Chapter 3 Year 12 or equivalent completers entering university or TAFE/VET … · 2013. 9. 28. · entering university or TAFE/VET study. Figure 3.1 Post-school study or training

39

Chapter3Year12orequivalentcompletersenteringuniversityorTAFE/VETstudy

Figure 3.1 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters

Figure 3.2 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,bygender

ThischapterfocusesontheyoungpeoplewhocompletedYear12oritsequivalent

in2008andstatedthattheywereparticipatinginclassroom-basedtertiary

educationatauniversity,TAFEinstitutionorprivateprovider.Apprenticesand

trainees,whoundertakeatrainingcontractandmostoftenworkfull-time,arenot

includedinthischapter.Percentagesreportedinthischapterrelatetotheseyoung

peopleintertiaryeducation,ratherthantheentirecohort.Thefollowingchapter

focusesexclusivelyonapprenticesandtrainees.Year12orequivalentcompleters

whodeferredtertiarystudyarealsoexcludedfromthischapterandarediscussed

inmoredetailinChapter7.

Forthischapter,post-schoolstudyhasbeencategorisedinto3groups:university,

higher-levelvocationalprograms(certificatelevelIVandVETdiplomas)andentry-

levelVETprograms(certificatelevelsI,IIandIII).Respondentswhodidnotprovide

acertificatelevelareincludedwithentry-levelVETprograms.

Figure3.1showsthatuniversityisthemostcommonstudylocationamongYear

12orequivalentcompletersparticipatinginpost-schoolclassroom-basedstudy

ortraining,with71.7%commencingauniversitycourse.Ofthoseparticipatingin

campus-basedVETprograms22.4%wereinprogramsatthehigherleveland6.0%

wereinlowerlevelVETcourses.

Post-schoolstudybysocialcharacteristicsandachievement

Thissectionexaminestherelationshipsbetweentypeofpost-schoolstudy

ortrainingandarangeofindividualcharacteristicsandbackgroundfactors.

Thesecomprisegender,region,schoolsector,socioeconomicbackgroundand

achievementasmeasuredbytheVictorianGeneralAchievementTest,commonly

knownastheGAT.

Gender

Figure3.2showstheproportionsineachdestinationbygender.Overall,the

proportionsofmalesandfemalescommencinguniversityaresimilar–70%of

malesand72.9%offemales.Overall,youngmenhadslightlyhigherratesof

enrolmentinvocationalstudy,30%comparedto27.1%ofyoungwomen.This

patternwasevidentinbothhigherVETcertificatesandlowercertificates.

Geographic location

Thesearesmalldifferencesinthestudylocationbetweenmetropolitanand

non-metropolitanYear12orequivalentcompleters(Figure3.3).Aslightlyhigher

proportionofcompletersfrommetropolitanareascommenceduniversitystudy

(72%)thanthosefromnon-metropolitanareas(70%).Conversely,aslightly

VET entry-level – 6.0%

VET Certificate IV+ – 22.4%

University – 71.7%

0 10 20 30 40 50 60 70 80

MalesFemales

University

VET IV+

VET entry-level

Per cent

40 TheOn Track Survey 2009

Figure 3.3 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,byregion

highestratesofuniversitystudy,only

afewpercentagepointslowerthan

thatofEasternMetropolitanregion.

Grampiansregionextendsfrom

BacchusMarshintheeasttotheSouth

Australianborder,andincludesthecity

ofBallarat.BarwonSouthWestern

extendsfromGeelongintheeasttothe

SouthAustralianborder.Gippsland

regiondisplaysthelowestrateof

universityparticipationat63.4%.Hume

region,whichextendsfromKilmore

toWodonga,alsoshowsalowerrate

ofuniversityparticipation.Loddon

Malleeregionhasahigherrateof

universityparticipationthanNorthern

MetropolitanandWesternMetropolitan

regions.

Therearealsosizableregional

differencesinVETstudy.Participation

inhigherlevelVETcoursesranges

from19.4%inEasternMetropolitan

regionto28.8%intheNorthern

Metropolitanregion.Amongthe

non-metropolitanregionstherangeis

higherproportionofthosefromnon-

metropolitanareaswereinvocational

education(30%)comparedtothose

frommetropolitanareas(28%).ForVET

entry-levelcoursesthedifferencewas

muchlarger,with10%ofthosefrom

non-metropolitanareasparticipating

inVETcoursesatcertificatelevelsI

toIIIcomparedto5.1%ofthosefrom

metropolitanareas.

Theaggregatedmetropolitan/non-

metropolitansplitobscureslarger

regionaldifferences,whichareshown

inTable3.1.EasternMetropolitan

regionshowsthehighestrateof

universityparticipation(77.1%)

followedbySouthernMetropolitan

region.NorthernMetropolitan

regionexhibitsa12percentagepoint

lowerrateofuniversitystudythan

EasternMetropolitanregion;Western

Metropolitanregionis10percentage

pointslower.Ofthenon-metropolitan

regions,GrampiansandBarwon

SouthWesternregionsshowthe

0

10

20

30

40

50

60

70

80Non-MetroMetro

VET entry-levelVET IV+University

%

Table 3.1 LevelofstudyofYear12orequivalentcompletersinstudyortraining,byregion

Metropolitan Non-Metropolitan

VictoriaEastern Northern Southern Western

Barwon

South

Western

Gipps-

land

Grampi-

ans Hume

Loddon

Mallee

University 77.1 65.1 73.6 67.1 74.3 63.4 74.8 65.0 69.3 71.7

VET IV+ 19.4 28.8 21.0 26.4 18.0 24.2 17.6 23.0 19.2 22.4

VET Entry Level 3.6 6.2 5.4 6.5 7.7 12.4 7.5 12.0 11.5 6.0

Number of persons 6,707 3,502 4,978 3,511 1,169 719 703 626 911 22,826

Percentage of Year

12 completers in

classroom-based

tertiary study

73.6 69.1 67.9 73.8 45.4 44.2 45.8 37.9 45.6 64.0

41Chapter3:Year12orequivalentcompletersenteringuniversityorTAFE/VETstudy

Figure 3. 4 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompletersbyschoolsector

(27.8%).Forentry-levelVET,the

participationrateforgovernment

schoolswas7.8%.

