2,084 results on '"Income"'
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2. Predicting the Financial Wellbeing of Autistic Adults: Part I
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Ru Ying Cai, Gabrielle Hall, and Elizabeth Pellicano
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Many autistic adults are likely to experience poor financial wellbeing and hardship due to unemployment and under-employment. Research in the general population demonstrates that subjective financial wellbeing--how people perceive their financial situation--influences quality of life. There is no research, however, examining the subjective financial wellbeing of autistic people. This study therefore aimed to (1) understand the subjective financial wellbeing of a sample of autistic adults living in Australia compared to a general Australian population sample and (2) identify the predictors of subjective financial wellbeing in this sample of autistic adults. To this end, 191 autistic adults aged 18-83 years (mean = 39.28, standard deviation = 11.74) completed an online survey about their economic status, financial wellbeing, financial behaviors, confidence in money management skills, and anxiety and depression symptoms. Almost half of our sample felt it was a struggle to make ends meet, whereas only one-third of the general Australian population felt this way. Similar to the general population, autistic people's income and their financial behaviors (specifically, saving and not borrowing for everyday expenses) predicted their sense of financial wellbeing. Our findings have implications for both research and practice.
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- 2024
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3. International Education Recovery through Scholarships: A Case for a New Approach
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Barker, Joanne and Kent, Anna
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With the Australian international borders closed to international students due to the Coronavirus disease (COVID-19), Australian universities have experienced unanticipated financial losses. At the same time, many international students who would have chosen to study in Australia instead chose to enrol in universities in the US, UK and other countries where the borders opened earlier. The long-term effects of this are unknown, but with borders finally now open again, Australia will need to re-establish itself as a destination of choice for international students. An opportunity to establish a prestigious international scholarship program may be created by the recent sale of the universities' collective investment in IDP Education Pty Ltd. The income generated by this sale could create a source of funding for an international scholarship program which would create goodwill and help to diminish the reputation of Australian international education as predominantly revenue-driven.
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- 2022
4. National Student Outcomes Survey 2021 (Apprentice and Trainee Component): Data Dictionary. Support Document
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National Centre for Vocational Education Research (NCVER) (Australia)
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"Apprentice and Trainee Outcomes 2021" provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020, with the data collected in mid-2021. The figures are derived from apprentices' and trainees' responses to the National Student Outcomes Survey (SOS), which is an annual survey of vocational education and training (VET) students. In 2021, the survey collected information on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. This document outlines the variables included in the "Apprentice and Trainee Outcomes 2021" publication and related products, including unit record files (URFs). [For the main report, "Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics," see ED620513.]
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- 2022
5. Work Volition and Career Control in Retail Workers
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Taylor, Andrew J., Perera, Harsha N., Hoare, P. Nancey, Salama, Mary, and McIlveen, Peter
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The Work Volition Scale (WVS) is a brief measure of the perceived capacity to make career decisions despite constraints; however, systematic validation of item responses to the scale is still in its infancy. The present article reports on research conducted to investigate the latent structure of WVS, its invariance across gender, and mean differences in work volition across income in a sample of retail workers. A bifactor structure of the WVS accounted for construct-relevant multidimensionality in scores due to the presence of general and specific volition dimensions. Tests of gender invariance revealed the equivalence of item loadings, thresholds, uniquenesses, and factor means. Support was also found for plausible latent mean differences in general volition across income, with retail workers earning high wages reporting greater volition than those earning low wages. Finally, evidence was obtained for theoretically meaningful relations of the general and specific volition dimensions with career control.
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- 2023
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6. Precarity before and during the Pandemic: International Student Employment and Personal Finances in Australia
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Hastings, Catherine, Ramia, Gaby, Wilson, Shaun, Mitchell, Emma, and Morris, Alan
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There is mounting evidence of increased international student financial and work precarity over the last decade in Australia. Yet, there has been a little scholarly analysis of which students are most affected by precarity and its sources. Drawing on two surveys of international students in Australia's two largest cities, conducted before and during the pandemic, we investigate the financial and work vulnerabilities of international students. We demonstrate that vulnerability is related to characteristics which describe particular cohorts of students: being from low-income countries, working class families, seeking a low-level qualification, enrolled in a non-university institution, and being without a scholarship. The concepts of "noncitizenship" and "work precarity" are used to explain how the mechanisms of each characteristic heighten vulnerability, thereby contributing to a broader evidence-base about the causality of international student precarity.
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- 2023
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7. VET Student Outcomes 2020. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This product provides a summary of the outcomes and satisfaction of students who completed nationally recognised vocational education and training (VET) delivered by registered training organisations (RTOs) in Australia during 2019 using data collected between June and September 2020. The figures are derived from the National Student Outcomes Survey, which is an annual survey of VET students. Historically the National Student Outcomes Survey included graduates (students who completed a qualification) and subject completers (students who completed at least one subject and left the VET system without obtaining a qualification). To better reflect the training undertaken in the VET system, the survey has been segmented by training type. Highlights include: In 2020, the most common reason for undertaking training: for qualification completers and part-completers was 'to get a job', at 25.7 per cent and 22.4 per cent respectively; and for short course completers, part-completers and subject(s) only completers was because 'it was a requirement of my job', ranging from 39.6 per cent to 50.2 per cent. Lower proportions of qualification completers and qualification part-completers were employed before training than any other group. Proportions employed before training were: 64.7 per cent for qualification completers; 64.1 per cent for qualification part-completers; 82.2 per cent for short course completers; 83.2 per cent for short course part-completers; and 86.2 per cent for subject(s) only completers. In 2020, a lower proportion of qualification part-completers had an improved employment status after training than any other group. Proportions with an improved employment status after training were: 56.0 per cent for qualification completers; 49.7 per cent for qualification part-completers; 58.4 per cent for short course completers; 59.4 per cent for short course part-completers; and 61.3 per cent for subject(s) only completers. In 2020, a lower proportion of qualification part-completers was satisfied with the overall training than any other group. Proportions satisfied with the overall quality of training were: 88.4 per cent for qualification completers; 76.1 per cent for qualification part-completers; 93.3 per cent for short course completers; 89.6 per cent for short course part-completers; and 92.2 per cent for subject(s) only completers. [For the 2019 report, see ED613110.]
