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The Centre for Research and Learning in Regional Australia is investigating the elements of social capital and developing a set of indicators that show when social capital is building. The indicators can be used where groups or organizations with a shared purpose engage in productive interactions that benefit not only the individual member groups but also the "learning community" as a whole. The intention is that the indicators will be applicable to geographic communities, professional or common interest communities, such as professional associations, and groups of businesses such as Executive Link[TM], the subject of this paper. Executive Link consists of farm businesses that meet for nonformal training in several chapters in eastern Australia. Each chapter consists of about six farm businesses and their owner/managers who share their business management expertise. Executive Link appears to have features of a learning community, including a shared purpose and learning interactions across the boundaries of individual member businesses and chapters. This paper identifies networks, commitments, and shared values as the elements of social capital that contribute to the quality of learning interactions. Suggested indicators of social capital building include development of a shared language, shared experiences, trust, self-development, and an identification with the community. (Contains 25 references.) (Author/TD)

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.)

"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.)

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.)

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.)

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.

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 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.]

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.)

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 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.]

This paper discusses the need for increasing the provision of education and training in Australia and the problems in financing it. Section 1 discusses the problems to be addressed: need for more education and training due to technological and global change affecting employment and unemployment, together with the aging of the population. Section 2 briefly reviews the extent to which Australia appears to be addressing the needs. It considers the changes in institutional education and in employer-based training in recent years, looking at issues of participation and intensity, quality, and inequality for younger and older persons. Section 3 considers the restrictions in public expenditure and the various policy changes accompanying it. Section 4 addresses options in ways of providing finance that will encourage the direction of funds for education and training to the areas of most need. These schemes for payment by governments, individuals, and employers are discussed: public funds (entitlements, student assistance--Youth Allowance); payments by individuals (increased fees, increased fees plus access to interest bearing private loans, increased fees plus contingent loans financed by the government as in the Higher Education Contribution Scheme); and increasing employer funding through government-mandated levels of training, social partnerships in training, and employer reporting of intellectual capital. (Contains 31 references and 9 tables.) (YLB)

This paper is concerned with the strategies being adopted for vocational education and training (VET) in Australia and the lessons that could be learned for them from policies in other countries. Six issues are considered in the paper, each relates to or more of the objectives and particular strategies in the Australia's National Strategy for Vocational Education and Training 2004-2010: (1) Workforce/adult training and retraining in the light of ageing and shifting occupational structures; (2) Equity issues for indigenous and other groups; (3) Managing demand and funding so that priorities are met; (4) Developments in qualification structures and quality assurance; (5) Enhancing provider capacity to ensure quality and responsiveness; and (6) Regional and community capacity building. The approach taken was to analyse national strategies, policies, objectives and priorities of government agencies to provide a point of comparison with Australia's National Strategy for VET. Analysis was most focused on the United Kingdom and New Zealand, and limited for Canada, due to the decentralised nature of that system. Implications for Australia are set out by strategy. (Contains 6 footnotes and 2 boxes.)

This project on national standards and accreditation of career practitioners is set against a background of unprecedented interest by governments nationally and internationally in the provision of career guidance services. Currently more is known about the policy and delivery of career guidance than at any other time in history. There is growing interest in the relationship between career guidance and public policy because the benefits of career guidance to individuals, society and the economy have been recognised. In this regard, strategic alliances are being formed between career guidance practitioners and policy makers in order that policy commitments relating to the provision of quality career services are enhanced. Such an alliance is evidenced in the collaboration between the Department of Education, Science and Training and the Career Industry Council of Australia on this project. This project constitutes a very necessary step in a move towards a quality industry. The purpose of this scoping paper is to: (1) identify current standards guiding career practitioners in Australia; (2) review international work on standards including examples of best practice and advise on how this work might be relevant to the development of national standards and accreditation in the Australian context; (3) be informed by outcomes of national workshops, forums, and conferences 2000-2004; (4) identify the current membership requirements of professional career associations and bodies both nationally and internationally; (5) assess how prior learning or qualifications might be recognised and developed to fit within and meet the requirements of the quality standards; and (6) identify the issues that need to be addressed in the development of national standards. To achieve this purpose, this paper is structured around four main sections--international quality standards, national quality standards, standards guiding Australian professions, and the Australian career industry. Following this a number of themes related to the development and implementation of quality standards will be elaborated. A number of issues relating to the development and implementation of quality standards and accreditation in the Australian career industry will then be raised. Appended are: (1) Glossary of terms; (2) Table of Comparative Competencies; (3) Entry-level Qualifications of Australian Career Practitioner Associations; (4) Standards of Australian Career Practitioner Associations; and (5) Comparison of Quality Standards Across Career Case Studies.

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.]

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.)

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.)

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.)

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.]