Socioeconomic background

Socioeconomicbackgroundisoften

understoodasoneofthemost

importantinfluencesoneducational

outcomes.Figure3.5showsthe

associationbetweenstudyaward

levelandsocioeconomicbackground

(SES).Socioeconomicbackgroundis

determinedbythecensuscollection

districtoftheschoolleaver’shome

addressin2008.Agreaterproportion

ofschoolcompleterswhoarestudying

andwhosesocioeconomicbackground

isinthehighestquartile(78.7%)are

participatingatuniversitycomparedto

theirpeersinthelowestsocioeconomic

quartile(62.4%).Participationin

higherlevelandentrylevelVET

coursesdisplaytheoppositepattern.

OfthehighestSESquartile,21.3%

areparticipatinginaVETprogram

comparedto37.6%ofthelowestSES

quartile.

nearlyaslarge,from18%inBarwon

SouthWesternand17.6%Grampians

to24.2%inGippsland.Forentry-level

VETcoursestheparticipationlevels

arehigherinLoddonMalleeand

Gippslandandareconsistentlylowerin

thefourmetropolitanregions.Inthe

metropolitanregions,between16%and

20%ofallVETstudentswerestudying

atentrylevel;inthenon-metropolitan

regions,30–37%ofVETstudentswere

inentry-levelcourses.

School sector

Figure3.4showsparticipationlevels

byschoolsector,basedontheschool

attendedinthefinalyearofschool.

Universityparticipationlevelsdiffer

considerably:64.4%forgovernment

schools;73.9%forCatholicschools;

and84.5%forIndependentschools.

Conversely,participationinVETcourses

ishighestamonggovernmentschool

students.Forhigher-levelVET,the

participationratewashighestfor

studentsfromgovernmentschools

0

10

20

30

40

50

60

70

80

90VET entry-levelVET IV+University

IndependentCatholicGovernment

%

Figure 3.5 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,bySESquartile

Per cent

0 10 20 30 40 50 60 70 80 90 100


Highest

Upper Middle

Lower Middle

Lowest


Figure 3.6 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,bySESquartileandgender

Males Females

0

10

20

30

40

50

60

70

80

90


HighestUpper MidLower MidLowestHighestUpper MidLower MidLowest

%

ThereislittledifferenceinuniversityparticipationbySESquartilebetweenmetropolitanandnon-metropolitanareas.Theparticipationrateinhigher-levelVETprogramsishigherinthemetropolitanarearegardlessofSESquartile.Theparticipationrateinentry-levelVETprogramsishigherinnon-metropolitanregionscomparedtometropolitanregions.

SectorFigure3.8showsparticipationlevelsbySESquartilesforthethreeschoolsectors.WithintheindependentandCatholicsectors,SESquartiledifferencesinuniversityparticipationarelesspronouncedthanforthegovernmentsector.Furthermore,lowSESschoolcompletersshowhigheruniversityparticipationratesinnon-governmentschools.ThelevelofuniversityparticipationforthehighestSESquartilefromgovernmentschools(71.5%)iscomparablewiththatofthelowermiddleSESquartilefromtheCatholicsector(71.2%)and7.3percentagepointslowerthantheparticipationlevelofthelowestSESquartileofschool

Gender

Therearesomegenderdifferencesin

therelationshipbetweenSESquartiles

andpost-schoolstudydestination

(Figure3.6).Aslightlyhigherproportion

ofyoungwomen(79.7%)thanyoung

men(77.5%)fromthehighestSES

quartilewereenrolledatuniversity.

Therewasaslightlygreatergender

differenceamongthoseinthelowest

SESquartile,with64.3%ofyoung

womenenrolledatuniversitycompared

to59.8%ofyoungmen.

AmongthethreelowerSESquartiles,

participationinadvancedandentry-

levelVETcourseswashigheramong

youngmenthanyoungwomen.The

differenceswerenotlarge:only2or

3percentagepoints.Slightlyhigher

proportionsofmaleswereenrolledin

entry-levelVETprogramsineachofthe

fourSESquartiles,butthedifferences

aresmall.

Location

Figure3.7showstherelationship

betweenSESquartileandpost-

schoolstudydestinationbylocation.


Figure 3. 7 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,bySESquartile,byregion

Figure 3.8 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,bySESquartile,byschoolsector

Metropolitan Non-metropolitan

0

10

20

30

40

50

60

70

80

90



%

Government Catholic Independent

0

10

20

30

40

50

60

70

80

90


Q4Q3Q2Q1Q4Q3Q2Q1Q4Q3Q2Q1

%

completerswhoattendedindependent

schools(78.8%).Amongthosein

thehighestSESquartile,university

participationincreasesfrom71.5%

forthegovernmentsectorto77.7%

fortheCatholicsectorand86.7%for

Independentsector.Thesefindings

suggestthatschoolsectordifferences

inuniversityparticipationarenotsimply

areflectionofSESdifferences.

Participationinhigher-levelVET

decreaseswithincreasesinSES

quartileandisconsistentlyhigher

amongthosefromgovernment

schoolsthanthosefromCatholicand

Independentschools.AmongYear12or

equivalentcompletersfromgovernment

schools,about40%fromthetwo

lowestSESquartilesareparticipating

inaVETprogramcomparedtoless

than30%ofcomparablestudentsfrom

Catholicschoolsandaround20%from

Independentschools.