- Published
- 2021
8. The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy
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Campbell, Janine Anne
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Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.
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- 2021
9. Estimating the Returns to Education Using a Machine Learning Approach -- Evidence for Different Regions
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Kamdjou, Herve D. Teguim
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This article revisits the Mincer earnings function and presents comparable estimates of the average monetary returns associated with an additional year of education across different regions worldwide. In contrast to the traditional Ordinary Least Squares (OLS) method commonly employed in the literature, this study applied a cutting-edge approach known as Support Vector Regression (SVR), which belongs to the family of machine learning (ML) algorithms. SVR is specifically chosen to address the bias arising from underfitting inherent in OLS. The analysis focuses on recent data spanning from 2010 to 2018, ensuring temporal homogeneity across the examined regions. The findings reveal that each additional year of education, on average, yields a private rate of returns of 10.4%. Notably, Sub-Saharan Africa exhibits the highest returns to education at 17.8%, while Europe demonstrates the lowest returns at 7.2%. Moreover, higher education is associated with the highest returns across the regions, with a rate of 12%, whereas primary education yields returns of 10%. Interestingly, women generally experience higher returns than men, with rates of 10.6 and 10.1%, respectively. Over time, the returns to education exhibit a modest decline, decreasing at a rate of approximately 0.1% per year, while the average duration of education demonstrates an increase of 0.16 years per year (1% per year). The application of the state-of-the-art ML technique, SVR, not only improves the accuracy of estimates but also enhances predictive performance measures such as the coefficient of determination (R[superscript 2]) and Root Mean Square Error (RMSE) when compared to the OLS method. The implications drawn from these findings emphasize the need for expanding university education, as well as investments in primary education, along with significant attention toward promoting girls' education. These findings hold considerable importance for policymakers who are tasked with making informed decisions regarding education expenditure and the implementation of education financing programs.
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- 2023
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10. Income-Driven Repayment Plans for Student Loans: Budgetary Costs and Policy Options
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Congressional Budget Office, Karamcheva, Nadia, Perry, Jeffrey, and Yannelis, Constantine
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Between 1965 and 2010, most federal student loans were issued by private lending institutions and guaranteed by the government, and most student loan borrowers made fixed monthly payments over a set period--typically 10 years. Since 2010, however, all federal student loans have been issued directly by the federal government, and borrowers have begun repaying a large and growing fraction of those loans through income-driven repayment plans. Introduced as a way to make student loan repayment more manageable, income-driven plans limit payments to a percentage of borrowers' income and allow for loan forgiveness after 20 or 25 years. In this report, the Congressional Budget Office examined how income-driven plans differ from plans that require fixed monthly payments, how enrollment in income-driven plans has changed over time, and how those plans are projected to affect the federal budget. [This report was written with guidance from Sebastien Gay.]
- Published
- 2020
11. Post-COVID Australian Universities: The Need for a New Teaching and Research Vision
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Birrell, Bob
- Abstract
Australian universities have used the revenue from overseas student fees to enhance their international research standing. COVID-19 has undermined this business model. A new strategy is required, based on the universities' contribution to making Australian industry more self-reliant. This outcome will require a national industry policy, such as has been successfully pursued in Israel. Australia's universities will need to adjust their research activities in order to contribute to this end. The Australian government will have to provide the funds and direction. The universities too, need to embrace this vision.
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- 2020
12. Problem Solving in Technology-Rich Environments, Adult Education and Training, and Income: An International Comparison Using PIAAC Data
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Nwakasi, Candidus C., Cummins, Phyllis A., Mehri, Nader, Zhang, Jing, and Yamashita, Takashi
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The high dependence on technology for economic activities in developed countries stresses the importance of lifelong learning in order to equip adult workers with the skills required to perform work related tasks, and also increase labor force participation. We use data from the 2012/2014 Program for the International Assessment of Adult Competencies (PIAAC) to examine relationships among problem solving skills in technology-rich environments (PSTRE), participation in adult education and training (AET), and income in Australia, Finland, Japan (high PSTRE scoring countries), Chile, Greece (low PSTRE scoring countries), Ireland, Estonia, and the United States (similarly scoring countries). Although PIAAC measured literacy, numeracy, and PSTRE skills, our research focus is on PSTRE because of its emphasis on problem-solving skills and critical thinking. These skills are undoubtedly important in any global economy currently experiencing rapid technological transformation. In four of five age groups, Japan had the highest PSTRE scores. With the exception of Greece, PIAAC respondents in the oldest age group had lower PSTRE scores than younger age groups. Men had higher PSTRE scores than women in all countries except Australia and Greece. Overall, those with higher PSTRE scores were more likely to participate in AET but there were variations by age, income, and education categories. Greater PSTRE scores were associated with higher hourly wages in the U.S. Australia and Estonia whereas no significant association was observed in other countries. With limited availability of data, females benefited financially from higher PSTRE scores more than males in the U.S., Finland, Ireland and Japan.
- Published
- 2019
13. Practical Aspects of Service Learning Make Work-Integrated Learning Wise Practice for Inclusive Education in Australia
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Valencia-Forrester, Faith, Patrick, Carol-Joy, Webb, Fleur, and Backhaus, Bridget
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Inclusive education remains a challenge for Australian tertiary education, particularly specialized pedagogical approaches like work-integrated learning (WIL) and service learning. Critiques of mainstream pedagogical approaches raise questions about the predominant models of educating students (Butin, 2010; Howard, 1998). There is a definitive need to recognize the diversity of the student population within course structures, rather than integrating diverse student needs into a static curriculum (Harrison & Ip, 2013) "Wise practice" takes WIL objectives--professional skills development and professional experience--and positions inclusion and transformation at the center of the learning experience. This paper explores inclusive education in WIL and service learning and examines how a wise practice approach can help all students equally benefit from the transformative potential of service learning
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- 2019
14. The Relationship between Women's Education with Women's Labor Participation and National Income: A Research on G20 Countries
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Karakütük, Kasim and Ozbal, Ece Ozdogan
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The purpose of this research is to reveal the relationship between women's education, women's labor force participation and national income in G20 countries. The relationships between women's education, women's labor force participation and national income were analyzed by the panel data analysis method for the G20 countries for the period 1997-2018. Stability of series were tested by "Fisher ADF" and "Fisher PP" panel root tests and the series were determined to be I (1). Pedroni (2004) was used to test the existence of cointegration relationships between the series. The series were found to be cointegrated. The long- and short-term relationships of the series were analyzed by the Panel DOLS method and it is determined that the increase of female schooling level increase the female labor force participation rate, increase of female schooling level and female labor force participation rate increase the per capita (real) national income. A two-way causality relationship was found between the ratio of women in higher education and national income per person. In addition, two-way causality relations between women's labor force participation rates and schooling rates at all levels of women were determined. In the study, it is concluded that in G20 countries, women's schooling rate increases the women's participation in the labor market and increases of women's schooling rate and female employment increase the national income per capita in countries.
