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Over the period 2001-2011, the number of applications for university places increased by 17.8%, or just over 37,000. At the same time, the number of offers increased faster in percentage terms (20.5%), while absolute growth was slightly smaller at just under 35,000. As demand for higher education has grown, there has been a trend towards Science, Engineering and especially Health disciplines. These are among the most expensive fields to teach. The shift towards more expensive fields, on top of bigger than expected growth across all fields, increases the potential cost of a demand-driven system. In a demand-driven funding system, universities have less scope to cross-subsidise more expensive (as well as less popular) courses. Current base funding rates are less than the cost of delivery in all disciplines, with the biggest shortfalls in more expensive fields. Without changes to funding, universities will have limited capacity and incentives to offer enough places in the fields that students want. The fundamental contradiction is that volume has been deregulated but price remains fixed. (Contains 2 figures, 3 tables, and 5 footnotes.)

The purpose of this project was to review the use of price measures in education and training and to consider the types of measures that could be applied. There are several contexts in which price measures are needed and the context will affect the type of measure of price change that is needed. Section 1 of the report discusses budget estimates and planning accountability for efficient and equitable use of funds; and research involving consideration of resources. Section 2 is an overview of the major forms of price indexes. Section 3 reports on the current use made by national authorities of measures of price changes in relation to education expenditure. Section 4 reviews the current use of price deflators with a view to the most appropriate index for the particular purpose. Section 5 considers price measures for the wage and non-wage components of vocational education training (VET) expenses and their limitations for the purposes specified. Summary and concluding comments are presented in Section 6. Two appendices are included: (1) Review of Selected Price Measures and their Limitations; and (2) Selected CPI Groups, Sub-Groups and Expenditure Classes. (Contains 7 footnotes, 5 boxes and 9 tables.)

The outcomes achieved by Australia's national vocational education and training (VET) system in 2001 were analyzed in terms of the following performance indicators: (1) recognized VET skill outputs; (2) stocks of skills versus desired levels; (3) employer satisfaction with VET; (4) student outcomes from VET; (5) participation, outputs, and outcomes for client groups; (6) efficiency performance; and (7) total expenditure on VET. Selected findings of the analysis were as follows: (1) although overall levels of participation in VET stabilized, both participation in New Apprenticeships and total training hours continued to grow; (2) one-third of workers held a VET qualification, with the proportion varying widely across different industries and VET qualifications are continuing to dominate in trade occupations; (3) overall employer satisfaction with VET remained high; (4) although many students sought VET qualifications, large numbers of students also met their skill development needs by completing specific modules and/or units of competency; (5) a majority of graduates who had participated in VET for vocational reasons believed that they had achieved their main objective; and (6) expenditure on VET by both government and enterprises appeared to be increasing. (Fifty-seven tables/figures are included. The appendixes detail specific outcomes by each performance measure in 52 additional tables/figures. A glossary is also included.) (MN)

This document contains the first two volumes of a three-volume annual national report on Australia's vocational education and training (VET) system. Volume 1, which constitutes approximately 30% of the document, details progress in achieving the following national priorities: (1) a quality national training system that provides value for money (achieve quality outcomes cost-effectively; achieve effective outcomes through implementation of the National Training Framework, quality assurance, and risk management; and improve national consistency); (2) industry commitment to skill development (foster a learning culture within enterprises; increase industry participation and investment in training; and expand New Apprenticeships); (3) meeting the needs of individuals as learners (target products and services to meet learner needs; increase opportunities and improve outcomes for targeted groups; and improve and increase pathways of VET in schools); (4) VET professionalism (build the capabilities of VET's professional staff); and (5) support for regional development (target skill development to meet local enterprise, small business, and community needs). Information about reporting through other programs and program funding is included. Overviews of system planning and policy mechanisms are appended along with selected board and advisory committee membership lists. Volume 2 details each of the individual states' and territories' progress in achieving the national priorities. (Contains 22 tables.) (MN)