Figure3.9presentspost-school

studydestinationsbySESquartilefor

eachGATquartile.Themoststriking


Figure 3.9 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,bySESquartile,byGATquartile

Forhighestquartileachievers,VET

participationislowregardlessofthe

SESquartile.ParticipationinVETentry

programsisconsistentlyaround14

percentamonglowestGATquartile

achieversacrossthethreelowerSES

quartiles.

Achievement

Thetypeofpost-schoolstudy

destinationsofschoolcompletersis

closelyrelatedtoperformanceinthe

GAT.Figure3.10showstheproportions

inthedifferenttypesofpost-school

studybyGATquartile.

Theproportionofstudentscommencing

universitystudyincreasessubstantially

witheachincreaseinGATachievement

quartile.Conversely,asachievement

increases,participationinhigherVET

andentryVETcoursesdecreases.Of

Year12orequivalentcompleterswhose

performanceinGATwasinthehighest

quartile,nearlyall(94.5%)commenced

universitystudy.Ofthosescoringin

thethirdGATquartile,82.5%werein

universitystudy.Ofthoseinthesecond

findingisthesmalldifferencein

universityparticipationbySESwithin

GATachievementquartiles.OfYear

12orequivalentcompletersfromthe

lowestSESquartile,93.2%ofthetop

achievementquartilewereparticipating

atuniversity,93.6%ofthenexthighest

SESquartile,and93.7%and95.5%of

thetwohighestSESquartiles.Similarly

amongYear12orequivalentcompleters

whoseGATachievementwasinthe

uppermiddlequartile,thereareminimal

differencesinuniversityparticipation

bySESquartile.Thesameistruefor

thelowermiddleGATquartile.Itis

amongthelowestGATquartilewhere

SESexertsitsinfluence:43.9%oflow

achieversinthehighestSESquartile

wereatuniversitycomparedto35–36%

ofthoseinthetwolowerSESquartiles.

Thesepatternsarereversedfor

participationinVET.Nearlyone-half

oflowestquartileGATachieversare

participatinginhigherVETprograms

andthelevelofparticipationvaries

byonly4percentagepointsbetween

thelowestandhighestSESquartiles.

Lowest GAT Quartile 2nd GAT Quartile 3rd GAT Quartile Highest GAT Quartile

0

10

20

30

40

50

60

70

80

90


Q4Q3Q2Q1Q4Q3Q2Q1Q4Q3Q2Q1Q4Q3Q2Q1

%


Figure 3.10 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,byGATquartile

Genderdifferencesintherelationship

betweenGATachievementquartile

andpost-secondarystudydestination

areconfinedmainlytothetwomiddle

achievementgroups(Figure3.11).

Universityparticipationamonghigh

achieversisaround95%forboth

malesandfemales.Forthetwomiddle

achievementquartilestheproportion

inuniversitystudyishigheramong

youngwomen.Amongthelowest

achievinggroupthegenderdifference

isonly4percentagepoints(favouring

women)inuniversityparticipation(40%

comparedto36%).Forparticipation

GATquartile,63.2%wereatuniversity,

butonly38.3%ofthelowestGAT

quartilewereinuniversitystudy.

Forhigher-levelVETprograms,

participationvariesinverselytoGAT

quartile.Only4.3%ofthehighest

achievementquartilewereparticipating

inhigherlevelVETprograms,14.6%of

theuppermiddlequartile,30.6%ofthe

lowermiddlequartileandasubstantial

48.4%ofthelowestachievement

quartile.ThecomparablefiguresforVET

entrycoursesare1.3%,2.9%,6.3%and

13.3%,respectively.

0

10

20

30

40

50

60

70

80

90


HighestUpper MiddleLower MiddleLowest

%

Males Females

0

10

20

30

40

50

60

70

80

90



%

Figure 3.11 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,byGATquartile,bygender


Figure 3.12 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,byGATquartile,bylocation

University (degree)

Metropolitan Non-metropolitan

0

10

20

30

40

50

60

70

80

90



%

achievingstudents,sectorhaslittleor

noinfluenceonuniversityparticipation;

theproportionsrangefrom93.4%of

thehighestGATquartilegovernment

schoolstudentsto94.5%ofthehighest

GATquartileCatholicschoolstudents

and95.7%ofthehighestGATquartile

Independentschoolstudents.Forthe

lowerachievementquartiles,sector

differencesinuniversityparticipation

emergeandincreasewitheach

achievementquartile.Ofthelowest

quartileachieversfromIndependent

schools,56.8%wereatuniversity

comparedto35.0%ofthelowest

quartileachieversfromgovernment

schools.

HigherlevelVETparticipationismuch

loweramongthethreelowerGAT

quartilesfromIndependentschools

thanthecomparablegroupsfrom

governmentschools.However,itshould

beemphasisedthatevenamongthose

fromgovernmentschoolsveryfew

(6.6%)highestachievementquartile

schoolleaversundertakeVETprograms

atanylevel.

inVETtheoppositepatternisfound

withmalesinthetwomiddleachieving

groupsshowinghigherlevelsofVET

participation,particularlyinhigher-

levelVETprograms.

Thereislittledifferenceinthe

relationshipbetweenGATquartile

anduniversitystudybetween

metropolitanandnon-metropolitan

schoolcompleters(seeFigure3.12).

Thelevelofuniversityparticipationby

achievementquartileisverysimilarfor

thetworegionalgroups.However,there

aredifferencesinVETparticipation.

