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This document provides technical detail and supporting data for the research findings discussed in 'The student journey in VET: the many faces of completion and non-completion'. The analysis in this technical paper explores: (1) an approach to identifying VET subject enrolment activity that serves a compliance or regulatory purpose; (2) variability in completion rates across VET qualifications, and associated differences in patterns of subject enrolments and outcomes; (3) different indicators of student outcomes in VET, including program completion, subject completion, and movement to subsequent VET; (4) student training pathways exploring the extent to which students undertook programs, stand-alone subjects, or a combination of the two, and how this training choice evolved over time; and (5) student training pathways exploring the extent to which students went on to enrol in a program at a higher, lower, or the same level of educations, and how these pathways compared for students who did and did not complete their initial program.

This occasional paper is the ninth in a series on the National Quality Framework (NQF). The Education and Care Services National Law and National Regulations govern the minimum standards and requirements that all providers of NQF regulated services must meet, including health and safety requirements. Quality Area 2 of the National Quality Standard (NQS) upholds children's right to be protected and kept safe. The approved provider, nominated supervisors, coordinators and educators have responsibility for supporting the health, safety and wellbeing of all children. In exercising their responsibilities, they must take reasonable care to protect children from foreseeable risk of harm, injury and infection. This paper uses data from the National Quality Agenda Information Technology System (NQA ITS) to provide analysis of trends in serious incidents resulting in injury, trauma or illness in Australian children's education and care services between 1 April 2020 and 31 March 2022.

Skilling Australia's current and future workforce is the theme for the 32nd National Vocational Education and Training (VET) Research Conference 'No Frills.' In keeping with the conference's theme, this discussion paper explores the resilience of the Australian VET sector and how it can continue to foster adaptability in the face of ongoing change.

We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality

This paper provides new evidence on educational inequality and reviews the literature on the causes and consequences of unequal education. We document large achievement gaps between children from different socio-economic backgrounds, show how patterns of educational inequality vary across countries, time, and generations, and establish a link between educational inequality and social mobility. We interpret this evidence from the perspective of economic models of skill acquisition and investment in human capital. The models account for different channels underlying unequal education and highlight how endogenous responses in parents' and children's educational investments generate a close link between economic inequality and educational inequality. Given concerns over the extended school closures during the COVID-19 pandemic, we also summarize early evidence on the impact of the pandemic on children's education and on possible long-run repercussions for educational inequality.

'Transforming the future' can have different connotations in different contexts, but here the author focuses on the way in which the vocational education and training (VET) sector is adapting, anticipating and activating change in response to future skill demands. This discussion paper explores how the sector assists learners to skill, upskill and reskill, which in turn actively contributes to the Australian economy. Without a doubt, the past few years have been both difficult and unpredictable for many, with the ongoing COVID-19 pandemic and other natural disasters such as bushfires and floods. This paper therefore also considers how the VET system has been able to adapt to these unforeseen events and what can be learnt from these responses and adapted for the future.

This discussion paper has been produced by Australian Children's Education and Care Quality Authority (ACECQA), on behalf of all state and territory governments and the Australian Government, to inform the "2020 Review of the Disability Standards for Education 2005." This paper asks providers of early childhood education and care (ECEC) and school age education and care services across Australia about their awareness and understanding of their obligation sunder the "Disability Discrimination Act 1992" (DDA). This includes questions of access and participation by children with disability to education and care. ACECQA's paper complements the broader discussion paper by the Australian Government about ECEC and the Disability Standards for Education 2005, and is provided in two parts: (1) part 1 is for all ECEC and school age education and care providers; and (2) part 2 asks questions that specifically target National Quality Framework (NQF) approved ECEC and school age education and care providers. [For the broader paper, "Final Report of the 2020 Review of the Disability Standards for Education 2005," see ED617747.]

