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The purpose of this project is to apply the framework developed by the National Centre for Vocational Education Research (NCVER) for measuring research impact to assess the outcomes of the research and activities funded under the Longitudinal Surveys of Australian Youth (LSAY) Research Innovation and Expansion Fund (RIEF). LSAY provides a rich source of information about young people and their transitions from school to post-school destinations. The purpose of the Research Innovation and Expansion Fund was to facilitate an increase in the quantity, quality, distribution and accessibility of youth transitions research and analysis using LSAY data in the academic and public policy communities. The RIEF involved a variety of activities, including a competitive research grants program and a fellowship, and has led to the publication of six research reports, a national youth policy forum and data workshops. This study reinforces the point that the interplay between research and policy is complex. Nevertheless, in this case, connections between policy, practice and research have been strengthened as a result of the Research Innovation and Expansion Fund. This study also confirms the effectiveness of NCVER processes for the dissemination of research. The importance of a media release for immediate impact is noted. Policy forums and engaging directly with policy-makers and other stakeholders can also play a very positive part. Data workshops are appended. (Contains 5 tables and 9 footnotes.)

Building the research capacity of the vocational education and training (VET) sector is a key concern for the National Centre for Vocational Education Research (NCVER). To assist with this objective, NCVER supported an academic scholarship program, whereby VET practitioners are sponsored to undertake university study at honours, master's, or doctorate level. NCVER then published a snapshot of their research. The author received an academic scholarship in 2009 to assist with her doctoral studies at the University of Melbourne. The author is an English as a second language teacher of adult migrants and international students at Holmesglen in Melbourne. Her research explores how studying English as a second language can help adult migrants to integrate into Australian society. A survey was distributed to migrants at the commencement of their English studies at the Jarrah Language Centre to gather demographic data. Fourteen were selected from this group to be interviewed four times over a period of approximately two years to garner a sense of their post-course experiences, their level of integration and any changes to their circumstances during that time. Findings include: (1) Not being competent and confident in using English was seen by migrants and language centre teachers and staff as the biggest barrier to integration; (2) Most migrants undertook English as a second language classes to improve their spoken English and valued the speaking opportunities provided in their classes, but they would like more opportunities to speak everyday English in class; (3) Migrants found undertaking English language classes valuable in helping them to move into mainstream study and employment. By the time of the last interview, most migrants were either in full- or part-time work or were continuing with mainstream study; and (4) English as a second language programs, on their own, are not enough to ensure gaining permanent employment. Instead, they are a pathway to further study or low-level jobs. Having a language centre located in a TAFE institute also encourages movement into further study. Appended are: (1) Surveyed migrants' countries of birth; (2) Surveyed migrants' highest completed level of schooling; (3) Interviewed migrant profile, July 2007; and (4) Interviewed migrants' post-2007 English as a second language course goals and outcomes, mid-2008 and January 2010. (Contains 8 tables and 15 footnotes.)

Vocational education in schools declined significantly following the demise of the 1970s of technical high schools. By the 1990s, it had undergone a renaissance after formal school vocational education and training (VET) programs became an accepted feature of the latter years of schooling. There is now a diverse range of school VET options available to young people in their senior years of schooling. Over 90% of senior secondary schools offer VET subjects and programs, and nationally over 40% of students participate in VET in Schools programs. Young people participating in the Longitudinal Surveys of Australian Youth (LSAY) can be tracked as they make their transitions from school to work, providing an opportunity to assess the impact of VET in Schools programs on their educational and employment outcomes. This briefing paper uses previous research on the impact of VET in Schools and some primary analysis of the data from LSAY participants who were first interviewed in 1995 or 2003 (Y95 and Y03) to assess the effect of these programs on school retention, post-school VET and employment, and young people's school and post-school aspirations. The results of the regression models are appended. (Contains 15 tables and 3 footnotes.)

