The On Track Survey 2008...Gary Marks Australian Council for Educational Research April 2009 List of figures Figure 1.1: Year 12 or equivalent completers: target population and achieved

The On Track Survey 2008The Destinations of School Leavers in VictoriaStatewide Report

Published by the Data, Outcomes and Evaluation Division Office for Planning, Strategy and CoordinationDepartment of Education and Early Childhood Development

Melbourne April 2009

© State of Victoria (Department of Education and Early Childhood Development) 2009

The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.

An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and communicate

the materials, other than third party materials, for the educational purposes of the institution.

Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002. ISBN: 9780 0 7594 0532 5

This document is also available on the internet at www.education.vic.gov.au/ontrack

i

Acknowledgments ii

Acronymsandabbreviations viii

Executivesummary x

Introduction x

The2008sampleofschoolleavers xi

Confidenceintervals xii

OverviewofeducationandtrainingdestinationsofYear12orequivalentcompleters xiii

Year12orequivalentcompletersenteringuniversityorTAFE/VETstudy xvi

Year12orequivalentcompletersenteringapprenticeshipsandtraineeships xviii

Year12orequivalentcompletersnotcontinuingineducationortraining xviii

VETinSchoolsandYear12orequivalentcompleters xx

Regionaldifferencesinpost-Year12destinations xxi

Earlyleavers xxiii

Respondentsrequestingreferrals xxvi

Chapter1Introduction 1

AimsofOn Track 1

Focusofthisreport 1

Surveyadministration 2

Reporting 2

Overallsampleofschoolleavers 3

Year12orequivalentsample 3

Earlyschoolleaversample 5

Chapter2OverviewoftheeducationandtrainingdestinationsofYear12orequivalentcompleters 8

Trendsindestinations2003to2008 8

Maindestinationsin2008 10

Genderdifferencesindestinations 11

Destinationsbyacademicachievementlevels 13

Destinationsbyseniorcertificateandstudystrand 17

DestinationsbyIndigenousstatus 23

Destinationsbysocioeconomicstatus 23

Chapter3Year12orequivalentcompletersenteringuniversityorTAFE/VETstudy 29

Respondentsintertiaryeducationandtraining 29

GATachievementandstudydestinations 31

Courseofstudy 36

Tertiarystudents’participationinthelabourforce 37

Chapter4Year12orequivalentcompletersinapprenticeshipsandtraineeships 43

Participationinapprenticeshipsandtraineeships 43

Occupationsofapprenticesandtrainees 45

Chapter5Year12orequivalentcompletersnotinfurthereducationortraining 49

Labourforcestatus 49

JobsofYear12orequivalentcompletersinthelabourforce 53

Year12orequivalentcompletersinstudy,trainingandthelabourforce 54

ReasonsforYear12orequivalentcompletersnotcontinuingineducationandtraining 56

Deferringtertiarystudy 58

Contents

ii TheOn Track Survey 2008

Earlyleaversneitherineducationortrainingnorinthelabourforce 93

Reasonsforleavingschoolearly 95

Factorsinstayingatschool 96

Chapter9Respondentsrequestingreferrals 99

Year12orequivalentcompleters 99

Earlyleavers 103

References 108

Appendix1Publisheddata 110

Appendix2Questionnaires 124

Appendix3Tertiaryeducationapplicationsandoffers 136

Appendix4VETinSchoolsenrolments,2007 138

Acknowledgments

TheauthorsgratefullyacknowledgetheassistanceofDrTrishCorrie,MrRobertMizzi,MrsMichelleHillandDrSaraGloveroftheVictorianDepartmentofEducationandEarlyChildhoodDevelopment.TheinputandadviceofothermembersoftheOfficeforPlanning,StrategyandCoordinationarealsoacknowledged.ParticularthanksarealsoextendedtotheVictorianCurriculumandAssessmentAuthorityandtheVictorianTertiaryAdmissionsCentrefortheircooperationandtechnicalexpertise.

Weespeciallyappreciatetheeffortsofmorethan37,000Victorianschoolleaverswhogaveuptheirtimetoparticipateinthesurvey,andtheassistanceoftheschoolprincipalsandteacherswhofacilitatedandencouragedtheirparticipation.

Year12orequivalentcompletersneitherineducationortrainingnorinthelabourforce 60

Chapter6VETinSchoolsandYear12orequivalentcompleters 63

StructureandgrowthofVETinSchools 63

ParticipationinVETinSchoolsbyYear12orequivalentcompleters 65

DestinationsofformerVETinSchoolsparticipants 66

Genderdifferencesindestinations 69

Geographicdifferencesindestinations 70

Chapter7Regionaldifferencesinpost-Year12orequivalentdestinations 73

Regionaldifferencesinthetransitiontotertiaryeducation 73

Regionaldifferencesinlabourforceactivities 77

Regionaldifferencesinreasonsfornotcontinuingineducationortraining 79

Regionaldifferencesinpositivetransitions 80

Chapter8Earlyleavers 84

Earlyleavers’destinations 84

Destinationsandperceptionsofacademicachievement 87

Destinationsofearlyleavers,byIndigenousstatus 88

Regionaldifferencesinearlyschoolleaverdestinations 89

Thejobsofearlyleavers 91

Reasonsforearlyleaversnotcontinuingineducationandtraining 92

iiiContents

Figure 2.4: MaindestinationsofYear12orequivalentcompleters,showingapprenticesandtraineesseparately(andincludingdeferrers),April–May2008 11

Figure 2.5: MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May2008,bygender 13

Figure 2.6: DestinationsofYear12orequivalentcompleters,April–May2008,byquartileofGATscore 15

Figure 2.7: DestinationsofYear12orequivalentcompleters,April–May2008,byquartileofGATscoreandgender 15

Figure 2.8: DestinationsofYear12orequivalentcompleters,April–May2008,byseniorcertificateandstudystrand20

Figure 2.9: DestinationsinApril–May2008forstudentswhoundertookVETintheirVCE,bygender 20

Figure 2.10: DestinationsinApril–May2008ofVCAL-onlystudents,bygender 20

Figure 2.11: DestinationsofYear12completers(VCEVETandnon-VETstudents):lowestquartileofGATscore 21

Figure 2.12: DestinationsofYear12completers(VCEVETandnon-VETstudents):highestquartileofGATscore 22

Figure 2.13: DestinationsofYear12orequivalentcompleters,April–May2008,byIndigenousstatus 22

Figure 2.14: DestinationsofYear12orequivalentcompleters,April–May2008,bySESandgender(%) 24

Figure 2.15 SESofYear12orequivalentcompletersbyquartilesofGATscore 26

Figure 2.16: Meantertiaryapplicationratesinallschools,groupedbySESdecile 26

Theschoolleaverinterviewswereconductedbyourpartner,theSocialResearchCentre,andwethankGrahamChallis,DarrenPennayandtherestoftheSRCteamfortheirmajorcontribution.

WealsoappreciatetheassistanceofourACERcolleaguesJustinBrown,LeanneCalvitto,TrishFirth,LingTanandJulieZubrinichwithdifferentaspectsoftheproject.

Allresponsibilityforthemanagementofthedataandfortheinterpretationsandconclusionssetoutinthisreportrestswiththeauthors.

ThisresearchisfundedbytheVictorianDepartmentofEducationandEarlyChildhoodDevelopment.

SheldonRothmanKylieHillmanPhillipMcKenzieGaryMarks

AustralianCouncilforEducationalResearchApril2009

List of figuresFigure 1.1: Year12orequivalentcompleters:targetpopulationandachievedsample 4

Figure 2.1: Year12orequivalentcompleters:destinations2003to2008 8

Figure 2.2: MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May200810

Figure 2.3: MaindestinationsofYear12orequivalentcompleters,showingdeferrersasseparatecategories,April–May2008 10

iv On TrackLongitudinal2008results

Figure 3.11: Year12orequivalentcompletersinuniversityorTAFE/VETstudy:courseofstudy,bygender(excludesapprenticesandtrainees) 37

Figure 3.12: LabourforcestatusofuniversityandTAFE/VETenrolledYear12orequivalentcompleters(excludesapprenticesandtrainees) 38

Figure 3.13: LabourforcestatusofuniversityandTAFE/VETenrolledYear12orequivalentcompleters,bygender(excludesapprenticesandtrainees) 38

Figure 3.14: Year12orequivalentcompletersinuniversityorTAFE/VETstudy:numberofhoursworkedperweekbygender(excludesapprenticesandtrainees) 39

Figure 3.15: OccupationsofYear12orequivalentcompletersenrolledinuniversityorTAFE/VETstudy(excludesapprenticesandtrainees) 40

Figure 3.16: OccupationsofYear12orequivalentcompletersenrolledinuniversityorTAFE/VETstudy,bygender(excludesapprenticesandtrainees) 41

Figure 4.1: Year12orequivalentcompletersinapprenticeshipsandtraineeships,bygender 43

Figure 4.2: Occupationalcategoriesofapprenticesandtrainees–maleYear12orequivalentcompleters 47

Figure 4.3: Occupationalcategoriesofapprenticesandtrainees–femaleYear12orequivalentcompleters 47

Figure 5.1: LabourforceofYear12orequivalentcompletersnotineducationortraining 49

Figure 5.2: LabourforceofYear12orequivalentcompletersnotineducationortraining,showingdeferrersasseparatecategories 49

Figure 3.1: LevelofstudyofYear12orequivalentcompletersinstudyortraining,bygender(includesapprenticesandtrainees) 30

Figure 3.2: StudyawardlevelbyquartilesofGATachievement:Year12orequivalentcompletersinuniversityorTAFE/VETstudy(excludesapprenticesandtrainees) 31

Figure 3.3: Enrolmentinuniversity,byquartilesofGATachievementandgender(excludesapprenticesandtrainees) 33

Figure 3.4: Enrolmentinhigher-levelVETprograms(CertificateIV+),byquartilesofGATachievementandgender(excludesapprenticesandtrainees) 33

Figure 3.5: EnrolmentinTAFE/VETstudy,byquartilesofGATachievementandgender(excludesapprenticesandtrainees) 33

Figure 3.6: Post-schoolstudyawardlevel,bySESquartileforYear12orequivalentcompleters(excludesapprenticesandtrainees) 34

Figure 3.7: EnrolmentatuniversitybyYear12orequivalentcompleters,bygenderandSESquartile 34

Figure 3.8: Higher-levelandentry-levelVETenrolmentbyYear12orequivalentcompleters,bygenderandSESquartile(excludesapprenticesandtrainees) 35

Figure 3.9: ParticipationintertiaryeducationbyYear12orequivalentcompleters,bygenderandSESquartile(excludesapprenticesandtrainees) 35

Figure 3.10: CoursesundertakenbyYear12orequivalentcompletersengagedinuniversityorTAFE/VETstudy(excludesapprenticesandtrainees) 36

v

Figure 5.13: Reasonsfornotstudying:Year12orequivalentcompletersbygender 56

Figure 5.14: Reasonsfornotstudying:Year12orequivalentcompleters,byquartilesofGATachievement 57

Figure 5.15: Reasonsfornotstudying:Year12orequivalentcompletersinthehighestGATquartile,bySES 58

Figure 5.16: Reasonsfornotstudying:Year12orequivalentcompleterswhodeferredatertiaryplace 59

Figure 5.17: Reasonsfornotstudying:Year12orequivalentcompletersinthelabourforceandinactiverespondents(respondentsnotineducationortrainingandnotinthelabourforce) 61

Figure 5.18: ReasonsfornotstudyingamonginactiveYear12orequivalentcompleters(respondentsnotineducationortrainingandnotinthelabourforce),bygender 61

Figure 6.1: VETinSchoolsparticipationratesbyYear12orequivalentcompleters,byDEECDregion 66

Figure 6.2: DestinationsofVETinSchoolsparticipantsamongYear12orequivalentcompleters 68

Figure 6.3: DestinationsofVETinSchoolsparticipantsamongYear12orequivalentcompletersbygender(defereesshownseparately) 71

Figure 6.4: DestinationsofVETinSchoolsparticipantsamongYear12orequivalentcompleters,byregion(defereesshownseparately) 71

Figure 7.1: EnrolmentintertiaryeducationbyYear12orequivalentcompleters,byABSlabourforceregion 74

Figure 5.3: LabourforcestatusdestinationsofYear12orequivalentcompletersnotineducationortraining,bygender 50

Figure 5.4: Year12orequivalentcompletersinthelabourforceandnotineducationortraining:numberofhoursworkedperweekbygender 50

Figure 5.5: LabourforcestatusofYear12orequivalentcompletersnotineducationortraining,byquartileofGATachievement 51

Figure 5.6: LabourforcestatusofYear12orequivalentcompletersnotineducationortraining:deviationsfromaverageratesbyGATachievementlevel–males 52

Figure 5.7: LabourforcestatusofYear12orequivalentcompletersnotineducationortraining:deviationsfromaverageratesbyGATachievementlevel–females 52

Figure 5.8: LabourforcestatusofYear12orequivalentcompletersnotineducationortraining,byquartilesofSESandgender 52

Figure 5.9: OccupationalcategoriesofYear12orequivalentcompletersinthelabourforceandnotenrolledinanyfurthereducationortraining 53

Figure 5.10: OccupationalcategoriesofYear12orequivalentcompletersinthelabourforceandnotenrolledinanyfurthereducationortraining,bygender 54

Figure 5.11: ComparativeGATachievementprofileofYear12orequivalentcompletersineducationortraining,orinthelabourforce,bygender 55

Figure 5.12: ComparativeSESprofileofYear12orequivalentcompletersineducationortraining,orinthelabourforce,bygender 55

vi TheOn Track Survey 2008

Figure 8.5: Earlyschoolleavers,perceivedsatisfactionwithschoolresults,byyearlevelofexit 88

Figure 8.6: Destinationsofearlyleavers,byIndigenousstatus 89

Figure 8.7: DifferencesinearlyschoolleaverdestinationsbyABSlabourforceregion–males 90

Figure 8.8: DifferencesinearlyschoolleaverdestinationsbyABSlabourforceregion–females 90

Figure 8.9: Mostcommonjobsofearlyleavers–males 91

Figure 8.10: Mostcommonjobsofearlyleavers–females 91

Figure 8.11: Earlyschoolleavers:reasonsfornotstudying,bygender 92

Figure 8.12: Reasonsfornotstudying:earlyleaversinthelabourforceandinactiveleavers(respondentsneitherineducationortraining,norinthelabourforce) 93

Figure 8.13: Reasonsfornotstudying:inactiveearlyleavers(respondentsneitherinstudyortraining,norinthelabourforce),bygender 94

Figure 8.14: Reasonsgivenbyearlyleaversforleavingschool,bygender(percentagerespondentsagreeing/stronglyagreeing) 96

Figure 8.15: Reasonsgivenbyearlyleaversforleavingschool,byyearlevelofexit(percentagerespondentsagreeing/stronglyagreeing) 96

Figure 8.16: Factorsthatwouldhavemotivatedearlyleaverstostayatschool 97

Figure 9.1: ReferralstatusofYear12orequivalentschoolleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008 100

Figure 7.2: DifferencesinenrolmentintertiaryeducationbyYear12orequivalentcompleters,byABSlabourforceregion 74

Figure 7.3: EnrolmentinVETbyYear12orequivalentcompleters,byAustralianQualificationsFrameworklevelandABSlabourforceregion 76

Figure 7.4: Year12orequivalentcompletersinthelabourforceandnotenrolledineducationortraining,byABSlabourforceregion 76

Figure 7.5: Education,trainingandlabourforceactivitiesofYear12orequivalentcompleters,byABSlabourforceregion 77

Figure 7.6: EnrolmentofYear12orequivalentcompletersinfurthereducationortraining,byABSlabourforceregionandquartilesofGATachievement 79

Figure 7.7: TravelanddistancecitedasbarrierstofurthereducationandtrainingbyYear12orequivalentcompleters,byABSlabourforceregion 81

Figure 7.8: FinancialbarrierstofurthereducationandtrainingcitedbyYear12orequivalentcompleters,byABSlabourforceregion 81

Figure 7.9: Year12orequivalentcompletertransitionsandStudentFamilyOccupationindex,byDEECDregion 82

Figure 8.1: Earlyschoolleavers,bygenderandyearlevelofexit 84

Figure 8.2: Destinationsofearlyleavers,bygender 85

Figure 8.3: Destinationsofearlyleavers,byyearlevelofexit 86

Figure 8.4: Destinationsofearlyleavers,byperceivedsatisfactionwithschoolresults 88

vii

Table 2.6:DestinationsofYear12orequivalentcompleters,April–May2008,byseniorcertificate,studystrandandgender 19

Table 2.7:DestinationsofYear12orequivalentcompleters,April–May2008,bySESandgender(%) 25

Table 3.1:LevelofstudyofYear12orequivalentcompletersinstudyortraining,bygender(includesapprenticesandtrainees) 30

Table 3.2:StudyawardlevelbyquartilesofGATachievement:Year12orequivalentcompletersinuniversityorTAFE/VETstudy(excludesapprenticesandtrainees) 31

Table 3.3:Year12orequivalentcompletersinuniversityorTAFE/VETstudy:courseofstudy,bygender(excludesapprenticesandtrainees) 37

Table 3.4:Year12orequivalentcompletersenrolledinuniversityorTAFE/VETstudy:numberofhoursworkedperweek,bygender(excludesapprenticesandtrainees) 39

Table 4.1:LevelofstudyofYear12orequivalentcompletersinanapprenticeshiportraineeship,bygender 44

Table 4.2:Occupationalcategoriesofapprenticesandtrainees,Year12orequivalentcompleters 45

Table 6.1:VETinSchoolsenrolmentsbyyearlevelandsector(excludingadulteducation),Victoria,1996to2007 64

Table 6.2:StudentsenrolledinVETunitswithastudyscore 65

Table 6.3:BackgroundcharacteristicsanddestinationsofVETinSchoolsparticipantsandotherYear12orequivalentcompleters 67

Table 7.1:DEECDregionsandABSlabourforceregions,Victoria 73

Figure 9.2: Referralstatusofearlyleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008 103

List of tablesTable 1:Confidenceintervals xii

Table 2:MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May2008 xiii

Table 3:StudyawardlevelsofYear12orequivalentcompletersineducationortraining,bygender(%) xvi

Table 4:Destinationsofearlyleavers,bygender(%) xxiii

Table 1.1:Year12orequivalentcompleters:targetpopulationandachievedsample 4

Table 1.2:Year12orequivalentcompleters:qualificationsachievedbysurveyrespondents 5

Table 1.3:Earlyschoolleavers:targetsampleandachievedsample,byyearlevelofexit 6

Table 2.1:MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May2008 10

Table 2.2:MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May2008,bygender 12

Table 2.3:DestinationsofYear12orequivalentcompleters,bygender,2006–2008(%) 12

Table 2.4:DestinationsofYear12orequivalentcompleters,April–May2008,byquartileofGATscoreandgender(%) 16

Table 2.5:Year12orequivalentcompleters,bytypeofseniorschoolcertificateandVETinschoolsstudystrand 17

viii TheOn Track Survey 2008

Acronymsandabbreviations

ABS AustralianBureauofStatistics

ACER AustralianCouncilfor

EducationalResearch

AQF AustralianQualifications

Framework

CD CollectionDistrict(asusedby

theABS)

DEECD DepartmentofEducationand

EarlyChildhoodDevelopment

GAT GeneralAchievementTest

HECS HigherEducationContribution

Scheme

IB InternationalBaccalaureate

LLEN LocalLearningandEmployment

Network

SES Socioeconomicstatus

SFO StudentFamilyOccupation

(Index)

SRC SocialResearchCentre

TAFE TechnicalandFurtherEducation

VCAA VictorianCurriculumand

AssessmentAuthority

VCAL VictorianCertificateofApplied

Learning

VCE VictorianCertificateof

Education

VET VocationalEducationand

Training

VTAC VictorianTertiaryAdmissions

Centre

Table 7.2:Education,trainingandlabourforceactivitiesofYear12orequivalentcompleters,byABSlabourforceregion 78

Table 8.1:Destinationsofearlyleavers,bygender 85

Table 8.2:Comparisonofearlyleaverdestinations,bycohortyearandgender,2002–2007(%) 86

Table 8.3:Destinationsofearlyleavers,byyearlevelofexit 87

Table 9.1:ReferralstatusofYear12orequivalentcompleterswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008,bygender 99

Table 9.2:ReferralstatusofYear12orequivalentcompleterswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,byLLEN 101

Table 9.3:Referralstatusofearlyleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008,bygender 103

Table 9.4:Referralstatusofearlyleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008,byyearlevelofexit104

Table 9.5:Referralstatusofearlyleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,byLLEN 105

ix

x TheOn Track Survey 2008

Executivesummary

Introduction

DatapresentedinthisreportisbasedontheOn Tracktelephonesurveyof33,250

Year12orequivalentcompletersand4740earlyleaversfromthe2007schoolyear

inVictoria.

Year12orequivalentcompletersaredefinedasthosewhocompletedaVictorian

CertificateofEducation(VCE),InternationalBaccalaureate(IB)orVictorian

CertificateofAppliedLearning(VCAL,SeniororIntermediate).Thesample

includesthosewhocompletedthesequalificationsinschools(thelargemajority),

TechnicalandFurtherEducation(TAFE)institutes,oradultandcommunitylearning

organisations.

EarlyleaversaredefinedasthosestudentsinYears10,11and12whohad

registeredtheirdetailswiththeVictorianCurriculumandAssessmentAuthority

(VCAA)byenrollinginaVCEorVCALunitandwholeftschoolbeforecompleting

Year10,11or12.

LeaverswerecontactedinApril–May2008anddestinationdatawascollectedfrom

themontwodimensions:educationandtraining,andemploymentandoccupation.

Inaddition,respondentswereaskedaboutthereasonsfortheirchoices.

Thefirstlarge-scaleOn Tracksurveywasin2003andthisisthesixthannualreport

intheseries.Theprojectisdesignedtoprovideavaluabledatabaseandtoolfor

guidingpolicyandpracticeatgovernment,school,regionalandlocallevels.The

programenablesschoolsandothereducationproviderstomonitorhowtheir

studentsfareinacontextofrapidlabourmarketchangeandcomplexeducational

pathways.

On Trackalsocollectsbackgroundinformationonstudentssothatthedestinations

ofparticularsub-groupscanbeconsidered,forexample,thosefromdifferent

socioeconomicstatus(SES)backgroundsandthoseofIndigenousorigins.

TransitiondifferencesbetweenregionsinVictoriaarealsodocumentedinthis

report.ThisinformationisvaluablenotonlyforschoolsbutalsofortheLocal

LearningandEmploymentNetworks(LLENs),regionsandvocationaleducationand

training(VET)providers.AnimportantfeatureofOn Trackisthatitalsooffersa

referralserviceforschoolleaverswhoappeartobeexperiencingdifficultiesinthe

transitionprocess.

The2008datawascollectedbytheSocialResearchCentre(SRC)andanalysed

bytheAustralianCouncilforEducationalResearch(ACER).Thisreportwas

preparedbyACERfortheVictorianDepartmentofEducationandEarlyChildhood

xiExecutivesummary

betweentheachievedandtarget

samples(governmentsector:54.0%

and53.8%;Catholicsector:24.6%

and23.4%;independentsector:

20.2%and20.8%;andadulteducation

sector:1.3%and2.1%).Theregional

distributionoftheschoolsattended

byYear12orequivalentcompleters

intheachievedsamplealsoshowed

littledeviationfromthoseinthetarget

sample(metropolitanlocalities:73.0%

and73.1%;non-metropolitanlocalities:

27.0%and26.7%).

Theearlyschoolleaversamplefrom

theVCAAcomprised11,092individuals.

Ofthese,4740earlyleaverswere

successfullycontactedandsurveyed,

yieldingaresponserateof42.7%.

Alittleoverhalf(51.9%)oftheachieved

samplecomprisedleaversfromYear

11.Thiswasabout4percentagepoints

higherthantheproportionofYear11

leaversinthetargetsample.Alittle

overone-fifthoftheachievedsample

(20.2%)wereleaversfromYear10or

below,whichwas2percentagepoints

higherthantheirshareofthetarget

sample.Correspondingly,earlyleavers

fromYear12wereunder-represented

byabout6percentagepointsinthe

achievedsample.Thisreflectsthefact

thatYear12earlyleavershadalower

responseratetothesurvey(34.7%)

thaneitherYear11leavers(46.7%)or

leaversfromYear10orbelow(47.6%).

Theearlyschoolleaverdataneedstobe

treatedcautiouslyduetotherelatively

lowoverallresponserateandevidence

ofdifferingresponseratesamongsub-

Development(DEECD).Thedatafor

Year12orequivalentcompleters,

brokendownbyschool,waspublished

intheVictorianprintmediainJune

2008andreportswerepreparedfor

theLLENsinJuly2008.Participantsin

theOn Tracksurveyareguaranteed

confidentialityanditisnotpossibleto

identifyindividualschoolleaversinany

reporting.

The2008sampleofschoolleavers

Ofthe48,781Year12orequivalent

completersin2007,43,715(89.6%)

allowedtheircontactdetailstobe

releasedandthenamesandtelephone

numbersofthisgroupweresuppliedto

theresearchteambytheVCAA.Using

thisfile,responseswereachieved

from33,250(68.2%)ofallYear12or

equivalentcompleters,or75.9%of

thosewhoagreedtotakepart.

Almostallthecompletersachievedthe

VCEqualification(94.6%),followedby

VCALSenior(2.7%),VCALIntermediate

(1.9%)andIB(0.8%).Thesurvey

achievedahigherconsentrateamong

VCEcompletersthanamongtheother

groups.However,asthequalifications

otherthantheVCEenrolrelativelysmall

proportionsofstudentsthisisunlikely

tocauseanymarkedbiasintheresults.

Thegendermake-upoftheachieved

samplewasonlymarginallydifferent

tothatofthetargetsample(males:

46.1%and46.6%respectively;females:

53.9%and53.4%respectively).School

sectorcompositionwasalsosimilar

xii TheOn Track Survey 2008

whodidnotprovideaccuratecontact

detailsorwereotherwiseunableto

becontacted.Forthecalculationsof

confidenceintervalsprovidedhere,the

largestpopulationsizeswereused,

resultinginalargerintervalthanis

likelythecase.

Confidenceintervalsarenotreported

withintheindividualtablesthat

appearinthisreport.Asmostresults

arereportedaspercentagesofthe

sample,thegeneralrangeofconfidence

intervalscanbereportedonce,asthe

calculationofthestandarddeviationfor

proportionsisaffectedbythesample

sizeonly.Inaddition,withaknown

populationsizeandasamplelarger

than10%ofthatpopulation,thefinite

populationcorrection(fpc),whichis

basedonboththepopulationsize

groupsofearlyleavers.Nevertheless,

theOn Tracksampleofearlyleavers

inVictoriaismuchlargerthanany

otherdatacollectionandenablesmore

detailedanalysesthanwouldotherwise

beavailable.

Confidenceintervals

Theresultspresentedinthisreportare

basedoninterviewswith33250Year12

orequivalentcompleters,fromatotal

populationof48780youngpeople

(includingsomeoverseasstudents

whowerelaterdeclaredineligible).A

totalof43714completersconsented

toparticipateinOn Track.Amongthe

earlyleaversgroup,therewere4740

respondentsfromatotalpopulationof

11092.Thesepopulationnumberswere

furtherreducedbecauseofstudents

Year 12 or equivalent completers Early leavers

Range Confidence interval Range Confidence interval

35-65% ±0.40% 34-66% ±1.60%

14-34% and 66-86%

±0.30%27-33% and

67-73%±1.50%

5-13% and 87-95%

±0.20%22-26% and

74-78%±1.40%

1-4% and 96-99%

±0.10%18-21% and

79-82%±1.30%

15-17% and 83-85%

±1.20%

12-14% and 86-88%

±1.10%

10-11% and 89-90%

±1.00%

<10% and >90%

<1.00%

Table 1 Confidenceintervals

xiiiExecutivesummary

thatis,therateofuniversityenrolment

isbetween43.7%and44.5%.

OverviewofeducationandtrainingdestinationsofYear12orequivalentcompleters

Main destinations in 2008

Destinationswerecategorisedinto

educationandtrainingorlabourmarket

destinations.Thefocuswasonmain

destination.On Track’semphasisison

documentingschoolleavers’education

ortrainingwhentheyarecombining

studyortrainingwithemployment.Year

12orequivalentleaverswhoindicated

thattheyhavedeferredtakingupa

universityorTAFEplace(11%ofthe

samplein2008)havebeenclassifiedin

termsoftheiractivityasatApril–May

2008(90%wereinemployment).

andsamplesize,isusedtoadjustthe

calculationofthestandarddeviation

and,consequently,theconfidence

interval.

Theconfidenceintervalsforselected

percentagesareshownseparatelyfor

Year12orequivalentcompletersand

earlyleavers.

ThelargestconfidenceintervalforYear

12orequivalentcompletersdatais

±0.4percentagepointsforpercentages

of35–65%.Forearlyleaversdata,

thelargestconfidenceintervalis±1.6

percentagepointsforpercentages

of34–66%.Formoreextreme

percentages,theconfidenceintervals

aresmaller.Inthecaseofpost-school

destinations,forexample,the95%

confidenceintervalforthepercentage

ofYear12orequivalentcompleterswho

enrolledinuniversityis44.1%±0.4%;

Table 2 MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May2008

Destination Number %

University 14,510 44.1

VET Certificate IV and above 4,729 14.4

VET entry-level (Certificates I - III) 1,223 3.7

Apprentice/Trainee 3,249 9.9

Employed 7,898 24.0

Looking for work 1,261 3.8

Total (in analysis) 32,870 100.0

Not in education/training or the labour market 361

Destination not known 19

Total sample 33,250

xiv TheOn Track Survey 2008

Destinations by GAT achievement level

UsingtheGeneralAchievementTest

(GAT)asameasureofacademic

achievement,higherachieverswere

morefrequentlyenrolledinuniversity

andlowerachieversweremore

commonlyenrolledinVETprogramsand

inapprenticeshipsandtraineeships.

Academicachievementalsohadan

impactinthelabourmarket.Lower

achieversintheGATweremore

frequentlyemployedorlookingfor

work.

Destinations by senior certificate and study strand

On Trackenablesthedestinationsof

theYear12orequivalentcompleters

grouptobeexaminedintermsofthe

typeofseniorschoolcertificatethat

theystudied,andwhetherornotthey

undertookanynationallyaccredited

vocationaleducationandtrainingin

school(VETinSchools).

Byfarthelargestproportion

(70.2%)studiedfortheVCEanddid

notundertakeanyVETinSchools

programs.Almostone-quarter(23.9%)

includedsomeVETinSchoolsprograms

intheirVCEstudies,while5.7%ofthe

samplehadenrolledintheVCAL,mostly

aspartoftheVCE.Comparedtothe

previousyear,thebiggestchangefor

the2008samplewasevidentinthe

growthoftheVCALandthedecline

intheproportionofthosewhohad

undertakenVETinSchoolsprogramsas

partoftheVCE..

ThedestinationsofYear12or

equivalentcompletersareshownin

Table2.Themajorityofthegroup

(72.1%)wereenrolledineducationor

trainingintheyearfollowingtheirexit

fromschoolorothereducationprovider.

Thisproportionwasslightlylowerin

2008thaninanyyearsinceOn Track

started,largelyduetoagrowthinthose

deferringtertiaryplaces(upfrom6.0%

in2004to11.0%in2008),andadecline

intheproportionenteringVETcourses

(downfrom26.1%in2004to18.0%in

2008).

Theproportioninemploymentin2008

(24.0%)wasthehighestsince2003,

andtheproportionlookingforwork

(3.8%)wasthelowest.However,if

economicgrowthdeclinesin2009

theschoolleaverjobmarketcouldbe

adverselyaffected.

Gender differences in destinations

Therearesomemarkedgender

differencesindestinationsamongthe

Year12orequivalentcompletersgroup:

Femalesweremorefrequently•

enrolledinuniversitythanmales

(46.6%comparedto41.3%)orhigher-

levelVETprograms(14.8%and

13.9%).

Malesweretwiceasfrequentlyas•

femalestobeinanapprenticeshipor

traineeship(13.6%and6.7%)

Femaleswereslightlymorefrequently•

employed(24.4%and23.6%)and

lessfrequentlylookingforwork(3.6%

and4.1%).

xvExecutivesummary

equivalentcompletersweremuch

lessfrequentlyenrolledinuniversity,

butweremorefrequentlyengagedin

VETprogramsatbothentry-leveland

CertificateIV-levelorhigher.Indigenous

completerswerealsoslightlymore

commonlyinacontractoftrainingasan

apprenticeortrainee.Theywerealso

morefrequentlyinthelabourmarket

eitheremployed(31.4%asagainst

24.0%ofnon-Indigenousrespondents)

orlookingforwork(5.1%and3.8%,

respectively).

Socioeconomic status and student destinations

On TrackusesameasureofSESbased

onstudents’homeaddresswhenin

Year12.StudentSESandpost-school

destinationsareclearlyrelated.

CompletersfromthehighestSES•

quartileweremorefrequently

enrolledinuniversityinApril–May

2008thanstudentsintheotherthree

quartiles.

CompletersfromthelowerSES•

quartilesweremorefrequently

enrolledinVETcoursesthanthose

fromhigherquartilesandstudying

entry-levelVETratherthanCertificate

IVandabove.

Therewereonlysmalldifferences•

evidentintheproportionsentering

anapprenticeship/traineeship

fromamongthethreelowerSES

quartiles,buttheproportionfromthe

highestSESgroupwasabout4to7

percentagepointslower.

Alittleoverone-half(52.5%)ofthe•

completerswhostudiedtheVCE

withoutdoinganyVETinSchools

programswereenrolledinuniversity

inApril–May2008.Universitywas

alsothemostcommondestination

(30.1%)forthosewhoincludedsome

VETinSchoolsprogramsintheirVCE

althoughalmostasmanyofthese

leaverswereinemployment(29.5%).

Apprenticeshipsandtraineeships•

werethemostcommondestination

offormerVCALstudents,accounting

for35.5%oftheVCEVCALgroup

and39.4%oftheVCAL-onlygroup.

Employmentwasthesecondmost

commondestination:31.2%ofthe

VCEVCALgroupand26.2%ofthe

VCAL-onlygroupwereemployed.

StudyinVETisanimportant•

destinationforleaversfromall

programs,particularlyforthose

whohadundertakenVETinSchools

programs(22.4%),VCEVCAL(21.3%)

andVCALonly(19.7%).

Smallerproportionsofthosewhohad•

undertakentheVCEwerelookingfor

workinApril–May2008thanthose

whohadundertakentheVCAL.

Destinations by Indigenous status

Onlyasmallproportion(0.8%)of


identifiedasbeingeitherAboriginalor

TorresStraitIslanderintheOn Track

survey.

Incomparisonwithnon-Indigenous

respondents,IndigenousYear12or

xvi TheOn Track Survey 2008

isapositiverelationshipbetween

SESandacademicachievement.In

addition,differencesinaspirations

fortertiarystudyappeartobe

playingarole:studentsfromschools

withahighSEScompositionmore

frequentlyappliedfortertiarystudy

thanstudentsfromrelativelylowSES

schools.

Year12orequivalentcompletersenteringuniversityorTAFE/VETstudy

Thelargestsinglegroupofrespondents

wereinuniversitydegreeprograms

inApril–May2008(43.6%)withVET

diplomaprogramsthenextmost

popularstudylevel(11.5%).Female

respondentsweremorefrequently

CompletersfromthelowestSES•

quartileweremorefrequentlyin

thelabourmarketeitheremployed

orlookingforworkthanthosefrom

thehighestquartile.Thedifferences

amongthethreelowestSESquartiles

intermsoflabourmarketstatus

wereonlyfairlysmall.Thelargest

differenceisevidentwiththehighest

SESgroup.

Incomparisonwithearlieryears•

ofOn Track,theimpactofSESon

post-schooldestinationsseemsto

haveweakenedslightlyovertime.

Nevertheless,itisimportantto

betterunderstandthewaysthatSES

influenceseducationalpathways

andhowpoliciescanbedesignedto

reduceitsimpact.On Trackconfirms

otherdatawhichsuggeststhatthere

Table 3 StudyawardlevelsofYear12orequivalentcompletersineducationortraining,bygender(%)

Study award levelMales Females All

% % %

University degree 40.8 46.1 43.6

Associate degree 0.4 0.2 0.3

VET Advanced diploma 4.5 2.9 3.7

VET Diploma 6.7 8.8 7.8

VET Certificate IV 5.1 3.9 4.4

VET Certificate III 6.9 6.0 6.4

VET Certificate II 1.9 1.3 1.6

VET Certificate I 1.2 0.3 0.7

VET Certificate (level unspecified) 3.4 1.5 2.4

Unknown study level 0.4 0.2 0.3

In study/training (sub-total) 71.4 71.2 71.3

Not studying 28.6 28.8 28.7

Total 100.0 100.0 100.0

Note: The unknown study level category includes all respondents in study or training who did not identify a level of study when interviewed. The denominator for the proportions in the table comprises those in education/training or the labour market; hence the proportions differ slightly from those where the denominator also includes those not in education/training or the labour market.

xviiExecutivesummary

I–IV,diplomasandadvanceddiplomas)

tendedtobehigheramongthosefrom

lowerSESbackgrounds.

DifferencesbySESarealsoinfluenced

bygender.AmongYear12orequivalent

completers,ahigherproportionof

females(58.6%)thanmales(53.6%)

fromthehighestSESquartilewere

enrolledatuniversity.Atthelowest

SESlevel,however,therewasagreater

difference,with37.5%offemales

enrolledatuniversitycomparedto

30.4%ofmales.

Overall,youngpeople–bothfemales

andmales–fromthelowestSES

quartilewereleastfrequentlyengaged

inany form of tertiary educationafter

completingYear12oritsequivalent.

Course of study

YoungpeoplewhocompletedYear12

oritsequivalentin2007andmade

thetransitiontouniversityorTAFE/

VETstudyin2008enrolledinawide

rangeofcourses.Artswasthemost

frequentlycitedcoursefield,enrolling

9.9%ofstudents,adecreasefrom

11.4%ofstudentsin2007.Business

andmanagement(7.2%)andother

managementandcommerce(6.7%)

coursesenrolledacombinedtotalof

13.9%ofstudents,adecreasefrom

14.8%in2007.Medicalstudies,nursing

andotherhealthstudiescombined

accountedfor9.6%ofenrolmentsby

Year12orequivalentcompletersin

tertiarystudy.

enrolledinuniversitycoursesthan

malerespondentsandmalesgenerally

hadhigherparticipationratesin

VETcourses.Overallmalesandfemales

hadsimilarparticipationratesin

educationortrainingasawhole.The

proportionsofmalesandfemalesby

studylevelareshowninTable3.

Year 12 GAT achievement and study destinations

Thepost-schooldestinationsof

Year12orequivalentcompletersare

largelyinfluencedbyachievementin

Year12.Asacademicachievementas

measuredbytheGATincreases,so

toodoestheproportionofstudents

commencingdegree-levelstudy.

Conversely,asachievementlevel

decreases,participationindegree-

levelstudydecreasesandparticipation

inprogramsotherthandegreestudy

(advanceddiplomas,diplomasandVET

certificatecourses)increases.

Socioeconomic status of Year 12 or equivalent completers in study

Althoughacademicachievement

exercisesastronginfluenceover

post-schooldestinations,thereare

otherinfluencesonthedestinations

ofyoungpeopleaftertheirfinalyear

ofsecondaryschool.Amuchgreater

proportionofstudentsinthehighest

SESquartileentereddegree-level

studycomparedwiththeirpeersinthe

lowestsocioeconomicquartile(56.3%

comparedto34.3%).Conversely,

participationinawardlevelsotherthan

degreecourses(includingCertificates

xviii TheOn Track Survey 2008

reflectoccupationaldifferencesin

thetwobroadformsoftraining.

Threeoccupationalcategories–

buildingtrades(32.9%),electrical

andelectronicstrades(14.7%),

andfood,hospitalityandtourism

(10.8%)–accountfor58.4%ofall

apprenticeships,andmalesareheavily

representedinthelargerfields.

Traineeshipsareconcentratedinfour

occupationalcategories:administration

(20.3%),food,hospitalityandtourism

(19.7%),healthandbeauty(14.3%)

andsalesassistantsandretail(11.3%).

Traineeshipsrecruitedacrossa

broaderrangeofoccupations,many

ofwhichhavemorebalancedgender

compositions.

Year12orequivalentcompletersnotcontinuingineducationortraining

MorethanaquarterofallYear12or

equivalentcompleters (27.8%)had

enteredthelabourforcebutnotfurther

educationortrainingbyApril–May

2008.Thisincludedmostofthe11.0%

ofcompleterswhohaddeferredtaking

upatertiaryplace.

Labour force destinations

Oftherespondentswhoenteredthe

labourforce,53.4%wereworkingfull-

time,32.8%wereengagedinpart-time

work,and13.8%wereunemployedand

lookingforwork

Overall,theproportionsofmalesand

femaleswhowerenotineducationor

trainingwereverysimilar(27.8%of

Tertiary students’ participation in the labour force

Morethan60%ofalluniversityand

TAFE/VETstudentswereengagedin

employmentwhileinstudy,with2.5%

workingfull-timeand59.9%inpart-

timework.Ingeneral,thoseenrolled

inTAFE/VETstudywereworkingmore

hoursperweekthanthoseatuniversity.

Anadditional23.5%werelookingfor

work.Agreaterproportionoffemale

tertiarystudents(67.3%)wereworking

comparedwithmalestudents(55.9%);

ahigherproportionofmalestudents

thanfemalestudentswerelookingfor

work(27.9%and20.1%,respectively).

Approximatelyoneinseven(14.2%)

tertiarystudentswereneitheremployed

norlookingforwork(notinthelabour

force)whilestudying,adecreasefrom

17.1%in2007.

Year12orequivalentcompletersenteringapprenticeshipsandtraineeships

AmongthosewhocompletedYear

12oritsequivalentin2007,9.8%

enteredintoacontractoftrainingas

anapprenticeortraineein2008,an

increasefrom8.1%whohadentered

in2007.Moremales(10.5%)entered

anapprenticeshipthanfemales(1.7%).

Females,ontheotherhand,more

frequentlyenteredtraineeships(4.9%

offemales,3.0%ofmales).

Thesegender-differentiatedpatterns

ofapprenticeshipsandtraineeships

xixExecutivesummary

madebetweenYear12orequivalent

completerswhohaveenteredthelabour

marketwithnofurthereducationor

training,andthoserespondentsin

aneducationortrainingdestination.

About60%ofmaleswhowerethe

labourforce(excludingapprenticeships

ortraineeships)weredrawnfromthe

lowertwoquartilesofGATscores,

incomparisontoabout40%of

respondentsinstudyortraining.The

figuresforfemalesinthelabourforce

aresimilar.

Reasons for Year 12 or equivalent completers not continuing in education and training

Wishingtoobtainajobwasthe

singlemostimportantreasonfornot

continuingineducationortraining.

Itwascitedasareasonbyovertwo-

thirdsofmales(68.6%)andslightly

fewerfemales(64.1%).Notbeingready

forfurthereducationortrainingwas

identifiedby52.5%ofmalesand60.2%

offemales.Takinga“gapyear”was

alsoacommonreason,chosenbymore

females(70.7%)thanmales(60.1%).

Financialreasonswerelesscommonly

cited.The‘costsofstudy’wasindicated

by29.4%ofrespondentswhodidnot

continueineducationortraining,and

financialpressuresonthefamilyby

25.0%.SmallerproportionsofYear12

orequivalentcompletersalsocited

excessivetravelandtheassociated

costsofthistravel(21.1%and20.1%,

respectively),andtheneedtomoveout

ofhomeinordertostudy(17.5%).

malesand28.0%offemales).However,

incomparisontofemales,maleswere

morefrequentlyemployedfull-time

(56.0%comparedto51.3%),orlooking

forwork(14.9%comparedto12.8%).

Thereisatendencyforfemalestobein

part-timeemploymentmorefrequently

thanmales(35.9%comparedto29.1%).

Thosewhohaddonebetteratschool

(asmeasuredbytheGAT)were

morefrequentlyemployedandless

frequentlyunemployedandlooking

forworkthanthosewithrelativelylow

academicachievement.Aswell,Year

12orequivalentcompletersfromlower

SESbackgroundsweremorefrequently

unemployedandlookingforwork.