Forthelowestachievementquartiles,

participationinhigher-levelVET

programsishigheramongthe

metropolitangroup.Incontrast,

participationinentry-levelVETcourses

amongthetwolowerachievement

groupslivinginnon-metropolitan

areasisabouttwicethatofcomparable

groupsfrommetropolitanareas.

Figure3.13showsparticipationlevels

byachievementquartilesforthethree

schoolsectors.Itshowsthatforhigher


Figure 3.13 Post-schoolstudyortrainingdestinationsofYear12orequivalentcompleters,byGATquartile,byschoolsector

Government IndependentCatholic

0

10

20

30

40

50

60

70

80

90

100VET entry-levelVET Cert IV+University

Q4Q3Q2Q1Q4Q3Q2Q1Q4Q3Q2Q1

%

forhigher-levelVETstudentswere

GraphicDesign(7.3%),Information

Technology(6.6%),Businessand

Management(6.5%),Engineeringand

RelatedTechnologies(6.4%),Foodand

Hospitality(5.2%),OtherManagement

andCommerce(4.4%),Salesand

Marketing(4.4%),Communication

andMediaStudies(3.9%),Sport

andRecreation(3.9%)andBuilding

(3.8%).Forentry-levelVETthemost

commoncoursewasclearlyEngineering

andRelatedTechnologies(15.4%),

followedbyBuilding(9.3%),Business

andManagement(8.2%),Foodand

Hospitality(6.4%),PersonalServices

(6.3%),OtherHealth(4.7%),Performing

Arts(3.7%)andHumanWelfareStudies

andServices(3.2%).

Figure3.15showsthegender

breakdownwithincoursesforuniversity

studentsonly.Courseswithfewer

than40studentshavebeenexcluded.

Thedataforthecharthavebeen

sortedbypercentagemale.InBuilding

morethan90%ofstudentsaremale.

EngineeringandRelatedTechnologies,

Courseofstudy

YoungpeoplewhocompletedYear12

oritsequivalentin2008andmadethe

transitiontouniversityorTAFE/VET

studyin2009(excludingapprentices

andtrainees)enrolledinawiderange

ofcourses.Figure3.14showsthemost

frequentcourseswithinthethree

destinationgroups.Courseswithfewer

than100studentshavebeenexcluded.

Thecoursesinthechartaresortedby

thenumberofstudentssothoseatthe

bottomhavethelargestnumbersof

students.Artswasthemostfrequently

enrolleduniversitycourse,enrolling

13.7%ofalluniversitystudents,

followedbyScience(8.5%),Engineering

andRelatedTechnologies(7.5%),Other

ManagementandCommerce(7.4%),

andBusinessandManagement(6.2%).

Othercourseswithhighenrolmentsby

universitystudentsareNursing,Other

HealthandTeacherEducation.

Thedistributionsofcoursesarequite

differentamongthetwogroupsofVET

students.Themostcommoncourses


Figure 3.14 Distributionofcoursetype,bydestination

0 2 4 6 8 10 12 14 16


Arts (General)

Engineering and Related Technologies

Science (General)

Other Management and Commerce

Business and Management

Nursing

Other Health

Information Technology

Teacher Education

Accounting

Communication and Media Studies

Graphic and Design Studies

Biological Sciences

Medical Studies

Human Welfare Studies and Services

Sales and Marketing

Performing Arts

Other Natural and Physical Sciences

Sport and Recreation

Food and Hospitality

Building

Visual Arts and Crafts

Law

Other Creative Arts

Architecture and Urban Environment

Banking, Finance and Related Fields

Environmental Studies

Behavioural Science

Personal Services

Rehabilitation Therapies

Other Education

Justice and Law Enforcement

Pharmacy

Other Society and Culture

Curriculum and Education Studies

Per cent


0 10 20 30 40 50 60 70 80 90 100

FemalesMales

Building







Chemical Sciences

Accounting



Science (General)

Performing Arts

Sales and Marketing

Medical Studies

Dental Studies

Political Science and Policy Studies

Biological Sciences



Law

Other Creative Arts


Arts (General)

Language and Literature



Other Health

Pharmacy


Behavioural Science


Other Education

Public Health

Teacher Education


Studies in Human Society


Complementary Therapies


Nursing

Per cent

Figure 3.15 Distributionofuniversitycoursetype,bygender


Figure 3.16 DistributionofVETcoursetype,bygender

0 10 20 30 40 50 60 70 80 90 100

FemalesMales



Building




Accounting


Philosophy and Religious Studies

Biological Sciences

Performing Arts

Sales and Marketing




Other Health

Other Creative Arts



General Education Programmes

Science (General)


Other Agriculture, Environmental and Rel



Law

Arts (General)


Nursing

Tourism

Personal Services

Teacher Education

Other Education


Veterinary Studies

Per cent


Figure3.17showstheproportions

ofhighandlowachievingstudents

(measuredbyGATquartile)within

eachuniversitycourse.Courseswith

fewerthan40studentshavebeen

excluded.Thecourseswiththehighest

proportionsofhighestGATquartile

studentsareDentalStudies,Medical

Studies,Pharmacy,GeneralScience,

ChemicalSciences,Environmental

StudiesandArts.Thecourses

withthelowestproportionsoftop

quartilestudentsareJusticeandLaw

Enforcement,PublicHealth,Teacher

Education,Nursing,OtherEducation,

CurriculumandEducationStudies,and

HumanWelfareStudies.

Tertiarystudents’participationinthelabourforce

Youngpeopleintertiaryeducation

requirethefinancialmeanstosustain

theirpost-schoolstudiesaswellas

theirregulardailyexpenses,suchas

accommodation,mealsandtransport.