The purpose of this study is to explore aspects and indicators most commonly used to assess the quality of education systems in different countries through the comparison of 12 national publications describing the state of the educational system. To compare indicators the CIPP model was chosen. This model is organized in four main parts: Context, Input, Process and Product. Each main part was then divided into categories based on the research literature (e.g., Input is divided into human, financial and material resources). Based on the CIPP model an electronic database for quality indicators comparison has been designed and implemented. This system is dynamic and easy to update. Using the database it is possible to compare countries according to several criteria (e.g., main parts and categories of the CIPP model, ISCED [International Standard Classification of Education] level, level of data collection). The database is available to the public and is designed for researchers and scholastic decision makers. A first comparison shows that processes at the classroom level are rarely considered, whereas public financial resources as well as achievement results are always included. The study concludes with a discussion of the findings of the comparison, as well as suggestions for future research aimed at further defining relevant indicators for the assessment of education quality." An appendix presents: "The on-line database: structure and functions. (Contains 5 figures and 7 footnotes.) [This paper was produced by INVALSI - National Institute for the Educational Evaluation of Instruction and Training.]

Diana Wilkinson, Chief Social Researcher with the Scottish Government, assisted National Centre for Vocational Education Research (NCVER) to facilitate a forum to discuss the development of national research priorities for the vocational education and training sector. This paper summarises Diana Wilkinson's impression of the forum and uses two contrasting case studies of Scotland and Australia to consider the extent to which it is feasible to align academic research investment with medium-term priority-setting. (Contains 13 footnotes and 1 table.)

This paper examines the history of initial VET (vocational education and training) teacher training, both through the literature and the author's own experience. Finding of this survey include: (1) The minimalist regulatory approach of the Certificate IV in Training and Assessment as the mandated qualification for VET teachers and trainers needs to change and it is time to accept a broader range of qualifications as a suitable foundation for teaching in VET. This should be based on a wider range of issues: the teaching role, the provider profile and the characteristics and needs of their students; (2) A more rigorous application of regulatory requirements for staff to maintain vocational competency and develop their teaching skills will ensure that teachers do not remain with minimal qualifications; (3) The "skill set" approach mooted for the new Diploma in Training and Assessment will lead to more formal professional development being taken up by staff. These skill sets need to be based on specific work roles as well as generic teaching and assessment skills; and (4) More active collaboration between universities and the VET sector will yield better teacher training and professional development. (Contains 2 footnotes.)

Partnerships between literacy teachers and community service workers have the potential to engage people with low literacy levels in learning. Through interviews and surveys with these two groups, this paper explores their views on literacy, how it impacts on their work, and their ideas about partnerships with each other. Overall, partnerships are viewed more favourably by literacy teachers than community service workers. In addition, if partnerships are to proceed, both groups need to develop a greater awareness and appreciation for each other's roles. This research was undertaken by a novice researcher in the Community of Practice Program and was funded as part of NCVER's Building Researcher Capacity initiative. Appended are: (1) Definitions; and (2) Survey. (Contains 9 tables and 2 figures.)

Data relating to occupations has been collected in the national apprentice and trainee collection since 1994. The coding used conforms to classifications endorsed by the Australian Bureau of Statistics (ABS). The latest version issued from the ABS is the Australian and New Zealand Standard Classification of Occupations (ANZSCO). The classification previous to ANZSCO is the second edition of the Australian Standard Classification of Occupations (ASCO). Currently occupation data is collected using both ANZSCO and ASCO codes. Although ANZSCO was only introduced to the Apprentice and Trainee Collection in 2007, states and territories were asked to back-code ANZSCO on all contracts that were active as at 1 July 2000. Therefore while ASCO codes appear on records from the beginning of the collection, ANZSCO codes, only appear on records from 1 July 2000. Thus, although the database has a field for ANZSCO, the value is missing for all records prior to this date. This technical paper is a description of the methodology used to impute values for records in the National Apprentice and Trainee database that have missing ANZSCO codes. Appendices include: (1) Method (detailed); and (2) System charts. [For the accompanying report, "Apprentices and Trainees: September Quarter 2009," see ED508817.]

Over 20 years ago, during a period of high youth unemployment, Peter Kirby recommended that a system of traineeships be adopted for disadvantaged 16- and 17-year-olds. Growth in traineeships was initially slow until the mid-1990s, when rapid growth followed a series of reforms to traineeships. The reforms included the introduction of employer incentives and the widening of traineeships to existing workers, part-time workers, and older workers. This paper builds on work commissioned by the Victorian Interdepartmental Policy Unit on Youth Transitions into the effectiveness of traineeships for the youth cohort. Findings suggest that traineeships are an important pathway for female early school leavers. However, if the target group for traineeships is disadvantaged young people, then they are poorly targeted. The employment outcomes from traineeships are good, particularly for young early school leavers, but they find little evidence that traineeships have had a significant impact on skills acquisition. Overall, the authors conclude that the traineeship model is a good one, as the mixture of formal education and experience in the workplace is educationally very attractive. Their suggestions for improvement relate to better targeting of government support. In particular, they suggest that government support be targeted towards disadvantaged job seekers, such as early school leavers. Appendices include: (1) Consultations methodology; (2) Detailed history of policies relating to the traineeship system; (3) Illustrative case studies of wage costs and implicit wage subsidies; (4) Most popular training packages for Australia; and (5) Further study. (Contains 12 footnotes, 4 boxes, 24 tables, and 5 figures.)