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- 2019
15. VET Student Outcomes 2019. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication presents information on the outcomes of students who completed their vocational education and training (VET) in Australia during 2018. The figures are derived from the National Student Outcomes Survey, which is an annual survey of students who were awarded a qualification (graduates), or who completed at least one subject and left the VET system without obtaining a qualification (subject completers). Summary information is presented on students' reason for training, employment outcomes, satisfaction with training and further study outcomes. Data on the main reason for not continuing with the training are available for subject completers. Highlights related to graduates in 2019 include: 65.8 per cent had an improved employment status after training; 66.7 per cent were employed before training and of these, 18.0 per cent were employed at a higher skill level after training, up 1.5 percentage points from 2018; 33.3 per cent were not employed before training and of these, 46.8 per cent were employed after training, down 1.6 percentage points from 2018; and 88.1 per cent were satisfied with the overall quality of training, up 1.3 percentage points from 2018. Highlights related to subject completers in 2019 include: 63.3 per cent had an improved employment status after training; 81.0 per cent were employed before training and of these, 8.6 per cent were employed at a higher skill level after training, similar to 2018; 19.0 per cent were not employed before training and of these, 45.2 per cent were employed after training, down 2.3 percentage points from 2018; and 91.4 per cent were satisfied with the overall quality of training, up 1.0 percentage points from 2018. [For the 2018 report, see ED591827.]
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- 2019
16. Key Financial Metrics on Australia's Higher Education Sector
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Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
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This report is the fourth release of financial information held by the Tertiary Education Quality and Standards Agency (TEQSA). It provides a snapshot of selected key financial metrics across the Australian higher education sector. Data in this report have been sourced from TEQSA's 2017 data collection and relate to financial years ended from 31 December 2016 until 30 June 2017. Assessing the financial performance and financial position of a provider is a complex process which involves analyzing a range of quantitative metrics and understanding the provider's operating context, mission, governance, and management structures. TEQSA conducts an annual financial assessment of each provider, which analyzes 10 commonly-accepted financial metrics reflecting key business drivers critical to financial viability and sustainability. No individual financial metric should be considered in isolation. As each financial metric considers a unique financial element of a provider, all metrics need to be evaluated collectively to form a view on a provider's overall financial position. The metrics have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. Importantly, the selected metrics are reasonably comparable across all providers and also provide visibility of financial position and performance at the sector and sub-sector levels. Definitions and calculation methodologies for each measure are available in the Glossary section of this report.
- Published
- 2018
17. Place Identity and Careers in Regional Australia
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McIlveen, Peter, Alchin, Carolyn, Hoare, P. Nancey, Bowman, Sarah, Harris, Rebecca, Gotting, Geraldine, Gilmour, John, Perera, Harsha N., Beccaria, Lisa, Kossen, Chris, Cavaye, Jim, Creed, Allison, and McDonald, Nicole
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Emerging public discourse about making a "tree change", "green change", or "sea change" emphasizes the putative benefits of working and residing in regional Australia. Yet, attracting and retaining workers in the regions is a challenge for policymakers, governments, and industries. The present research involved two separate surveys of people residing in regional Australian communities to discern demographic and psychological predictors of their intent to stay in their region: income, years in the region, family, life satisfaction, job satisfaction, and place identity. Multiple regression analyses found incremental evidence of place identity as a predictor of intent to stay. The findings regarding place identity have implications for career development practice, human resources recruitment strategies, and public policy focused on regional Australia.
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- 2022
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18. Watch Out! The Great University Implosion Is on Its Way
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Hil, Richard
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In this article, Richard Hill addresses the topic of China supposedly undermining Australia's national security and way of life, and causing ructions on university campuses. He writes that Chinese infiltration, or so it seems, is everywhere, from excessive housing investments and land buy-ups to dodgy dinner dates with ALP officials; and from Confucian Institutes (as fronts for espionage activities) to the take-over of student unions by Chinese students. Concern has even arisen over the spread of Chinese takeaways and the growing demand for Mandarin courses, both clearly promoting Chinese influence across the nation. Hill goes on to say that three journalists from the "Sydney Morning Herald/The Age" (Baker, Hunter & Bonyhady, 2019) took the brave step of striding into the murky world of Chinese students to expose the shadowy goings on. Hill opines that following some general observations on 'the Chinese issue', their report morphs into a more general discussion of how Australian universities deal with international students -- no trivial matter, given their contribution to university coffers. Apparently, to no surprise, not all of these student visitors are happy campers. Hill asserts that after all, Australian journalists inform the public, that these students have to fork out up to three times more for their education than domestic students, often live in dilapidated and over-crowded accommodation, and feel estranged, lonely and depressed. Many of them struggle with the most basic English, which makes reading turgid academic texts and assignment completion tough going. Worried by such questionable investigative reportage, Hill shares a slightly amended version of a letter he wrote directly to the journalists. He concludes that 'corruption risks' notwithstanding, it has become glaringly obvious that Australian universities are massively over-reliant on overseas students for their income and face an epic implosion when this revenue stream dries up, which it will once China and India build up their own sectors.
- Published
- 2020
19. Voluntary School Fees in Segregated Public Schools: How Selective Public Schools Turbo-Charge Inequity and Funding Gaps
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Rowe, Emma and Perry, Laura B.