Almost60%ofalluniversityandVET

studentsreportedthattheywere

workingpart-time,betweenaquarter

andathirdsaidtheywerelookingfor

workandonlyabout15%werenotin

thelabourforce.Veryfewuniversity

studentsandfewerthan5%ofVET

studentswereworkingfull-time(Figure

3.18).

andInformationTechnologyhaveover

80%malestudents.However,there

arenoothercoursescomprisingmore

than60%males.Mostcourseshavea

predominanceofwomenincludinghigh

statuscoursessuchasMedicalStudies,

DentalStudiesandLaw.Youngwomen

weremuchmorecommonlyenrolled

inNursing,TeacherEducation,Public

Health,andHumanWelfareStudiesand

Servicescourses.

Figure3.16showsthegender

breakdownwithincoursesforVET

students,bothhigher-leveland

entry-levelcombined.Again,courses

withfewerthan40studentshave

beenexcluded.Over90%ofVET

studentsinEngineeringandRelated

Technologies,InformationTechnology

andBuildingaremale.Othercourses

withcloseto60%youngmenareSport

andRecreation,Communicationand

MediaStudies,BankingandFinance,

Accounting,andArchitecture.Allother

VETcourseshaveahigherpercentage

ofwomen,especiallyVeterinary

Studies,HumanWelfareandServices,

TeacherEducation,PersonalServices,

TourismandNursing.


Figure 3.17 Distributionofuniversitycoursetype,byGATquartile

Per cent0 10 20 30 40 50 60 70 80 90 100

HighestUpper middleLower middleLowest

Dental Studies

Medical Studies

Pharmacy

Science (General)

Chemical Sciences


Arts (General)

Political Science and Policy Studies

Law






Biological Sciences

Language and Literature


Performing Arts

Other Creative Arts

Studies in Human Society



Other Health





Behavioural Science

Accounting


Building

Sales and Marketing





Other Education

Nursing

Teacher Education

Public Health



proportionunemployedvariesfrom

35.9%amongInformationTechnology

studentsto16.9%instudentsin

TeacherEducationcourses.The

proportionsunemployedmaybe

influencedbythenumberofcontact

hours.Theproportionsinpart-time

workandnotinthelabourforcedonot

varysystematically.

Thesortsofjobsavailabletostudents

whiletheystudyoccurlargelyinservice

areasthatofferflexibleemployment

opportunities,allowingworkonapart-

Figure3.19presentsthegender

breakdownofstudentsinthelabour

forcefromeachstudydestination.A

greaterproportionoffemalestudents

wereworkingpart-timecomparedto

malestudents,butmalesweremore

likelytobelookingforworkornotinthe

labourforce.

Figure3.20presentsthelabourforce

statusofstudentswithineachcourse

sortedbythepercentagelookingfor

work.Courseswithfewerthan100

studentshavebeenexcluded.The

0

10

20

30

40

50

60


Not in labour forceLooking for workPart-time workFull-time work

%

0

10

20

30

40

50

60

70FemaleMale


%

Figure 3.18 Labourforcestatusbypost-schoolstudydestination

Figure 3.19 LabourforcestatusofuniversityandVETstudents,bygender


Figure 3.20 Labourforcestatusbytypeofcourse(universityandVET)

Per cent0 10 20 30 40 50 60 70 80 90 100




Other Creative Arts



Sales and Marketing



Pharmacy

Accounting


Building

Arts (General)


Performing Arts




Science (General)

Biological Sciences


Medical Studies





Other Health

Tourism

Behavioural Science

Other Education


Nursing

Personal Services

Law

Teacher Education


Figure 3.21 DistributionofoccupationsamongmaleandfemaleuniversityandVETstudents

fourofthemostcommonoccupation

areas:SalesAssistants,Checkout

OperatorsandCashiers,TravelAgents

andTourGuides,andCounterHands

atFoodOutlets.Inaddition,females

werealsomorecommonlyemployedas

ReceptionistsandChildCareworkers.

Malesweremoreoftenemployed

inmanualoccupations,suchas

Storepersons,KitchenHands,Transport

andClericalwork.

timeorcasualbasis.Highnumbers

ofstudentswereemployedasSales

Assistants,CheckoutOperatorsand

Cashiers,TravelAgentsandTour

Guides,andCounterHands(seeFigure

3.21).

Therearealsonoticeablegender

differencesinthetypesofemployment

takenbyschoolcompletersinfurther

study(Figure3.21).Higherproportions

offemalesthanmaleswereworkingin

0 5 10 15 20 25

MaleFemale

Sales Assistants

Checkout Operators & Cashiers

Travel Agents & Tour Guides

Counter Hands at Food Outlets

Storepersons

Kitchenhands

Teachers, Tutors & Teacher Aides

Bar Attendants

Receptionists

Sport & Fitness

Other Transport

General Clerks

Factory Workers & Packers

Telecommunications & Electronics

Child Care

Farm Workers & Farmers

Managers

Per cent

TheOn Track Survey 200956

57

Chapter4Year12orequivalentcompletersinapprenticeshipsandtraineeships

ThischapterfocusesonYear12orequivalentcompleterswhowereintraining

contractsasapprenticesortraineesasatApril-May2009.

Apprenticeshipsandtraineeshipsprovideimportantpathwaysforschoolleavers.

Evidencefromnationallongitudinaldataindicatesthatbothformsoftraining—

particularlyapprenticeship—leadtopositivelabourmarketoutcomes(Curtis,

2008).

Anotablefeatureofthesepathwaysisthedifferentlevelsofparticipation

bygenderwithinapprenticeshipsandtraineeships.Apprenticeshipshave

traditionallycentredontradeareassuchasBuilding,Engineeringand

Construction,FoodandHospitality,orHealthandBeauty.Traineeships,onthe

otherhand,areprovidedacrossabroaderrangeofoccupations,manyofwhich

havelessdifferentiatedgendercompositions,suchasRetail,Hospitalityand

InformationTechnology.