Apprentices with a learning disability can face significant barriers to completing their training. This paper explores what these apprentices, their lecturers and disability support staff see as the most effective strategies for helping them to overcome these difficulties. Instructional approaches which accommodate students' learning styles, individual tutoring and supportive relationships were endorsed by all groups as effective. This research was undertaken by a novice researcher in the Community of Practice scholarship program, which is funded through NCVER's Building Researcher Capacity initiative. Appended are: (1) Questionnaire; and (2) Focus group questions. (Contains 4 tables and 1 figure.)

This paper is based on one prepared for South Australia's Training and Skills Commission. It comes at a time of strong interest in the quality and professionalism of the vocational education and training (VET) workforce. This interest is underpinned by research into what constitutes quality teaching, as well as initiatives such as the strategic audit of the Certificate IV in Training and Assessment under the auspices of the National Quality Council. The author argues that professional development is just one approach to improving the quality of the VET workforce. A strong professional culture in the workplace and better approaches to recruitment, job design, industrial relations, workplace and performance management also need to play their part. Whatever the approach, professional development needs adequate resourcing if it is to be effective. He does not shy away from two areas surrounded by controversy--the Certificate IV in Training and Assessment and the registration of VET practitioners. On the former, the author's view is that the certificate IV is a sound qualification as long as it is taught well and adequate support is provided. On the latter, he opposes mandatory registration but notes that under the Australian Quality Training Framework it is possible to audit so that providers not only have staff with the necessary qualifications and skills profile but also have an ongoing professional development program in place that helps the organisation run--and improve--its core business of teaching and learning. Perhaps these audit requirements should be particularly rigorous for providers issuing teaching qualifications. (Contains 22 footnotes.)

This paper estimates vocational education and training (VET) course-completion rates, in order to fill a gap in performance measures for the VET sector. The technique the authors use is to track all VET course enrolments within a three-year window, centred on the year of interest. Then, using an absorbing Markov chain model for a VET course enrolment, they estimate the proportion of VET course enrolments commencing in the year of interest that will eventually be completed. This approach allows them to estimate the completion rate without having to longitudinally track course enrolments over a long period of time. Findings reveal that: (1) The national estimated completion rate of VET course enrolments at certificate I level or above commencing in 2005 is 27.1%. For full-time VET students aged 25 years and under in 2005, this rate is 34.7%; (2) When cut by fields of education, the completion rates in 2005 range from 13.3% (for course enrolments in Mixed field programs) to 48.3% (for course enrolments in Education); and (3) Course enrolments at certificate III level had the highest rate of completion at 33.5% compared with other qualification levels. One of the distinctive characteristics of the VET sector is that many students wish to learn specific skills and have no intention of completing a full qualification. For these students a more sensible measure of success is the proportion of modules passed (the load pass rate). Overall, the load pass rate of 2005 enrolments was 79.1%. Appendices include: (1) Completion rate of new VET students; (2) Flow diagram; (3) Completions formula; and (4) Sample sizes. (Contains 9 tables, 2 figures, and 2 footnotes.)