- Abstract
Parent-generated revenue in public schools, in the form of fee-giving or fundraising, is fast developing as a robust source of financial revenue for public schools in OECD countries. In this paper we draw on a comprehensive empirical dataset of parent-generated financial revenue for public schools located in New South Wales, Australia. We draw on a census dataset of all public schools over a five-year period, examining how funding gaps are exacerbated by selective processes and school segregation. The analysis compares parent-generated financial revenue within two types of public schools, namely select-entry public schools and local comprehensive public schools. We find that select-entry public schools consistently generate more than three-times more income across different measures, and over a five-year period. Furthermore, the amount of revenue for select-entry schools annually grows, and the gap increases, suggesting that as market logics intensify, cyclical disadvantage and residualisation of comprehensive public schools increase.
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- 2022
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20. Key Financial Metrics on Australia's Higher Education Sector--November 2017
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Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
- Abstract
"The Key financial metrics on Australia's higher education sector" report is the third release of financial information held by Tertiary Education Quality and Standards Agency (TEQSA). It provides a snapshot of selected key financial metrics across the Australian higher education sector. Data in this report has been sourced from TEQSA's 2016 data collection and relates to financial years ended from 31 December 2015 until 30 June 2016. Assessing the financial performance and financial position of a provider is a complex process which involves analysing a range of quantitative metrics and understanding the provider's operating context, mission, governance and management structures. Assessing the financial performance and financial position of a provider is a complex process which involves analysing a range of quantitative metrics and understanding the provider's operating context, mission, governance and management structures. TEQSA conducts an annual financial assessment of each provider, which analyses ten commonly-accepted financial metrics reflecting key business drivers critical to financial viability and sustainability. TEQSA consulted with the sector in developing these financial metrics in 2013, and received broad support for their adoption. This report provides a snapshot of selected key financial metrics across the whole sector. The metrics have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. Importantly, the selected metrics are reasonably comparable across all providers and also provide visibility of financial position and performance at the sector and sub-sector levels. Definitions and calculation methodologies for each measure are available in the Glossary section of this report. Additionally, this report includes a special focus section featuring additional analysis on a current topic of interest to the sector. The special focus topic featured in this report examines the financial performance of newly registered providers. [For the second report in this series, "Key Financial Metrics on Australia's Higher Education Sector--December 2016," see ED573158.]
- Published
- 2017
21. Indicators of Teenage Career Readiness: An Analysis of Longitudinal Data from Eight Countries. OECD Education Working Papers. No. 258
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Organisation for Economic Cooperation and Development (OECD) (France), Covacevich, Catalina, Mann, Anthony, Santos, Cristina, and Champaud, Jonah
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The aim of the OECD Career Readiness project is to identify patterns of teenage attitudes and activities that are associated with better transitions into employment by analysing multiple national longitudinal datasets. This paper looks for further evidence of the link between teenage activities, experiences and career-related thinking and adult career outcomes by analysing 10 new datasets from eight countries. Overall, the results of this paper find further evidence that secondary school students who explore, experience and think about their futures in work frequently encounter lower levels of unemployment, receive higher wages and are happier in their careers as adults. The findings of this paper are analysed together with the evidence from the two previous working papers of the Career Readiness project, concluding that there is international evidence to support 11 out of the 14 potential indicators that were explored as indicators of career readiness.
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- 2021
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22. The State of Higher Education: One Year into the COVID-19 Pandemic
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Organisation for Economic Cooperation and Development (OECD) (France)
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The higher education experience was markedly different than usual for those enrolling during the COVID-19 pandemic. Higher education institutions of all kinds found their instructional methods profoundly disrupted by the closure of their physical campuses, and the crisis exposed the urgent need for policy makers and institutional leaders to adjust their established educational and policy models. This report looks at comparative statistics the OECD has collected across a number of education systems to track developments in the higher education sector throughout the pandemic.
- Published
- 2021
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23. University Admissions: The International Picture. Post Qualification Admissions Systems around the World
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Sutton Trust (United Kingdom) and Atherton, Graeme
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England has a 'pre-qualification' system of higher education admissions, where applications and offers are made to young people before exam results are received. While in most cases offers are conditional on achieving a grade target in A Level exams, recent years have seen an exponential growth in 'unconditional offers', where the offer of a place is made long before exams are taken, and is not conditional on results. The government has recently announced a review of the HE admissions system in England and has opened a consultation on the future shape of this system. Should the system stay as it is, move to a Post Qualifications Offers (PQO) model, or move to a Post Qualifications Applications (PQA) model? This briefing focuses on the global picture where HE admissions systems and specifically HE admissions timetables are concerned, and provides an overview.
- Published
- 2021
24. Statistics Report on TEQSA Registered Higher Education Providers, 2017
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Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
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The "Statistics Report on TEQSA Registered Higher Education Providers" ("the Statistics Report") is the fourth release of selected higher education sector data held by is the fourth release of selected higher education sector data held by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) for its quality assurance activities. It provides a snapshot of national statistics from across the sector, bringing together data collected directly by TEQSA and data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training. This includes data from TEQSA's National Register of Higher Education Providers and annual Provider Information Request (PIR). The PIR gathers a limited set of key data from some providers not required to report, or only partially report, data in the Department of Education and Training's Higher Education Information Management System (HEIMS). Information outlined in the Statistics Report highlights the diversity of the Australian higher education sector. The Statistics Report provides high-level information across four key areas: (1) providers; (2) students; (3) academic staff; and (4) finance. This update of the Statistics Report focuses on data relating to 2015. The Explanatory Notes and Glossary at the back of the Statistics Report provide further contextual information on the data and presentation. [For "Statistics Report on TEQSA Registered Higher Education Providers, 2016," see ED573131.]
- Published
- 2017
25. Academic Work-Integrated Learning (WIL): Reengaging Teaching-Focused Academics with Industry
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Whelan, Michael B.