The National Quality Framework (NQF) was established in 2012 to create a more efficient and cohesive approach to regulating early childhood education and care, and outside school hours care in Australia. The NQF provides a shared vision for governments and the children's education and care sector, and an agreed tool for measuring and monitoring service quality. It sets standards for safety and quality so that all children who attend services regulated under the NQF are supported to have the best start in life. This occasional paper discusses how and why the NQF came about, what has changed in the last 10 years, and future directions.

This paper summarises the exploratory quantitative analysis undertaken to investigate how vocational education and training (VET) students cluster and segment in the Australian VET market. This analysis is outlined in three sections. The first section focuses on 'clustering' as a technique for grouping data and the three clustering algorithms used. These are then discussed in more detail to provide some insights into how they operate. Their specific data requirements, along with their strengths and weaknesses, are also considered. In next section the outputs of the clustering approaches are considered. The resultant clusters are examined to better understand them, and meaningfully label and group them into segments. The final section returns to the raw data. This step was necessary to further explore (in this case, only some of) the identified market segments. Three key market segments are explored: students in targeted English programs; students in social inclusion programs; and migrant students.

This paper is the first publication from a project focused on the quality of teaching, learning and assessment practices in the vocational education and training (VET) sector in Australia -- what we understand these to be and how they might be measured. Based on a review of the literature, this paper explores current definitions of quality in VET, the factors that impact on the quality of delivery and the various measures used to make judgements about it.

The past informs the future. It achieves this in two ways: first, by providing the context in which decisions are made, and, second, by delivering the various experiences that enable discovery of what does and does not work. As the Australian vocational education and training (VET) system has evolved, the institutional structures and frameworks that are now in place may determine the direction of its next turn, while the willingness to learn from past experiences will dictate whether it will turn at all. 'The past informing the future' is the theme for the 2021 'No Frills' Conference -- a conference to be held online, because if anything has been learned from 2020, it is that the freedom to travel is no longer guaranteed. This 'No Frills' discussion paper reflects on some key developments in VET's past and how they have shaped the sector's approach to enduring issues such as VET's purpose, national harmonisation, and quality.

As part of its regulatory roles, the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) is required to assess evidence of 'scholarship' that is put forward by providers, whether evidence of scholarship by individuals, such as teaching staff within the provider, or for the provider as a whole. TEQSA is seeking to review whether its current approach to assessing claims of scholarship and scholarly activity (as described in the Guidance Note on Scholarship) is adequate, or if the approach needs to be reconceptualised. The purpose of this discussion paper is to set out, for consideration by the sector and other stakeholders, draft principles that are proposed to guide providers in making claims related to scholarship, and to inform TEQSA's assessments of such claims. TEQSA's Guidance Note describes 'scholarship' as 'activities concerned with gaining new or improved understanding, appreciation and insights into a field of knowledge, and engaging with and keeping up to date with advances in the field.' This includes advances in ways of teaching and learning in the field and advances in professional practice, as well as advances in disciplinary knowledge through original research.' This discussion paper proposes a set of principles that would guide providers when offering evidence of their capacity to meet the requirements of the Higher Education Standards (HES) Framework in relation to scholarship. [For "Guidance Note: Scholarship. Version 2.5," see ED610488.]

This occasional paper is the seventh in a series on the National Quality Framework (NQF). It explores the quality of children's education and care services based on the socio-economic status of the area in which they are situated. The Socio-Economic Indexes for Areas (SEIFA) Index of Relative Socio-Economic Advantage and Disadvantage (IRSAD) is used by the Australian Bureau of Statistics (ABS) to classify services by the level of relative socio-economic advantage and disadvantage of their local area. This paper uses SEIFA as a proxy measure to identify services that are more or less likely to educate and care for children from disadvantaged backgrounds. This paper begins by highlighting contemporary research about the association between socio-economic status and developmental outcomes, and the impact of high quality education and care on children from more disadvantaged backgrounds. It then outlines the quality and availability of education and care in low socio-economic status areas, analysing service quality ratings and reassessment results. The paper also examines differences across service and provider management types, and remoteness classifications. The detailed analysis suggests that there are differences in the overall quality ratings of education and care services located in high and low socio-economic status areas. Services in relatively disadvantaged areas are slightly more likely to be rated Working Towards NQS and notably less likely to be rated Exceeding NQS than those in relatively advantaged areas.

