Equity in VET: Participation, Achievement and Transitions Sheldon Rothman Principal Research Fellow.
-
Upload
khalil-shircliff -
Category
Documents
-
view
213 -
download
1
Transcript of Equity in VET: Participation, Achievement and Transitions Sheldon Rothman Principal Research Fellow.
Equity in VET:Participation, Achievement
and Transitions
Sheldon RothmanPrincipal Research Fellow
National Report on Social Equity in VET
Baseline information on participation, achievement and transitions for six groups:• Indigenous Australians• people with a disability• people from a CALD background• people living in remote areas• people from low SES backgrounds• women• plus intersections where possible
National Report on Social Equity in VET
Baseline information on participation, achievement and transitions for ‘second chance learners’:• less than Year 12 or equivalent• returning to learning after a long period of
absence from study and/or work• re-skilling following redundancy• involved in the criminal justice system• of working age who are neither working nor
studying (older workers aged 55-64)
Summary indicators: participationRepresentation
All VET
Indigenous Australians
Disability
CALD background
Remote/Very Remote
Low SES
Women
0 10 20 30 40 50 60 70 80 90100
100%
5%
8%
11%
4%
16%
49%
Summary indicators: participation Percentage of the population
All VET
Indigenous Australians
CALD background
Remote/Very Remote
Women
0 5 10 15 20 25
10%
22%
7%
19%
10%
Summary indicators: participation Enrolled at Certificate III or above
All VET
Indigenous Australians
Disability
CALD background
Remote/Very Remote
Low SES
Women
0 10 20 30 40 50 60 70
62%
37%
44%
63%
49%
54%
64%
Summary indicators: Achievement Load Pass Rate
All VET
Indigenous Australians
Disability
CALD background
Remote/Very Remote
Low SES
Women
0 10 20 30 40 50 60 70 80 90
82%
73%
73%
77%
72%
80%
82%
Summary indicators: Transitions Improved employment
All VET
Indigenous Australians
Disability
CALD background
Remote/Very Remote
Low SES
Women
0 10 20 30 40 50 60 70 80
63%
57%
42%
49%
70%
58%
60%
Summary indicators: Transitions Graduates employed after training
All VET
Indigenous Australians
Disability
CALD background
Remote/Very Remote
Low SES
Women
0 10 20 30 40 50 60 70
48%
40%
28%
34%
58%
41%
44%
Selected learner groupsIndigenous Australians
• Participation rate more than 2 times the rate of non-Indigenous Australians
• Percentage of enrolments at Certificate I/II and in non-award courses much higher than for other groups
• Participation rate at Certificate III and above same as for non-Indigenous Australians
Selected learner groupsIndigenous Australians
AgriFood Community Services/Health
Innovation & Business
ElectroComms/ Energy Utilities
Service0
5
10
15
20
25
30
13% 11% 25%2%
20%6% 8% 21% 4% 26%
Indigenous Non-IndigenousApprenticeship completions
Selected learner groupsCulturally and linguistically diverse backgrounds
• Participation in VET for persons born overseas highest among those who speak another language at home
• Persons from new and emerging communities tend to enrol at lower certificate levels and have lower completion rates
• Persons from new and emerging communities are less likely to undertake an apprenticeship or traineeship
• Persons who do not speak English well are more likely to enrol in further study and less likely to enter the labour force compared to those who speak English well
Selected learner groupsCALD: new and emerging communities
Engineering Business Society Mixed Fields Other Fields0
10
20
30
40
50
60
17% 20% 20% 23% 12%6%3%
18% 58%4%
Speak English well/very well Speak English not well/not at allField of education
Selected learner groupsCertificate completed by SEIFA quintile
Quintile 1
Quintile 2
Quintile 3
Quintile 4
Quintile 5
11%
12%
13%
16%
19%
16%
19%
21%
22%
24%
39%
42%
40%
39%
37%
26%
22%
20%
19%
16%
8%
5%
6%
5%
5%
Diploma or higher Certificate IV Certificate III Certificate II Certificate I
Selected learner groupsCertificate completed by SEIFA quintile
Quintile 1
Quintile 2
Quintile 3
Quintile 4
Quintile 5
11%
12%
13%
16%
19%
16%
19%
21%
22%
24%
39%
42%
40%
39%
37%
26%
22%
20%
19%
16%
8%
5%
6%
5%
5%
Diploma or higher Certificate IV Certificate III Certificate II Certificate I
Selected learner groupsCertificate completed by SEIFA quintile
Quintile 1
Quintile 2
Quintile 3
Quintile 4
Quintile 5
11%
12%
13%
16%
19%
16%
19%
21%
22%
24%
39%
42%
40%
39%
37%
26%
22%
20%
19%
16%
8%
5%
6%
5%
5%
Diploma or higher Certificate IV Certificate III Certificate II Certificate I
Selected learner groupsCertificate completed by SEIFA quintile
Quintile 1
Quintile 2
Quintile 3
Quintile 4
Quintile 5
11%
12%
13%
16%
19%
16%
19%
21%
22%
24%
39%
42%
40%
39%
37%
26%
22%
20%
19%
16%
8%
5%
6%
5%
5%
Diploma or higher Certificate IV Certificate III Certificate II Certificate I
Selected learner groupsCertificate completed by SEIFA quintile
Quintile 1
Quintile 2
Quintile 3
Quintile 4
Quintile 5
11%
12%
13%
16%
19%
16%
19%
21%
22%
24%
39%
42%
40%
39%
37%
26%
22%
20%
19%
16%
8%
5%
6%
5%
5%
Diploma or higher Certificate IV Certificate III Certificate II Certificate I
Selected learner groupsCertificate completed by SEIFA quintile
Quintile 1
Quintile 2
Quintile 3
Quintile 4
Quintile 5
11%
12%
13%
16%
19%
16%
19%
21%
22%
24%
39%
42%
40%
39%
37%
26%
22%
20%
19%
16%
8%
5%
6%
5%
5%
Diploma or higher Certificate IV Certificate III Certificate II Certificate I
Selected learner groupsCompleters and non-completers of Year 12
2006 2007 2008 2009 2010 2011 2012 20130
100,000
200,000
300,000
400,000
500,000
600,000
700,000Year 12 Year 11 Year 10 Year 9 or below
Selected learner groups‘Second chance learners’
• Close to 60% of VET participants had not completed Year 12– Most studying at Certificate III or below– Most were studying for employment-
related reasons• Among older workers, the most common
reasons for undertaking VET study was to gain extra work skills for their current job—sometimes required, sometimes not—and to get a job
SummaryWhat the report tells us
• VET provides a wide range of opportunities to learners in a wide range of circumstances– Improve or update skills– Acquire new skills to change careers– Ongoing personal or professional
development• Participation rates for equity groups higher
than national average for participation in VET – Levels of qualification vary by group– Levels of achievement vary by group
by Sheldon Rothman, Chandra Shah, Catherine Underwood, Julie McMillan, Justin Brown and Phil McKenziefor the National VET Equity Advisory Council
http://research.acer.edu.au/transitions_misc/17/http://www.nveac.natese.gov.au/nveac_research_papers