Equity in VET: Participation, Achievement and Transitions

2. Equity in VET:Participation, Achievementand Transitions Sheldon RothmanPrincipal Research Fellow

3. National Report on Social Equity in VET Baseline information on participation, achievement and transitions for six groups: • Indigenous Australians • people with a disability • people from a CALD background • people living in remote areas • people from low SES backgrounds • women • plus intersections where possible

4. National Report on Social Equity in VET Baseline information on participation, achievement and transitions for ‘second chance learners’: • less than Year 12 or equivalent • returning to learning after a long period of absence from study and/or work • re-skilling following redundancy • involved in the criminal justice system • of working age who are neither working nor studying (older workers aged 55-64)

5. Summary indicators: participationRepresentation

6. Summary indicators: participation Percentage of the population

7. Summary indicators: participation Enrolled at Certificate III or above

8. Summary indicators: Achievement Load Pass Rate

9. Summary indicators: Transitions Improved employment

10. Summary indicators: Transitions Graduates employed after training

11. Selected learner groupsIndigenous Australians • Participation rate more than 2 times the rate of non-Indigenous Australians • Percentage of enrolments at Certificate I/II and in non-award courses much higher than for other groups • Participation rate at Certificate III and above same as for non-Indigenous Australians

12. Selected learner groupsIndigenous Australians Apprenticeship completions

13. Selected learner groupsCulturally and linguistically diverse backgrounds • Participation in VET for persons born overseas highest among those who speak another language at home • Persons from new and emerging communities tend to enrol at lower certificate levels and have lower completion rates • Persons from new and emerging communities are less likely to undertake an apprenticeship or traineeship • Persons who do not speak English well are more likely to enrol in further study and less likely to enter the labour force compared to those who speak English well

14. Selected learner groupsCALD: new and emerging communities Field of education

15. Selected learner groupsCertificate completed by SEIFA quintile

16. Selected learner groupsCertificate completed by SEIFA quintile

17. Selected learner groupsCertificate completed by SEIFA quintile

18. Selected learner groupsCertificate completed by SEIFA quintile

19. Selected learner groupsCertificate completed by SEIFA quintile

20. Selected learner groupsCertificate completed by SEIFA quintile

21. Selected learner groupsCompleters and non-completers of Year 12

22. Selected learner groups‘Second chance learners’ • Close to 60% of VET participants had not completed Year 12 • Most studying at Certificate III or below • Most were studying for employment-related reasons • Among older workers, the most common reasons for undertaking VET study was to gain extra work skills for their current job—sometimes required, sometimes not—and to get a job

23. SummaryWhat the report tells us • VET provides a wide range of opportunities to learners in a wide range of circumstances • Improve or update skills • Acquire new skills to change careers • Ongoing personal or professional development • Participation rates for equity groups higher than national average for participation in VET • Levels of qualification vary by group • Levels of achievement vary by group

24. by Sheldon Rothman, Chandra Shah, Catherine Underwood, Julie McMillan, Justin Brown and Phil McKenzie for the National VET Equity Advisory Council http://research.acer.edu.au/transitions_misc/17/ http://www.nveac.natese.gov.au/nveac_research_papers