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Pathways through vocational education and training for school leavers

Pathways through vocational education and training for school leavers. David D Curtis. 10 th Annual AVETRA Conference Evolution, Revolution or Status Quo? Victoria University 11-13 April 2007. Acknowledgement and Disclaimer.

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Pathways through vocational education and training for school leavers

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  1. Pathways through vocational education and training for school leavers David D Curtis 10th Annual AVETRA ConferenceEvolution, Revolution or Status Quo? Victoria University 11-13 April 2007

  2. Acknowledgement and Disclaimer • The research being reported was funded and commissioned by the Department of Education Science and Training (DEST) • The research is part of the LSAY program, a joint DEST / ACER initiative • This presentation deals with some aspects of the study, which is still in progress • The views expressed are the author’s and are not those of DEST

  3. Outline • Participation in VET programs • VET Program types: • Apprenticeships; • Traineeships; • Non-Apprenticeship courses • Completion of VET programs • Outcomes following VET programs • Employment status; • Weekly earnings and hours worked; • Benefits to program completion

  4. Data and Methods • Data sources • Longitudinal Surveys of Australian Youth (LSAY) • Cohort sampled in 1995 (Y95) in Year 9 • 13,613 participants; 2 stage stratified sample • VET sector courses commenced by 2001 • Outcomes assessed in 2004 (Age = 23 years) • Attrition: 2001, n=6,876; 2004, n=4,660 • Limitations • Study restricted to young people in transition(Much VET provision for older workers) • Methods • Cross-tabulations and logistic regression

  5. Results 1: Demographics

  6. Results 2: Family Background

  7. Results 3: School Factors

  8. Results 4: School Factors

  9. Program Completion • Apprenticeships • 84% of commencers complete (m 87%, f 60%) • Traineeships • 83% of commencers complete (m 81%, f 84%) • Non-apprenticeship VET • 73% completion, but… • 83% for lower certificates • 78% for higher certificates • 65% for diploma programs • No influence of individual demographic factors • Substantial effects by field of study • Caution • These completion rates are higher than those reported by NCVER based on AVETMISS data

  10. Outcomes • Outcomes investigated were: • Employment status (at 2004 interview) • FT employment; FT study; PT employment; Unemployed; NILF • Weekly gross earnings and hours worked • Outcomes were assessed by • Program type • Completion status

  11. Education & Labour Market Status 2004

  12. Earnings and Hours Worked

  13. Benefits to Completion

  14. Results: Summary • Substantial differences in post-school education and training pathway by: • Family SES; Sex; Country of birth; Indigenous status; Location; • Apprenticeship pathway is important for: • Males; School non-completers; Regional youth; • Traineeship pathway is important for: • Females; Indigenous youth; Rural youth; • Non-apprenticeship VET pathway • provides equitable access on most characteristics. • Higher education is accessed by: • Females; high achievers; high SES; OS NESB;

  15. Results: Summary • All VET pathways are associated with more favourable outcomes than no post-school study • Increased FT work; Reduced unemploymentbut variable earnings benefits • Apprenticeships have the most favourable outcomes, but these appear to relate to fields of training/work and are gender-related • Traineeships work well for young women • Benefits to Non-app VET are less pronounced cf apprenticeships, but typically Non-app VET courses do not require labour market experience

  16. Implications • Skills Formation • Young people who do no post-school training are at risk of marginalisation • Not all pathways are equally productive for all young people • Apprenticeships important for males – labour market segmentation • Traineeships important for females • Higher education participation is related to ability and aspiration. Aspiration (and intention) mediate achievement and language background (Khoo & Ainley, 2005)

  17. Implications • Advice for Young People • Young people form school completion and post-school intentions by early secondary school • Career decisions are based on some good and some poor information (Beavis et al., 2005) • Poor information requires remediation • Some pathways are more promising than others for sub-groups of young people • Advice on the outcomes of alternative pathways could be provided explicitly during early secondary schooling

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