"Mixed-sector" institutions are relatively new in Australia, but numbers are likely to increase as the boundaries between vocational education and training (VET) and higher education become increasingly blurred. In 2009 the National Centre for Vocational Education Research (NCVER) published research examining the nature of higher education offered by public VET providers ("Higher education in TAFE" by Leesa Wheelahan, Gavin Moodie, Stephen Billett and Ann Kelly). Gavin Moodie and his colleagues are continuing their research and this paper has been written with the intention of provoking discussion. It presents an initial account of mixed-sector tertiary education in Australia--separating institutions accrediting their own higher education programs, most of which are large public universities, from other tertiary education institutions, primarily smaller private providers. A range of issues about the emerging character of mixed-sector provision is flagged and will be considered as part of the research, including: (1) How relevant will the sector designations be if the distinctions relating to tertiary education continue to blur, and if Australian governments allocate public support for teaching by mechanisms that do not distinguish between types of institutions?; (2) To what degree is mixed-sector provision affected by the extent to which the smaller sector is integrated with an institution's organisational structure, the level of the organisation at which vocational and higher education are integrated and the level of autonomy granted to organisational units?; and (3) What are the implications of mixed-sector provision for the students, staff and institutional futures? (Contains 6 tables, 2 figures and 3 footnotes.)

The release of the "Australian Code for the Responsible Conduct of Research 2007" by the Australian Government in 2007 was welcomed by Go8 (Group of Eight) institutions, particularly in relation to the improvements and broader scope of the matters covered by Part A of that Code. However, as foreshadowed by the Go8 during the consultation phase of the preparation of the Code, significant risks to researchers and institutions arise from Part B of the Code, especially as a result of the unavoidable confluence of considerations relating to allegations of research misconduct and the terms of employment of university staff. The Go8 has engaged in a very constructive dialogue with the National Health and Medical Research Council (NHMRC) about these issues. This consultation paper has been prepared in response to the NHMRC's written confirmation of January 2008 that Part B of the Code is intended as: (1) "a guide to good practice" only; and (2) "a principles-based approach, rather than being prescriptive." The purpose of this consultation paper is to set out the principles upon which Go8 responses to the Code will be based. Once these principles have been agreed by Go8 institutions this paper will be provided to the NHMRC. It is hoped that the NHMRC's endorsement of the proposed approach will be forthcoming--allowing institutions to move to implementation of the Code and participation in enterprise bargaining processes with certainty. Through adoption of such guiding principles, the expectation is that Go8 universities will eventually have in place arrangements for handling allegations of research misconduct, which while responsive to particular requirements of each institution and State, will be broadly consistent and readily understood by university staff, students, government agencies and the wider community. Appended are: (1) Background discussion about issues arising from Part B of the Code; (2) Go8 & NHMRC correspondence over the Code. (Contains 1 footnote.)

This paper builds on earlier reviews by the author of the changing roles and identities of contemporary professional staff in UK higher education (Whitchurch, 2004; 2006a; 2006b), and describes an empirical study that was undertaken between 2004 and 2007. It progresses the argument that the generic terms "administration" and "management" no longer do justice to the activities of these staff, and uses the concept of identity to develop four categories of "bounded," "cross-boundary," "unbounded" and "blended professionals." Via these categories it is shown how individuals are not only interpreting their given roles more actively, but are also moving laterally across boundaries to create new professional spaces, knowledges and relationships. The paper goes on to introduce the concept of "third space" as an emergent territory between academic and professional domains, in which "unbounded" and "blended professionals," particularly, are likely to work. It considers the implications of these developments for both institutions and individuals, and makes some comparisons with parallel groups of staff in Australia and the United States. Finally, it proposes that "third space" working is suggestive of future trends in professional identities, which may increasingly coalesce with those of academic colleagues who undertake project- and management oriented roles. (Contains 3 figures.) [An earlier version of this paper was presented at the Conference of the Society for Research into Higher Education (Brighton, UK, December 11-13, 2007). The study it describes was supported by a grant from the UK Leadership Foundation for Higher Education.]

This study explores the relationship between regional people's identities, their experiences of learning, and engagement with learning. Fifteen adult learners describe those experiences of education and the significant impact of their learning identity on their engagement with learning in the long term. The study was based in a regional area of the Northern Territory and includes people from different age groups and backgrounds including Indigenous and non-Indigenous people, long-term residents and migrants from other places. The participants describe their learning identity as it relates to their identity as individuals and members of local, family and global communities. Drawing on interviews with students in regional and rural areas of the Northern Territory, this paper looks at their participation in education and training. The paper suggests that learning strategies which acknowledge rural learners' identities may be successful in engaging regional and remote learners in education and training. [This work has been produced by the author, who received an National Centre for Vocational Education Research (NCVER) New Researcher Award to present their research.]