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.

This paper studies the impact of compulsory schooling on violent behaviour and victimization in school using individual-level administrative data matching education and criminal records from Queensland (Australia). Exploiting a legislative increase in the minimum dropout age in 2006, this study defines a series of regression-discontinuity specifications to show that compulsory schooling reduces crime but increases violent behaviour in school. While police records show that property and drugs offences decrease, education records indicate that violence and victimization in school increase. Thus, prior studies that fail to consider in-school behaviour may over-estimate the short-run crime-reducing impact of compulsory education.

"Workforce-Ready: Challenges and Opportunities for VET" is the theme for the 29th National Vocational Education and Training Research Conference 'No Frills' from July 7-10, 2020. The phrase 'workforce-ready' might bring several different scenarios to mind. It may conjure an image of graduates making their first foray into the world of work. Or perhaps it evokes a sense of preparing for future jobs, the details of which are not yet clear. It might also elicit thoughts of people needing to upskill, perhaps to re-enter the labour market after an absence, or in response to some change in their organisation or with their job. It could also mean something as simple as getting the necessary accreditation to work in a particular industry. The vocational education and training (VET) system plays a large role in meeting all these needs. A large focus for the VET sector is on providing individuals with the skills they need to get a job or change jobs. This function of the VET sector is clearly reflected in the National Student Outcomes Survey, which shows that two commonly reported reasons why graduates undertook their training was to get a job (30.7% in 2019), or to try for a different career (11%; NCVER 2019a). This role is particularly pertinent in the current environment of substantial job losses due to the impact of the COVID-19 pandemic. Treasury expects the unemployment rate to rise to 10% in the June quarter, up from 5.1% (Frydenberg 2020). Young people are likely to be particularly affected, being overrepresented in the jobs hardest hit by the pandemic, for example, hospitality, retail, the arts, and sports and recreation. Many will explore training as a pathway to re-enter the labour market. This No Frills discussion paper considers the balance between ensuring that people have the skills they need to work now and equipping them with the knowledge and/or skills that will enable them to adapt to the changes they will inevitably see in their working lives.

This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence.

"The student journey: skilling for life" is the theme for the 28th National Vocational Education and Training Research Conference 'No Frills'. In this discussion paper, we look at how vocational education and training (VET) supports lifelong learners. We explore VET's role in assisting lifelong learning and seek to understand how VET will need to transform in the future to enable it to confront the challenges of an increasingly complex and changing world. We also profile the various lifelong learner types.

This occasional paper is the sixth in a series on the National Quality Framework (NQF). It examines trends in quality improvement from the perspective of services rated Working Towards National Quality Standard (NQS) under the 2012 NQS. In this paper, a service is considered to have improved its quality at reassessment where it: (1) receives a higher overall quality rating; (2) receives a higher rating in a quality area; and (3) meets a higher number of elements of quality. Qualitative analysis suggests primary drivers of quality improvement include the recruitment and retention of highly trained educators that have a good understanding of the NQF, delivering education and care under the direction of high quality service leadership. Case studies describing quality improvement practices that were evident during reassessment have been included in this paper. These case studies are intended to aid and support the process of continuous quality improvement and the ongoing development of quality improvement plans (QIPs).

