The 2007 cohort 2 years on - Department of Education and ... · The 2007 cohort 2 years on. Published by the Data, Outcomes and ... VCAL Victorian Certificate of Applied Learning

The On Track Survey 2009Longitudinal reportThe 2007 cohort 2 years on

Published by the Data, Outcomes and Evaluation Division Office for Children and Portfolio Coordination Department of Education and Early Childhood Development

Melbourne April 2010

© State of Victoria (Department of Education and Early Childhood Development) 2010

The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.

An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and communicate

the materials, other than third party materials, for the educational purposes of the institution.

Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002. ISBN 978-0-7594-9999-7

This document is also available on the internet at www.education.vic.gov.au/ontrack

i

Contents Acknowledgments iv

Acronymsandabbreviations v

Executivesummary vii

Introduction vii

KeyFindings vii

Chapter1Introduction 1

AimsofOn Track 1

TheOn Track longitudinalsurvey 2

Surveydesign 2

Surveyadministration 5

Chapter2DestinationsofYear12orequivalentcompleters 8

Overview 8

Mainactivitiesin2008andmainactivitiesin2009 9

Employmentin2008and2009 17

Careeroutlook 18

Schoolandpreparationforworkandstudy 19

Wellbeing 21

Returningtostudy 22

Chapter3Destinationsofearlyschoolleavers 24

Overview 24

Mainactivitiesin2008andmainactivitiesin2009 25

Employmentin2008and2009 28

Careeroutlook 30

Schoolandpreparationforwork 30

Wellbeing 31

Returningtostudy 32

Chapter4Deferralfromstudy 34

Mainactivitiesin2009 34

References 39

Appendix1Questionnaire 40

ii The On Track Survey2009:Longitudinalreport—The2007cohort2yearson

Table 2.13: Year12Completers:Likelihoodofstudyinginthenexttwoyears,ifnotcurrentlystudying 22

Table 3.1: Earlyleavers:Mainactivityin2009bymainactivityin2008 24

Table 3.2: Mainactivityin2009ofearlyschoolleaversnotineducationortrainingin2008,bymainactivityin2008andSESquartile 27

Table 3.3: Earlyschoolleavers:Percentageworkinginthesamejobin2008and2009 29

Table 3.4: Earlyschoolleavers:Careeradvancementindicatorsamongapprenticesandthoseemployedfull-timeandnotstudying 29

Table 3.5: Earlyschoolleavers:Jobsandcareers 30

Table 3.6: Earlyschoolleavers:Schoolandpreparationforwork 30

Table 3.7: Earlyschoolleavers:Wellbeing 31

Table 3.8: Earlyschoolleavers:Likelihoodofstudyinginthenexttwoyears,ifnotcurrentlystudying,bymainactivityin2009 32

Table 3.9: Earlyschoolleavers:Likelihoodofstudyinginthenexttwoyears,ifnotcurrentlystudying,bySESquartile 32

Table 4.1: Year12completers:Deferrersin2008,mainactivityin2009 34

Table 4.2: Year12Completers:Deferrersin2008:Mainactivityin2009bySESquartile 36

Table 4.3: Year12Completers:Deferrersin2008:Mainactivityin2009byschoollocation 36

List of TablesTable 1.1: Maincharacteristics,byleaverstatus 4

Table 1.2: Designedandachievedsamplesforthelongitudinalstudy,2009 6

Table 2.1:Year12completers:Mainactivityin2009bymainactivityin2008 8

Table 2.2: Year12completers:Continuationin2009ofuniversitycommencersin2008,bygender 10

Table 2.3: Year12completers:Mainactivityin2009ofuniversitycommencersin2008,bySESbands(quartiles) 11

Table 2.4: Year12completers:Mainactivityin2009ofuniversitycommencersin2008,byGATachievementlevel 12

Table 2.5: Year12completers:Continuationin2009ofVETparticipantsin2008,bygender 14

Table 2.6: Mainactivityin2009ofVETparticipantsin2008,bytypeofVETstudyin2008andSESquartile 15

Table 2.7: Year12completers:Percentageworkinginthesamejobin2008and2009 18

Table 2.8: Year12completers:Careeradvancementindicatorsamongapprenticesandthoseemployedfull-timeandnotstudying 18

Table 2.9: Year12completers:Jobandcareers 19

Table 2.10: Year12Completers:Schoolingandpreparationforwork 20

Table 2.11: Year12Completers:Schoolingandpreparationforfurtherstudy 20

Table 2.12: Year12Completers:Wellbeing 21

iii

List of FiguresFigure 2.1: Year12completers:Mainactivityin2009ofuniversitystudentsin2008 9

Figure 2.2: Year12completers:Mainactivityin2009ofVETstudentsin2008 13

Figure 2.3: Year12completers:Mainactivityin2009ofthoseemployedin2008 16

Figure 3.1: Earlyschoolleavers:Mainactivityin2009ofearlyschoolleaversinVETin2008 25

Figure 3.2: Earlyschoolleavers:Mainactivityin2009ofthoseemployedin2008 26

Figure 4.1: Year12completers:Mainactivityin2009ofthosedeferringstudyin2008 35

iv The On Track Survey2009:Longitudinalreport—The2007cohort2yearson

Acknowledgments

TheauthorsgratefullyacknowledgetheassistanceofDrTrishCorrie,MichelleHill

andDrSaraGloveroftheVictorianDepartmentofEducationandEarlyChildhood

Development.TheinputandadviceofothermembersoftheOfficeforChildrenand

PortfolioCoordinationarealsoacknowledged.

Weespeciallyappreciatetheeffortsofmorethan37,000Victorianschoolleavers

whogaveuptheirtimetoparticipateintheoriginalsurveyin2008andthe5,284

participantsinthefollow-upsurveyin2009.Wealsoacknowledgetheassistance

oftheschoolprincipalsandteacherswhofacilitatedandencouragedtheir

participationin2008.

TheinterviewswereconductedbytheSocialResearchCentre,andwethank

GrahamChallice,DarrenPennay,TinaPetrouliasandtherestoftheSRCteamfor

theirmajorcontribution.

WealsoappreciatetheassistanceofourACERcolleaguesTrishFirth,KylieHillman

andPhilMcKenziewithdifferentaspectsoftheproject.

Allresponsibilityforthemanagementofthedataandfortheinterpretationsand

conclusionssetoutinthisreportrestswiththeauthors.

ThisresearchisfundedbytheVictorianDepartmentofEducationandEarly

ChildhoodDevelopment.

JustinBrown

GaryMarks

SheldonRothman

AustralianCouncilforEducationalResearch

April2010

v

Acronymsandabbreviations

ABS AustralianBureauofStatistics

ACER AustralianCouncilforEducationalResearch

DEECD DepartmentofEducationandEarlyChildhoodDevelopment

GAT GeneralAchievementTest

IB InternationalBaccalaureate

NILFET Notinlabourforce,educationortraining

SES socioeconomicstatus

SRC SocialResearchCentre

TAFE TechnicalandFurtherEducation

VCAA VictorianCurriculumandAssessmentAuthority

VCAL VictorianCertificateofAppliedLearning

VCE VictorianCertificateofEducation

VET VocationalEducationandTraining

vi The On Track Survey2009:Longitudinalreport—The2007cohort2yearson

viiExecutivesummary

Executivesummary

IntroductionThisreportpresentsresultsfromthe2009interviewswith5284youngVictorians,

aspartofthelongitudinalcomponentoftheOn Trackprogramofannual

interviews.TheseyoungpeopleeithercompletedaYear12orequivalentcertificate

in2007orleftschoolbeforereceivingaYear12certificateduring2007.Allofthose

interviewedin2009hadbeeninterviewedin2008aspartoftheregularOn Track

program.Thiscohortofyoungpeoplewillbeinterviewedagaininearly2010and

2011,andafinalreportontheirpost-schoolpathways,4yearson,willbereleased

inlate2011.

KeyFindingsLarge proportions of young Victorians remain positively engaged in education and training two years after leaving school

Aroundthree-quartersofYear12completersandone-halfofearlyleaverswere

engagedinsomeformofeducationandtrainingin2009,twoyearsafterleaving

school.ThepercentageofYear12completersineducationandtrainingincreased

between2008and2009,reflectingthereturntostudybythosewhohaddeferred

universityentryduring2008.Incontrast,thepercentageofearlyschoolleaversin

educationandtrainingdroppedslightlyovertheperiod,from53%to51%.Forboth

groups,themainactivitieshaveshownsomedegreeofmovementintoandoutof

educationandtraining.

Course continuation in university studies is influenced by a range of factors

Ofthosecontinuingatuniversity,82%wereenrolledinthesamecoursewitha

slightlyhigherproportionofmalescontinuinginthesamecoursecomparedto

females.Year12completersfromhighersocioeconomicbackgroundsandachieving

inthehigherGATquartileshadrelativelyhigherlevelsofcoursecontinuationthan

thosefromlowersocioeconomicbackgroundsandfromlowerGATquartiles.

Apprenticeship retention is an important feature of VET pathways

Apprenticeshipsremainanimportantpathwayformanyearlyschoolleaverswith

morethan8in10earlyschoolleaversremaininginanapprenticeshipbetween

2008and2009.Ofthoseearlyleaversmovingintotheirsecondyearasan

apprentice,87%wereearningmore,79%weredoingmoreskilledworkand88%

reportedmoreresponsibilityin2009comparedto2008.

Early school leavers are more vulnerable in the labour market

AmongbothYear12completersandearlyschoolleavers,amajorityofthose

infull-timeemploymentin2008werealsoinfull-timeemploymentin2009.

Nevertheless,thereweregreaterproportionsofearlyschoolleaverslookingfor

workornotinemployment,educationandtrainingin2009,relativetoYear12

completers:amongthoseinthelabourmarketandnotengagedineducationor

training,34%ofearlyschoolleaverswerelookingforworkcomparedto15%ofYear

12completers.

viii The On Track Survey2009:Longitudinalreport—The2007cohort2yearson

1

Chapter1Introduction

AimsofOn Track

On Track isacontinuingprogramofannualsurveysofschoolleaversdesigned

toprovideabroadpictureoftheoutcomesofschoolinginVictoria.Itdoessoby

documentingtherangeofacademicandvocationalpathwaysthatyoungpeople

enterduringthefirstyearafterleavingschool.

On Track seeksto:

Offeraconsistentandcomprehensiveapproachtomonitoringthetransitionsof•

schoolleaversfollowingtheirexitfromschoolingoritsequivalent.

Reportresultsofthesurveytoschools,TAFEcollegesandothereducation•

providers,organisationsconcernedwithassistingyoungpeople,policymakers,

andthewiderpublic,includingparentsandstudents.

Provideadetailedanalysisofthedestinationsofschoolleaversinorderto•

addressissuesforparticularsubgroupsinrelationtotheirsuccessinspecific

pathways.

Provideareferralserviceforschoolleaverswhoappeartobeexperiencing•

difficultiesinthetransitionprocess.

Enableeducationproviderstousethedataandanalysesaspartoftheprocessof•

monitoringandimprovingtheirprograms.

TheannualOn Track programcomprisestwoseparatesurveys:oneforcompleters

ofYear12oritsequivalent,andoneforearlyschoolleavers.Year 12 or equivalent

completersaredefinedasthosewhocompletedaVictorianCertificateofEducation

(VCE),InternationalBaccalaureate(IB)orVictorianCertificateofAppliedLearning

(VCAL,SeniororIntermediate).Thesampleincludesthosewhocompleted

suchqualificationsinschools(thelargemajority),TAFEcolleges,oradultand

communitylearningorganisations.Early school leaversaredefinedasthose

studentsinYears10,11and12whohadregisteredtheirdetailswiththeVictorian

CurriculumandAssessmentAuthority(VCAA)byenrollinginaVCEorVCALunit,

andwholeftschoolbeforereceivinganyofthefollowingcertificates:VCE,IB,

VCALSeniororVCALIntermediate.AyoungpersonwhowasawardedtheVCAL

IntermediatecertificateinYear11wouldbeconsideredaYear12orequivalent

completer;anotherwhowasenrolledinaVCEprogramandleftschoolduringYear

12wouldbeconsideredanearlyschoolleaver.