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There has been an increase in the number of teaching-focused academics at Australian universities over recent years. However, research-focused and teaching-research academics have an advantage over teaching-focused academics in terms of promotion, forced redundancies and tenure. While evidence of research success is measured by volume (number of publications and research income), evidence of teaching scholarship is less quantifiable. The value of industry-university collaboration has been reported widely. However, the focus is on the value of the knowledge transfer of university research to industry and collaborative industry-university research. Academics collaborating with industry partners on research projects are able to experience current industry practice firsthand, raising the question: How do teaching-focused academics remain engaged with industry? The benefits of work-integrated learning (WIL) to hosts, students and universities are well documented. This paper poses the question: Is a WIL placement a way to reengage teaching-focused academics with industry?, and introduces the concept of 'Academic WIL' where academics complete an internship placement with an industry partner. The impact on graduate employability is discussed and a methodology for a teaching-focused academic to use their Academic WIL experience as evidence of their achievements in the scholarship of teaching is presented.
- Published
- 2017
26. Proposed Considerations to Improve Funding and Its Management in Universities of the Arabic Countries
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Yayeb, Aziza A.
- Abstract
Universities receive a great deal of attention by governments due to its vast importance in development and economy. Productive type of universities are the most affective in this regard as they are producers of income, research, patents, intellectual activities, and good graduates. No wonder, they are always ranked highly among international universities. Very few Arabic universities are of this type and were able to make it in international rankings. Several reasons for this shy appearance of Arabic universities, of which funding and its management are of prime importance. This study aimed to find out ways to improve the status of Arabic Universities in this regard. Several funding indicators were found to be positively related to good ranking of universities namely: total income, governmental funding, income/students, and extent of financial autonomy. In this context, this study recommends the following considerations to be addressed to improve the funding environment of Arabic universities: differentiation, privatization, self-funding, endowments, number of students, diversification of income, intellectual concentration, and regulations. International universities do not differ a lot from the Arabic universities in capabilities and abilities. Its main superiority is in its organization, governance and administration. If the Arabic universities improve their environment by making it more productive, stimulative, and attractive of minds, it will make it among the suburb international universities.
- Published
- 2017
27. VET Student Outcomes 2017. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication provides a summary of the outcomes of students who completed their vocational education and training (VET) in Australia during 2016. The outcomes are reported for students in receipt of Commonwealth or state funding and those who paid for their training by other means. The figures are derived from the National Student Outcomes Survey, which is an annual survey of students awarded a qualification (graduates), or who successfully complete part of a course and then leave the VET system (subject completers). The mandatory reporting of nationally recognised training activity to the National VET Provider Collection from 2014 provided a sampling frame to expand the scope of the National Student Outcomes Survey to include fee-for-service students (those who paid for the training or whose employer paid for the training) from private training and community education providers. In 2016, a trial was undertaken to expand the scope of the survey to report on the outcomes of all graduates. Previously, the survey only covered students who completed government-funded training. Following the successful trial, the expanded scope was applied to the 2017 survey for graduates and, for the first time, subject completers. Information is presented on students' reasons for training, their employment outcomes, further study outcomes and satisfaction with training. Data on the main reason for not continuing with the training are available for subject completers. Year-on-year comparisons of all graduates are presented for 2016 and 2017. As this is the first year of reporting subject completers under the expanded scope, information for all subject completers is only presented for 2017.
- Published
- 2017
28. Financial Information 2016: Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication provides financial information on the government-funded vocational education and training (VET) system in Australia. Reporting includes VET funds transacted through government accounts of the Australian and state and territory government departments and their controlled training organisation entities such as TAFE institutes and colleges. In 2016, compared with 2015: (1) operating revenues for the government--funded VET system were $8144.4 million, a decrease in nominal terms of $1642.0 million (16.8%); (2) revenue from the Australian Government decreased by $1246.7 million (27.3%); (3) revenue from state and territory governments decreased by $424.7 million (12.8%); (4) revenue from fee-for-service activities increased by $33.0 million (2.9%); and (5) total operating expenditures were $7071.9 million, a decrease of $52.3 million (0.7%).
- Published
- 2017
29. VET in Schools Students: Characteristics and Post-School Employment and Training Experiences
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National Centre for Vocational Education Research (NCVER) (Australia), Misko, Josie, Korbel, Patrick, and Blomberg, Davinia
- Abstract
This paper provides an up-to-date picture of trends in the uptake of VET in Schools (VETiS) programs, the profile and participation of students who undertake VETiS programs, and the level and type of qualifications that are undertaken. It also reports on investigations into the education and training experiences of VETiS students five years down the track of their VETiS course. This part of the study uses a new data set which links 2006 data from the National VET in Schools Collection with data from the 2011 Census of Population and Housing. This linking provides a large number of observations about the destinations of VETiS students. In doing so it enables a closer look at the employment and further training destinations and experiences of VETiS students from various demographic, cultural, and educational backgrounds. Contains appendices. [For the supporting document, "Vet in Schools Students: Characteristics and Post-School Employment and Training Experiences. Support Document," see ED576667.]
- Published
- 2017
30. Key Financial Metrics on Australia's Higher Education Sector--December 2016
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Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
- Abstract
This report is the second release of financial information held by Tertiary Education Quality and Standards Agency (TEQSA). It provides a snapshot of selected key financial metrics across the Australian higher education sector. Data in this report has been sourced from TEQSA's 2015 data collection and relates to financial years ended 31 December 2014 until 30 June 2015. The first edition of this report was released in April this year following a period of consultation and was well received by the sector. TEQSA intends to release this report on an annual basis using data from the latest available collection year. This report provides a snapshot of selected key financial metrics across the whole sector. The metrics have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. This report includes a new special focus section featuring additional analysis on a topic of interest for the sector--"Revenue from International Students." International student revenue are a major revenue source for many providers complementing revenue from other sources. The following are appended: (1) Universities; (2) For-Profit; (3) Not-For-Profit; (4) TAFE; and (5) Provider Size--Key Financial Metrics and International Student Revenue. Explanatory notes and a glossary are also provided. [For the first report: "Key Financial Metrics on Australia's Higher Education Sector. Selected Insights--April 2016," see ED573157.]