This discussion paper explores the possibilities and risks that data linkage presents for the vocational education and training (VET) sector. Along with a broad overview of the nature of data linkage, it highlights possible applications for data linkage in the VET sector and examines the key challenges associated with its use. A number of case studies are reviewed to illustrate the advantages data linkage can offer, as well as the challenges that may arise. In order to better understand the options for data linkage from an education and employment perspective, a 'map' of relevant Australian datasets is presented, along with a list of data sources that may be of use to VET research. As well as selected Australian datasets, the paper reviews some international datasets of potential interest for VET research in Australia. Using the insights gained from past data-linkage projects and taking into account the privacy and ethics concerns, the paper presents a set of six principles for data linkage. These principles provide researchers with basic steps for guidance when embarking upon a data-linkage project. Finally, future directions for data linkage in VET research are explored.

This paper was a keynote address at the Australian Vocational Education and Training Research Association (AVETRA) conference held in Canberra in April 2012. The author notes that industry is arguably the key stakeholder in the Australian vocational education and training (VET) sector, but is not a single actor nor a disinterested consumer of training. Rather, industry consists of a range of bodies, all of whom are active players in the sector. The paper discusses six areas of research which are pertinent to industry. These areas are: (1) the value of completing an apprenticeship or traineeship; (2) the role of wages in completion rates for apprenticeships and traineeships; (3) the value of completion of VET qualifications; (4) the level of matching between what people are training in and the jobs they get; (5) the role of VET in innovation; and (6) VET and workforce development. All of this research raises questions about VET and industry, either in terms of how public training funds are allocated or the educational principles on which VET is based. In particular, the major points made are that the value of training is quite variable and this should be a consideration in its public funding, and the narrow industry focus of VET needs to be leavened with more general education. (Contains 5 tables, 8 figures and 2 footnotes.)

Prior research shows reduced criminality to be a beneficial consequence of education policies that raise the school leaving age. This paper studies how crime reductions occurred in a sequence of state-level dropout age reforms enacted between 1980 and 2010 in the United States. These reforms changed the shape of crime-age profiles, reflecting both a temporary incapacitation effect and a more sustained, longer run crime reducing effect. In contrast to the previous research looking at earlier US education reforms, crime reduction does not arise solely as a result of education improvements, and so the observed longer run effect is interpreted as dynamic incapacitation. Additional evidence based on longitudinal data combined with an education reform from a different setting in Australia corroborates the finding of dynamic incapacitation underpinning education policy-induced crime reduction.

The educational discourse in recent years in Australia, and in particular NSW has been on advancing the status of the teaching profession through the development of a framework of standards, and by supporting the nature of teachers' work in addition to improving student-learning outcomes. The close link between student learning outcomes and quality mathematics teaching has resulted in the call for an increase in teacher accountability and quality. This paper is an exploration of the relevant literature that focused on the professionalisation of the teaching profession in Australia and its potential impact on teaching in Australia. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

This paper was presented at the 2009 Economic and Social Outlook Conference, November 5-6 at the University of Melbourne. It takes a sceptical view of the push for "green skills", arguing that skills required in the labour market evolve relatively slowly, and that the way business operates is driven by changing costs, new technologies and new regulations, with sustainability being only one of many factors. In addition, the presentation provides some data on "sustainable" courses in tertiary education and then looks at three areas which have implications for the public investment in education and training: the levels of skill acquired through apprenticeships and traineeships, the pay-off to undertaking VET qualifications, and the role of diplomas in the labour market. (Contains 9 tables, 3 figures, and 1 footnote.)

This paper was presented in Sydney in September 2008 at a seminar conducted by Skills Australia and the Academy of Social Sciences. It examines the demand for training. It concentrates on the factors that affect individual and employer demand, and points out that accredited vocational education and training (VET) need to be considered in the context of extensive use of non-accredited and on-the-job training. (Contains 3 footnotes, 9 tables and 1 figure.) [This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments with funding provided through the Australian Department of Education, Employment and Workplace Relations.]