2 The On Track Survey2009:Longitudinalreport—The2007cohort2yearson

Surveydesign

Thefocusofthecurrentlongitudinal

groupisthoseyoungpeoplewhoare

mostatriskofexperiencingpoorer

transitionsandwhocanbestbe

influencedbyGovernmentpolicy.A

totalof28,390Year12orequivalent

completersand3,850earlyschool

leaversagreedtoparticipateinthe

longitudinalstudy,representing85.4%

ofcompletersand81.2%ofearlyleavers

interviewedin2008.Whenchoosing

thesampleforthelongitudinalstudya

numberofcriteriawereconsidered:

• Sample size.Resourceusemust

bebalancedwithdataqualitywhen

conductingsurveyssuchasOn

Track.Inordertoensuretherewere

enoughparticipantsinthesurveyin

2011,thesampleselectedfromthe

2008consentersneededtobelarge

enoughtoaccommodateannual

attritionandbeabletoprovide

estimateswithreasonableconfidence

intervalsin2011.Itwasalso

necessarytoensurethattheresulting

samplesizewouldallowreasonable

estimatesofoutcomesforbothYear

12orequivalentcompletersandearly

schoolleavers.

Decision:Aninitialsamplesizeof

approximately6400wouldallowa

finalsamplesizeofatleast3700.

• School sector.Governmentschools

enrolthelargemajorityofstudents

atrisk,andtheirprogramsaremore

directlyaffectedbyGovernment

policy.Ofthosewhoconsentedfor

thelongitudinalstudy,54.2%of

TheOn Track longitudinalsurvey

OnecomponentoftheOn Track

programisthelongitudinalsurvey,

whichfollowsagroupofrespondents

totheOn Track surveysinselected

years.Thefirstlongitudinalsurveys

followedasampleofyoungpeople

wholeftschoolduring2003andwere

interviewedannuallyfrom2004until

2007.Asecondlongitudinalcohortwas

selectedfromthosewholeftschoolin

2004andwereinterviewedfrom2005

to2008.Reportsonthesecohorts

(DET,2006;DoE,2007;DEECD,2007,

2009)areavailableontheInternetat

(http://www.education.vic.gov.au/

sensecyouth/ontrack/data.htm).The

compositionofeachlongitudinalcohort

isintendedtoprovideinformation

thatsupportsevidence-basedpolicy

decisionsregardingthetransitionfrom

schoolintopost-secondaryeducation

andtraining,orwork.

Thisreportpresentssecond-year

destinationsforthemostrecentOn

Track longitudinalcohort.Theseyoung

peopleleftschoolin2007andwere

firstinterviewedin2008aspartof

theannualOn Track surveys.Atthat

time,theywereaskediftheywouldlike

tobecontactedagainaspartofthe

longitudinalstudy.Thisgroupwillbe

interviewedagainin2010and2011.The

resultsreportedherearebasedonthe

2009interviews.

http://www.education.vic.gov.au/sensecyouth/ontrack/data.htm

http://www.education.vic.gov.au/sensecyouth/ontrack/data.htm

3Chapter1:Introduction

enrolinthefollowingyear,andifthey

remainatuniversityinsubsequent

years.

• Indigenous Australian status.The

transitionfromschoolforIndigenous

youngpeopleisamajorpolicy

concerninAustralia.InVictoria,the

percentageofIndigenousAustralians

issmall,relativetootherStates,

providingsampleestimateswithlarge

confidencebands.

Decision:Thelongitudinalsample

wouldincludeallconsenting

IndigenousAustraliansinboththe

Year12completerandearlyleaver

groups.

Inaddition,5.9%ofYear12completer

interviewsand7.9%ofearlyleaver

interviewsin2008wereconducted

with‘proxies’—parentsorotherclose

relatives—forGovernmentschool

leavers.Thesecaseswerenoteligible

forthelongitudinalsample,asproxies

werenotaskedtoprovidesuchconsent.

Table1.1presentsthemajor

characteristicsofthesample,as

originallyselectedfortheOn Track

longitudinalsurvey.Allreportingonthe

samplewillincludeappropriateweights

toensurethatthosegroupsthatwere

oversampleddonotoverlyinfluencethe

statistics.

completersand72.4%ofearlyleavers

hadattendedGovernmentschools,

foratotalof18,169youngpersons.


wouldcompriseonlythoseyoung

peoplewhoselastenrolmentwasata

Governmentschool.

School-leaver status• .Earlyschool

leaverstendtohavemoreproblematic

transitionsfromschool,relativeto

Year12orequivalentcompleters.If

theratioofearlyleaverstoYear12

completersintheconsentersgroup

weretobemaintained,therewould

beonly900earlyleaversintheinitial

sample,decreasingto500inthefinal

year,afterattrition.


wouldcompriseallearlyschool

leaverswhoagreedtoparticipatein

thelongitudinalstudyandasample

ofconsentingYear12orequivalent

completers.

• Geographic location.Youngpeople

fromnon-metropolitanareas

tendtoexperiencemoredifficult

transitionsonaveragethanthose

frommetropolitanareas,particularly

amongYear12completers.In

addition,amongthosewhoare

offereduniversityplaces,many

choosetodefertheirstudiesfora

year,andthedeferralratehasbeen

increasinginrecentyears.

Decision:ByoversamplingYear12

completerswhohadattendedschools

innon-metropolitanlocations,young

peoplewhodeferuniversitystudy

couldbefollowedtodetermineifthey


Table 1.1: Maincharacteristics,byleaverstatus

Year 12 completers Early school leavers

2008 annual

interview

Designed

longitudinal

sample

2008 annual

interview

Designed

longitudinal

sample

n % n % n % n %

Total 17953 100.0 3879 100.0 3436 100.0 2582 100.0

Gender

Female 9747 54.3 2122 54.7 1269 36.9 969 37.5

Male 8206 45.7 1757 45.3 2167 63.1 1613 62.5

Geographic location

Metropolitan 12412 69.1 2722 70.2 1976 57.5 1486 57.6

Non-metropolitan 5541 30.9 1157 29.8 1460 42.5 1096 42.4

Indigenous status

Non-Indigenous 16666 98.7 3828 98.7 3059 96.6 2493 96.6

Indigenous 221 1.3 51 1.3 107 3.4 89 3.4

Highest certificate received

VCE 16975 94.6 3675 94.7

VCAL Senior 600 3.3 126 3.3

VCAL Intermediate 378 2.1 78 2.0

Year level when left school

10 or below 752 21.9 597 23.1

11 1698 49.4 1268 49.1

12 986 28.7 717 27.8

Notes: All counts are for school leavers who had attended Government schools. Count of 2008 annual survey respondents includes all who were interviewed in 2008. Indigenous status was not asked in proxy interviews. The designed sample of Year 12 completers is based on weighted data. The designed sample of early school leavers is based on unweighted data, as all consenters were selected.

5Chapter1:Introduction

boththeYear12completerandearly

schoolleavergroups—butthe

designedoversamplingshouldensure

thattheremainingIndigenousyoung

peoplearerepresentativeoftheoriginal

sample.

Amongtheothervariablesshown

inTable1.2,therewereshiftsinthe

genderbalance,withincreasesinthe

percentagemalesofamongboththe

Year12completersandtheearlyschool

leavers.AmongYear12orequivalent

completers,therewereaslightincrease

inthepercentagewhohadreceived

aVCEandslightdecreasesinthe

percentageswhohadreceivedaVCAL.

Intheachieved(2009)sample,there

wasaslightincreaseinthepercentage

ofearlyschoolleaverswhohadleft

inYear10orbelow,relativetothe

designed(2008)sample.Therewere

alsodecreasesinthepercentageofthe

samplewhowerefromthelowestSES

quartileandthelowestGATquartile,

twogroupsthataremorelikelytohave

difficultyinthetransitionfromschool.

Surveyadministration

Thelongitudinalinterviewswere

conductedduringMay2009bythe

SocialResearchCentre(SRC)in

collaborationwiththeAustralian

CouncilforEducationalResearch

(ACER).Contactwasattemptedwith

allofthosewhohadbeenselectedinto

thelongitudinalsample:3879Year

12orequivalentcompletersand2582

earlyschoolleavers.Atotalof5284

ofthepossible6461interviewswere

completed,comprising3302withYear

12completers(85.1%responserate)

and1982withearlyschoolleavers

(76.8%responserate).Theoverall

responseratewas81.8%.

Onequestionnairewasusedforboth

Year12orequivalentcompletersand

earlyschoolleavers,withindividual

itemvariationswhereappropriate.The

questionnaireisincludedinAppendix1.

DatacollectedbySRCwereanalysed

bytheresearchteamatACER,who

preparedthisreportfortheVictorian

DepartmentofEducationandEarly

ChildhoodDevelopment(DEECD).

Table1.2showsthedistributionsof

the2008designedand2009achieved

samplesonselectedcharacteristics.

Twovariableswereusedtodrawthe

sample:geographiclocationand

Indigenousstatus.Forgeographic

location,thereislittledifferencein

thedistributionsofeithertheYear12

completersortheearlyleaverssample.

Therearedecreasesinthepercentages

ofIndigenousyoungpeople—from


Notes: All counts are for school leavers who had attended Government schools. Designed sample (2008) based on consenters only. SES quartile not available for all leavers. GAT score not available for all Year 12 completers. Some percentages may not sum to 100.0% because of rounding. All data are unweighted.

Table 1.2: Designedandachievedsamplesforthelongitudinalstudy,2009

Year 12 completers Early school leavers

Designed

sample 2008

Achieved

sample 2009

Designed

sample 2008

Achieved

sample 2009

n % n % n % n %

Total 3879 100.0 3302 100.0 2582 100.0 1982 100.0

Design variables

Geographic location

Metropolitan 2722 70.2 2311 70.0 1486 57.6 1150 58.0

Non-metropolitan 1157 29.8 991 30.0 1096 42.4 832 42.0

Indigenous status

Non-Indigenous 3828 98.7 3264 98.8 2493 96.6 1919 96.8

Indigenous 51 1.3 38 1.2 89 3.4 63 3.2

Non-design variables

Gender

Female 2122 54.7 1801 54.5 969 37.5 734 37.1

Male 1757 45.3 1501 45.5 1613 62.5 1248 62.9

Highest certificate received

VCE 3675 94.7 3130 94.8

VCAL Senior 126 3.3 107 3.2

VCAL Intermediate 78 2.0 65 2.0

Year level when left school

10 or below 597 23.1 464 23.4

11 1268 49.1 968 48.9

12 717 27.8 550 27.7

SES quartile

Lowest 896 23.1 742 22.5 886 34.3 661 33.3

Lower-middle 968 25.0 820 24.8 739 28.6 587 29.6

Upper-middle 1026 26.5 880 26.7 515 19.9 398 20.1

Highest 938 24.2 816 24.7 259 10.0 198 10.0

GAT quartile

Lowest 1092 28.1 907 27.5

Second lowest 985 25.4 850 25.7

Second highest 858 22.1 736 22.3

Highest 699 18.0 610 18.5

VET in Schools

Completed 804 20.7 687 20.8 239 9.3 179 9.1

Did not complete 3075 79.3 2615 79.2 2343 90.7 1803 90.9

7


Chapter2DestinationsofYear12orequivalentcompleters

Overview

Thischapterdiscussesthedestinationsofthe2007cohortofYear12orequivalent

completers(‘Year12completers’)asofApril2009.TheanalysisgroupsYear12

completersbasedontheirmainactivityin2008,theirfirstpost-schoolyear.To

demonstratethepathwaymovementbetween2008and2009,Table2.1presents

themainactivityofYear12completersin2008(rows)andthemainactivityin2009

(columns).Shadedcellsindicatethosewhoremainedinthesameactivitybetween

thetwoyears.Eachrowsumsto100%;theright-handcolumnshowswhat

percentageoflongitudinalcohortmemberswereineachmainactivityin2008.