Jobs of respondents in the labour force

Schoolleaveremploymentis

concentratedinalimitedrangeof

fields.Morethanone-quarterwere

employedassalesassistants(26.8%)

andoverafifthinfoodandhospitality

(22.7%).Othersignificantgroups

arelabourers(8.7%),administration

(8.9%),marketingandsales(4.3%)and

teachingandchildcare-relatedfields

(4.0%).Another9.1%ofemployed

Year12orequivalentcompleterswere

workinginoccupationsrangingfrom

gardeningandfarming(2.9%),building

trades(3.4%each)andhealthand

beautyrelatedoccupations(2.8%).

Respondents in study, training and the labour force

TheinfluenceofGATachievementis

evenstrongerwhenacomparisonis

xx TheOn Track Survey 2008

labourforceinApril–May2008.The

majordifferencebetweenthisgroup

andthosewhoenteredthelabour

forcewasthatalowerproportioncited

‘wantedtogetajob’(45.0%compared

to66.6%).Lackofpreparednessfor

studywasalsoalesscommonlycited

reason(39.8%comparedto57.6%).

Ahighproportionofbothgroups

indicatedthattakingagapyearwas

animportantfactorandthiswasthe

mostfrequentlychosenreasonamong

thosewhowereneitherineducationor

trainingnorinthelabourforce.

VETinSchoolsandYear12orequivalentcompleters

Participation in VET in Schools

Overall,27.9%oftheYear12completer

groupundertookatleastoneVET

inSchoolssubject.However,the

participationratedifferedwidelyamong

differentgroupsofstudents.

ParticipationinVETinSchools•

programswashigheronaveragein

non-metropolitanregions(Grampians

regionwasthehighestat41.0%)

thaninmetropolitanregions(Eastern

Metropolitanregionwasthelowestat

22.1%).

ProportionallymoremaleYear12•

orequivalentcompleters(31.6%)

participatedinaVETsubjectduring

theirsenioryearsofschoolingthan

femalestudents(24.8%).

Participationwashigheramongthose•

ingovernmentschools(31.0%)than

thoseinothereducationsectors

(24.7%averagedacrossthoseinnon-

Deferring tertiary study

InApril–May2008,11.0%oftheYear

12orequivalentcompletergroup

indicatedthattheyhadbeenoffereda

tertiaryplacebuthaddeferredituntil

2009.Deferralratesweremuchhigher

amongthosewhoattendedschool

innon-metropolitanregionsthanin

metropolitanregions.About90%ofthe

deferrerswereemployedinApril–May

2008.

Thereasonsgivenbydeferrerswere

differentinimportantrespectsfrom

thoseofotherYear12orequivalent

completerswhodidnotundertake

furtherstudy.Nearly90%saidthey

weretakingagapyearandjustover

60%indicatedtheywerenotreadyto

begintertiarystudy.One-half(53.1%)

indicatedtheywantedtogetajoband

only15%thoughttheywouldnotcope

withfurtherstudy.

Thecostsofstudyasafactorwas

chosenbyaboutone-thirdofdeferrers

andone-quarterwereconcernedabout

thecostsoftravel.Academicfactors

werelessrelevantbecausedeferrers

hadalreadyacceptedofferedplaces.

Only7.5%ofdeferrerssaidtheyfailed

togetintothecourseoftheirchoice

andasmallminority(15.5%)cited

theuncertaintyofcopingwiththeir

workload.

Year 12 or equivalent completers neither in education or training nor in the labour force

OnlyasmallproportionofYear12or

equivalentcompleters(1.1%)werein

neithereducationortrainingnorthe

xxiExecutivesummary

in2008,with22.3%enrollinginaVET

qualificationand26.2%enrollingin

university.Almost16%enteredan

apprenticeshiportraineeship.

TheremainingformerVETinSchools

participants(35.6%)enteredthelabour

marketwithoutfurthertraining.Of

these,19.0%wereinfull-timework,

11.2%wereinpart-timeworkand5.4%

werelookingforwork.

Asinpastyears,thereweregender

differencesinthedestinationsofformer

VETinSchoolsparticipantsinthat:

proportionallymorefemalesenrolled•

inuniversity

proportionallymoremalesentered•

apprenticeships

proportionallymorefemalesentered•

intotraineeships

proportionallymorefemaleswerein•

part-timework.

TheproportionofformerVETinSchools

participantsfromnon-metropolitan

areaswhodeferredtheirstudy

(14.1%)wasalmosttwicethatoftheir

metropolitanpeers(8.1%).

Regionaldifferencesinpost-Year12destinations

Thereweremajordifferencesinthe

patternsofdestinationsamongthe

labourforceregionsusedinthe

study,particularlymetropolitanand

non-metropolitanregions.Allnon-

metropolitanregionshavelowerrates

oftransitiontotertiarystudythando

metropolitanregions.

governmentschoolsandtheadult

educationsector).

Themajorityofthosewhowere•

enrolledintheVCALparticipated

inaVETinSchoolssubjectduring

seniorsecondary(79.0%),whileonly

25.4%ofstudentsnotenrolledinthe

VCALparticipatedinaVETinSchools

program.

ParticipationinVETinSchools•

programswasmorecommonamong

studentsfromlowerSESbackgrounds

(34.8%ofthosefromthelowestSES

quartilecomparedto21.0%ofthose

fromthehighest)andloweracademic

achievementlevels(asmeasuredby

theGAT).

Post-school destinations and VET in schools

ParticipationinaVETinSchools

programwhileatschoolisrelated

topost-schooldestinations.More

thanone-half(55.5%)ofYear12or

equivalentcompleterswhowentintoan

apprenticeshiphadtakenaVETsubject

duringtheirsenioryearsofschooling.

Incontrast,onlyoneinsix(16.4%)of

studentswhowentontouniversity

hadparticipatedinaVETinSchools

program.

StudentswhohaddoneVETinSchools

usedtheirprogramtoaccessawide

rangeofdestinations,rangingfrom

universityandTAFEtoapprenticeships

andthelabourmarket.Asinpastyears,

positiveoutcomeswereapparentforthe

majorityofthesestudents.Overhalf

oftheformerVETinSchoolsprogram

participantsenteredtertiaryeducation

xxii TheOn Track Survey 2008

TheproportionofYear12orequivalent

completersenteringeitheruniversity

orTAFE/VETprogramsatCertificate

IVleveloraboverangedfrom35.2%

intheGoulburnregionto78.1%inthe

InnerEastregioninMelbourne.Within

Melbournetoo,transitiontotertiary

studydiffersacrossregions.Ininner

Melbourneandthesouthernandinner-

easternsuburbs,transitiontotertiary

studyiscomparativelyhigher,whilein

theouter-west,north-east,north-west,

south-eastandouter-eastofMelbourne

therateoftransitiontouniversity

isbelow50%.IntheMornington

Peninsularegion,transitionratesare

similartothoseincountryareas,with

lessthanone-thirdofyoungpeople

goingontostudyatuniversityinthe

firstyearaftergraduation.

YoungpeopleexitingYear12incountry

Victoriaweremorefrequentlyemployed

orseekingwork,includingemployment-

basedtrainingthroughapprenticeships

ortraineeships.Overall,therewas

a15.4percentagepointgapinthe

proportionenteringthelabour

marketwithnofurthereducationor

trainingbetweencountryVictoriaand

metropolitanMelbourne.

Theseregionaldifferencesare

evenmoremarkedwhenacademic

achievementisconsidered.Innon-

metropolitanVictoria,onlythehighest

GATachieversenterintosomeformof

post-schooleducationortrainingat

ratesbroadlycomparabletothestate-

wideaverageforallschoolleavers.

Conversely,inmostmetropolitan

regions,itisonlythelowestGAT

achieverswhodonotexceedthisstate-

wideaverage.

Regional differences in reasons for not being in education or training

Therearealsoregionaldifferences

inthereasonsgivenbyYear12

orequivalentcompletersfornot


Theseseemtorelatestronglyto

inequitableaccesstoeducationand

traininginstitutions,buteconomic

factorsassociatedwithisolationand

thesocioeconomicprofileofdifferent

regionsalsohaveanimpact.

RespondentswhoattendedYear12

oritsequivalentinnon-metropolitan

regionsandinthesouth-eastern

suburbsofMelbourneandthe

MorningtonPeninsulamorecommonly

identifiedthecostsoftravelorthe

needtotravellongdistancesinorderto

reacheducationprovidersasareason

fornotbeinginpost-secondarystudy

ortraining.Theneedtomoveaway

fromhomewasalsomorefrequently

nominatedasastudybarrierbyschool

leaverslivinginallnon-metropolitan

areasandtheMorningtonPeninsula.

Whenfocusingonfinancialissues

involvedinpursuingfurtherstudyor

training,youngpeoplelivinginnon-

metropolitanregionsaswellasthe

MorningtonPeninsulanominated

thecostsassociatedwithstudy

morefrequentlythatotherYear12or

equivalentcompleters.

xxiiiExecutivesummary

furthereducationortraining,compared

with39.3%ofmales.Whileratesof

full-timeemploymentweresimilarfor

malesandfemales(18.8%and20.4%,

respectively),femaleearlyleaversin

employmentweremorethantwiceas

frequentlyasmalestobeinpart-time

work.

Destinations by year level of exit

Destinationswerestronglyassociated

withtheyearlevelatwhichanearly

leaverexitedfromschool.Ingeneral,

greaterproportionsofthosewholeft

earlier,comparedtothosewholeft

inseniorsecondaryyears,entereda

basicVETcourseataTAFEinstitute

orcommunityorprivateprovider.In

addition,ofthosewholeftschoolin

Year10orbelowduring2007,44.3%

enteredanapprenticeship.Among

Year11leavers,34.5%enteredan

apprenticeship,andamongYear12

leavers,22.6%followedthispathway.

Earlyleavers

Atotalof4740earlyleaversparticipated

inthe2008On Tracksurvey.Halfofthe

respondents(51.9%)hadattemptedor

completedYear11,while20.3%hadleft

fromYear10orbelow.Studentswho

attemptedbutdidnotcompleteYear

12makeuptheremaining27.8%ofthe

sample.

Early leaver destinations

Thedestinationsofearlyleaversas

ofApril–May2008aresummarised

inTable4.Justoverhalfoftheearly

leaversundertooksomeformof

educationortrainingintheirfirstyear

outfromschool(55.1%).Theproportion

offemaleearlyleaverswhowenton

tosomeformofeducationortraining

wasmuchsmallerthantheproportion

ofmaleearlyleaverswhofollowedthis

pathway.Morethanhalfofallfemale

earlyschoolleavers(54.9%)entered

thelabourforcewithoutundertaking

Table 4 Destinationsofearlyleavers,bygender(%)

DestinationMales Females All

% % %

VET 11.1 20.6 14.6

Apprentice 44.3 13.7 33.2

Trainee 5.3 10.8 7.3

Working full-time 18.8 20.4 19.3

Working part-time 8.2 17.4 11.6

Looking for work 12.3 17.1 14.0

Total 100.0 100.0 100.0

xxiv TheOn Track Survey 2008

respondentshadsimilarratesof

transitiontoemployment(31.3%and

30.3%),andratesoffull-timeversus

part-timeemploymentwerealsoquite

similaracrossthegroups.Incontrast,

theproportionofIndigenousearly

leaverswhowerelookingforworkwas

almosttwicethatofnon-Indigenous

earlyleavers,at25.3%and13.6%,

respectively.

Regional differences in early leaver destinations

Therewasconsiderablevariationinthe

destinationsofearlyleaversaccording

toABSlabourforceregion.

WhileforVictoriaasawhole,60.7%

ofmaleearlyleaversenteredsome

recognisedformofeducationor

training,thisrangedfromalowof

38.5%intheInnerMelbourneregion

toahighof68.5%intheGippsland

region.Apprenticeshipscontributed

significantlytotheoverallhigherrate

oftransitiontofurthereducationand

trainingformalesincountryVictoria.

Enrolmentinentry-levelVETcourses

playedamuchlargerrolefor

femaleearlyleaversthanformales.

Apprenticeships,ontheotherhand,

playedamuchsmallerroleforfemales,

andtheproportionoffemalesin

traineeshipswasusuallynothigh

enoughtobringparticipationinall

employment-basedtrainingtoalevel

ofequality.Insomeregions,suchas

thenorth-westernandinnernorthern,

Thehighertheyear-levelofexit,the

greatertheproportionofearlyleavers

whowereworkingineitherafull-

timeorpart-timecapacity.Acrossall

exitpoints(Year10,11and12)the

proportionsofleaversexperiencinga

moreproblematictransitionfromschool

weresimilar,withapproximately14%of

eachgroupofearlyleaverslookingfor

work.

Destinations and perceptions of academic achievement

Earlyleaverswereaskedtoindicate

theirlevelofsatisfactionwiththeir

schoolresults.Almosttwo-thirdsof

earlyleaverswhowere‘verysatisfied’

withtheirresultsfromtheyearbefore

theyexitedschoolmovedintofurther

educationortraining,comparedto

justoverone-thirdofthosewere

‘verydissatisfied’withtheirresults.

Conversely,theproportionofearly

leaverswhowereemployedwas

greateramongthosewhowere‘very

dissatisfied’withtheirresults.

Destinations by Indigenous status

Unlikeinpreviousyears,entrytoVET

programswasslightlyloweramongst

Indigenousearlyleaversthanamong

non-Indigenousearlyleavers(13.0%

comparedto14.6%).FewerIndigenous

earlyleaverswereinapprenticeships

(19.1%comparedto34.2%),buta

higherproportion,comparedtonon-

Indigenousearlyleavers,hadentered

traineeships(11.5%comparedto

7.3%).Indigenousandnon-Indigenous

xxvExecutivesummary

wherewagesandskillrequirementsare

generallylow.

Reasons for early leavers not continuing in education and training

Earlyschoolleaversindicatedmultiple

reasonsfornotcontinuinginstudy.

Wantingtogetajobwasthereason

citedmostoftenbyearlyleavers

(nominatedby75.0%offemalesand

82.9%ofmales),followedbynotfeeling

readyforfurtherstudyortraining

(41.2%offemalesand39.6%ofmales)

andwantingtotakesometimeoff

(43.3%offemaleand33.3%ofmales).

Reasons for leaving school early

Anearlydeparturefromschoolisoften

duetoacombinationofreasonsrather

thanasinglefactor.Thevastmajority

ofmales(84.7%)andfemales(67.4%)

indicatedthattheyleftschoolbecause

they‘wantedtogetanapprenticeship

ortraineeship’.Thesecondmost

frequentlynominatedreasonwas‘no

longerwantedtobeaschoolstudent’;

malesreportedthisasareasonslightly

morefrequentlythanfemales(62.9%

comparedwith57.1%,respectively).

Alreadyhavingajob,apprenticeship

ortraineeshiptogotowascitedas

reasonforleavingschoolbymorethan

fourineverytenearlyleavers(51.7%

ofmalesand34.3%offemales).Similar

proportionsofmaleandfemaleleavers

citedadesiretoattendTAFEasafactor

intheirdecisiontoleaveschool(43.5%

and46.0%,respectively).

outer-westernandsouth-eastern

suburbs,theproportionoffemales

eitherworkingorlookingforworkwas

veryhigh,withapproximatelysixin

everytenfemaleearlyleaversinthe

labourforcewithoutfurthereducation

ortraining.

The jobs of early leavers

Earlyleaversareconcentratedina

narrowerrangeofjobsthanYear12

orequivalentcompleters.Thejobs

mostfrequentlyfoundbyearlyleavers

whodonotenterfurthereducation

ortraininghighlightthedifficultiesof

earlyleaving.Formalesthethreemost

commonjobswereinlabouring(12.1%),

retail(10.3%)andhospitality(8.8%).

Femaleearlyleaversareevenmore

heavilyconcentrated,with29.0%of

thoseemployedworkinginretailand

18.1%inhospitality.Ingeneral,these

arejobswithahighproportionofpart-

timeemploymentandgenerallylow

wagesandskillrequirements.

Morethanone-halfofmalesin

employment(55.0%)workinthe

threeoccupationalareasofretail

sales(21.4%),labouring(19.0%)and

hospitality(14.7%).Forfemales,

retailsales(42.5%)andhospitality

(27.4%)werethemostcommonjobs,

accountingforalmostsevenineveryten

workers(69.9%).Withtheexceptionof

labouring(wheremalesareemployed

atfarhigherratesthanfemales),these

aretheoccupationalgroupswitha

preponderanceofpart-timework,and

xxvi TheOn Track Survey 2008

Respondentsrequestingreferrals

Atthetimeofthesurvey,respondents

whohadnotcontinuedineducation

ortrainingandwereeitherworkingin

apart-timecapacityorwerelooking

forwork,wereaskedwhetherthey

wishedtobecontactedinordertobe

advisedaboutstudyandemployment

opportunities.Theresponses

generatedbythisquestionallowedan

interventiontobemadeforindividuals

whorequestedit.Suchreferralswere

managedbytherelevantLLEN.

Year 12 or equivalent completers

Inall,3928respondentswhowerenot

ineducationortraining,andwereeither

workingpart-timeorlookingforwork(a

totalof11.8%)wereinvitedtoreceive

furtherassistanceoradvice.Thisgroup

wasthenfurtherdividedintothose

requestingareferral(3.6%)andthose

refusingit(8.2%).Therewereonly

minordifferencesbetweenmaleand

femalerespondentsintheirresponse

behaviours.Theproportionsoffered

areferralweregenerallylowerin

metropolitanthaninnon-metropolitan

LLENs.

Thenumberofcompleterswhowere

offeredareferralin2008was1340

lowerthanin2007.Thiswasessentially

becausetheproportionofthesample

whowerenotineducationortraining,

andwereeitherworkingpart-timeor

lookingforwork,haddeclined.

Greaterproportionsofthosewho

leftinYear12citedhavingajobor

trainingtogotoorwantingtoaccess

anapprenticeshiportraineeshipasa

factorintheirdecisioncomparedto

thosewholeaveinYear10orearlier.

Nolongerwantingtobeastudentwas

similarlymorecommonlyreported

asafactorinthedecisionoflater

leaversthanthosewholeftpriorto

seniorsecondaryschool.Earlyleavers

whoexitedatYear10orbelowmore

frequentlycitedpoorperformanceor

inabilitytocopewiththeschoolworkas

reasonsfortheirdecision.

Factors in staying at school

Earlyschoolleaverswereaskedabout

thefactorsthatwouldhaveinfluenced

theirdecisiontostayonatschool.

Morethanhalfofallrespondents

(54.0%)indicatedthatiftheycould

havestudiedpart-timewhileworking

theywouldhavebeenlesslikelyto

leaveschool.Similarproportionsof

respondentsindicatedtheywouldhave

stayedonatschoolhadtheyhadaccess

toawiderrangeofsubjects(48.1%)

orifschedulingofclasseshadbeen

moreflexible(47.5%).Theavailability

ofvocationalprogramswasnominated

asareasontostayatschoolby46.1%

ofearlyleavers,whilebeingtreated

inamoreadult-likemannerwasan

importantconsiderationfor45.7%of

thegroup.

xxvii

wereeitherworkingpart-timeorlooking

forwork,thanthosewholeftfromYear

11or12beforecompletingschool.

AswasfoundfortheYear12or

equivalentcompletergroup,referrals

weregenerallyhigherinnon-

metropolitanareasthanamongthe

metropolitanLLENs.

Early school leavers

Inthe2008sampleofearlyleavers

therewere1133respondentswhowere

offeredareferral,whichrepresented

23.9%ofthegroup.(Thiswastwice

theproportionofoffersintheYear12

orequivalentgroup.)Amongtheearly

leavers10.0%acceptedareferraland

13.9%declined.

Thenumberofearlyleaverswhowere


higherthanin2007.Thisessentially

wasbecausetheearlyleaversample

wasmuchlargerin2008(mainlydueto

ahigherresponserate).Theproportion

oftheearlyleaversamplewhowerenot

ineducationortraining,andwereeither

workingpart-timeorlookingforwork

(the‘target’groupforreferrals)infact

declinedslightlyfrom2007to2008.

Thereweresomemarkedgender

differencesintheearlyleavergroup.A

muchhigherproportionoffemaleswere

offeredareferralthanmales.Thiswas

essentiallybecausemorefemaleearly

leaverswereemployedpart-timeor

lookingforwork.Femaleearlyleavers

acceptedtheofferofareferralattwice

therate(14.7%)ofmales(7.3%).

Aslightlylowerproportionofthose

wholeftschoolatYear10orbelowwere

offeredreferralsthanthosewholeftat

eitherYear11orYear12.Intermsofthe

initialtransitionfromschool,alower

proportionoftheveryearlyleavers

werenotineducationortraining,or

xxviii TheOn Track Survey 2008

1

Chapter1Introduction

AimsofOn Track

TheOn TrackprojectwasinitiatedbytheVictorianGovernmentaspartofits

responsetotheMinisterialReviewofPostCompulsoryEducationandTraining

PathwaysinVictoria(Kirby,2000).Sincethefirstlarge-scalesurveyin2003,

almost230,000schoolleavershaveparticipatedintheOn Tracksurveys,providing

valuableinsightsintotheirpost-schoolingdestinationsandpathways.Through

theirparticipation,respondentshavefacilitatedunderstandingofthefactorsthat

assistyoungpeopleinmakingsuccessfultransitionstoeducation,trainingand

employment.

TheOn Tracksurvey:

offersaconsistentandcomprehensiveapproachtomonitoringthetransitionsof•

schoolleaversfollowingtheirexitfromschoolingoritsequivalent

reportsthesurveyinformationtoschools,TAFEcollegesandothereducation•

providers,organisationsconcernedwithassistingyoungpeople,policymakers,

andthewiderpublic,includingparentsandstudents

providesadetailedanalysisofthedestinationsofschoolleaversinorderto•

addressissuesforparticularsubgroupsinrelationtotheirsuccessinspecific

pathways

providesareferralserviceforschoolleaverswhoappeartobeexperiencing•

difficultiesinthetransitionprocess

enableseducationproviderstousethedataandanalysesaspartoftheprocess•

ofmonitoringandimprovingtheirprograms.

Focusofthisreport

DatapresentedinthisreportisbasedontheOn Tracktelephonesurveyof33,250

Year12orequivalentcompletersand4740earlyleaversfromthe2007schoolyear

inVictoria.TheinformationwascollectedinApril–May2008.

Year12orequivalentcompletersaredefinedasthosewhocompletedaVictorian

CertificateofEducation(VCE),InternationalBaccalaureate(IB)orVictorian

CertificateofAppliedLearning(VCAL,SeniororIntermediate).Thesampleincludes

thosewhocompletedsuchqualificationsinschools(thelargemajority),TAFE

colleges,oradultandcommunitylearningorganisations.

Earlyschoolleaversaredefinedforthesurvey’spurposesasthosestudentsin

Years10,11and12whohadregisteredtheirdetailswiththeVictorianCurriculum

andAssessmentAuthority(VCAA)byenrollinginaVCEorVCALunit,andwholeft

schoolbeforecompletingYear10,11or12.

2 TheOn Track Survey 2008

adaptationofthesurveytochanging

circumstances,thequestionnaireswere

revisedinsomemattersofdetailfrom

thoseusedinthe2007survey.The

questionnairesareincludedinAppendix

2.

DatacollectedbytheSRCwas

subsequentlyanalysedbytheresearch

teamatACERandthisreportwas

preparedbyACERfortheVictorian

DepartmentofEducationandEarly

ChildhoodDevelopment(DEECD).

Reporting

TheOn Tracksurveyenablesseveral

levelsofanalysisandreportingof

destinationdata.Dataispresentedina

numberofformats,includingchartsand

tablesforschoolsandothereducation

providers,chartsandtablesforthe

educationsystemasawhole(including

byDEECDregion,LLENsandTAFEstudy

areas),andtablesforthepurposeof

publicreporting.

Dataispresentedintermsofschool-

leavercharacteristicssuchasgender,

yearlevelofleavingschool,academic

achievementandsocialbackground.

Theschool-leveldataispresentedin

aformthatallowsschoolstocompare

themselveswiththeregioninwhich

theyarelocatedandwiththestate.

Thisreportfollowsasimilarstructure

andpresentationtothereportonthe

2007survey.1Themajorstructural

changeisthatthisreportincludes

achapteronYear12orequivalent

completerswhohadparticipatedinVET

inSchoolsprograms.Inpreviousyears

VETinSchoolswasthesubjectofa

separateOn Trackreport.2

Thereportfocusesonanalysesatthe

statewideandregionallevels.Results

forindividualschoolswerepublished

inJune2008,andarereproducedin

Appendix1.

Surveyadministration

ThesurveywasconductedinApril–

May2008bytheSocialResearch

Centre(SRC)incollaborationwiththe

AustralianCouncilforEducational

Research(ACER).Itinvolvedashort

telephonesurveyofschoolleaverswho

agreedtoparticipateintheOn Track

survey.Atthecommencementofthe

2007schoolyear,eligiblestudentswere

askedtoconsenttobesurveyedafter

leavingschoolandrelevantcontact

informationwasobtained.

Separatequestionnaireswereused

forYear12orequivalentcompleters

andearlyschoolleavers.Aspartofthe

1 SeeTeese,Clarke&Polesel(2007).AlltheOnTrackreports,includingthosefromthelongitudinalcomponentoftheprogram,areavailablefromhttp://www.education.vic.gov.au/ontrack/.

2 See,forexample,PoleselandTeese(2007).

3Chapter1:Introduction

The2008surveycollectedinformation

from37,990schoolleavers,comprising

33,250intheYear12orequivalent

completersgroupand4740intheEarly

schoolleaversgroup.On Trackprovides

byfarthelargestdatabaseonVictorian

schoolleavers.

Year12orequivalentsample

Ofthe48,781Year12orequivalent

completersin2007,43,715(89.6%)

allowedtheircontactdetailstobe

releasedandthenamesandtelephone

numbersofthisgroupweresuppliedto

theresearchteambytheVCAA.Using

thisfile,responseswereachieved

from33,250(68.2%)ofallYear12or

equivalentcompleters,or76.1%of

thosewhoagreedtotakepart.3

Therearetwocategoriesofnon-

responseamongstudentsinthe

contactlist.Thefirstcomprisedthose

individualswhodeclinedtoparticipate.

Atotalof5066Year12orequivalent

completersdeclinedtoreleasetheir

contactdetailsatthetimeofcompleting

theirVCAAenrolmentform(10.4%)and

wereexcludedimmediately.Afurther

1902individualswhohadsupplied

theircontactdetails(3.9%ofallYear

ThedataforYear12andequivalent

completers,disaggregatedbyschool

andeducationprovider,waspublished

intheVictorianprintmediainJune2008

andreproducedhereinAppendix1.

ParticipantsintheOn Tracksurveyare

guaranteedconfidentialityanditisnot

possibletoidentifyindividualschool

leaversinanyreporting.

Overallsampleofschoolleavers

Inkeepingwiththerequirementsof

privacylegislation,permissiontoobtain

namesandcontactdetailsofYears

10,11and12studentsenrolledinthe

VCE,VCALorIBwassoughtthrough

aquestiononeachstudent’sVCAA

enrolmentforminearly2007.

The2008surveytargetedallthosewho

agreedtohavetheircontactdetails

released.Additionally,thosewhodid

notcompletetherelevantquestion

weresentalettergivingthemthe

opportunitytobeaddedtothesample.

Thosewhodidnotwishtobeaddedto

thesamplewereaskedtoprovidebasic

destinationdata.Thecontactdetails

ofthetargetsamplewerereleasedto

ACERandSRCafterthisprocesshad

beencompleted.

3 Theeligiblepopulationandsamplewereslightlysmallerthaninthe2007survey.Therewere49,443Year12orequivalentcompletersin2006.Ofthesestudents43,246(87.5%)allowedtheircontactdetailstobereleased,andresponseswerereceivedfrom34,395.The2007responseraterepresented69.6%ofYear12completersor79.5%ofthosewhoagreedtotakepart.Afterexcludingthosewhowereinactiveinthelabourmarketandnotstudying(n=420)the2007reportwasbasedon68.7%ofallYear12orequivalentcompletersor78.5%ofthesamplesupplied.


Figure 1.1 Year12orequivalentcompleters:targetpopulationandachievedsample

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

50000

Unavailable for surveying – 0.9%

Contact unsuccessful – 16.7%

Declined on contact – 3.9%

Opted-out – 10.4%Surveyed – 68.2%

atthetimeofsurveyingduetobeing

overseas,illorotherwiseinaccessible.

Thisgrouprepresented0.9%ofallYear

12orequivalentcompleters.

Table1.1andFigure1.1provide

summariesoftheexcludedpopulation

andlossesduetoopting-outand

non-contactforYear12orequivalent

completers.

On Trackachievesahighparticipation

raterelativetoothersurveysofschool

leavers,whichprovidesconfidencethat

theresultsarebroadlyrepresentative

ofthetargetpopulation.Thissection

examinesthisfurtherbyanalysing

threeimportantelementsofthesample

structure:genderbalance,schoolsector

compositionandregionaldistribution.

ThetargetsamplefortheOn Track

surveycomprisedthosYear12or

equivalentcompleterswhohad

releaseddetailsforcontact(n=43,715

or89.6%ofthedefinedpopulation).

Thegendermake-upoftheachieved

sample(n=33,250)wasonlymarginally

differenttothatofthetarget

12orequivalentcompleters)declined

toparticipatewhencontactedbythe

SRCinApril–May2008.Incombination,

thosewhodeclinedtoparticipate

amountedto14.3%ofallYear12or

equivalentcompleters.

Thesecondcategoryofnon-response

comprisedthoseYear12orequivalent

completerswho,foronereasonor

another,couldnotbesuccessfully

contacted.Mostoftheseunsuccessful

contactswereduetomissing,

incompleteorobsoletecontactdetails

onthesourceVCAAfile,disconnected

orinvalidphonenumbersorthe

individualnotbeingknownatthe

numberprovided.Asmallnumber

alsoexperiencedlanguagedifficulties

whencontactedandwereunableto

participate.Intotal,8135individuals

(16.7%ofallYear12orequivalent

completers)couldnotbecontacted.

Theothermainreasonfornon-contact

relatedtoalackofavailabilityfor

interview,resultinginunsuccessful

contactswith428respondents.All

oftheseformerstudentshadcorrect

contactdetailsbutwereunavailable

Table 1.1 Year12orequivalentcompleters:targetpopulationandachievedsample

Category Number Proportion (%)

Surveyed 33,250 68.2

Opted-out 5,066 10.4

Declined on contact 1,902 3.9

Contact unsuccessful 8,135 16.7

Unavailable for surveying 428 0.9

Total population 48,781 100.0

5Chapter1:Introduction

Table1.2reportsonthequalifications

achievedbyrespondentsamongthe

Year12orequivalentcompleters

group.Almostalltherespondents

achievedtheVCEqualification(94.6%),

followedbyVCALSenior(2.7%),VCAL

Intermediate(1.9%)andIB(0.8%).The

surveyachievedahigherconsentrate

amongVCEcompletersthanamong

othertheothergroups(theVCAL

consentrateswere4to5percentage

pointslowerthantheVCErateandthe

IBconsentrate12percentagepoints

lower).However,asthequalifications

otherthantheVCEenrolrelativelysmall

proportionsofstudents,thisisunlikely

tocauseanymarkedbiasintheresults.

Earlyschoolleaversample

TheearlyleaverssampleinOn Track

comprisesthosestudentsinYears

10,11and12whohadregisteredtheir

detailswithVCAAbyenrollinginaVCE

orVCALunit,andwholeftschoolbefore

completingYear10,11or12.Assuch,

thesampledoesnotrepresentthefull

spectrumofearlyleaversfromVictorian

schools.

sample(males:46.1%and46.6%

respectively;females:53.9%and53.4%

respectively).

Sectorcompositionwasalsosimilar

betweentheachievedandtarget

samples(governmentsector:54.0%

and53.8%respectively;Catholicsector:

24.6%and23.4%;independentsector:

20.2%and20.8%;adulteducation

sector:1.3%and2.1%).Theregional

distributionoftheschoolsattendedby

Year12orequivalentcompletersinthe

achievedsamplewasalsosimilarto

targetsample(metropolitanlocalities:

73.0%and73.1%respectively;non-

metropolitanlocalities:27.0%and

26.7%).

Althoughthepossibilityofnon-

responsebiasisalwayspresentin

anysurvey,thefactthattheachieved

sampleandtargetsampleofYear12

orequivalentcompletershadavery

similarcompositionintermsofgender,

schoolsectorandgeographiclocation

providesfurtherconfidenceinthebroad

representativenessoftheresults.

Table 1.2 Year12orequivalentcompleters:qualificationsachievedbysurveyrespondents

Qualification Number* Proportion (%)

VCE 31,453 94.6

VCAL Senior 894 2.7

VCAL Intermediate 645 1.9

IB 258 0.8

Total 33,250 100.0

* Some of the VCE students also received a VCAL qualification; to avoid double-counting they are included only in the VCE group.


higherthantheirshareofthetarget

sample.Correspondingly,earlyleavers

fromYear12wereunder-represented

byabout6percentagepointsfrom

theirproportioninthetargetsample.

ThisreflectsthefactthatYear12early

leavershadalowerresponserateto

thesurvey(34.7%)thaneitherYear11

leavers(46.7%)orleaversfromYear10

orbelow(47.6%).

Theearlyleaverdataneedstobe

treatedcautiouslyduetotherelatively

lowoverallresponserateamongthe

sampleandevidenceofdiffering

responseratesamongsub-groups

ofearlyleavers.Nevertheless,the

On Tracksampleofearlyleaversin

Victoriaismuchlargerthananyother

earlyschoolleaverdatacollectionand

enablesmoredetailedanalysesthan

wouldotherwisebeavailable.

Forthe2008survey,theearlyschool

leaverfileprovidedfromtheVCAA

comprised11,092individuals.Thiswas

slightlymorethantheearlyschool

leaversampleinthe2007survey

(10,291).Ofthe2008group,atotalof

4740earlyleaversweresuccessfully

contactedandsurveyedthroughOn

Track,yieldingaresponserateof42.7%

fromtheinitialcontactsample.4

Table1.3recordsthecompositionof

thetargetandachievedsamplesof

earlyleaversinrelationtotheyear

levelatwhichtheyleftschool.Alittle

overone-half(51.9%)oftheachieved

samplecomprisedleaversfromYear

11.Thiswasabout4percentagepoints

higherthantheproportionofYear11

leaversinthetargetsample.Alittle

overone-fifthoftheachievedsample

(20.3%)wereleaversfromYear10or

below,whichwas2percentagepoints

4 Inthe2007surveyresponseswerereceivedfrom4074earlyleavers,aresponserateof39.6%.

Table 1.3 Earlyschoolleavers:targetsampleandachievedsample,byyearlevelofexit

Year level of exit

Target sample Achieved sample

Number % Number %

Year 10 or lower 2,021 18.2 962 20.3

Year 11 5,273 47.5 2,461 51.9

Year 12 (before completion) 3,798 34.2 1,317 27.8

Total 11,092 100.0 4,740 100.0

7

TheOn Track Survey 20088

Chapter2OverviewoftheeducationandtrainingdestinationsofYear12orequivalentcompleters

Thischapterprovidesanoverviewoftheeducationandtrainingdestinationsofthe

2007groupofYear12orequivalentcompletersasofApril–May2008.Following

thisoverview,Chapters3to7thenprovidedetailedanalysesofdifferentaspectsof

thepost-schoolexperiencesofthegroup.

Toprovideacontextthechaptercommencesbyexaminingbroadtrendsinthe

destinationsofYear12orequivalentcompletersfrom2003to2008,theperiodthat

On Trackhasbeeninoperation.

Trendsindestinations2003to2008

Figure2.1usesOn TrackdatatosummarisethedestinationsofYear12or

equivalentleaversintheperiod2003to2008.Thedatarelatestotheexperiences

ofthecohortfromtheyearbefore,sothatthe2003columnreferstothesituation

oftheYear12orequivalentcohortof2002asatApril–May2003,andsoon.

Twootherpresentationalpointsshouldbenoted.First,inordertopreventdouble-

countingthefigureshowsthemaindestinationofrespondents:whereyoung

peoplearecombiningstudyortrainingwithemployment,On Track’semphasis

isondocumentingtheireducationortraining.Forexample,universitystudents

whoalsoholdapart-timejobareclassifiedintheuniversitycategoryratherthan

intheemployedcategory.Similarly,apprenticesandtraineesareclassifiedinthe

‘apprentice/trainee’categoryratherthanas‘employed’althoughmostofthemare

employedasaconditionoftheirtraining.Second,fromthe2004surveyonwards,

completerswhoindicatedthattheyhavedeferredtakingupauniversityorTAFE

placeuntilthefollowingyearhavebeenidentifiedseparately.Asisshownin

Chapter5,approximately90%ofthedeferrerswereemployedinApril–May2008,

Note: Data reported for 2003–2005 includes Year 12 completers only; data reported for 2006–2008 comprises Year 12 or equivalent completers (namely VCE, IB, VCAL Senior and Intermediate from schools and other providers). Deferral data was not collected in 2003.

0

10

20

30

40

50

60

70

80

90

100

DeferralsLooking for work

EmployedApprentice/Trainee

TAFE/VETUniversity

200820072006200520042003

%

Figure 2.1 Year12orequivalentcompleters:destinations2003to2008

9Chapter2:OverviewoftheeducationandtrainingdestinationsofYear12orequivalentcompleters

fluctuatedthroughouttheperiodbut

wasslightlylowerin2008thaninany

otheryear.

TheproportionofYear12or•

equivalentcompleterswhodefera

tertiaryplacehasgrownstrongly

from6.0%in2004(whendeferrers

werefirstrecordedseparately)to

11%in2008.Asmostofthedeferrers

eventuallytakeupatertiaryplace

(Polesel,2008)thisimpliesthat

about80%ofYear12orequivalent

completersnowenterpost-school

educationortrainingwithintwoor

threeyearsafterleavingschool.

Employmentwastheprincipalactivity•

of20.9%ofthecohortin2003and

thishadapparentlydeclinedto14.4%

by2003.However,sinceabout90%

ofthedefereesareworking,thislifts

theactualemploymentratetoaround

24%in2008,whichisthehighest

proportionforthe2003to2008

period.

Theincreasingstrengthofthejob

marketformuchofthe2003to2008

periodwouldbeamajorfactorin

thegrowthofYear12orequivalent

completersinemploymentandin

thedeclineoftheproportionof

thoselookingforworkfrom5.5%

in2003to2.9%in2008.However,

ifthepessimisticeconomicgrowth

projectionsfor2009arerealisedthen

theschoolleaverjobmarketcouldbe

adverselyaffected.

thetimeoftheOn Tracksurvey.Forthe

purposesofthisdiscussion,however,

thedeferralsareshownasaseparate

categoryinordertosignaltheir

educationalintentions.5

Theneteffectofthesepresentational

pointsisthatFigure2.1understates

theproportionsofthecohortswhoare

currentlyemployed(asthosewhoare

workingbutwhoarealsoineducation

ortraining,oradeferrer,areshown

separately).

Figure2.1providesthefollowing

informationforthe2003to2008period.

Universityisconsistentlythemost•

commondestinationforYear12or

equivalentcompletersintheyear

followingschool;thisproportionhas

risensince2003(41.6%)reachinga

highin2007(47.4%)beforedeclining

in2008(43.9%).

TAFE/VETisthesecondmostcommon•

destination,butthisproportionhas

beeninfairlysteadydeclinefrom

2003(26.3%)to2008(18.0%).

Almost10%ofYear12orequivalent•

completersenteredanapprenticeship

ortraineeshipin2008(upfrom5.7%

in2003)andwhenthisproportionis

addedtothosestudyingatuniversity

orTAFE/VET,almost72%ofthe

cohortwasengagedinsomeform

ofeducationortrainingintheyear

followingschool.Thisproportionhas

5 Deferralratesaremuchhigherinnon-metropolitanareas,andPolesel(2008)usedOn Trackdatatoexaminetheexperiencesofregionaldeferrersfromthe2006Year12cohort.Itwasfoundthatsubsequently82.3%ofthosewhoindicatedthattheyhaddeferredatertiaryplacewereenrolledinsomeformofeducationortraining(althoughnotalwaysinthecoursetheyhadinitiallydeferred).


Figure 2.2 MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May2008

University – 44.1%

VET Certificate IV and above – 14.4%

VET Entry-level (Certificates I-III) – 3.7%

Apprentice/Trainee – 9.9%

Employed – 24.0%

Looking for work – 3.8%

anapprenticeortrainee(9.9%).Almost

one-quarter(24.0%)ofYear12or

equivalentcompleterswereemployed

ratherthanineducationortraining,

and3.8%wereinthelabourmarketbut


Figure2.2assigneddeferrerstotheir

actuallabourmarketdestination

(employmentorlookingforwork);

itisalsopossibletoillustratethe

destinationsofschoolcompleters

withdeferrersidentifiedseparately.

Figure2.3showsthat9.5%ofYear12or

equivalentcompletershaddeferreda

tertiaryplaceandenteredemployment

while0.9%centofthegroupwere

deferrerswhowerelookingforworkas

ofApril–May2008.7

Maindestinationsin2008

Figure2.2andTable2.1lookinmore

detailatthemaindestinationsof


from2007asofApril–May2008.6The

majorityofthegroup(72.1%)continued

insomerecognisedformofeducationor

trainingintheyearfollowingtheirexit

fromschoolorothereducationprovider.

Transitiontodegree-levelprograms

atuniversitywasthemostcommon

activityforrespondents(44.1%),

followedbyentryintoadvanced

diploma,diplomaorCertificateIVlevel

programsinTAFE/VET(14.4%).Smaller

proportionsofrespondentswere

enrolledinentry-levelVETprograms

(3.7%)oremployment-basedtrainingas

Table 2.1 MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May2008

Destination Number %

University 14,510 44.1

VET Certificate IV and above 4,729 14.4

VET entry-level (Certificates I–III) 1,223 3.7

Apprentice/Trainee 3,249 9.9

Employed 7,898 24.0

Looking for work 1,261 3.8


Not in education/training or the labour market 361

Destination not known 19

Total sample 33,250

6 Theproportionsshownfor2008inFigure2.2andTable2.1(andinsubsequentpartsofthischapter)differfromthoseshowninFigure2.1becausethedeferrershavebeenallocatedtotheirmainactivity(whichismostlyemployment)andthesmallnumberofcompleterswhoareneitherineducation/trainingnorthelabourmarketarenotincludedintheanalysis.

7 Inaddition,0.7%ofthefullgroupofYear12orequivalentcompletersweredeferrerswhowereneitherineducation/trainingnorthelabourmarket.Overall,about1.1%ofthefullgroupwereinneithereducation/trainingnorthelabourmarketasofApri–May2008,ofwhomabouttwo-thirdsweredeferrers.

Figure 2.3 MaindestinationsofYear12orequivalentcompleters,showingdeferrersasseparatecategories,April–May2008


VET Cert IV+ – 14.4%

VET Entry-level – 3.7%

Apprentice/Trainee – 9.9%

Employed – 14.5%


Employed - deferred – 9.5%

Looking for work - deferred – 0.9%


Femalescompriseahigherproportion

ofthesampleofYear12orequivalent

completers(53.9%)thanmales

(46.1%).Thislargelyreflectsthehigher

retentionratetoYear12offemales

thanmales.8Table2.2andFigure2.5

presentdestinationdatadisaggregated

bygender.Therearemarkedgender

differencesindestinations.

Femalesweremorefrequentlythan•

malesenrolledinuniversity(46.6%

comparedto41.3%)orinhigher-level

VETprograms(14.8%and13.9%,

respectively).

Maleswereengagedinan•

apprenticeship/traineeshipattwice

therateoffemales(13.6%and6.7%,

respectively)

Femaleswereslightlymorefrequently•

employed(24.4%)thanmales(23.6%)

andslightlycommonlylookingfor

work(3.6%and4.1%,respectively).

Therearealsodifferencesbetween

maleandfemaleYear12orequivalent

completersintermsoftypesofcourses,

fieldsofstudy,thebalanceoffull-time

andpart-timework,andoccupations.

Thesedifferencesareexploredin

subsequentchapters.

