Responding to emerging skills demand can be achieved by improving perceptions of career options, skills development and stronger partnerships with providers.
What are the key issues and possible solutions identified by Australian VET research from 2011–14?
An overview of young people using LSAY data and research is presented in this first edition of the LSAY annual report.
A snapshot showing how transitions for young Australians continue to change, based on the 2013 Longitudinal Surveys of Australian Youth annual report.
Scored VET subjects disadvantage VCE students who want to go to uni.
What can be done to strengthen the outcomes of VET in Schools for students?
A series of refereed papers presented at the 22nd National Vocational Education and Training Research Conference 'No Frills'.
Enrolments have increased since the implementation of the Victorian Training Guarantee between July 2009 and January 2011 but has this first round of VET reforms led to improved outcomes for all learners?
Educational aspirations have a large impact on educational outcomes.
Socioeconomic status is still a major influence on school performance.
While much research has been conducted on the influence of individual and family characteristics on social exclusion, very little has examined the role of community and neighbourhood factors.
How vocational education and training (VET) practitioners understand and use competency standards is of fundamental importance to the quality and integrity of the Australian VET system. This study seeks to address this question by gaining insights from VET practitioners.
Using NCVER and Australian Bureau of Statistics data as well as findings from four case studies, this report looks at how mid-level qualifications assist entry to and progression in the workforce.
This paper considers whether single-sex schooling affects gendered patterns in the uptake of science courses in year 11 and the development of science-related career paths.
How VET in Schools can be strengthened to provide stronger links to post-school pathways is explored in this report.
The purpose of this research is to examine whether, for those who have left full-time education, a low-skill job provides them with a good start to their working lives. It was found that starting out in a low-skill job gives lower payoffs than starting out in a high-skill job. Five years after leaving full-time education, the wage penalty (after conditioning on education and other characteristics) still exists but this scarring effect diminishes over time. However, any job is better than having no job.
The authors of this paper explore whether low socioeconomic status (SES) students benefit to a greater or lesser extent from attending high-quality schools when compared with their more advantaged peers.
This study goes beyond looking at how the financial return to training varies with qualification level and investigates the relationship between literacy skills and the incomes of workers in the Australian labour market and whether this varies with level of education.
This report uses Longitudinal Surveys of Australian Youth (LSAY) data to look at the impact of schools on a student’s tertiary entrance rank (TER) and the probability of them going to university (controlling for TER).
This report looks at the pathways Indigenous students in the Northern Territory take between VET and higher education.