Table 2.1:Year12completers:Mainactivityin2009bymainactivityin2008

Main activity in 2009 (%)

Dis

trib

utio

n in

200

8

Main activity in 2008 Uni

vers

ity

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Sec

onda

ry s

choo

l

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

University 90 1 0 1 1 - - 3 3 1 0 38

VET Cert IV+ 10 58 2 3 2 0 7 12 4 1 16

VET entry-level 11 - - 26 10 5 - - 15 27 6 - - 4

Apprenticeship 3 1 1 81 1 - - 8 2 2 - - 7

Traineeship 17 9 2 - - 34 - - 20 11 5 3 5

Employed full-time 26 9 2 8 7 - - 29 14 3 1 16

Employed part-time 23 8 8 4 9 - - 14 27 6 1 10

Looking for work 13 12 6 8 7 - - 16 15 20 3 4

NILFET 23 7 10 - - - - - - 10 7 33 11 1

Distribution in 2009 (%) 44 13 3 9 5 0 11 10 4 1 100

Note: ‘0’ indicates less than 0.5%; ’- -‘ indicates no persons.

Overall,74%ofYear12completerswereineducationandtrainingin2009,

comparedto70%in2008.For90%ofthosestudyingauniversitycourseand

81%ofthosedoinganapprenticeship,therewasnochangeintheirmainactivity

between2008and2009.Thesetwopathwaysarerelativelydistinctiveinthis

respect.FortheotherYear12completers,andtoagreaterextenttheearlyschool

leavers,thereisahighincidenceofpathwaymovementamongthiscohortbetween

thevariousdestinations.

9Chapter2:DestinationsofYear12orequivalentcompleters

changedtoadifferentcourse.Ofthe7%

whowerenolongerinstudyortraining

in2009,61%haddeferredtheirstudy

fortheyearand32%hadwithdrawn;

theremainderhadchangedcoursebut

laterstoppedstudy.Ofthosenolonger

atuniversity,84%wereemployed(46%

full-time,54%part-time),11%were

lookingforwork,and4%werenotinthe

labourforce,educationortraining.

Thesefindingsarebroadlyconsistent

withaLongitudinalSurveysof

AustralianYouth(LSAY)research

reportinwhich13%ofyoungpeople

commencinghighereducationin1999

and2000hadchangedcoursesby2001

(McMillan,2005).Inafollow-upLSAY

studyofcompletingandnon-completing

universitystudents,basedonthe

samecohortofyoungpeople,Marks

(2007)foundthatoftheyoungpeople

whoenrolledintheirfirstcourseata

Mainactivitiesin2008andmainactivitiesin2009

Studying at university in 2008

Thefirstyearofuniversitystudyis

oftenwhenthehighestratesofcourse

changeandattritionfromstudyoccur.

Forexample,amonguniversityentrants

fromtheAustralianYear9classof

1995,nearlytwo-thirdsofthosewho

changedcourseandover40%ofthose

wholeftbeforecompletingtheircourse

didsowithintheirfirstyearofstudy

(McMillan,2005).

AsshowninFigure2.1,ofthoseYear12

completerswhocommenceduniversity

studyin2008,93%remainedinsome

formofstudyortrainingin2009.Ofthis

group,97%werestillatuniversityand

3%hadmovedintoaVETcourse.Of

thosecontinuingatuniversity,91%were

enrolledinthesamecourseand9%had

Figure 2.1: Year12completers:Mainactivityin2009ofuniversitystudentsin2008

Note: Grouped boxes may not sum to 100% due to rounding.

46% employed full-time

93% in study or training

54% employed part-time7% not in study

or training

University in 2008(n=1241)

97% at university

3% in VET

91% in same course

9% not in same course

84% employed

11% looking for work

4% NILFET


AsshowninTable2.2,18percentof

Year12completershadnotenrolled

inthesameuniversitycoursein2009

withsomenotabledifferencesbetween

malesandfemalesinuniversity

continuationrates.Forbothmalesand

females,aroundnineoutoftenwere

eithercontinuingthesamecourseora

differentcourseatuniversityin2009

withaslightlyhigherproportionof

malescontinuinginthesamecourse.

Year12completersfromhigher

socio-economicbackgroundshad

relativelyhigherratesofuniversity

continuationthanthosefromlower

socio-economiclocations.Asshown

inTable2.3,morethan90%ofyoung

peoplefromthehighestandupper-

middleSESbackgroundswhohad

beenatuniversityin2008werestillat

universityin2009,ineitherthesame

courseoradifferentcourse.Among

thosefromthelowestSESquartile,

87%werestillatuniversityin2009.

Table 2.2: Year12completers:Continuationin2009ofuniversitycommencersin2008,bygender

Female (%) Male (%) Total (%)

Same course 81 85 82

Different course 9 7 8

Deferred 6 5 5

Withdrew 3 4 4

Distribution in 2009 (%) 100 100 100

Number Year 12 720 520 1240

Note: Columns may not sum to 100% due to rounding.

universitybetween1998and2001,66%

hadcompletedthatcourseby2004,

16%hadwithdrawn,11%hadchanged

courseand8%werecontinuing.

Anumberofpotentialfactorscompel

astudenttodiscontinueuniversity

study.‘Push’and‘pull’factors,suchas

theincreasingcostofcontinuingthe

courseandprospectivelabourmarket

opportunities,respectively,havebeen

highlyratedamongyoungpeoplein

bothannualandlongitudinalOn Track

surveys.Thereisalsoevidencethatthe

numberofhoursworkedcancontribute

tocontinuationratesthroughuniversity

study.McMillan(2005)foundthat

universitystudentsemployedformore

than10hoursperweekweremorelikely

thanotherstudentstowithdrawfrom

theirstudies.Thiswillbeinvestigated

furtherasthe2008commencers

progressthroughuniversityin2010and

2011.


Table 2.3: Year12completers:Mainactivityin2009ofuniversitycommencersin2008,bySESbands(quartiles)


SES quartile Uni

vers

ity

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

Tota

lLowest 87 1 1 0 2 3 4 2 - - 100

Lower-middle 89 2 1 1 1 2 3 1 1 100

Upper-middle 92 0 0 1 1 3 3 0 1 100

Highest 93 1 0 0 0 2 2 1 100

Distribution in 2009 (%) 90 1 0 1 1 3 3 1 0 100

Note: ‘0’ indicates less than 0.5%; ’- -‘ indicates no persons. Rows may not sum to 100% due to rounding.

Morethan90%ofYear12completers

scoringinthehigherGATquartilesalso

continuedatuniversitythanyoung

peopleinthelowerlevelGATquartiles.

AsshowninTable2.4,94%ofyoung

peopleinthehighestGATquartilewere

ineitherthesamecourseoradifferent

courseatuniversityin2009.Only82%

ofthosefromthelowestGATquartile

werestillatuniversityin2009.In

addition,10%ofthosefromthelowest

GATquartilewhowereatuniversityin

2008wereworkingandnotstudyingin

2009,comparedto3%ofthosefromthe

highestGATquartile.


Ofthosecompleterswhohad

participatedintheVETsectorin2008,

73%wereinvolvedinsomeformof

educationortrainingin2009.Ofthis

group,87%hadremainedintheVET

sectorand13%hadcommenceda

universityqualification.Ofthegroup

toremainintheVETsector,50%

werestudyingforalevelCertificate

IVorhigherand32%weredoingan

apprenticeship.

.

Doing a VET course, apprenticeship or traineeship in 2008

AsshowninFigure2.2,ofthoseYear

12completerswhoparticipatedinthe

VETsectorin2008,27%werenolonger

engagedineducationortrainingasa

mainactivityin2009.Ofthisgroup,

81%wereemployed,46%ofthesewere

employedonafull-timebasis,16%were

lookingforworkand3%wereNILFET.

Table 2.4: Year12completers:Mainactivityin2009ofuniversitycommencersin2008,byGATachievementlevel


GAT quartile Uni

vers

ity

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

Tota

l

Lowest 82 2 1 1 2 5 5 2 - - 100

Lower-middle 88 2 1 1 1 4 3 0 0 100

Upper-middle 90 1 1 1 1 3 3 0 0 100

Highest 94 0 0 0 1 1 2 1 - - 100

Distribution in 2009 (%) 90 1 0 1 1 3 3 1 0 100



Figure 2.2: Year12completers:Mainactivityin2009ofVETstudentsin2008


ContinuationinVETisshowninTable

2.5.Between2008and2009,59%

ofYear12completershadenrolledin

thesameVETcourse,withanotable

differencebetweenmalesandfemales

incontinuationrates.Thisislargely

attributabletothehighproportionof

malesundertakingapprenticeships,

whichalsohavemuchhigher

continuationratesthandootherforms

ofVET.Asidefromamarkedlyhigher

proportionoffemaleswhocompleted

aVETqualification,thereisgenerally

littledifferencebetweenratesof

deferral,withdrawalandcoursechange

betweenmalesandfemalesfrom2008

to2009.


73% in study or training in 2009

54% employed part-time27% not in study or

training in 2009

VET in 2008(n=1046)

13% at university

87% in VET

7% in VET entry-level

50% in VET Cert IV+

32% in Apprenticeships

11% in Traineeships

81% employed


3% NILFET


proportionwhohadmovedinto

universityin2009werethosewhohad

undertakenatraineeshipduring2008.

Nearlyoneinfour(24%)formertrainees

fromthehighestSESquartileentered

university.Formertraineesfromthe

lowestSESquartilemorefrequently

movedintoemployment(37%),

comparedto28–30%ofthosefrom

otherquartiles.

Employmentwasthemainactivityin

2009of22%ofthosewhowereinVET

in2008,withvariationsinemployment

statusbytypeofVETstudy.Among

all2008VETparticipantswhowere

employedandnotstudyingin2009,just

underone-halfwereworkingfull-time,

butaboutthree-quartersofformer

apprenticesandtwo-thirdsofformer

traineeswereworkingfull-time.There

waslittlevariationtothefull-timeto

part-timeworkratiosbySESquartile,

althoughthereweredifferencesby

quartileinthepercentagewhohad

movedintowork.

WhenthefourtypesofVET—

CertificateIVandabove,entry-level

(CertificatesI–III),apprenticeship

andtraineeship—areexamined

separately,differentialpatternsare

evident(seeTables2.1and2.6).As

notedearlier,81%ofyoungpeople

whowereinanapprenticeshipin2008

wereinanapprenticeshipagainin

2009.ThereissomevariationbySES

quartile,withyoungpeoplefromthe

lowerSESquartilescontinuinginan

apprenticeshipmorefrequentlythan

thosefromthehigherquartiles(see

Table2.6).Approximatelyoneinfour

(26%)Year12completerswhowerein

entry-levelVETcoursesin2008were

studyingatthesamelevelin2009.In

thecaseofentry-levelVET,themain

activityin2009varieswidelybySES

quartile,with17%ofthosefromthe

highestquartileattendinguniversity,

comparedto8%ofthosefromthe

lowestquartile.

Amongthosewhowerestudyingin

theVETsectorin2008,thegreatest

Table 2.5: Year12completers:Continuationin2009ofVETparticipantsin2008,bygender


Same course 51 66 59

Different course 8 5 7

Deferred 2 3 2

Withdrew 14 12 13

Completed 24 15 19

Distribution in 2009 (%) 100 100 100

Note: Columns may not sum to 100% due to rounding.