This paper explores the issue of how vocational education and training (VET) is actually used in the labour market, in particular the match between what people study and the jobs they get. This match is pretty poor in most occupational groups with the exception of the trades. However, the paper concludes that the mismatch reflects the generic nature of VET rather than wastage. This view is reached because a relatively high percentage of graduates report their training is relevant even though they do not end up in their intended occupation. The study has three main implications. First, in thinking about the role of the VET system in addressing the needs of the labour market, it needs to be kept in mind that, with the exception of the trades, there is no neat match between courses and the occupations in which most people end up working. Second, those developing training packages need to be aware that many graduates will not work in their "intended" occupation. Finally, potential students need to be realistic about the likely occupation that a particular course will lead to. (Contains 14 tables and 1 figure.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) as a joint initiative of the Australian Government and state and territory governments, with funding provided through the Australian Department of Education, Employment and Workplace Relations.]

The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD's Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals' literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.

In this HEPI Occasional Paper, Sir Anthony Seldon and Dr Alan Martin explore the concept of a 'positive university' by looking at the approaches used by positive psychology and mindfulness. With increasing concern about the health of students and staff, this report considers the importance of a proactive approach to mental wellbeing. Exploring best practice from the United States, Australia and Mexico, as well as celebrating the work already being done in UK higher education institutions, the pamphlet makes practical recommendations for students and staff as well as highlighting ways to improve students' transition between school and university.

The author explores the prospect of improving pathways and opportunities for tradespeople in Australia through the introduction of a masters-level qualification. The study investigates the views and opinions of senior industry representatives and professional educators to determine whether the introduction of a master trade or master artisan qualification will lead to greater prospects for tradespeople and an increased esteem for trade vocations within the community. (Contains 2 tables, 2 figures and 2 footnotes.)

This essay considers the evolution of the vocational education and training (VET) system since European settlement, but focuses mainly on changes that have occurred over the last three decades. It discusses the underlying influences of key reforms, including the training reform agenda, which had as its main aim, the establishment of a national system. Also discussed are the programs and policy milestones that have shaped the VET landscape. The essay drew on work that compiled major policy developments since the 1980s, now converted into a timeline identifying significant documents published since 1969. (Contains 8 footnotes.)

Pre-apprenticeship programs have generated interest recently from government, employers and other stakeholders in the training system as one means of improving apprenticeship completion rates and thereby ameliorating skill shortages. However, there has not yet been any research which establishes that pre-apprenticeship programs actually increase apprentice satisfaction and completion rates. This report uses data from the 2010 National Centre for Vocational Education Research (NCVER) Apprentice and Trainee Destination Survey and finds that there is no universal benefit attached to undertaking a pre-apprenticeship. Instead, the impact of pre-apprenticeships varies with occupation and prior education level. Key messages from this study are: (1) Pre-apprenticeships lead to only a modest increase in satisfaction with job-related aspects of apprenticeships (but not off-the-job training aspects); (2) Pre-apprenticeships increase the likelihood of completion for apprentices in the construction, food and electro-technology trades and those with a Year 10 or Year 12 level of education; (3) Pre-apprenticeships reduce the likelihood of completing an apprenticeship for hairdressers and apprentices in the automotive and engineering trades and for those people who already have a certificate III or higher qualification. This suggests that the design of pre-apprenticeships is important; and (4) In general, apprentices who have undertaken a pre-apprenticeship are less likely to discontinue their training because they did not like the type of work or training, but this does not translate into a higher likelihood of completion. Appendices include: (1) Apprentice and Trainee Destination Survey; (2) Tables; (3) Factor analysis--satisfaction; (4) Likelihood of completing an apprenticeship or traineeship; and (5) Reason for not completing an apprenticeship or traineeship. (Contains 18 tables, 2 figures and 6 footnotes.)

Apprentice and trainee data are reported by the State and Territory Training Authorities to the National Centre for Vocational Education Research (NCVER) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as Collection 60. Of particular interest is the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts in training at a given time can be calculated. Between the occurrence of one of these events and the appearance of the corresponding datum in the national collection, there is a chain of administrative processes that must be followed. It is not unusual for some time to elapse before information about events appears in the national collection. These time gaps are referred to as "reporting lags". Thus, data about events occurring in a given quarter might require several collections to be completely reported. As a result, accurate counts take time to accumulate. However, waiting for the all the data to be submitted reduces their usefulness. In order to get timely information that can be used for monitoring apprentice/trainee activity and formulating policy, a reliable estimate of the "final" counts is required as soon as possible after the quarter in which the events occur. The current method of calculating estimates from the Apprentice and Trainee collection was endorsed in September 2004 by the National Training Statistics Committee. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulates; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Supporting data is appended. (Contains 4 tables and 8 figures.) [For the accompanying report, "Apprentices and Trainees: September Quarter 2009", see ED508817.]

