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Apprentice and trainee data are reported by the state and territory training authorities to the National Centre for Vocational Education and Training (NCVER) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as collection 1. The sets of data submitted in subsequent quarters are referred to as collection 2, collection 3 and so on. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as collection 60. Of particular interest are the numbers of contracts of training that commence, complete, cancel/withdraw, recommence, expire or suspend, and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts "in-training" at a given time can be calculated. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulate; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Supporting data is appended. (Contains 4 tables, 8 figures and 1 footnote.) [This paper is an updated version of the "Estimation of Apprentice and Trainee Statistics. Technical Paper" report. For the original paper, see ED510131.]

Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER (National Centre for Vocational Education Research) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as Collection 60. Of particular interest is the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts in training at a given time can be calculated. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulates; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Throughout the main text of this document data for New South Wales commencements and expired contracts are used as examples to illustrate the concepts being discussed. Supporting data is appended. A glossary is included. (Contains 4 tables and 8 figures.) [For the accompanying report, "Apprentices and Trainees: December Quarter, 2009", see ED510135.]

This project, conducted by the Centre for the Economics of Education and Training (CEET) during 2003, set out to investigate the relationship between innovation and the provision of appropriate education and training in regional Australia. The project was designed as a pilot study with two main purposes: (1) To test whether and how the issues could be investigated, with the aim of using the findings as a basis for larger and more comprehensive studies in the future; and (2) To collect and analyse information about innovation and the provision of relevant education and training in some specific regions that would advance understanding of the major concerns and issues, both within the particular area and more generally in regional Australia. The Gannawarra Shire of northern Victoria was chosen for this pilot study because contacts made in the Shire indicated considerable support for investigating the issues and offered opportunities for access to local government, enterprises and training providers. Preliminary discussions and examination of published material also indicated substantial innovation in the region. The project comprised a search for sources of information about the Gannawarra region including geography, population, industries and employment; analysis of this material to gain an understanding of the major characteristics of the region; consultations with relevant people and organisations within and outside the region; and a survey of individuals and enterprises on the Gannawarra Business Register. Opportunities for presenting the preliminary and final survey results within the Shire to local enterprises and training providers enabled the findings to be discussed and contributed to ongoing refinement of the conclusions. Key findings include: (1) Considerable innovation is occurring in the industries and enterprises of Gannawarra, contributing to changes in the types of training being sought; (2) A balance of formal and informal provision of education and training in Gannawarra, although further investigation is recommended to determine that the balance is optimal to needs; and (3) Establishment of Local Learning and Employment Networks (LLENs) by the Victorian Government has been successful in strengthening relationships between educational providers, communities and industry in Gannawarra. Two attachments are included: (1) Regional Development, Skill Needs and Training Questionnaire; and (2) Initiatives of the LLENs in Gannawarra Shire. (Contains 10 figures and 40 tables.)

This technical paper examines the issue of attrition bias in two cohorts of the Longitudinal Surveys of Australian Youth (LSAY), based on an analysis using data from 1995 to 2002. Data up to 2002 provided eight years of information on members of the Y95 cohort and five years of information on members of the Y98 cohort. This study suggests that researchers using the LSAY data sets can be confident that the post-stratification and attrition weights ensure that the remaining sample members represent the population from which they were selected. If comparisons are to be made with concurrent data--such as a comparison between Year 12 completion rates in LSAY and apparent retention rates published by the Australian Bureau of Statistics--then researchers are advised to explain how the results differ and why they are not expected to be the same. Such an approach recognises the design of LSAY and the limitations of using LSAY for point-in-time estimates. A list of tables representing the numbers of sample members interviewed and attrition rates is appended. (Contains 6 footnotes, 15 tables, and 7 figures.)

Apprentice and trainee data are reported by the State and Territory Training Authorities to National Centre for Vocational Education Research (NCVER) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. NCVER publishes data on the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or are suspended and the time at which these events occur (referred to as the "date of effect"). From these events, the number of contracts in training at a given time can be calculated. Due to time delays in reporting data on the status of contracts to NCVER, the most recent data are estimated. In short, the estimation methodology is based on the calculation of "average lag ratios". A lag ratio is the ratio of the actual number of events (commencements, completions, etc) which occurred in a particular quarter to the number of those events which were reported in a given quarter. The average lag ratio is calculated by taking the average of the lag ratios found in a "time window", which is a moving period of eight quarters from the past. Further details on this methodology are provided in the technical paper produced by NCVER, "Estimation of apprentice and trainee statistics," which may be found on the NCVER Portal as a related item to this quarterly publication. The purpose of this technical paper is to document the adjustments that are made to the estimates at each collection, and produce a cumulative document of these adjustments, commencing at Collection 80, June 2014 estimates. [For "Estimation of apprentice and trainee statistics," see ED510916.]