Figure2.4showsapprenticesand

traineesseparately.Apprenticeships

comprised5.8%ofthedestinations

ofYear12orequivalentcompleters

in2008andtraineeships4.1%.Both

proportionshadincreasedfrom2007,

withapprenticeshipsgrowingmore

quickly(from4.5%)thantraineeships

(from3.6%).Thisgrowthislikely

toreflecttherelativelybuoyantjob

marketinearly2008andinitiatives

toencourageapprenticeshipsand

traineeshipsinresponsetoperceived

skillshortages.

Genderdifferencesindestinations

Therearewell-knowngender

differencesinpatternsofschool

completionandpost-school

destinations(McMillan&Curtis,2008),

andthesehavebeendocumented

inpreviousOn Trackreports.Itis

importanttopresentschoolleaverdata

disaggregatedbygenderotherwise

misleadingimpressionscouldbe

formed.

Figure 2.4 MaindestinationsofYear12orequivalentcompleters,showingapprenticesandtraineesseparately(andincludingdeferrers),April–May2008


VET Certificate IV and above – 14.4%

VET Entry-level (Certificates I-III) – 3.7%

Apprentice – 5.8%

Trainee – 4.1%

Employed – 24.0%


8 InVictoriain2007theapparentretentionrateoffemalestudentsfromYear7toYear12was87.4%and73.3%formalestudents(ABS,2008).RetentionratestoYear12inVictoriawerehigherthanforAustraliaasawholeandthegendergapwasslightlywider.


Table 2.2 MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May2008,bygender

DestinationMales Females All

No. % No. % No. %

University 6,254 41.3 8,256 46.6 14,510 44.1

VET Certificate IV and above 2,102 13.9 2,627 14.8 4,729 14.4

VET entry-level (Certificates I–III) 533 3.5 690 3.9 1,223 3.7

Apprentice/Trainee 2,062 13.6 1,187 6.7 3,249 9.9

Employed 3,579 23.6 4,319 24.4 7,898 24.0

Looking for work 628 4.1 633 3.6 1,261 3.8

Total (in analysis) 15,158 100.0 17,712 100.0 32,870 100.0

Not in education/training or the

labour market165 196 361

Destination not known 11 8 19

Total sample 15,334 17,916 33,250

Table 2.3 DestinationsofYear12orequivalentcompleters,bygender,2006–2008(%)

Destination2006 2007 2008

M F All M F All M F All

University 42.7 49.1 46.1 44.6 49.8 47.4 41.3 46.6 44.1

VET Certificate IV and above 15.7 16.9 16.4 14.4 15.3 14.9 13.9 14.8 14.4

VET entry-level 3.8 4.2 4.1 4.37 3.9 4.1 3.5 3.9 3.7

Apprentice/Trainee 12.9 6.0 9.2 10.7 6.0 8.1 13.6 6.7 9.9

Education and training (sub-total) 75.1 76.2 75.8 74.1 74.9 74.5 72.2 72.0 72.1

Employed 20.1 20.1 20.1 21.8 21.7 21.8 23.6 24.4 24.0

Looking for work 4.7 3.6 4.1 4.13 3.4 3.7 4.1 3.6 3.8

Not in education or training (sub-

total)24.8 23.7 24.2 25.9 25.1 25.5 27.8 28.0 27.9

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0


0

10

20

30

40

50FemaleMale

Looking for workEmployedApprentice/TraineeVET Entry-levelVET Cert IV+University

%

Destination

Figure 2.5 MaindestinationsofYear12orequivalentcompleters(includingdeferrers),April–May2008,bygender

Table2.3providesdataongender

differencesinpost-schooldestinations

forYear12orequivalentcompleters

from2006to2008.Theproportionof

femalesinsomeformofeducationor

traininginthefirstyearafterschool,

whichin2006wasslightlyhigher

(76.2%)thanformales(75.1%)was,

by2008,slightlylower(72.0%and

72.2%respectively).Correspondingly,

theproportionoffemaleYear12or

equivalentleaversnotineducation

ortrainingwas,by2008,slightly

higher(28.0%)thanformales(27.8%)

whereasin2006thefemaleproportion

wasslightlylower(23.7%and24.8%

respectively).Tothisextentthere

appearstohavebeenaslightchange

inthepatternofgenderdifferencesin

destinationsinrecentyears.

Destinationsbyacademicachievementlevels

Achievementatschoolisamajor

influenceoncompletingYear12and

enteringtertiaryeducationafterschool

(Curtis&McMillan,2008).Thereis

evidenceatthenationallevelthat

achievementatschoolisbecoming

evenmoreimportantinaccounting

fordifferencesinschoolcompletion

(Curtis&McMillan,2008).Students

whoareperformingwellarelikelyto

havehigheraspirationsforfurther

studyandgreateraptitudeformeeting

theentryrequirements.On Track

isabletoexaminetherelationship

betweenachievementandpost-

schooldestinationsthroughdataon

studentperformanceintheGeneral

AchievementTest(GAT).9

9 TheGATisadministeredbytheVCAAandistakenbystudentsenrolledinoneormoreVCEUnit3and4sequences.Itprovidesatestofgeneralknowledgeandskillsinwrittencommunication,mathematics,scienceandtechnology,humanities,theartsandsocialsciences.


Completerswhoachievedinthe•

higherGATquartileswereless

commonlylookingforworkin

April–May2008thanthosefromthe

lowerquartiles.

Figure2.7andTable2.4provide

informationoncompleters’destinations

byGATquartilesseparatelyformales

andfemales.Therelationshipbetween

GATscoreandcompleters’destinations

issimilarformalesandfemales.Males

andfemaleswithhigherGATscores

weremorefrequentlyenrolledin

university,lessfrequentlytoenterVET

oranapprenticeship/traineeshipand

lesscommonlyemployed.Acrossall

GATquartilesmorefemalesthanmales

entereduniversity(withthegender

gaplargestinthetwomiddlequartiles)

andfewerenteredanapprenticeship/

traineeship.

Malesandfemaleswiththelowest

levelsofGATscoreweremore

frequentlyinthelabourforce,with

abouttwicetheproportionemployed

butthreetimestheproportionlooking

forworkcomparedtocompletersfrom

thehighestquartileofGATscore.Those

Year12orequivalentcompleterswho

wereinthelowerGATquartileswere

lessfrequentlyengagedinpost-school

educationandtraining,andmay

thereforebemorevulnerableifthejob

marketworsens.

Figure2.6providesinformationonthe

destinationsofYear12orequivalent

completersintermsofthequartileof

GATscorestheyachieved.

Thereisaverystrongrelationship

betweenachievementintheGAT

andtransitiontotertiaryeducation,

especiallyuniversity.

Ofthehighestachieversasmeasured•

bytheGATin2007,three-quarters

(75.7%)wereenrolledinuniversity

byApril–May2008,comparedtoonly

16.9%ofthosefromthelowestGAT

quartile.

VETcoursesareanimportant•

destinationforcompletersfromthe

lowerGATquartiles,enrolling32.2%

ofthosefromthelowestquartile

and22.7%ofthosefromthesecond

lowestquartile.

Apprenticeshipsandtraineeships•

attractedonly3.6%ofthosewho

achievedinthehighestquartileof

GATscorescomparedto14.9%of

thosefromthelowestquartile.

Employmentwasthelargestsingle•

destinationforcompletersfromthe

lowestGATquartile(30.2%)and

alsoattractedreasonablylarge

proportionsofthosefromtheother

GATquartiles(forexample,16.0%

ofcompletersfromthehighestGAT

quartile).


Figure 2.6 DestinationsofYear12orequivalentcompleters,April–May2008,byquartileofGATscore

0

10

20

30

40

50

60

70

80

90

100


VictoriaLowestLower MidUpper MidHighest

%

Destination

0

10

20

30

40

50

60

70

80

90

100


LowestLower midUpper midHighestLowestLower midUpper midHighest

%

FemalesMales Quartiles of GAT achievement

Figure 2.7 DestinationsofYear12orequivalentcompleters,April–May2008,byquartileofGATscoreandgender


Table 2.4 DestinationsofYear12orequivalentcompleters,April–May2008,byquartileofGATscoreandgender(%)

Destination

Quartile of GAT score

LowestLower

mid

Upper

midHighest Total

Males

University 15.6 34.0 53.5 74.9 44.1

VET Certificate IV and above 24.5 18.1 10.3 3.2 14.2

VET entry-level 6.1 4.5 1.7 0.8 3.3

Apprentice/Trainee 20.0 13.2 8.1 3.2 11.2

Employed 27.8 26.2 23.1 16.1 23.4

Looking for work 6.1 4.0 3.2 1.8 3.8

Total 100.0 100.0 100.0 100.0 100.0

Females

University 18.0 40.8 60.0 76.4 48.1


VET entry-level 7.0 4.0 2.0 0.8 3.5


Employed 32.2 25.6 21.5 16.0 24.0

Looking for work 5.7 3.4 2.5 1.3 3.3

Total 100.0 100.0 100.0 100.0 100.0

All

University 16.9 37.9 57.1 75.7 44.1


VET entry-level 6.6 4.2 1.9 0.8 3.7


Employed 30.2 25.9 22.2 16.0 24.0

Looking for work 5.9 3.6 2.8 1.6 3.8

Total 100.0 100.0 100.0 100.0 100.0


nowattractingsomeofthosestudents

whomayhaveformerlyundertakenVET

inSchoolsprogramsintheVCE.

Table2.6providesdetailedinformation

onthedestinationsofYear12or

equivalentcompletersintermsoftheir

seniorcertificateandVETinSchools

studystrand,bygender.Theresults

aresummarisedinFigures2.8(forall

groups),Figure2.9(forVETinSchools

students),Figure2.10(forVCAL-only

students)andFigures2.11and2.12

(forVCElowandhighGATachievers,

respectively).

Alittleoverone-half(52.5%)of•

thecompleterswhostudiedthe

VCEwithoutanyVETinSchools

subjectswereenrolledinuniversity

inApril–May2008.Universitywas

alsothemostcommondestination

(30.1%)forthosewhoincludedsome

Destinationsbyseniorcertificateandstudystrand

On Trackenablesthedestinationsof

Year12orequivalentcompleterstobe

examinedintermsofthetypeofsenior

schoolcertificatethattheystudied,

andwhetherornottheyundertook

anynationallyaccreditedVETstudies

whileatschool.Thefollowinganalysis

reportsdestinationsintermsofwhether

studentsundertooktheVCEortheVCAL

(orthetwotogether)andwhetherthey

studiedanyVETinSchoolsprograms.

Theanalysesarepresentedforfour

groupsandthenumbersofsurvey

respondentsfromthegroupsare

showninTable2.5.Byfarthelargest

proportion(70.2%)studiedforthe

VCEanddidnotundertakeanyVETin

Schoolsprograms.Almostone-quarter

(23.9%)includedsomeVETinSchools

subjectsintheirVCEstudies,while

5.9%ofthesamplehadenrolledin

theVCAL,mostlyaspartoftheVCE.10

Comparedtothepreviousyear,the

biggestchangeswerethegrowthof

theVCAL(whichaccountedfor4.6%

ofthe2007sample)andadecline

intheproportionofthosewhohad

undertakenaVETinSchoolsprogram

aspartoftheVCE(26.2%ofthe2007

sample).11ItappearsthattheVCALis

10 TheverylownumbersinthesamplewhohadenrolledintheVCALonlysuggestthatparticularcautionisneededininterpretingtheresultsforthisgroup.

11 Areportonthedestinationsofthe2006VETinSchoolscohortbasedondatafromtheOn Track surveyhasbeenprepared.SeePolesel(2007).

Table 2.5 Year12orequivalentcompleters,bytypeofseniorschoolcertificateandVETinschoolsstudystrand

Senior certificate and VET in schools study

strandNumber %

VCE with no VET 23,067 70.2

VCE with some VET 7,855 23.9

VCE VCAL 1,887 5.7

VCAL only 61 0.2



Smallerproportionsofthosewho•

hadundertakentheVCEwerelooking

forworkinApril–May2008than

thosewhohadundertakentheVCAL.

AmongthosewhodidtheVCEwithout

anyVETinSchoolssubjectsjust3.1%

werelookingforwork;theequivalent

rateforthosewhohaddoneVETin

Schoolssubjectswasalittlehigher

(4.5%).Bycontrast,9.6%ofthose

whohaddoneVCEVCALwerelooking

forworkaswere14.8%ofthosewho

haddonetheVCALonly(although

thesmallnumberinthelattergroup

meansthisresultshouldbetreated

cautiously).

Table2.6andFigure2.9indicatesome

genderdifferencesinthedestinations

ofVCEVETstudents.Femaleswho

undertookVETintheirVCEstudy

programweremorefrequently

enrolledinuniversitythantheirmale

counterparts(32.0%comparedto

28.3%ofmales)orVETCertificateIV

andhigherprograms(19.6%and17.0%

respectively).Males,however,had

morethantwicetheparticipationrate

inanapprenticeshiportraineeship

(18.2%comparedto8.8%).Maleswere

morecommonlyinapprenticeships

butfemalesweremorecommonlyin

traineeships.

VETinSchoolssubjectsintheir

VCE,althoughalmostasmanyof

theseleaverswereinemployment

(29.5%).12

Onlyverysmallproportionsofthe•

formerVCALstudentswereenrolled

inuniversityinApril–May2008,

whichisnotsurprisinggiventhe

quitedifferentorientationofthe

VCALprogram.Apprenticeshipsand

traineeshipswerethemostcommon

destinationofformerVCALstudents,

accountingfor35.5%oftheVCEVCAL

groupand39.4%oftheVCAL-only

group.Employmentwasthesecond

mostcommondestination:31.2%of

theVCEVCALgroupand26.2%ofthe

VCAL-onlygroupwereemployedasof

April–May2008.

StudyinVETisanimportant•

destinationforleaversfromall

programs.Oneinsix(16.4%)ofthe

formerVCEstudentswhohadnot

undertakenaVETinSchoolsprogram

wasenrolledinVETasofApril–May

2008andthisproportionwashigher

forthosewhohadundertakenaVET

inSchoolsprogram(22.4%),VCE

VCAL(21.3%)andVCALonly(19.7%).

TheformerVCEstudentsmore

frequentlyenrolledinVETstudiesat

CertificateIVlevelandabovethan

weretheformerVCALstudents.

12 TheproportionofVETinSchoolsparticipantsenteringhighereducationhasincreasedsincethefirstOn Tracksurvey,risingfrom18.1%in2003to28.9%in2007and30.1%in2008.ThisislikelytoreflecttheincreasednumbersofVCEstudentsundertakingaVETinSchoolsprogramandagrowingawarenessofthebenefitsofVETstudies.


Table 2.6 DestinationsofYear12orequivalentcompleters,April–May2008,byseniorcertificate,studystrandandgender

DestinationVCE non-VET VCE VCAL VCE VET VCAL only

All certificates/

study strands

No. % No. % No. % No. % No. %

Males

University 5121 51.1 22 1.9 1,111 28.3 0 0.0 6,254 41.3

VET Certificate IV+ 1,316 13.1 112 9.6 670 17.0 4 9.8 2,102 13.9

VET entry-level 304 3.0 78 6.7 146 3.7 5 12.2 533 3.5

Apprentice 551 5.5 481 41.2 553 14.1 16 39.0 1,601 10.6

Trainee 244 2.4 53 4.5 163 4.1 1 2.4 461 3.0

Employed 2,149 21.5 324 27.7 1,096 27.9 10 24.4 3,579 23.6

Looking for work 332 3.3 98 8.4 193 4.9 5 12.2 628 4.1

Total 10,017 100.0 1,168 100.0 3,932 100.0 41 100.0 15,158 100.0

Females

University 6,979 53.5 23 3.2 1,254 32.0 0 0.0 8,256 46.6

VET Certificate IV+ 1,750 13.4 108 15.0 768 19.6 1 5.0 2,627 14.8

VET entry-level 411 3.1 103 14.3 174 4.4 2 10.0 690 3.9

Apprentice 149 1.1 69 9.6 87 2.2 4 20.0 309 1.7

Trainee 548 4.2 68 9.5 259 6.6 3 15.0 878 5.0

Employed 2,827 21.7 264 36.7 1,222 31.1 6 30.0 4,319 24.4

Looking for work 386 3.0 84 11.7 159 4.1 4 20.0 633 3.6

Total 13,050 100.0 719 100.0 3,923 100.0 20 100.0 17,712 100.0

All

University 12,100 52.5 45 2.4 2,365 30.1 0 0.0 14,510 44.1

VET Certificate IV+ 3,066 13.3 220 11.7 1,438 18.3 5 8.2 4,729 14.4

VET entry-level 715 3.1 181 9.6 320 4.1 7 11.5 1,223 3.7

Apprentice 700 3.0 550 29.1 640 8.1 20 32.8 1,910 5.8

Trainee 792 3.4 121 6.4 422 5.4 4 6.6 1,339 4.1

Employed 4,976 21.6 588 31.2 2,318 29.5 16 26.2 7,898 24.0

Looking for work 718 3.1 182 9.6 352 4.5 9 14.8 1,261 3.8

Total 23,067 100.0 1,887 100.0 7,855 100.0 61 100.0 32,870 100.0


Figure 2.9 DestinationsinApril–May2008forstudentswhoundertookVETintheirVCE,bygender

0

5

10

15

20

25

30

35

40

45

50FemalesMales


%

Destination

0

5

10

15

20

25

30

35FemalesMales


%

Destination

Figure 2.10 DestinationsinApril–May2008ofVCAL-onlystudents,bygender

Figure 2.8 DestinationsofYear12orequivalentcompleters,April–May2008,byseniorcertificateandstudystrand

0

10

20

30

40

50

60VCE VETVCE Non-VET

Looking for workEmployedTraineeApprenticeVET Entry-levelVET Cert IV+University

0

10

20

30

40

50FemaleMale


%

Destination

0

10

20

30

40

50

60

VCAL OnlyVCE VCAL

Looking for workEmployedTraineeApprenticeVET Entry-levelVET Cert IV+University


24.4%ofmales)butalsoweremore

frequentlyseekingwork(20.0%of

femalesand12.2%ofmales).

Figure2.11andFigure2.12reportonthe

destinationsofthehighestandlowest

GATachieversintermsofwhetherthey

hadalsostudiedVETinSchoolsas

partoftheirVCE.(VCALgraduatesare

excludedfromthisanalysisasmost

VCALstudentsdonotdotheGATtest.)

Figure2.11showsthatlowGAT

achieverswhohadundertakenaVET

inSchoolsprogramweremuchless

commonlythannon-VETstudentsatthe

sameachievementleveltobeenrolled

inuniversitybutwerenrolledinVET

programsinalmostequalproportions

tothenon-VETstudents.VCEVET

studentswerealsomorefrequentlyin

anapprenticeshiportraineeship,orin

employment.

FemaleswhohadundertakenVETas

partoftheirVCEweremorefrequently

employedthantheirmalecounterparts

inApril–May2008(31.1%and

27.9%respectively)andslightlyless

frequentlylookingforwork(4.1%and

4.9%).


werealsoevidentamongVCALonly

graduates(seeTable2.6andFigure

2.10).MaleVCALcompleters,for

example,weremorecommonlyin

apprenticeshipsthanfemales(39.0%

and20.0%respectively)andmuchless

frequentlyintraineeships(2.4%and

15.0%respectively).Malesalsomore

frequentlymadeatransitiontocampus-

basedVETstudies(22.0%,compared

with15.0%offemales).FemaleVCAL

onlygraduateswerecommonlyin

employmentwithnofurthereducation

ortraining(30.0%,comparedwith

0 5 10 15 20 25 30 35 40

VCE VETVCE Non-VET

Looking for work

Employed

Apprentice/Trainee

VET Entry-level

VET Cert IV+

University

Per cent

Figure 2.11 DestinationsofYear12completers(VCEVETandnon-VETstudents):lowestquartileofGATscore


Figure 2.12 DestinationsofYear12completers(VCEVETandnon-VETstudents):highestquartileofGATscore

0 10 20 30 40 50 60 70 80 90

VCE VETVCE Non-VET

Looking for work

Employed

Apprentice/Trainee

VET Entry-level

VET Cert IV+

University

Per cent

Figure 2.13 DestinationsofYear12orequivalentcompleters,April–May2008,byIndigenousstatus

Per cent

0 10 20 30 40 50 60 70 80 90 100

Looking for workEmployed

Apprentice/TraineeVET Entry-levelVET Cert IV+University

Non-Indigenous

Indigenous


Figure2.12showsthatamongthe

highestachieversintermsofGAT

scores,thosewhostudiedsome

VETsubjectsatVCElevelwereless

frequentlyenrolledinuniversity(65.1%)

thanthosewhohadnotstudiedVET

(77.5%).Theacademichighachievers

whohadstudiedVEThadhigher

participationratesinatertiaryVET

course,apprenticeshipsortraineeships

employmentthantheirnon-VET

counterparts..

DestinationsbyIndigenousstatus

Onlyasmallproportion(0.8%)of


identifiedasbeingeitherAboriginalor

TorresStraitIslanderintheOn Track

survey.Thedestinationsofthisgroup

comparedwiththerestofthesample

areshowninFigure2.13.

Incomparisonwithnon-Indigenous

respondents,IndigenousYear12

orequivalentcompletershadlower

enrolmentinuniversity(22.4%

comparedwith45.2%).Indigenous

completersweremorefrequently

engagedinVETprogramsatboth

entry-level(8.3%comparedto3.7%)

andCertificateIVlevelorhigher(22.4%

incomparisonto14.7%).Indigenous

completersweremorecommonlyin

anapprenticeship/traineeship(11.5%

comparedto9.8%).Indigenous

completerswerealsofrequently

employed(31.4%asagainst24.0%of

non-Indigenousrespondents)orlooking

forwork(5.1%and3.8%,respectively).

Destinationsbysocioeconomicstatus

Differencesineducationand

employmentparticipationamongyoung

peoplefromdifferentSESbackgrounds

havebeenwelldocumentedinAustralia

overmanyyears,includingthrough

On Track.On Trackusesameasure

ofSESbasedonastudent’shome

addresswheninYear12.Themeasure

isobtainedbylinkingeachstudent’s

homeaddresstotheABSCollection

District(CD)inwhichtheirhomeis

located.ACDtypicallyinvolvesabout

250householdsandthereisarelatively

highcorrelationbetweentheaverage

SESscoreoftheCDwhereanindividual

livesandtheirownSES(higherthanif,

say,thepostcodemeasureisused).


Figure 2.14 DestinationsofYear12orequivalentcompleters,April–May2008,bySESandgender(%)

Table2.7andFigure2.14reportonthe

destinationsofYear12orequivalent

completersclassifiedaccordingto

theirSESquartileandgender.SESand

destinationsareclearlyrelated.

CompletersfromthehighestSES•

quartileweremorecommonly

enrolledinuniversityinApril–May

2008(56.3%)thanstudentsinthe

otherthreequartiles(43.0%forthe

uppermiddlequartile,36.4%forthe

lowermiddlequartileand34.3%for

thelowestquartile).

CompletersfromthelowerSES•

quartilesweremorefrequently

enrolledinVETcoursesthanthose

fromhigherquartiles(forexample,

22.7%fromthelowestquartileand

15.0%fromthehighest),andwere

morefrequentlystudyingentry-level

VETratherthanCertificateIVand

above.

Therewereonlysmalldifferences•

evidentintheproportionsentering

anapprenticeship/traineeshipfrom

amongthethreelowerSESquartiles,

buttheproportionfromthehighest

SESgroupwas3to4percentage

pointslower.

CompletersfromthelowestSES•

quartileweremorecommonlyinthe

labourmarketthanthosefromthe

highestquartileeitherinemployment

(26.0%and19.1%respectively)or

lookingforwork(5.5%and2.3%

respectively).Thedifferencesamong

thethreelowestSESquartilesin

termsoftheproportionsemployed

orlookingforworkweresmall.The

largestdifferenceisevidentwiththe

highestSESgroup.

0

10

20

30

40

50

60

70

80

90

100



%

FemalesMales

25

Table 2.7 DestinationsofYear12orequivalentcompleters,April–May2008,bySESandgender(%)

DestinationSES quartile

Lowest Lower mid Upper mid Highest Total

Males

University 30.4 33.6 40.1 53.6 41.4

VET Certificate IV+ 16.5 13.6 14.2 12.4 13.9

VET entry-level 5.3 3.2 3.5 2.8 3.5


Employed 26.1 28.2 24.3 18.2 23.5

Looking for work 6.2 4.8 4.0 2.6 4.1

Total 100.0 100.0 100.0 100.0 100.0

Females

University 37.5 38.8 45.6 58.6 46.6


VET entry-level 6.4 5.0 3.3 2.2 3.9


Employed 25.9 28.1 25.3 19.9 24.3

Looking for work 4.8 4.7 3.5 2.0 3.6

Total 100.0 100.0 100.0 100.0 100.0

All

University 34.3 36.4 43.0 56.3 44.2


VET entry-level 5.9 4.2 3.4 2.4 3.7


Employed 26.0 28.2 24.9 19.1 23.9

Looking for work 5.5 4.7 3.8 2.3 3.8

Total 100.0 100.0 100.0 100.0 100.0


Figure 2.15 SESofYear12orequivalentcompletersbyquartilesofGATscore

Figure 2.16 Meantertiaryapplicationratesinallschools,groupedbySESdecile

0

10

20

30

40

50

60

70

80

90

100

Highest SES schools

98765432Lowest SES schools

%

0

10

20

30

40

50

60

70

80

90

100

Highest SESUpper mid SESLower mid SESLowest SES

High achiversUpper mid achieversLower mid achieversLow achievers

%


TheimpactofSESonpost-school

destinationsseemstohaveweakened

slightlyovertime.Forexample,inthe

2007On Tracksurveyitwasfoundthat

amongYear12orequivalentcompleters

fromthehighestSESquartile,64.1%

hadenrolledinuniversitybyApril–May

2007comparedto36.1%fromthe

lowestSESquartile.AsTable2.7

indicates,in2008theequivalent

proportionswere56.3%and34.3%,

respectively.Proportionally,thedecline

inuniversityparticipationfrom2007

to2008wasmoremarkedamong

thehighestSESgroup.Research

oneducationparticipationbased

onnationallongitudinaldatahas

suggestedthat,althoughSESisstill

asignificantinfluence,itsinfluenceis

decliningovertime(Curtis&McMillan,

2008).

Nevertheless,itisimportantto

betterunderstandthewaysthatSES

influenceseducationalpathwaysand

howpoliciescanbedesignedtoreduce

itsimpact.On Trackconfirmsother

datawhichsuggeststhatthereisa

positiverelationshipbetweenSESand

academicachievement.Thisisshown

inFigure2.15whichrelatesSEStoGAT

scoreamongtheYear12orequivalent

completersgroup.

Figure2.15showsthatoverhalf(54.3%)

ofthelowGATachieversaredrawnfrom

thetwolowestSESgroupscompared

to28.0%ofthehighestquartileofGAT

achievers.Correspondingly,almost

half(47.2%)ofthehighestquartileof

GATachieversarefromthehighestSES

groupcomparedtojust10.9%fromthe

lowestSESgroup.Thereisaverystrong

positiverelationshipbetweenGATscore

andpost-schooldestination,especially

universityentry(seeFigure2.6).Itis

importantthereforetoassiststudents

fromlowSESgroupstoachievehigher

levelsofacademicperformance.

ThedestinationsofYear12or

equivalentcompletersalsoneedtobe

seeninthecontextofaspirationsfor

tertiarystudy.Figure2.16illustratesthe

effectsofSESbackgroundontertiary

aspirations(basedonVictorianTertiary

AdmissionsCentre–VTAC)application

ratesforschoolsbyclassifyingschools

intoSESdeciles.Amongtheschools

inthefourlowestSESdecilesless

than70%ofstudentsapplyfortertiary

study,whereasinthethreehighestSES

decilestheapplicationrateisatleast

80%,risingto93.3%inthehighest

group.Therelationshipbetween

GATachievement,SESandtertiary

applicationratesandoffersisexplored

furtherinAppendix3.


29

Chapter3Year12orequivalentcompletersenteringuniversityorTAFE/VETstudy

OfthosewhocompletedYear12oritsequivalentin2007andparticipatedintheOn

Tracksurvey,71.3%continuedinsomeformofeducationortrainingin2008.This

chapterprovidesadetailedanalysisoftheprogramstheywereenrolledinasat

April–May2008.

Universityentryaccountedforthelargestproportionofrespondents,with43.6%

commencingauniversitydegree.13Enrolmentinuniversitywasfollowedbyentry

intocampus-basedVETprograms(17.9%),withthemajorityenteringprograms

atCertificateIVlevelorhigher(14.2%)andtheotherscommencingstudies

atCertificateIIIlevelorbelow(3.7%).Afurther9.8%ofYear12orequivalent

completerscommencedacontractoftrainingaseitheranapprentice(5.8%)ora

trainee(4.0%).

Thefirstpartofthechapterexaminesthestudyawardlevelinwhichrespondents

wereenrolled.Apprenticesandtraineesareincludedinthatsection,basedonthe

levelofstudyassociatedwiththeirtraining.Theremainderofthechapterfocuses

onuniversityandcampus-basedVETenrolments.Apprenticesandtraineesarethe

focusofChapter4.

Respondentsintertiaryeducationandtraining

Table3.1andFigure3.1detailthestudyawardlevelstakenupbyindividuals

reportingastudyortrainingdestination,bygender.Overall,theproportionsof

malesandfemalescommencingstudyortrainingareverysimilar–71.4%ofmales

and71.2%offemales—althoughtherearedifferencesinparticipationatspecific

awardlevels.Agreaterproportionoffemalesenrolledinuniversitydegree-level

study(46.1%)comparedwithmales(40.8%),andindiploma-levelcourses(8.8%

comparedto6.7%).Maleshadhigherratesofenrolmentatallotherlevelsofstudy.

Overall,maleshadslightlyhigherenrolmentratesinhigher-levelVETprograms

(CertificateIVandabove)thandidfemales(16.7%comparedto15.8%).

Thepatternofparticipationinlower(CertificatesIandII)andmiddle-level

(CertificateIII)VETprogramswassimilartothatofthemoreadvancedcourses,

withgreaterproportionsofmalesthanfemalesenrollingateachcertificatelevel.

AmongYear12orequivalentcompleters,programsatCertificateIlevelaccounted

for1.2%ofmalesand0.3%offemales;programsatCertificateIIlevelaccountedfor

1.9%ofmalesand1.3%offemales;andprogramsatCertificateIIIlevelaccounted

for6.1%ofmalesand5.7%offemales.

13 TheproportionsreportedinthischapterdifferslightlyfromthoseshowninTables2.1and2.2andassociatedfiguresinChapter2becausethedenominatorforthosecalculationsexcludedthe361completerswhowerenotineducation,trainingorthelabourmarketandthe19completerswhosedestinationwasnotknown.Inthischaptertheproportionsarebasedonthetotalsampleofrespondents.


Table 3.1 LevelofstudyofYear12orequivalentcompletersinstudyortraining,bygender(includesapprenticesandtrainees)

Study award levelMales Females Total

No. % No. % No. %

University degree 6,254 40.8 8,256 46.1 14,510 43.6

Associate degree 67 0.4 37 0.2 104 0.3

VET Advanced diploma 694 4.5 521 2.9 1,215 3.7

VET Diploma 1,024 6.7 1,577 8.8 2,601 7.8

VET Certificate IV 776 5.1 701 3.9 1,477 4.4

VET Certificate III 1,064 6.9 1,072 6.0 2,136 6.4

VET Certificate II 288 1.9 239 1.3 527 1.6

VET Certificate I 187 1.2 47 0.3 234 0.7

VET Certificate (level

unspecified)519 3.4 277 1.5 796 2.4

Unknown study level 69 0.4 29 0.2 98 0.3

In study/training (sub-total) 10,942 71.4 12,756 71.2 23,698 71.3

Not studying 4,392 28.6 5,160 28.8 9,552 28.7

Total 15,334 100.0 17,916 100.0 33,250 100.0

*The unknown study level category includes all respondents in study or training who did not identify a level of study when interviewed.

Figure 3.1 LevelofstudyofYear12orequivalentcompletersinstudyortraining,bygender(includesapprenticesandtrainees)

0 5 10 15 20 25 30

AllFemaleMale

Not enough work available

There was too much travel involved

Deferred

Try something else

It was too expensive

Wanted to earn more money/ underpaid

Changed to full-time/ part-time

Personal problems with employer/ boss

Changed to different course

Other

Personal circumstances changed

Business closed/ employment terminated

Found a job/ working now

Did not like it

Per cent

0 5 10 15 20 25 30 35 40 45 50

FemalesMales

Not studying

Unknown study level

VET Cert (level unspecified)

VET Cert I

VET Cert II

VET Cert III

VET Cert IV

VET Diploma

VET Advanced Diploma

Associate Degree

University (degree)

Per cent

31Chapter3:Year12orequivalentcompletersenteringuniversityorTAFE/VETstudy

Therewere796respondents(2.4%of

allcompleters)instudyortrainingwho

couldnotidentifytheirlevelofstudyin

aVETcertificate.Morethanone-halfof

thisgroupwereinapprenticeshipsor

traineeships(448persons).Inaddition,

informationprovidedbyproxies

(generallyparentsorsiblings)couldnot

specifyalevelofstudyfor98Year12

orequivalentcompleters,including63

apprenticesandtrainees.

GATachievementandstudydestinations

Thepost-schooldestinationsofYear

12orequivalentcompletersarelargely

influencedbyachievementinYear12.

Studyawardlevelsdisaggregatedby

quartilesofachievementontheGATare

showninTable3.2andFigure3.2.

Table 3.2 StudyawardlevelbyquartilesofGATachievement:Year12orequivalentcompletersinuniversityorTAFE/VETstudy(excludesapprenticesandtrainees)

Study award level

Quartiles of GAT achievement

LowestLower

mid

(Total

lower)

Upper

midHighest

(Total higher)

(%) (%) (%) (%) (%) (%)

University (degree) 34.4 62.5 49.8 82.9 95.0 89.3

Associate degree 0.5 0.5 0.5 0.4 0.3 0.4

VET advanced diploma 12.2 7.4 9.6 3.9 1.0 2.4

VET diploma 28.7 15.7 21.6 6.9 1.8 4.2

VET Certificate IV 10.9 6.9 8.7 3.0 0.9 1.9

VET Certificate III 5.6 2.5 3.9 1.0 0.2 0.6

VET Certificate II 3.0 1.1 2.0 0.4 0.1 0.2

VET Certificate I 1.1 0.7 0.9 0.3 0.1 0.2


unspecified)3.7 2.6 3.1 1.0 0.6 0.8

Total (%) 100.0 100.0 100.0 100.0 100.0 100.0

Figure 3.2 StudyawardlevelbyquartilesofGATachievement:Year12orequivalentcompletersinuniversityorTAFE/VETstudy(excludesapprenticesandtrainees)

0

10

20

30

40

50

60

70

80

90

100

VET Cert (level unspecified)VET Cert IVET Cert IIVET Cert III

VET Cert IVVET DiplomaVET Adv. DiplomaAssociate DegreeUndergraduate degree

HighestUpper midLower midLowest

%



10.1%ofstudentsfromthelowertwo

quartilesofGATachievement,and

2.8%oftheuppermiddleandhighest

GATachieverswereengagedatthese

twolevelsofstudy.Diplomalevel

studiesattractedthesecondlargest

proportionoflowerGATachievers

(secondtodegree-levelcourses),

with21.6%enrollinginthesestudies.

ThelowerGATachieversalsoentered

allcertificate-levelprogramsin

proportionsgreaterthanachieversatall

otherlevels.

Levelofacademicachievementas

measuredbytheGATaffectsthe

sectorinwhichYear12orequivalent

completersenrol.Enrolmentat

universityincreaseswithlevelsofGAT

achievement(Figure3.3),whileentry

intotheVETsectordecreasesasGAT

scoresrise(Figure3.4).

Thedifferencesbetweenhigher-level

VETprogramparticipationandentry-

levelVETprogramparticipation,by

gender,areshowninFigure3.5.At

alllevelsofacademicachievementas

indicatedbytheGATquartile,Year12

orequivalentcompletersenrolledin

higher-levelVETprogramsatgreater

ratesthantheyenrolledinlower-level

programs.

Figure3.3illustratestheeffectof

GATachievementonthestudyaward

levelundertakenbystudentsinthe

yearfollowingtheirexitfromschool.

AsGATachievementincreases,so

toodoestheproportionofstudents

commencingdegree-levelstudy.

Conversely,asachievementlevel

decreases,participationindegree-

levelstudydecreasesandparticipation

inprogramsotherthandegreestudy

(advanceddiplomas,diplomasandVET

certificatecourses)increases.

Takingintoconsiderationall

respondentswhoenteredstudy

(excludingapprenticesandtrainees),

the2008On Track surveyrevealed

thatalmostall(95.0%)ofthehighest

academicachieversasmeasuredbythe

GATenrolledindegreelevelcourses,

comparedwithjustoveronethird

(34.4%)ofthelowestGATachievers.

Althoughthisdifferencedecreased

slightlybetweenthemiddlebandsof

achievement,upper-middleachievers

intheGATwerestillmorefrequently

enrolledinadegreelevelcoursethan

werelower-middleachievers(82.9%

comparedto62.5%).

Associatedegreeandadvanced

diploma-levelstudiescombineddrew


Figure 3.3 Enrolmentinuniversity,byquartilesofGATachievementandgender(excludesapprenticesandtrainees)

0

10

20

30

40

50

60

70

80FemalesMales


%


0

10

20

30

40

50

60

70

80FemalesMales

HighestUpper midLower midLowestQuartiles of GAT achievement

%

0

5

10

15

20

25

30Highest GATUpper mid GATLower mid GATLowest GAT

VET Entry-levelVET Cert IV+ VET Entry-levelVET Cert IV+Males Females

%

Figure 3.4 Enrolmentinhigher-levelVETprograms(CertificateIV+),byquartilesofGATachievementandgender(excludesapprenticesandtrainees)

Figure 3.5 EnrolmentinTAFE/VETstudy,byquartilesofGATachievementandgender(excludesapprenticesandtrainees)


completer’sSESasindicatedbythe

ABScensuscollectordistrictoftheir

homeaddress.Itshowsthatahigher

proportionofcompletersfromthe

highestSESquartileentereddegree-

levelstudycomparedwiththose

fromthelowestSESquartile(79.1%

comparedto60.3%).Conversely,

participationratesinawardlevels

otherthandegreecourses(including

CertificatesI–IV,diplomasand

advanceddiplomas)werehigherfor

thosefromlowerSESbackgrounds.

Studydestinationsbysocioeconomicstatus

Althoughacademicachievement

exercisesastronginfluenceoverpost-

schooldestinations,thereareother

influencesonthedestinationsofyoung

peopleaftertheycompleteYear12orits

equivalent.

Figure3.6presentsthestudyaward

levelsofuniversityorTAFE/VET-

enrolledstudentsbasedoneach

Figure 3.6 Post-schoolstudyawardlevel,bySESquartileforYear12orequivalentcompleters(excludesapprenticesandtrainees)

Figure 3.7 EnrolmentatuniversitybyYear12orequivalentcompleters,bygenderandSESquartile

0

10

20

30

40

50

60

70

80

90

100

VET Cert (level unspecified)VET Cert IVET Cert IIVET Cert III

VET Cert IVVET DiplomaVET Adv. DiplomaAssociate degreeUniversity (degree)


%

Quartiles of SES

0

10

20

30

40

50FemaleMale


0

10

20

30

40

50

60

70

80

HighestUpper midLower midLowestHighestUpper midLower midLowest

MalesFemales SES quartiles

%


DifferencesbySESarealsoinfluenced

bygender.AmongYear12orequivalent

completers,ahigherproportionof

females(58.0%)thanmales(53.2%)

fromthehighestSESquartilewere

enrolledatuniversity.Atthelowest

SESlevel,however,therewasagreater

difference,with37.3%offemales

enrolledatuniversitycomparedto

30.4%ofmales(seeFigure3.7).

StudentsfromthelowestSESquartile

groupwereenrolledinassociate

degree,advanceddiploma,diploma

orCertificateIVcoursesathigher

proportionsthanthosefromthehighest

SESquartilegroup(29.5%compared

to17.7%),andatmorethanthreetimes

therateamonglower-andmiddle-level

certificatecourses(10.2%comparedto

3.2%).

Figure 3.8 Higher-levelandentry-levelVETenrolmentbyYear12orequivalentcompleters,bygenderandSESquartile(excludesapprenticesandtrainees)

Figure 3.9 ParticipationintertiaryeducationbyYear12orequivalentcompleters,bygenderandSESquartile(excludesapprenticesandtrainees)

0

5

10

15

20

25

30VET Entry-levelVET Cert IV+


Females SES quartiles Males

0

5

10

15

20

25

30VET Entry-levelVET Cert IV+


Females Males

%

0

10

20

30

40

50

60

70

80VET Cert IV+University


MalesFemales SES quartiles

%


studyin2008(excludingapprentices

andtrainees)enrolledinawiderange

ofcourses.Figure3.10showsthe

leadingcoursecategoriesundertaken.

Artswasthemostfrequentlycited

coursefield,enrolling9.9%ofstudents,

adecreasefrom11.4%ofstudents

in2007.Businessandmanagement

(7.2%)andothermanagementand

commerce(6.7%)coursesenrolleda

combinedtotalof13.9%ofstudents,a

decreasefrom14.8%in2007.Medical

studies,nursingandotherhealth

studiescombinedaccountedfor9.6%

ofenrolmentsbyYear12orequivalent

completersintertiarystudy.

Table3.3andFigure3.11showthe

proportionsofstudentsbygender

enteringthesecoursesofstudy.

Approximatelyoneineightfemales

(12.4%)commencedartscourses,

comparedto6.8%ofmales.Females

Enrolmentincampus-basedVET

coursesdisplayedareversetrend.

EnrolmentratesinVETgenerally

increasedastheSESquartiledecreased

(seeFigure3.8).Bothmalesand

femalesfromlowerSESbackgrounds

enrolledincampus-basedVET

programsinhigherproportionsthan

thosefromhighSESbackgrounds.

Overall,Year12orequivalent

completers–bothfemalesandmales

–fromthelowestSESquartilewere

leastfrequentlyengagedinany form of

tertiary education,andthepercentage

ofyoungpeopleenrolledinanyformof

post-schoolstudyincreasedastheSES

quartileincreased(seeFigure3.9).

Courseofstudy

YoungpeoplewhocompletedYear12

oritsequivalentin2007andmadethe

transitiontouniversityorTAFE/VET

Figure 3.10 CoursesundertakenbyYear12orequivalentcompletersengagedinuniversityorTAFE/VETstudy(excludesapprenticesandtrainees)

0 2 4 6 8 10 12

Medical Studies

Sport and Recreation

Other Engineering and Related Technologies

Communication and Media Studies

Biological Sciences

Accounting

Teacher Education

Graphic and Design Studies

Other Health

Nursing

Science (General)

Other Management and Commerce

Business and Management

Arts (General)

Per cent


inpart-timework.Anadditional23.5%

werelookingforwork.Approximately

oneinseven(14.2%)ofstudentswere

neitheremployednorlookingforwork

weremorecommonlyenrolledin

nursing,teachereducationandother

healthcoursesthanweremales.

Maleshadhigherproportionsinother

engineeringandrelatedtechnologies,

othermanagementandcommerce,

accountingandsportandrecreation

courses.

Tertiarystudents’participationinthelabourforce

Youngpeopleintertiaryeducation

requirethefinancialmeanstosustain

theirpost-schoolstudiesaswellas

theirregulardailyexpenses,suchas

accommodation,mealsandtransport.

