why higher education graduates undertake TAFE courses after graduating from a higher education course and how appropriate they found the TAFE course to their needs. The appropriateness of teaching styles and curriculum design are also investigated.
Aboriginal and Torres Strait Islander participation in VET is carefully examined in this title. Chapters cover: pathways and articulation; indigenous programs in TAFE; staffing; resources and the learning environment; and VET and reconciliation.