This document consists of the first two volumes of the 1997 annual report on Australia's vocational education and training (VET) system. Examined in volume 1 are the following topics: strategic directions for 1997; overview of the VET system's operation and the Australian National Training Authority (ANTA) agreement; key initiatives in 1997 (the National Training Framework, New Apprenticeships, User Choice, industry advice, improved efficiency and accountability); greater responsiveness (allocation of resources through competitive processes, flexible delivery, the frontline management initiative, professional development, demand for VET, small business, training culture); enhanced quality (best practice and quality assurance, the National Training Framework, and national VET research); improved accessibility (New Apprenticeships, group training, equity and participation in VET, VET in schools, adult and community education); increased efficiency (national key performance measures, national VET statistics, national costing studies, the infrastructure program, promotion of VET); national programs; national projects; and financial information. Appended are lists of 1997 state and territory ANTA board members and National Training Framework committee members. In volume 2, the full range of achievements in VET in 1997 throughout the commonwealth as a whole and in each of Australia's eight states and territories are detailed against the background of Australia's national strategy themes. (MN)

The financial operations of providers of adult and community education (ACE) in New South Wales, Australia, were examined in a conceptual and empirical study. Enrollment data were analyzed and case studies of three community colleges and two community adult education centers in metropolitan, coastal, and rural communities were conducted. Four types of indicators were developed and used to compare ACE providers' income and activity costs: income, expenditure, activity, and activity cost indicators. Current funding arrangements were found to be associated with diversity in providers' income and activity. The observed variation in providers' income and activity was only partly accounted for by providers' size and scale; the variation was also due to providers' situation and the nature of the locality where ACE was being delivered. Participation in ACE was, to a certain point, associated with higher levels of household income, qualifications, and population density. Several ways in which ACE's current funding scheme may act as a disincentive to equity were discussed. (The bibliography contains 19 references. Fifty tables/figures are included. Appended are the following: letters to providers requesting cooperation; provider expenditure profiles; database summary formats; questions for assessing in-kind contributions; and main postcodes of metropolitan providers.) (MN)

There are five major groups of stakeholders in vocational education and training (VET) in Australia: national and state governments; the technical and further education (TAFE) sector; private VET providers; employers; and students and trainees. The questions of who should provide and who should pay for VET in New South Wales (NSW) were explored through an analysis that began with examination of the following considerations: distinctions between general and specific training; considerations of efficiency and equity in determining the role that governments should play in the provision and funding of VET; and options arising from a consideration of public utility pricing policy. Next, the following aspects of the present situation in NSW were examined: input and output controls considered appropriate by the NSW government for state organizations classified according to their financial and market status; the broad organization and funding of TAFE in NSW; factors determining whether training programs are to be subsidized or charged out at full cost; and two recent reports on pricing issues. Broad funding options open to governments were reviewed. Finally, the following specific options for funding TAFE in NSW were considered: maintaining the status quo; instituting commercial fee exemptions; and establishing cost-reflective pricing. (MN)

A study examined flexible delivery modes that could be used to provide adult literacy and basic education (ALBE) to students in rural areas of Victoria, Australia. Telephone interviews were conducted with 29 students and 20 tutors and administrators involved in community-based programs, the 3CCC Airwaves Learning radio program, and off-campus tutoring arrangements. Factors identified as barriers to delivery of ALBE to students in rural areas included the following: limited program funding, lack of infrastructure to support innovative provision, difficulty of predicting student numbers in advance, and lack of advocacy from ALBE students. Flexible modes of delivery, especially audioconferencing (teleconferencing) and audiographics, were deemed effective in ensuring equal access to group provision and its benefits for students isolated due to distance or social/economic factors. A cost analysis established that audioconferencing programs giving students access to group tuition are a costly program delivery mode; however, the alternative is the absence of group provision. Minimizing the number of delivery sites and increasing the number of students at each site were recommended as strategies for reducing costs. The student and tutor interview questions are appended along with 1991 ALBE statistics and a case study of an ALBE audiographic conferencing numeracy class. Contains 20 references. (MN)

Consultations with and written submissions from practitioners and administrators provided the basis for this overview of adult basic education in Victoria, Australia. Based on the findings, recommendations were formulated to allocate new funds to improve programing. The recommendations center on these issues: (1) the need for greater understanding and use of appropriate technologies that meet the needs of people seeking to gain literacy and numeracy skills; (2) increased emphasis on numeracy as part of adult basic education; (3) state and local programs for research into issues relating to adult basic education and establishment of a database; (4) curriculum and associated materials development; (5) professional development; (6) expansion of ways in which programs are delivered; and (7) information and community awareness. Recommendations regarding specific attention to aborigines, people with disabilities, and non-English-speaking people are also offered, while still others concern aging, gender equity in access to education, geographic locations, preemployment and workplace education, and student support. (Appendixes include the consultation brief, the questionnaire and list of respondents, and an advertisement for project consultants. Twelve references are listed.) (KC)

