This research examined how VET students cluster in the Australian VET market and identified eight segments.
This report shows the data for student groups that have historically been disadvantaged in accessing and benefitting from education in Australia.
Note: This publication has been superseded.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Note: This publication has been superseded. It provided a summary of employment outcomes and satisfaction levels of students who completed their vocational education and training in Australia during 2020, using data collected in mid-2021. Includes information on the impact of COVID-19.
Note: This publication has been superseded.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
Government-funded students and courses contains information on the number and characteristics of students undertaking government-funded VET in Australia during 2020
Note: this publication has been superseded. It Presented information on vocational education and training undertaken by students as part of their senior secondary certificate of education in 2020.
Student equity in VET: participation, achievement, and outcomes highlights how different equity groups fare in their VET journey.
This report examines how students who completed a VET qualification in 2019 were impacted by the pandemic in terms of their employment outcomes at the end of May 2020.
Please note: this publication has been superseded. It provided a summary of the outcomes of international onshore students who completed their VET qualification in Australia in 2019.
This report highlights the benefits, challenges and best practices of work-based education in VET programs that involve a student working in a related occupational area to further their learning.
Note: This publication has been discontinued. Provides a summary of the outcomes of apprentices and trainees who completed (completers) or cancelled or withdrew (non-completers) from an apprenticeship or traineeship in 2019 compared with 2008 and 2010.
Note: This publication has been discontinued. The report provided a summary of outcomes and satisfaction for students who completed or cancelled/withdrew from an apprenticeship or traineeship in 2018, including personal and training characteristics, and information on further study.
This report explores whether VET undertaken by secondary students equips them with the technical and non-technical skills required to successfully participate in an ever-changing world of work.
This report brings together information collected by NCVER, the ABS and the Department of Education and Training to provide data on students enrolled in school, VET and higher education.
This paper outlines how the methodology used to determine government-funded VET program completion rates can now also be used for total VET activity program completion rates.
VET outcomes may be improved if training providers take a more regional approach to course offerings and institutional learning support.
This report brings together recent NCVER research that highlights the specific and complex issues students face when transitioning from school to VET, and suggests how student outcomes can be improved.
This technical paper reports on the 2018 self-reported graduate model review. This statistical model is used to predict whether Student Outcomes Survey participants who self-report as graduates are ‘actual’ graduates according to official definitions.
As participation rates of young people in VET decline, opportunities exist to engage and retain early school leavers in VET.