The health costs of in-person schooling during the pandemic, if any, fall primarily on the families of students, largely due to the fact that students significantly outnumber teachers. Data from North Carolina, Wisconsin, Australia, England, and Israel covering almost 80 million person-days in school help assess the magnitude of the fatality risks of in-person schooling (with mitigation protocols), accounting for the age and living arrangements of students and teachers. The risks of in-person schooling to teachers are comparable to the risks of commuting by automobile. Valued at a VSL of $10 million, the average daily fatality cost ranges from $0.01 for an unvaccinated young teacher living alone to as much as $29 for an elderly and unvaccinated teacher living with an elderly and unvaccinated spouse. COVID-19 risk avoidance may also be more amenable to Bayesian updating and selective protection than automobile fatalities are. The results suggest that economic behaviors can sometimes invert epidemiological patterns when it comes to the spread of infectious diseases in human populations. [Financial support for this research was provided by the University of Chicago's Initiative on Enabling Choice and Competition in Healthcare.]

The key drivers of technical and further education (TAFE) institutes' systems for monitoring and evaluating effectiveness and efficiency are accountability for government funding, compliance with legislation and quality assurance requirements. The need to supplement government funding with commercial income requires institutes to understand the training markets in which they operate and to maintain productive networks with industry and local communities. This paper provides an account of the management strategies and processes that TAFE institutes use to evaluate their performance. It concludes that institutes use similar practices to understand their business and it provides some suggestions for the type of information that would be beneficial. Two appendices are included: (1) State strategic objectives; and (2) Examples of information that states are required to provide to state funding bodies. (Contains 1 table and 19 footnotes.) [Additional information relating to this research is available in the support document: "Tracking Our Success: How TAFE Institutes Evaluate Their Effectiveness and Efficiency--Case Studies." See ED507215.]

Growth in mixed-sector institutions offering both vocational and higher education qualifications is expected to increase given recent and predicted policy changes. This issues paper focuses on the provision and management of higher education in technical and further education (TAFE) institutes. Issues raised for discussion include the governance of mixed-sector institutions as well as ensuring access and maintaining progression to higher education without sectoral division in the institution. Implications arising from the Bradley review of higher education are canvassed and the authors are inviting discussion on a range of questions related to the nature of policies and practices influencing the provision of higher education in TAFE. A section listing the TAFE institutes that have been registered to offer higher education qualifications and their accredited higher education qualifications, at February 2009 is appended. (Contains 5 tables and 3 footnotes.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]

Building the research capacity of the vocational education and training (VET) sector is a key concern for the National Centre for Vocational Education Research (NCVER). To assist with this objective, NCVER supports an academic scholarship program, whereby VET practitioners are sponsored to undertake university study at honours', master's or doctorate level. The author received an academic scholarship in 2008 to assist with his Master's of Education at Charles Darwin University. He is a Lecturer and Course Coordinator in Alcohol and Other Drugs, Youth Work at Charles Darwin University. His research investigates the flexible delivery of VET in Wugularr, a remote Indigenous community near Katherine in the Northern Territory. As part of its core business, Charles Darwin University offers a range of VET training programs to Wugularr. One of these programs is the Sunrise Health Service's youth worker training program. This paper evaluates the program from the community's perspective. The lessons learned, which are applicable to the wider VET sector, are also identified. (Contains 1 table and 2 figures.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]

Information on the divergence between student numbers and delivery hours for the period 2002 to 2007 is provided in this technical paper. The change in hours from one year to the next is decomposed into three effects, one of which is "hours inflation", whereby nominal hours increase over time for the same unit of competency or module. Here we show that the "hours inflation" explains relatively little of the divergence between students and hours. However, another form of hours creep, whereby new modules have higher average hours than ceased modules, was of some significance at the start of the period in question. A list of tables representing change in hours by state and territory is appended. (Contains 2 footnotes, 7 tables, and 3 figures.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) as a joint initiative of the Australian Government, and state and territory governments, with funding provided through the Australian Department of Education, Employment and Workplace Relations.]