Morethan60%ofalluniversityand

TAFE/VET-enrolledstudentswere

engagedinemploymentwhileinstudy,

with2.5%workingfull-timeand59.9%

0 2 4 6 8 10 12 14

FemalesMales

Medical Studies




Biological Sciences

Accounting

Teacher Education


Other Health

Nursing

Science (General)



Arts (General)

Per cent

Table 3.3 Year12orequivalentcompletersinuniversityorTAFE/VETstudy:courseofstudy,bygender(excludesapprenticesandtrainees)

Course of studyMales Females Total

(%) (%) (%)

Arts (general) 6.8 12.4 9.9

Business and management 7.7 6.9 7.2

Other management and commerce 8.5 5.3 6.7

Science (general) 5.6 5.1 5.3

Nursing 0.7 7.3 4.4

Other health 2.0 4.4 3.3

Graphic and design studies 2.7 3.6 3.2

Teacher education 1.2 4.6 3.2

Accounting 4.1 2.2 3.0

Biological sciences 2.4 2.8 2.6

Communication and media studies 2.8 2.4 2.6

Other engineering and related technologies

3.9 0.7 2.1

Sport and recreation 2.7 1.4 2.0

Medical studies 1.8 1.9 1.9

Figure 3.11 Year12orequivalentcompletersinuniversityorTAFE/VETstudy:courseofstudy,bygender(excludesapprenticesandtrainees)


Table3.4andFigure3.14).Ingeneral,

thoseinTAFE/VETstudywereworking

morehoursperweekthanthose

studyingatuniversity.Approximately

40%ofTAFE/VETstudents(42.5%of

males,39.2%offemales)wereworking

1–10hoursperweek,comparedtoclose

tohalfofuniversitystudents(50.7%

ofmales,45.7%offemales).Higher

percentagesofTAFE/VETstudentsthan

universitystudentswereworkingmore

than20hoursperweek.

AmonguniversityandTAFE/VET

students,malesweremorefrequently

workingbothmorethan30hours

perweekand1–10hoursperweek,

comparedtofemales.Overall,however,

femalesworkedonaveragealittle

longerthanmaleseachweek.Among

universitystudents,femalesworked

approximately30minutesmoreeach

weekthanmalesonaverage,and

amongTAFE/VETstudents,females

workedabout10minutesmoreper

weekonaverage.

(notinthelabourforce)whilestudying,

adecreasefrom17.1%in2007(see

Figure3.12).

Figure3.13,whichexaminesgender

differencesinlabourforceparticipation

bytertiarystudents,showsthata

greaterproportionoffemalestudents

(67.3%)wereworkingcomparedwith

malestudents(55.9%),andthatthis

differencewaslargelyduetothemuch

higherproportionoffemaletertiary

studentswhowereworkingpart-time.

Greaterproportionsofmaletertiary

studentsthanfemalestudentswere

lookingforwork(27.9%and20.1%,

respectively)orwerenotinthe

labourforceatall(16.2%and12.6%,

respectively).

Whenstudydestinationsareexamined

alongsidethenumberofhourstertiary

studentsareemployedeachweek,

differencesinstudentparticipationin

thelabourforcerelativetotheirstudy

demandsbecomemoreevident(see

Figure 3.12 LabourforcestatusofuniversityandTAFE/VETenrolledYear12orequivalentcompleters(excludesapprenticesandtrainees)

Figure 3.13 LabourforcestatusofuniversityandTAFE/VETenrolledYear12orequivalentcompleters,bygender(excludesapprenticesandtrainees)

Full-time work – 2.5%

Part-time work – 59.9%


Not in workforce – 14.2%

Per cent

0 10 20 30 40 50 60 70 80 90 100

Not in workforceLooking for workFull-time workPart-time work

Females

Males


Table 3.4 Year12orequivalentcompletersenrolledinuniversityorTAFE/VETstudy:numberofhoursworkedperweek,bygender(excludesapprenticesandtrainees)

Number of hours

University TAFE/VET

Males Females Males Females

% % % %

1–10 hours 50.7 45.7 42.5 39.2

11–20 hours 42.1 46.6 41.5 44.5

21–30 hours 5.4 6.6 10.1 11.8

More than 30 hours 1.8 1.1 5.9 4.5

Total 100.0 100.0 100.0 100.0

Figure 3.14 Year12orequivalentcompletersinuniversityorTAFE/VETstudy:numberofhoursworkedperweekbygender(excludesapprenticesandtrainees)

0

10

20

30

40

50

60

70

80

90

1001-10 hours11-20 hours21-30 hoursover 30 hours

FemalesMales FemalesMalesTAFE/VETUniversity

0

10

20

30

40

50

60

70

80UniversityVET Cert IV+


MalesFemales

%


takenbyYear12orequivalent

completerswhileintertiaryeducation

(seeFigure3.16).Higherproportions

offemales(69.9%)thanmales(43.2%)

wereworkinginthefourmostcommon

occupationareas:salesassistants,

checkoutoperatorsandcashiers,

counterhandsatfoodoutlets,and

travelagentsandtourguides.In

addition,femaleswerealsomore

commonlyemployedasreceptionists

andaschildcareworkers.Allsixof

theseoccupationgroupsarepartofthe

growingserviceareas.Malesweremore

frequentlythanfemalesworkingin

manualoccupations,asstorepersons,

kitchenhands,andfactoryworkers

andpackers(20.7%ofmales,5.2%of

females).Therewaslittledifferenceby

genderamongtheproportionsworking

asteachers,tutorsandteacheraides,

sportandfitnessworkers,and‘other’

occupationareas.

Thesortsofjobstakenbytertiary

studentswhiletheystudyoccurlargely

inserviceareasthatofferflexible

employmentopportunities,allowing

workonapart-timeorcasualbasis(see

Figure3.15).Morethantwo-thirdsof

students(68.6%)wereemployedas

salesassistants,checkoutoperators

andcashiers,travelagentsandtour

guides,telemarketersandcallcentre

operatorsorotherretail(51.9%total),

orascounterhandsatfoodoutlets,

kitchenhandsorbarattendants

(17.0%).Otherservice-relatedwork

undertakenbyYear12orequivalent

completersenrolledinuniversityor

TAFE/VETincludessportandfitness

(3.4%),teachers,tutorsandteacher

aides(3.0%),childcare(1.3%),and

receptionists(2.6%).

Therearealsonoticeablegender

differencesinthetypesofemployment

Figure 3.15 OccupationsofYear12orequivalentcompletersenrolledinuniversityorTAFE/VETstudy(excludesapprenticesandtrainees)

0 5 10 15 20 25 30

Other Retail

Factory Workers & Packers

Child Care

Other

Telemarketing & Call Centres

Receptionists

Bar Attendants

Teachers, Tutors & Teacher Aides

Sport & Fitness

Kitchenhands

Storepersons

Travel Agents & Tour Guides

Counter Hands at Food Outlets

Checkout Operators & Cashiers

Sales Assistants

Per cent


Figure 3.16 OccupationsofYear12orequivalentcompletersenrolledinuniversityorTAFE/VETstudy,bygender(excludesapprenticesandtrainees)

0 2 4 6 8 10 12 14

MalesFemales

Medical Studies




Biological Sciences

Accounting

Teacher Education


Other Health

Nursing

Science (General)



Arts (General)

Per cent

0 5 10 15 20 25 30

FemalesMales

Other Retail


Child Care

Other


Receptionists

Bar Attendants

Teachers, Tutors & Teacher Aides

Sport & Fitness

Kitchenhands

Storepersons




Sales Assistants

Per cent


43

Chapter4Year12orequivalentcompletersinapprenticeshipsandtraineeships

Figure 4.1 Year12orequivalentcompletersinapprenticeshipsandtraineeships,bygender

ThischapterfocusesonYear12orequivalentcompleterswhowereinatraining

contractasanapprenticeortraineeasofApril–May2008.Apprenticeshipsand

traineeshipsprovideimportantpathwaysforschoolleavers,andevidencefrom

nationallongitudinaldataindicatesthatbothformsoftraining,andparticularly

apprenticeships,leadtopositivelabourmarketoutcomes(Curtis,2008).

Participationinapprenticeshipsandtraineeships

AmongthosewhocompletedYear12oritsequivalentin2007,9.8%werein

acontractoftrainingasanapprenticeortraineeasofApril–May2008.This

participationratehadincreasedfrom8.1%in2007.Morethanoneintenmales

(10.5%)wereinanapprenticeship,comparedtojust1.7%offemales.Femalesmore

frequentlyenteredtraineeships(4.9%offemales,3.0%ofmales).Theproportions

ofthefullsampleofYear12orequivalentcompleterswhowereapprenticesand

traineesinApril–May2008areshowninFigure4.1.

Table4.1presentsthestudyawardlevelsinwhichapprenticesandtrainees

wereengagedatthetimeofthesurvey.Morethanone-halfofallapprentices

andtrainees(51.2%)wereundertakingthestudycomponentoftheirtrainingat

CertificateIIIawardlevel.Anadditional20.6%werestudyingatahigheraward

level(CertificateIV,diploma,advanceddiplomaorassociatedegree)and28.3%

werestudyingatlowerlevels(Certificate1,CertificateIIorlevelunspecified/

unknown).0

1

2

3

4

5

6

7

8

9

10

11

12FemalesMales

TraineeApprentice

%


Table 4.1 LevelofstudyofYear12orequivalentcompletersinanapprenticeshiportraineeship,bygender

Study award levelMales Females Total

No. % No. % No. %

Apprentices


VET advanced diploma 8 2.6 23 1.4 31 1.6

VET diploma 26 8.4 46 2.9 72 3.8

VET Certificate IV 33 10.7 279 17.4 312 16.3

VET Certificate III 183 59.2 757 47.3 940 49.2




unspecified)30 9.7 290 18.1 320 16.8


Total 309 100.0 1601 100.0 1910 100.0

Trainees



VET diploma 47 5.4 24 5.2 71 5.3






unspecified)71 8.1 57 12.4 128 9.6


Total 878 100.0 461 100.0 1339 100.0

All



VET diploma 73 6.1 70 3.4 143 4.4






unspecified)101 8.5 347 16.8 448 13.8


Total 1187 100.0 2062 100.0 3249 100.0

* The unknown study level category includes those in an apprenticeship or traineeship who did not identify their level of study at the time they were surveyed.

45Chapter4:Year12orequivalentcompletersinapprenticeshipsandtraineeships

Table 4.2 Occupationalcategoriesofapprenticesandtrainees,Year12orequivalentcompleters

Occupational categoryApprentices Trainees

No. % No. %

Building trades 628 32.9 34 2.5

Electrical, electronics trades 281 14.7 19 1.4

Food, hospitality, tourism 207 10.8 264 19.7

Health, beauty 163 8.5 192 14.3

Automotive services 158 8.3 9 0.7

Labourers 92 4.8 22 1.6

Metal trades 89 4.7 3 0.2

Gardening, farming 78 4.1 37 2.8

Other 51 2.7 57 4.3

Sales assistants, retail 50 2.6 151 11.3

Administration 29 1.5 272 20.3

Engineering, science 24 1.3 14 1.0

Store persons 19 1.0 27 2.0

Teaching, childcare 16 0.8 95 7.1

Computing, IT 8 0.4 21 1.6

Printing 8 0.4 0 0.0

Accounting 6 0.3 28 2.1

Government, defence 3 0.2 7 0.5

Human resources, occupational health and

safety, and legal0 0.0 5 0.4

Managers 0 0.0 26 1.9

Marketing, sales 0 0.0 24 1.8

Media, the arts 0 0.0 11 0.8

Transport 0 0.0 13 1.0

Welfare, security 0 0.0 8 0.6

Total 1910 100.0 1339 100.0


Occupationsofapprenticesandtrainees

Genderdifferencesbetween

apprenticesandtraineesare

associatedwithdifferencesinthe

kindsofoccupationsavailablefor

apprenticeshipsandtraineeships.

Apprenticeshipshavetraditionally

centredontradeareassuchas

building,engineeringandconstruction

(forexample,plumbing,electrical,

carpentryandautomotivemechanics),

foodhospitality(forexample,

commercialcookeryandbaking)

orhealthandbeauty(forexample,

hairdressing).Someofthesefields

haveaveryhighproportionofmale

employees,suchasthebuildingtrades,

whichisthelargestoccupationarea

forapprenticeships.Traineeshipsare

providedacrossabroaderrangeof

occupations,manyofwhichhaveless

differentiatedgendercompositions,for

examplecustomerservice,information

technology,administrationandretail

sales.

Thesegender-differentiatedpatterns

intheoccupationalstructuresof

apprenticeshipsandtraineeships

maybeobservedinTable4.2.

Theseshowthatthreeoccupational

categories–buildingtrades(32.9%),

electricalandelectronicstrades

(14.7%),andfood,hospitalityand

tourism(10.8%)–accountfor58.4%

ofallapprenticeships.Traineeships

areconcentratedinfouroccupational

categories–administration(20.3%),

food,hospitalityandtourism(19.7%),

healthandbeauty(14.3%)andsales

assistantsandretail(11.3%).

Figure4.2showsthedominanceof

thebuildingtrades,electricaland

electronicstrades,andautomotive

servicesintheapprenticeshipstaken

upbymaleYear12orequivalent

completers.Amongmales,food,

hospitalityandtourismaccounted

for10.6%ofthosewhotookup

traineeshipsaswellasapprenticeships

inthatoccupationalcategory.

Figure4.3showsthat58.8%offemale


weretraineeshipswereconcentrated

inadministration,food,hospitalityand

tourismandhealthandbeauty,and

thatmostofthefemaleapprenticeships

(68.3%)wereconfinedtofood,

hospitalityandtourism,andhealthand

beauty.

47Chapter4:Year12orequivalentcompletersinapprenticeshipsandtraineeships

Figure 4.2 Occupationalcategoriesofapprenticesandtrainees–maleYear12orequivalentcompleters

Figure 4.3 Occupationalcategoriesofapprenticesandtrainees–femaleYear12orequivalentcompleters

0 100 200 300 400 500 600 700

ApprenticeTrainee

ManagersWelfare, Security

AccountingMedia, The Arts

TransportGovernment, Defence

Marketing, SalesTeaching, Child Care

AdministrationPrinting

Computing, ITStorepersons

Health, BeautyEngineering, Science

Sales Assistants, RetailOther

Gardening, FarmingMetal Trades

LabourersFood, Hospitality, Tourism

Automotive ServicesElectrical, Electronics Trades

Building Trades

Number of persons

0 25 50 75 100 125 150 175 200

ApprenticeTrainee

Metal TradesPrinting

Automotive ServicesElectrical, Electronics Trades

Building TradesLabourers

Computing, ITEngineering, ScienceGovernment, Defence

Human Resources, OH&S & LegalMedia, The Arts

TransportWelfare, Security

StorepersonsAccounting

Marketing, SalesManagers

Gardening, FarmingOther

Teaching, Child CareSales Assistants, Retail

Health, BeautyFood, Hospitality, Tourism

Administration

Number of persons


49

Chapter5Year12orequivalentcompletersnotinfurthereducationortraining

Figure 5.1 LabourforceofYear12orequivalentcompletersnotineducationortraining

ThischapterexploresthesituationofYear12orequivalentcompleterswhowere

notparticipatingineducationortrainingasatApril–May2008.Atthetimeofthe

survey,morethanaquarterofthesamplemembers(27.8%)wereinthelabour

forceandnotinvolvedinfurthereducationortraining,andthisgroupisthefocus

ofthefirstpartofthischapter.Thegroupincluded10.4%ofthesamplewhohad

deferredatertiaryplaceandwhowereeitheremployed(9.5%)orlookingforwork

(0.9%).Defereesarediscussedseparatelylaterinthechapter.

Afurther1.1%ofYear12orequivalentcompleterswereneitherineducationor

trainingnorthelabourforceatthetimeofthesurvey.14Thisparticulargroupof

youngpeopleisdiscussedinthefinalsectionofthechapter.

Labourforcestatus

OftheYear12orequivalentcompleterswhowereinthelabourforcebutnotin

education/training,53.4%wereworkingfull-time,32.8%wereengagedinpart-

timeworkand13.8%wereunemployedandlookingforwork(Figure 5.1).These

proportionsincludethosewhohaddeferredatertiaryplace.Therelativelabour

forcestatusofdefereescanbeseeninFigure5.2.Comparedtothosewhohadnot

deferred,defereesweremorefrequentlyworkingfull-time(ratherthanpart-time)

andwerelesscommonlyunemployedandlookingforwork.

Figure5.3presentslabourforcestatusseparatelyformalesandfemales.Overall,

theproportionsofmaleandfemaleYear12orequivalentcompleterswhowere

inthelabourforceandnotineducationortrainingwereverysimilar(27.8%of

malesand28.0%offemales).However,asshowninFigure5.3,thereweresome

genderdifferencesinlabourforcestatus.Incomparisontofemales,maleswere

morefrequentlyeitheremployedfull-time(56.0%comparedto51.3%),orlooking

forwork(14.9%comparedto12.8%).Femalesweremorecommonlyinpart-time

employmentthanweremales(35.9%comparedto29.1%).

Researchbasedonnationallongitudinaldataindicatesthatschoolleaverswho

arenotinvolvedinfurthereducationandtrainingandwhoexperiencesubstantial

periodsofunemploymentfacesignificantproblemsinmakingatransitiontofull-

timeemployment(Marks,2006).Thesituationofschoolleaverswhoareworking

part-timeismoremixed.Thereismuchmovementfrompart-timeworktofulltime

work(Marks,2006).However,part-timeworkdoesnotconferthesameadvantages

asfull-timework,asincreasesinstatusandearningsovertimearesmaller;and

substantiallyfewerpart-timeworkersseetheirjobasacareer.

14 ThisgroupincludedasmallnumberofYear12orequivalentcompleters(0.05%ofthesample)whoseactivitywasnotknownatthetimeofthesurvey.

Working full-time – 53.4%

Working part-time – 32.8%


Working full-time – 30.4%

Working part-time – 21.7%


Deferred (Working full-time) – 23.1%

Deferred (Working part-time) – 11.1%

Deferred (Looking for work) – 3.3%

Figure 5.2 LabourforceofYear12orequivalentcompletersnotineducationortraining,showingdeferrersasseparatecategories


Figure 5.3 LabourforcestatusdestinationsofYear12orequivalentcompletersnotineducationortraining,bygender

labourforcestatusofthosewhoare

notinfurthereducation/trainingby

academicachievementasmeasured

bytheGAT,indicatesthestrong

influenceofacademicachievement

onemploymentoutcomes.Morethan

nineoutofeverytenrelevantsample

membersfromthehighestquartile

ofGATachievement(91.2%)were

employedeitherfull-time(61.5%)or

part-time(29.7%).Amongthelowest

GATachievers,alowerpercentagewas

employed(83.7%)andproportionately

moreofthemwereworkingpart-

time.Oftheindividualswhowere

unemployedandlookingforwork,

morethantwo-thirds(69.5%)were

drawnfromthelowertwobandsof

GATachievement,andthehighestGAT

achieverswereonlyhalfasfrequently

asthosefromthelowestGATquartileto

belookingforwork(8.8%comparedto

16.3%).

Acloserlookatthenumberofhours

employeesworkperweekemphasises

thegapinthetypesofpositions

takenupbymaleandfemaleYear12

orequivalentcompleters(Figure5.4).

Femalesandmaleswerealmostequally

frequentlyworkingbetweenoneand

tenhourseachweek(6.1%compared

to6.0%),butfemalesweremore

frequentlyworkingbetween11and20

hoursthanmales(20.7%comparedto

14.9%),orbetween21and30hours

(25.9%asagainst20.4%).Maleswere

morefrequentlyworkingformore

than30hoursaweekcomparedwith

femaleYear12orequivalentcompleters

inemployment(58.7%comparedto

47.4%).

Academicachievementisrelatedtothe

proportionsofYear12orequivalent

completerswhoareemployedeither

full-timeorpart-time,orlookingfor

work.Figure5.5,whichpresentsthe

0

10

20

30

40

50

60

70

80

90

100Looking for workWorking part-time

Working full-time

FemalesMales

%

Figure 5.4 Year12orequivalentcompletersinthelabourforceandnotineducationortraining:numberofhoursworkedperweekbygender

Per cent

0 10 20 30 40 50 60 70 80 90 100

Over 30 hours21-30 hours11-20 hours1-10 hours

Females

Males

51Chapter5:Year12orequivalentcompletersnotinfurthereducationortraining

SESisanotherimportantinfluence

onpost-schooldestinations.This

relationship,asseeninFigure5.8,is

notentirelylinearbecausethisanalysis

includesallYear12orequivalent

completersandthehighestSES

quartileismorefrequentlyinfull-time

study(andlessfrequentlyemployed).

Nevertheless,therewasamarked

differencebetweenthelowestand

highestSESquartilesintheproportions

inemploymentandnotineducationor

trainingfollowingcompletionofYear

12oritsequivalent.Therewasalsoa

markedtendencyfortheproportionof

completerswhowerelookingforwork

toriseastheSESfell.Malesfromthe

lowestSESquartileweremorethan

twiceascommonlyasthosefromthe

highestquartiletonotbeinfurther

education/trainingandbelookingfor

work(6.2%comparedto2.6%).Females

fromthelowestSESquartilewerealso

unemployedandlookingforworkat

morethantwicetherateofthosefrom

thehighestquartile(4.8%comparedto

2.0%).

Figure 5.5 LabourforcestatusofYear12orequivalentcompletersnotineducationortraining,byquartileofGATachievement

0

10

20

30

40

50

60

70

80

90

100Looking for workWorking part-timeWorking full-time

LowestLower midUpper midHighestQuartiles of GAT achievement

%

Figure5.6andFigure5.7provide

anotherperspectiveontherelationship

betweenacademicachievementand

labourforcestatus.Theaveragerate

ofemploymentacrossallbandsof

GATachievementforthesampleof

maleYear12orequivalentcompleters

was23.6%andforfemalecompleters

itwas24.4%;theaveragerateof

unemployment(lookingforwork)was

4.1%and3.6%formalesandfemales

respectively.Figure5.6showsformale

completerswhowerenotineducation

ortrainingtheproportionsfromeach

GATquartilewhowereemployedand

unemployed,expressedasdeviations

fromtheoverallaverage.Figure5.7

showsequivalentinformationfor

femalecompleterswhowerenotin

educationortraining.Ascanbeseen,

thehigherthelevelofGATachievement

themorecommonlycompletersareto

beemployed.


Figure 5.6 LabourforcestatusofYear12orequivalentcompletersnotineducationortraining:deviationsfromaverageratesbyGATachievementlevel–males

Figure 5.7 LabourforcestatusofYear12orequivalentcompletersnotineducationortraining:deviationsfromaverageratesbyGATachievementlevel–females

Figure 5.8 LabourforcestatusofYear12orequivalentcompletersnotineducationortraining,byquartilesofSESandgender

12345678


-8-7-6-5-4-3-2-10


0123456789


-9-8-7-6-5-4-3-2-10


0

5

10

15

20

25

30Looking for workEmployed


Males Females

%


inFigure5.9accountedfor2.6%of

completersinthelabourforcemarket

withoutparticipatinginfurther

educationortrainingandincluded

jobsinautomotiveservices,metaland

electronicstrades,computingandIT,

andgovernmentanddefencepositions.

Thereissubstantialvariationinthe

occupationsofmalesandfemales

(Figure5.10).Incomparisontomales,

femalesweremorefrequentlyemployed

assalesassistants(33.2%compared

to18.6%),orinfoodandhospitality

(27.0%comparedto17.0%).Females

wereworkinginadministrationroles

atfivetimestherateofmales(13.7%

comparedto2.7%)andtookup

positionsinteachingandchildcare

morethantwiceasoftenasmales

(5.3%comparedto2.4%).Females

werealsomarginallymorecommonly

thanmalestobeworkinginmarketing

andsalespositions(4.8%comparedto

JobsofYear12orequivalentcompletersinthelabourforce

Schoolleaveremploymentislargely

concentratedinalimitedrangeof

jobs.Figure5.9reportsthe12most

frequentlyindicatedoccupationsofYear

12orequivalentcompleterswhowere

inthelabourforceandnotineducation

ortrainingasatApril–May2008.More

thanone-quarterwereemployedas

salesassistants(26.8%)andoverafifth

infoodandhospitality(22.7%).Other

significantgroupsarelabourers(8.7%),

administration(8.9%),marketing

andsales(4.3%)andteachingand

childcare-relatedfields(4.0%).Another

9.1%ofemployedYear12orequivalent

completerswereworkinginoccupations

rangingfromgardeningandfarming

(2.9%),buildingtrades(3.4%each)and

healthandbeauty-relatedoccupations

(2.8%).Otheroccupationsnotshown

0 5 10 15 20 25 30

Other

Health, Beauty

Gardening, Farming

Building Trades

Teaching, Child Care

Marketing, Sales

Storepersons

Labourers

Administration

Food, Hospitality, Tourism

Sales Assistants, Retail

Per cent

Figure 5.9 OccupationalcategoriesofYear12orequivalentcompletersinthelabourforceandnotenrolledinanyfurthereducationortraining


samplememberswhohaveenteredthe

labourmarketandarenotparticipating

ineducationortraining,andthosewho

areinaneducationortraining.

Figure5.11comparesYear12or

equivalentcompletersinstudyor

training(includingapprenticesand

trainees)andthoseinthelabourforce,

bygenderandGATachievement.

AsFigure5.11shows,theGAT

achievementprofileofcompleters

whowereenrolledinstudyortraining

wasmuchstrongerthanthatof

respondentswhowereinthelabour

forceandnotenrolledinanyeducation

ortraining.About60%ofmaleswho

werethelabourforce(excluding

apprenticeshipsortraineeships)were

3.6%).Maleswereemployedinbuilding

tradesatasubstantiallyhigherrate

thanfemales–7.4%comparedto0.1%.

Maleswerealsoemployedaslabourers

oversixtimesmorefrequentlythan

theirfemalepeers(16.3%asagainst

2.5%).Malecompletersnotenrolledin

furthereducationortrainingwerealso

morefrequentlyworkingingardening

andfarmingoccupations(4.2%

comparedto1.7%).

Year12orequivalentcompletersinstudy,trainingandthelabourforce

Theinfluenceofacademicachievement

ondestinationsisevenstrongerwhen

thecomparisonismadebetweenthe

Figure 5.10 OccupationalcategoriesofYear12orequivalentcompletersinthelabourforceandnotenrolledinanyfurthereducationortraining,bygender

0 5 10 15 20 25 30 35

FemalesMales

Other

Health, Beauty

Gardening, Farming

Building Trades

Teaching, Child Care

Marketing, Sales

Storepersons

Labourers

Administration

Food, Hospitality, Tourism

Sales Assistants, Retail

Per cent


studyortraining.Formales,asimilar

proportionofYear12orequivalent

completersinthelabourforcewere

drawnfromlowerSESbackgrounds.

drawnfromthelowertwobandsofthe

GAT,incomparisontoabout40%of

respondentsinstudyortraining.The

figuresforfemalesinthelabourforce

aresimilar.

AsshowninFigure5.12,amongfemale

completersinthelabourforce,nearly

50%werefromthelowertwoquartiles

ofSES,comparedtolessthan40%in

Figure 5.11 ComparativeGATachievementprofileofYear12orequivalentcompletersineducationortraining,orinthelabourforce,bygender

0

10

20

30

40

50

60

70

80

90

100HighestUpper midLower midLowest

In the labour forceIn study or trainingIn the labour forceIn study or trainingFemalesMales

%

0

10

20

30

40

50

60

70

80

90

100HighestUpper midLower midLowest

In the labour forceIn study or trainingIn the labour forceIn study or training

Males Females

%

Figure 5.12 ComparativeSESprofileofYear12orequivalentcompletersineducationortraining,orinthelabourforce,bygender


acommonreason,chosenbymore

females(70.7%)thanmales(60.1%).

Financialreasonswerelesscommonly

cited.Thecostofstudywasindicated

by29.4%andfinancialpressuresonthe

familyby25.0%.Smallerproportionsof

completersalsocitedexcessivetravel

andtheassociatedcostsofthistravel

(21.1%and20.1%,respectively),andthe

needtomoveoutofhomeinorderto

study(17.5%).

AboutoneinfiveYear12orequivalent

completerswasnotstudyingduetoa

perceptionthattheymightnotcope

withthedemandsoftertiarystudy

(21.0%)andoveraquarter(26.5%)

hadenteredthelabourmarketinthe

hopethattheirearningswouldenable

themtoqualifyforindependentstatus

sotheycouldclaimYouthAllowance.

Aboutone-fifth(21.6%)indictedthat

ReasonsforYear12orequivalentcompletersnotcontinuingineducationandtraining

TheOn Tracksurveyrecordedthree

mainreasonsforcompletersnotbeing

infurthereducationortraining:

employment•

notbeingready•

takingagapyear.•

AsFigure5.13shows,wishingtoobtain

ajobwasanimportantreasonfornot

continuingineducationortraining.It

wasflaggedbyovertwo-thirdsofmales

(68.6%)andslightlyfewerfemales

(64.1%).15Notbeingreadyforfurther

educationortrainingwasgivenasa

reasonby52.5%ofmalesand60.2%

offemales.Takingagapyearwasalso

Figure 5.13 Reasonsfornotstudying:Year12orequivalentcompletersbygender

15 Respondentscouldgivemultiplereasons,andthereforetheresponsesdonotsumto100%.Onaverage,respondentsindicatedthatseveralreasonsplayedaroleintheirdecisionnottoenrolineducationortraining.

0

10

20

30

40

50

60

70

80FemalesMales

Only offered

fee-paying course

Never planned tostudy

No offer for

preferred course

Not sure of coping

Preferred course

not offered locally

Awaiting Youth

Allowance

Have to leave home

Not worthbuilding a HECs

debt

Costs of travel

Too much travel

Financial pressure on family

Costs of study

Wanted to Get a Job

Not ready

Gap Year

%


Lowacademicachievementas

measuredbytheGATwasassociated

withlessinterestinfurtherstudyand

agreaterfocusonwork.Wantingto

getajobwasinverselyrelatedtoGAT

achievement.Nearly80%ofthosefrom

thelowestquartilegavethisreason

comparedwithlessthan50%fromthe

highestquartile.Incontrast,takinga

gapyearwasmuchmorecommonly

citedamonghighacademicachievers

(86.6%)thanlowachievers(58.2%).

Aweakerpositiverelationshipwith

academicachievementwasevident

amongthosewhocitedwaitingto

qualifyforYouthAllowancetosupport

theirfuturestudy.Notbeingreadyfor

studywasonlyweaklyrelatedtoGAT

achievementquartile.

theydidnotreceiveanofferforoneof

theirpreferredcoursesandafifthcited

thattheyhadneverplannedtoengage

inanyfurtherstudyortraining.This

reasonwascitedlessoftenbyfemales

(15.9%)thanmales(23.3%).

Someofthefactorsassociatedwith

thedecisionnottocontinueinstudy

seemedtoapplymorebroadlyto

Year12completers,regardlessof

theiracademicorsocioeconomic

status.However,somefactorswere

influencedbyacademicachievement

orSES(orboth).Theperceptionofnot

being‘ready’formorestudy–with

itsimplicationofapossiblereturn–

wasstrongestamongrespondents

inthetwomiddlequartilesofGAT

achievement,whocitedthismore

frequentlythancompletersinthe

lowestandhighestquartiles(seeFigure

5.14).

0

10

20

30

40

50

60

70

80

90

100You never planned or intended to study

You have tried to get into a course, but were not successful

You were unsure whether you would be able to cope with the work

You are waiting to qualify for Youth Allowance to support your future study

You don't feel ready for more study at the momentYou really wanted to get a jobTaking a year off of Gap year

HighestUpper midLower midLowestQuartiles of GAT achievement

%

Figure 5.14 Reasonsfornotstudying:Year12orequivalentcompleters,byquartilesofGATachievement


Deferringtertiarystudy

Tothispointofthechapter,the

discussionhasconsideredthe

responsesofallYear12orequivalent

completerswho,atthetimeofthe

surveyin2008,werenotenrolledin

tertiaryeducationortraining.Within

thisbroadergroup,however,arethose

completerswhohadbeenoffereda

tertiaryplacebutdeferredtakingitup.

Overall,11.0%ofthesampleofYear12

orequivalentcompletersindicatedthat

theyhaddeferredtakingupatertiary

place.Thisproportionhadincreased

from8.9%inthe2007surveyandfrom

6.0%in2004(whendeferrerswere

firstidentifiedseparately).Deferral

ratesarearoundtwiceashighin

non-metropolitanregionsthanin


Havinglittleornointentiontostudy

wasgivenasareasonbyone-quarterof

thosefromthelowestGATachievement

quartile(25.2%)comparedtoonly7.5%

fromthehighestachievingquartile.

Receivingatertiaryofferforacourse

otherthanapreferredcourseanda

concernaboutaninabilitytocopewith

theworkinvolvedwerealsocitedmore

frequentlybythosewithlowerlevelsof

academicachievement.

Thereasonsgivenfornotentering

tertiaryeducationvaryby

socioeconomicstatus.Inthehighest

GATachievementband(seeFigure5.15),

thefinancialconsiderationsassociated

withfurtherstudywerecitedmore

frequentlybycompletersfromlower

SESbackgrounds,aswere,toalesser

extent,travelconsiderations.

Figure 5.15 Reasonsfornotstudying:Year12orequivalentcompletersinthehighestGATquartile,bySES

0 10 20 30 40 50 60 70 80 90 100

Lowest SESLower mid SESUpper mid SESHighest SES

Gap Year


Awaiting Youth Allowance

Have to leave home

Too much travel

Costs of travel

Costs of study

Hard to support self

Per cent


theuncertaintyofcopingwiththeir

workload.

Analysesattheregionallevelindicate

thatdefereesfromnon-metropolitan

areasmorecommonlycitedfinancial

considerationssuchascostofstudy,

financialpressureonfamily,having

toleavehomeandwaitingtoqualify

foraYouthAllowanceasreasonsfor

theirdecisionthanweredefereesfrom

metropolitanareas.

Themotivesofdeferrersweredifferent

inimportantrespectsfromthoseof

otherYear12completerswhohadnot

enrolledinfurtherstudy(seeFigure

5.16).Nearly90%saidtheyweretaking

agapyearandjustover60%indicated

theywerenotreadytobegintertiary

study.16Overone-half(53.1%)indicated

theywantedtogetajobandonly15%

thoughttheywouldnotcopewith

furtherstudy.

Thecostsofstudyasafactorwas

chosenbyaboutone-thirdofdeferrers

andone-quarterwereconcernedabout

thecostsoftravel.Academicfactors

werelessrelevantbecausedeferrers

hadalreadyacceptedofferedplaces.

Only7.5%ofdeferrerssaidtheyfailed

togetintothecourseoftheirchoice

andasmallminority(15.5%)cited

%

0

10

20

30

40

50

60

70

80

90

100

Never planned to study

No offer for

preferred course

Not sure of

coping

Preferred course

not offered locally

Wanted to get a

job

Only offered

fee-paying course

Not worth building a HECs

debt

Have to leave home

Too much travel

Costs of travel


Costs of study

Awaiting Youth

Allowance

Not ready to

study

Gap Year

%%

Figure 5.16 Reasonsfornotstudying:Year12orequivalentcompleterswhodeferredatertiaryplace

16 Respondentscouldgivemultiplereasons,andthereforetheresponsesdonottotal100%.


Lackofpreparednessforstudywas

alsoalesscommonlycitedreasonby

theinactivegroup(39.8%compared

to57.6%).Ahighproportionofboth

groupschoosethegapyearoption.This

wasthemostfrequentlychosenreason

amongtheinactivegroup.Economic

reasonswerelesscommonlygivenasa

factorinnotpursingfurthereducation

andtrainingamongtheinactivegroup.

Withintheinactivegroup,similar

proportionsofmalesandfemales

showedconcernwiththeneedto

qualifyforindependentstatusinorder

toclaimYouthAllowance(15.3%of

malescomparedto16.3%offemales),

andcitedthedifficultyinsupporting

themselvesiftheyweretostudy(25.8%

ofmalescomparedto25.6%offemales)

asreasonsfornotstudyingandnot

enteringthelabourmarket.

Year12orequivalentcompletersneitherineducationortrainingnorinthelabourforce

Asmallgroup(1.1%)ofYear12or

equivalentcompletersindicatedthat

theywereneitherineducationor

trainingnorinthelabourforceatthe

timeofthe2008survey.Acomparison

ofthereasonsfornotenrollingin

educationortraininggivenbythis

groupandYear12completersinthe

labourforcewithoutfurthereducation

ortrainingisshowninFigure5.17,

whileFigure5.18analysesthereasons

separatelyformalesandfemales.

Themajordifferencebetween‘inactive’

Year12orequivalentcompletersand

thosewhoenteredthelabourforcewas

theproportionthatcited‘wantedtoget

ajob’(45.0%comparedto66.6%).17

17 Respondentscouldgivemultiplereasons,andthereforetheresponsesdonottotal100%.Onaverage,respondentsindicatedthatthreereasonsplayedaroleintheirdecisionnottoenrolineducationortraining.


Figure 5.17 Reasonsfornotstudying:Year12orequivalentcompletersinthelabourforceandinactiverespondents(respondentsnotineducationortrainingandnotinthelabourforce)

Figure 5.18 ReasonsfornotstudyingamonginactiveYear12orequivalentcompleters(respondentsnotineducationortrainingandnotinthelabourforce),bygender

0

10

20

30

40

50

60

70Inactive respondentsYr 12 or equivalent completers, not in education or training


No offer for

preferred course

Not sure of coping

Preferred course not

offered locally

Only offered

fee-paying course

Have to leave home


debt

Costs of travel

Too much travel


Awaiting Youth

Allowance

Costs of study

Wanted to get a job

Not ready

Gap Year

%

0

10

20

30

40

50

60

70FemalesMales

Preferred course not

offered locally

No offer for

preferred course


Not sure of coping

Only offered

fee-paying course


debt

Too much travel

Have to leave home

Awaiting Youth

Allowance


Costs of travel

Costs of study

Wanted to get a job

Not ready

Gap Year

%


63

Chapter6VETinSchoolsandYear12orequivalentcompleters

ThischapterfocusesonthedestinationsofthoseYear12orequivalentcompleters

whohadparticipatedinaVETinSchoolsprogramduringtheirseniorsecondary

schooling(betweenYears10and12).DestinationsofallwhocompletedYear12

orequivalenthavebeenreportedinearlierchapters.Theresultspresentedinthis

chapterthereforeprovideanindicationofthebenefitsofVETforseniorsecondary

students.

ThefirstpartofthechapterusesinformationfromtheVCAAtooutlinethestructure

andgrowthofVETinSchoolsprogramsinVictoria.Theremainderofthechapter

usesdatafromthe2008On Tracksurveytoanalysethecharacteristicsofthose

whoparticipatedinVETinSchools,andtheireducation,trainingandlabourforce

activitiesaftercompletingYear12orequivalent.

StructureandgrowthofVETinSchools

AprogramisconsideredtobeaVETinSchoolsprogramifitisundertakenaspart

ofaseniorsecondarycertificateanditscompletionbythestudentprovidescredit

towardsarecognisedqualificationwithintheAustralianQualificationsFramework

(AQF).InVictoriatherearetwoseniorsecondarycertificatesavailable:theVCEand

theVCAL.

VETinSchoolsprogramsprovideavocationallyorientedprogramofstudies

withintheframeworkofaseniorcertificate.SomeVETinSchoolsstudentsmay

beenrolledinschool-basedapprenticeships.InVictoriathesestudentsundertake

theirseniorcertificatewhilebeingemployedandtrainedunderatrainingcontract

registeredwithSkillsVictoria.Theseprogramscounttowardstherequirementsof

theseniorcertificateinthesamewayasVETsubjectswithintheseniorcertificate

program.

DatafromtheVCAAindicatesstronggrowthinVETinSchoolsenrolments(see

Table6.1).Since1996VETinSchoolsenrolmentshaveincreasedmorethaneight-

fold,from4507in1996to38,425in2007.OverthattimeVETinSchoolsenrolments

haveincreasedbyalittleover5%perannum,whichisfasterthanseniorsecondary

studentnumbersoverall(about1%perannum).ContinuinggrowthinVETin

SchoolsprogramsisevidentinenrolmentsatYear12andYear11andbelow,andin

allschoolsectors.

Growthisalsoevidentinthenumberandbreadthofcertificatesofferedthrough

VETinSchoolsprograms.In1999,39certificateswereprovidedinVictoria;in

2007,thishadrisento340.Appendix4liststhecertificatesofferedin2007andthe

numbersofstudentsenrolledinthesequalifications.


Table 6.1 VETinSchoolsenrolmentsbyyearlevelandsector(excludingadulteducation),Victoria,1996to2007

Year level* Catholic Government Independent Total

1996 Year 11 723 2,507 60 3,290

Year 12 286 866 65 1,217

Total 1,009 3,373 125 4,507

1997 Year 11 1,818 4,974 260 7,052

Year 12 568 1,957 84 2,609

Total 2,386 6,931 344 9,661

1998 Year 11 1,938 5,813 714 8,465

Year 12 847 2,283 210 3,340

Total 2,785 8,096 924 11,805

1999 Year 11 2,016 6,430 1,121 9,567

Year 12 928 2,905 332 4,165

Total 2,944 9,335 1,453 13,732

2000 Year 11 2,695 8,567 1,701 12,963

Year 12 950 3,281 382 4,613

Total 3,645 11,848 2,083 17,576

2001 Year 11 3,262 11,244 2,221 16,727

Year 12 1,360 4,191 530 6,081

Total 4,622 15,435 2,751 22,808

2002 Year 11 3,590 12,768 2,808 19,166

Year 12 1,600 4,598 645 6,891

Total 5,190 17,366 3,453 26,057

2003 Year 11 4,086 14,227 2,954 21,267

Year 12 1,702 5,229 693 7,624

Total 5,788 19,456 3,647 28,891

2004 Year 11 4,506 15,741 3,535 23,782

Year 12 1,643 6,063 757 8,463

Total 6,149 21,804 4,292 32,245

2005 Year 11 4,896 17,073 3,793 25,762

Year 12 1,664 6,199 852 8,715

Total 6,560 23,272 4,645 34,477

2006 Year 11 5,368 17,460 3,983 26,811

Year 12 1,934 6,792 967 9,693

Total 7,302 24,252 4,950 36,504

2007 Year 11 5,823 18,522 4,000 28,345

Year 12 2,113 6,886 1,081 10,080

Total 7,936 25,408 5,081 38,425

* Year 11 includes enrolments in Year 10 and below Source: VCAA, 2008

65Chapter6:VETinSchoolsandYear12orequivalentcompleters

ParticipationinVETinSchoolsbyYear12orequivalentcompleters

Amongthe2008sampleofYear12or

equivalentcompleters,27.9%hadtaken

atleastoneVETinSchoolsunitduring

theirschoolyears.

ParticipationinVETinSchools

programsamongthoseinYear12

orequivalentduring2007varied

acrossthedifferentDEECDregionsof

Victoria,asdisplayedinFigure6.1.

Participationwasgenerallyhigherin

non-metropolitanregionsandinregions

whereYear12completionrateshave

beenrelativelylow.

Amongthemetropolitanregions,

participationwashighestinthe

NorthernMetropolitanregionwith

oneinthreestudents(33.5%)taking

aVETsubjectatschool.Participation

waslowestintheEasternMetropolitan

region(22.1%).Inthenon-metropolitan

regions,participationinVETinSchools

programswashighestamongYear

12orequivalentcompletersfromthe

Grampians(41.0%),LoddonMallee

(40.7%)andHume(40.6%)regions.

Growthmayalsobeseeninthe

increasingnumbersofstudents

enrollinginVETinSchoolsunitswith

astudyscore(seeTable6.2).There

wasaslightfallin2005fromthe2004

numbers,butintheotheryearsthere

hasbeenstronggrowthinthenumber

ofstudents.In2007,therewere7803

studentsenrolledinsuchunits,an

increaseof13.3%from2006.

Theremainderofthechapterfocuses

onparticipationinVETinSchools

programsduringseniorsecondary

schoolbyOn Tracksurveyrespondents,

andhowtheirpost-schooleducation,

trainingandlabourforceactivities

comparewiththosewhodidnoVETin

Schoolssubjects.

Table 6.2 StudentsenrolledinVETunitswithastudyscore

Number of students

1999 82

2000 1,302

2001 3,381

2002 5,336

2003 5,578

2004 6,615

2005 6,106

2006 6,883

2007 7,803

Source: VCAA, 2008


comparedto21.0%ofthosefrom

thehighest)andloweracademic

achievementlevels(asmeasuredbythe

GAT).

DestinationsofformerVETinSchoolsparticipants

Table6.3showsthathavingparticipated

inaVETsubjectwhileatschoolis

relatedtopost-schooldestinations.

ThosewhohaddoneaVETsubjectwere

lesscommonlyenrolledinuniversity

inApril/May2008thanthosewhohad

completedYear12oritsequivalent,

butwereproportionatelymorehad

enrolledinVETcourses,takenup

anapprenticeshiportraineeship,or

enteredthelabourforce.Overhalf

(55.5%)ofthecompleterswhowere

inanapprenticeshiphadtakenaVET

subjectduringtheirsenioryearsof

schooling.Incontrast,onlyoneinsix

(16.4%)ofthecompleterswhowere

enrolledinuniversityhadparticipated

inVETinSchools.