Table 2.6: Mainactivityin2009ofVETparticipantsin2008,bytypeofVETstudyin2008andSESquartile


Uni

vers

ity

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Sec

onda

ry s

choo

l

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

Tota

lCertificate IV and above

SES quartile

Lowest 11 53 3 2 3 - - 8 16 4 1 100

Lower-middle 11 58 3 2 2 - - 7 10 5 1 100

Upper-middle 12 63 1 2 - - - - 8 13 2 - - 100

Highest 6 58 2 5 3 1 5 12 7 1 100

All Certificate IV+ 10 58 2 3 2 0 7 12 4 1 100

Entry-level (Certificate I-III and unspecified)

SES quartile

Lowest 8 - - 32 8 5 - - 8 29 10 - - 100

Lower-middle 13 - - 22 11 4 - - 15 28 7 - - 100

Upper-middle 11 - - 11 13 6 - - 26 30 3 - - 100

Highest 17 - - 45 8 - - 15 15 - - 100

All entry-level 11 - - 26 10 5 - - 15 27 6 - - 100

Apprenticeship

SES quartile

Lowest - - - - 4 84 2 - - 9 1 - - - - 100

Lower-middle 4 - - 2 85 - - 4 1 4 - - 100

Upper-middle 2 2 - - 79 2 - - 7 5 4 - - 100

Highest 5 2 - - 78 - - - - 11 2 2 - - 100

All apprenticeship 3 1 1 81 1 - - 8 2 2 - - 100

Traineeship

SES quartile

Lowest 15 7 - - - - 31 - - 20 17 6 4 100

Lower-middle 14 6 2 - - 44 - - 17 13 3 - - 100

Upper-middle 17 12 2 - - 34 - - 24 4 6 2 100

Highest 24 10 5 - - 24 - - 14 14 5 5 100

All traineeship 17 9 2 - - 34 - - 20 11 5 3 100



OfthoseintheVETsector,31percent

werestudyingatalevelCertificateIV

orhigherand29percentweredoinga

traineeship.

OfthoseYear12completerswhowere

employedandnotstudyingin2008,

47%werenotineducationortraining

astheirmainactivityin2009.Ofthis

group,89percentwereemployed,

ofwhom56percentwereworking

onafull-timebasis.Ofthosenotin

educationortraining,8%werelooking

forworkand3%wereNILFET.

Employed and not in education or training in 2008

Figure2.3showsthemainactivityof

thoseYear12completerswhowere

employedandnotstudyingin2008.

Morethanone-half(53%)wereinsome

formofeducationortrainingin2009.

Ofthisgroup,52%wereparticipating

intheVETsectorand48%had

commencedauniversityqualification.

Manyofthosewhomovedfrom

employmenttouniversityhaddeferred

theirstudiesin2008(seeChapter4).

Figure 2.3: Year12completers:Mainactivityin2009ofthoseemployedin2008





or training

Employed and not studying in 2008

(n=853)

48% at university

52% in VET


31% in VET Cert IV+


29% in Traineeships

89% employed

9% looking for work

3% NILFET


Employmentin2008and2009

Comparedtothesametimein2008,

59%ofYear12completerswereworking

inthesamejob.AsshowninTable

2.7,mostdestinationsarecloseto

theaverageforworkinginthesame

jobwiththenotableexceptionsof

thosedoingapprenticeships(81%)

andthoseundertakingentry-levelVET

qualifications(30%).Inaddition,17%

ofallYear12completershadmore

thanonejobin2009,witharelatively

largerproportionofuniversitystudents

workinginmorethanonejob.

Noteworthytothisdiscussionisthe

up-skillingandcareerprogressionof

thosemostcloselyengagedwiththe

labourmarketthroughemploymentand

apprenticeships.AsshowninTable2.8,

ofthoseYear12completerswhomoved

intotheirsecondyearasanapprentice

in2009,87%wereearningmore,75%

weredoingmoreskilledworkand

86%hadmoreresponsibilityatwork.

Ofthosewhoremainedinfull-time

employmentandnotstudyingin2009,

71%wereearningmore,71%weredoing

moreskilledworkand73%hadmore

responsibilityatwork.

Looking for work or not in the labour force, education or training (NILFET)

TwosmallergroupsofYear12

completerscomprisethosewhowere

notineducationortrainingandwere

lookingforworkin2008,andthosewho

werenotinthelabourforce,education

ortraining(NILFET).Combined,these

twogroupsaccountforlessthan5%of

allYear12completersintheOn Track

longitudinalsurvey.

Ofthosewhowerelookingforworkin

2008,20%werelookingforworkatthe

timeoftheinterviewin2009.Lessthan

one-half(46%)werestudyingin2009,

withthemajority(72%)doingVET

study;31%wereemployedand3%had

movedoutofthelabourforce.Young

peoplewhowereoutofthelabourforce

in2008accountedforlessthan1%of

thecohort.In2009,11%ofthisgroup

wereNILFET;40%hadmovedintostudy

(58%atuniversity;42%inVET);17%

wereworking;and33%werelookingfor

work.


believethattheircurrentjobisthejob

theywouldlikeasacareer,comparedto

just8percentofuniversitystudentsand

17percentofVETstudents,asshownin

Table2.9.UniversityandTAFEstudents

aregenerallyworkingtosupporttheir

studies,whileapprenticesandtrainees

haveenteredtrainingcontractstolearn

onthejob.

Careeroutlook

Atthispointintheircareers,lessthan

one-thirdofYear12completers(31%)

believethattheircurrentmainjobis

thetypetheywouldlikeastheircareer.

However,thereismarkedvariationby

activity,themostnotableofwhichis

that84%ofapprenticesandtrainees

Table 2.7: Year12completers:Percentageworkinginthesamejobin2008and2009

Main activity in 2008 Working in same job in 2008 and 2009

University 59

VET Certificate IV+ 55

VET entry-level 30

Apprenticeship 81

Traineeship 61

Employed full-time 63

Employed part-time 55

Distribution in 2009 (%) 59

Table 2.8: Year12completers:Careeradvancementindicatorsamongapprenticesandthoseemployedfull-timeandnotstudying

Unchanged main

activity in 2008

and 2009

Change in

earnings (%)

Change in

skilled work (%)

Change in

responsibility (%)

Less Same More Less Same More Less Same More

Apprenticeship 2 10 87 1 25 75 2 13 86

Employed full-time 6 23 71 3 26 71 5 22 73

Distribution in

2009 (%)4 16 80 2 25 73 3 17 80

Note: Rows within each type of change may not sum to 100% due to rounding.


Around70%ofthoseworking—

includingthosewhowereworkingand

notstudyingaswellasthosewhowere

combiningstudyandwork—believe

thatschoolpreparedthemfairlywellor

verywellforwhatworkwasreallylike

(seeTable2.10).Asimilarproportion

believethattheirschoolingprepared

themfairlywellorverywellwiththe

skillstheyneedintheworkplace.

Thereislittleoverallvariationbetween

thoseinfurthereducationorthose

employedandnotstudying,aside

fromslightlyhigherproportionofVET

participants(studyingatTAFEorinan

apprenticeshiportraineeship)stating

thatschoolingpreparedthemvery well

forworkandtheskillsneededatwork.

Schoolandpreparationforworkandstudy

Oneaimofschoolingistoensurethat

youngpeoplewell-preparedtotakeon

workandfurtherstudy.

Thesenioryearsofschoolingshould

provideallstudentswiththehigh-

qualityeducationnecessaryto

completetheirsecondaryschool

educationandmakethetransition

tofurthereducation,trainingor

employment.Schoolingshouldoffera

rangeofpathwaystomeetthediverse

needsandaspirationsofallyoung

Australians,encouragingthemto

pursueuniversityorpost-secondary

vocationalqualificationsthatincrease

theiropportunitiesforrewardingand

productiveemployment.(MCEETYA,

2008)

Table 2.9: Year12completers:Jobandcareers

Main activity in

2009


Yes No

Not

sure Yes No

Not

sure Yes No

Not

sure

University 7 90 2 10 89 1 8 90 2

TAFE 18 79 4 15 83 2 17 80 3

App. or Trainee 71 19 10 91 6 3 84 11 5

Employed 33 60 7 35 60 5 34 60 6

Distribution in

2009 (%)23 73 5 40 57 3 31 65 4

Note: Rows within each gender may not sum to 100% due to rounding.


study(seeTable2.11).TAFEstudents

(thoseenrolledinVETcampus-

basedprograms)wereslightlymore

emphaticabouttheirsatisfaction

withthepreparationforstudythey

received,withhigherratesof‘verywell’

responsesonbothareasoffurther

study.

Comparedtopreparationforwork,Year

12completersaremorepositiveabout

howwelltheirschoolingprepared

themforfurtherstudy.Around80%

ofthosestudyingbelievethatschool

preparedthemfairlywellorvery

wellforuniversityorTAFEstudy,and

83%believetheywerewell-prepared

withtheskillsrequiredforfurther

Table 2.10: Year12Completers:Schoolingandpreparationforwork

Main activity in 2009

Preparation for work (%) Work skills preparation (%)

Very well

Fairly

well

Not very

well

Not at all

well

Don’t

know Very well

Fairly

well

Not very

well

Not at all

well

Don’t

know

University 13 59 19 7 1 14 55 24 6 1

TAFE 18 56 17 8 2 22 51 20 6 1

App. or Trainee 17 54 19 9 1 18 52 21 8 1

Employed 14 53 23 8 1 13 54 24 9 1

Distribution in 2009 (%) 15 55 20 8 1 16 53 23 7 1

Note: Rows within each type of preparation may not sum to 100% due to rounding.

Table 2.11: Year12Completers:Schoolingandpreparationforfurtherstudy


Preparation for

university/TAFE study (%) Study skills preparation (%)

Very well

Fairly

well

Not very

well

Not at all

well

Don’t

know Very well

Fairly

well

Not very

well

Not at all

well

Don’t

know

University 26 54 16 4 0 26 56 15 3 0

TAFE 31 54 10 4 1 32 52 13 2 0

Distribution in 2009 (%) 27 53 15 4 1 28 55 14 2 1



overwhelminglypositive,with91%

ofYear12completerssayingtheyare

happyorveryhappy,Year12completers

arelesshappyabouttheircareer

opportunities.Thereislittledifference

betweenmalesandfemalesinthese

measure:malesareslightlymore

positiveaboutcareeropportunities,and

femalesareslightlymorepositiveabout

theworktheydo.

Wellbeing

Thewellbeingofyoungpeopleis

anotherimportantconcern,particularly

astheymakethetransitionfrom

school.AsshowninTable2.12,around

95%ofYear12completersarehappy

orveryhappywiththeworktheydo

intheirstudies,athomeoratwork,

and97%arehappyorveryhappywith

theirlifeasawhole.Althoughstill

Table 2.12: Year12Completers:Wellbeing

Focus

Very happy

(%)

Happy

(%)

Unhappy

(%)

Very unhappy

(%)

Can’t say/

refused

(%)

Total

(%)

Work done as part of

study, at home or in a job34 61 4 1 0 100

Female 35 60 4 1 0 100

Male 33 62 4 1 0 100

Career opportunities 41 50 7 1 1 100

Female 39 51 7 1 2 100

Male 42 49 7 1 1 100

Life as a whole 49 48 2 0 0 100

Female 49 48 2 0 0 100

Male 50 48 2 0 0 100

Note: Rows may not sum to 100% due to rounding.


saiditwassomewhatlikely.Among

thoseworkingfull-time,however,only

70%saiditwasextremelyorsomewhat

likelytheywouldtakeupstudywithin

thenexttwoyearscomparedto82%

ofthoseworkingpart-time,lookingfor

workornotinthelabourforce.