- Published
- 2016
31. Beyond Graduation: Socio-Economic Background and Post-University Outcomes of Australian Graduates
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Tomaszewski, Wojtek, Perales, Francisco, Xiang, Ning, and Kubler, Matthias
- Abstract
Research consistently shows that higher-education participation has positive impacts on individual outcomes. However, few studies explicitly consider differences in these impacts by socio-economic background (SEB), and those which do fail to examine graduate trajectories over the long run, non-labor outcomes and relative returns. We address these knowledge gaps by investigating the short- and long-term socio-economic trajectories of Australian university graduates from advantaged and disadvantaged backgrounds across multiple domains. We use high-quality longitudinal data from two sources: the "Australian Longitudinal Census Dataset and the Household," "Income and Labour Dynamics in Australia Survey." Low-SEB graduates experienced short-term post-graduation disadvantage in employment and occupational status, but not wages. They also experienced lower job and financial security up to 5 years post-graduation. Despite this, low-SEB graduates benefited more from higher education in relative terms--that is, university education improves the situation of low-SEB individuals to a greater extent than it does for high-SEB individuals.
- Published
- 2021
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32. Differences in Tobacco Smoking Status in Segments of the Australian Population
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de Meyrick, Julian and Yusuf, Farhat
- Abstract
Purpose: The purpose of this study is to identify correlates of tobacco smoking behaviour across various socio-demographic segments of the Australian population. Design/methodology/approach: Data from two nationally representative, probability samples of persons 18 and over, surveyed by the Australian Bureau of Statistics in 2001 and 2017-2018 were analysed using multinomial logistic regression. Findings: Overall, the prevalence of current smokers declined from 24.3 to 15%. More than half of the population had never smoked. The prevalence of ex-smokers increased slightly to 30%. Prevalence of current smoking was higher among older age groups and among those with lower educational achievement, lower income, living in a disadvantaged area and experiencing increasing stress. Females were more likely than males to be never-smokers. Males were more likely than females to be current smokers. Research limitations/implications: The findings are based on two cross-sectional surveys conducted 17 years apart. It is not possible to draw any conclusions about the actual trajectories of the changes in the values reported or any correlations between those trajectories. Nor is it possible to make any meaningful forecasts about likely future trends in smoking status in these various segments based on these data sets. The classifications used in the surveys generate some heterogeneous groups, which can obscure important differences among respondents within groups. Data are all self-reported, and there is no validation of the self-reported smoking status. This might lead to under-reporting, especially in a community where tobacco smoking is no longer a majority or even a popular habit. Because the surveys are so large, virtually, all the findings are statistically significant. However, the increasing preponderance of never-smokers in many categories might mean that never-smokers could come to dominate the data. Practical implications: The findings from this paper will help tobacco-control policy-makers to augment whole-of-community initiatives with individual campaigns designed to be more effective with particular sociodemographic segments. They will also assist in ensuring better alignment between initiatives addressing mental health and tobacco smoking problems facing the community. Originality/value: The examination of smoking behaviour among individual population sub-groups, chosen by the authors, is commonplace in the literature. This paper uses data from two large surveys to model the whole, heterogeneous population, measured at two different points in time.
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- 2021
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33. Turning Policy into Practice: One School's Experience of the International Student Program
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Keary, Anne, Filipi, Anna, and Walsh, Lucas
- Abstract
This paper presents a case-study exploration of how federal and state government policy and Education Acts are interpreted and enacted at school level through the implementation of the International Student Program in Victoria, Australia. Understanding policy and its enactment as multi-layered and often "messy" to frame through our analysis, we examine interview data, key statements from policy documents and media reports. This case-study of the challenges arising from the enactment of ISP policy in a particular inner-city Australian secondary school context, provides a unique view of the challenges government schools encounter from government, school, and student perspectives.
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- 2021
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34. Australia's Youth: In Brief
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Australian Institute of Health and Welfare
- Abstract
Adolescence and young adulthood is a critical period in a person's life. Young people can experience rapid physical, social and emotional changes. For many, these changes occur while they are also making the transition from dependence to independence. This is a time for finishing school, pursuing further training and education, entering the workforce, moving out of the family home, and forming relationships. However, the pathways from education to work, and from the parental home to independent living, have become more varied and complex, and often extend over longer periods than in the past. "Australia's youth: in brief" presents key findings from the main web report, "Australia's youth." Both reports examine the most recent data available across 7 broad areas, or domains. These domains are based on the Australian Institute of Health and Welfare's (AIHW's) people-centred data model-- health, social support, education, employment, income and finance, housing and justice and safety. Some information on the impact of COVID-19 on young people is included throughout "Australia's youth: in brief" in the relevant domain.
- Published
- 2021
35. Taken for a Ride? The Disconnect between High School Completion, Employment and Income for Remote Australian First Nations Peoples
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Guenther, John
- Abstract
'Education is the key' is often used as a metaphor in remote Australian First Nations communities to indicate the importance of learning to achieve some measure of socio-economic advantage--education is seen as a vehicle for advancement. First Nations people have enthusiastically bought into education and training vehicle. High school completion data suggest that 'gaps' are closing. But the vehicle appears to be breaking down as it heads along the road towards jobs and economic participation. This article presents an analysis of Census data to show trends in high school completion, employment and income. The data suggest growth in educational achievement. But a 'break down' of the data into non-Indigenous, First Nations Indigenous language speakers and First Nations English speakers shows little change in the economic fortunes of language speakers. In these latter findings a 'new narrative', built on QuantCrit propositions, takes shape and explains why the vehicle breaks down.
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- 2021
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36. Charitable Giving to Universities in Australia and New Zealand Survey: Findings from Data Collected from 24 Universities in Australia and New Zealand for 2013, 2014 and 2015
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Council for Advancement and Support of Education
- Abstract
The Charitable Giving to Universities in Australia and New Zealand Survey collects detailed information about fundraising and donors to measure the philanthropic performance of higher education institutions. It also provides an estimate of the overall impact of philanthropy on the higher education sector. This survey of philanthropic giving uses the Ross-CASE Survey methodology adopted by UK universities. It is an important tool for institutional leaders and development and alumni staff who work at education institutions as it allows them to be more rigorous in benchmarking, more confident in accountability, and more persuasive in relationships with alumni and other donors. This survey is a key source of information on this subject, enabling institutions to compare themselves with similar universities. This year's report, which draws on information from 2013-2015, charts several heights--though it also indicates some areas for concern and for future attention. The largest number of universities to date have taken part this year: 24 in total, with over 50 percent of eligible Australian institutions submitting a response. Being willing and able to undertake a demanding benchmarking exercise is not only an indicator of increasing competence; it also provides a valuable tool for improving fundraising performance. The survey Supporting Document prescribes definitions for recording philanthropic income. The main findings in this survey pertain to the following: (1) new funds secured; (2) cash income received; (3) annual funds; (4) donors; and (5) investment in fundraising and alumni relations. An appendix contains the following sections: (1) CASE; (2) About the survey; (3) Reporting conventions; (4) Acknowledgements; (5) Participating institutions; and (6) Glossary. [The Editorial Board members were involved with survey review, script creation, survey promotions, data collection, data verification, analysis, report writing, and dissemination. The 2016 committee consisted of: Nikki McGregor, Rosalind Ogilvie, Stefanie Hardacre, Agatha Albano, Mark Bentley, Louise McCarthy, and Ruth O'Hanlon.]
