NCVER
This publication presents information about students’ intentions to complete a vocational education and training (VET) course. The figures are derived from the Student Intentions Survey, which focuses on students enrolled to start a VET course at certificate I or higher in February 2011. Information about reasons for undertaking training, attitudes towards VET and influences on training choice are also collected.
Moving from adolescence to adulthood can be a time of flux for young people as they try out different school, and post-school work and study choices. This research synthesis highlights what helps young people make this transition a success and what might work against them.
This document provides a summary of the feedback received to a discussion paper on the Review of the Survey of Employer Use and Views of the VET System and our approach for future iterations of the survey. The discussion paper sought feedback from stakeholders on a range of issues relating to the content and methodology of the survey. The NCVER has used this feedback to identify and define the content and methodology of the survey from 2013 onwards.
Earlier this year, the National Centre for Vocational Education Research (NCVER) distributed a discussion paper on the Survey of Employer Use and Views of the VET System asking users of the survey to comment on the survey's content and methodology.
The survey has been in its current form since 2005 and, with the introduction of the new National Agreement for Skills and Workforce Development, NCVER considered it timely to review the survey to ensure that it would continue to meet future user needs.
This report discusses the feedback received and our suggested approach for future iterations of the survey.
Key messages include:
NCVER will commence work on developing and testing the new questionnaire and revised methodology in late 2011. The next survey is due to be conducted in early 2013, with results available late in 2013.
Tom Karmel
Managing Director, NCVER
This classification is made available in electronic format to assist those organisations providing data compliant with AVETMISS. The ANZSCO classification is a code that uniquely identifies the type of occupation which a client would be qualified in on completion of a qualification undertaken as part of a training contract. ANZSCO replaces the Australian Standard Classification of Occupations (ASCO) Second Edition and the New Zealand Standard Classification of Occupations (NZSCO) 1999 used in Australia and New Zealand, respectively. The classification is based on the Australian Bureau of Statistics, ANZSCO - Australian and New Zealand Standard Classification of Occupations, Australian Update, November 2022.
When viewing the file please note current ANZSCOs will be listed with a blank effective to date, while ANZSCOs reported with an effective to date were retired as at the date listed.
The calculation of expenditures per full-year training equivalent in the Annual national report of the Australian vocational education and training system to Parliament includes the application of cost weights. These 'course mix weights' account for the variation among states and territories in the relative mix of high- and low-cost programs and promote comparability of unit costs among jurisdictions. However, changes to the Australian Vocational Education and Training Management Information Statistical Standard, primarily the change in occupation classifications from ASCO to ANZSCO, mean that the methodology applied until 2008 can no longer be used. This paper explains the technical solution to this problem, showing how course mix weights are calculated using a new method based on a set of cost relatives by the subject field of education rather than the funding industry of the course. It also provides a comparison of the two methods.
The calculation of expenditures per full-year training equivalent (FYTE) in the Department of Education, Employment and Workplace Relation's Annual national report of the Australian vocational education and training system to Parliament includes the application of cost weights. These 'course mix weights' account for the variation among states and territories in the relative mix of high- and low-cost programs and promote comparability of unit costs among jurisdictions. However, changes to the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) mean that the methodology applied until 2008 can no longer be used.
The purpose of this paper is to explain the technical solution to this problem.
The paper explains how course mix weights are calculated using a new method based on a set of cost relativities by the subject field of education rather than the funding industry of the course. It also provides a comparison of the two methods.
Tom Karmel
Managing Director, NCVER
The importance of adult language, literacy and numeracy for greater workforce participation, productivity and social inclusion are well recognised, with both national and international research demonstrating the benefits of increasing proficiency for both individuals and communities. But there are still more questions to be answered, such as what is the extent of adult language, literacy and numeracy provision in Australia, and whose responsibility is it to fund such provision in the workplace? In September 2010, NCVER hosted a forum on behalf of the Department of Education, Employment and Workplace Relations to explore these questions and what needs to be done to find the answers. This paper presents a summary of those discussions and recommendations for future action.
Adult language, literacy and numeracy are essential ingredients for greater workforce participation, productivity and social inclusion. Both national and international research demonstrate the relationship between increasing levels of language, literacy and numeracy proficiency and positive outcomes for individuals, as well as for communities and the economy.
Yet, even with this knowledge, there is still much that is unknown or requires broader debate. For example, what is the extent of adult language, literacy and numeracy provision in Australia? Whose responsibility is it to provide language, literacy and numeracy training in the workplace? Is there a need for targeted funding? What are the longer-term outcomes of literacy and numeracy programs? What programs work best for different types of learners? How can we quantify the civic and social benefits of improved literacy and numeracy?
Following on from the May 2010 announcement of a $120 million investment by the Australian Government in adult literacy and numeracy activities, the National Centre for Vocational Education Research (NCVER) hosted a forum on behalf of the Department of Education, Employment and Workplace Relations on 13 September 2010 to explore these questions and to determine what needs to be done to find the answers.
This paper presents a summary of those discussions and recommendations for future action. Background papers prepared for the forum are also provided in chapters 1–6. Forum participants emphasised that, while literacy should be everyone's business, for those concerned with public policy the focus should be on:
To do this will require further effort to better understand what is currently being done to address literacy and numeracy problems across the country and how to make adult literacy and numeracy a more prominent issue in the community and, in response, to devise sound strategies to implement and measure the impact of new activities.
Tom Karmel
Managing Director, NCVER
Research messages 2010 is a collection of summaries of research projects published by the National Centre for Vocational Education Research (NCVER). The summaries are clustered under five broad themes used by NCVER to organise its research and analysis: Industry and employers; Students and individuals; Teaching and learning: VET system; and VET in context. Research messages 2010 also has an overview essay that captures the themes and highlights from the research for the year.
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.
In November and early December 2010, the National Centre for Vocational Education Research (NCVER) conducted consultations to identify research topics using the Longitudinal Surveys of Australian Youth (LSAY). LSAY tracks young people from the age of 15 to 25 as they move from school into further study, work and other destinations. It uses large, nationally representative samples of young people to collect information about education and training, work, and social outcomes.
From the consultations emerged a consensus that the three research priorities which have shaped the research effort in the last couple of years have retained their currency. Those with an interest in youth transitions remain primarily concerned with:
Those consulted also expressed a clear view on the importance of ensuring that this rich dataset is well used by researchers, policy-makers and others involved in youth transitions. They were also interested in seeing how the LSAY data can help inform broader attempts to devise measures of complex phenomena such as social capital and wellbeing.
The results of the consultations are presented in this paper and will help to 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.
Tom Karmel
Managing Director, NCVER
This discussion paper was the first step in NCVER's review of the Survey of Employer Use and Views of the Vocational Education and Training (VET). It provided a framework for feedback and identified key issues for consideration. NCVER sought input from users to identify their information requirements and how the survey may be modified to better meet their needs. NCVER consolidated this feedback and reported on the outcomes from the discussion paper. A public meeting was held in mid-2011 to discuss the responses received and our recommendations for future surveys.
Work practices, skill use and the nature of the workforce in the Australian red-meat-processing sector have undergone significant change over the last few decades. This research overview, based on case studies of four leading enterprises, discusses the importance of supervision and training in the workplace, and how vocational educational and training can contribute.