The factors influencing demand for vocational education and training (VET) courses in Australia by individuals, enterprises, industries, communities, and regions were examined through a review of Australian and selected international research. The following were among the key findings: (1) current definitions of "industry" may not be effectively identifying training needs; (2) motivations for participating in VET can stem from the labor market and/or from social or personal development concerns; (3) benefits from training have been understated; and (4) the public system continues to meet most demand for VET. It was concluded that achieving high levels of skills formation requires the following items: commitment from government and a large majority of enterprises; widespread public support; accountability to ensure an adequate quantity and quality of training; opportunities for all to participate; incentives for young people and workers to train; and flexible training methods. The following were among the areas identified as requiring further research: the impact of the price of VET on demand by various client groups; the desirable balance between general and job- specific education and training; and the most effective ways for meeting the increasing demand for literacy and numeracy training for individuals not currently accessing training. (Contains 117 references.) (MN)

According to data regarding apprentices and trainees in Australia in 1985-1999, the number of apprentices and trainees in Australia reached a record level of 256,000 in June 1999 (versus 172,800 in 1990). Apprentices and trainees undertaking training at Australian Qualifications Framework level III or higher for more than 2 years accounted for approximately 50% of those in training in 1999. As of June 30, 1999, 2.0% of Australia's residents aged 15-64 years were either apprentices or trainees. The number of apprenticeships and traineeships in the traditional trades increased from 120,200 in June 1995 to 130,700 in June 1999. Between June 1997 and June 1999, apprenticeships and traineeships in intermediate and clerical sales and service occupations increased by 131%; those in elementary clerical sales and service occupations increased by 427%; those in intermediate and transport occupations increased by 259%; and those in the occupation of laborer and related occupations increased by 158%. In 1997, 1998, and 1999, operating expenditures of Australia's publicly funded vocational education and training (VET) system totaled approximately $3.95 billion (versus $3.2 billion in 1995 and $3.5 billion in 1996). Although funding for Australia's New Apprenticeships program is considerable, it represents a small component of VET operating expenses. (Ten tables/figures are included.) (MN)

The return on investment (ROI) obtained by enterprises that invest in training was examined through case studies of seven Australian work organizations. The case study organizations included a government-owned transportation company, a privately owned company, a major nongovernmental charitable organization, a publicly listed corporation, and two subsidiaries of large multinational corporations. The two main forms of data considered were time series and matched pairs before and after training. Subjective and objective data were also used in several case studies to illustrate the diversity of data sources available to organizations and the use to which such data can be put. The following were among the major findings: (1) the financial and other returns from a well-designed training program can be substantial in all organizations, regardless of the organizations' sector, size, and structure and regardless of the occupational groups and employment levels involved; (2) in the seven case study organizations, ROI from training ranged from 30% to 7,000%; (3) training programs can be evaluated effectively by using a simple four-step methodological framework consisting of collecting data, pretesting and posttesting, multivariate analysis, and calculation of ROI. (Forty-one tables/figures and 24 references are included along with biographical details about contact persons at the case study sites.) (MN)

Research examining issues of training provision for public and private training providers in Australia over the past 6 years was reviewed. Selected conclusions of the review were as follows: (1) national training reform has promoted competitive delivery of vocational and technical education (VET) by seeking to remove impediments faced by non-Technical and Further Education (TAFE) providers and encouraging public providers to operate in a more entrepreneurial manner; (2) the distinction between private and public providers is not always clear in as much as providers in both sectors do not necessarily operate within one sector; (3) the absence of comprehensive data about the private and public sectors' size and operation is a critical problem for researchers; (4) in terms of market share, TAFE is the dominant training provider; (5) barriers to competitive neutrality in VET provision include lack of access (in some states) to curricula developed with public or private funds, slow and bureaucratic accreditation and registration procedures, and poor articulation to higher education courses; and (6) key components of national training reform that have been adapted by many public and private training providers include competency-based training, quality assurance, recognition of prior learning, and promotion of access and equity. (Contains 28 references.) (MN)