The vocational education and training (VET) sector has a long tradition of measuring and reporting outcomes. The public face of this is the "Annual National Report of the Australian Vocational Education and Training System" published (and tabled in the Commonwealth Parliament) since 1994. The reporting framework has undergone a number of changes corresponding to revision in high-level strategies developed by the former Australian National Training Authority (ANTA). This, however, is about to change. The catalyst for a radical examination of the reporting framework is the Council of Australian Governments' (COAG) reform agenda. This reform agenda is shaking up the funding relationships between the Commonwealth and the states and will place increasing reliance on measuring and reporting outcomes as distinct from focusing on the resources used (that is, inputs). In this paper, the author provides a history of performance measurement for the VET sector, beginning with the creation of the Australian National Training Authority and ending with what individuals know of the current reforms. As well as describing the various measures, he discusses the challenges that are thrown up by indicators. He concludes with his suggestions for indicators for the vocational education and training system. (Contains 7 footnotes.)

The National Student Outcomes Survey (SOS) collects information about students who completed their vocational education and training (VET) in the previous calendar year. The gathered information on the surveyed VET students includes their reasons for training, employment outcomes, satisfaction with training, and further study outcomes. The survey covers students who have completed a qualification (graduates) and those who have completed only part of a course and then left the VET system (subject completers). The National Centre for Vocational Education Research (NCVER) has conducted the survey with government-funded VET students annually since 1999. In 2016, the scope of the survey was expanded to report on the outcomes of graduates whose training was Commonwealth--or state-funded as well as fee-for-service graduates. These graduates were referred to as total VET graduates. An explanation of the difference between total VET and government-funded student outcomes can be found in appendix A. The expanded scope was applied to the 2017 survey for graduates (following a successful trial in 2016) and for the first time for subject completers and the series renamed VET student outcomes. At the time of sample selection, insufficient information is available from the National VET Provider Collection to identify 'actual' subject completers. Instead, a sample of potential subject completers is chosen, which includes students who are continuing in the VET system. The status of respondents is determined through the survey responses. As such, respondents to the SOS include a number of students who were sampled as subject completers based on administrative data reported to the National VET Provider Collection, but self-identify in the questionnaire as graduates. For many years these 'self-reported graduates' (SRGs) were categorised as graduates in survey outputs, because the self-report was deemed to be more reliable than the collection data. However, it became apparent that many SRGs were not, in fact, graduates. In response to this issue, in 2012, NCVER created a logistic model that predicted the eligibility of a SRG being an 'actual' graduate based on their personal and training characteristics (Braysher 2012). This model has since been run annually for each SOS to assign group membership to SRGs. Those SRGs that were not predicted by the model to be a graduate were re-assigned to their original subject completer status. One of the conditions of the initial analysis was that the model should be reviewed at least every four years to assess its ongoing validity and to make possible modifications should demographics and administrative data change and alter the predictive power of the model. The model was reviewed by NCVER in 2015 (unpublished). The review found some changes in data quality, but found no evidence that these changes were affecting the estimates. At the time no changes were recommended to the logistic model or graduate reclassification procedure, but it was recommended that the model be reviewed again at a later stage. In relation to data quality, the proportion of subject completers claiming to be self-reported graduates has declined significantly since 2007, particularly from 2015 to 2017, highlighting the improvement in the quality of the National VET Provider Collection data since the need to run the model arose (appendix B). Hence, it was appropriate to review the model again. This report presents the findings of an additional comprehensive review of the model and methodology.

This Working Paper contains three sections: the background to existing User Choice resourcing principles and their interrelationships as of March 2004; analysis of the existing arrangements, including their consistency with each other and with the User Choice principles agreed by Ministers; and concluding comments. The author found a considerable measure of consistency in the priorities by which User Choice resources were allocated by the different Australian States and Territories in early 2004. Differences in theoretical approach and in practice, in terms of process structure and resource allocation outcomes were found. Opportunities for improving the learning partnership between different stakeholders are also noted. One attachment, Statement of User Choice Policy (MINCO; November 2003), is included. (Contains 5 tables.) [For companion report, "User Choice Resourcing Arrangements in Australia in March 2004. Working Paper No. 57," see ED505817.]