Returningtostudy

Asnotedearlierinthechapter,31%of

Year12completerswerenotstudyingat

university,TAFEoraspartofatraining

contract.Overall43%percentof

thosenotstudyingin2009saiditwas

extremelylikelytheywouldreturnto

studyinthenexttwoyearsand34%

Table 2.13: Year12Completers:Likelihoodofstudyinginthenexttwoyears,ifnotcurrentlystudying


Extremely likely

(%)

Somewhat likely

(%)

Not very likely

(%)

Not at all likely

(%)

Can’t say/

refused

(%)

Total

(%)

Employed full-time 36 34 18 10 2 100

Employed part-time 47 35 12 6 0 100

Looking for work 46 36 11 5 3 100

NILFET 37 44 6 13 100

Distribution in 2009 (%) 43 34 14 8 1 100


23


Chapter3Destinationsofearlyschoolleavers

Overview

Thischapterdiscussesthedestinationsin2009ofthecohortofyoungpeople

wholeftschoolduring2007anddidnotreceiveanyofthefollowingcertificates:

VCE,IB,VCALSeniororVCALIntermediate.Theanalysisgroupstheseearlyschool

leaversintosectionsbasedontheirmainactivityin2008,theirfirstpost-school

year.Todemonstratethepathwaymovementbetween2008and2009,Table3.1

presentsthemainactivityofearlyleaversin2008(rows)andthemainactivity

in2009(columns).Eachrowsumsto100%;theright-handcolumnshowswhat

percentageoflongitudinalcohortmemberswereineachmainactivityin2008.

Table 3.1: Earlyleavers:Mainactivityin2009bymainactivityin2008


Dis

trib

utio

n in

200

8


vers

ity/

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Sec

onda

ry s

choo

l

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

VET Cert IV+ 37 6 - - - - 6 16 16 15 4 3

VET entry-level - - 28 11 4 3 13 17 21 2 10

Apprenticeship 1 1 84 1 1 5 2 5 1 32

Traineeship 7 3 - - 34 1 22 19 13 1 7

Employed full-time 4 4 10 7 1 44 15 12 3 19

Employed part-time 6 6 8 6 3 17 31 19 4 12

Looking for work 6 7 8 7 4 10 14 36 8 13

NILFET 6 4 - - - - 4 6 15 28 38 4

Distribution in 2009 (%) 4 6 32 6 2 17 13 15 4 100


AswiththeYear12completers,themainactivityofearlyleavershasremained

unchangedforthemajorityofapprentices(84%)between2008and2009.In

contrasttotheYear12completers,however,themainactivitiesforearlyleavers

havebeengreatlydispersedinandoutofeducation,trainingandemployment

between2008and2009.Thepercentageofearlyschoolleaversinvolvedin

educationandtrainingdecreasedduringtheyear,from53%to51%.Also

incontrasttotheYear12completergroup,therearegreaterproportionsof

earlyschoolleaverslookingforwork(15%in2009,comparedto4%ofYear12

completers)andnotinemployment,educationandtraining(4%in2009,compared

to1%ofYear12completers).Oneoptionin2009notnecessaryforYear12

25Chapter3:Destinationsofearlyschoolleavers

participatedintheVETsectorin2008.

Themajority–72%–werecontinuing

insomeformofeducationortraining

in2009.Ofthisgroup,nearlyallhad

remainedintheVETsector,witha

smallnumber(lessthan1%)entering

auniversitycourse.Ofthisgroup,76%

weredoinganapprenticeship.

Ofthoseearlyleaverswhoparticipated

intheVETsectorin2008,28%werenot

ineducationortrainingin2009.Ofthis

group,61%wereemployed(54%full-

time,46%part-time),34%werelooking

forworkand5%wereNILFET.

completers—thereturntosecondary

school—wastakenupby2%ofearly

schoolleavers.Aswillbediscussedin

thefollowingsections,thedispersion

ofYear12completersandearlyschool

leaversintocampus-basedVETand

employmentpathwaysisanoteworthy

elementofthisdiscussion.

Mainactivitiesin2008andmainactivitiesin2009

Doing a VET course, apprenticeship or traineeship

Figure3.1showsthemainactivitiesin

2009ofthoseearlyschoolleaverswho

Figure 3.1: Earlyschoolleavers:Mainactivityin2009ofearlyschoolleaversinVETin2008





or training

VET in 2008n=1042

<1% at university

>99% in VET


7% in VET Cert IV+


8% in Traineeships

61% employed


5% NILFET


and24%atraineeship.Theremainder

wereundertakingacampus-basedVET

qualification.

Whilejustoverone-quarterhadmoved

intostudyortrainingfor2009,73%

werenotineducationortrainingin

2009.Ofthisgroup,76%wereworking

–62%full-time,38%part-time–20%

werelookingforworkand4%were

NILFET.

Employed and not in education or training in 2008

Ofthoseearlyschoolleaverswho

wereemployedin2008,27%had

enteredsomeformofeducationor

trainingin2009.Ofthisgroup,98%

wereparticipatingintheVETsector

and2%hadcommencedauniversity

qualification.OfthegroupintheVET

sector,36%enteredanapprenticeship

Figure 3.2: Earlyschoolleavers:Mainactivityin2009ofthoseemployedin2008





or training

Employed in 2008(n=597)

2% at university

98% in VET


21% in VET Cert IV+


24% in Traineeships

76% employed


4% NILFET


one-halfhadmovedintoeducationor

trainingin2009,comparedto23–27%

ofthoseinthethreelowerSESquartiles

whohadbeenworkingfull-timein

2008.Amongthosewhowerelooking

forworkin2008,45-48%ofearly

schoolleaversfromthetwolower

SESquartileswereeitherlookingfor

workorNILFETin2009,comparedto

38%ofthosefromthetwohigherSES

quartiles.

Asnotedabove,morethanone-quarter

ofearlyschoolleaverswhowere

workingin2008movedintosome

formofeducationortraining.Among

allthosewhowerenotineducation

ortrainingin2008,therewassome

relationshipbetweensocioeconomic

status(SES)andmovingintoeducation

ortraining.Table3.2containsthemain

activityofearlyschoolleaversin2008

and2009,bySESquartile.Forthose

whowereemployedfull-timein2008,

Table 3.2: Mainactivityin2009ofearlyschoolleaversnotineducationortrainingin2008,bymainactivityin2008andSESquartile



Uni

vers

ity/

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Sec

onda

ry s

choo

l

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

Tota

l

Employed full-time

SES quartile

Lowest 3 4 11 8 - - 41 21 10 2 100

Lower-middle 3 4 10 6 - - 41 13 18 4 100

Upper-middle 5 3 11 4 - - 51 12 10 4 100

Highest 11 8 11 14 6 31 14 6 - - 100

Distribution in 2009 (%) 4 4 10 7 1 44 15 12 3 100

Employed part-time

SES quartile

Lowest 4 8 8 8 4 18 24 24 1 100

Lower-middle 5 5 5 5 - - 21 41 14 6 100

Upper-middle 6 6 13 - - 3 9 31 22 9 100

Highest 14 7 14 7 7 7 21 21 - - 100

Distribution in 2009 (%) 6 6 8 6 3 17 31 19 4 100


inthesamejob;ofthoseundertaking

campus-basedVETcourses,only29%

ofthoseinentry-leveland30%ofthose

inhigher-levelcourseswereinthesame

job.

Ofallearlyschoolleavers,8%had

morethanonejob,witharelatively

largerproportionofuniversitystudents

employedinmorethanonejob.

Employmentin2008and2009

Comparedtothesametimein2008,

62%percentofearlyschoolleavers

wereworkinginthesamejobin2009.

Theproportionswhoremainedinthe

samejobvariedbymainactivityin

2009,asshowninTable3.3.Ofthose

doingapprenticeships85%continued



Uni

vers

ity/

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Sec

onda

ry s

choo

l

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

Tota

l

Looking for work

SES quartile

Lowest 5 5 7 11 5 9 11 42 6 100

Lower-middle 1 10 4 4 4 13 18 35 10 100

Upper-middle 12 7 12 5 2 7 17 31 7 100

Highest 8 8 15 - - - - 15 15 23 15 100

Distribution in 2009 (%) 6 7 8 7 4 10 14 36 8 100

NILFET

SES quartile

Lowest 4 - - - - - - 4 9 17 35 30 100

Lower-middle - - 9 - - - - 9 9 9 27 36 100

Upper-middle 9 9 - - - - - - - - 18 18 45 100

Highest 17 - - - - - - - - - - 17 33 33 100

Distribution in 2009 (%) 6 4 - - - - 4 6 15 28 38 100


Table 3.2: Mainactivityin2009ofearlyschoolleaversnotineducationortrainingin2008,bymainactivityin2008andSESquartile(continued)


(seeTable3.4).Ofthoseinfull-time

employmentinboth2008and2009,

67%wereearningmore,60%were

doingmoreskilledworkand75%had

greaterresponsibilityatwork.

Table 3.3: Earlyschoolleavers:Percentageworkinginthesamejobin2008and2009

Main activity in 2009 Working in same job in 2008 and 2009

VET Cert IV+ 30

VET entry-level 29

Apprenticeship 85

Traineeship 62

Employed full-time 54

Employed part-time 51

Distribution in 2009 (%) 62

Table 3.4: Earlyschoolleavers:Careeradvancementindicatorsamongapprenticesandthoseemployedfull-timeandnotstudying

Unchanged main activity

in 2008 and 2009

Change in

earnings (%)

Change in

skilled work (%)

Change in

responsibility (%)

Less Same More Less Same More Less Same More

Apprenticeship 3 10 87 1 20 79 1 11 88

Employed full-time 9 24 67 5 35 60 8 17 75

Distribution in 2009 (%) 4 13 83 2 23 75 3 12 85

Note: Rows within each type of change may not sum to 100% due to rounding.

Amongearlyschoolleaversmoving

intotheirsecondyearasanapprentice

in2009,87%wereearningmore,79%

weredoingmoreskilledworkand

88%hadmoreresponsibilityatwork


thehighrateofsatisfactionwiththeir

jobsisconsistentwiththeirreasons

forleavingschoolearly.Amongthose

whohadleftschoolin2007before

completingYear12,40%statedthey

haddonesoinordertotakeupajob,

apprenticeshiportraineeship(DEECD,

2009).

Schoolandpreparationforwork

Around57%ofearlyschoolleavers

believethatschoolpreparedthem

fairlywellorverywellforwhatwork

wasreallylike,asshowninTable3.6.

AmongYear12completers,closeto70%

believedthattheywerewell-prepared

forwork(seeTable2.10).

Careeroutlook

Two-thirds(67%)ofearlyschoolleavers

believethattheircurrentmainjobisthe

typetheywouldlikeforacareer(see

Table3.5).Thisisinsharpcontrastto

Year12completers,ofwhomonly31%

wereworkingin‘career’jobs(seeTable

2.9).Thereissomemarkedvariation

betweendestinations,similartowhat

wasseenforYear12completers.Most

outstandingisthat91%ofapprentices

andtraineesbelievethattheircurrent

jobisthejobtheywouldlikeasa

career,comparedtojust31%ofVET

students.Asnotedintheprevious

chapter,thosecurrentlystudyingare

workinginjobstosupporttheirstudies.

Inthecaseofearlyschoolleavers,

Table 3.5: Earlyschoolleavers:Jobsandcareers

Main activity in 2009Female (%) Male (%) Total (%)

Yes No Not sure Yes No Not sure Yes No Not sure

TAFE 30 65 5 34 63 3 31 64 4

App. or Trainee 86 10 4 92 5 3 91 6 3

Employed 39 55 6 41 53 6 40 54 6

Distribution in 2009 (%) 52 42 5 74 22 4 67 29 4

Note: Rows within each gender may not sum to 100% due to rounding.

Table 3.6: Earlyschoolleavers:Schoolandpreparationforwork


Preparation for work (%) Work skills preparation (%)

Very well

Fairly

well

Not very

well

Not at all

well

Don’t

know Very well

Fairly

well

Not very

well

Not at all

well

Don’t

know

TAFE/VET 15 49 17 18 1 19 41 22 18 1

App. or Trainee 16 44 25 14 1 20 40 24 15 2

Employed 7 43 30 19 1 10 44 31 13 2

Distribution in 2009 (%) 13 44 27 16 1 17 41 27 14 2



Wellbeing

Manyyoungpeoplewholeave

schoolbeforecompletingaYear12

orequivalentcertificatearemore

vulnerabletolabourmarketconditions,

especiallyiftheydonotenterstudy,

througheitheracampus-basedVET

courseoracontractoftraining.With

greatervulnerability,itmightbe

expectedthatthewellbeingofthese

earlyschoolleaverswouldbelower

thanthewellbeingofthosewho

completedYear12oritsequivalentat

thesametime.Table3.7showsthe

howhappyearlyschoolleaversare

withthreeaspectsoftheirlives:work,

careersandlifeasawhole.