Participationinapprenticeshipsandtraineeships

AsshowninFigure4.1,8.0%ofYear12orequivalentcompleterswereinatraining

contractasanapprentice(4.7%)ortrainee(3.3%)asofApril-May2009—a

decreasefrom9.8%in2008.Malesmorefrequentlyenteredapprenticeships

thanfemales(8.6%ofmales,1.4%offemales).Conversely,morefemalesentered

traineeshipsthanmales(4.0%offemales,2.5%ofmales).OftheYear12or

equivalentcompletersinapprenticeships,84.2%aremale.

0

1

2

3

4

5

6

7

8

9

10TraineeApprentice

TotalMalesFemales

%

0 10 20 30 40 50 60

TraineesApprentices

Unknown study level

VET Cert (level unspecified)

Certificate 1

Certificate 2

Certificate 3

Certificate 4

Diploma

Advanced diploma

Associate degree

Per cent

Figure 4.1 ParticipationinapprenticeshipsandtraineeshipsbyYear12orequivalentcompleters,bygender

Figure 4.2 Year12orequivalentcompletersinapprenticeshipsandtraineeships,bylevelofstudy


Table 4.1 LevelofstudyofYear12orequivalentcompletersinanapprenticeshiportraineeship,bygender

Males Females Total

Study award level No. % No. % No. %

Apprentices

Associate degree 11 0.8 2 0.8 13 0.8

Advanced diploma 21 1.5 8 3.0 29 1.7

Diploma 35 2.5 17 6.4 52 3.1

Certificate 4 276 19.5 43 16.2 319 19.0

Certificate 3 644 45.5 156 58.6 800 47.6

Certificate 2 128 9.1 13 4.9 141 8.4

Certificate 1 24 1.7 1 0.4 25 1.5

VET Cert (level unspecified) 249 17.6 22 8.3 271 16.1

Unknown study level 26 1.8 4 1.5 30 1.8

Total 1,414 100.0 266 100.0 1,680 100.0

Trainees



Diploma 23 5.7 60 7.6 83 7.0

Certificate 4 53 13.1 89 11.3 142 11.9

Certificate 3 180 44.4 453 57.6 633 53.1

Certificate 2 54 13.3 95 12.1 149 12.5

Certificate 1 10 2.5 9 1.1 19 1.6



Total 405 100.0 786 100.0 1,191 100.0

All



Diploma 58 3.2 77 7.3 135 4.7

Certificate 4 329 18.1 132 12.5 461 16.1

Certificate 3 824 45.3 609 57.9 1,433 49.9

Certificate 2 182 10.0 108 10.3 290 10.1

Certificate 1 34 1.9 10 1.0 44 1.5



Total 1,819 100.0 1,052 100.0 2,871 100.0 Note: 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.

59Chapter4:Year12orequivalentcompletersinapprenticeshipsandtraineeships

Occupationsofapprenticesandtrainees

Table4.2showsthatBuildingand

Construction(28.5%),Electricaland

ElectronicsTrades(14.6%)andFood,

HospitalityandTourism(9.3%)werethe

mostcommonapprenticeoccupations.

OftheYear12orequivalentcompleters

enteringapprenticeships,84.2%were

male(seeTable4.2).

Table4.3showsthattraineeships

wererelativelymoredispersedacross

occupationalcategoriesincludingFood,

HospitalityandTourism(20.2%),Clerks,

ReceptionistsandSecretaries(17.0%)

andSalesAssistantsandStorepersons

(15.9%).OftheYear12orequivalent

completersenteringtraineeships,

66.0%werefemale(seeTable4.3).

AsshowninFigure4.2andTable

4.1,one-halfofallapprenticesand

trainees(49.9%)wereundertakingthe

studycomponentoftheirtrainingat

CertificateIIIawardlevel.Anadditional

23.5%werestudyingatahigher

awardlevel(CertificateIV,Diploma,

AdvancedDiplomaorAssociateDegree)

and26.5%werestudyingatloweror

unknownlevels(CertificateI,Certificate

IIorlevelunspecified/unknown).

Thehighestoverallparticipationrates

inapprenticeshipsandtraineeships

wereinGippsland(13.4%)andHume

(12.7%)regions,whicharebothnon-

metropolitanregions.Thehighest

participationratesinmetropolitan

regionswereinNorthernMetropolitan

(8.6%)andWesternMetropolitan

(6.6%)regions(seeFigure4.3).

Figure 4.3 ParticipationinapprenticeshipsandtraineeshipsbyYear12orequivalentcompleters,byregion

0 2 4 6 8 10 12 14 16

ApprenticesTrainees

Gippsland

Hume

Loddon Mallee

Grampians

Barwon South Western

Northern Metropolitan

Western Metropolitan

Eastern Metropolitan

Southern Metropolitan

Per cent


Table 4.2 Occupationalcategoriesofapprentices,Year12orequivalentcompleters,bygender