ACECQA [Australian Children's Education and Care Quality Authority] has published its fifth occasional paper analysing Quality Area 7 -- Leadership and service management. This completes the suite of occasional papers that cover the four quality areas of the National Quality Standard that are comparatively challenging. Quality Area 7 recognises the importance of effective leadership and internal administrative systems in guiding and supporting educators, coordinators and staff members to deliver quality education and care programs. The paper highlights contemporary research and theory related to leadership and service management, describes the operational requirements of the National Law and National Regulations, and examines the distribution of quality ratings for Quality Area 7. It provides case studies of the Quality Area 7 elements, along with examples of evidence collected by authorised officers when assessing the elements. Future directions and the implications of the data and literature for service leadership and management are also examined. The paper will be of interest to people who deliver education and care services, people who provide training and professional development services to the sector, peak organisations, and officers in the state and territory regulatory authorities that regulate education and care services.

This occasional paper is the fourth in a series on the National Quality Framework (NQF). This paper offers detailed insights into education and care service quality ratings for Quality Area 3 (physical environment) of the National Quality Standard (NQS). The focus is on ensuring the physical environment of a service is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development. This paper begins with an overview of the physical environment standards and what these aim to achieve, highlighting contemporary research and theory behind sustainable environments promoting children's learning. It then outlines the operational requirements of the National Law and National Regulations for the physical environment, with a particular focus on the requirements specific to different service types. The paper also describes how service approval requirements in the National Law apply to the physical environment, and how providers may seek waivers for certain legislated requirements. The paper is intended to be of interest to people who deliver education and care services, families, people who provide training and professional development services to the sector, and to officers in the state and territory regulatory authorities that regulate education and care services.

Internationally, Australia's tertiary education system, comprising the higher education and vocational education and training (VET) sectors, is highly regarded, with both sectors subject to ongoing national review and reforms. This paper explores in detail the multiple issues that lie at what might be termed the "boundaries and connections" between these sectors. The purpose of this occasional paper is twofold, the first being to provide a brief illustration and commentary on the relative trend change and potential trajectories of Australia's vocational education and training (VET) sector by comparison with the higher education sector. This provides the necessary context for the second objective, which is to explore in detail the multiple issues that lie at what might be described as the "boundaries and connections" between these two components of the tertiary education sector.

This occasional paper provides a stocktake of recent developments in continuing professional development for VET practitioners. It explores issues such as industry currency, the debate around a professional association for VET and the Certificate IV in Training and Assessment as the minimum qualification for VET practitioners. Through synthesising the literature, the paper highlights enduring issues for continuing professional development in VET, such as the need to address both pedagogical knowledge and industry skills, and the necessity for individuals to actively engage and willingly participate in professional development in order for changes in practice to occur.

Quality in vocational education and training (VET) is a perennial topic of interest, attracting much attention from participants, providers, funders, regulators and public commentators. Quality is as much subjectively in the "eye of the beholder" as it is objectively assessed through hard data, measures and surveys. This paper summarises the quality of the VET system in Australia from the lens point of the eye of the beholder. It considers the perspectives of five key stakeholder groups: learners, employers/industry, providers, government and regulators. The paper explores, from the perspective of each of these groups, what is important in regards to the VET system, what constitutes and promotes a good-quality VET system, and what are the enablers and barriers to having a system that meets their expectations. The paper then examines the usefulness of the measures of quality currently available, as well as approaches that might be more effective. Key messages include: (1) Quality is context- and purpose-specific and means different things to the five stakeholder groups; (2) These multiple perspectives on quality operate at differing levels -- at the training program, at employment outcomes and at higher systemic levels; (3) Effective, fair and prompt regulation is foundational and essential in removing poor quality training from the system; and (4) A number of enabling factors have the potential to either support or detract from VET quality. These factors may impact both objective measures and subjective views of quality.