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Does scored VET in schools help or hinder access to higher education in Victoria?

The introduction of vocational education and training (VET) subjects in the secondary school curriculum in the 1990 ... Show more
The introduction of vocational education and training (VET) subjects in the secondary school curriculum in the 1990s was aimed at assisting to retain less academically inclined students at school and providing students with a broad range of post-secondary options and pathways. In the 2000s, 'scored' VET subjects - those that counted towards both nationally recognised training and a university entrance score - were introduced as a means of improving the status of VET within the secondary school curriculum as well as offering viable options to those students not entirely certain of which pathway to take - university or vocational training. Focusing on Victorian secondary school students, this report looks at whether taking scored VET subjects affects entry to university. The major finding of this report is that for those students who intend to go to university and who complete a 'scored' VET subject there is a sizeable penalty.
Published abstract. Show less

Authors: Polidano, Cain; Tabasso, Domenico; Zhang, Rong

Date: 2014

Geographic subjects: Oceania; Australia; Victoria

Resource type: Report, paper or authored book

Series name: National Vocational Education and Training Research Program research report

Subjects: Vocational education and training; Higher education; Secondary education ... [+] Show more
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Impacts of the Victorian Training Guarantee on VET enrolments, course choice and completion

This study estimates impacts of the Victorian Training Guarantee (VTG) reforms that were implemented in the Victori ... Show more
This study estimates impacts of the Victorian Training Guarantee (VTG) reforms that were implemented in the Victorian [vocational education and training] VET sector between 2009 and 2011. Nationally, market-based reform to make the VET sector more responsive to changing skill demands is seen as key to maintaining Australia’s competitiveness and enhancing labour market participation. Replacing the existing supply-driven training system, where the number and type of publicly-funded VET places is set by government, with a more demand-driven system where the number and type of VET places provided more closely reflects student demand, is seen as an important step along this path. Victoria is the first Australian state to embrace such market-driven reforms.
Excerpts from publication. Show less

Authors: Leung, Felix; McVicar, Duncan; Polidano, Cain; Zhang, Rong

Date: 2013

Geographic subjects: Victoria; Australia; Oceania

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Participation; Teaching and learning ... [+] Show more
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Early impacts of the Victorian Training Guarantee on VET enrolments and graduate outcomes

The impact of the first round of Victorian demand-driven reforms, referred to as the Victorian Training Guarantee ( ... Show more
The impact of the first round of Victorian demand-driven reforms, referred to as the Victorian Training Guarantee (VTG), on enrolments and training outcomes is the focus of this report. The VTG reforms were introduced to create a more responsive training market and were implemented between July 2009 and January 2011. Subsequent reforms introduced in Victoria in 2012 are not part of this analysis. A particular focus of this report is on impacts for Indigenous students, those from a non-English speaking background and students with a disability. The impact of the VTG on enrolments and training outcomes for students from different age groups is also considered.
Published abstract. Show less

Authors: Leung, Felix; McVicar, Duncan; Polidano, Cain; Zhang, Rong

Date: 2014

Geographic subjects: Oceania; Australia; Victoria ... [+] Show more

Resource type: Report, paper or authored book

Series name: National Vocational Education and Training Research Program research report

Subjects: Vocational education and training; Outcomes; Policy ... [+] Show more
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Global literacy: comparing Chinese and US high school students

Purpose - The purpose of this paper is to compare high school students' global literacy level in metropolitan areas ... Show more
Purpose - The purpose of this paper is to compare high school students' global literacy level in metropolitan areas of China and the USA. Design/methodology/approach - The authors adopted a global literacy instrument to survey 2,157 New York City (NYC) high school students and 2,220 Chinese high school students. This paper adopted an independent sample t-test and an Analysis of Variance (ANOVA) to identify significant differences regarding demographic features on the Likert-scale items, and used the Pearson correlation coefficient to explore the degree of association between factors. Findings - From this global literacy scale, compared with NYC high school students, Chinese students have greater awareness of comprehending and appreciating cross-cultural perspectives, becoming global citizens, and exhibited greater approval of the performance of their own country's interconnectedness and interdependence with other countries. Students in the two countries exhibited similar confidence in using new literacies. Practical implications - Students would pay close attention to global issues if they were aware of how these issues affect their daily life and future. With critical-thinking abilities, students would be in a better position to make decisions that contribute to the common good. With awareness of diverse cultures, students could learn the values, strengths, and weaknesses of people. With fluency in new literacies, students could research and analyze information from multiple resources, and collaborate with others through the use of technology. Originality/value - This paper profiles the global literacy of US and Chinese high school students, describes factors correlated with both US and Chinese students' global literacy, and suggests students' preferences regarding 'global education'-related activities.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Zhang, Rong; Hsu, Hui-Yin; Wang, Shiang-Kwei