- Published
- 2016
37. Key Financial Metrics on Australia's Higher Education Sector. Selected Insights--April 2016
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Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
- Abstract
Tertiary Education Quality and Standards (TEQSA) is committed to ensuring that stakeholders in Australia's higher education sector have access to relevant information to enable and better inform decision making. TEQSA recognises that there is little publicly available information on Australia's higher education sector beyond the university sector. Broadly, this report aims to enhance and improve the level of publicly available financial information on Australia's higher education sector with a view to better informing decision making by sector stakeholders. For many providers financial data is commercial-in-confidence; as such, information in this report has been presented in an aggregated, de-identified manner. The analysis and key metrics presented in this report allow users, in particular existing higher education providers, to better understand how their entity's financial performance on key financial metrics compares with other similar providers and the sector more broadly. This report is the first release of selected financial data analysed by TEQSA as part of its sector monitoring. It provides a snapshot of selected key financial metrics across the whole of Australia's higher education sector that has not previously been disseminated. Assessing the financial position and performance of a provider is a complex process which involves analysing a number of quantitative metrics and understanding the provider's mission, governance, and management structures. TEQSA conducts an annual financial assessment of each provider, which analyses ten commonly-accepted financial metrics reflecting the key business drivers critical to financial viability and sustainability. TEQSA consulted with the sector prior to adopting these financial metrics in 2013, and received broad support for their adoption. The five financial metrics in this report have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. Importantly, the selected metrics are reasonably comparable across all providers and also provide visibility of financial position and performance at the sector and sub-sector levels.2 The definitions and calculation methodology for each measure are available in the Glossary. The following are appended: (1) Universities; (2) Non-University For-Profit; (3) Non-University Not-For-Profit; (4) TAFE; (5) Providers with <100 EFTSL; (6) Providers with 100=499 EFTSL; (7) Providers with 500=4,999 EFTSL; (8) Providers with 5,000=19,999 EFTSL; and (9) Providers with =20,000 EFTSL.
- Published
- 2016
38. Statistics Report on TEQSA Registered Higher Education Providers, 2016
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Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
- Abstract
This Statistics Report is the third release of selected higher education sector data held by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) for its quality assurance activities. It provides a snapshot of national statistics on all parts of the sector by bringing together data collected directly by TEQSA with data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training. This update of the Statistics Report focuses on data relating to 2014. The Statistics Report provides high level information across four key areas: providers, students, academic staff and finance. While the Statistics Report is focused on higher education data, financial data include all sources of revenue within a provider's operations, including revenue from VET and other activities, reflecting the breadth and diversity of operations within some higher education providers. The Explanatory Notes and Glossary at the back of the Statistics Report provide further contextual information on the data and presentation. [For the previous report, "Statistics Report on TEQSA Registered Higher Education Providers," see ED564160.]
- Published
- 2016
39. Financial Information 2015. Australian Vocational Education and Training Statistics
- Author
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication provides information on how government-funded vocational education and training (VET) in Australia is financed and where the money is spent. Government-funded VET in the 2015 reporting year is broadly defined as all activity delivered by government providers and government-funded activity delivered by community education providers and other registered providers. The publication is based on 2015 data provided by the Australian, state and territory government departments responsible for administering government funds for Australia's VET system. The information presented covers VET financial inputs and financial outputs in the form of: (1) revenues, expenditures and VET student loans; (2) trends in operating revenue and operating expenditure; (3) operating expenditure by business activities; and (4) assets and liabilities.
- Published
- 2016
40. Total VET Graduate Outcomes, 2016: Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication provides a summary of the outcomes of graduates who completed their vocational education and training (VET) in Australia during 2015 and were awarded a qualification. For the first time, the outcomes of all graduates are reported; that is, those in receipt of Commonwealth or state funding and those who paid for their training. The figures are derived from the National Student Outcomes Survey, which is an annual survey of students who have an Australian address as their usual address. The mandatory reporting of nationally recognised training activity to the National VET Provider Collection provided a sampling frame to expand the scope of the National Student Outcomes Survey to include fee-for-service graduates (those who paid for the training or whose employer paid for the training) from private training and community education providers. Previously, the survey only covered students who completed government-funded training, broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and private training providers. Information is presented on graduates' reasons for training and their employment outcomes, satisfaction with training and further study outcomes. As this is the first year of reporting under the expanded scope, information is only presented for 2016.
- Published
- 2016
41. Government-Funded Student Outcomes, 2016: Australian Vocational Education and Training Statistics
- Author
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication provides a summary of the outcomes of students who completed government-funded vocational education and training (VET) during 2015, with the data collected in mid-2016. Government-funded VET is broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and private training providers. The figures are derived from the National Student Outcomes Survey, which is an annual survey that covers students who have an Australian address as their residence and are awarded a qualification (graduates), or who successfully complete part of a course and then leave the VET system (subject completers). Over 30,000 government-funded students responded to the 2016 survey. This publication presents information on government-funded students' satisfaction, training benefits, training relevance, further study, and employment outcomes in 2016.
- Published
- 2016
42. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger
- Abstract
The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
- Published
- 2020
- Full Text
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43. Private Financing in Urban Public Schools: Inequalities in a Stratified Education Marketplace
- Author
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Rowe, Emma and Perry, Laura B.