Occupation Total % % M % F

Building & Construction 478 28.5 99.0 1.0

Electrical & Electronics Trades 245 14.6 98.8 1.2

Food, Hospitality & Tourism 157 9.3 62.4 37.6

Motor Vehicle Service & Repair 150 8.9 97.3 2.7

Health, Fitness, Hair & Beauty 125 7.4 14.4 85.6

Gardening, Farming & Fishing 74 4.4 90.5 9.5

Labourers, Factory & Machine Workers 72 4.3 100.0 0.0

Sales Assistants & Storepersons 70 4.2 75.7 24.3

Metal & Engineering Trades 49 2.9 100.0 0.0

Engineering, Science & the Environment 33 2.0 97.0 3.0

Clerks, Receptionists & Secretaries 18 1.1 11.1 88.9

Teaching, Childcare & Library 14 0.8 35.7 64.3

Accounting, Finance & Management 12 0.7 25.0 75.0

Computing & IT 4 0.2 75.0 25.0

Drivers & Transport 4 0.2 100.0 0.0

Government & Defence 4 0.2 75.0 25.0

Media, the Arts & Printing 4 0.2 75.0 25.0

Social, Welfare & Security 4 0.2 100.0 0.0

Marketing & Sales Representatives 3 0.2 66.7 33.3

Cleaning 2 0.1 0.0 100.0

Other / Unknown 158 9.4 85.4 14.6

Total 1,680 100.0 84.2 15.8

61Chapter4:Year12orequivalentcompletersinapprenticeshipsandtraineeships

Table 4.3 Occupationalcategoriesoftrainees,Year12orequivalentcompleters,bygender

Occupation Total % % M % F

Food, Hospitality & Tourism 241 20.2% 27.0% 73.0%

Clerks, Receptionists & Secretaries 203 17.0% 8.4% 91.6%

Sales Assistants & Storepersons 189 15.9% 31.7% 68.3%

Health, Fitness, Hair & Beauty 155 13.0% 27.1% 72.9%

Teaching, Childcare & Library 104 8.7% 31.7% 68.3%

Accounting, Finance & Management 52 4.4% 36.5% 63.5%

Gardening, Farming & Fishing 33 2.8% 60.6% 39.4%

Computing & IT 32 2.7% 90.6% 9.4%

Labourers, Factory & Machine Workers 27 2.3% 92.6% 7.4%

Social, Welfare & Security 23 1.9% 17.4% 82.6%

Building & Construction 16 1.3% 100.0% 0.0%

Engineering, Science & the Environment 16 1.3% 81.3% 18.8%

Marketing & Sales Representatives 13 1.1% 61.5% 38.5%

Government & Defence 9 0.8% 44.4% 55.6%

Electrical & Electronics Trades 8 0.7% 87.5% 12.5%

Drivers & Transport 7 0.6% 100.0% 0.0%

Media, the Arts & Printing 7 0.6% 42.9% 57.1%

Motor Vehicle Service & Repair 7 0.6% 100.0% 0.0%

Cleaning 4 0.3% 75.0% 25.0%

Metal & Engineering Trades 2 0.2% 100.0% 0.0%

Other 43 3.6% 48.8% 51.2%

Total 1,191 100.0% 34.0% 66.0%


63

Chapter5Year12orequivalentcompletersnotcontinuingineducationortraining

ThischapterexploresthesituationofYear12orequivalentcompleterswhodidnot

enterastudyortrainingdestinationin2009.Atthetimeofthesurvey(April-May

2009),about28%ofallOn Trackrespondentshadenteredthelabourforcewithout

enrollinginfurthereducationortraining.

Labourforcedestinations

Oftherespondentsenteringthelabourforce,31.2%wereworkingfull-time,47.5%

workingpart-time,17.7%werelookingforworkand3.6%werenotinthelabour

force(Figure5.1).Comparedto2008thepercentagelookingforworkincreased;

therewerealsoanincreaseinpart-timeworkandadecreaseinfull-timework.

Theriseinunemploymentisrelativelysubstantialfrom13.2%to17.7%.The

deteriorationintheyouthlabourmarketbetween2008and2009maybeattributed

totheglobaleconomicsituation.

Figure5.2presentsthelabourforcedestinationsbygender.Thereweresome

differencesintheproportionsofyoungmenandwomenenteringspecific

destinationswithinthelabourmarket.Incomparisontofemales,malesweremore

likelytobeeitheremployedfull-time(34.1%comparedto28.7%),orlookingfor

work(20.7%comparedto15.2%).Youngwomenwereinpart-timeworkmoreoften

thanwereyoungmen(52.5%comparedto41.6%).

Figure5.3presentsthelabourforcedestinationsofYear12orequivalent

completerswhodirectlyenteredthelabourmarket,bylocation.Thosefrom

metropolitanareasweremorelikelytobelookingforworkornotinthelabour

forcethantheirpeersfromnon-metropolitanlocations.Theproportionsinpart-

Figure 5.1 LabourforcedestinationsofYear12orequivalentcompletersnotineducationortraining

Not in labour force – 3.6%

Looking for work – 17.7%

Part-time work – 47.5%

Full-time work – 31.2%

Per cent

0 10 20 30 40 50 60

MaleFemale

Not in labour force

Looking for work

Part-time work

Full-time work

Figure 5.2 LabourforcedestinationsofYear12orequivalentcompletersnotineducationortraining,bygender


thanthatinthefivenon-metropolitan

regions.Full-timeworkisalsohigher

inthenon-metropolitanregions.Itis

highestinHume(38.6%)followedby

BarwonSouthWestern(35.5%)and

LoddonMallee(34.5%).Thelevelof

part-timeworkissimilaracrossthenine

regions.EasternMetropolitanregion

displaysthehighestproportionnotin

thelabourforce.

Figure5.4presentsthelabourforce

destinationsofYear12orequivalent

completerswhodidnotundertake

timeworkareroughlythesame.These

areunexpectedfindingssinceitisoften

assumedthatthemetropolitanlabour

marketishealthierthanthelabour

marketinnon-metropolitanareas.