Table6.3showsthatparticipationin

VETinSchoolsprogramsvariedacross

differentgroupsofcompletersaswell

asbylocation.Proportionallymore

maleYear12orequivalentcompleters

(31.6%)participatedinaVETsubject

duringtheirsenioryearsofschooling

thanfemalecompleters(24.8%).

Participationwashigheramongthose

ingovernmentschools(31.0%)than

inIndependentschools(21.4%),adult

education(26.2%)orCatholicschools

(26.7%).

ThemajorityofYear12orequivalent

completerswhowereenrolledin

aVCALprogramduringtheirfinal

yearofschoolingparticipatedina

VETinSchoolssubjectduringsenior

secondary(79.0%),whileonly25.4%

ofstudentsnotenrolledintheVCAL

participatedinaVETinSchools

program.

ParticipationinVETinSchoolssubjects

wasmorecommonamongstudents

fromlowerSESbackgrounds(34.8%

ofthosefromthelowestSESquartile

Figure 6.1 VETinSchoolsparticipationratesbyYear12orequivalentcompleters,byDEECDregion

0

5

10

15

20

25

30

35

40

45

Loddon MalleeHumeGrampiansGippslandBarwon South Western

Western Metropolitan

Southern Metropolitan

Northern Metropolitan

Eastern Metropolitan

Victoria

%


Table 6.3 BackgroundcharacteristicsanddestinationsofVETinSchoolsparticipantsandotherYear12orequivalentcompleters

No VET in Schools participants in

senior secondary

VET in Schools participants in

senior secondaryTotal

Characteristics No. % No. % No.

Gender Female 13,395 75.2 4,421 24.8 17,816

Male 10,251 68.4 4,743 31.6 14,994

Indigenous status Non-Indigenous 23,606 72.1 9,121 27.9 32,727

Indigenous 40 48.2 43 51.8 83

Education sector Adult education 223 73.8 79 26.2 302

Catholic school 5,930 73.3 2,160 26.7 8,090

Government school 12,239 69.0 5,496 31.0 17,735

Independent school 5,254 78.6 1,429 21.4 6,683

School sector Government 12,239 69.0 5,496 31.0 17,735

Non-government 11,407 75.7 3,668 24.3 15,075

VCAL enrolled in 2007 No 23,322 74.6 7,946 25.4 31,268

Yes 324 21.0 1,218 79.0 1,542

SES quartile Lowest 3,656 65.2 1,948 34.8 5,604

Lower-middle 4,683 68.5 2,151 31.5 6,834

Upper-middle 6,324 72.8 2,364 27.2 8,688

Highest 7,692 79.0 2,039 21.0 9,731

Not available 1,291 66.1 662 33.9 1,953

GAT quartile Lowest 5,056 62.1 3,092 37.9 8,148

Second lowest 5,600 70.6 2,327 29.4 7,927

Second highest 6,166 78.5 1,687 21.5 7,853

Highest 6,412 84.9 1,143 15.1 7,555

2008 activity* University 12,131 83.6 2,376 16.4 14,507

VET Certificate IV+ 3,127 66.5 1,575 33.5 4,702

VET entry-level 725 62.2 440 37.8 1,165

Apprenticeship 734 44.5 915 55.5 1,649

Traineeship 796 61.8 492 38.2 1,288

Employed full-time 1,552 57.0 1,173 43.0 2,725

Employed part-time 1,139 61.0 729 39.0 1,868

Looking for work 533 57.4 395 42.6 928

Inactive 100 59.9 67 40.1 167

Unknown 101 55.8 80 44.2 181

2008 activity (deferrals

shown separately)*University 12,131 83.6 2,376 16.4 14,507

VET Certificate IV+ 3,127 66.5 1,575 33.5 4,702

VET entry-level 725 62.2 440 37.8 1,165

Apprenticeship 734 44.5 915 55.5 1,649


Table 6.3 BackgroundcharacteristicsanddestinationsofVETinSchoolsparticipantsandotherYear12orequivalentcompleters(continued)

AlmostoneinsixformerVETin

Schoolsparticipants(15.8%)wasin

anapprenticeshiportraineeship.This

groupcomprised10.3%whowere

engagedinanapprenticeshipand5.5%

whowereinatraineeship.

Theremaining35.6%offormerVET

inSchoolsparticipantswereinthe

labourforceandnotenrolledinany

furthereducationortraining.Ofthese,

19.0%wereinfull-timework,11.2%

wereinpart-timeworkand5.4%were


Comparedwiththepreviouscohortof


haddoneaVETinSchoolsprogram,

theproportionenrolledinuniversity

decreasedslightly,from28.9%in

2007to26.2%in2008,asdidthe

proportionenrolledinaVETcourse

No VET in Schools participants in

senior secondary

VET in Schools participants in

senior secondaryTotal

Characteristics No. % No. % No.

Traineeship 796 61.8 492 38.2 1,288

Employed full-time 1,552 57.0 1,173 43.0 2,725

Employed part-time 1,139 61.0 729 39.0 1,868

Looking for work 533 57.4 395 42.6 928

Deferred 2,708 74.6 922 25.4 3,630

Total Year 12 or

equivalent completers 23,646 72.1 9,164 27.9 32,810

*Completerswhowerenotinthelabourforceoreducationortraining,orwhosestatuswasunknownarenotincludedinthisdestinationvariable.

Figure6.2showstheproportionsof

VETinSchoolsparticipantsamongYear

12orequivalentcompletersaccording

totheirmainactivityatthetimeof

the2008interview.Asinpastyears,

thesecompletersusedtheirprogram

toaccessawiderangeofdestinations,

rangingfromuniversityandTAFEto

apprenticeshipsandthelabourmarket.

Andagain,asinpastyears,positive

outcomeswereapparentforthe

majorityofthesestudents.

OverhalfoftheformerVETinSchools

participantswereenrolledintertiary

educationinApril–May2008,with

22.3%enrollinginaVETqualification

(mostlyinTAFEbutincludingsmall

numbersofstudentswhoaccessed

privatetrainingcollegesandadultand

communityeducationproviders),and

26.2%enrollinginuniversity.18

Figure 6.2 DestinationsofVETinSchoolsparticipantsamongYear12orequivalentcompleters


VET – 22.3%

Apprentiship – 10.3%

Traineeship – 5.5%

Employed full-time – 19.0%

Employed part-time – 11.2%


18 Around10%oftheformerVETinSchoolsparticipantsreceivedatertiaryofferbuthadelectedtodefertheirenrolmentasofApril–May2008.InFigure6.2,thedefereesareclassifiedaccordingtheirmainactivityatthetimeofthe2008interview(mostlyinthelabourforcecategories)butidentifiedseparatelylaterinthechapter.


similarproportionsofmalesand•

femalesinfull-timeemploymentand

lookingforwork.

Thesegenderdifferenceslargelyremain

whendefereesareidentifiedseparately

(seeFigure6.3).Overall,11.6%of

femaleVETinSchoolsparticipantshad

deferredatertiaryplaceasofApril–May

2008,comparedto8.8%ofmales.

Higherproportionsoffemaleformer

VETinSchoolsparticipantsenrolled

inuniversity(28.7%)andVETcourses

(24.5%).20Thegapbetweenmaleand

femaleuniversityenrolmentrates

amongthisgroupwas5percentage

points,whilethegapinVETenrolment

rateswas4.4percentagepoints.

MalesamongformerVETinSchools

participantsweremorefrequently

foundintheapprenticeship/traineeship

category(21.4%ofmales,compared

with9.7%offemales).Withinthis

category,therewerealsogender

differences,with17.2%ofmaleformer

VETinSchoolsparticipantsinan

apprenticeshipcomparedwithonly

2.8%offemales.Thegenderdifference

wasnotasgreatintraineeships,

with6.9%offemaleVETinSchools

participantsinatraineeshipatthetime

ofthe2008interviewcomparedwith

4.2%ofmales.Thesedifferencesare

likelytoreflectthelocationofmost

apprenticeshipsinthetraditionallymale

(eitherentry-levelorCertificateIV),

from23.6%in2007to22.3%in2008.19

Theproportioninapprenticeshipsor

traineeshipsrose1.5percentagepoints,

from14.3%to15.8%.Theproportionof

formerVETinSchoolsparticipantsin

full-timeworkandnotparticipatingin

furthereducationortrainingincreased

(from13.2%in2007to19.0%in2008),

whiletheproportioninpart-timework

decreased(from14.4%to11.2%)

andtheproportionlookingforwork

remainedsteady.Thesechangesfrom

2007to2008arelikelytoreflectthe

growthinthejobmarketthatwas

evidentupuntilmid-2008.


Asinpastyears,thereweregender

differencesinthedestinationsofformer

VETinSchoolsparticipantsamongthe

Year12orequivalentcompletergroup.

Overtime,thesehaveshownconsistent

patternsasfollows:

proportionallymorefemalesenrolled•

inuniversity

proportionallymoremalesin•

apprenticeships

proportionallymorefemalesin•

traineeships

proportionallymorefemalesinpart-•

timework

19 Dataonthedestinationsofthe2006cohortofformerVETinSchoolsparticipantsatthetimeofthe2007interviewareprovidedinPolesel&Teese(2007).

20 Althoughitshouldbenotedthatwhendefereesareclassifiedtotheirmainactivityatthetimeofthe2008interview,thegendergapinVETcourseenrolmentsisnolongerapparent.


Figure6.4showsthatVETinSchools

participantsfrommetropolitanareas

weremorefrequentlyenrolledin

tertiaryeducation–29.7%atuniversity

and25.4%inVETcoursescompared

to19.4%enrolledatuniversityand

16.1%inVETcoursesforthosefrom

non-metropolitanareas.Incontrast,

participationinapprenticeships,

traineeshipsandthelabourforcewas

higherfornon-metropolitanVETin

Schoolsparticipantsthanforthose

frommetropolitanlocations.

AswasnotedinChapter5,forthe

fullsampleofYear12orequivalent

completersdeferraloftertiarystudy

wasmuchmorecommonforVET

inSchoolsparticipantsfromnon-

metropolitanareas(14.1%)thanfor

thosefrommetropolitanlocations

(8.1%).

trade-relatedareas,whiletraineeships

spanabroaderrangeofoccupations,

includingthosethatattracthigher

proportionsoffemales.

Differencesbetweenthepatterns

offemaleandmaleVETinSchools

participants’labourforcestatuswere

notlarge(Figure6.3).Femaleswere

morefrequentlyworkingpart-time

(9.7%comparedto7.4%ofmales),

whilemalesweremorecommonly

workingfull-time(14.0%comparedto

11.8%offemales).Similarproportions

ofmalesandfemalesamongformerVET

inSchoolsparticipantswerelookingfor

workatthetimeofthe2008interview

(4.7%and4.0%,respectively).

Geographicdifferencesindestinations

Thepatternofdifferencesin

destinationsofVETinSchools

participantsfrommetropolitanandnon-

metropolitanareasfollowsasimilar

patterntothatofallVictorianYear12or

equivalentcompletersfromtheseareas,

aswellasnationalstatisticsonpost-

schoolpathways.


Figure 6.4 DestinationsofVETinSchoolsparticipantsamongYear12orequivalentcompleters,byregion(defereesshownseparately)

Figure 6.3 DestinationsofVETinSchoolsparticipantsamongYear12orequivalentcompletersbygender(defereesshownseparately)

0

5

10

15

20

25

30

35FemaleMale

DeferredLooking for workEmployed part-timeEmployed full-timeTraineeshipApprenticeshipVETUniversity

%

0

5

10

15

20

25

30

35Non-metropolitanMetropolitan

DeferredLooking for workEmployed part-timeEmployed full-timeTraineeshipApprenticeshipVETUniversity

%


73

Chapter7Regionaldifferencesinpost-Year12orequivalentdestinations

ThedestinationsofyoungpeoplewhohavecompletedtheirYear12orequivalent

areinfluencedbyanumberoffactors,includingwheretheylive.Thischapter

reportsondestinationsbyregion.Mostoftheanalysesarebasedonthe

labourforceregionsusedbytheAustralianBureauofStatistics(ABS).These

enabledestinationstobeexaminedatahighdegreeofdisaggregation,and

thisisimportantbecauseoftheinfluenceofregionallabourmarketfactorson

employmentandeducationopportunities.

Victoriahas14ABSlabourforceregions,nineofwhichcovermetropolitan

Melbourneandfivewhichcovernon-metropolitanVictoria.Thelabourforce

regionscanbebroadlyrelatedtothenineDEECDregionsasinTable7.1.

Table 7.1 DEECDregionsandABSlabourforceregions,Victoria

DEECD regions ABS labour force regions

Metropolitan

Southern Metropolitan SouthernMelbourne;SouthEasternMelbourne;MorningtonPeninsula

Eastern Metropolitan InnerEasternMelbourne;OuterEasternMelbourne

Western Metropolitan InnerMelbourne;OuterWesternMelbourne

Northern Metropolitan NorthWesternMelbourne;NorthEasternMelbourne

Non-metropolitan

Barwon South Western BarwonWesternDistrict

Gippsland AllGippsland

Loddon Mallee LoddonMallee

Hume GoulburnOvensMurray

Grampians CentralHighlandsWimmera

Note: There is not an exact correspondence between the DEECD and ABS regions.

Regionaldifferencesinthetransitiontotertiaryeducation

Figure7.1examinesthetransitiontotertiaryeducationineachofthe14ABSlabour

forceregions.ItshowsthattheproportionofYear12orequivalentcompleters

enrolledineitheruniversityorTAFE/VETprogramsatCertificateIVlevelorabove

rangesfrom35.2%inGoulburnOvensMurrayto78.1%inInnerEasternMelbourne.

Transitiontouniversityrangesfrom26.1%inGoulburnOvensMurrayto65.7%in

InnerEasternMelbourne.

Allthenon-metropolitanregionshavelowerratesoftransitiontotertiarystudy

thandometropolitanregions.WithinMelbournetoo,transitiontouniversitydiffers

acrossregions.IntheInnerEasternMelbourne,InnerMelbourneandSouthern

Melbournelabourforceregions,transitiontotertiarystudyiscomparativelyhigh.

However,intheOuterWestern,NorthEastern,NorthWesternandSouthEastern


Figure 7.1 EnrolmentintertiaryeducationbyYear12orequivalentcompleters,byABSlabourforceregion

0 10 20 30 40 50 60 70 80 90

VET Cert IV+University

VICTORIA

Barwon Western DistrictLoddon Mallee

Central Highlands WimmeraGippsland

Goulburn Ovens MurrayNON-METROPOLITAN

Inner EastInner Melb

SouthernOuter WestNorth East

North WestSouth EastOuter East

Mornington PenisulaMETROPOLITAN

Per cent

-20 -15 -10 -5 0 5 10 15 20 25

VET Cert IV+University

GippslandBarwon Western District

Central Highland WimmeraGoulburn Ovens Murray

Loddon MalleeNON-METROPOLITAN

Mornington Peninsula

North EastNorth West

Outer EasternOuter WestSouth East

Inner EastInner Melb

SouthernMETROPOLITAN

Per cent

Figure 7.2 DifferencesinenrolmentintertiaryeducationbyYear12orequivalentcompleters,byABSlabourforceregion

75Chapter7:Regionaldifferencesinpost-Year12orequivalentdestinations

SouthernMelbourne,InnerMelbourne

andInnerEasternMelbourne

regions.Differentiatedfromtheother

metropolitangroupingsisthesemi-

ruralMorningtonPeninsulalabourforce

region,wheretheuniversitytransition

ratewasmorelikethatofcountry

VictoriabuttransitiontoVETishigher.

Non-metropolitanregions–thefourth

grouping–hadthelowestratesof

enrolmentintertiaryeducationbyYear

12orequivalentcompleters,duetoboth

relativelylowuniversityandhigher-

levelVETenrolmentrates.

Shiftingthefocustothetransition

toVETonly,adifferentregional

pictureemerges.AsshowninFigure

7.3,insomemetropolitanregions,

transitionfromYear12orequivalent

toanyformofVET(includinghigher-

levelprogramsandapprenticeships

andtraineeships)involvedalmosta

thirdormoreofYear12orequivalent

completers.Theseregionsincluded

NorthWesternMelbourne(32.6%),

SouthEasternMelbourne(34.5%)and

OuterWesternMelbourne(31.9%).

Bycontrast,therelativelyhighSES

regionsofMelbournehadlowerrates

ofVETtransition:SouthernMelbourne

(21.2%),InnerEasternMelbourne

(19.5%)andInnerMelbourne(17.5%).

ItisnotablethatwhilecountryVictoria

hadgenerallylowerratesofenrolments

inuniversitybyYear12orequivalent

completers,totalVETtransition

acrossallAustralianAQFlevelswas

alsorelativelylow,involvingatmost

one-thirdofcompletersonlyinthe

Gippslandregion(33.7%).

regionsofMelbournelessthan50%of

Year12orequivalentcompleterswere

enrolledinuniversityinApril/May2008.

IntheMorningtonPeninsulalabour

forceregion,transitionratesaresimilar

tothoseincountryareas,withless

thanone-thirdofcompletersenrolledin

universityinthefirstyearafterleaving

school.

Amoredetailedanalysisoftransition

totertiaryeducationbyYear12or

equivalentcompletersshowsthat

Victoriacanbedividedintofourmain

regionalgroupings(Figure7.2):

metropolitanregionswithhigh•

universityplusmediumtransitionto

higher-levelVET

metropolitanregionswithmedium•

universitybutmedium-hightransition

tohigher-levelVET

metropolitanregionswithlow•

universitybutmediumtransitionto

higher-levelVET

non-metropolitanregionswhereboth•

universityandVETtransitionarelow.

Inthefirstgroupingofregions–mainly

higherSESsuburbsofMelbourne–high

universitytransitionwassupplemented

bymedium-lowtransitiontohigher-

levelVETcourses.Thesecondgrouping,

whichincludestheoutersuburbsof

Melbourne,camereasonablycloseto

thefirstintermsofoveralltransition

totertiarystudy,duetohigherrates

ofVETtransition.Universitytransition

waslower,however,whichcontributed

tothelowertertiarytransitionprofile

ofthisgroupwhencomparedtothe


Figure 7.3 EnrolmentinVETbyYear12orequivalentcompleters,byAustralianQualificationsFrameworklevelandABSlabourforceregion

0 5 10 15 20 25 30 35 40

Apprentice/TraineeVET Entry-levelVET Cert IV+

Gippsland

Barwon Western District

Goulburn Ovens Murray

Central Highlands Wimmera

Loddon Mallee

NON-METROPOLITAN

South East

North West

Outer West

North East

Outer East

Mornington Penisula

Southern

Inner East

Inner Melb

METROPOLITAN

Per cent

Figure 7.4 Year12orequivalentcompletersinthelabourforceandnotenrolledineducationortraining,byABSlabourforceregion

0 5 10 15 20 25 30 35 40 45 50



Central Highalnds Wimmera

Loddon Malle


Gippsland

NON-METROPOLITAN


Outer East

South East

North West

North East

Southern

Inner Melb

Outer West

Inner East

METROPOLITAN

Per cent


ispresentedinFigure7.5.This

showstheheavydependenceof


fromnon-metropolitanregionson

gainingemploymentoremployment-

basedtraining(apprenticeships

andtraineeships)incomparisonto

completersfrommetropolitanregions.

InApril–May2008,between54.6%

and60.8%ofYear12orequivalent

completersfromcountryVictoria

(dependingontheregion)wereeither

engagedinanapprenticeshipor

traineeship,wereworkingorlooking

forwork–anaverageof56.5%for

non-metropolitancompleterscompared

withanaverageof32.2%ofthosefrom


Table7.2providesdetailsofthe

numbersandproportionsofcompleters

ineachactivityforthe14ABSlabour

forceregions.

CountryVictoriaalsohadthehighest

ratesofcompleterswhowerenot

enrolledineducationortrainingin

April–May2008.OnlytheMornington

Peninsulalabourforceregion–which

hasalargeruralcomponent–matched

thenon-metropolitanregionsin

termsoftheproportionofYear12or

equivalentcompleterswhoentered

thelabourforceandwerenotenrolled

infurthereducationortraining(see

Figure7.4).Overall,therewasa15.4

percentagepointgapbetweennon-

metropolitanandmetropolitanregions

intheproportionenteringthelabour

forceandnotbeingengagedinfurther

educationortraining.

Regionaldifferencesinlabourforceactivities

Acompletepictureofeducation,

trainingandemploymentactivities

Figure 7.5 Education,trainingandlabourforceactivitiesofYear12orequivalentcompleters,byABSlabourforceregion

0 10 20 30 40 50 60 70 80 90 100


Apprentice/TraineeVET Entry-levelVET Cert IV+University

Loddon Mallee


Central Highlands Wimmera

Gippsland


NON-METROPOLITAN

Inner East

Inner Melb

Southern

North East

Outer West

North West

Outer East

South East


METROPOLITAN

Per cent


Table 7.2 Education,trainingandlabourforceactivitiesofYear12orequivalentcompleters,byABSlabourforceregion

Labour force region

Activity

UniversityVET Certificate

IV+

VET entry-

level

Apprentice/

TraineeEmployed

Looking for

workTotal

Metropolitan

Outer Western

MelbourneNo. 1,840 744 174 306 635 139 3,838

% 47.9 19.4 4.5 8.0 16.5 3.6 100.0

North Western

MelbourneNo. 817 343 102 172 368 92 1,894

% 43.1 18.1 5.4 9.1 19.4 4.9 100.0

Inner MelbourneNo. 451 85 12 30 132 15 725

% 62.2 11.7 1.7 4.1 18.2 2.1 100.0

North Eastern

Melbourne

No. 1,474 534 120 282 552 108 3,070

% 48.0 17.4 3.9 9.2 18.0 3.5 100.0

Inner Eastern

Melbourne

No. 2,983 564 88 235 589 83 4,542

% 65.7 12.4 1.9 5.2 13.0 1.8 100.0

Southern MelbourneNo. 1,432 321 63 146 473 60 2,495

% 57.4 12.9 2.5 5.9 19.0 2.4 100.0

Outer Eastern

Melbourne

No. 1,320 537 101 334 798 108 3,198

% 41.3 16.8 3.2 10.4 25.0 3.4 100.0

South Eastern

Melbourne

No. 1,069 540 145 239 558 124 2,675

% 40.0 20.2 5.4 8.9 20.9 4.6 100.0

Mornington PeninsulaNo. 435 211 65 172 567 61 1,511

% 28.8 14.0 4.3 11.4 37.5 4.0 100.0

Non-metropolitan

Barwon Western

District

No. 842 229 89 407 896 112 2,575

% 32.7 8.9 3.5 15.8 34.8 4.3 100.0

Central Highlands

Wimmera

No. 389 114 47 178 454 81 1,263

% 30.8 9.0 3.7 14.1 35.9 6.4 100.0

Loddon MalleeNo. 548 147 63 216 600 97 1,671

% 32.8 8.8 3.8 12.9 35.9 5.8 100.0

Goulburn Ovens

Murray

No. 469 162 73 265 719 106 1,794

% 26.1 9.0 4.1 14.8 40.1 5.9 100.0

All GippslandNo. 441 198 81 267 557 75 1,619

% 27.2 12.2 5.0 16.5 34.4 4.6 100.0

All RegionsNo. 14,510 4,729 1,223 3,249 7,898 1,261 32,870

% 44.1 14.4 3.7 9.9 24.0 3.8 100.0


Regionaldifferencesinreasonsfornotcontinuingineducationortraining

Therearealsoregionaldifferences

inthereasonsgivenbyYear12

orequivalentcompletersfornot


Theseseemtorelatestronglyto

inequitableaccesstoeducationand

traininginstitutions,buteconomic

factorsassociatedwiththecosts

ofstudyandwiththeSESprofileof

differentregionsalsohaveanimpact.

Figure7.7andFigure7.8reportthe

regionaldifferencesassociatedwith

fiveofthemainreasonsgivenfornot


Consideringregionaldifferencesin

transitioninthelightofdifferent

academicachievement(asmeasured

byGATquartiles),thedifferencesin

theactivitiesofYear12orequivalent

completersfromthecountrycompared

tothosefrommetropolitanareas

becomeevenmoremarked.Figure

7.6showsthatinnon-metropolitan

Victoria,onlythehighestacademic

achieversenrolinsomeformoffurther

educationortrainingatratesbroadly

comparabletothestatewideaverage

(74.6%)forallYear12orequivalent

completers.Conversely,inmost

metropolitanregions,itisonlythe

lowestacademicachieverswhodonot

exceedthisstatewideaverage.

Figure 7.6 EnrolmentofYear12orequivalentcompletersinfurthereducationortraining,byABSlabourforceregionandquartilesofGATachievement

-25

-20

-15

-10

-5

0

5

10

15

20

25Lowest GATLower mid GATUpper mid GATHighest GAT


All Gippsland

Loddon Mallee


Central Highland Wimmera


Outer Eastern

South EastNorth EastNorth West

Inner MelbSouthernInner EastOuter West

Dev

iati

on fr

om s

tate

wid

e le

vel o

f 74.

6%

Labour force region


Regionaldifferencesinpositivetransitions

Thissectiondrawstogetherthedata

ondestinationsinrelationtothenine

DEECDregions.Thefocusisonthe

proportionofYear12orequivalent

completerswhocouldbeconsidered

tobeexperiencingapositivetransition

asofApril–May2008.Forthispurpose

apositivetransitionisdefinedas

beingineducation,trainingorfull-

timeemployment.Figure7.9records

thisproportionforeachoftheDEECD

regionsontheverticalaxis.The

horizontalaxisisameasureofthe

socioeconomicdisadvantageofeach

region,basedontheStudentFamily

Occupation(SFO)index.Itrecordsthe

proportionoffamiliesemployedin

unskilledoccupationsornotemployed

atall.

Therearethreebroadfeaturesofthe

datainFigure7.9.

ThenineDEECDregionsvarymore•

widelyintermsoftheSFOindexof

familiesworkingineitherunskilled

occupationsornotemployed(from

21%inEasternMetropolitanto

48%inWesternMetropolitan)than

theydointheproportionofYear

12orequivalentcompleterswho

experiencedapositivetransition

(from78%inGrampiansregionto

88%inEasternMetropolitan).

Figure7.7showsthatdifferentlevels

ofaccesstoeducationalinstitutions

playakeyroleinyoungpeople’s

decisionsaboutpursuingfurther

studyortraining.Year12orequivalent

completerslivinginnon-metropolitan

regionsandintheSouthEastern

MelbourneandMorningtonPeninsula

regionsmorefrequentlyidentifiedthe

costsoftravelortheneedtotravellong

distancesinordertoreacheducation

providersasareasonfornotbeingin

post-secondarystudyortraining.The

needtomoveawayfromhomewasalso

morecommonlynominatedasastudy

barrierbycompleterslivinginallnon-

metropolitanareasandtheMornington

Peninsula.

Whenfocusingonfinancialissues

involvedinpursuingfurtherstudyor

training,youngpeoplelivinginnon-

metropolitanregionsaswellasthe

MorningtonPeninsulanominated

thecostsassociatedwithstudymore

frequentlythanothercompleters

(Figure7.8).Forcompletersinthe

LoddonMallee,GoulburnOvensMurray

andGippslandlabourforceregions,the

potentialfinancialpressuretheirfamily

wouldfacewascommonlynominatedas

abarriertofurtherstudy.

Thisregionalperspectiveindicates

thatbarriersassociatedwithaccess

andfinancialfactorstendtoaffectYear

12orequivalentcompleterslivingin

thecountryandfringeurbanregions

(suchastheMorningtonPeninsula)toa

greaterextentthanthoselivinginmost

metropolitanareas.


Figure 7.7 TravelanddistancecitedasbarrierstofurthereducationandtrainingbyYear12orequivalentcompleters,byABSlabourforceregion

Figure 7.8 FinancialbarrierstofurthereducationandtrainingcitedbyYear12orequivalentcompleters,byABSlabourforceregion

-20

-15

-10

-5

0

5

10

15

20

25Have to leave homeCosts of travelToo much travel

All Gippsland


Loddon Mallee




South East

Outer Eastern

North WestOuter WestSouthernNorth EastInner EastInner Melb

%

-25

-20

-15

-10

-5

0

5

10

15

20

25Costs of studyFinancial pressure on family


Loddon Mallee

All Gippsland




North West

South EastOuter WestOuter Eastern

North EastSouthernInner EastInner Melb

%


regionarecountertothispattern.

Bothregionsexperiencedahigher

proportionofpositiveoutcomesthan

wouldhavebeenpredictedonthe

basisoftheirrelativelyhighlevelof

SFOdisadvantage.

Figure7.9suggeststhatthehighest

priorityistoimprovetransition

outcomesforthoseinnon-metropolitan

regions.Inthisregardtherecouldbe

usefulpolicylessonsfromexamining

thefactorsthathavecontributedto

areassuchasWesternMetropolitan

achievingrelativelyhighproportionsof

positivetransitionoutcomes.

Thefivenon-metropolitanregions•

clustertogethermuchmoretightly

thandothefourmetropolitan

regionsintermsofbothtransition

outcomesandSFOdisadvantage.The

metropolitanregionshaveamuch

widerspreadoftransitionoutcomes

andSFOdisadvantage.Thenon-

metropolitanregionsallexperience

lowertransitionoutcomesthananyof

themetropolitanregions.

Ingeneral,thehigherthelevel•

ofdisadvantage,thelowerthe

proportionofpositivetransition

outcomes.However,Western

Metropolitanregionand,toalesser

extent,NorthernMetropolitan

Figure 7.9 Year12orequivalentcompletertransitionsandStudentFamilyOccupationindex,byDEECDregion

78

80

82

84

86

88

90

6050403020100

Per cent of families in unskilled occupations or not employed

Per

cent

in e

duca

tion

, tra

inin

g or

full

-tim

e em

ploy

men

t

EMR

SMRNMR

WMR

BSWGIP

HUMGRALM

83


Chapter8Earlyleavers

Thischapterfocusesonthecharacteristicsandexperiencesofearlyleavers.For

thepurposesoftheOn Tracksurvey,thefollowingdefinitionisused:

Early leavers are those students in Years 10, 11 and 12 who had registered their details with the VCAA by enrolling in a VCE or VCAL unit, and who left school before completing Year 10, 11 or 12.

Atotalof4740earlyleaversparticipatedinthe2008On Tracksurvey.Halfoftheachievedsample(51.9%)hadattemptedorcompletedYear11,while20.3%hadbeeninYear10orbelowin2005.StudentswhocommencedbutdidnotcompleteYear12makeuptheremaining27.8%ofthesample.

Almostallearlyleaverrespondents(96.3%)indicatedtheywereinsomeformofeducationortraining,orhadenteredthelabourmarketandwereeitheremployedorlookingforwork.Theremainingproportionwasneitherineducationortraining,norinthelabourforce(4.0%).Thisgroupofearlyleavers(n=192)isnotincludedintheanalysesinthefirstpartofthischapterbutisdiscussedlaterinthechapter.

EarlierOn Trackreports,andresearchbasedonnationallongitudinalsamplesofyoungpeople(Curtis&McMillan,2008),indicatethattherearemoremaleearlyleaversthanfemaleleavers.Thiswasalsofoundtobethecaseinthe2008survey,

bothacrossandwithinyearlevels(althoughtoamarginallylesserextentamong

Year12earlyleavers)(seeFigure8.1).Overall,malescomprised62.8%oftheearly

leaversamplein2008.

Earlyleavers’destinationsJustoverhalf(55.1%)oftheearlyleaversinthesurveywereenrolledinsomeform

ofeducationortraininginApril–May2008,theirfirstyearoutfromschool.This

wasthesameproportionreportedinthe2007survey.Themaindestinationsby

genderarereportedinFigure8.2andTable8.1.Theyindicatethattheproportion

offemaleearlyleaversenrolledinsomeformofeducationortrainingwasmuch

smallerthantheproportionofmaleearlyleaverswhofollowedthispathway.

Morethanhalfofallfemaleearlyleavers(54.9%)wereinthelabourforcebut

notenrolledinanyfurthereducationortraining,comparedwith39.3%ofmales

(39.3%).

Forfemalesthemostfrequenteducationortrainingdestinationwasanentry-

levelVETcourse(20.6%),withapprenticeshipsandtraineeshipsaccountingfor

afurther13.7%and10.8%respectively.Formales,apprenticeshipsdominated,

accountingfor44.3%ofearlyleavers,followedbyentry-levelVETcourses(11.1%)

andtraineeships(5.3%).

Anearlyexitfromschool,ifitdoesresultinajob,willfrequentlymeanpart-time

work.Whileratesoffull-timeemploymentweresimilarformalesandfemales

Figure 8.1 Earlyschoolleavers,bygenderandyearlevelofexit

0

10

20

30

40

50

60

70

80

90

100FemalesMales

Year 12Year 11Year 10 or below

%

Year level of exit

85Chapter8:Earlyleavers

2002,decliningfrom23.0%to14.6%for

the2007cohort(thegroupsurveyedin

2008).Theproportionofrespondents

whoexitedschoolearlyandentered

employmentwithoutbeingenrolled

inanyfurthereducationortraining

hasalsofluctuatedovertheyearsof

thesurveyand,at30.9%,iscurrently

greaterthanthecorresponding

proportionforthe2002cohort.The

proportionofearlyleaverslookingfor

workhasalsofluctuatedinasimilar

waytotheproportionemployed.Since

2002ithasdecreasedslightlyandisat

14.0%forthemostrecentcohort.

(18.8%and20.4%,respectively),

femaleearlyleaversinemployment

hadmorethantwicetheparticipation

inpart-timeworkasmales(17.4%and

8.2%,respectively).Althoughpart-time

employmentisoftenasteppingstone

tofull-timework(Marks,2006),in

generalpart-timeworkdoesnotconfer

thesameadvantagesasfull-timework

intermsofearnings,careerpathsand

accesstotraining.TheOn Trackdata,

alongwithotherresearch,indicatesthat

femaleearlyleaversmorefrequently

experiencepart-timeworkthandomale

leavers.

Table8.2showsthattheproportions

ofearlyleaversineachdestination

havenotchangedmarkedlyinthesix

yearsoftheOn Trackstudy.Themost

notabletrendistheincreaseinthe

proportionofapprentices,whichhas

risenfrom28.7%sincethe2002cohort

to33.2%forthemostrecentcohortof

earlyleavers.Theproportionenrolled

inVETprogramshasdecreasedsince

Figure 8.2 Destinationsofearlyleavers,bygender

Table 8.1 Destinationsofearlyleavers,bygender

DestinationMales Females Total

No. % No. % No. %

VET 322 11.1 340 20.6 662 14.6

Apprentice 1,283 44.3 227 13.7 1,510 33.2

Trainee 153 5.3 179 10.8 332 7.3

Working full-time 543 18.8 337 20.4 880 19.3

Working part-time 238 8.2 288 17.4 526 11.6

Looking for work 355 12.3 283 17.1 638 14.0

Total 2,894 100.0 1,654 100.0 4,548 100.0

0

10

20

30

40

50

60FemalesMales

Total in Labour Force

Looking for workEmployedTotal in Education & Training

TraineeApprenticeVET

%

Destination


Table 8.2 Comparisonofearlyleaverdestinations,bycohortyearandgender,2002–2007(%)

Destination2002 2003 2004 2005 2006 2007

M F All M F All M F All M F All M F All M F All

VET 20.1 28.9 23 19.2 28.8 22.4 17.6 23.8 19.8 11.8 20.1 14.6 12.6 21.9 15.8 11.1 20.6 14.6

Apprentice 37.3 11.4 28.7 31.7 7.4 23.5 39.4 12.7 29.8 45.9 14.7 35.5 41.0 10.0 30.2 44.3 13.7 33.2

Trainee 4.1 8 5.4 3.7 8.4 5.3 5.7 12 8 5 11.4 7.1 4.2 12.5 7.1 5.3 10.8 7.3

Education &

training (sub-

total)

61.5 48.3 57.1 54.6 44.6 51.2 62.7 48.5 57.6 62.7 46.3 57.2 57.8 44.4 53.2 60.7 45.1 55.1

Employed 24.3 29 25.9 27.1 34.5 29.6 23.6 33.2 27 24.2 35.3 27.9 28.8 36.7 31.5 27.0 37.8 30.9

Looking for

work14.2 22.6 17 18.3 20.9 19.2 13.7 18.3 15.4 13.1 18.3 14.8 13.4 18.9 15.3 12.3 17.1 14.0

Labour force

(sub-total)38.5 51.6 42.9 45.4 55.4 48.8 37.3 51.5 42.4 37.3 53.7 42.8 42.2 55.6 46.8 39.3 54.9 44.9

Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100

Note: The cohort year refers to year in which the respondents left school; the survey is administered in April–May of the following year and so, for example, the 2007 cohort was surveyed in 2008.

Figure 8.3 Destinationsofearlyleavers,byyearlevelofexit

0

10

20

30

40

50Year 12Year 11Year 10

Looking for workEmployedTraineeApprenticeVET

%

Destination


earlyleaversunemployedandlooking

forwork.

DestinationsandperceptionsofacademicachievementInpreviousOn Tracksurveys,early

leaverswereaskedtoratetheir

academicperformanceduringtheirfinal

yearofschoolingbyindicatingwhichof

thefollowingstatementsbestreflected

theirviewoftheirperformance:‘overall

verygoodresults’,‘somegoodresults,

overallsatisfactory’,‘somepoorresults,

overalldidn’tdowell’,‘overallverypoor

results’.Inthe2008On Tracksurvey,

earlyleaverswereaskedtoindicate

theirlevelofsatisfactionwiththeir

schoolresults,usingthefollowing

responseoptions:verysatisfied;

somewhatsatisfied;neithersatisfied

nordissatisfied;somewhatdissatisfied;

verydissatisfied.

Duetothechangesinthequestions,

comparisonswithpreviousanalysesof

therelationshipbetweenperceptions

ofacademicachievementarenot

appropriate.

Destinationswerestronglyassociated

withtheyearlevelatwhichanearly

leaverexitedfromschool(seeTable

8.3andFigure8.3).Ingeneral,greater

proportionsofthosewholeftearlier,

comparedtothosewholeftinsenior

secondaryyears,wereenrolledin

anentry-levelVETcourseataTAFE

instituteorcommunityorprivate

provider.Inaddition,ofthosewho

leftschoolinYear10orbelowduring

2007,44.3%enteredanapprenticeship.

AmongYear11leavers,34.5%entered

anapprenticeship;amongYear12early

leavers,22.6%followedthispathway.

Thehighertheyearlevelofexit,the

greatertheproportionofearlyleavers

whowereworkingineitherafull-time

orpart-timecapacity.Theproportion

ofthosewholeftduringYear12and

wereemployedeitherfullorpart-time

(43.6%)wasmorethantwicethatof

thosewholeftinYear10orearlier

(20.7%).Acrossallexitpoints(Year10,

11and12)theproportionsofleavers

experiencingamoretroublesome

transitionfromschoolweresimilar,with

approximately14%ofeachgroupof

Table 8.3 Destinationsofearlyleavers,byyearlevelofexit

DestinationYear 10 or below Year 11 Year 12 Total

No. % No. % No. % No. %

VET 146 15.9 359 15.1 157 12.5 662 14.6

Apprentice 408 44.3 818 34.5 284 22.6 1510 33.2

Trainee 49 5.3 189 8.0 94 7.5 332 7.3

Working full-time 123 13.4 400 16.9 357 28.4 880 19.3

Working part-time 67 7.3 268 11.3 191 15.2 526 11.6

Looking for work 127 13.8 337 14.2 174 13.8 638 14.0

Total 920 100.0 2,371 100.0 1,257 100.0 4,548 100.0


group’sdecisiontoleaveschoolpart

waythroughtheyear.

Destinationsofearlyleavers,byIndigenousstatus

Onlyaverysmallgroupofearlyleavers

(0.9%)identifiedasAboriginalorTorres

StraitIslanderinthe2008survey.As

such,theresultsneedtobetreatedwith

caution.ThedestinationsofIndigenous

andnon-Indigenousrespondentsare

showninFigure8.6.

Unlikeinpreviousyears,enrolment

inVETprogramswasslightlylower

amongIndigenousrespondents

thanamongnon-Indigenousearly

leavers(13.0%comparedto14.6%).

FewerIndigenousearlyleaverswere

inapprenticeships(19.1%compared

to34.2%),butahigherproportion,

comparedtonon-Indigenousleavers,

hadenteredtraineeships(11.5%

comparedto7.3%).Indigenousandnon-

Indigenousrespondentshadsimilar

ratesofemployment(31.3%and30.3%)

andratesoffull-timeversuspart-time

AsshowninFigure8.4,almosttwo-

thirdsofearlyleaverswhowere‘very

satisfied’withtheirschoolresults

movedintofurthereducationor

training,comparedtojustoverone-

thirdofthosewere‘verydissatisfied’

withtheirresults.Conversely,the

proportionofearlyleaverswhowere

employedwasgreateramongthose

whowere‘verydissatisfied’withtheir

results(42.4%)comparedtothose

whowerelessnegativeintheirviewof

theirperformance(38.3%ofthosewho

were‘somewhatdissatisfied’,32.3%

ofthosewhowere‘neithersatisfied

nordissatisfied’,26.4%ofthosewho

were‘somewhatsatisfied’and23.8%

ofthosewhowere‘verysatisfied’with

theirresults).

Interestingly,analysisbyyearlevel(see

Figure8.5below)showsthatyoung

peopleexitingfromYear10orbelow

andYear11displayedsimilarprofilesof

satisfactionwiththeirschoolresults.

ThosewholeaveinYear12,however,

werelesssatisfiedwiththeirschool

performance.Thismayindicatethatthe

demandsofYear12wereafactorinthis

Figure 8.4 Destinationsofearlyleavers,byperceivedsatisfactionwithschoolresults

0

10

20

30

40

50

60

70

80

90

100Looking for workEmployedTraineeApprenticeVET

VictoriaVery dissatisfiedSomewhat disatisfied

Neither satisfied nor dissatisfied

Somewhat satisfied

Very satisfied

%

Figure 8.5 Earlyschoolleavers,perceivedsatisfactionwithschoolresults,byyearlevelofexit

0

10

20

30

40

50

60

70

80

90

100Very dissatisfied

Somewhat disatisfiedNeither satisfied nor dissatisfied

Somewhat satisfiedVery satisfied

Year 12Year 11Year 10

%

Year level of exit

89

Enrolmentinfurthereducationand

trainingformaleearlyleaverstended

tobehigherincountryregionsthan

inmetropolitanareas,thuspartially

offsettingmales’comparativelylower

retentionschoolrates.Apprenticeships

contributedsignificantlytothisoverall

higherparticipationrateamongmale

earlyleaversinfurthereducationand

trainingincountryVictoria.

Femaleparticipationinfurther

educationandtrainingalsodisplayed

markedregionaldifferences(seeFigure

8.8).Therewerealsootherimportant

differences.Transitiondepended

heavilyonentry-levelVETcourses,

whichplayedamuchlargerrolefor

femaleearlyleaversthanfortheirmale

counterparts.Apprenticeshipsplayeda

muchsmallerroleforfemales,andthe

proportionoffemalesintraineeships

wasusuallynothighenoughtobring

participationinallemployment-based

trainingtothemalerate.

employmentwerealsoquitesimilar

acrossthegroups.AmongIndigenous

respondents,17.6%wereemployed

full-timeand13.7%part-time,whilethe

comparableratesfornon-Indigenous

respondentswere19.3%and11.0%,

respectively.Incontrast,theproportion

ofIndigenousearlyleaverswhowere

lookingforworkwasalmosttwicethat

ofnon-Indigenousearlyleavers,at

25.3%and13.6%,respectively.

RegionaldifferencesinearlyschoolleaverdestinationsTherewasconsiderableregional

variationinthepost-schooldestinations

ofearlyleavers.WhileforVictoriaasa

whole,60.7%ofmaleswereenrolledin

someformofeducationortraining,this

rangedfromalowof38.5%intheInner

Melbournelabourforceregiontoahigh

of68.5%intheGippslandregionof

countryVictoria(seeFigure8.7).