Date: 2010

Geographic subjects: China; United States; North America ... [+] Show more

Resource type: Article

Journal title: Multicultural education & technology journal

Subjects: Secondary education; Culture and society; Students ... [+] Show more
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Longitudinal analysis of employment outcomes for vulnerable and other migrants

This report uses data from the [Household, Income and Labour Dynamics in Australia] HILDA Survey to examine gaps in ... Show more
This report uses data from the [Household, Income and Labour Dynamics in Australia] HILDA Survey to examine gaps in employment rates between migrants to Australia and their Australian-born counterparts, highlighting groups of migrants for whom employment rates are particularly low, and exploring the extent to which migrants' labour market outcomes 'catch up' with those of the Australian-born the longer migrants remain in Australia.
Excerpt from publication. Show less

Authors: Cobb-Clark, Deborah A.; Hanel, Barbara; McVicar, Duncan; Zhang, Rong

Date: 2012

Geographic subjects: Australia; Oceania

Resource type: Report, paper or authored book

Subjects: Migration; Statistics; Employment ... [+] Show more
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'High'-school: the relationship between early marijuana use and educational outcomes

[The authors] use unique survey data linked to nearly a decade of administrative welfare data to examine the relati ... Show more
[The authors] use unique survey data linked to nearly a decade of administrative welfare data to examine the relationship between early marijuana use (at age 14 or younger) and young people’s educational outcomes. [The authors] find evidence that early marijuana use is related to educational penalties that are compounded by high-intensity use and are larger for young people living in families with a history of welfare receipt. The relationships between marijuana use and both high school completion and achieving a university entrance score appear to stem from selectivity into the use of marijuana. In contrast, early marijuana use is associated with significantly lower university entrance score for those who obtain one and [the authors] provide evidence that this effect is unlikely to be driven by selection. Collectively, these findings point to a more nuanced view of the relationship between adolescent marijuana use and educational outcomes than is suggested by the existing literature.
Published abstract. Show less

Authors: Cobb-Clark, Deborah A.; Kassenboehmer, Sonja C.; Le, Trinh; McVicar, Duncan ... [+] Show more

Date: 2013

Geographic subjects: Australia; Oceania

Resource type: Report, paper or authored book

Series name: Melbourne Institute working paper

Subjects: Youth; Outcomes; Disadvantaged ... [+] Show more
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The impact of middle-years experiences on educational and labour market outcomes

The 'middle years' of schooling are generally accepted to cover the school years from years five to eight, which ar ... Show more
The 'middle years' of schooling are generally accepted to cover the school years from years five to eight, which are the last two years of primary schooling and the first two years of secondary schooling in most States and Territories in Australia. This report examines the associations between two particular middle-years experiences - marijuana use and being suspended or expelled from school - and the educational and labour market outcomes of individuals when they reach 20 years of age. To do so the research exploits a rich source of data on Australian young people and their parents - the Youth in Focus (YIF) study - which has not previously been used for this purpose. The outcomes considered are Year 12 completion, obtaining a university entrance score, the university entrance score obtained, and whether the young person is in employment, education, or neither at age 20.
The report also examines the extent to which the associations between these middle-years experiences and later outcomes can be interpreted as causal relationships. In other words, the report assesses the extent to which outcomes at age 20 are different for those young people who had the middle-years experience compared to those who did not because of the middle-years experience, as opposed to being different for those who had the middle-years experience for other reasons. Further, the report assesses the extent to which the strength of any associations between middle-years experiences and later educational and labour market outcomes is related to the socio-economic status (SES) of the young person.
Excerpts from publication. Show less

Authors: Cobb-Clark, Deborah A.; Kassenboehmer, Sonja C.; Le, Trinh; McVicar, Duncan ... [+] Show more

Date: 2012

Geographic subjects: Australia; Oceania

Resource type: Report, paper or authored book

Subjects: Youth; Outcomes; Employment ... [+] Show more

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Does scored VET in schools help or hinder access to higher education in Victoria?

Impacts of the Victorian Training Guarantee on VET enrolments, course choice and completion

Early impacts of the Victorian Training Guarantee on VET enrolments and graduate outcomes

Global literacy: comparing Chinese and US high school students

Longitudinal analysis of employment outcomes for vulnerable and other migrants

'High'-school: the relationship between early marijuana use and educational outcomes

The impact of middle-years experiences on educational and labour market outcomes