In 1995, efforts to develop Australia's vocational education and training (VET) system focused on implementing Australia's first national strategy for VET, Towards a Skilled Australia. All stakeholders in VET worked to advance Australia's national strategy for VET, which revolved around the following four themes: responsiveness (maximizing diversity, choice, and cooperation among public, private, and industrial training partners); quality (supporting high standards); accessibility (enabling all Australians who want/need training to get it); and efficiency (emphasizing value for money/accountability and streamlining administrative arrangements). After a major review of VET, a package of measures was developed to achieve a more flexible VET system with more emphasis on the relationship between training providers and clients. Among the areas in which major initiatives were undertaken or completed in 1995 were the following: facilitation of industry input and client choice; competitive tendering; flexible delivery; frontline management; identification/dissemination of best practices; and quality assurance through development of a national curriculum and national assessment system and qualifications framework. (Eighteen figures/tables are included. Appended are lists of members of the following organizations in 1995: state and territory training authority boards; Standards and Curriculum Council; and National Staff Development Committee.) (MN)

This report, prepared by the Education Committee of the Organisation for Economic Co-operation and Development (OECD), analyzes current trends and issues in apprenticeship and in policies for apprenticeship in member countries. Apprenticeship is analyzed in countries where it is the most important activity of young people after leaving compulsory schooling (Austria, Germany, Switzerland) and in countries where apprenticeship is a secondary method of providing occupational skills to young people. Part 1, an introduction, describes OECD and its work. In part 2, examples illustrate the various approaches of OECD countries to apprenticeship in regard to (1) the legal framework and administrative structure; (2) the number and type of apprenticeable occupations; (3) admission to apprenticeship; (4) examination and certification; and (5) financing of training. In part 3, the most important recent developments and current issues and problems in apprenticeship are set forth. Part 4, issues and policy implications, deals especially with criticisms of apprenticeship programs and also with how such programs compare with regular vocational programs. Statistical information on trends and features of apprenticeship are contained in the Appendix. A list of English and foreign language references is also provided. (CT)

A life sciences network which will be one of ten Australian resource sharing networks to be developed by the Australian National Scientific and Technical Library (ANSTEL) is proposed. The study outlines major elements and concepts of the system, including technical considerations, costing, management, and an implementation plan for the network. Background information on relevant earlier studies and reports is also provided. (Author/KP)

Begun in 1978 to provide Queensland's South-West and Central Priority Country schools with a comprehensive maintenance and repair service for most audio-visual equipment, the Technical Maintenance Officer Service (TMO) serves 76 schools with total enrollment exceeding 13,000 pupils dispersed over a 469,000 square kilometer area. Two trained officers, equipped with station wagons and a range of specialist equipment, regularly visit each school 3-4 times each year, obviating the problem of transporting delicate electronic equipment to distant service centers and reducing "out of action" time. The officers also offer technical expertise on the selection, use, and treatment of equipment. First year operational expenses totaled $43,000, plus an establishment cost of $16,000 for vehicles and equipment. Salary increases and inflation brought the 1981-82 budget to almost $86,000. A comparison of equipment repairs and breakdown indicates there is no significant differences between downtimes (1.5 week average) for the Central and South-West Regions, but downtimes for non-TMO serviced schools are considerably higher (3.5 weeks). A survey indicates TMO serviced schools are very satisfied. TMO benefits include maximum use of resources, cost savings through not having to freight equipment for repair, and the value of having staff informed about proper equipment care and operation. (NEC)

A report is given of the development in Australia of telephone tutorials for small group instruction of isolated students with and without the assistance of loudspeaking telephones. The following topics are covered: (1) why use telephone tutorials; (2) location of telephone tutorial centers; (3) equipment; (4) unit and staff selection; (5) pilot sessions--spring 1982; (6) students' evaluations; (7) lecturers' opinions; (8) costs; and (9) technical problems. A discussion is presented on the strengths and weaknesses of the pilot program, and proposals are made for further trials and extension of services. A feedback form used in the program is appended, as well as a senior research officer's evaluation of students' comments. (JD)

A project to adapt learning materials and provide support services for severely disabled persons 22-76 years old in Australia is described and evaluation data presented. Disabilities of the eight students included total blindness, severe physical disability, and partial deafness. Three courses were chosen for adaptation: "Images of Man,""Imperialism--Expansion of Europe," and "Introduction to Psychology." Procedures for transforming print material were developed (examples of modification for low vision students are appended). The evaluation concluded that the project was successful despite delays caused by machine modification problems and despite the additional cost incurred. (CL)