Per cent

0 10 20 30 40 50 60 70 80 90 100

Looking for workWorking part-time

Working full-timeTraineeApprenticeVET

Non-Indigenous

Indigenous

Figure 8.6 Destinationsofearlyleavers,byIndigenousstatus


0

20

40

60

80

%

-80

-60

-40

-20

0

All RegionsGippslandCentralBarwonGoulburnLoddonOuter East

Outer West

North East

Inner East

MorningtonSouth East

SouthernNorth West

Inner Melb


0

20

40

60

80

-80

-60

-40

-20

0

All RegionsGippslandGoulburnLoddonBarwonCentralInner East

Outer East

North East

SouthernOuter West

MorningtonInner Melb

South East

North West


%

Figure 8.7 DifferencesinearlyschoolleaverdestinationsbyABSlabourforceregion–males

Figure 8.8 DifferencesinearlyschoolleaverdestinationsbyABSlabourforceregion–females


Insomelabourforceregions,for

exampleNorthWesternMelbourne,

OuterWesternMelbourneandSouth

EasternMelbourne,theproportionof

femaleearlyleaverseitherworkingor

lookingforworkwasveryhigh,with

approximatelysixineverytenfemale

earlyleaversinthelabourforceandnot

participatinginfurthereducationor

training.

Thejobsofearlyleavers

Thejobsmostfrequentlyfoundby

earlyleaverswhodonotenterfurther

educationortrainingarepresented

inFigure8.9andFigure8.10.Among

malesthethreemostcommon

employmentareaswereinlabouring

(12.1%,comprising9.8%asgeneral

Figure 8.9 Mostcommonjobsofearlyleavers–males

0 2 4 6 8 10 12 14 16 18 20

Building & Construction Professionals

Other Labourers


Concreters & Construction Workers

Construction & Earthmoving Labourers

Farm Workers & Farmers

Gardeners & Nursery Workers

Defence


Kitchenhands



Sales Assistants

Storepersons

General Labourers

Per cent

0 2 4 6 8 10 12 14 16 18 20

Cleaners

Secretaries & Personal Assistants

Animal Workers

Gardeners & Nursery Workers

Farm Workers & Farmers

Bar Attendants

Office Assistants and Office Managers

Child Care


Kitchenhands

Storepersons


Receptionists




Sales Assistants

Per cent

Figure 8.10 Mostcommonjobsofearlyleavers–females


labourersand2.3%asotherlabourers),

retail(10.3%,comprising7.0%as

salesassistantsand3.3%ascheckout

operatorsandcashiers)andhospitality

(8.8%,comprising4.5%ascounter

handsatfoodoutletsand4.3%as

kitchenhands).Femaleearlyleaversare

evenmoreheavilyconcentratedinretail

andhospitality,with29.0%ofthose

employedworkinginretail(17.9%as

salesassistantsand11.1%ascheckout

operatorsandcashiers),and18.1%in

hospitality(13.4%ascounterhandsat

foodoutlets,3.1%askitchenhandsand

1.6%asbarattendants).Ingeneral,

thesearejobswithahighproportion

ofpart-timeemployment,andwhere

wagesandskillrequirementsare

relativelylow.

ReasonsforearlyleaversnotcontinuingineducationandtrainingAsisthecasewithYear12completers,

earlyleaversindicatedmultiplereasons

fornotcontinuinginstudy,which

suggestsanaccumulationoffactors

influencingstudentsexitingschool

early(seeFigure8.11).Wantingtoget

ajobwasthereasoncitedmostoften

byearlyleaversfornotcontinuingin

educationortraining(nominatedby

75.0%offemalesand82.9%ofmales),

followedbynotfeelingreadyforfurther

studyortraining(41.2%offemalesand

39.6%ofmales),andwantingtotake

sometimeoff(43.3%offemaleand

33.3%ofmales).

Genderdifferenceswereevidentinthe

responsesrelatingtobarrierstofurther

study.Whilethefinancialpressure

studywouldplaceontheirfamilyand

theamountoftravelinvolvedwere

citedmorefrequentlybyfemalesthan

males,agreaterproportionofmales

reportedthattheyneverintendedto

study.Similarproportionsofmalesand

femalesindicatedthattheyhadnot

receivedanoffer,theywerereluctant

toleavehomeorthattheydidnotsee

thevalueoffurtherstudyinterms

ofbuildingupaHigherEducation

ContributionScheme(HECS)debt.

Figure 8.11 Earlyschoolleavers:reasonsfornotstudying,bygender

0

10

20

30

40

50

60

70

80

90FemalesMales

Only offered

fee-paying place

Preferred course

not offered locally

No offer

Never intended to study

Not sure of coping

Awaiting Youth

Allowance

Have to leave home


debt

Costs of travel

Too much travel


Costs of study

Taking time off

Not ready

Wanted to get a job

%%


activelyseekingemployment.Like

theearlyleaverswhodidnotcontinue

ineducationortraining,andwerein

thelabourforceafterexitingschool,

earlyleaverswhowerenotinastudy,

trainingoremploymentpathwayalso

citedalackofreadinessasareasonfor

notbeinginstudyortraining(45.6%

ofinactiverespondentscomparedwith

39.7%ofearlyleaversinthelabour

force).

Reasonsthatcentredaroundfinancial

difficultiesinaccessingfurtherstudyor

training,includingtravelandfinancial

pressureonfamily,werenominated

byinactiveearlyleaversinverysimilar

proportionstoearlyleaversinthe

labourforce.Agreaterproportion

ofinactiverespondents,compared

toearlyleaversinthelabourforce,

reportedwaitingtoqualifyforYouth

Allowanceasareasonfornotpursuing

furtherstudyortraining.Theperceived

Earlyleaversneitherineducationortrainingnorinthelabourforce

Theearlyleaversurveysampleincluded

4.1%ofrespondentswhoindicatedthat

theywereneitherinstudyortraining,

norinthelabourforce.21Acomparison

ofthereasonsfornotenrollingin

furtherstudygivenbythese‘inactive’

respondentsandotherearlyleaversis

showninFigure8.12.

Whileover80%ofthoseearlyleavers

whowereinthelabourforcein

April–May2008citedwantingtoget

ajobasareasonfortheirdecisionto

leaveschool,57.0%ofthosewhowere

inactivealsoindicatedwantingajobas

areasonfortheirdecision.Presumably,

somethinghadhappenedintheirlives

inbetweenmakingthedecisiontoleave

schooltogetajobandtheircurrent

situation,inwhichtheywerenolonger

0

10

20

30

40

50

60

70

80

90Inactive respondentsEarly leavers not in education or training

Only offered

fee-paying place

Preferred course

not offered locally

No offer


Not sure of coping

Awaiting Youth

Allowance

Have to leave home


debt

Costs of travel

Too much travel

Financial pressure

on family

Costs of study

Taking time off

Not ready

Wanted to get a job

%

Figure 8.12 Reasonsfornotstudying:earlyleaversinthelabourforceandinactiveleavers(respondentsneitherineducationortraining,norinthelabourforce)

21 TheequivalentproportionamongYear12orequivalentcompleterswasjust1.1%(seeChapter5).


comparisonto14.1%).Malesindicated

morefrequentlythanfemalesthat

theyneverintendedtostudy(30.2%

comparedto13.1%).

Amongthegroupofrespondents

whowerenotactivelylookingfor

employment,agreaterproportionof

femalescomparedtomalesindicated

thattheyhadchosennottopursue

anyfurtherstudyortrainingbecause

theywereunsureoftheirabilityto

cope(51.2%comparedto30.3%).A

greaterproportionofmalesindicated

thattheyhadneverintendedtostudy

(20%comparedto10.7%offemales)

orthattheywantedtogetajob(66.2%

comparedto50%offemales).

Similarproportionsofinactivemale

andfemaleearlyleaverscitedcosts

associatedwithtravelandtheamount

oftravelrequiredasareasonfornot

pursuingfurtherstudyortraining

(around20%ofinactiverespondents).

abilitytocopewithstudywascited

almostequallybyinactiveearlyleavers

andthoseinthelabourforce(42.3%

comparedwith38.0%,respectively),

whileaslightlylargerproportionof

thosewhohadenteredthelabourforce

indicatedthattheyhadneverintended

tostudyfurther–23.6%comparedto

14.8%ofthosewhowereinactiveatthe

timeofthesurvey.

AsFigure8.13indicates,inactivefemale

earlyleaversmorefrequentlycited

costsofstudy(32.3%comparedto

24.5%ofmales)andtheneedtomove

awayfromhome(18.2%comparedto

13.2%ofmales)aspotentialbarriers.

Inactivemaleearlyleaversmore

commonlycitedcostsoftravel(30.2%)

andtoomuchtravel(30.2%)thandid

females(with25.3%and23.2%citing

travelcostsandamount,respectively).

Similarproportionsofinactivemaleand

femaleearlyleaverscitedthedecision

toawaitYouthAllowance(11.3%in

Figure 8.13 Reasonsfornotstudying:inactiveearlyleavers(respondentsneitherinstudyortraining,norinthelabourforce),bygender

0

10

20

30

40

50

60

70FemalesMales

Only offered

fee-paying place

Preferred course

not offered locally

No offer


Not sure of coping

Have to leave

home

Awaiting Youth

Allowance

Not worth

building a HECs

debt

Financial pressure

on family

Too much travel

Costs of travel

Costs of study

Not ready

Taking time off

Wanted to get a job

%


orfallingbehind’)wasnominatedby

fouroutofeverytenearlyleaversas

areasonforleavingschool(45.9%

and36.9%offemalesandmales,

respectively).

Anothersetofreasonsindicatedby

earlyleaversasmotivesbehindtheir

earlyexitfromschoolpertainedto

factorswhichdrawyoungpeople

intothelabourmarket.Figure8.14

showsthatthelargemajorityofmales

(84.7%)andfemales(67.4%)indicated

thatafactorintheirdecisiontoleave

schoolwasthatthey‘wantedtoget

anapprenticeshiportraineeship’.

Alreadyhavingajob,apprenticeship

ortraineeshiptogotowascitedas

reasonforleavingschoolbymorethan

fourineverytenearlyleavers(51.7%

ofmalesand34.3%offemales).Similar

proportionsofmaleandfemaleleavers

citedadesiretoattendTAFEasafactor

intheirdecisiontoleaveschoolearly

(43.5%and46.0%,respectively).

Whenthereasonsforleavingschool

earlyareanalysedbyyearlevelof

exit,itemergesthatthe‘pull’factors

increaseinimportance.Greater

proportionsofthosewholeavein

Year12citedhavingajobortraining

togoto,orwantingtoaccessan

apprenticeshiportraineeship,asa

factorintheirdecisioncomparedto

thosewholeaveinYear10orearlier

(Figure8.15).Nolongerwantingtobea

studentwassimilarlymorecommonly

reportedasafactorinthedecisionof

laterleaversthanthosewholeftprior

toYear11.Earlyleaverswhoexitedat

Reasonsforleavingschoolearly

PoleselandHelme(2004)describe

thevariousinfluencesleadingtoearly

schoolleavingas‘push’and‘pull’

factors.‘Push’factorsoperatefrom

withintheschoolsetting,inamostly

negativemanner,andacttodrive

youngpeopleawayfromtheschool

environment.‘Pull’factorsarisefrom

beyondtheschoolsettingandwork

toattractindividualsandintoanother

pathway(forexample,apprenticeship,

traineeship,employment),thusacting

inapredominantlypositiveway.

Earlyschoolleaverswereinvitedto

indicatefromalistofpossiblereasons

forleavingschoolthosethatapplied

tothem.Onaverage,respondents

indicatedthatthreemainreasons

playedaroleintheirdecision,which

suggeststhatarangeoffactorsare

involved.Figure8.14showsthereasons

givenbyearlyleaversforexitingschool,

formalesandfemalesseparately,with

‘push’factorsinthetophalfofthe

figureand‘pull’factorsthethreerows

atthebottom.

Themostimportant‘push’factorwas

notwantingtobeastudentanymore,

areasonwhichthreeineveryfiveearly

leaversagreedplayedaroleintheir

decision(60.8%).Malesreportedthis

asareasonslightlymorefrequently

thanfemales(62.9%comparedwith

57.1%,respectively).Thenextmost

frequentlycited‘push’factor(‘you

werenotcopingwithyourschoolwork


Factorsinstayingatschool

Figure8.16showsthefactorsreported

byearlyleaversthatwouldhave

influencedtheirdecisiontostayonat

school.Respondentscouldindicate

Year10orbelowmorefrequentlycited

poorperformanceorinabilitytocope

withtheschoolwork,orillnessorpoor

health,asareasonfortheirdecision,

comparedtostudentswholeftatlater

pointsintheirschooling.

Figure 8.14 Reasonsgivenbyearlyleaversforleavingschool,bygender(percentagerespondentsagreeing/stronglyagreeing)

Figure 8.15 Reasonsgivenbyearlyleaversforleavingschool,byyearlevelofexit(percentagerespondentsagreeing/stronglyagreeing)

0 10 20 30 40 50 60 70 80 90

FemalesMales

Had job/apprenticeship/traineeship

Wanted an apprenticeships/traineeship

Wanted to go to TAFE

Too far to travel

Personal and social reasons

Illness or poor health

Poor performance, wasn't coping

No subjects/courses of interest

No longer wanted to be a school student

Per cent

Pul

l fac

tors

Pus

h fa

ctor

s

0 10 20 30 40 50 60 70 80 90

Year 12Year 11Year 10 or below

Wanted to go to TAFE

Had job/apprenticeship/traineeship

Wanted an apprenticeships/traineeship

Too far to travel

Illness or poor health

Personal and social reasons

No subjects/courses of interest

Poor performance, wasn't coping

No longer wanted to be a school student

Per cent

Pul

l fac

tors

Pus

h fa

ctor

s


theycouldhavestudiedpart-time

whileworkingtheywouldhavebeen

lesslikelytoleaveschool.Similar

proportionsofrespondentsindicated

theywouldhavestayedonatschool

hadtheyhadaccesstoawiderrange

ofsubjects(48.1%),orifschedulingof

classeshadbeenmoreflexible(47.5%).

Theavailabilityofvocationalprograms

wasnominatedasareasontostay

atschoolby46.1%ofearlyleavers,

whilebeingtreatedinamoreadult-like

mannerwasanimportantconsideration

for45.7%ofthegroup.Leastimportant

weresocialfactors,suchashaving

greateropportunitiestomixwith

otherstudents(34.2%)orhavingmore

supportfromtheschoolindealingwith

personalproblems(29.0%).

multiplefactors,andonaverage

indicatedseveralfactorseach.These

factorsfallbroadlyintotwocategories:

thosethatrelatetothesocialor

academicsuccessandwellbeingof

studentsatschool,andthosethat

relatetotheflexibilityoflearningin

termsofattendancearrangements,

learningstylesandbroaderschool

programs.

AsFigure8.16illustrates,allofthe

listedfactorsgainedatleast29%

supportfromrespondents.The

mostimportantfactornominated

byearlyleaversconcernedthe

deliveryarrangementsofschooling

andaccommodationofemployment

whilestudying.Morethanhalfofall

respondents(54.0%)agreedthatif

Figure 8.16 Factorsthatwouldhavemotivatedearlyleaverstostayatschool

0 10 20 30 40 50 60

There was more support indealing with your personal problems

There were more opportunitiesto mix with other students

I had better job/careers advice

I received more support with my studies

I were treated more like an adult

There were good vocational orVET programs

There was more flexible schedulingof classes

There was a wider range of subjects

I could study part-time, while working

Per cent


99

Chapter9Respondentsrequestingreferrals

AnimportantfeatureofOnTrackisthatschoolleaverswhoappeartobeat-riskin

thetransitionprocessareofferedtheopportunityofcounsellingandsupport.At

thetimeofthesurvey,studentswhohadnotcontinuedineducationortraining

andwereeitherworkinginapart-timecapacityorwerelookingforwork,were

askedwhethertheywishedtobecontactedinordertobeadvisedaboutstudyand

employmentopportunities.Theresponsesgeneratedbythisquestionallowedan

interventiontobemadeforindividualswhorequestedit.

Thenamesandcontactdetailsofallstudentswantingareferralweremade

availabletotheirLLENasthedatabecameavailablefromtheSRC,theorganisation

conductingthesurvey.TheLLENsthencontactedrespondentsandassistedthem

withtheirrequestsforfurtherinformationorreferralstootheragencies.


Table9.1andFigure9.1recordthenumbersandproportionsofYear12or

equivalentcompleterswhowereeitherofferedareferralorwhorequesteda

referraltotheirLLENforfurtherassistance.Inall,3928respondentswhowerenot

ineducationortraining,andwereeitherworkingpart-timeorlookingforwork(a

totalof11.8%)wereinvitedtoreceivefurtherassistanceoradvice.Thisgroupwas

thenfurtherdividedintothoserequestingareferral(3.6%)andthoserefusingit

(8.2%).

Table 9.1 ReferralstatusofYear12orequivalentcompleterswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008,bygender

Referral

not offered

Referral offered

and accepted

Referral offered

and refusedTotal

MalesNo. 13,615 492 1,227 15,334

% 88.8 3.2 8.0 100.0

FemalesNo. 15,707 694 1,515 17,916

% 87.7 3.9 8.5 100.0

AllNo. 29,322 1,186 2,742 33,250

% 88.2 3.6 8.2 100.0

Note:Thesefiguresexclude361respondentswhowereneitherineducationortrainingnorthelabourforceatthetimeofthesurvey,and19respondentswhosedestinationwasunknown.

ThenumberofYear12orequivalentcompleterswhowereofferedareferralin

2008was1340lowerthanin2007.Thiswasessentiallybecausetheproportionof

samplememberswhowerenotineducationortraining,andwereeitherworking

part-timeorlookingforworkhaddeclinedfrom15.2%in2007to11.8%in2008.


Figure 9.1 ReferralstatusofYear12orequivalentschoolleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008

Referral not offered – 88.2%

Referral offered & refused – 8.2%

Referral offered & accepted – 3.6%

orwhorequestedareferralwithineach

LLEN.Theproportionsofferedareferral

weregenerallylowerinmetropolitan

thaninnon-metropolitanLLENs.Among

themetropolitanLLENstheproportion

offeredareferralrangedfrom5.9%in

InnerEasternto19.0%inFrankston

MorningtonPeninsula.Innon-

metropolitanlocalitiestheproportion

offeredareferralrangedfrom9.7%

intheNorthCentralLLENto21.9%in

Goldfields.

Acrossthestatetheproportionof


acceptedareferralrangedfromzero

intheNorthCentralLLENto7.7%in

CampaspeCohuna.

AsTable9.1shows,therewere

onlyslightdifferencesinthereferral

behaviourofmaleandfemale

respondents,with3.2%ofmaleYear

12orequivalentcompletersrequesting

areferral,comparedwith3.9%of

females.Aslightlyhigherproportion

offemales(8.5%)wereoffereda

referralbutrefuseditthanwasthecase

withmales(8.0%).Overall,ahigher

proportionoffemales(12.4%)inthe

groupwereeligibleforreferralsthan

males(11.2%)becauseslightlymore

femalecompleterswereemployedpart-

time.

Table9.2documentsthenumbersand

proportionsofYear12orequivalent

completerswhowereofferedareferral

101Chapter9:Respondentsrequestingreferrals

Table 9.2 ReferralstatusofYear12orequivalentcompleterswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,byLLEN

LLENReferral

not offered

Referral

offered

and accepted

Referral

offered

and refused

Total

Metropolitan

Banyule NillumbikNo. 1,457 44 89 1,590

% 91.6 2.8 5.6 100

Bayside Glen Eira

Kingston

No. 1,768 55 135 1,958

% 90.3 2.8 6.9 100

Brimbank MeltonNo. 1,071 39 72 1,182

% 90.6 3.3 6.1 100

Capital cityNo. 762 18 39 819

% 93.0 2.2 4.8 100

Frankston

Mornington

Peninsula

No. 1,215 86 200 1,501

% 80.9 5.7 13.3 100

Hume WhittleseaNo. 1,362 71 143 1,576

% 86.4 4.5 9.1 100

Metropolitan

Inner EasternNo. 3,271 54 149 3,474

% 94.2 1.6 4.3 100

Inner NorthernNo. 1,234 46 120 1,400

% 88.1 3.3 8.6 100

Maribyrnong and

Moonee Valley

No. 1,341 42 91 1,474

% 91.0 2.8 6.2 100

Outer EasternNo. 2,366 87 228 2,681

% 88.3 3.2 8.5 100

South EastNo. 2,031 108 186 2,325

% 87.4 4.6 8.0 100

The GatewayNo. 3,058 61 191 3,310

% 92.4 1.8 5.8 100

WynBayNo. 878 44 63 985

% 89.1 4.5 6.4 100


LLENReferral

not offered

Referral

offered

and accepted

Referral

offered

and refused

Total

Non-metropolitan

Baw Baw LatrobeNo. 638 42 63 743

% 85.9 5.7 8.5 100

Campaspe CohunaNo. 192 18 25 235

% 81.7 7.7 10.6 100

Central GrampiansNo. 112 5 28 145

% 77.2 3.4 19.3 100

Central RangesNo. 464 18 57 539

% 86.1 3.3 10.6 100

Gippsland EastNo. 447 23 62 532

% 84.0 4.3 11.7 100

Glenelg Southern

Grampians

No. 254 11 42 307

% 82.7 3.6 13.7 100

GoldfieldsNo. 579 51 111 741

% 78.1 6.9 15.0 100

Goulburn MurrayNo. 505 30 60 595

% 84.9 5.0 10.1 100

HighlandsNo. 774 54 112 940

% 82.3 5.7 11.9 100

Murray MalleeNo. 137 10 13 160

% 85.6 6.3 8.1 100

North CentralNo. 93 0 10 103

% 90.3 0.0 9.7 100

North

East Tracks

No. 269 17 36 322

% 83.5 5.3 11.2 100

North EastNo. 294 14 54 362

% 81.2 3.9 14.9 100

Northern MalleeNo. 309 14 53 376

% 82.2 3.7 14.1 100

Smart Geelong

Region

No. 1,430 82 175 1,687

% 84.8 4.9 10.4 100

South Gippsland

Bass Coast

No. 305 17 45 367

% 83.1 4.6 12.3 100

South WestNo. 507 16 69 592

% 85.6 2.7 11.7 100

Wimmera

Southern Mallee

No. 199 9 21 229

% 86.9 3.9 9.2 100

VictoriaNo. 29,322 1,186 2,742 33,250

% 88.2 3.6 8.2 100

Note:Thesefiguresexclude361respondentswhowereneitherineducationortrainingnorthelabourforceatthetimeofthesurvey,and19respondentswhosedestinationwasunknown.


respondents).Theproportionofthe

earlyleaversamplewhowerenotin

educationortraining,andwereeither

workingpart-timeorlookingforwork,

declinedslightlyfrom24.8%in2007to

23.9%in2008.

Table9.3showsthatthereweresome

markedgenderdifferencesintheearly

leavergroup.Amuchhigherproportion

offemales(32.1%)wereoffereda

referralthanmales(19.0%).Thiswas

becausemorefemaleearlyleaverswere

employedpart-timeorlookingforwork.

Femaleearlyleaversacceptedtheoffer

ofareferralattwicetherate(14.7%)of

males(7.3%).

Table9.4examinesthereferralrate

ofearlyleaversintermsoftheyear

levelfromwhichtheyleftschool.

Earlyleavers

Higherproportionsofearlyleavers

wereofferedreferralsthanwereYear

12orequivalentcompleters.AsTable

9.3shows,inthe2008sampleofearly

leaverstherewere1133respondents

whowereofferedareferral,which

represented23.9%ofthegroup.(This

wastwicetheproportionofoffersinthe

Year12orequivalentgroup.)Amongthe

earlyleavers10.0%acceptedareferral

and13.9%declined.Theproportionsare

alsoshowninFigure9.2.

Thenumberofearlyleaverswhowere


higherthanin2007.Thisessentially

wasbecausetheearlyleaversample

wasmuchlargerin2008(4740

respondents)thanin2007(2534

Table 9.3 Referralstatusofearlyleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008,bygender

Referral

not offered

Referral

offered

and accepted

Referral

offered

and refused

Total

MalesNo. 2,408 217 349 2,974

% 81.0 7.3 11.7 100.0

FemalesNo. 1,199 259 308 1,766

% 67.9 14.7 17.4 100.0

AllNo. 3,607 476 657 4,740

% 76.1 10.0 13.9 100.0

Figure 9.2 Referralstatusofearlyleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008

Referral not offered – 76.1%

Referral offered & refused – 13.9%

Referral offered & accepted – 10.0%


offeredareferral.Aswasfoundfor

theYear12orequivalentcompleter

group,referralsweregenerallyhigher

innon-metropolitanareasthanamong

metropolitanLLENs.22

AmongthemetropolitanLLENsthe

proportionofearlyleaversoffereda

referralrangedfrom14.0%inBanyule

Nillumbikto41.7%intheInnerNorthern

LLEN.Innon-metropolitanlocalities

theproportionofearlyleaversoffered

areferralrangedfrom13.0%inthe

WimmeraSouthernMalleeLLENto

29.0%inCentralGrampians.Acrossthe

statetheproportionofearlyleavers

whoacceptedareferralrangedfrom

3.2%inCentralGrampiansto18.8%in

InnerNorthern.

Interestingly,aslightlylowerproportion

(21.6%)ofthosewholeftschoolatYear

10orbelowwereofferedreferralsthan

thosewholeftateitherYear11(23.9%)

orYear12(25.6%).Itwouldappearthat

intermsoftheinitialtransitionfrom

school,alowerproportionofthevery

earlyleaverswerenotineducation

ortraining,orwereeitherworking

part-timeorlookingforwork,than

thosewholeftfromYear11or12before

completingschool.Ontheotherhand,

theproportionofthosewhoaccepted

theofferofareferralwasaboutthe

same(10%)forleaversfromeachofthe

threeyearlevels.

Table9.5reportsontheproportionof

earlyleaverrespondentsineachLLEN

whoeitherrequestedareferralorwere

Table 9.4 Referralstatusofearlyleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,April–May2008,byyearlevelofexit

Year level of exitReferral

not offered

Referral

offered

and accepted

Referral

offered

and refused

Total

Year 10 or belowNo. 754 97 111 962

% 78.4 10.1 11.5 100.0

Year 11No. 1,874 238 350 2,462

% 76.1 9.7 14.2 100.0

Year 12 No. 979 141 196 1,316

% 74.4 10.7 14.9 100.0

AllNo. 3,607 476 657 4,740

% 76.1 10.0 13.9 100.0

22 CareisneededwithsomeoftheindividualLLENdataforearlyleaversbecausethenumbersinvolvedinreferralsaresosmall.


Table 9.5 Referralstatusofearlyleaverswhowerenotineducationortrainingandwereeitherworkingpart-timeorlookingforwork,byLLEN

LLENReferral

not offered

Referral

offered

and accepted

Referral

offered

and refused

Total

Metropolitan

Banyule NillumbikNo. 104 6 11 121

% 86.0 5.0 9.1 100

Bayside Glen Eira

Kingston

No. 128 16 18 162

% 79.0 9.9 11.1 100

Brimbank MeltonNo. 181 33 29 243

% 74.5 13.6 11.9 100

Capital cityNo. 62 9 13 84

% 73.8 10.7 15.5 100

Frankston Mornington

Peninsula

No. 242 26 57 325

% 74.5 8.0 17.5 100

Hume WhittleseaNo. 229 32 52 313

% 73.2 10.2 16.6 100

Inner EasternNo. 84 20 21 125

% 67.2 16.0 16.8 100

Inner NorthernNo. 127 41 50 218

% 58.3 18.8 22.9 100

Maribyrnong and

Moonee Valley

No. 128 21 31 180

% 71.1 11.7 17.2 100

Outer EasternNo. 341 30 43 414

% 82.4 7.2 10.4 100

South EastNo. 229 28 44 301

% 76.1 9.3 14.6 100

The GatewayNo. 169 27 23 219

% 77.2 12.3 10.5 100

WynBayNo. 140 20 26 186

% 75.3 10.8 14.0 100


LLENReferral

not offered

Referral

offered

and

accepted

Referral

offered

and refused

Total

Non-metropolitan

Baw Baw LatrobeNo. 126 11 22 159

% 79.2 6.9 13.8 100

Campaspe CohunaNo. 34 8 5 47

% 72.3 17.0 10.6 100

Central GrampiansNo. 22 1 8 31

% 71.0 3.2 25.8 100

Central RangesNo. 63 5 9 77

% 81.8 6.5 11.7 100

Gippsland EastNo. 116 8 16 140

% 82.9 5.7 11.4 100

Glenelg Southern GrampiansNo. 50 4 5 59

% 84.7 6.8 8.5 100

GoldfieldsNo. 159 23 41 223

% 71.3 10.3 18.4 100

Goulburn MurrayNo. 90 8 11 109

% 82.6 7.3 10.1 100

HighlandsNo. 176 29 27 232

% 75.9 12.5 11.6 100

Murray MalleeNo. 44 2 9 55

% 80.0 3.6 16.4 100

North CentralNo. 12 2 2 16

% 75.0 12.5 12.5 100

North East TracksNo. 36 5 3 44

% 81.8 11.4 6.8 100

North EastNo. 45 4 14 63

% 71.4 6.3 22.2 100

Northern MalleeNo. 75 11 18 104

% 72.1 10.6 17.3 100

Smart Geelong RegionNo. 198 23 25 246

% 80.5 9.3 10.2 100

South Gippsland Bass CoastNo. 96 12 14 122

% 78.7 9.8 11.5 100

South WestNo. 61 7 8 76

% 80.3 9.2 10.5 100

Wimmera Southern MalleeNo. 40 4 2 46

% 87.0 8.7 4.3 100

VictoriaNo. 3,607 476 657 4,740

% 76.1 10.0 13.9 100

107


AustralianBureauofStatistics.SchoolsAustralia2007.Cat.No.4221.0.Canberra:

AustralianBureauofStatistics,2008.

Curtis,D.VET Pathways Taken by School Leavers.LSAYResearchReport52.

Melbourne:ACER,2008.

Curtis,D.McMillan,J.School Non-completers: Profiles and Initial Destinations.

LSAYResearchReport54.Melbourne:ACER,2008.

Polesel,J.Helme,S.Young Visions 2003: A Follow-up Study of Young Visions

Participants and Their Destinations One Year Later.Canberra:Departmentof

Education,ScienceandTraining,2004.

Kirby,P.(Chair).Ministerial Review of Post Compulsory Education and Training

Pathways in Victoria: Final Report.Melbourne:DepartmentofEducation,

EmploymentandTraining,2000.

Marks,G.N.The Transition to Full-time Work of Young People Who Do Not Go to

University.LSAYResearchReport49.Melbourne:ACER,2006.

Polesel,J.Deferring a University Offer in Regional Victoria: Interim Report.Centre

forPost-compulsoryEducationandLifelongLearning.Parkville:TheUniversityof

Melbourne,2008.

Polesel,J.Teese,R.VET in Schools Pathways. The 2006 Year 12 Cohort Report.

Melbourne:DepartmentofEducationandEarlyChildhoodDevelopment,2007.

Teese,R.Clarke,K.Polesel,J.The Destinations of School Leavers in Victoria. The

On Track Survey 2007 Statewide Report.Melbourne:DepartmentofEducationand

EarlyChildhoodDevelopment,2007.

References

109


Appendix1Publisheddata

VTAC Data 2007/08 (See Note) Including International Students

On Track Survey Data 2008Not Including International Students

Tertiary Applications and OffersIn Education and Training

– April 2008Not In Education and Training

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(%)

Def

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)

NAME LOCALITY

Academy Of Mary Immaculate Fitzroy 95 93 66 40 97 54 23 8 6 1 8

Aitken College Greenvale 117 102 69 31 94 56 24 4 10 1 5

Alexandra Secondary College Alexandra 52 43 53 33 86 28 8 15 26 3 21

Al-Taqwa College Hoppers Crossing 37 37 57 19 73 58 31 4 4 4 0

Antonine College Brunswick 24 19 58 53 100 58 17 8 8 8 0

Apollo Bay P-12 College Apollo Bay 14 12 50 25 75 18 18 9 36 9 9

Aquinas College Ringwood 208 177 61 34 91 48 22 12 14 1 3

Ararat Community College - Secondary

Ararat 71 35 51 34 86 10 16 14 36 10 14

Ashwood Secondary College Ashwood 55 43 58 35 88 28 25 11 14 8 14

Assumption College Kilmore 146 117 71 26 93 38 14 14 16 3 14

Australian International Academy Of Education

Coburg 62 61 92 7 97 85 4 6 0 2 2

Ave Maria College Aberfeldie 110 103 62 39 95 55 25 4 9 3 4

Avila College Mount Waverley 170 163 72 33 98 67 20 2 7 2 3

Bacchus Marsh College Bacchus Marsh 75 41 39 46 83 16 25 19 25 12 4

Bacchus Marsh Grammar Bacchus Marsh 82 74 59 35 88 39 21 12 15 4 9

Baimbridge College Hamilton Hamilton 88 48 58 25 81 15 9 32 26 1 16

Bairnsdale Secondary College Bairnsdale 133 96 65 27 89 20 13 18 21 1 26

Ballarat And Clarendon College - Senior

Ballarat 137 130 94 10 99 45 5 7 6 0 37

Ballarat Grammar School Wendouree 123 120 90 9 98 52 5 9 4 1 28

Ballarat High School Ballarat 168 106 62 20 79 27 8 10 38 7 10

Ballarat Secondary College Ballarat 131 88 36 38 74 24 21 24 15 10 5

Balwyn High School Balwyn North 302 292 82 18 97 71 12 4 7 0 6

Bayside Christian College Langwarrin South 30 23 35 65 91 19 43 10 14 5 10

Bayside College Newport 204 149 36 47 81 24 32 8 25 6 4

Bayswater Secondary College Bayswater 28 16 44 44 88 17 35 13 30 0 4

Bayview College Portland 37 27 85 7 93 42 15 12 19 4 8

Beaconhills College Pakenham 131 126 74 29 98 55 21 6 5 0 13

Beechworth Secondary College

Beechworth 36 24 67 13 79 9 22 9 39 0 22

Bellarine Secondary College Drysdale 140 96 60 20 79 30 12 23 18 3 14

Belmont High School Belmont 140 96 58 25 82 32 14 11 27 7 10

Benalla College - Faithfull Campus

Benalla 83 67 73 18 87 14 8 13 27 3 35

Bendigo Senior Secondary College

Bendigo 624 415 70 15 84 30 8 11 23 8 20

Bentleigh Secondary College Bentleigh East 66 53 36 53 87 25 27 19 21 0 8

111Appendix1:Publisheddata





– April 2008

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offe

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(%

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/VET

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(%)

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(%)

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(%)

Def

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d (%

)

NAME LOCALITY

Berwick Secondary College Berwick 169 120 43 46 87 28 36 9 12 4 11

Billanook College Ltd Mooroolbark 100 92 74 28 95 52 10 4 10 1 22

Birchip P-12 School Birchip 20 13 77 8 85 27 27 7 20 0 20

Blackburn High School Blackburn 101 89 73 19 90 68 16 4 11 0 1

Boort Secondary College Boort 26 16 69 31 81 27 40 0 13 0 20

Boronia Heights College Boronia 48 31 32 68 94 21 24 18 29 6 3

Box Forest Secondary College Glenroy 39 22 23 55 73 21 33 25 4 8 8

Box Hill High School Box Hill 117 103 83 13 93 74 17 0 6 0 3

Box Hill Senior Secondary College

Mont Albert North 185 117 23 51 70 15 19 26 29 4 7

Braemar College Woodend 102 94 85 17 97 53 11 7 7 3 20

Brauer College Warrnambool 163 134 74 16 87 23 7 26 14 0 30

Braybrook College Braybrook 100 84 45 46 90 33 39 3 11 7 7

Brentwood Secondary College Glen Waverley 174 174 59 39 93 52 23 13 6 0 6

Bright P-12 College Bright 33 27 81 19 93 48 13 4 17 0 17

Brighton Grammar School Brighton 127 119 87 9 96 79 5 2 2 2 10

Brighton Secondary College Brighton East 164 139 68 32 95 48 10 8 14 2 18

Brimbank College St Albans 90 71 27 65 89 25 39 19 13 3 1

Broadford Secondary College Broadford 63 43 44 42 86 23 21 15 23 8 10

Broadmeadows Secondary College***

Broadmeadows 56 50 30 44 74 30 30 10 15 10 5

Brunswick Secondary College Brunswick 79 76 54 41 92 50 31 2 9 2 6

Buckley Park College Essendon 107 81 72 25 94 55 8 12 16 4 4

Bundoora Secondary College Bundoora 82 68 28 56 84 26 38 12 18 5 2

Camberwell Anglican Girls Grammar School

Canterbury 101 100 89 9 95 80 8 2 0 0 10

Camberwell Grammar School Canterbury 148 148 94 10 99 82 4 6 0 0 8

Camberwell High School Canterbury 193 174 75 23 93 52 12 4 18 1 12

Camperdown College Camperdown 16 13 54 31 77 42 0 17 42 0 0

Canterbury Girls Secondary College

Canterbury 133 127 85 13 95 70 10 4 4 0 12

Carey Baptist Grammar School Kew 253 245 89 13 97 70 8 1 3 1 17

Caroline Chisholm Catholic College

Braybrook 225 202 53 41 92 47 24 9 6 6 8

Caroline Springs College - Brookside

Caroline Springs 30 23 48 39 83 42 37 0 16 5 0

Carwatha College P-12 Noble Park North 77 58 40 57 91 28 33 15 20 2 2

Casey Grammar School++ Cranbourne 33 24 46 46 88 38 33 5 19 0 5

Casterton Secondary College Casterton 25 15 47 47 87 14 18 9 27 18 14






– April 2008To

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rs (

%)

TAFE

/VET

offe

rs (

%)

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tert

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offe

r (%

)

Uni

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enro

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(%

)

TAFE

/VET

enro

lled

(%

)

App

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ice/

Trai

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(%)

Empl

oyed

(%)

Look

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for w

ork

(%)

Def

erre

d (%

)

NAME LOCALITY

Castlemaine Secondary College

Castlemaine 99 65 55 26 80 19 19 13 22 9 19

Catholic College Bendigo Bendigo 175 133 83 4 86 33 7 9 20 3 28

Catholic College Sale Sale 101 73 73 21 85 23 8 18 30 3 17

Catholic College Wodonga Wodonga 137 107 76 17 91 34 6 6 14 1 38

Catholic Ladies College Eltham 111 104 78 23 97 60 16 7 12 0 6

Catholic Regional College Sydenham

Sydenham 306 246 57 38 92 49 27 7 12 2 3

Caulfield Grammar School - Caulfield Campus

St Kilda East 181 177 83 15 95 63 9 2 5 0 21

Caulfield Grammar School - Wheelers Hill Campus

Wheelers Hill 171 166 86 17 97 79 7 4 1 0 9

Chairo Christian School Drouin 42 37 57 19 76 27 23 5 18 0 27

Chandler Secondary College Keysborough 75 51 47 39 84 35 31 4 18 8 4

Charlton College Charlton 16 13 92 8 100 63 13 19 0 0 6

Cheltenham Secondary College

Cheltenham 144 123 63 35 93 47 21 9 15 0 7

Chisholm Institute - Frankston Campus

Frankston 47 26 35 42 73 16 32 20 20 0 12

Christian Brothers’ College St Kilda

St Kilda East 105 88 50 43 91 33 34 8 11 2 13

Christian College Institute Of Senior Education

Waurn Ponds 142 119 72 13 83 50 13 5 13 2 17

Clonard College Geelong West 106 93 73 23 90 52 15 6 14 2 11

Cobden Technical School Cobden 24 24 17 54 71 14 14 38 29 0 5

Cobram Secondary College Cobram 60 47 60 28 87 42 16 11 26 0 5

Cohuna Secondary College Cohuna 33 19 89 11 89 42 8 8 19 12 12

Colac College+ Colac 43 25 64 8 72 16 8 27 24 3 22

Colac High School+ Colac 70 59 71 19 90 27 14 22 14 2 27

Coomoora Secondary College Springvale South 68 57 32 67 95 29 40 4 12 12 4

Copperfield College Delahey 200 140 51 40 88 34 28 12 19 2 5

Corryong College Corryong 24 17 53 24 76 6 6 11 33 17 28

Covenant College Bell Post Hill 18 15 47 40 87 27 40 7 27 0 0

Craigieburn Secondary College

Craigieburn 90 49 35 47 80 21 31 11 27 7 1

Cranbourne Secondary College

Cranbourne 118 76 41 54 89 25 30 12 24 7 2

Croydon Secondary College Croydon 71 48 50 25 75 31 22 10 29 4 4

Damascus College Mount Clear 123 92 67 17 84 30 10 18 22 3 17

Daylesford Secondary College Daylesford 47 34 68 18 82 31 13 19 13 6 19

De La Salle College Malvern 191 159 75 24 94 54 13 13 11 1 7






– April 2008

Tota

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/VET

offe

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%)

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offe

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)

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(%

)

TAFE

/VET

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(%

)

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(%)

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(%)

Look

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for w

ork

(%)

Def

erre

d (%

)

NAME LOCALITY

Debney Park Secondary College

Flemington 25 21 33 48 76 33 47 7 7 0 7

Derrinallum P12 College Derrinallum 11 7 57 71 100 50 20 20 10 0 0

Diamond Valley College Diamond Creek 65 48 38 56 92 23 46 12 13 2 4

Dimboola Memorial Secondary College

Dimboola 26 14 86 7 93 27 27 14 18 9 5

Distance Education Centre Victoria

Thornbury 88 35 63 11 74 18 27 4 24 18 9

Donald High School Donald 25 23 83 9 91 42 5 11 11 0 32

Doncaster Secondary College Doncaster 179 169 67 29 95 62 22 8 3 1 4

Donvale Christian College Donvale 88 81 69 30 93 51 17 3 13 1 14

Drouin Secondary College Drouin 80 59 59 39 93 32 32 19 13 2 3

East Doncaster Secondary College

Doncaster East 198 185 77 23 98 70 17 3 3 1 6

East Loddon P-12 College Dingee 18 11 73 45 100 23 8 23 38 8 0

Echuca College Echuca 81 54 54 24 78 14 5 26 24 12 19

Edenhope College Edenhope 14 11 82 9 91 36 9 9 9 0 36

Elisabeth Murdoch College Langwarrin 93 50 30 46 74 16 33 13 25 7 5

Eltham College Of Education Research 174 154 79 21 95 56 15 2 8 1 19

Eltham High School Eltham 159 130 65 32 93 43 21 9 12 6 10

Elwood College Elwood 146 109 54 41 93 44 27 7 13 4 5

Emerald Secondary College Emerald 97 80 33 63 93 25 31 15 20 3 6

Emmanuel College - Altona North Campus+++

Altona North 102 87 46 46 90 26 10 19 12 5 28

Emmanuel College - Warnambool Campus

Warrnambool 128 119 72 25 93 48 26 9 10 3 4

Emmaus College Burwood 128 112 69 34 98 55 17 7 9 2 10

Epping Secondary College Epping 52 28 21 79 96 10 33 28 23 8 0

Erinbank Secondary College***

Westmeadows 39 25 16 72 88 11 11 4 48 11 15

Essendon Keilor College Essendon 257 239 31 54 82 27 31 13 17 6 6

Eumemmerring College Hallam 310 204 30 52 79 23 35 14 19 5 4

Euroa Secondary College Euroa 42 38 39 39 76 14 18 18 21 4 25

F.C.J. College Benalla 38 27 70 11 81 13 10 19 26 0 32

Fairhills High School Knoxfield 111 95 40 54 93 21 29 11 13 10 16

Fawkner Secondary College Fawkner 40 23 22 78 100 12 32 28 16 8 4

Fintona Girls School Balwyn 63 63 90 5 95 94 2 2 2 0 0

Firbank Grammar School Brighton 94 92 85 24 100 76 6 0 6 0 12

Flinders Christian Community College

Tyabb 89 79 68 33 96 31 18 2 20 2 28






– April 2008To

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TAFE

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(%

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TAFE

/VET

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(%

)

App

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ice/

Trai

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(%)

Empl

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(%)

Look

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for w

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(%)

Def

erre

d (%

)