Table5.1detailsthelabourforce

destinationsbyDEECDregion.The

proportionlookingforworkishighest

inNorthernMetropolitanandWestern

Metropolitanregionsandlowestin

BarwonSouthWestern,Humeand

Grampiansregions.Unemploymentin

EasternMetropolitanregionishigher

0

10

20

30

40

50

60Non-MetroMetro


%

Figure 5.3 LabourforcedestinationsofYear12orequivalentcompletersnotineducationortraining,bylocation

Table 5.1 LabourforcedestinationsofYear12orequivalentcompletersnotinstudyortraining,byregion

Metropolitan Non-Metropolitan

Eastern Northern Southern Western

Barwon

South

Western Gippsland Grampians Hume

Loddon

Mallee

Full-time work 30.4 28.6 28.3 24.4 35.5 32.3 34.1 38.6 34.5

Part-time work 47.3 42.5 49.1 48.4 49.8 49.8 49.0 44.6 47.2

Looking for work 17.1 23.8 18.3 23.7 12.8 15.2 14.8 14.4 16.6

Not in labour force 5.2 5.1 4.4 3.4 1.8 2.7 2.1 2.4 1.6

65Chapter5:Year12orequivalentcompletersnotcontinuingineducationortraining

furthereducationortraining,bySES

quartile.Unemploymentshowsaclear

lineardecreasewithincreaseinSES

quartile.However,fullandpart-time

workdonotshowlinearrelationships

withSESquartile,withthesecond

highestquartileshowingaslightly

higherproportioninfull-timework.

Theproportionnotinthelabourforce

isgreatestinthehighestSESquartile

butthereislittledifferencebetweenthe

quartiles.

Figure5.5showstherelationshipby

GATquartile.Unemploymentshowsan

evenstrongerdecreasewithincreases

inGATquartilethanfoundforSES

quartile.UnlikethefindingforSES

quartile,theproportioninfull-time

workclearlyincreaseswithincreases

inGATquartile.Part-timeworktendsto

increaseveryslightlywithGATquartile,

withthehighestquartileshowingthe

highestproportioninpart-timework.

Figure 5.4 LabourforcedestinationsofYear12orequivalentcompletersnotineducationortraining,bySESquartile

Figure 5.5 LabourforcedestinationsofYear12orequivalentcompletersnotineducationortraining,byGATquartile

0

10

20

30

40

50

60Not in labour forceLooking for workPart-time workFull-time work


%

0

10

20

30

40

50

60



%


Jobsofrespondentsinthelabourforce

Post-schoolemploymentamongYear

12orequivalentcompleterswho

directlyenterthelabourmarketisfairly

concentratedinalimitedvarietyof

occupations.

Figure5.6reportsthegender

breakdownofoccupationswithmore

than100respondents.Youngmen

weremorefrequentlyemployedas

SalesAssistants(13.3%),Storepersons

(11.4%),GeneralLabourers(6.2%),

Kitchen-Hands(5.5%)andCheckout

OperatorsandCashiers(5.2%).Young

womenweremostcommonlyemployed

asSalesAssistants(21.8%),Checkout

OperatorsandCashiers(13.9%),Travel

AgentsandTourGuides(12.9%),

CounterHandsatFoodOutlets(8.6%)

andReceptionists(5.7%).

ReasonsforYear12orequivalentcompletersnotcontinuingineducationandtraining

ThereasonsgivenbyYear12or

equivalentcompletersfornot

continuingineducationortrainingare

overwhelminglywork-related(Figure

5.7).Morethanfour-fifths(83.1%)said

theywantedtostartearningtheirown

money.Thenextmostcommonreason

waswantingtostartacareerstraight

away(44.3%),followedbyneverhaving

plannedorintendedtostudy(35.0%).

Thesepercentagesarenotmutually

exclusive,asrespondentscouldchoose

morethanonereasonfornotcontinuing

ineducation.Financialreasonswere

lesscommonlycited.Whenoffered

theoption‘Therewouldbetoomuch

financialpressureonyourfamily’,

22.8%agreedwiththestatement.

Havingtomoveawayfromhomewas

chosenby16.2%.

Whenaskedtheirmainreasonfornot

studying,39.5%saidtheywantedto

startearningtheirownmoney,19.6%

saidtheywantedtostartacareerand

15.5%saidtheyneverplannedtostudy.

Only9.0%citedfinancialpressureon

thefamilyand2.8%citedleavinghome.

67Chapter5:Year12orequivalentcompletersnotcontinuingineducationortraining

Per cent0 5 10 15 20 25

MaleFemale

Sales Assistants

Storepersons

General Labourers

Kitchenhands

Checkout Operators & Cashiers

Factory Workers & Packers

Counter Hands at Food Outlets

Travel Agents & Tour Guides

Bar Attendants

Sport & Fitness

Teachers, Tutors & Teacher Aides

Farm Workers & Farmers

Other Labourers

Other

Construction & Earthmoving Labourers

Gardeners & Nursery Workers

Managers

Defence

Telemarketing & Call Centres

Machine Operators

Office Assistants and Office Managers

Receptionists

General Clerks

Cleaners

Animal Workers

Child Care

Figure 5.6 Occupationsoffullandpart-timeworkersamongYear12orequivalentcompletersnotineducationortraining


Figure 5.8 MainreasonforYear12orequivalentcompletersnotcontinuingwitheducationortraining

Figure 5.7 ReasonsforYear12orequivalentcompletersnotcontinuingwitheducationortraining

0 10 20 30 40 50 60 70 80 90

There would have been too much financial pressure on your family

You wanted to start earning your own money

You would have had to travel too much

You would have had to move away from home

The courses you were interested in were not available locally

You never planned or intended to study

You wanted to start your career right away

Per cent

0 5 10 15 20 25 30 35 40 45

There would have been too much financial pressure on your family

You wanted to start earning your own money

You would have had to travel too much

You would have had to move away from home

The courses you were interested in were not available locally

You never planned or intended to study

You wanted to start your career right away

Can't Say

Per cent

69

Documents

Chapter 3 Year 12 or equivalent completers entering university or TAFE/VET … · 2013. 9. 28. · entering university or TAFE/VET study. Figure 3.1 Post-school study or training