Does VET in Schools Make a Difference to Post-School Pathways?

This paper reports on research examining a number of ways in which participation in vocational education and training (VET) in schools might be associated with different post school pathways. The paper describes levels of participation, examines post-school destinations, and presents evidence that there are gender differences in these destinations that are associated with the level of participation in VET in schools

Infographic: VET in Schools participation in 2022

It’s estimated that almost 27% of those at school aged 15-19 participated in VET in Schools in 2022. In this infographic, we share the top 5 training packages in the 2022 school year.https://research.acer.edu.au/teacher_graphics/1205/thumbnail.jp

Young people in education and training 2012

Introduction: The Australian education and training system offers a range of options for young people. This publication provides a summary of the statistics relating to young people aged 15 to 19 years who participated in an education and training activity during 2012. Information on participation is presented for VET in Schools students, school students, higher education students, apprentices and trainees, and other vocational education and training (VET) students

Getting real: young women and girls, working futures, VET and VET in schools

Introduction “Getting Real? Young Women and Girls, Working Futures, VET and VET in Schools” is the report of research commissioned in 2004 by Security4Women (S4W), one of four National Women’s Secretariats funded through the Australian Government Office for Women (OFW). In 2003, S4W surveyed over 3000 women around Australia, to ascertain a representative view of women’s priorities concerning their lifelong economic well-being, despite the many differences inherent in the category ‘women’. Women, irrespective of age, education backgrounds and socio-economic status, were remarkably consistent in their choices, identifying the following as five areas of highest priority: work arrangements to help balance family and other responsibilities; affordable education and training for all ages; equal representation in management and leadership; equality of male and female wages and salaries; and education about financial and economic issues (Doughney J. et al/S4W, 2004). After consideration of existing and contemporary research activities in these five areas, and the inter-related nature of work-related or vocational education and training (VET) with the above identified issues, it was decided that in 2004/5 S4W would invest in research into affordable work-related education and training for women of all ages. The aim of this research is to enable S4W to propose policy development based on the outcomes of this research to enhance greater economic equity for women and to define measures to advocate and lobby for policy and legislative amendments on behalf of the women’s sector. Women in Adult and Vocational Education Inc [WAVE] was commissioned to undertake research for S4W. The interest in girls and young women in the Vocational Education and Training [VET] sector stems from a broader commitment to examine the position of women in Australia within Lifelong Learning, a global policy priority adopted and promoted by the OECD and European Union

Developing student agency through VET in schools: the role of structured work placements

Using a sample of 446 secondary students who had participated in a vocational education and training in school (VETiS) program, this study compares the experiences and perceptions of students who had undertaken a work placement with those who had not. The study shows that students who had participated in work placement enjoyed the VETiS experience more than those who had not, and that the work placement had assisted them in their decision whether to stay at school or not. A factor analysis of results showed a factor associated with self-confidence about employability, and a factor associated with assistance in achieving specific post-school employment. Students who had completed a work placement were significantly higher on both these factors than students who had not.These results are consistent with other research in the field, and it is argued that the work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.<br /

From Silos to Seamlessness: Towards a Cross-sectoral Funding Model for Post-compulsory Education and Training

educational finance, postcompulsory education, vocational education, higher education, adult education, recurrent education

Secondary school students' perceptions of, and the factors influencing their decision making in relation to, VET in schools

This paper addresses the issue of Vocational Education and Training in Schools – an issue that has recently attracted significant political attention particularly in light of current national skills shortage in Australia. Specifically, it investigates secondary school students' perceptions of VET in Schools [VETiS]. It also explores the factors influencing their decision-making in relation to VETiS – that is, why one might choose, or choose not, to enrol in a VETiS course of study. In view of the findings presented, the paper argues that VET, and more particularly VETiS, is experiencing an "image problem" – one underscored by the need for curriculum design and delivery reform – and suggests that there is much work still to be done on the VET agenda

Hospitality and tourism VET in schools: Teachers - the missing ingredient

Students undertaking vocational education and training (VET) in school comprise a rapidly growing component of Australia's VET system, with numbers reaching in excess of 100,000 by the Year 2000, representing around 8% of Australia's vocational students (ANTA, 2002). The inclusion of VET in schools has meant changes to curricula, structures, industry partnerships-and changes in the specialisations of teachers. Finding suitably qualified teachers for classroom delivery of VET has become a pressing issue. The University of Queensland explored the need for a teacher education program for hospitality and tourism teachers, conducting an analysis of the demand for specialist VET teachers, a focus group involving key stakeholders to explore issues surrounding the provision of these teachers, and identified appropriate pathways for their education. This paper reports on the context and background of VET in schools, recommendations of the focus group and the development of a program by the university

Vocational Education and Training Workforce

This Productivity Commission research report was released on 5 May 2011. This report, the first of a suite of three on the education and training workforce, focusses on the Vocational Education and Training workforce. Other reports will follow on the Early Childhood Development and Schools workforces, respectively. Education and training are essential to generate the skills and knowledge required for a productive economy. They also facilitate social inclusion and civic participation. COAG’s reform agenda seeks to raise the educational attainment of the population in general, and of Indigenous Australians in particular. The performance of the education and training workforce has a fundamental role to play in this. A diverse range of public and private VET providers meets many of the expectations of students and significant segments of industry. However, some industry sectors, such as aged care, disability care and early childhood development, have expressed concerns about the skills of VET workers assessed as competent by some Registered Training Organisations. The Commission identified a number of areas where the VET sector and its workforce could operate more effectively. These include being more responsive to the needs of Indigenous Australians, improving managerial and leadership skills and making greater use of informationand communications technologies. The report notes that existing industrial relations arrangements in TAFE make it difficult for individual institutions to respond flexibly to emerging demand pressures, such as in the resources sector and in human services. The Commission recommends that individual TAFEs be allowed to recruit, pay and manage their staff in ways that meet their particular business goals.vocational education and training; VET workforce; vocational workforce; vocational education; training workforce; human capital; workforce planning; workforce capability; workforce skills; coag framework; dual professional

Australian social trends September 2012: education differences between men and women

This article will consider the non-school qualifications currently being studied by men and women, the level of highest non-school qualification attained overall, and the association of non-school education on labour force participation and starting salaries.Additionally, the article provides an international comparison of higher education rates, literacy levels and numeracy levels. Pursuing an education beyond compulsory schooling is becoming increasingly important for employment in Australia. In recent decades there has been strong demand for such qualifications across many sectors of the labour market. Whether further education is gained through an apprenticeship, Vocational Education and Training (VET) or a higher education qualification, post-school education can equip people with the skills and knowledge necessary to engage in a labour market, and provide a solid foundation for life-long learning. Understanding the differences in non-school qualifications undertaken by Australian men and women is important in determining future careers and work patterns