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This research offers insights into the options available to individuals as they navigate the vocational education and training (VET) market. Importantly, this study directly represents the voice of students, asking how their choices were made and whether their choice was sufficiently 'informed'. The student voice is contrasted with recent literature and data on measures of choice. Implications for policy and practice are explored, as are strategies for improving and broadening choice. The focus here is on examples from Victoria, the first state to initiate market reforms, by means of the Victorian Training Guarantee.

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This study provides a detailed analysis of the financing of technical and vocational education and training (TVET) in Tonga. The study, which was conducted in late 2013, forms part of a region-wide program, 'Research into the financing of TVET in the Pacific', initiated under Australia's international development assistance program in 2011. The aims of the program are to produce, in conjunction with host country governments and TVET stakeholders, a comprehensive empirical analysis of the existing systems for financing TVET in seven Pacific countries (Fiji, Kiribati, Papua New Guinea, Samoa, Solomon Islands, Tonga and Vanuatu), identify key financing issues within the region, and the policy implications they have for the future financing for TVET, to enable it to be more efficient and effective at both national and regional levels.

The report is structured in five main parts. Chapter two completes part one, 'Introduction', by providing a detailed description of the research approach used in Tonga, including the data collection instruments that were developed. Part two, 'Country background', contains chapters three to seven that outline the broad national context of Tonga. In part three, 'TVET in context', chapters eight to 11 provide a detailed description of TVET institutions and activities in Tonga, and discuss access to educational opportunities, the contribution of TVET to economic developments, and developments and issues concerning TVET quality. Part four, 'The financing of TVET', presents the main findings and analyses from the study. TVET funding and expenditure patterns and trends are presented and analysed in chapters 12 and 14. The financial mechanisms that channel resources into and throughout the TVET sector are identified and analysed in chapter 13. Chapter 15 details the study team's pilot survey on enterprise training and its funding, and in chapter 16 unit costs of TVET delivery are estimated, and their use in evaluating the efficiency of TVET delivery is assessed. In part five, 'Issues and options', the overall conclusions of the study are summarised, key issues identified, and directions developed for consideration by the Government of Tonga, other TVET stakeholders, and development partners.

Further details on the study are provided in the annexes. Annex one provides the scope and objectives set out in the research brief. Annex two provides the classification and coding systems used in the data collection and recording. The people and organisations involved in consultations during the fieldwork are listed in annex three, and the members of the National Reference Group for the study are provided in annex four. Annex five includes the data collection templates developed for different aspects of the study.

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This study provides a detailed analysis of the financing of technical and vocational education and training (TVET) in Samoa. The study, which commenced in September 2013 and completed in October 2013, forms part of a region-wide program, 'Research into the financing of TVET in the Pacific', initiated under Australia's international development assistance program in 2011. The aims of the program are to produce, in conjunction with host country governments and TVET stakeholders, a comprehensive empirical analysis of the existing systems for financing TVET in seven Pacific countries (Fiji, Kiribati, Papua New Guinea, Samoa, Solomon Islands, Tonga and Vanuatu), identify key financing issues within the region, and the policy implications they have for the future financing for TVET, to enable it to be more efficient and effective at both national and regional levels.

The report is structured in five main parts. Chapter 2 completes part one, 'Introduction', by providing a detailed description of the research approach used in Samoa, including the data collection instruments that were developed. Part two, 'Country background', contains chapters three to seven that outline the broad national context of Samoa. In part three, 'TVET in context', chapters eight to 11 provide a detailed description of TVET institutions and activities in Samoa, and discuss access to educational opportunities, the contribution of TVET to economic developments, and developments and issues concerning the quality of TVET. Part four, 'The financing of TVET', presents the main findings and analyses from the study. TVET funding and expenditure patterns and trends are presented and analysed in chapters 12 and 14. The financial mechanisms that channel resources into and throughout the TVET sector are identified and analysed in chapter 13. Chapter 15 details the study team's pilot survey on enterprise training and its funding, and in chapter 16 unit costs of TVET delivery are estimated, and their use in evaluating the efficiency of TVET delivery is assessed. In part five, 'Issues and policy directions', the overall conclusions of the study are summarised, key issues identified, and policies outlined for consideration by the Government of Samoa, other TVET stakeholders, and development partners.

Further details on the study are provided in the annexes. Annexes one to four include the data collection templates developed for different aspects of the study. Annex five compares Ministry of Finance and National University of Samoa (NUS) financial estimates. Annex six describes the methodology used for the unit cost estimates provided in chapter 16, and includes further detail about the estimates. Annex seven provides the classification and coding systems used in the data collection and recording. The people and organisations involved in consultations during the fieldwork are listed in annex eight, and the members of the National Reference Group for the study are provided in annex nine.

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The Ministry of Education commissioned independent consultants to undertake a national trend study of developments in the internationalisation of New Zealand tertiary education organisations since 1998. This report contains their findings, based on an analysis of existing data, interviews with key stakeholders, a survey of institutions, and two invitational forums. The authors also note what they see as the key challenges for New Zealand moving forward, and propose what the next steps for meeting these challenges may be. This study is the first element in a package of initiatives designed to assist tertiary education organisations in New Zealand as they develop their strategies and engagement in this area.

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This study provides a detailed analysis of the financing of technical and vocational education and training (TVET) in Papua New Guinea [PNG]. The study, conducted in two phases in 2012 and 2013, forms part of a region-wide program, 'Research into the financing of TVET in the Pacific', initiated under Australia's international development assistance program in 2011. The aims of the program are to produce, in conjunction with host country governments and TVET stakeholders, a comprehensive empirical analysis of the existing systems for financing TVET in seven Pacific countries (Fiji, Kiribati, Papua New Guinea, Samoa, Solomon Islands, Tonga and Vanuatu), identify key financing issues within the region, and the policy implications they have for the future financing for TVET, to enable it to be more efficient and effective at both national and regional levels.

The report is structured in five main parts. Part one, 'Introduction', concludes with chapter 2 which provides a detailed description of the research approach used in PNG, including the data collection instruments that were developed. Part two, 'Country background', outlines the broad national context of PNG. In part three, 'TVET in context', the report provides a detailed description of TVET institutions and activities in PNG, and discusses access to educational opportunities, the contribution of TVET to economic development, and developments and issues concerning the quality of TVET. Part four, 'The financing of TVET', presents the main findings and analyses from the study. TVET funding and expenditure patterns and trends are presented and analysed. The financial mechanisms that channel resources into and throughout the TVET sector are identified and analysed. The unit costs of TVET delivery in different programs and institutions are estimated, and their implications discussed. Part five, 'Issues and future directions', summarises the overall conclusions of the study and identifies key issues identified, and broad policy directions identified for consideration by the Government of PNG, other TVET stakeholders, and development partners.

Further details on the study are provided in the annexes. Annex one provides a sheet of basic data and unit cost information for each of the institutions successfully surveyed. The people and organisations involved in consultations during the fieldwork are listed in annex two, and the members of the National Reference Group for the study are provided in annex five. Annex three is the estimates for the Skills Development Trust Fund and annex four the information regarding the [RTOs] registered training organisations. Annex six is the survey of technical and business colleges, annex seven the enterprise training expenditure survey, and annex nine the survey form for the private training providers. Annex eight provides the classification and coding systems used in the data collection and recording.

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