Around91%ofearlyleaversarehappy

orveryhappywiththeworktheydoas

partofstudy,athomeorajob,while

94%arehappyorveryhappywith

theirlivesasawhole.Althoughstill

overwhelminglypositive–similartothe

statementsofYear12completers–early

schoolleaversarerelativelyunhappy

orveryunhappywiththeircareer

opportunitiesrelativetoworkandlife,

andrelativetothewellbeingofYear12

completers.

Table 3.7: Earlyschoolleavers:Wellbeing

Focus

Very

happy

(%)

Happy

(%)Unhappy

(%)

Very

unhappy

(%)

Can’t

say/

refused

(%)

Total

(%)

Work done as part of

study, at home or in a job35 56 5 2 1 100

Female 37 53 8 2 1 100

Male 35 59 4 2 1 100

Career opportunities 37 50 10 2 2 100

Female 36 47 13 2 2 100

Male 38 51 8 2 1 100

Life as a whole 47 47 4 1 1 100

Female 46 46 6 2 1 100

Male 48 48 3 1 0 100



somewhatlikely.Only14%ofthose

lookingforworkbelieveitunlikelythey

willreturntostudy,comparedto37%of

thoseworkingfull-time.

Earlyschoolleaversfromthelowest

SESquartileareleastlikelytoreturn

tostudyinthenexttwoyears,

amongthosenotstudyingin2009.

Nevertheless,66%ofthosefromthe

lowestSESquartiledidstateitwas

extremelylikelyorverylikelythey

wouldreturntostudy,comparedto

77%ofthosefromthelower-middleand

highestSESquartiles(seeTable3.9).

Returningtostudy

Earlyschoolleaversaremorevulnerable

inthelabourmarket,astheytendto

havelowerlevelsofqualifications.Early

schoolleaverswhoreturntosomeform

ofstudy—atschool,TAFEorthrough

anapprenticeshiportraineeship—

increasetheiropportunitiesforlater

employment.AsshowninTable3.8,

around35%ofearlyschoolleavers

thinkitisextremelylikelythey

willreturntostudyinthenexttwo

years,andafurther36%believeitis

Table 3.8: Earlyschoolleavers:Likelihoodofstudyinginthenexttwoyears,ifnotcurrentlystudying,bymainactivityin2009


Extremely likely

(%)

Somewhat likely

(%)

Not very likely

(%)

Not at all likely

(%)

Can’t say/

refused

(%)

Total

(%)

Employed full-time 27 35 22 15 1 100

Employed part-time 36 35 18 8 3 100

Looking for work 43 40 7 7 2 100

NILFET 33 33 18 10 5 100

Distribution in 2009 (%) 35 36 16 10 2 100


Table 3.9: Earlyschoolleavers:Likelihoodofstudyinginthenexttwoyears,ifnotcurrentlystudying,bySESquartile


Extremely likely

(%)

Somewhat likely

(%)

Not very likely

(%)

Not at all likely

(%)

Can’t say/

refused

(%)

Total

(%)

Lowest 31 35 19 11 4 100

Lower-middle 37 40 15 8 - - 100

Upper-middle 36 34 14 13 2 100

Highest 41 36 11 6 5 100

Distribution in 2009 (%) 35 36 16 10 2 100


33


Chapter4Deferralfromstudy

Mainactivitiesin2009

PreviousanalysesofOn Track datahavefoundapatternofrisingratesofdeferral

amongstnon-metropolitanschoolcompleters,notjustinVictoriabutinother

Australianstates(Polesel,2008).AstudycarriedoutaspartoftheQueensland

Next Stepdestinationsurveysalsopointstothetendencyofnon-metropolitan

schoolcompleterstodeferuniversityplacesatahigherrateandsuggeststhat

thephenomenonofhigherratesofdeferralamongstnon-metropolitanschool

completersmaybeawidespreadoccurrenceacrossnon-metropolitanAustralia

(Poleselet al.,2005).

Thischapterdiscussesthestatusofthe2007cohortofYear12completerswho

haddeferredfurtherstudyfor2008.Theanalysisgroupsdeferralsintosections

basedontheirmainactivityin2008,theirfirstpost-schoolyear.Todemonstrate

thepathwaymovementbetween2008and2009,Table4.1presentsthemain

activityofdeferrersin2008(rows)andtheirmainactivityin2009(columns).Each

rowsumsto100%;theright-handcolumnshowswhatpercentageoflongitudinal

cohortmemberswereineachmainactivityin2008.

Table 4.1: Year12completers:Deferrersin2008,mainactivityin2009


Dis

trib

utio

n in

200

8


vers

ity

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

Employed full-time 62 10 1 3 5 12 5 1 2 59

Employed part-time 65 6 4 1 3 8 11 2 1 29

Looking for work 49 11 - - 7 3 13 13 5 - - 10

NILFET 67 - - - - - - - - 14 - - - - 20 2

Distribution in 2009 (%) 62 9 2 3 4 11 8 1 2 100


Overall,72%ofdeferrersenrolledinauniversityorcampus-basedVETcourse,

6%hadtakenupanapprenticeshiportraineeship,18%wereemployedand3%

wereeitherlookingforworkorNILFET.Aswillbediscussedinthefollowing

sections,thereissomevariationinenrollinginstudybysocioeconomicstatusand

geographiclocation.

35Chapter4:Deferralfromstudy

OfthoseYear12completerswho

deferreduniversitystudyin2008,78%

wereinsomeformofstudyortraining

in2009.Ofthisgroup,79%wereat

universityand21%inVETstudy(62%

incampus-basedcourses;38%inan

apprenticeshiportraineeship).Ofthe

22%whowerenotinstudyortraining

in2009,85%wereemployed,with58%

workingfull-timeand42%part-time.

Ofthe22%notinstudyortraining,7%

werelookingforworkand8%were

NILFET.

Figure 4.1: Year12completers:Mainactivityin2009ofthosedeferringstudyin2008


Therewassomerelationshipbetween

returningtostudyandsocioeconomic

status,asshowninTable4.2.Deferrers

fromthehighestSESquartiletook

upeducationortrainingin2009at

thehighestrate,with85%eitherat

universityorinVET.Bycontrast,72%of

deferrersfromthelowestSESquartile

wereineducationortraining;deferrers

fromthelowestSESquartilewerealso

lessfrequentlyenrolledatuniversityin

2009.




or training

Deferred in 2008(n=333)

79% at university

21% in VET

85% employed

7% looking for work

8% NILFET


Table 4.2: Year12Completers:Deferrersin2008:Mainactivityin2009bySESquartile

SES quartile


Tota

l

Uni

vers

ity

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

Lowest 54 10 1 1 6 12 9 3 4 100

Lower-middle 66 6 1 1 5 13 7 1 1 100

Upper-middle 63 9 4 0 2 9 10 - - 2 100

Highest 64 11 - - 7 3 5 5 3 1 100

Distribution in 2009 (%) 62 9 2 3 4 11 8 1 2 100


Table 4.3: Year12Completers:Deferrersin2008:Mainactivityin2009byschoollocation

School location

(Year 12)


Tota

l

Uni

vers

ity

VET

Cer

t IV+

VET

ent

ry-l

evel

App

rent

ices

hip

Trai

nees

hip

Empl

oyed

full

-tim

e

Empl

oyed

par

t-ti

me

Look

ing

for w

ork

NIL

FET

Metropolitan 53 10 2 4 4 14 10 1 2 100

Non-metropolitan 70 7 1 1 4 8 6 1 1 100

Distribution in 2009 (%) 62 9 2 3 4 11 8 1 2 100


37Chapter4:Deferralfromstudy

In2009,deferrerswhohadattended

schoolsinnon-metropolitanlocations

hadmorefrequentlyenrolledat

universitythandidthosefromschools

metropolitanlocations(70%compared

to53%).Overall,62%ofdeferrerswere

atuniversityand16%wereinother

formsofeducationortrainingin2009

(seeTable4.3).

Thiscohortofyoungpeoplewillbe

interviewedagaininearly2010and

2011,andafinalreportontheirpost-

schoolpathways,4yearson,willbe

releasedinlate2011.

WhenallYear12completerswere

interviewedin2008,theoveralldeferral

rate—amongallYear12completers

—was11%.Thedeferralrateinnon-

metropolitanlocationswasdoublethe

deferralrateinmetropolitanlocations.

Althoughmostdeferrersstated

theyweretakinga‘gapyear’before

continuingstudy,manyofthedeferrers

fromnon-metropolitanlocationscited

theneedtomoveawayfromhome–

andthefinancialimplicationsofthat

move,includingthecostsofstudy–as

animportantfactorintheirdecision

todeferfurtherstudy(DEECD,2009).


39References

References AustralianBureauofStatistics(2008),Schools Australia 2007,Cat.No.4221.0.,

ABS,Canberra.

Curtis,D.&McMillan,J.(2008),School Non-completers: Profiles and Initial

Destinations,LSAYResearchReport54,ACER,Melbourne.

Curtis,D.(2008),VET Pathways Taken by School Leavers,LSAYResearchReport52,

ACER,Melbourne.

DepartmentofEducationandEarlyChildhoodDevelopment(2009),The

Destinations of School Leavers in Victoria. The On Track Survey 2008 Statewide

Report.Melbourne:DEECD.

Kirby,P.(Chair)(2000),Ministerial Review of Post Compulsory Education and

Training Pathways in Victoria: Final Report.Melbourne:DepartmentofEducation,

EmploymentandTraining.

Marks,G.N.(2006),The Transition to Full-time Work of Young People Who Do Not

Go to University,LSAYResearchReport49,ACER,Melbourne.

Marks,G.N.(2007).Completing University: Characteristics and Outcomes of

Completing and Non-Completing Students.LSAYResearchReportNumber51.

Melbourne:ACER

McMillan,J.(2005).Course Change and Attrition from Higher Education.LSAY

ResearchReportNumber39.Melbourne:ACER.

MinisterialCouncilforEducation,Employment,TrainingandYouthAffairs(2008).

Melbourne Declaration on Educational Goals for Young Australians.Melbourne,

MCEETYA.

Polesel,J.&Helme,S.(2004),Young Visions 2003: A Follow-up Study of Young

Visions Participants and Their Destinations One Year Later,Departmentof

Education,ScienceandTraining,Canberra.

Polesel,J.&Teese,R.(2007),VET in Schools Pathways.The 2006 Year 12 Cohort

Report,DepartmentofEducationandEarlyChildhoodDevelopment,Melbourne.

Polesel,J.(2008),Deferring a University Offer in Regional Victoria: Interim Report,

CentreforPost-compulsoryEducationandLifelongLearning,TheUniversityof

Melbourne,Parkville.

Polesel,J.,Helme,S.,&Teese,R.(2005).Thenextstepreport2005:onthe

destinationsofyear12schoolleaversinQueensland(Record).Brisbane:

DepartmentofEducationandTheArts.

Teese,R.,Clarke,K.&Polesel,J.(2007),The Destinations of School Leavers in

Victoria. The On Track Survey 2007 Statewide Report,DepartmentofEducationand

EarlyChildhoodDevelopment,Melbourne.


Appendix1Questionnaire

*(PHONEANSWERER)

Intro1 Hello,mynameis(……………….,)callingaboutOn Track onbehalfoftheDepartment

ofEducationfromTheSocialResearchCentre.MayIpleasespeakto(FNAME,SNAMEfrom

list)?