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This paper focuses on the demographics of the participants. [For the main report, see ED507545.]

This publication presents estimates of apprentice and trainee activity in Australia for the December quarter 2009. The figures in this publication are derived from the National Apprentice and Trainee Collection no.63 (March 2010 estimates). There were 414 900 apprentices and trainees in-training as at 31 December 2009, a decrease of 0.6% from the previous year. In the 12 months to 31 December 2009, compared with the previous year: (a) commencements decreased by 6.0%, to 271 400; (b) completions increased by 3.5%, to 159 400; and (c) cancellations and withdrawals decreased by 8.7%, to 122 000. For seasonally adjusted data, comparing the December quarter 2009 with the September quarter 2009: (a) commencements in trades occupations increased by 4.3%; (b) commencements in non-trades occupations increased by 1.7%; (c) completions increased by 1.2%; (d) cancellations and withdrawals decreased by 0.9%; and (e) in-training numbers increased by 0.2%. (Contains 19 tables, 3 figures, and 5 notes.) [For the supporting documents, see the following: (a) "Estimation of Apprentice and Trainee Statistics. Technical Paper" (ED510131); and (b) "Apprentices and Trainees: December Quarter 2009: Terms and Definitions. Support Document" (ED510132).]

The Standard for Vocational Education and Training (VET) financial data offers a nationally consistent standard for the collection, reporting and analysis of the public vocational education and training system information throughout Australia. It forms part of the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS). The standards have been developed and refined over a number of years through consultations with major stakeholders. Data collections made under the standards will be used as the basis for reporting the key performance measures for the VET sector approved by Commonwealth, state and territory vocational training and education ministers. This document incorporates five main sections. Section 1 provides an introduction to the standard for VET financial data and the national financial data collection. Next, section 2 details the financial statements and definitions. Section 3 presents the collection guidelines. Section 4, unique to this updated release, details the audit of key data elements. Finally, section 5 describes the collection arrangements. [This paper was prepared on behalf of the National Training Statistics Committee. It was produced as a joint initiative of the Australian Government and state and territory governments, with funding provided through the Australian Department of Education, Employment and Workplace Relations.]

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This document focuses on the social aspect of the respondents' lives. [For the main report, see ED507545.]

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This document focuses on the employment information of the respondents. [For the main report, see ED507545.]

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant. This document focuses on the education information of the respondents. [For the main report, see ED507545.]

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 1998 cohort data set. It groups each variable into data elements which identifies common variables within and across waves. Information is provided about each data element including its purpose, values, base populations and relevant notes. This document focuses on the education information of the respondents. [For the main report, see ED507545.]

This document describes approaches in conducting naturalistic studies in two different countries with contrasting educational settings. Naturalistic research methodology is described by one of the writers as "an explicit undertaking to lay aside our ideas and concern ourselves with finding the subjects' perspectives in their non-theoretical lives." The paper seeks to illustrate the possibility of uncovering common elements in the conduct of naturalistic research. It uses examples from two naturalistic studies, the first located in a small, isolated school in North Queensland, Australia; the other set in a large inner-city school in Vancouver, Canada. The conduct of naturalistic research is influenced by the physical environment, by the community relationships the researcher establishes and by the expectations held for the outcome of the research. Relationships with students, school staff, parents and administrators are detailed. Paper closes with discussion of social characteristics of class structure, their economic parallels, and their possible ties to educational attainment. (Author/TES)

This manual discusses major differences between academic and commercial educational research (CER) and provides suggestions to help researchers who want to conduct CER. The paper is based on the experiences of the TAFE National Center for Research and Development Ltd in Leabrook (Australia). Focus is on describing how to apply for grants and how to manage CER projects. Topics include: steps involved in making a submission or proposal to conduct CER, the research methodology, budgeting and scheduling the research project, establishment of project committees, the politics of research, and outcomes of research. CER is client-oriented and has hefty constraints placed upon it, whereas academic educational research is researcher-oriented and methodology-driven and has fewer constraints. Determining what CER is available can be a time-consuming activity, especially for persons just starting to conduct this kind of research. Therefore, guidelines for writing submissions that show the prospective client that the researcher is knowledgeable, experienced, and competent are provided. CER is intensely political. Commercial researchers, who are usually under pressure to complete their work quickly, are cautioned to not neglect good research and business practices. Accurate budgeting and scheduling, and a properly balanced project committee are essential for the successful implementation of CER. Committees should give advice and help in conducting the research, and committee members have an important political role. Good communication can help overcome some problems that arise in the area of politics of research. A model submission is provided. (RLC)