This study examines employers' views, taken from the National Centre for Vocational Education Research (NCVER) Survey of Employer Use and Views on the VET (vocational education and training) System, on the three ways they can engage with the VET system: by having vocational qualifications as a job requirement; employing apprentices and trainees; and using nationally recognised training. In particular, the authors focus on employers' suggestions for improvement to the VET system and, for those employers who are dissatisfied with the system, their reasons for dissatisfaction. Three appendices are included: (1) Reasons for dissatisfaction code frame; (2) 2005 Suggested improvements code frame; and (3) 2007 Suggested improvements code frame. (Contains 2 tables, 2 footnotes and 1 figure.) [Funding for this paper provided through the Australian Department of Education, Employment and Workplace Relations.]

The preference of students to choose a career in events management over hospitality despite low demand for skills is the focus of this paper. The need for greater involvement of external stakeholders is identified as important in ensuring that students make an informed decision when choosing a career path. A model representing the ideal situation for student decision-making on career choice is proposed. The research was funded through the Building Researcher Capacity initiative of the National Centre for Vocational Education Research (NCVER) and was undertaken by a novice researcher in the Community of Practice scholarship program. A list of interview questions is appended. (Contains 4 figures.)

The findings of a cultural industries skills audit undertaken in 2008 in Katherine, Northern Territory, are explored. The case study focusses in particular on the practical challenges and implications of auditing skills in a diverse industry sector and considers the usefulness of such an audit in preparing an industry for predicted change. This paper is the result of a 2008 NCVER New Researcher Award. (Contains 2 footnotes and 4 tables.) [This research was commissioned by the Northern Territory Department of Employment, Education and Training and managed by CHARTTES Training Advisory Council. The project team was made up of Catherine Curry, Roxy Lancaster, Debra Bennett and Jen Richardson, with research mentoring support from Ruth Wallace and David Morgan.]

The labour market is one the most significant markets in modern economies. Today labour embodies increasing amounts of human capital in the form of skills, talents and knowledge. Migration of workers between regions and countries can contribute to efficiency. People are moving from areas in which they are underemployed or unemployed to areas in which there is greater demand for their labour. Frequently the movement of people is across national or other administrative borders. Differences between jurisdictions in the way in which they recognise experience, skills and qualifications can subtract from the efficiency of the labour market. This paper outlines steps taken in the European Union (EU) to improve the mobility of skilled labour between EU countries. The interface between qualifications and the labour market is being addressed by the creation of extensive electronic networks providing workers with more information about potential jobs and employers with more meaningful information about potential applicants. Mobility of labour can be further enhanced by improving the portability of social security, health and pension benefits. The EU has also recognised that migrants are a substantial proportion of the EU workforce. In terms of mobility, they may be better placed than residents to take advantage of regional shifts in demand for labour, and impediments to their mobility between EU countries reduces the efficiency of the contribution they can make. The experience in both Australia and New Zealand recognises the economic benefits to be derived from geographic and jurisdictional labour mobility and especially of those aspects associated with the recognition of skills. It is different from the EU experience in two regards: (1) Cultural differences present in Europe are far less apparent in Australia and New Zealand; and (2) Registration in one jurisdiction was a basis for eligibility for registration in all jurisdictions. The Trans-Tasman Mutual Recognition Arrangement (TTMRA) and Mutual Recognition Agreement (MRA) between the Australian Government and the governments of the eight Australian states and territories are cited as potential models for other countries considering a similar strategy. (Contains 7 footnotes.) [Partial funding for this paper was obtained from a grant from the Monash Institute for the Study of Global Movements.]

We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250,000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.

Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER (National Centre for Vocational Education Research) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as the National Apprentice and Trainee Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. At the time of writing, the set of data being submitted is for the March 2010 quarter and is referred to as Collection 63. The data consists of information about the contracts of training entered into by apprentices and employers. The remainder of this document details the method adopted by NCVER to calculate the proportions of attrition and completions that was first used in the 2009 Apprentice and Trainee Annual publication. The next section describes the method in overview and the following section describes the method in detail. (Contains 4 tables.) [For the accompanying report, "Australian Vocational Education and Training Statistics: Apprentices and Trainees. Annual, 2009", see ED510873.]