1. Continue(alreadyspeakingwithnamedperson)(GOTOIntro2IntroA)

2. Reintroducetonamedperson(GOTOIntro2IntroB)

3. Makeappointment

4. Languagedifficulty(GOTOLOTE)

5. Namedpersonawayduration

6. Refused(GOTORR1)

7. Namedrespondentdeceased(GOTOTERMINATIONSCRIPT3)

LOTE RECORDPREFERREDLANGUAGE

1. Arabic

2. Chinese–Cantonese

3. Chinese-Mandarin

4. Greek

5. Italian

6. Macedonian

7. Serbian

8. Spanish

9. Turkish

10. Vietnamese

11. (Other________)

12. Languagenotestablished

*(NAMEDPERSONFROMLISTWASPHONEANSWERER)

Intro2 IntroA.ThereasonI’mcallingtodayistoconductyourfollowupinterviewaspart

oftheOnTrackSurvey.Whenwelastinterviewedyouthistimelastyearyousaiditwould

beOKifwecalledyoubacktodothisfollowupinterview.

Inthisinterview,I’dliketofindoutaboutyourstudyandworksituationsincewelastspoke.

Itshouldonlytakeabout5minutes.Isnowagoodtimeforustotalk?

IFNECESSARYOnTrackislookingtofindouthowschoolleaversaregoingsincetheyleft

school,sothattheVictoriangovernmentcanimproveitsservicestoyoungpeople.

*(NAMEDPERSONFROMLISTWASNOTPHONEANSWERER)

IntroB.Hello,mynameis(……………….,)callingonbehalfoftheDepartmentofEducation

fromTheSocialResearchCentreregardingtheOnTrackproject.

ThereasonI’mcallingtodayistoconductyourfollowupinterviewaspartoftheOnTrack

Survey.WhenwelastinterviewedyouthistimelastyearyousaiditwouldbeOKifwecalled

youbacktodothisfollowupinterview.

Inthisinterview,I’dliketofindoutaboutyourstudyandworksituationsincewelastspoke.

Itshouldonlytakeabout5minutes.Isnowagoodtimeforustotalk?

IFNECESSARYOnTrackislookingtofindouthowschoolleaversaregoingsincetheyleft

school,sothattheVictoriangovernmentcanimproveitsservicestoyoungpeople.

41Appendix1:Questionnaire

*(CONFIDENTIALITYSPIEL)

Intro3 Allthedatacollectedis

anonymousandconfidential.Ifthereare

anyquestionsyoudon’twanttoanswer,just

tellmesoIcanskipoverthem.Participation

isvoluntaryandyouarefreetoterminate

theinterviewatanytime.

IFNECESSARYIfyouhaveanyconcerns,

youmaycontacttheAustralianCouncilfor

EducationalResearchon9277-5471.

1. Continue

2. Refused(GOTORR1)

*(MONTORINGSPIEL)

Intro5 Beforewegetstarted,justto

letyouknowthatthisinterviewmaybe

monitoredbymysupervisorforquality

purposes–justtocheckIamdoingmyjob

properly.Isthatokwithyou?

1. Monitoringallowed

2. Monitoringnotpermitted

PREVIOUSEDUCATIONANDTRAINING

PREA1IFSTUDY08=1TO4(UNIVERSITY,

TAFE,APPRENTICESHIPORTRAINEESHIPIN

2008)CONTINUEELSE(DEFERREDSTUDY

ORNOTSTUDYINGIN2008)GOTOB1.

*(STUDYINGLASTYEAR)

A1 Atyourlastinterviewwerecordedthat

youweredoinga[STUDY08].Areyou

stilldoingthesame[STUDY08]you

weredoingwhenwelastspoke?

APPRENTICESHIP/TRAINEESHIPIN

2008WASRECORDEDAS:[DISPLAY

FROMSAMPLE]

1. Yes,anapprenticeship(GOTOB7)

(DISPLAYIFSTUDY08=3)

2. Yes,atraineeship(GOTOB7)


3. Yes,auniversitycourse(GOTOB6)


4. Yes,aTAFEcourse(GOTOB6)

(DISPLAYINSTUDY08=2)

5. Nolongerdoingthatstudy/training

6. No,notcorrect(wasnotdoingthat

study/trainingin2008)(GOTOB1)

PREA2 IFSTUDY08=APPRENTICESHIP/

TRAINEESHIPGOTOA3,ELSECONTINUE

*(NOLONGER 2008STUDY,2008

STUDYWASUNIVERSITY/TAFE/OTHER)

(A1=6,STUDY08=3,4OR5)

A2 Didyoucompletethis[STUDY08=UNI/

TAFE/STUDY],withdrawfromit,defer

yourstudiesorchangetoanother

course?

1. Completed(GOTOA4)

2. Withdrew

3. Deferred(GOTOA2b)

4. Changedtoanothercourse(GOTO

B1)

*(WITHDREWFROMUNI,TAFEOROTHER)

(A2=2)

A2a I‘mgoingtoreadoutsomereasons,

andcanyouletmeknowifyouthink

theywerereasonsyoudecidedto

WITHDRAWfromthat[STUDY08]

course.

(STATEMENTS)

a. Gettingorbeingofferedajob

b. Thecostofcontinuingthecourse

c. Thedifficultlyofthecourse

d. Theamountofstudyinvolved

e. Thecareeroptionsavailablefrom

thatcourse

(RESPONSEFRAME)

1. Yes

2. No

3. Can’tsay

PREA2a1IFMORETHANONEREASON

CHOSETOWITHDRAW(QA2a=1),CONTINUE,

ELSEGOTOB1

*(WITHDREWFROMUNI,TAFEOROTHER)

(A2=2)

A2a1 Andwhichofthesewouldyousay

wasthemainreasonyoudecidedto

WITHDRAWfromthatcourse?

1. Gettingorbeingofferedajob

[DISPLAYIFA2AA=1]

2. Thecostofcontinuingthecourse

[DISPLAYIFA2AB=1]

3. Thedifficultlyofthecourse

[DISPLAYIFA2AC=1]

4. Theamountofstudyinvolved

[DISPLAYIFA2AD=1]

5. Thecareeroptionsavailablefrom

thatcourse[DISPLAYIFA2AE=1]

6. (Can’tsay)

GOTOB1

*(DEFERREDFROMUNI/TAFE)(A2=3)

A2b I‘mgoingtoreadoutsomereasons,and

canyouletmeknowifyouthinkthey

werereasonsyoudecidedtoDEFER

fromthat[STUDY08]course.

(STATEMENTS)

a. Offeredaplaceinanothercourse

b. Wantingabreakfromstudy

c. Wantingtotravel

d. Thedifficultyofthecourse

e. Theamountofstudyinvolved

f. Thecareeroptionsavailablefrom

thatcourse

(RESPONSEFRAME)

1. Yes

2. No

3. Can’tsay

PREA2b1IFMORETHANONEREASON

CHOSETODEFER(QA2B=1),CONTINUE,

ELSEGOTOB1

*(DEFERREDFROMUNI/TAFE)(A2=3)

A2b1 Andwhichofthesewouldyousay

wasthemainreasonyoudecidedto

DEFERfromthatcourse?

1. Offeredaplaceinanothercourse

[DISPLAYIFA2BA=1]

2. Wantingabreakfromstudy

[DISPLAYIFA2BB=1]


3. Wantingtotravel[DISPLAYIF

A2BC=1]

4. Thedifficultyofthecourse

[DISPLAYIFA2BD=1]

5. Theamountofstudyinvolved

[DISPLAYIFA2BE=1]


thatcourse[DISPLAYIFA2BF=1]

7. (Can’tsay)

GOTOB1

*(NOLONGERDOING2008

APPRENTICESHIP/TRAINEESHIP)(A1=6,

STUDY08=1OR2)

A3 Didyoucompletethe

[STUDY08=APPRENTICESHIP/

TRAINEESHIP]youweredoingwhenwe

lastspoketoyou?

*PROGRAMMER:DISPLAYAPPRENTICESHIP/

TRAINEESHIPFROM2008

1. Yes,completed(GOTOA4)

2. No,stopped/withdrew

*(STOPPED/WITHDREWFROM

APPRENTICESHIPORTRAINEESHIP)(A3=2)

A3a I‘mgoingtoreadoutsomereasons,and

canyouletmeknowifyouthinkthey

werereasonsyoudecidedtoSTOPthat

[APPRENTICESHIP/TRAINEESHIP]?

(STATEMENTS)

a. Gettingorbeingofferedajob

b. Thecostofcontinuingthecourse

c. Notgettingonwithyourbossor

othersattheworkplace

d. Beingaskedtoleave/sacked

e. Thebusinessnotdoingwell

f. Thecareeroptionsavailablefrom

thatapprenticeship/traineeship

(RESPONSEFRAME)

1.Yes

2.No

3.Can’tsay

PREA3A1IFMORETHANONEREASON

CHOSETOSTOP(QA3A=1),CONTINUE,ELSE

GOTOB1

*(STOPPED/WITHDREWFROM

APPRENTICESHIPORTRAINEESHIP)(A3=2)

A3A1 Andwhichofthesewouldyou

saywasthemainreasonyoudecided

toSTOPthat[APPRENTICESHIP/

TRAINEESHIP]?

1. Gettingorbeingofferedajob

[DISPLAYIFA3AA=1]

2. Thecostofcontinuingthecourse

[DISPLAYIFA3AB=1]

3. Notgettingonwithyourbossor

othersattheworkplace[DISPLAYIF

A3AC=1]

4. Beingaskedtoleave/sacked

[DISPLAYIFA3AD=1]

5. Thebusinessnotdoingwell

[DISPLAYIFA3AE=1]


thatapprenticeship/traineeship

[DISPLAYIFA3AF=1]

7. (Can’tsay)

GOTOB1

*(COMPLETEDCOURSE/APPRENTICESHIP/

TRAINEESHIPFROM2008)(A2=1,A3=1)

A4 Howwelldidyour[STUDY08]

prepareyouforyourintended

career?WouldyousayVerywell,

fairlywell,notverywellornotat

all?

1. Verywell

2. Fairlywell

3. Notverywell

4. Notatall

5. (Unsure/can’tsay)(AVOID)

EDUCATIONANDTRAINING–CURRENT

ACTIVITY

*(NOTSTUDYINGIN2008,INCLUDING

DEFERREDORSTUDYINGIN2008AND

COMPLETED,WITHDREWORDEFERRED)

B1 Areyoucurrentlydoingan

apprenticeship,traineeshiporsome

othertypeofstudy?

INTERVIEWERNOTE:Ifenrolledandwaiting

tostartapprenticeship(i.e.hassigneda

trainingcontract)recordas‘Yes’.

1. Yes,anapprenticeship(GOTOB3)

2. Yes,atraineeship(GOTOB3)

3. Yes,someotherstudyortraining

4. No(GOTOB8)

*(NOWDOINGSOMEOTHERTYPEOF

STUDY)(B1=3)

B2 Isthisauniversitycourse,aTAFE

course,orsomeotherformofstudy?

1. University

2. TAFE

3. Secondaryschool(GOTOB3)

4. Someotherstudyortraining(GO

TOB3)

PREB2AIFDEFER=1(DEFERREDSTUDYIN

2008)CONTINUE,ELSEGOTOB3

*(DEFERREDIN2008ANDCURRENTLY

STUDYINGATUNIORTAFE)(DEFER=1,B2=1

OR2)

B2a Isthisthecourseyoudeferredfromin

2008?

1 Yes

2 No

3 Didn’tdeferfromcoursein2008

*(NOWSTUDYINGORDOINGAN

APPRENTICESHIP/TRAINEESHIP)(B1=1,2

OR3)

B3 Whatlevelofqualificationwillyou

receiveattheendofthis(course/

apprenticeship/traineeship)?READ

OUTIFNECESSARY

INTERVIEWERNOTE:Apprentice’s

qualificationlikelytobe“Certificate3”or

Certificate4”(DISPLAYIFB1=1).