NAME LOCALITY

Flinders Christian Community College - Carrum Downs Campus

Carrum Downs 18 15 53 20 73 35 18 6 29 6 6

Footscray City College Footscray 144 113 36 43 79 24 29 14 18 9 6

Forest Hill College Burwood East 89 74 46 36 81 33 33 14 12 5 5

Frankston High School - Vce Campus

Frankston 229 191 61 28 82 47 16 7 16 1 13

Galen College Wangaratta 116 81 78 16 93 21 7 14 16 5 37

Galvin Park Secondary College Werribee 119 87 25 53 78 22 27 11 34 3 2

Geelong Grammar School Corio 128 121 93 6 97 55 4 4 3 0 35

Geelong High School East Geelong 97 67 58 30 87 29 11 11 31 3 15

Genazzano F.C.J. College Kew 140 140 87 16 99 87 9 0 2 0 3

Gippsland Grammar - Senior Sale 103 95 85 12 94 46 4 9 6 0 35

Girton Grammar School Ltd Bendigo 92 88 88 7 92 53 7 4 3 0 33

Gisborne Secondary College Gisborne 127 81 60 31 90 24 27 17 13 3 17

Gladstone Park Secondary College

Gladstone Park 150 122 48 48 93 45 28 7 10 5 4

Glen Waverley Secondary College

Glen Waverley 307 297 87 12 97 81 13 1 4 0 1

Glenvale School Glenroy 72 0 - - - 0 4 31 65 0 0

Good Shepherd College Hamilton 17 14 57 29 86 25 25 17 17 0 17

Goulburn Valley Grammar School

Shepparton 74 69 90 13 99 58 8 4 9 0 21

Greensborough Secondary College

Greensborough 52 51 45 51 94 38 26 7 17 0 12

Grovedale College Grovedale 71 51 39 39 76 19 25 15 27 7 7

Haileybury College Keysborough 162 152 89 15 99 73 9 3 2 2 12

Haileybury Girls College Keysborough 54 53 89 17 96 83 8 5 3 0 3

Hampton Park Secondary College

Hampton Park 135 88 34 59 90 30 30 7 22 1 9

Hawkesdale College Hawkesdale 23 16 88 0 88 29 14 14 7 0 36

Hawthorn Secondary College Hawthorn East 117 78 44 33 76 33 19 9 30 4 6

Heathdale Christian College Werribee 74 59 49 37 80 28 25 20 18 5 5

Heatherhill Secondary College Springvale South 45 39 31 64 92 34 41 0 14 3 7

Heathmont College Heathmont 76 52 40 35 73 33 21 18 23 2 4

Heywood And District Secondary College

Heywood 15 9 89 0 89 8 17 0 33 0 42

Highvale Secondary College Glen Waverley 80 66 70 29 91 45 18 7 15 4 11

Highview Christian Community College

Maryborough 34 27 59 22 78 38 14 10 17 10 10

Hillcrest Christian College - Ayr Hill Campus

Clyde North 22 18 50 33 78 43 43 10 5 0 0






– April 2008

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(%)

Def

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d (%

)

NAME LOCALITY

Hillcrest Secondary College***

Broadmeadows 36 22 41 45 86 12 23 15 15 23 12

Hopetoun Secondary College Hopetoun 18 13 54 23 69 19 6 6 31 13 25

Hoppers Crossing Secondary College

Hoppers Crossing 112 78 31 59 90 25 35 16 14 5 5

Horsham College Horsham 105 73 78 7 82 31 8 14 25 3 19

Huntingtower School Mount Waverley 58 56 84 27 100 71 13 2 2 2 10

Ilim College Of Australia Broadmeadows 22 20 70 35 100 73 18 0 0 9 0

Isik College Broadmeadows 39 38 97 0 97 96 0 0 0 0 4

Isik College - Upfield Campus Upfield 25 24 88 8 96 81 6 13 0 0 0

Ivanhoe Girls’ Grammar School

Ivanhoe 117 117 92 11 99 78 8 0 2 0 12

Ivanhoe Grammar School Ivanhoe 152 150 87 12 97 80 7 0 1 1 11

Ivanhoe Grammar School - Plenty Campus

Mernda 54 53 72 30 100 65 19 7 7 2 0

John Paul College Frankston 143 106 44 44 86 27 28 9 28 1 7

Kambrya College Berwick 98 75 31 64 88 22 36 13 18 6 4

Kangan Institute Of Tafe Broadmeadows 92 24 17 42 58 7 53 22 7 9 2

Kaniva P-12 College Kaniva 10 4 75 0 75 11 11 33 44 0 0

Karingal Park Secondary College

Frankston 96 45 38 51 87 11 23 15 41 5 5

Kealba Secondary College Kealba 19 18 17 72 89 21 50 7 21 0 0

Keilor Downs College Keilor Downs 173 142 45 44 89 36 31 9 18 2 5

Kerang Technical High School Kerang 58 40 73 23 90 37 15 22 22 0 4

Kew High School Kew East 156 142 68 20 85 53 12 6 13 3 13

Kilbreda College Mentone 138 125 64 33 95 56 22 5 8 3 6

Killester College Springvale 99 98 67 28 92 61 23 4 7 1 4

Kilvington Baptist Girls’ Grammar School

Ormond 61 61 89 13 98 83 11 0 0 0 6

Kings College Warrnambool 18 17 71 24 94 50 10 10 0 0 30

Kingswood College Box Hill 66 63 59 25 81 44 22 4 9 4 16

Koo Wee Rup Secondary College

Koo Wee Rup 75 42 57 43 90 33 17 13 29 6 2

Koonung Secondary College Mont Albert North 101 94 74 22 95 64 15 4 6 3 8

Korowa Anglican Girls’ School Glen Iris 68 68 99 6 100 84 4 0 4 0 8

Korumburra Secondary College

Korumburra 63 39 56 31 82 21 17 21 31 2 8

Kurnai College - Precinct Campus

Churchill 113 69 46 28 72 29 26 18 20 1 6

Kurunjang Secondary College Melton 91 61 28 44 72 17 25 24 29 0 5

Kyabram Secondary College Kyabram 106 66 73 21 91 24 11 13 27 5 21






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Kyneton Secondary College Kyneton 57 41 54 39 90 41 21 17 14 0 7

La Trobe Secondary College* Macleod 16 9 22 78 100 0 17 25 25 25 8

Lake Bolac College Lake Bolac 20 12 42 58 92 20 33 20 7 20 0

Lakeside Secondary College Reservoir 48 41 39 49 88 39 23 13 19 6 0

Lalor Secondary College Lalor 63 63 37 54 87 38 23 11 13 6 9

Lavalla Catholic College Traralgon 177 108 61 27 84 28 22 21 17 2 10

Laverton Secondary College** Laverton 52 26 27 73 96 18 24 21 21 15 0

Leongatha Secondary College Leongatha 71 41 66 32 85 25 13 32 14 4 13

Lighthouse Christian College Keysborough 24 19 42 42 74 37 37 0 16 0 11

Lilydale Adventist Academy Lilydale 29 26 65 35 96 29 12 29 6 6 18

Lilydale Heights College Lilydale 84 58 24 64 84 14 29 21 29 3 3

Lilydale High School Lilydale 220 166 50 39 86 31 22 7 24 4 12

Loreto College Ballarat 127 117 76 20 93 40 9 14 11 2 24

Loreto Mandeville Hall Toorak 100 99 90 8 98 84 3 3 8 1 1

Lowanna College Newborough 137 69 45 22 65 18 26 16 25 9 6

Lowther Hall Anglican Grammar School

Essendon 65 64 84 17 98 87 12 0 2 0 0

Loyola College Watsonia 142 125 63 30 87 51 22 9 7 2 9

Luther College Croydon 144 133 85 16 98 69 12 7 2 0 10

Lyndale Secondary College Dandenong North 134 134 43 55 98 39 24 5 24 0 8

Lyndhurst Secondary College Cranbourne 96 62 26 61 85 16 37 13 24 7 3

Mackillop College Swan Hill Swan Hill 82 69 52 32 80 27 24 14 24 0 12

Macleod College Macleod 95 68 59 26 85 41 25 12 14 7 1

Macrobertson Girls High School

Melbourne 238 238 100 1 100 88 1 1 0 0 10

Maffra Secondary College Maffra 75 63 56 35 90 34 16 13 21 7 8

Mansfield Secondary College Mansfield 51 39 77 23 97 24 5 8 18 5 39

Marcellin College Bulleen 167 145 76 25 96 58 17 11 5 2 7

Marian College Ararat Ararat 44 36 67 14 81 39 11 7 29 4 11

Marian College Myrtleford Myrtleford 28 21 67 38 100 22 26 13 9 0 30

Marian College Sunshine Sunshine West 117 109 50 40 88 53 21 6 12 3 5

Maribyrnong Secondary College

Maribyrnong 53 50 40 48 88 39 39 3 8 6 6

Maroondah Secondary College Croydon 83 53 38 34 72 21 23 15 38 2 2

Mary Mackillop Catholic Regional College

Leongatha 42 39 72 23 92 47 9 0 16 6 22

Maryborough Education Centre

Maryborough 83 55 55 18 69 17 11 19 24 6 22

Mater Christi College Belgrave 140 124 77 19 94 47 19 9 13 0 12






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Matthew Flinders Girls’ Secondary College

Geelong 125 105 66 16 82 40 13 11 23 0 12

Mazenod College Mulgrave 174 152 86 13 98 67 13 11 5 2 3

Mcguire College Shepparton Shepparton 66 28 46 36 79 9 23 31 17 11 9

Mckinnon Secondary College Mckinnon 208 187 81 15 96 68 12 5 8 1 6

Melbourne Girls’ College Richmond 185 180 85 12 95 67 6 2 7 2 17

Melbourne Girls Grammar South Yarra 113 113 92 6 97 76 4 1 1 1 17

Melbourne Grammar School Melbourne 184 180 93 9 99 83 3 2 0 0 12

Melbourne High School South Yarra 345 344 99 1 100 91 2 1 1 0 6

Melbourne Rudolf Steiner School

Warranwood 40 32 72 31 97 19 12 8 23 0 38

Melton Christian College Melton South 12 9 56 33 89 56 0 22 22 0 0

Melton Secondary College Melton 71 39 46 38 85 30 20 6 32 8 4

Mentone Girls’ Grammar School

Mentone 51 51 84 16 98 83 3 3 3 0 8

Mentone Girls’ Secondary College

Mentone 160 147 78 27 97 58 19 2 13 1 8

Mentone Grammar School Mentone 128 119 82 16 95 64 6 6 7 1 15

Mercy College Coburg 116 115 58 39 94 50 24 6 12 0 8

Mercy Regional College Camperdown

Camperdown 56 53 70 26 89 30 13 10 18 5 25

Merrilands College Prep-12 Reservoir 30 23 39 57 96 38 33 10 10 10 0

Methodist Ladies College Kew 289 286 88 15 99 73 9 2 4 1 11

Mildura Senior College Mildura 276 142 70 15 82 20 16 19 24 3 20

Mill Park Secondary College Epping 244 168 57 38 91 37 24 10 21 4 3

Mirboo North Secondary College

Mirboo North 46 44 41 41 80 12 29 15 17 0 27

Monbulk College Monbulk 85 61 64 30 89 37 13 13 21 1 13

Monivae College Hamilton 87 68 79 19 94 28 10 21 13 1 26

Monterey Secondary College Frankston North 64 42 21 64 83 12 35 16 22 6 8

Mooroolbark College Mooroolbark 75 56 51 45 91 38 23 17 20 2 0

Mooroopna Secondary College Mooroopna 89 54 67 24 89 22 12 15 23 11 17

Mordialloc College Mordialloc 88 78 38 36 68 21 31 10 29 5 5

Mornington Secondary College

Mornington 125 97 30 45 72 12 21 10 37 9 10

Mortlake College Mortlake 16 9 100 0 100 45 9 9 36 0 0

Mount Beauty Secondary College

Mount Beauty 28 14 71 14 86 15 0 25 25 25 10

Mount Clear College Mount Clear 109 61 77 10 87 43 13 13 22 5 5

Mount Eliza Secondary College

Mount Eliza 156 120 55 28 81 27 23 17 19 2 12






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Mount Erin College Frankston 104 71 34 51 79 20 22 13 32 5 8

Mount Evelyn Christian School Mount Evelyn 37 20 85 25 95 29 21 13 25 4 8

Mount Lilydale Mercy College Lilydale 202 155 60 36 92 41 20 14 12 0 13

Mount Scopus Memorial College

Burwood 130 129 90 12 98 65 6 2 3 0 25

Mount St Joseph Girls’ College Altona 97 92 57 41 93 50 30 3 8 4 5

Mount Waverley Secondary College

Mount Waverley 274 250 76 25 97 63 20 5 5 1 5

Mountain District Christian School

Monbulk 24 19 53 21 68 8 17 25 42 0 8

Mowbray College Town Centre Campus

Caroline Springs 34 34 59 24 82 57 22 0 4 4 13

Mullauna College Mitcham 55 49 51 27 76 35 30 7 16 0 12

Murtoa P-12 College Murtoa 17 14 71 14 79 50 29 7 14 0 0

Nagle College Bairnsdale 129 95 75 15 87 33 11 15 16 3 22

Narre Warren South P-12 College

Narre Warren South 138 47 28 45 72 7 18 20 39 12 3

Nathalia Secondary College Nathalia 22 14 93 0 93 32 11 26 16 5 11

Nazareth College Noble Park 138 122 50 46 92 41 35 6 13 0 6

Neerim District Secondary College

Neerim South 21 10 50 40 90 7 21 14 21 7 29

Newcomb Secondary College Newcomb 97 49 47 31 76 13 20 23 28 9 9

Newhaven College Newhaven 62 54 67 26 89 32 15 6 17 2 28

Nhill College Nhill 19 13 54 23 77 22 17 22 17 6 17

Niddrie Secondary College Niddrie 89 66 47 45 88 28 34 12 18 3 6

Noble Park Secondary College Noble Park 88 70 37 53 89 33 33 6 21 4 4

North Geelong Secondary College

Geelong North 53 36 36 36 72 29 17 12 38 5 0

Northcote High School Northcote 183 159 69 28 94 56 17 6 11 2 8

Northland Secondary College Preston East 98 60 17 68 83 14 41 5 24 7 9

Norwood Secondary College Ringwood 131 94 62 36 95 45 13 13 18 0 12

Notre Dame College Shepparton 197 146 78 21 94 29 13 20 15 1 21

Numurkah Secondary College Numurkah 35 16 81 19 94 27 9 23 23 5 14

Nunawading Christian College - Secondary Campus

Nunawading 36 33 52 18 70 33 33 5 10 14 5

Oakleigh Greek Orthodox College

Oakleigh 37 37 51 46 92 58 29 0 0 4 8

Oberon High School Belmont 185 123 71 24 90 27 14 18 23 4 14

Orbost Secondary College Orbost 36 22 68 18 82 27 9 9 23 0 32

Our Lady Of Mercy College Heidelberg 159 149 77 27 99 71 17 3 6 1 3






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Our Lady Of Sacred Heart College

Bentleigh 91 84 55 40 92 42 26 5 16 3 8

Our Lady Of Sion College Box Hill 97 91 63 33 95 51 17 5 17 1 9

Ouyen Secondary College Ouyen 25 21 81 24 100 65 10 0 10 0 15

Overnewton Anglican Community College

Keilor 155 147 70 28 95 68 14 6 8 0 4

Oxley College Chirnside Park 70 58 74 21 91 43 14 7 16 0 20

Padua College Mornington 235 178 62 35 93 33 18 16 15 4 14

Pakenham Secondary College Pakenham 91 40 28 38 65 16 26 19 28 7 4

Parade College Bundoora 215 164 63 35 95 46 23 21 5 1 4

Parkdale Secondary College Mordialloc 108 73 51 34 82 38 22 14 22 1 1

Parkwood Secondary College Ringwood North 37 24 46 46 92 30 37 22 7 4 0

Pascoe Vale Girls Secondary College

Pascoe Vale 168 137 51 47 93 42 28 2 15 2 10

Patterson River Secondary College

Carrum 112 66 48 33 80 25 14 15 35 2 8

Pembroke Secondary College (Senior Campus)

Mooroolbark 104 79 27 58 84 12 26 11 34 6 11

Penleigh And Essendon Grammar School

Keilor East 225 223 95 9 99 87 5 3 1 0 4

Penola Catholic College Broadmeadows 192 154 54 38 92 36 32 11 13 2 6

Peter Lalor Secondary College Lalor 20 11 27 55 82 19 25 13 25 19 0

Plenty Valley Christian College

Doreen 58 48 58 44 94 45 20 10 16 0 10

Portland Secondary College Portland 80 50 76 18 92 25 14 15 22 5 19

Presentation College Windsor Windsor 97 93 70 30 96 57 16 11 5 0 11

Preshil The Margaret Lyttle Memorial School

Kew 38 35 63 29 89 26 21 0 21 5 26

Preston Girls Secondary College

Preston 34 29 72 28 97 46 25 4 13 4 8

Princes Hill Secondary College Carlton North 102 93 77 23 97 48 14 3 8 2 26

Rainbow Secondary College Rainbow 14 12 67 33 92 25 0 42 17 0 17

Red Cliffs Secondary College Red Cliffs 65 28 75 4 75 37 15 12 17 5 15

Reservoir District Secondary College

Reservoir 126 95 41 37 77 30 36 11 14 7 3

Ringwood Secondary College Ringwood 194 166 71 30 96 49 20 6 12 3 10

Rmit Tafe Carlton 135 96 52 33 84 40 22 13 16 1 6

Robinvale Secondary College Robinvale 25 15 53 33 80 35 18 0 35 12 0

Rochester Secondary College Rochester 55 37 78 16 95 34 16 9 18 5 18

Rosebud Secondary College Rosebud 154 105 73 29 91 17 11 9 34 1 28

Rowville Secondary College Rowville 227 156 44 42 85 30 30 14 23 2 2






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Roxburgh College Roxburgh Park 119 119 39 52 90 42 24 6 10 6 13

Rushworth P-12 College Rushworth 19 16 56 13 69 24 0 12 24 12 29

Rutherglen High School Rutherglen 40 24 79 8 88 33 0 21 18 3 24

Ruyton Girls’ School Kew 63 63 84 13 97 77 11 0 0 0 13

Sacre Coeur Glen Iris 75 75 96 4 99 90 3 3 0 0 3

Sacred Heart College Geelong Newtown 207 187 75 17 91 42 13 12 10 1 23

Sacred Heart College Kyneton Kyneton 94 88 63 33 92 42 14 11 11 4 19

Sacred Heart Girls’ College Oakleigh

Oakleigh 157 154 77 21 95 74 15 4 2 1 3

Saint Ignatius College Geelong

Drysdale 104 69 62 20 81 29 24 15 18 4 10

Sale College Sale 98 67 54 28 79 22 15 12 28 4 18

Salesian College Chadstone 105 89 78 21 97 62 15 9 10 1 3

Salesian College Sunbury Sunbury 129 88 59 30 89 35 17 22 14 1 11

Samaritan Catholic College Preston 58 51 37 55 90 36 36 11 8 3 6

Sandringham College Sandringham 301 171 43 37 78 22 22 13 32 4 8

Santa Maria College Northcote 132 130 62 37 95 57 25 6 8 0 5

Scoresby Secondary College Scoresby 86 63 35 62 90 30 32 10 20 7 2

Scotch College Hawthorn 229 225 91 10 97 80 7 1 2 0 10

Sebastopol College Sebastopol 78 44 41 25 66 18 20 17 27 18 0

Seymour Technical High School

Seymour 65 30 53 23 77 20 18 14 36 4 8

Shelford Girls’ Grammar Caulfield 52 52 88 13 100 76 10 2 5 0 7

Shepparton High School Shepparton 77 55 65 9 71 32 18 16 14 10 10

Siena College Camberwell 94 88 73 26 95 64 17 5 6 0 8

South Coast Christian College Leongatha 18 13 77 15 85 20 7 7 20 0 47

South Gippsland Secondary College

Foster 48 33 36 42 79 13 25 25 18 5 15

South Oakleigh Secondary College

Oakleigh South 78 78 26 73 97 18 33 18 16 4 11

Southwood Boys Grammar School - Tintern

Ringwood 32 32 81 28 100 70 15 11 0 0 4

Springvale Secondary College Springvale 49 44 66 30 95 61 19 3 3 6 6

St Albans Secondary College St Albans 115 100 43 48 91 46 38 9 3 1 3

St Aloysius College North Melbourne 90 83 72 20 92 61 21 5 5 0 8

St Anthony’s Coptic Orthodox College

Frankston North 25 25 28 60 88 41 47 0 6 6 0

St Bernard’s College Essendon 182 148 68 32 97 53 24 10 8 1 4

St Brigid’s College Horsham 31 29 38 24 59 23 27 14 27 0 9

St Catherine’s School Toorak 84 84 93 8 99 88 5 0 3 0 5






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St Columba’s College Essendon 149 147 80 18 94 69 13 2 7 1 9

St Francis Xavier College Beaconsfield 243 187 61 29 86 42 21 10 20 2 6

St Helena Secondary College Eltham 188 170 46 47 91 35 24 12 19 2 8

St John’s Greek Orthodox College

Preston 31 25 36 60 92 35 35 10 10 0 10

St John’s Regional College Dandenong 143 107 62 30 90 47 28 4 14 5 3

St Joseph’s College Echuca Echuca 54 39 92 0 92 38 7 10 14 0 31

St Joseph’s College Melbourne North Melbourne 138 121 55 42 96 52 27 8 7 2 3

St Joseph’s College Mildura Mildura 102 78 68 19 82 49 12 8 8 1 22

St Joseph’s College Newtown Newtown 165 127 76 17 91 50 8 14 11 2 16

St Joseph’s Regional College Ferntree Gully

Ferntree Gully 93 76 57 45 95 45 12 12 20 5 6

St Kevin’s College Toorak Toorak 205 194 88 12 98 73 10 4 4 0 9

St Leonards College Brighton East 177 171 84 18 97 64 10 2 5 1 18

St Margarets School Berwick 50 49 92 16 100 66 10 2 2 0 20

St Mary Of The Angels School Nathalia 38 23 65 17 83 29 10 19 29 0 13

St Mary’s Coptic Orthodox College

Coolaroo 37 37 76 22 97 74 15 0 4 4 4

St Michael’s Grammar School St Kilda 127 117 82 18 97 61 4 1 7 1 25

St Monica’s College Epping 242 202 64 34 96 51 26 8 9 2 5

St Patrick’s College Ballarat 117 91 70 24 90 23 13 15 20 3 25

St Paul’s Anglican Grammar School

Warragul 146 133 77 20 93 48 7 11 8 1 24

St Peter’s College Cranbourne 133 105 56 42 93 38 25 12 16 0 9

Star Of The Sea College Gardenvale 161 155 79 22 99 58 15 0 7 0 20

Staughton College Melton South 20 15 27 67 93 29 41 12 12 6 0

Stawell Secondary College Stawell 61 38 71 16 87 26 9 16 33 5 12

Strathcona Baptist Girls Grammar School

Canterbury 73 72 90 10 99 80 7 0 3 0 10

Strathmore Secondary College Strathmore 193 169 67 27 91 55 21 4 16 0 4

Sunbury College Sunbury 128 85 53 35 87 35 21 11 19 6 9

Sunbury Downs Secondary College

Sunbury 79 42 45 26 71 23 19 11 30 11 7

Sunshine College Sunshine 113 106 29 58 87 26 48 10 10 2 5

Swan Hill College Swan Hill 68 52 56 13 67 37 6 22 29 2 4

Swinburne Senior Secondary College

Hawthorn 119 98 34 48 79 20 29 4 27 3 17

Swinburne University Of Technology - Tafe Division

Croydon 45 3 0 100 100 0 15 33 37 15 0

Tallangatta Secondary College

Tallangatta 54 31 74 6 81 18 9 18 25 0 30






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Taylors Lakes Secondary College

Taylors Lakes 141 116 42 46 87 41 27 14 12 4 3

Templestowe College Templestowe Lower 101 78 49 42 88 43 36 7 12 0 1

Terang College Secondary Campus

Terang 18 12 67 33 100 23 8 23 15 0 31

The Geelong College Newtown 146 140 88 9 95 54 8 0 9 2 27

The Grange P-12 College Hoppers Crossing 107 84 49 46 89 32 23 12 18 5 10

The Hamilton And Alexandra College

Hamilton 41 40 83 15 95 27 7 17 10 0 40

The King David School Armadale 44 43 95 7 100 61 6 0 0 0 33

The Knox School Wantirna South 94 91 76 21 92 70 16 4 5 0 5

The Peninsula School Mount Eliza 142 130 82 15 95 38 5 11 8 2 36

Thomas Carr College Tarneit 162 124 62 26 85 45 18 8 18 3 9

Thomastown Secondary College

Thomastown 54 50 40 58 98 45 28 3 17 0 7

Thornbury High School Thornbury 81 57 42 49 84 29 21 9 27 11 4

Timboon P-12 School Timboon 32 25 64 28 92 18 5 14 36 0 27

Tintern Ggs Ringwood East 139 138 86 17 100 80 11 1 0 2 6

Toorak College Mount Eliza 108 100 84 13 95 51 5 5 8 2 30

Trafalgar High School Trafalgar 76 54 61 22 81 28 5 28 16 5 18

Traralgon College Traralgon 106 76 46 30 75 30 30 11 14 5 10

Trinity College Colac Colac 63 43 74 26 93 26 7 17 26 2 22

Trinity Grammar School Kew 150 148 86 13 97 64 9 4 3 0 20

Tyrrell College Sea Lake 14 8 63 13 75 25 0 50 17 0 8

University High School Parkville 206 199 86 12 96 69 10 1 6 2 12

Upper Yarra Secondary College

Yarra Junction 65 35 31 57 89 12 21 17 37 4 10

Upwey High School Upwey 144 123 39 45 82 27 25 10 24 2 13

Vermont Secondary College Vermont 175 142 65 31 92 46 19 10 14 2 8

Victorian College Of The Arts Secondary School

Southbank 46 30 83 3 87 38 28 6 16 3 9

Viewbank College Rosanna 140 128 76 22 95 60 22 6 6 2 5

Wanganui Park Secondary College

Shepparton 127 98 62 24 81 24 18 13 17 6 22

Wangaratta High School - Edwards Street Campus

Wangaratta 133 86 72 15 85 18 13 15 22 4 28

Wantirna College Wantirna 197 148 48 51 93 32 30 14 16 4 4

Warracknabeal Secondary College

Warracknabeal 40 19 58 21 74 13 13 17 30 7 20

Warragul Regional College Warragul 65 40 53 20 73 22 24 22 13 0 18

Warrandyte High School Warrandyte 97 74 68 31 96 44 16 15 16 0 9






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Warrnambool College Warrnambool 82 69 75 12 86 33 7 18 10 3 30

Waverley Christian College Wantirna South 53 45 82 11 91 50 9 5 18 0 18

Wellington Secondary College Mulgrave 155 141 47 50 94 45 25 4 16 5 4

Wesley College Melbourne 228 220 85 14 96 72 10 0 3 1 14

Westbourne Grammar School - Hoppers Crossing Campus

Truganina 133 131 89 10 96 80 8 1 3 2 5

Western Heights College Geelong North 142 74 55 26 80 22 15 21 28 5 9

Western Port Secondary College

Hastings 80 40 33 53 80 9 26 15 30 7 13

Wheelers Hill Secondary College

Wheelers Hill 64 52 56 46 98 40 35 12 9 0 5

Whitefriars College Donvale 165 138 70 26 92 52 12 13 11 1 12

Whittlesea Secondary College Whittlesea 102 57 30 42 70 19 25 25 20 1 10

William Angliss Institute Of Tafe

Melbourne 22 2 0 100 100 0 27 13 40 13 7

Williamstown High School Williamstown 152 132 61 29 85 47 18 8 13 3 11

Wonthaggi Secondary College (Mcbride Campus)

Wonthaggi 131 82 60 30 85 18 14 18 25 6 18

Woodleigh School Baxter 84 80 84 19 98 28 9 4 10 0 49

Xavier College Kew 227 224 89 13 98 80 5 2 3 1 10

Yarra Valley Grammar School Ringwood 103 97 78 24 95 66 12 3 3 0 16

Yarram Secondary College Yarram 43 23 65 26 91 24 18 21 18 0 18

Yarrawonga Secondary College

Yarrawonga 24 13 46 38 77 13 19 13 50 0 6

Yea High School Yea 42 26 58 27 81 33 21 13 17 0 17

*This School Merged With Banksia Secondary College In 2008 To Form Banksia/Latrobe Secondary College

**This School Merged With Laverton Plains Primary School To Form Laverton P-12 College

***These three schools merged in 2008 to form Hume Central Secondary College

+These two schools merged in 2008 to form Colac Secondary College

++Formerly Cranbourne Christian College

+++Formerly St Paul’s College - North Altona


Appendix2Questionnaires

OnTrack–2008SchoolCompleterSurvey

Questionnaire V8 18 AprHello,mynameis(……………….,)callingonbehalfoftheDepartmentofEducationfrom

TheSocialResearchCentre.MayIpleasespeakto(FNAME,SNAMEfromlist)?

I’mcallingregardingtheOnTrackproject.YoumayhaveheardadvertisementsforOn

Trackontheradio.Wewouldliketoaskyouafewquestionsaboutyourstudyand

worksituation,whichwillonlytakeaboutfiveminutes.

IFNECESSARYOnTrackislookingtofindouthowschoolleaversaregoingsincethey

leftschool,sothattheVictoriangovernmentcanimproveitsservicestoyoung

people.

Allthedatacollectedisanonymousandconfidential.Ifthereareanyquestionsyou

don’twanttoanswer,justtellmesoIcanskipoverthem.Participationisvoluntary

andyouarefreetoterminatetheinterviewatanytime.

IFNECESSARYIfyouhaveanyconcerns,youmaycontacttheAustralianCouncilfor

EducationalResearchon9277-5476

IFNECESSARYThisyearthosewhocompletetheinterviewareeligibletobeinadraw

forover700iPODproducts.Detailsofthecompetitioncanbefoundatwww.

education.vic.gov.auandonwww.acer.edu.auandwww.srcentre.com.au

Continue

*(MONTORINGSPIEL)

Intro5 Beforewegetstarted,justtoletyouknowthatthisinterviewmaybemonitoredby

mysupervisorforqualitypurposes–justtocheckIamdoingmyjobproperly.Isthat

okwithyou?

1 Monitoringallowed

2 Monitoringnotpermitted

*(ALL)

Q1a. Areyoucurrentlystudying?

INTERVIEWERNOTE:LateenrolmentinSemester1includedas“currentlystudying”

1 Yes

2 No

*(ALL)

Q1b. Areyoucurrentlydoinganapprenticeship?

INTERVIERERNOTE:Ifenrolledandwaitingtostartapprenticeship(i.e.hassignedatraining

contract)recordas“Yes”.

1 Yes

2 No

*(NOTCURRENTLYDOINGANAPPRENTICESHIP)

125Appendix2:Questionnaires

8 Somewhereelse?

9 Proxyrespondentdoesnotknow

*(ALL)

*(ALLEXCEPTTHOSESTUDYINGATSCHOOL)

Q3. Whatyearleveldidyoudolastyear?

AIDASNECESSARY

IFSAYS:“DidVCAL”PROBE:Wouldthatbe

morelikeYear11orYear12

1 Year11

2 Year12

3 Year13

4 Didnotstudylastyear

*(CURRENTLYSTUDYINGORDOINGAN

APPRENTICESHIP/TRAINEESHIP)

Q4 Whatisthenameoftheinstitution

whereyouarestudying?

INTERVIEWERNOTE:Ifstudyingat

Universityandalsodoing

traineeship,recordnameof

institutionfortheUniversity

1 Universitynamegiven

2 TAFEnamegiven

3 OtherPrivateTrainingCollege

orAdult&CommunityEducation

Provider(Specify______________)


5 Don’tknowinstitutionofperson

conductingtrainingin

theworkplace

*(STUDYINGATUNIVERSITY)

Q4u RECORDUNIVERSITYNAME

1 Melbourne

2 Monash

3 Deakin

4 LaTrobe

5 RMIT

6 Swinburne

7 Ballarat

8 VictoriaUniversity

9 AustralianCatholicUniversity

10 CharlesSturtUniversity

11 OtherNSWUniversity

Q1c. Areyoucurrentlydoinga

traineeship?

INTERVIERERNOTE:Atraineeshipnormally

lastsoneortwoyears.Oncompletion,the

traineereceivesanationallyrecognized

qualification.

DoNOTrecordcadetships,fieldwork

placementsorpracticumactivitiesas“Yes”

1 Yes

2 No

*(NOTSTUDYING/NOTDOINGAN


Q1d. Areyoucurrentlyparticipatinginan

ADFGapYeartrainingprogram?

1 Yes

2 No

*(CURRENTLYSTUDYING,NOTDOINGAN

APPRENTICESHIPORTRAINEESHIP)

Q2a Areyoustudyingat…READOUT

1 School

2 University

3 TAFE

4 PrivateTrainingCollege

5 AdultandCommunity

Educationprovider,or

6 Studyingsomewhereelse?

7 (Proxyrespondentdoesnotknow)

*(CURRENTLYDOINGANAPPRENTICESHIP

ORTRAINEESHIP)

Q2b Areyoudoingtheclassroomoroff-

the-jobpartofyourtrainingat::READ

OUT

(MULTIPLESACCEPTED)

1 School

2 University

3 TAFE


5 Yourworkplace

6 AGroupTrainingOrganisation

7 AdultandCommunity

Educationprovider,or

12 OtherQLDUniversity

13 OtherSAUniversity

14 OtherTASUniversity

15 OtherWAUniversity

16 OtherACTUniversity

17 OtherNTUniversity

18 OtherUniversity(Specify_______)

*(STUDYINGATTAFE)

Q4t RECORDTAFENAME

1 BendigoRegionalInstituteofTAFE

2 BoxHillInstituteofTAFE

3 CentralGippslandTAFE

4 ChisholmInstituteofTAFE

5 EastGippslandInstitute

6 GordonInstitute

7 GoulburnOvensInstituteofTAFE

8 HolmesglenInstitute

9 KanganBatmanInstituteofTAFE

10 NorthernMelbourne

InstituteofTAFE(NMIT)

11 RMIT(TAFEDivision)

12 SouthWestInstituteofTAFE

13 Swinburne(TAFEDivision)

14 SunraysiaInstituteofTAFE

15 UniversityofBallarat

(TAFEDivision)

16 UniversityofMelbourne

(TAFEDivision/ILFR)

17 VictoriaUniversity(TAFEDivision)

18 WilliamAnglissInstituteofTAFE

19 WodongaInstituteofTAFE

20 OtherTAFE(Specify_______)



Q5 OnwhichcampusareMOSTofyour

classeslocated?

1 (Firstcampusnamefrom

attachedlist)(158listednames)

2 (Lastcampusname

fromattachedlist)

3 Campusname

given(Specify_________)

4 (Can’tsay)

5 (Refused)




Q6 Whatareyoustudying?

INTERVIEWERNOTE:Multiplesacceptedfor

doubledegrees


Universityandalsodoingtraineeship,

recordfieldofstudyforUniversity



Q7 Whatisthelevelofthequalification

youwillget?

READOUTIFNECESSARY

INTERVIEWERNOTE:Apprentice’s

qualificationlikelytobe“Certificate3”or

Certificate4”

INTERVIEWERNOTE:Trainee’squalification

likelytobe“Certificate1”orCertificate2”



recordlevelofqualificationfromuniversity

studies

1 Bachelordegree

2 Associatedegree

3 Advanceddiploma

4 Diploma

5 Certificate4

6 Certificate3

7 Certificate2

8 Certificate1

9 Certificateunspecified

(Specifyqualification________)

10 Other(Specify_____)


*(DOINGCERTIFICATE2,CERTIFICATE1OR

UNSPECIFIEDCERTIFICATE,NOTPROXY

INTERVIEW)

Q9t Wereyoualsoofferedaplacein

university?

1 Yes

2 No

3 Proxydoesnotknow

*(ALL)

Q10 Didyouapplyforatertiaryplace

throughVTAC?

1 Yes

2 No

3 Proxydoesnotknow

*(ALL)

Q10b Didyouapplydirectlytothe

institution?

1 Yes

2 No

3 Proxydoesnotknow

*(OFFEREDAPLACEINUNIVERSITYOR

TAFE/VET)

Q11 IntroADidyou…READOUT

1 Accepttheofferand

enrolinthatcourse

2 Rejecttheoffer

3 Cancelyourenrolment

4 Defer

5 Other(pleasespecify)

6 (Proxydoesnotknow)

*(NOTCURRENTLYSTUDYING,NOTDOING

ANAPPRENTICESHIP,NOTDOINGA

TRAINEESHIP,NOTPROXYINTERVIEW)

Q12 I’mgoingtoreadalistofreasons

whyyoungpeoplemightchoosenot

tostudy.Couldyoupleasetellme

whichoftheseapplytoYOU–justtell

meyesorno.

IFNOTCURRENTLYSTUDYING/DOINGAN

APPRENTICESHIP,BUTINTENDSTOSTUDY

/DOAPPRENTICESHIPLATERSAY:Irealise

yousaidearlierthatyouareintendingto

study/doanapprenticeshiplater(this

year),butifIcouldjustrunthesequicklyto

seewhich,ifany,applytoyou

Q8 I’mgoingtoreadoutalistofreasons

whyyoungpeoplemightdoacourse.

Couldyoupleasetellmewhich

reasonsapplytoyou–justtellme

“Yes”orNo”….

(Youaredoingthiscoursebecause…..)

STATEMENTS

a Itisapre-apprenticeshipcourse

b Itwastheonlycourse

availablelocally

c Itwastheonlycourse

youcouldgetinto

d Itwasacourseyou

feltyoucouldmanage

e TAFEdidnotrecogniseyour

VETinSchoolsqualification

f Youcouldnotaffordtodo

VETsubjectsatschool

RESPONSEFRAME

1 Yes

2 No

3 (Can’tsay)

4 (Refused)

*(NOTCURRENTLYSTUDYINGATUNIOR

TAFE)

Q9 Wereyouofferedaplaceinuniversity

orTAFE/VET?

1 University

2 TAFE/VET

3 Both

4 Didnotreceiveanoffer

5 Proxydoesnotknow

*(CURRENTLYATUNI)

Q9u Wereyoualsoofferedaplacein

TAFE/VET?

1 Yes

2 No

3 Proxydoesnotknow

*(CURRENTLYATTAFE)


Q13a Didyouhavea(paid)jobduringterm

timewhileyouwereatschoollast

year?Thatis,ajobyouworkedin

regularlyduringtermtime,notjusta

holidayjob.

1 Yes

2 No


*(HADPAIDJOBWHILEATSCHOOLLAST

YEAR)

Q13b Abouthowmanyhoursperweekdid

youworkonaverage?

1 Hoursperweek

given(Specify_________)

2 (Can’tsay)(AVOID)

3 (Refused)


*(NOTCURRENTLYDOINGAN

APPRENTICESHIPORTRAINEESHIPORADF

GAPYEAR)

Q13c Doyoucurrentlyhaveapaidjob?

1 Yes

2 No,lookingforwork

3 No,notlookingforwork


5 Waitingtostartjob

*(NOTANAPPRENTICE/TRAINEE/ADFGAP

YEAR,HADPAIDJOBWHILEATSCHOOL

LASTYEARANDCURRENTLYHASPAIDJOB

ORWAITINGTOSTARTJOB)

Q13d Howisyour(current)jobrelatedto

thejobyouhadasastudent?

1 Notrelatedatall

2 Samejob

3 Sameemployer,differentjob

(includepromotion,movetofull

time)

4 Sameindustry,differentjob

5 Studentjobhelpedgaincontacts

ornetworks

6 Studentjobprovideduseful

experienceforcurrentjob

(Youchosenottostudythisyearbecause…)

STATEMENTS

a Youaretakingayearoffor

doingaGapyear

b Youneverplannedor

intendedtostudy

c Youreallywantedtogetajob

d Youdon’tfeelreadyfor

morestudyatthemoment

e Youarewaitingtoqualifyfor

YouthAllowancetosupport

yourfuturestudy

f Therewouldhavebeentoo

muchfinancialpressure

onyourfamily

g Thecostsofstudyareabarrier

h It’snotworthbuilding

upaHECSdebt

i Youonlymanagedtoget

intoafee-payingcourse

j Thecostsoftravelareabarrier

k Thereistoomuchtravelinvolved

l Youhavetriedtogetintoa

course,butwerenotsuccessful

m Youwereunsurewhetheryou

wouldbeabletocope

withthework

n Itwouldhavemeantleavinghome

o Thecourseyouwanted

wasnotofferedlocally

RESPONSEFRAME

1 Yes

2 No

3 (Can’tsay)

4 (Refused)

*(ALL)

7 Other(Specify________)

8 (Proxycan’tsay/doesnotknow)

*(CURRENTLYHASAJOB,NOTAN

APPRENTICE/TRAINEE)

Q14 Haveyoureceivedanyon-the-job

trainingthisyear?”

1 Yes

2 No


*(CURRENTLYHASAJOB,/CURRENTLY

DOINGANAPPRENTICESHIP/TRAINEESHIP

/ADFGAPYEAR)

Q15c Howmanyhoursareyouworkingon

averageperweekinalljobs?

INTERVIEWERNOTE:Hoursworkedaspart

ofapprenticeship,traineeshiporADFgap

yearregardedashoursworkedinajob

IF“NONE”PROBE:Inausualweek(when

workisavailable),howmanyhours

woulditbe?

1 Hoursgiven(Specify_______)

2 (Can’tsay)

3 (Refused)


*(CURRENTLYHASAJOB,ALLCURRENTLY

DOINGANAPPRENTICESHIP/TRAINEESHIP

/ADFGAPYEAR)

Q16 Whatisyourmainjob?

INTERVIEWERNOTE:forapprentices

andtrainees,mainjobshouldbetheir

apprenticeshiportraineeship

DISPLAYTOPTENOCCUPATIONSFROM2007

ASPRECODES

DISPLAYOCCUPATIONLISTFROM2007

QUESTIONNAIRE

*(NOTLOOKINGFORWORK)


Q17 Whatwouldyousayisyourpresent

MAINactivity?

1 Study/training

2 Homeduties/lookingafterchildren

3 Travelorholiday

4 Ill/unabletowork

5 Other(Specify_____________)

6 (Can’tsay)AVOID

7 (Refused)

*(NOTSTUDYINGORTRAINING,NOT

CURRENTLYWORKINGFULLTIME)

D4 Fromyourearlieranswersitseems

thatyouarenotcurrentlyworking

full-timeorstudying.Thismaymean

thatyouareinterestedinsomehelp

inexploringpossiblenextsteps.

LocalLearningandEmployment

NetworksknownasLLENscanhelp

youfindoutmoreaboutworkand

studyoptions.Theyarefundedby

theVictorianGovernment.

Ifyouwant,wecanpassyourname

andnumbertoyourlocalLLEN

whowillcontactyoutoprovide

information,assistanceincluding

referraltosupportservices.

Wouldyoulikesomeonetocontactyou?

1 Yes

2 No

*(REQUESTEDCONTACTFROMLLEN)

D4n CanIconfirmthatthisisthebest

numberforthemtocallyouon?

DISPLAYNUMBERFROMSAMPLE

1 Numberfromsamplecorrect

2 Collectalternativenumber

(Specify________)


Q21a WasaVCAL(VictorianCertificateof

AppliedLearning)programavailable

atyourschoollastyear?

1 Yes

2 No

3 (Don’tknow)

*(NOVCALPROGRAMAVAILABLEAT

SCHOOL)

Q21. IftherehadbeenaVCAL(Victorian

CertificateofAppliedLearning)

programatyourschoollastyear,

wouldyouhavetakenanyVCAL

units?

1 Yes

2 No

*(CURRENTLYSTUDYING/DOINGAN

APPRENTICESHIP/TRAINEESHIP/ADFGAP

YEAR)

Q23. Next,Ihavesomequestionsabout

howyoufoundoutaboutwork

andstudyoptionsaftersecondary

school…..

WhatyearlevelwereyouinwhenyouFIRST

receivedcareeradviceatschoolthat

isrelatedtowhatyouaredoingnow?

1 Year13

2 Year12

3 Year11

4 Year10

5 Year9

6 Year8

7 Year7orearlier(Specify)

8 (Can’tsay)

9 (Didnotreceivecareeradviceat

schoolrelatedtocurrentactivity)

10*(ALL)

D4alt Isthereanothernumberthat

someonefromyourlocalLLENmight

catchyouon?