- Abstract
This study examines inequalities of school funding as exclusively generated by the parent community in urban public schools, and potentially illuminates a secondary impact of between-school segregation. For schools that are largely understood as free, the substantial injections of private financing into public schools indicate a concerning tension for fairness and equity. Using a census dataset of all public schools in one Australian capital city (n = 150), we compare reported parent 'contributions, fees and charges' and how they are patterned by measures of school disadvantage and advantage. We found a statistically significant relationship between private financing and measures of school-based advantage or disadvantage, over a four-year period. Advantaged schools generate up to six times greater income in comparison to disadvantaged schools over a four-year period, and we argue that the substantial gaps function as another form of 'compounded disadvantage' for residualised public schools and a tiered effect of segregation.
- Published
- 2020
- Full Text
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44. What Are the Choices Facing First-Time Entrants to Tertiary Education? Education Indicators in Focus. No. 73
- Author
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Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
First-time entrants to tertiary education are required to make interconnected decisions about their field of study, the fees they will pay and the application requirements they are prepared to face. Their choice of programme and institution will be influenced by the costs and entry criteria. The decisions they make about what to study and where will have a long-term impact on their earnings and employment prospects.
- Published
- 2020
- Full Text
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45. Economic Ramifications of the COVID-19 Pandemic for Higher Education: A Circuit Breaker in Australian Universities' Business Model?
- Author
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Ross, John
- Abstract
In this reflective piece, I consider the degree to which Australian universities have become financially dependent on income from foreign students, the reasons for that dependence, the risks it poses and the potential consequences now that COVID-19 has undermined this revenue stream.
- Published
- 2020
- Full Text
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46. Time for a Western Australian 'Group of Three'?: A Speculative Essay
- Author
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Turner, Michael and Brown, Alistair
- Abstract
This study analyses the theoretical cost-savings that might flow from a merger of three of Western Australia's five universities. The results of the study show that an amalgamation would not only reduce costs of operation, but also improve non-current asset use and accountability. Combination reporting also allows the key stakeholders to appraise these universities' main financial activities, which appear to be maintaining a relatively high level of non-salary expenditure as a percentage of revenue and preserving a very high percentage of land and buildings as mainstay assets.
- Published
- 2015
47. The Australian Collaborative Education Network Student Scholarship for Work-Integrated Learning 2010-2014
- Author
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Moore, Keri, Ferns, Sonia, and Peach, Deborah
- Abstract
The increasing emphasis on embedding work-integrated learning (WIL) in the higher education curriculum has impacted on teaching and learning approaches. While the benefits of incorporating experiential learning in the student experience are recognized by all stakeholders, additional costs incurred by students have not been identified. At the same time the Australian Federal Government's review of base funding has recommended a detailed assessment of the costs of providing student placements across all disciplines - in particular health and education. Data collected from over a thousand Australian Collaborative Education Network (ACEN) student scholarship applicants indicate travel, accommodation, food, clothing, equipment and loss of income are of major concern especially for students on mandatory, lengthy placements involving relocation. We present a range of data from the five-years of the scholarship to inform discussion of costs from the student perspective which highlighted major concerns. The implications for ACEN are described and recommendations made to improve practice.
- Published
- 2015
48. The Motivation and Identity Challenges for PhD Holders in the Transition to Science and Mathematics Teaching in Secondary Education: A Pilot Study
- Author
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Whannell, Robert and Allen, Bill
- Abstract
Australian secondary education has endured a chronic shortage of qualified mathematics and science teachers for a number of years, particularly in rural and remote areas. A longitudinal research project examining the capacity for the holders of PhD level qualifications in mathematics and science to be utilised as one means of addressing this shortage has been commenced at two regional Australian universities. This paper reports on the pilot study which utilised semi-structured interviews involving five participants at various stages of the transition into secondary school teaching. The interviews examined the motivations of the participants to enter secondary teaching and the challenges associated with the transition. The principle findings were that all but one of the participants had considered secondary teaching as a career option for an extended period that, for some, had predated their PhD study. Those participants who had engaged in postdoctoral study reported substantial professional identity challenges associated with the change in career. Financial security considerations figured strongly in the decisions to initiate the transition to secondary teaching. The opportunities for further research identified by the pilot study are discussed.
- Published
- 2014
49. From Thoughts to Actions: The Importance of Climate Change Education in Enhancing Students' Self-Efficacy
- Author
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Muroi, Subaru Ken and Bertone, Edoardo
- Abstract
The relation between the understanding and belief of the site-specific dangers of climate change and the behaviour that individuals take to mitigate their impacts was assessed to investigate the psychological antecedent to pro-environmental behaviour; a necessity to mitigate anthropogenic climate change at the individual level. A quantitative cross-sectional design was employed to measure beliefs and behaviour of university students. Correlation was measured between the belief in one's ability to affect change and pro-environmental behaviour. The hypothesis that nations facing greater climate threat would behave accordingly was tested on the two largest national representatives of the sample, China and Australia. In addition, a naïve Bayesian network, coupled with a self-organising map, was developed to explore correlations between self-efficacy and participants' socio-demographic features. Results showed that Chinese students are more likely to have higher self-efficacy, while such trend was not noticed for Australians. Similarly, participants with higher educational qualifications, older, and with higher paid jobs also have a higher chance of presenting pro-environmental behaviour. Despite the study limitations, there seems to be evidence suggesting that educational and climate change policies have affected students' self-efficacy and individual commitment to mitigation.
- Published
- 2019
- Full Text
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50. The Impact of Disabilities on Earning or Learning in Australia and the Implications for Career Development
- Author
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Athanasou, James A., Murphy, Gregory C., and Mpofu, Elias
- Abstract
This paper utilises the national "Survey of Disability Ageing and Carers" to summarise the educational disadvantages and vocational inequalities for those with disabilities in Australia. Amongst persons with a disability, there is a decidedly lower rate of school completion. Distinctly fewer persons with a disability obtain degrees. Income is markedly reduced. Labour force participation is significantly lower, and the unemployment rate in 2015 was twice that of those without a disability. Alternate duties were provided in only 2% of cases and workplace accommodation made in 4% of instances. Supported employment was available in only 2.2% of cases. A disconcerting conclusion is that, over the past decade, the unemployment rate for those with a disability has been consistently higher. Suggestions are made for career development professionals to reverse some of the disadvantages reported.
- Published
- 2019
- Full Text
- View/download PDF
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