LSAY 2006 Cohort: Wave 1 (2006) Questionnaire, Frequency tables and Codebook: Technical Paper No. 46

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. In 2006, a nationally representative sample of 14,170 15 year-old students was selected to participate in the OECD Programme for International Student Assessment (PISA). This sample became the fourth LSAY cohort. All subsequent waves of data were collected by telephone interviews. This series of documents provides supporting information for the LSAY dataset of the 2006 cohort at wave 1 (2006). It includes a questionnaire, codebook and frequency counts

LSAY 2006 Cohort: Wave 2 (2007) Questionnaire, Frequency Tables and Codebook: technical Paper No. 47

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This series of documents provides supporting information for the LSAY dataset of the 2006 cohort (Y06) at wave 2 (2007). It includes a questionnaire, codebook and frequency counts

LSAY 1998 cohort: Wave 10 (2007) Questionnaire, Frequency tables and Codebook: Technical paper No. 44

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This series of documents provides supporting information for the LSAY data set of the 1998 cohort at wave 10 (2007). It includes a questionnaire, codebook and frequency counts

LSAY 2003 Cohort: Wave 5 (2007) Questionnaire, Frequency tables and Codebook: Technical report No. 45

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This series of documents provides supporting information for the LSAY data set of the 2003 cohort at wave 5 (2007). It includes the questionnaire, code book and frequency count

Reimagining the purpose of VET - expanding the capability to aspire in South African Further Education and Training students

This paper applies the capabilities approach to the broader debate of the role of vocational education and training (VET) in poverty alleviation. The capabilities approach provides an approach for conceptualising and evaluating VET which differs in orientation from dominant productivist conceptions. It does so by shifting the focus from economic development to human development. By placing the well-being of VET students at the centre of our concern it shifts the lens from income generation and with it employability to a lens on capability expansion which includes but is not limited to the capability to work. The paper is based on interviews with 20 South African Further Education and Training (FET) college students. The central argument is that VET has an important role to play in poverty alleviation, but only if located in a multi-dimensional view of poverty which understands poverty as capability deprivation across multiple human functionings. In this broader notion of poverty, the role that VET plays includes training for employability, but also includes the expansion of other important capabilities such as, and in the voice of a FET student interviewed in this study, ‘the ability to dream’, or in the language of the capabilities approach, the capability to aspire

Two dimensional efficiency measurements in vocational education

Purpose: In Australia, the vocational education and training (VET) sector accounts for approximately A$8 billion of public spending, of which around A$6.6 billion is spent on government providers that include Technical and Further Education (TAFE) institutes. The TAFE institutes in Australia are large, public VET providers, generally funded and managed by state government. Measuring the efficiency and effectiveness of TAFE institutes is of great interest to policy makers, regulators, consumers and to the institutions themselves. The paper aims to discuss these issues. Design/methodology/approach: In this study the authors use data relating to student cohort demographics, institutional characteristics and educational outcome data, while employing stochastic frontier analysis, to develop two distinct efficiency measures and models. The first model examines institutional efficiency in the transformation of financial resources into teaching loads. The second model evaluates efficiency in the transformation of institutional resources into post-study employment outcomes. K-means cluster analysis is used to establish groupings of similar institutes and subsequent canonical discriminant analysis is employed to develop a typology of these clusters. Findings: In both models the authors find significant inefficiencies in the Australian TAFE system. The relationship between both efficiency measures is then assessed. While there is no direct linear relationship, a distinct pattern could be detected. Finally the authors develop a typology of efficient institutions. Originality/value: This study contributes to the existing research by defining efficiency in vocational education in two distinct ways and by the utilisation of the derived efficiencies in the development of a typology of efficient institutes. In doing so, this research makes an original contribution to the understanding of the drivers of efficiency in vocational education. © 2017, © Emerald Publishing Limited