1 Yes

2 No

3 (Refused)

*(ENROLLEDINACEORTAFE)

Q18. Whatarethemainreasonsyouchose

todoyourVCEorVCALataTAFE

orAdultandCommunityEducation

providerratherthanataschool?

(ACCEPTMULTIPLES)

1 Betterlearning/adult

environment

2 Leftanddidn’twanttogobackto

school

3 Age

4 Schooldidn’toffermydesired

course/subjects

5 Didn’tlikeschool/teachers

6 Flexibletimetable

7 Notcopingatschool

8 Schooldidnotcaterformyneeds

9 Other(Specify_______)

10 (Can’tsay)

11 (Refused)

*(ENROLLEDINACEORTAFE)

Q20. Towhatextentwouldyouagree

ordisagreewiththefollowing

statement?:

YourVCALcoursewasanimportant

reasonyoustayedonatschool

Wouldyousay….

1 Stronglyagree

2 Agree

3 Disagree

4 Stronglydisagree

5 (Can’tsay)

*(NOTDONEVCAL)


Q27 Overthenextfewyears,The

DepartmentofEducationwillbe

conductingsimilarsurveysaspartof

theOnTrackproject.Wouldyoube

willingtoberecontactedtoseeifyou

areavailabletoparticipate?

1 Yes

2 No

*(OKTORE-CONTACT)

CONTACTCanIconfirmthatthisisthe

bestnumbertocallon?

1 DISPLAYNUMBERFROMSAMPLE


(Specify________)

*(ALL)

D5 Thisresearchiscarriedoutin

compliancewiththePrivacyActand

theinformationyouhaveprovided

willonlybeusedforresearch

purposes.

IFNECESSARY:Assoonastheinformation

processingperiodhasfinished,yourname

andcontactdetailswillbeseparatedfrom

yourresponsestothesurvey.Forthe

periodthatyournameandcontactdetails

remainwithyoursurveyresponses,which

willbeapproximately3months,youwillbe

abletocontactustorequestaccesstothe

informationthatyouhaveprovided.After

thistime,yourcontactdetailswillnotbe

storedwithyourresponses,soyouwillnot

beabletobeidentifiedfromyouranswersto

thissurvey.

Q24. I’mgoingtoreadoutalistofpeople

whoyoumightgotoforadvice

aboutwhattodoafterleaving

school.Pleaseindicatewhichofthe

followingpeopleyouhavespoken

withorreceivedadvicefromabout

yourcareerplansandpost-school

educationandtrainingoptions?

(Didyoureceiveadviceaboutwhattodo

afterleavingschoolfrom….)

(STATEMENTS)

a FamilyMembers

b Friendsorpeers

c Teachersatschool(includes

teacherswhodoubleupasschool

careercounsellors)

d UniversityorTAFEStaff

e CommunityGroups

f Someoneelse(Specify________)

RESPONSEFRAME

1 Yes

2 No

3 (Can’tsay)

*(ALL)

Q25 Overall,howsatisfiedareyouwith

yourmainactivitysinceleaving

school?Wouldyousay…

1 Verysatisfied

2 Satisfied

3 Neithersatisfiednordissatisfied

4 Dissatisfied,or

5 Verydissatisfied

6 (Can’tsay)

*(ALL)

D3. AreyouofAboriginalorTorresStrait

Islanderorigin?

1 Yes

2 No

3 (Can’tsay)

4 (Refused)

*(ALL)

Continue

*(ALL)

CLOSE TheOn-Trackreportwillsoonbe

availableonDepartment’swebsite(www.

education.vic.gov.au).Thatistheendofthe

interview.Thankyouverymuchforyour

timeandassistance.

Justincaseyoumissedit,mynameis(…….),

callingonbehalfoftheOnTrackprojectfrom

theSocialResearchCentreinMelbourne.


OnTrack–2008EarlyLeaverSurvey

Questionnaire V5 20 May

Hello,mynameis(……………….,)callingonbehalfoftheDepartmentofEducationfromThe

SocialResearchCentre.MayIpleasespeakto(FNAME,SNAMEfromlist)?

I’mcallingregardingtheOnTrackproject.YoumayhaveheardadvertisementsforOnTrack

ontheradio.Wewouldliketoaskyouafewquestionsaboutyourstudyandworksituation,

whichwillonlytakeaboutfiveminutes.

IFNECESSARYOnTrackislookingtofindouthowschoolleaversaregoingsincetheyleft

school,sothattheVictoriangovernmentcanimproveitsservicestoyoungpeople.

Allthedatacollectedisanonymousandconfidential.Ifthereareanyquestionsyoudon’t

wanttoanswer,justtellmesoIcanskipoverthem.Participationisvoluntaryandyouare

freetoterminatetheinterviewatanytime.

IFNECESSARYIfyouhaveanyconcerns,youmaycontacttheAustralianCouncilfor

EducationalResearchon9277-5476

IFNECESSARYThisyearthosewhocompletetheinterviewareeligibletobeinadrawfor

over700iPODproducts.Detailsofthecompetitioncanbefoundatwww.education.vic.gov.

auandonwww.acer.edu.auandwww.srcentre.com.au

*(MONTORINGSPIEL)

Intro5 Beforewegetstarted,justtoletyouknowthatthisinterviewmaybemonitoredby

mysupervisorforqualitypurposes–justtocheckIamdoingmyjobproperly.Isthat

okwithyou?

1 Monitoringallowed

2 Monitoringnotpermitted

*(ALL)

Q1 Firstly,canIjustconfirmthatyouwereatschoollastyear…

INTERVIEWERNOTE:IfcompletedYear12equivalentstudy(includingVCEatTAFE,VCAL

SeniororVCALIntermediate)codeas“No”(notanearlyleaver)

IfundertookSOMEstudyforyear10/11/12equivalentlastyearbutdidnotfinish,codeas

“Yes”(earlyleaver)

IfcompletedVCALFoundationlastyear,codeas“Yes”

1 Yes,studiedatschoollastyear

2 No,didnotstudyatschoollastyear

*(ALL)

Q1a. Areyoucurrentlystudying?

INTERVIEWERNOTE:LateenrolmentinSemester1includedas“currentlystudying”

1 Yes

2 No

*(ALL)


7 AdultandCommunityEducation

provider,or

8 Somewhereelse?




Q4 Whatisthenameoftheinstitution

whereyouarestudying?



recordnameofinstitutionfortheUniversity

1 Universitynamegiven

2 TAFEnamegiven

3 OtherPrivateTrainingCollegeor

Adult&CommunityEducation

Provider(Specify______)


5 Don’tknowinstitutionofperson

conductingtraininginthe

workplace

*(STUDYINGATUNIVERSITY)

Q4u RECORDUNIVERSITYNAME

1 Melbourne

2 Monash

3 Deakin

4 LaTrobe

5 RMIT

6 Swinburne

7 Ballarat

8 VictoriaUniversity

9 AustralianCatholicUniversity

10 CharlesSturtUniversity

11 OtherNSWUniversity

12 OtherQLDUniversity

13 OtherSAUniversity

14 OtherTASUniversity

15 OtherWAUniversity

16 OtherACTUniversity

17 OtherNTUniversity

18OtherUniversity(Specify_______)

*(STUDYINGATTAFE)

Q1b. Areyoucurrentlydoingan

apprenticeship?

INTERVIERERNOTE:Ifenrolledandwaiting

tostartapprenticeship(i.e.hassigneda

trainingcontract)recordas“Yes”.

1 Yes

2 No

*(NOTCURRENTLYDOINGAN

APPRENTICESHIP)

Q1c. Areyoucurrentlydoinga

traineeship?

INTERVIERERNOTE:Atraineeshipnormally

lastsoneortwoyears.Oncompletion,the

traineereceivesanationallyrecognized

qualification.

DoNOTrecordcadetships,fieldwork

placementsorpracticumactivitiesas“Yes”

1 Yes

2 No



Q2a Areyoustudyingat…READOUT

1 School

2 University

3 TAFE


5 AdultandCommunityEducation

provider,or

6 Studyingsomewhereelse?


*(CURRENTLYDOINGANAPPRENTICESHIP

ORTRAINEESHIP)

Q2b Areyoudoingtheclassroomoroff-

the-jobpartofyourtrainingat::READ

OUT

(MULTIPLESACCEPTED)

1 School

2 University

3 TAFE


5 Yourworkplace

6 AGroupTrainingOrganisation

Q4t RECORDTAFENAME

1 BendigoRegionalInstituteofTAFE

2 BoxHillInstituteofTAFE

3 CentralGippslandTAFE

4 ChisholmInstituteofTAFE

5 EastGippslandInstitute

6 GordonInstitute

7 GoulburnOvensInstituteofTAFE

8 HolmesglenInstitute

9 KanganBatmanInstituteofTAFE

10 NorthernMelbourneInstituteof

TAFE(NMIT)

11 RMIT(TAFEDivision)

12 SouthWestInstituteofTAFE

13 Swinburne(TAFEDivision)

14 SunraysiaInstituteofTAFE

15 UniversityofBallarat(TAFE

Division)

16 UniversityofMelbourne(TAFE

Division/ILFR)

17 VictoriaUniversity(TAFEDivision)

18 WilliamAnglissInstituteofTAFE

19 WodongaInstituteofTAFE

20OtherTAFE(Specify_______)



Q5 OnwhichcampusareMOSTofyour

classeslocated?

1 (Firstcampusnamefromattached

list)(158listednames)

2 (Lastcampusnamefromattached

list)

3 Campusnamegiven

(Specify_________)

4 (Can’tsay)

5 (Refused)




Q6 Whatareyoustudying?

INTERVIEWERNOTE:Multiplesacceptedfor

doubledegrees



recordfieldofstudyforUniversity

(MULTIPLESACCEPTED)



Q7 Whatisthelevelofthequalification

youwillget?

INTERVIEWERNOTE:Apprentice’s

qualificationlikelytobe“Certificate3”or

Certificate4”(DISPLAYIFQ1b=1).

INTERVIEWERNOTE:Trainee’squalification

likelytobe“Certificate1”orCertificate2”

(DISPLAYIFQ1c=1)



recordlevelofqualificationfromuniversity

studies(DISPLAYIFQ1a=1ANDQ1c=1AND

Q4=1)

1 Bachelordegree

2 Associatedegree

3 Advanceddiploma

4 Diploma

5 Certificate4

6 Certificate3

7 Certificate2

8 Certificate1

9 Certificateunspecified(Specify

qualification________)

10 Other(Specify_____)





Q12 I’mgoingtoreadalistofreasonswhy

youngpeoplemightchoosenotto

studyafterleavingschool.Couldyou

pleasetellmewhichoftheseapplyto




Q12b Howlikelyisitthatyouwillbegin

fulltimestudyinthenextfiveyears?

Wouldyousay….

1 Verylikely

2 Somewhatlikely

3 Notverylikely

4 Notatalllikely


*(ALL)

Q13a Didyouhavea(paid)jobduringterm

timewhileyouwereatschoollast

year?Thatis,ajobyouworkedin

regularlyduringtermtime,notjusta

holidayjob.

1 Yes

2 No


*(HADPAIDJOBWHILEATSCHOOLLAST

YEAR)

Q13b Abouthowmanyhoursperweekdid

youworkonaverage?

1 Hoursperweekgiven

(Specify_________)


3 (Refused)

4 (Proxydoesnotknow)*(NOT CURRENTLY DOING AN APPRENTICESHIP OR TRAINEESHIP)

Q13c Doyoucurrentlyhaveapaidjob?

1 Yes

2 No,lookingforwork

3 No,notlookingforwork


5 Waitingtostartjob

*(NOTANAPPRENTICE/TRAINEEHADPAID

JOBWHILEATSCHOOLLASTYEARAND

CURRENTLYHASPAIDJOBORWAITINGTO

STARTJOB)

YOU–justtellmeyesorno.

IFNOTCURRENTLYSTUDYING/DOINGAN

APPRENTICESHIP,BUTINTENDSTOSTUDY

/DOAPPRENTICESHIPLATERSAY:Irealise

yousaidearlierthatyouareintendingto

study/doanapprenticeshiplater(this

year),butifIcouldjustrunthesequicklyto

seewhich,ifany,applytoyou

(Youchosenottostudyafterleavingschool

because…)

STATEMENTS

a Youaretakingsometimeoff

b Youneverplannedorintendedto

study

c Youreallywantedtogetajob

d Youdon’tfeelreadyformorestudy

atthemoment

e YouarewaitingtoqualifyforYouth

Allowancetosupportyourfuture

study

f Therewouldhavebeentoomuch

financialpressureonyourfamily

g Thecostsofstudyareabarrier

h It’snotworthbuildingupaHECS

debt

i Youonlymanagedtogetintoa

fee-payingcourse

j Thecostsoftravelareabarrier

k Thereistoomuchtravelinvolved

l Youhavetriedtogetintoacourse,

butwerenotsuccessful

m Youwereunsurewhetheryou

wouldbeabletocopewiththe

work

n Itwouldhavemeantleavinghome

o Thecourseyouwantedwasnot

offeredlocally

RESPONSEFRAME

1 Yes

2 No

3 (Can’tsay)

4 (Refused)


DISPLAYTOPTENOCCUPATIONSFROM2007

ASPRECODES

DISPLAYOCCUPATIONLISTFROM2007

QUESTIONNAIRE


APPRENTICEORTRAINEE,NOTAPROXY

INTERVIEW)

Q16b Whatwouldyousayhavebeenthe

benefitsofyourdecisiontoleave

schoolandgointotheworkforce?

PROBE:Anyothers?(besidesmoney)

1 Reasonsgiven(Specify_______)

2 (Can’tsay)AVOID

*(NOTLOOKINGFORWORK)

Q17 Whatwouldyousayisyourpresent

MAINactivity?

1 Study/training

2 Homeduties/lookingafterchildren

3 Travelorholiday

4 Ill/unabletowork

5 Other(Specify_____________)

6 (Can’tsay)AVOID

7 (Refused)

*(NOTSTUDYINGORTRAINING,NOT

CURRENTLYWORKINGFULLTIME)

D4 Fromyourearlieranswersitseems

thatyouarenotcurrentlyworking

full-timeorstudying.Thismaymean

thatyouareinterestedinsomehelp

inexploringpossiblenextsteps.

LocalLearningandEmployment

NetworksknownasLLENscanhelp

youfindoutmoreaboutworkand

studyoptions.Theyarefundedby

theVictorianGovernment.

Ifyouwant,wecanpassyourname

andnumbertoyourlocalLLEN

whowillcontactyoutoprovide

information,assistanceincluding

referraltosupportservices.

Q13d Howisyour(current)jobrelatedto

thejobyouhadasastudent?

1 Notrelatedatall

2 Samejob

3 Sameemployer,differentjob

(includepromotion,movetofull

time)

4 Sameindustry,differentjob

5 Studentjobhelpedgaincontacts

ornetworks

6 Studentjobprovideduseful

experienceforcurrentjob

7 Other(Specify________)

8 (Proxycan’tsay/doesnotknow)


APPRENTICE/TRAINEE)

Q14 Haveyoureceivedanyon-the-job

trainingthisyear?”

1 Yes

2 No


*(CURRENTLYHASAJOB,/CURRENTLY

DOINGANAPPRENTICESHIP/TRAINEESHIP)

Q15c Howmanyhoursareyouworking

onaverageperweekinalljobs?

INTERVIEWERNOTE:Hoursworkedaspart

ofapprenticeshiportraineeshipregardedas

hoursworkedinajob

IF“NONE”PROBE:Inausualweek(when

workisavailable),howmanyhourswould

itbe?

1 Hoursgiven(Specify_______)

2 (Can’tsay)

3 (Refused)


*(CURRENTLYHASAJOB,ALLCURRENTLY

DOINGANAPPRENTICESHIP/TRAINEESHIP)

Q16 Whatisyourmainjob?

INTERVIEWERNOTE:forapprentices

andtrainees,mainjobshouldbetheir


Wouldyoulikesomeonetocontactyou?

1 Yes

2 No


D4n CanIconfirmthatthisisthebest

numberforthemtocallyouon?

DISPLAYNUMBERFROMSAMPLE

1 Numberfromsamplecorrect


(Specify________)


D4alt Isthereanothernumberthat

someonefromyourlocalLLENmight

catchyouon?

1 Yes

2 No

3 (Refused)

*(ALL)

Q22a. Whatyearleveldidyoudolastyear?

AIDASNECESSARY

IFSAYS:“DidVCAL”PROBE:Wouldthatbe

morelikeYear11orYear12

1 Year9

2 Year10

3 Year11

4 Year12

5 Didnotstudylastyear

*(ALL)

Q20a (Justconfirming)Wereyouenrolled

inaVCAL(VictorianCertificateof

AppliedLearning)courselastyear?

1 Yes

2 No


*(ENROLLEDINVCAL,NOTAPROXY

INTERVIEW)


Q20. Towhatextentwouldyouagree

ordisagreewiththefollowing

statement?

YourVCALcoursewasanimportant

reasonyoustayedonatschoollast

year

Wouldyousay….

1 Stronglyagree

2 Agree

3 Disagree

4 Stronglydisagree

5 (Can’tsay

*(NOTENROLLEDINVCAL,NOTAPROXY

INTERVIEW)

Q21a WasaVCAL(VictorianCertificateof

AppliedLearning)programavailable

atyourschoollastyear?

1 Yes

2 No

3 (Don’tknow)

*(NOVCALPROGRAMAVAILABLEAT

SCHOOL)

Q21. IftherehadbeenaVCAL(Victorian

CertificateofAppliedLearning)

programatyourschoollastyear,

wouldyouhavetakenanyVCAL

units?

1 Yes

2 No

*(WOULDNOTHAVETAKENONANYVCAL

UNITS)

Q22. Whywouldyounothavetakenany

VCALunits?

(MULTIPLESACCEPTED)

1 Responsegiven

(Specify_________)

2 (Can’tsay)

3 (Refused)

*(ALLEXCEPTPROXYINTERVIEWS)

Q22d Arethereanyotherreasonswhyyou

chosetoleaveschool?

1 Otherreasonsgiven

(Specify_______)

2 Nootherreasons

3 (Can’tsay)

4 (Refused)


Q22e Wouldyouhavestayedatschool

if….?

STATEMENTS

(RANDOMISE)

a Youcouldhavestudiedpart-time

whileworking

b Therewerevocationalprograms

orVETsubjectsinareasthat

interestedyou

c Therewasmoreflexiblescheduling

ofclasses

d Youreceivedmoresupportfrom

theschooltokeepupwithyour

studies

e Theschoolhadawiderrangeof

subjects

f Theschoolprovidedmoresupport

indealingwithyourpersonal

problemsordifficulties

g Theschoolsupportedmore

opportunitiestomixwithother

students(IFNECESSARYPROMPT:

forexample,extracurricular

activities,clubs,socials,etc)

h Youreceivedbettercareeradvice

i Youweretreatedmorelikean

adult

RESPONSEFRAME

1 Yes

2 No


Q22b Howsatisfiedareyouwithyour

resultsfromlastyear?Wouldyousay…

INTERVIEWERNOTE:Questionrefersto

academicresults

1 Verysatisfied

2 Somewhatsatisfied

3 Neithersatisfiednordissatisfied

4 Somewhatdissatisfied

5 Verydissatisfied

6 (Can’tsay)AVOID


Q22c I’mgoingtoreadoutalistofreasons

whyyoungpeoplemightchooseto

leaveschool.Canyoupleasetellme

whichofthereapplytoYOU–justtell

me“yes”or“no”…

STATEMENTS

(RANDOMISE)

a Youhadajob,apprenticeshipor

traineeshiptogoto

b Youwantedtogetajob,


c Youwantedtostudyatadifferent

place,likeaTAFEforexample

d Youwerenotcopingwithyour

schoolworkorfallingbehind-was

thatareason(youchosetoleave

school)?

e Theschooldidn’tofferthesubjects

orcoursesyouwantedtodo

f Becauseofillnessorpoorhealth

-wasthatareason(youchoseto

leaveschool)?

g Becauseofpoorrelationshipsor

problemswithotherstudents

h Itwastoofartotravel

i Youdidn’twanttobeaschool

studentanymore

RESPONSEFRAME

1 Yes

2 No



D3. AreyouofAboriginalorTorresStrait

Islanderorigin?

1 Yes

2 No

3 (Can’tsay)

4 (Refused)

*(ALL)

Q27 Overthenextfewyears,The

DepartmentofEducationwillbe

conductingsimilarsurveysaspartof

theOnTrackproject.Wouldyoube

willingtoberecontactedtoseeifyou

areavailabletoparticipate?

1 Yes

2 No

*(OKTORE-CONTACT)

CONTACTCanIconfirmthatthisisthebest

numbertocallon?

1 DISPLAYNUMBERFROMSAMPLE


(Specify________)

*(ALL)

D5 Thisresearchiscarriedoutin

compliancewiththePrivacyActand

theinformationyouhaveprovided

willonlybeusedforresearch

purposes.

IFNECESSARY:Assoonasthe

informationprocessingperiodhas

finished,yournameandcontact

detailswillbeseparatedfrom

yourresponsestothesurvey.For

theperiodthatyournameand

contactdetailsremainwithyour

surveyresponses,whichwillbe

approximately3months,youwill

beabletocontactustorequest

accesstotheinformationthatyou

haveprovided.Afterthistime,your

contactdetailswillnotbestored

withyourresponses,soyouwillnot

beabletobeidentifiedfromyour

answerstothissurvey.

Q23. Next,Ihavesomequestionsabout

howyoufoundoutaboutwork

andstudyoptionsaftersecondary

school…..

WhatyearlevelwereyouinwhenyouFIRST

receivedcareeradviceatschoolthat

isrelatedtowhatyouaredoingnow?

1 Year12

2 Year11

3 Year10

4 Year9

5 Year8

6 Year7orearlier(Specify)

7 (Can’tsay)

8 (Didnotreceivecareeradviceat

schoolrelatedtocurrentactivity)


Q24. I’mgoingtoreadoutalistofpeople

whoyoumightgotoforadvice

aboutwhattodoafterleaving

school.Pleaseindicatewhichofthe

followingpeopleyouhavespoken

withorreceivedadvicefromabout

yourcareerplansandpost-school

educationandtrainingoptions?

(Didyoureceiveadviceaboutwhattodo

afterleavingschoolfrom….)

(STATEMENTS)

a Familymembers

b Friendsorpeers

c Teachersatschool(includes

teacherswhodoubleupasschool

careercounsellors)

d UniversityorTAFEStaff

e Communitygroups

f Someoneelse(Specify________)

RESPONSEFRAME

1 Yes

2 No

3 (Can’tsay)


Continue

*(ALL)

CLOSE TheOn-Trackreportwillsoonbe

availableonDepartment’swebsite(www.

education.vic.gov.au).Thatistheendofthe

interview.Thankyouverymuchforyour

timeandassistance.

Justincaseyoumissedit,mynameis(…….),

callingonbehalfoftheOnTrackprojectfrom

theSocialResearchCentreinMelbourne.


Appendix3VETinSchoolsenrolments,2007

APS_YR VES_CERT_CD Certificate Title Enrolments

2008 1578 AdvancedDiplomainEngineeringTechnology 2

2008 941 CertificateIinActiveVolunteering 63

2008 1406 CertificateIinAutomotive 24

2008 230 CertificateIinBusiness 138

2008 1634 CertificateIinCommunityRecreation 21

2008 1460 CertificateIinESL 3

2008 605 CertificateIinElectrotechnology 227

2008 1630 CertificateIinFinancialServices 22

2008 760 CertificateIinFoodProcessing 1

2008 1296 CertificateIinFoodProcessing(RetailBaking) 2

2008 240 CertificateIinFurnishing 58

2008 1297 CertificateIinGeneralEducationforAdults 848

2008 227 CertificateIinGeneralEducationforAdults 5

2008 1511 CertificateIinGeneralEducationforAdults(Introductory) 57

2008 647 CertificateIinHorticulture 93

2008 883 CertificateIinHospitality(KitchenOperations) 37

2008 247 CertificateIinHospitality(Operations) 26

2008 1149 CertificateIinInformationTechnology 462

2008 1367 CertificateIinIntroductoryVocationalEducation 21

2008 1553 CertificateIinLanguage 59

2008 264 CertificateIinLearningPathwaysforAustralianATSI 7

2008 430 CertificateIinMedia 25

2008 301 CertificateIinMusicIndustry(Foundation) 38

2008 834 CertificateIinRetailOperations 11

2008 1629 CertificateIinRetailServices 7

2008 884 CertificateIinRuralOperations 29

2008 463 CertificateIinSpokenandWrittenEnglish 5

2008 1077 CertificateIinTransitionEducation 465

2008 1625 CertificateIinTransport&Logistics(RailPathways) 2

2008 723 CertificateIinVisualArtsandContemporaryCraft 25

2008 905 CertificateIinVocationalPreparation 1,547

2008 1098 CertificateIinWorkEducation 96

2008 1378 CertificateIinWorkPreparation 9

2008 1560 CertificateIIinAboriginalorTorresStraitIslanderCulturalArts 7

2008 812 CertificateIIinActing(FilmandTelevision) 34

2008 1542 CertificateIIinActiveVolunteering 25

2008 710 CertificateIIinAeroskills 9

2008 781 CertificateIIinAgriculture 321



2008 837 CertificateIIinAnimalStudies 121

2008 1168 CertificateIIinAppliedDesigninIndustry 49

2008 1518 CertificateIIinAppliedFashionDesign&Technology 44

2008 637 CertificateIIinAppliedLanguage 41

137Appendix4:VETinSchoolsenrolments,2007


2008 1145 CertificateIIinAssetMaintenance(CleaningOperations) 17

2008 1363 CertificateIIinAutomotiveElectricalTechnology 5

2008 895 CertificateIIinAutomotiveManufacturing 3

2008 1142 CertificateIIinAutomotiveMechanical 9

2008 1548CertificateIIinAutomotiveSales(SalesServiceStationOperations

2

2008 800 CertificateIIinAutomotiveTechnologyStudies 2,053

2008 1143 CertificateIIinAutomotiveVehicleBody 25

2008 1136 CertificateIIinAutomotiveVehicleServicing 124

2008 127 CertificateIIinAutomotive(Mechanical-Underbody) 1

2008 126 CertificateIIinAutomotive(Mechanical-VehicleServicing) 4

2008 1472 CertificateIIinBoatingServices 5

2008 503 CertificateIIinBroadcasting(Radio) 35

2008 1482 CertificateIIinBuildingandConstructionPre-apprenticeship 2,439

2008 203 CertificateIIinBusiness 124

2008 193 CertificateIIinBusiness 2,196

2008 484 CertificateIIinBusiness 379

2008 1279 CertificateIIinCircusTraining(Basic) 1

2008 920 CertificateIIinCivilConstruction 1

2008 272 CertificateIIinClothingProduction(Intermediate) 4

2008 691 CertificateIIinCommunityPharmacy 6

2008 841 CertificateIIinCommunityRecreation 108

2008 151 CertificateIIinCommunityRecreation 2

2008 970 CertificateIIinCommunityRecreation 2,796

2008 584 CertificateIIinCommunityServicesSupportWork 5

2008 591 CertificateIIinCommunityServicesWork 121

2008 782 CertificateIIinCommunityServicesWork 1,657

2008 438 CertificateIIinConservationandLandManagement 28

2008 1034 CertificateIIinConservationandLandManagement 216

2008 1627 CertificateIIinCreativeIndustries(Media) 7

2008 1641 CertificateIIinCustomElectronicsAssemblyandSetup 1

2008 1492 CertificateIIinDance 279

2008 101 CertificateIIinDance 212

2008 677 CertificateIIinESL(Access) 89

2008 1517 CertificateIIinElectrotechnology 9

2008 804 CertificateIIinElectrotechnology(SharedTechnology) 798

2008 670 CertificateIIinElectrotechnology(TechnicalSupport) 5

2008 850 CertificateIIinElectrotechnologyServicing 67

2008 1581 CertificateIIinElectrotechnologyTechnicalSupport 1

2008 1532 CertificateIIinEmergencyMedicalServiceFirstResponse 111

2008 1230 CertificateIIinEngineering 80

2008 1338 CertificateIIinEngineering 27

2008 88 CertificateIIinEngineering-Production 3

2008 949 CertificateIIinEngineeringStudies 70



2008 789 CertificateIIinEngineeringStudies 1,547

2008 1335 CertificateIIinEngineering(ProductionTech) 78

2008 1273 CertificateIIinEngineering(ProductionTech) 10

2008 196 CertificateIIinEquineIndustry 566

2008 874 CertificateIIinFloristry 5

2008 730 CertificateIIinFoodProcessing 12

2008 603 CertificateIIinFoodProcessing(Wine) 40

2008 205 CertificateIIinFurnishing 24

2008 795 CertificateIIinFurnishing(Pre-apprenticeshipCabinetMaking) 1,126

2008 241 CertificateIIinFurnitureMaking 26

2008 243 CertificateIIinGeneralConstruction 110

2008 1299 CertificateIIinGeneralEducationforAdults 932

2008 228 CertificateIIinGeneralEducationforAdults 3

2008 540 CertificateIIinGlassandGlazing 1

2008 208 CertificateIIinHairdressing 2

2008 1284 CertificateIIinHairdressing 1,226

2008 615 CertificateIIinHorticulture 64



2008 675 CertificateIIinHorticulture(Parks&Gardens) 67

2008 245 CertificateIIinHospitality(KitchenOperations) 498

2008 79 CertificateIIinHospitality(Operations) 4,917

2008 483 CertificateIIinHospitality(Operations) 428

2008 14 CertificateIIinHospitality(Operations) 458

2008 1162 CertificateIIinInformationTechnology 327



2008 718 CertificateIIinJoinery/Shopfitting/Stairbuilding(Pre-app) 14

2008 1555 CertificateIIinLanguage 3

2008 655 CertificateIIinLearningPathwaysforATSIPeoples 3

2008 1642 CertificateIIinLibrary/InformationServices 8

2008 906 CertificateIIinLiveProduction,Theatre&Events 20

2008 825 CertificateIIinMake-upServices 296

2008 1371 CertificateIIinManufacturingTechnology 37

2008 1193 CertificateIIinMeatProcessing(Abattoirs) 1

2008 1562 CertificateIIinMeatProcessing(MeatRetailing) 4

2008 959 CertificateIIinMeatProcessing(MeatRetailing) 1

2008 1124 CertificateIIinModelling 15

2008 527 CertificateIIinMultimedia 138

2008 185 CertificateIIinMultimedia 1,824

2008 198 CertificateIIinMusicIndustry(Foundation) 795

2008 824 CertificateIIinNailTechnology 155

2008 1510 CertificateIIinOff-SiteConstruction 1

2008 1320 CertificateIIinOutdoorPowerEquipment 1



2008 971 CertificateIIinOutdoorRecreation 973

2008 908 CertificateIIinOutdoorRecreation 29

2008 1638 CertificateIIinPlasticsProcesses(Pre-Apprenticeship) 14

2008 1101 CertificateIIinPlumbing(Prevocational) 186

2008 1167 CertificateIIinPrinting&GraphicArts 1

2008 1228 CertificateIIinPrinting&GraphicArts(DesktopPublishing) 57

2008 1446 CertificateIIinPrinting&GraphicArts(ScreenPrinting) 1

2008 1055 CertificateIIinPrinting&GraphicArts(DesktopPublishing) 82

2008 792 CertificateIIinProductionHorticulture 11

2008 771 CertificateIIinPublicSafety(FirefightingOperations) 53

2008 452 CertificateIIinPublicSafety(SESRescue) 31

2008 651 CertificateIIinRacing(Stablehand) 9

2008 1579 CertificateIIinRenewableEnergy 10

2008 1582 CertificateIIinRetail 26

2008 826 CertificateIIinRetailCosmeticServices 113

2008 11 CertificateIIinRetailOperations 3,552

2008 439 CertificateIIinRetailOperations 433

2008 985 CertificateIIinRuralOperations 31

2008 1364 CertificateIIinSamplingandMeasurement 2

2008 256 CertificateIIinScreen 18

2008 1113 CertificateIIinSeafoodIndustry(Aquaculture) 3

2008 1166 CertificateIIinSecurityOperations 22

2008 268 CertificateIIinSignWriting 17

2008 1419 CertificateIIinSkillsforWorkandTraining 82

2008 783 CertificateIIinSmallBusiness(Operations/Innovation) 295

2008 464 CertificateIIinSpokenandWrittenEnglish 29

2008 998 CertificateIIinSport(CareerOrientatedParticipation) 2

2008 848 CertificateIIinSport(Coaching) 31

2008 999 CertificateIIinSport(Officiating) 10

2008 251 CertificateIIinSportandRecreation 117

2008 830 CertificateIIinTelecommunications(Cabling) 15

2008 277 CertificateIIinTourism(Operations) 53

2008 1227 CertificateIIinTransport&Distribution(Administration) 18

2008 441 CertificateIIinTransportandDistribution(RoadTransport) 1

2008 440 CertificateIIinTransportandDistribution(Warehousing) 75

2008 1640 CertificateIIinTransportandLogistics(Warehousing&Storage) 6

2008 724 CertificateIIinVisualArtsandContemporaryCraft 85

2008 836 CertificateIIIinAboriginalorTorresStraitIslanderCulturalArt 2

2008 813 CertificateIIIinActing(FilmandTelevision) 14

2008 589 CertificateIIIinAgedCareWork 24

2008 868 CertificateIIIinAgriculture 26

2008 1497 CertificateIIIinAlliedHealthAssistance 23

2008 712 CertificateIIIinAssetMaintenance(CleaningOperations) 5

2008 1289 CertificateIIIinAutomotiveElectricalTechnology 6



2008 1183 CertificateIIIinAutomotiveMechanicalTechnology 94

2008 1313 CertificateIIIinAutomotiveMechanicalTechnology 2

2008 1463 CertificateIIIinAutomotiveSpecialist 2

2008 1391 CertificateIIIinAutomotiveVehicleBody 6

2008 827 CertificateIIIinBeautyServices 450

2008 1546 CertificateIIIinBicycles 2

2008 590 CertificateIIIinBroadcasting(Television) 1

2008 683 CertificateIIIinBroadcasting(Radio) 11

2008 502 CertificateIIIinBusiness 133

2008 1204 CertificateIIIinBusiness(LegalAdministration) 1

2008 1557 CertificateIIIinBusiness(MedicalAdministration) 1

2008 1226 CertificateIIIinBusiness(Sales) 61

2008 1626 CertificateIIIinBusinessAdministration 7

2008 525 CertificateIIIinBusinessAdministration 112

2008 1428 CertificateIIIinBusiness(FrontlineManagement) 3

2008 593 CertificateIIIinChildren’sServices 500

2008 574 CertificateIIIinChristianMinistry 161

2008 1189 CertificateIIIinChristianStudies 37

2008 1336 CertificateIIIinCivilConstruction(PlantOperations) 5

2008 888 CertificateIIIinClothingProduction 15

2008 1654 CertificateIIIinCommunityPharmacy 1

2008 1324 CertificateIIIinCommunityPharmacy(RetailStream) 1

2008 1003 CertificateIIIinCommunityRecreation 57

2008 232 CertificateIIIinCommunityServicesWork 8

2008 870 CertificateIIIinCompanionAnimalServices 3

2008 565 CertificateIIIinConceptDevelopmentforClothingProducts 671

2008 1300 CertificateIIIinDance 23

2008 1450 CertificateIIIinDentalAssisting 2

2008 1164 CertificateIIIinDesignFundamentals 10

2008 643 CertificateIIIinDisabilityWork 5

2008 984 CertificateIIIinESL(Access) 44

2008 618 CertificateIIIinEducation 28

2008 1628 CertificateIIIinElectrotechnologyElectrician 16

2008 371 CertificateIIIinElectrotechnologySystemsElectrician 63

2008 1420 CertificateIIIinEmploymentEducationandTraining 82

2008 1314 CertificateIIIinEngineering-FabricationTrade 55

2008 1317 CertificateIIIinEngineering-MechanicalTrade 39

2008 1316 CertificateIIIinEngineering-ProductionSystems 9

2008 790 CertificateIIIinEngineeringStudies 21

2008 1530 CertificateIIIinFinancialServices 5

2008 1040 CertificateIIIinFinancialServices 168

2008 925 CertificateIIIinFitness 92

2008 898 CertificateIIIinFloristry 7

2008 1295 CertificateIIIinFoodProcessing(RetailBaking-Bread) 4



2008 685 CertificateIIIinFoodProcessing(RetailBaking-Cake&Pastry) 4

2008 1540 CertificateIIIinFoodProcessing(Sales) 1

2008 1302 CertificateIIIinFoodProcessing(RetailBakingCombined) 5

2008 897 CertificateIIIinFurnitureMaking 15

2008 216 CertificateIIIinFurnitureMaking(CabinetMaking) 22

2008 631CertificateIIIinGenConstruction(Carp-Framewrk/Formwrk/Finish)

236

2008 900 CertificateIIIinGeneralConstruction(Bricklaying/Blocklaying) 13

2008 1191 CertificateIIIinGeneralConstruction(Painting&Decorating) 7

2008 902 CertificateIIIinGeneralConstruction(Wallandceilinglining) 8

2008 1298 CertificateIIIinGeneralEducationforAdults(CGEA) 192

2008 1283 CertificateIIIinHairdressing 223

2008 257 CertificateIIIinHairdressing 32

2008 1516 CertificateIIIinHealthServicesAssistance 54

2008 1134 CertificateIIIinHealthSupportServices 8

2008 1539 CertificateIIIinHealthSupportServices 2

2008 629 CertificateIIIinHomeandCommunityCare 19

2008 645 CertificateIIIinHorticulture 4

2008 688 CertificateIIIinHorticulture(TurfManagement) 1

2008 1467 CertificateIIIinHorticulture-Parks&Gardens 3

2008 467 CertificateIIIinHospitality(CommercialCookery) 119

2008 455 CertificateIIIinHospitality(Operations) 999

2008 1265 CertificateIIIinInformationTechnology 1,945

2008 1267 CertificateIIIinInformationTechnology 41

2008 106 CertificateIIIinInformationTechnology(General) 3

2008 92 CertificateIIIinInformationTechnology(General) 1

2008 104 CertificateIIIinInformationTechnology(SoftwareApplications) 4

2008 1622 CertificateIIIinLaboratorySkills 4

2008 1037 CertificateIIIinLaboratorySkills 38

2008 1507 CertificateIIIinLibrary/InformationServices 12

2008 1580 CertificateIIIinLocksmithing 1

2008 1567 CertificateIIIinMarine 1

2008 1545 CertificateIIIinMeatProcessing(MeatRetailing) 3

2008 770 CertificateIIIinMeetings&Events 34

2008 493 CertificateIIIinMultimedia 39

2008 186 CertificateIIIinMultimedia 2,342

2008 199 CertificateIIIinMusic 615

2008 1213 CertificateIIIinMusicIndustry(Business) 1

2008 1570 CertificateIIIinMusicIndustry(TechnicalProduction) 3

2008 200 CertificateIIIinMusicIndustry(TechnicalProduction) 823

2008 1563 CertificateIIIinOff-SiteConstruction(Shopfitting) 10

2008 911CertificateIIIinOff-SiteConstruction(SignWriting/ComputerOps)

2

2008 627CertificateIIIinOff-SiteConstruction(Joinery/Timber/Alum/Glass)

2



2008 1361 CertificateIIIinOutdoorPowerEquipment 2

2008 1002 CertificateIIIinOutdoorRecreation 11

2008 1423 CertificateIIIinPerformingArts 2

2008 1184 CertificateIIIinPlumbing 91

2008 1526 CertificateIIIinPrinting&GraphicArts(Multimedia) 33

2008 1235 CertificateIIIinPrintingandGraphicArts 58

2008 1402CertificateIIIinPrintingandGraphics(GraphicDesignProduction)

1

2008 1590 CertificateIIIinProductionHorticulture 1

2008 725 CertificateIIIinRacing(AdvancedStablehand) 8

2008 1583 CertificateIIIinRetail 3

2008 303 CertificateIIIinRetailOperations 1505

2008 302 CertificateIIIinRetailSupervision 251

2008 434 CertificateIIIinRoofTilingandSlating 35

2008 1088 CertificateIIIinRuralBusiness 1

2008 805 CertificateIIIinScreen 18

2008 1537 CertificateIIIinSeafoodIndustry(Aquaculture) 3

2008 634 CertificateIIIinSpokenandWrittenEnglish 18

2008 847 CertificateIIIinSport(Coaching) 63

2008 1000 CertificateIIIinSport(Officiating) 10

2008 254 CertificateIIIinSportandRecreation 115

2008 1202 CertificateIIIinStonemasonry(Monumental/Installation) 11

2008 1272 CertificateIIIinTextileProduction 11

2008 1207 CertificateIIIinTourism(Operations) 7

2008 663 CertificateIIIinTransport&Distribution(Administration) 15

2008 1018 CertificateIIIinTransport&Distribution(AviationFightOperatio 7

2008 696CertificateIIIinTransport&Distribution(Warehousing&Storage)

58

2008 1315 CertificateIIIinTransportandDistribution(RoadTransport) 2

2008 681 CertificateIIIinUpholstery 1

2008 854 CertificateIIIinVisualArtsandContemporaryCraft 63

2008 1325 CertificateIIIinYouthWorks 2

2008 1496 CertificateIVPrinting&GraphicArts(Multimedia) 19

2008 1561 CertificateIVinAboriginalorTorresStraitIslanderCulturalArts 1

2008 1534 CertificateIVinActingforStageandScreen 12

2008 871 CertificateIVinAgedCareWork 1

2008 1558 CertificateIVinAgriculture 1

2008 950 CertificateIVinBeautyTherapy 2

2008 1568 CertificateIVinBusiness 6

2008 491 CertificateIVinBusiness(SmallBusinessManagement) 2

2008 672 CertificateIVinBusinessAdministration 15

2008 1536 CertificateIVinCommunityRecreation 1

2008 1564 CertificateIVinDance(Teaching&Management) 10

2008 846 CertificateIVinDesign 134

2008 719 CertificateIVinDisabilityWork 8



2008 926 CertificateIVinFitness 7

2008 1529 CertificateIVinFrontlineManagement 2

2008 1344 CertificateIVinInformationTechnology(Support) 6

2008 1584 CertificateIVinInformationTechnologyNetworking 2

2008 1185 CertificateIVinInformationTechnology(General) 1

2008 1535 CertificateIVinJustice 3

2008 1586 CertificateIVinLiberalArts 1

2008 1312 CertificateIVinLiveProduction,TheatreandEvents 1

2008 1656 CertificateIVinMarketing 9

2008 1533 CertificateIVinMassageTherapyPractice 2

2008 1508 CertificateIVinMinistry 1

2008 410 CertificateIVinMultimedia 6

2008 1084 CertificateIVinMusic 13

2008 1565 CertificateIVinMusicIndustry 1

2008 1531 CertificateIVinNursing(Enrolled/Division2nursing) 15

2008 1379 CertificateIVinOutofSchoolHoursCare 1

2008 910 CertificateIVinRetailManagement 7

2008 1547 CertificateIVinScience 1

2008 853 CertificateIVinScreen 31

2008 1519 CertificateIVinSport&Recreation 97

2008 1159 CertificateIVinTheatreArts 26

2008 577 CertificateIVinTransport&Distribution(AviationFlightOps) 23

2008 869 CertificateIVinVeterinaryNursing 1

2008 948 CertificateIVinVisualArts&ContemporaryCraft 24

2008 649 CertificateIVinYouthWork 3

2008 802 CiscoNetworkingAcademyProgram 241

2008 1556 CourseinConstruction(OH&SInduction) 52

2008 840 CourseinFirstAidLevel1-EmergencyLifeSupport 11

2008 839 CourseinFirstAidLevel2-ProvideFirstAid 11

2008 1509 CourseinInitialGeneralEducationforAdults 20

2008 1559 DiplomaofAgriculture 1

2008 297 DiplomaofArts(AppliedPhotography) 96

2008 1514 DiplomaofDentalTechnology 1

2008 1171 DiplomaofTheatreArts 1

2008 201 VCEVETBuildingandConstruction 440

2008 59 VCEVETRetailOperations 110

Source: VCAA database as at 24 November 2008


Documents

The On Track Survey 2008...Gary Marks Australian Council for Educational Research April 2009 List of figures Figure 1.1: Year 12 or equivalent completers: target population and achieved