Rubrics are a tool that can be used to provide graded assessment for articulation from vocational education and training (VET) into higher education. By mentoring teachers to use rubrics and interviewing them to determine their experiences in using them, the author explored the potential of rubrics as an assessment tool. Overall, teachers found rubrics not only useful for grading assessments but also for conveying assessment expectations to students. The research was undertaken by a novice researcher in the community of practice program and was funded as part of NCVER's (National Centre for Vocational Education Research) Building Researcher Capacity initiative. (Contains 3 tables.)

In mid-2010 NCVER undertook a review of its building researcher capacity initiative in order to inform its direction into the future. The review found that the initiative had achieved a high profile among vocational education and training (VET) practitioners. The scholarship programs had heightened awareness about the role research can play in fostering good practice and a culture of evaluation. The review found, however, that more work needs to be done to find the best ways to encourage new VET researchers within universities. Program findings are appended. (Contains 2 tables and 3 footnotes.)

The aim of this report is to examine the potential use of information from the Student Outcomes Survey, including the use of student course satisfaction information and post-study outcomes, as a means of determining markers of training quality. In an analysis of the student course satisfaction measures, the authors found there are very small variations in reported average student satisfaction across providers, with and without controls for factors that differ among providers unrelated to training quality, such as differences in student intake. There are several possible reasons for this, including the sample used for the survey not being representative of all VET (vocational education and training) participants. The authors argue that outcome measures from the Student Outcomes Survey, such as further study and labour market outcomes, are more meaningful for students making choices on courses and providers, given that such outcomes are the main motivations for study. Further, differences in labour market outcomes also signal how valuable the skills acquired are to employers. All else being equal, the more favourable the graduate employment outcomes relative to competitors, the better a provider is in meeting the needs of students. The authors recommend the collation of outcome measures from the Student Outcomes Survey, along with other relevant course and provider information, to be made available as part of a "scoreboard" of information on courses, similar to the "Good universities guide" for prospective higher education students. Such a depository of information makes it easy for students to compare and contrast courses and providers. However, they recognise that using outcomes for comparison has its drawbacks. In particular, differences in the outcomes across providers may not only reflect differences in quality, but also differences in the regions and in student clientele, which may create perverse incentives for providers to bias their student intake, shift their location, or pressure poor students to exit prematurely. For this reason the authors suggest that raw outcome measures are validated against measures that control for differences in student characteristics and student opportunities across providers, such as output from regression models. To ensure that data from the Student Outcomes Survey are better used, including as part of a "scoreboard" of information, the authors recommend a number of changes to the survey, listed in order, from what they consider to be easiest to hardest: (1) publish individual provider information; (2) collect more information on students and their labour market outcomes; (3) increase the sample size and survey response rates; (4) expand the survey to include information on private fee-for-service courses and all adult and community education (ACE) courses; and (5) add a panel dimension to the survey. Appendices include: (1) Statements on the three aspects of course, Student Outcomes Survey 2005-08; and (2) Scorecard for Justice Institute of British Columbia (from BCStats, 2008). (Contains 9 tables, 1 figure and 12 footnotes.)

In 2005, the National Centre for Vocational Education Research (NCVER) produced a statistical compendium examining vocational education and training (VET) students with a disability as a whole group; it also compared different disability groups, focusing on their participation levels, achievements and outcomes from VET in 2003 (Cavallaro et al. 2005). The report found that, on the whole, educational achievements and outcomes from VET are relatively poor for students reporting a disability, but there is considerable variability between types of disability. In addition, educational achievement prior to commencing VET was found to have some bearing on students' results in VET. Generally, students reporting a disability in VET have lower prior education and poorer outcomes from VET than all other VET students. This implies that the poor educational performance of students reporting a disability may be due to their educationally disadvantaged position rather than their disability. The present paper seeks to highlight the direct effect of the disability by controlling for the background characteristics (notably educational background, but also age, level of study and field of study) in a simple statistical model. Findings indicate that the direct effect of the disability differs between groups, and is highest for those with a mental illness, a medical condition or a physical disability. Appended are: (1) Regression Results; (2) Average Values of Independent Variables in Calculation of Adjusted Module Completion Rate; and (3) Decomposing Module Completion Rates. (Contains 4 tables and 2 footnotes.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) as a joint initiative of the Australian Government and state and territory governments, with funding provided through the Australian Department of Education, Employment and Workplace Relations.]