This publication provides a synopsis of the issues surrounding attrition in apprenticeships and traineeships, as identified in recent research reports. An analysis of recent NCVER data relating to completion levels has also been incorporated.
An exploration of possible reasons why some students who enrol in VET do not complete their courses. Using interviews with past students and statistical evidence of course enrolments, author Peter Grant provokes an in-depth discussion of the factors that complicate any analysis of course completion. His report makes a valuable contribution to our understanding of the issue of course completion in the VET sector as well as the methodological issues that need to be considered in any such study. The pattern that emerges shows a complex interaction of personal and practical factors why students leave vocational courses before they have completed their qualification.
This report describes the support that informal and formal learners need in order to help them successfully complete VET. It includes two types of indicators deemed necessary to provide effective learning support: those relating to organisational features and learning culture, and those that relate specifically to teaching and learning practices.
The encouragement of lifelong learning is one important aim of the Australian vocational education and training (VET) system. The recognition of the concept of 'module' enrolments in VET, in addition to enrolments towards qualifications, gives practical effect to that aim. A student undertaking VET modules only or a 'module enrollee' may be thought of as an individual enrolling in a program with a VET provider, but not intending to proceed to a qualification. Similarly a 'module completer' is a student who is not a graduate but has successfully completed some training in a VET program of study and then left the VET system. This report provides information on the employment and industry characteristics of module enrollees and completers in VET. Their reasons or motivations for module (as opposed to course) enrolment and the employment and lifelong learning outcomes associated with the types of module providers and training programs are also examined.
The financial benefits of gaining a VET qualification are calculated and assessed in this report. Using data from a representative sample of Australian employees, author Chris Ryan compares the wages and after-tax returns for individuals with different qualifications and with different levels of experience and labour market participation.
The long-term benefits of a VET qualification are compared with the long-term employment outcomes for university graduates and for individuals whose education ceased at Year 12. Also looked at are the long-term effects for VET graduates with disabilities and from non-English speaking backgrounds and what differences exist for males and females over time. Author Chris Ryan uses data from two major surveys to assess the value of various VET qualifications for lifelong learning and longer term employment opportunities.
How lifelong learning and vocational training are currently being implemented in Australia and in Germany is explored by educational specialists from both countries in this edited anthology of conference papers. They compare the methods and effects in both countries. The papers also reflect the importance of lifelong learning in the work of the Organisation for Economic Co-operation and Development, the Bundesinstitut für Berufsbildung, the Australian National Training Authority, the National Centre for Vocational Education Research and the Monash University, ACER Centre for the Economics of Education and Training. The conference in Potsdam in 2000 was organised for the Australia Centre in Berlin, by the Centre for the Economics of Education and Training.
The focus of this report is on the nature of the uptake of web-based technologies and the quality of teaching and learning that is emerging. The report provides an overview of selected online vocational education and training delivery sites and explores a model for evaluating web-based flexible learning practices.
A discussion of the vocational education and training system in Sweden, which has developed from being primarily industry-based in the 1960s to a structurally uniform system that is integrated with general education in the present day.
This report presents results from the 1997 TAFE Graduate Destination Survey and from interviews conducted in 1998 with staff from nine courses in entry-level office skills. The aim of the report is to compare satisfaction ratings and the outcomes achieved by graduates from courses at similar levels and in similar fields of studies across different training organisations.
This study investigates the differences in terms of outcomes between those who completed courses at diploma level and those who chose to complete only portions of these courses. It draws on the 1999 Student Outcome Survey and compares data on graduates and module completers who either completed or undertook modules within associate diploma, diploma or advanced diploma courses. The report analyses the data on graduates and module completers by age, prior highest qualification employment, industry of employment, field of study, reasons for undertaking study, why module completers did not complete their course, student satisfaction with the course, employment outcomes and income.
The aim of this project was to investigate and document successful longer-term career outcomes of a selected sample of VET graduates. The sample was taken from the Youth Research Centre database of 29 000 Victorians who have completed their schooling in 1991. For the quantitative analysis a target group was chosen from the database comprising the 400-500 VET participants who indicated they had established themselves in full-time on-going employment or jobs that they considered to be career jobs. In addition the researchers interviewed over 200 young people with VET qualifications and analysed this data and also drew on interview transcripts from 80 interviews with young people. The data in this report cover such issues as how success in a career is defined, what percentage of young people are in jobs and what kind of jobs are they in three years after they completed their studies, how they assess their career success, how secure they feel in their career and the extent to which their studies have contributed to their success.
This review of research summarises the recent Australian VET research that relates to literacy and numeracy issues since 1990. The review concentrates on literacy and numeracy policy initiatives, impact of literacy/numeracy levels on participation in VET, approaches to delivery of literacy and numeracy support, professional development and teacher education.
This study evaluates the effectiveness of online delivery of education and training in Australia. It reviews appropriate literature and research in order to identify, answer and address a range of controversial issues that inform the design and delivery of VET online.
The past decade has seen an increasing volume and range of research on adult and community education (ACE) in Australia, sponsored by multiple sources, and targetted to multiple audiences for professional, philosophical, financial and political purposes. This report provides a consolidation of this large body of qualitative and quantitative research on the scope of ACE participation patterns, on outcomes and contributions of ACE and opportunities and challenges facing ACE throughout the decade. It identifies the key strands of research effort as well as the research gaps, and offers suggestions for future research directions.
'Training indicators' - current and future indicators of VET demand and supply that guide investment decisions in skill training - are increasingly important in the national, State and regional VET planning cycles. This report makes recommendations for good practice in the use of training indicators and for improvements in their range and their dissemination.
There has been growing concern about skill shortages in a number of sectors in the Australian labour market in the past couple of years with an increased demand for some skills as a result of improvements in the Australian economy. However, such concerns are not particularly new since skill shortages are a recurring and persistent feature of the Australian labour market. In this report, available evidence about patterns and trends in trades employment and training in the building and construction industry is reviewed to guage the nature and extent of any skill shortages in these building and construction trades.
This study explored retention in apprenticeships and traineeships and factors that influence this process. The study is based on interviews with over 400 apprentices and trainees as well as with teachers, trainers and workplace supervisors. The study identifies a range of personal, industry, labour market, workplace and training factors that contribute to the likelihood of an apprentice or trainee completing their training. The study concludes with the view that retention is the collective responsibility of all parties involved - the individual, the employer and the provider of training.
The book builds on CEET's review of the economics of vocational education and training for the Australian National Training Authority in 1994. Seven chapters discuss: the overall purpose of the review; changing employment patterns; demand for VET; supply of VET; special supply issues; finance and market issues; and finally, future research, access and equity, and research impact.
This study provides detailed information on students who enrolled in enabling courses and examines the post-course outcomes for these individuals. It also assesses the effectiveness of enabling courses to assist students to progress to a higher level of education or training or to gain employment following the completion of an enabling course.