INTERVIEWERNOTE:Trainee’squalification

likelytobe“Certificate1”orCertificate2”

(DISPLAYIFB1=2)


1. Bachelordegree(including

Honours)

2. Associatedegree

3. Advanceddiploma

4. Diploma

5. Certificate4

6. Certificate3

7. Certificate2

8. Certificate1

9. Certificate(levelunspecified/

unknown)

10. VCE(VictorianCertificateof

Education)

11. VCAL(VictorianCertificateof

AppliedLearning)

12. IB(InternationalBaccalaureate)

13. Otherschoolcertificate(eg,NSW

HSC)

14. Other(Specify_____)

PREB4IFB1=1OR2(NEWAPPRENTICES/

TRAINEES)GOTOB5A,ELSECONTINUE

*(NOWSTUDYINGATUNIVERSITY/TAFEOR

DOINGOTHERSTUDYINCLUDINGVCE/VCAL)

(B1=3)

B4 Whatisthenameoftheinstitution

whereyouarestudying?

1. Universitynamegiven(GOTOB4u)

2. TAFEnamegiven(GOTOB4t)

3. Secondaryschoolnamegiven

(Specify__________)(GOTOB5)

4. OtherPrivateTrainingCollegeor

Adult&CommunityEducation

Provider(Specify______)(GOTO

B5)

*(NOWSTUDYINGATUNIVERSITY)(B2=1)

B4uRECORDUNIVERSITYNAME

1. Melbourne(GOTOB5)

2. Monash(GOTOB5)

3. Deakin(GOTOB5)

4. LaTrobe(GOTOB5)

5. RMIT(GOTOB5)

6. Swinburne(GOTOB5)

7. Ballarat(GOTOB5)

8. VictoriaUniversity(GOTOB5)

9. AustralianCatholicUniversity(GO

TOB5)

10. CharlesSturtUniversity(GOTOB5)

11. OtherNSWUniversity(GOTOB5)

12. OtherQLDUniversity(GOTOB5)

13. OtherSAUniversity(GOTOB5)

14. OtherTASUniversity(GOTOB5)

15. OtherWAUniversity(GOTOB5)

16. OtherACTUniversity(GOTOB5)

17. OtherNTUniversity(GOTOB5)

18. OtherUniversity(Specify_______)

(GOTOB5)

*(NOWSTUDYINGATTAFE)(B2=2)

B4t RECORDTAFENAME

1. BendigoRegionalInstituteofTAFE

2. BoxHillInstituteofTAFE

3. CentralGippslandTAFE

4. ChisholmInstituteofTAFE

5. EastGippslandInstitute

6. GordonInstitute

7. GoulburnOvensInstituteofTAFE

8. HolmesglenInstitute

9. KanganBatmanInstituteofTAFE

10. NorthernMelbourneInstituteof

TAFE(NMIT)

11. RMIT(TAFEDivision)

12. SouthWestInstituteofTAFE

13. Swinburne(TAFEDivision)

14. SunraysiaInstituteofTAFE

15. UniversityofBallarat(TAFE

Division)

16. UniversityofMelbourne(TAFE

Division/ILFR)

17. VictoriaUniversity(TAFEDivision)

18. WilliamAnglissInstituteofTAFE

19. WodongaInstituteofTAFE

20. OtherTAFE(Specify_______)

*(NOWSTUDYINGATUNIVERSITY/TAFE

ORDOINGOTHERSTUDYINCLUDING

VCE/VCAL)(B1=3)

B5 OnwhichcampusareMOSTofyour

classeslocated?

*PROGRAMMERNOTE:REFERATTACHED

LISTOFCAMPUSNAMEBYUNIVERSITY/

TAFE.ONLYDISPLAYRELEVANTCAMPUS

NAMESFORRESPONSEATQ4u/Q4t,PLUS

“OTHERSPECIFY”,“DON’TKNOW”AND

“REFUSED”OPTIONS

1. (Firstcampusnamefromattached

list)(158listednames)

158.(Lastcampusnamefromattached

list)

159.Campusnamegiven

(Specify_________)

160.(Can’tsay)

161. (Refused)

PREB5AIFB3=10THRUTO13(CURRENTLY

COMPLETINGVCE,VCAL,IBOROTHER

SECONDARYSTUDY)GOTOB6,ELSE

CONTINUE

*(NOWSTUDYINGUNIVERSITYORTAFE

COURSEOROTHERSTUDY(NOTSCHOOL)

ORDOINGAPPRENTICESHIP/TRAINEESHIP)

(B1=1,2OR3,EXCLUDESB3=10-13)

B5AWhatareyoustudying?

INTERVIEWERNOTE:Multiplesacceptedfor

doubledegrees

(MULTIPLESACCEPTED)

CODETOASCED(LOOKUPLISTONCATI)

PREB6IFB1=1OR2(NEWAPPRENTICES/

TRAINEES)GOTOB7

*(CURRENTLYSTUDYINGUNIVERSITY/TAFE

COURSEOROTHERSTUDY)(A1=3OR4,

B2=1,23OR4)

B6 Areyoucurrentlystudyingfullorpart-

time

1. Fulltime(GOTOC1)

2. Parttime(GOTOC1)

*(CURRENTAPPRENTICESOR

TRAINEES)(A1=1OR2,B1=1OR2)


B7 Whoprovidestheclassesoroff-the-

jobtrainingforyourapprenticeship/

traineeship?

1 TAFEInstitute(GOTOC1)

2 Privatetrainingcollege(GOTOC1)

3 AdultandCommunityEducation

(ACE)provider(GOTOC1)

4 Youremployer(GOTOC1)

5 Agrouptrainingorganisation(GO

TOC1)

6 Someoneelse(Please

Specify______)(GOTOC1)

*(NOTCURRENTLYSTUDYING)(B1=4)

B8 Howlikelyisthatyouwillstartsome

studyortraininginthenexttwoyears

thatwouldleadtoaqualification?

Wouldyousaythisisextremelylikely,

somewhatlikely,notverylikely,notat

alllikely?

1. Extremelylikely

2. Somewhatlikely

3. Notverylikely

4. Notatalllikely

5. (Can’tsay)

6. (Refused)

CURRENTJOB

*(ALL)

C1 Doyoucurrentlyhaveapaidjob?

INTERVIEWERNOTE:INCLUDES

APPRENTICES,TRAINEES,SELFEMPLOYED,

FAMILYBUSINESSORFARM)

1. Yes

2. No(GOTOD2)

3. Waitingtostartjob(GOTOC3)

*(CURRENTLYWORKING)(C1=1)

C2 Doyouhavemorethanonejob?

1. Yes

2. No

*PROGRAMMERNOTE:IFC2=1(HASMORE

THANONEJOB),DISPLAYTEXTINBRACKETS

INC3,C6A,C7,C8.

*(CURRENTLYHASPAIDJOB)(C1=1OR3)

C3 (IhavesomequestionsabouttheMAIN

JOByouareworkingin,thatisthejobin

whichyouworkthemosthours.)What

isyour(main)job?

INTERVIEWERNOTE:PROBEFORJOBTITLE

ANDMAINDUTIESPERFORMED

1. Recordjobtitleandmainduties

performed(specify)

2. Refused/can’tsay

(CODETOANZSCO–4digits)


C4 Doyouworkforabusiness,the

government,afamilybusinessorare

youself-employed?

1. Aprivatecompanyorbusiness

2. Agovernmentdepartmentor

organisation

3. Anot-for-profitcompanyor

organisation

4. Self-employed

5. Familybusiness/farm

6. Other(Specify_____________)

PREC5IFC1=3(WAITINGTOSTARTJOB)GO

TOC8,ELSECONTINUE


C5 Abouthowmanyhoursperweekdo

youworkonaverageinthisjob?

1. Hoursperweekgiven

(Specify_________)(RANGE0.5TO

99)

2. Can’tsay(AVOID)


C6a Howmuchdoyouearn(fromyourmain

job)beforetaxandotherdeductions?

INTNOTES:-THISISGROSSPAYBEFORE

TAX&OTHERDEDUCTIONS

-FORSELF-EMPLOYEDAPPROXIMATE

GROSSEARNINGSBEFORETAX

-IFEARNINGSVARYSUBSTANTIALLYASK

FORHOURLYRATE

-IFDIFFICULTTOSAY,PROBEFOR

APPROXIMATIONOFEARNINGS

1. Recordannualgrosssalary

(specify)

2. Recordmonthlygrosspay(specify)

3. Recordfortnightlygrosspay

(specify)

4. Recordweeklygrosspay(specify)

5. Recordhourly(gross)payrate

(specify)ALLOWDECIMALS

6. Other(specifytimeperiodand

amount)

7. Can’tsay(AVOID)

PREC7:IFC4=4OR5(SELFEMPLOYED/

FAMILYBUSINESSORFARM)GOTOC8,ELSE

CONTINUE

*(WORKINGFORPRIVATECOMPANIES,

GOVERNMENT,NFPOROTHER)(C4=1,2,3

or6)

C7 Doesyour(main)jobentitleyoutoany

formofpaidannualleaveorsickleave,

apartfrompublicholidays?

1. Yes

2. No

3. Don’tknow


C8 Isyour(main)jobthetypeofjobyou

wouldlikeasacareer?

1. Yes

2. No

3. Notsure

WORKHISTORY

PRED1IFC1=3(WAITINGTOSTARTJOB)GO

TOD2,ELSECONTINUE


D1 Wereyouworkinginthisjobthistime

lastyear?

IFASKED:RELATESTOWORKINGWITH

THESAMEEMPLOYER

1. Yes(GOTOD4)

2. No


*(NOTINCURRENTJOB12MONTHSAGOOR

NOTCURRENTLYWORKING)(D1=2,C1=2)

D2 Wereyouworkingforpaythistimelast

year?

1. Yes

2. No(GOTOPRED7)

*(WORKING12MONTHSAGOAND

CURRENTLYNOTWORKING/NOTINSAME

JOB)(D1=2,D2=1)

D3aWhatwasthereasonyouleftyour

previousjob?Didyouresign,wereyou

laidoff,askedtoleave,orsomeother

reason?

1. Quit/resigned

2. Laidoff/retrenched(GOTOPRED4)

3. Wasaskedtoleave/sacked(GOTO

PRED4)

4. Itwasonlyaholidayjob(GOTO

PRED4)

5. Itwasatemporary/seasonaljob

(GOTOPRED4)

6. Wasn’taskedtodomorecausal

work(GOTOPRED4)

7. Other(Specify)(GOTOPRED4)

*(QUITPREVIOUSJOB)(D3A=1)

D3bWhatwasthemainreasonyouquit?

1. Notsatisfiedwiththejob

2. Wenttolivesomewhereelse

3. Reasonstodowithstudy

4. Offered/Wantedabetterjob

5. Hoursnotsuitable

6. Notpaidenough

7. Healthreasons

8. Can’tsay/Refused

9. Other(Specify)

PRED4IFC1=2(NOTCURRENTLYWORKING)

GOTOPRED7,ELSECONTINUE


CURRENTLYWORKING)(C1=1ANDD1=1OR

D2=1)

D4 Comparedtoyourjobthistimelast

year,doyounowearnmore,less,or

aboutthesameperhourasyoudid12

monthsago?

1. Moreperhour

2. Lessperhour

3. Aboutthesame



D2=1)


year,isthetypeofworkyoudomore-

skilled,less-skilledorisitaboutthe

same?

1. Moreskilled

2. Lessskilled

3. Aboutthesame



D2=1)


year,wouldyousayyouhavemoreor

lessresponsibility,orisitaboutthe

same?

1. Moreresponsibility

2. Lessresponsibility

3. Aboutthesame

PRED7IFC1=2(NOTCURRENTLYWORKING)

ANDD2=2(NOTWORKING12MONTHS

AGO)GOTOPREE1,ELSECONTINUE

*(CURRENTLYWORKINGORWORKING12

MONTHSAGO)(C1=1or3ORD2=1)

D7 Thinkingaboutanyworkyouhave

doneinthepast12months,haveyou

takenpartinanyFORMALTRAINING

organisedbywork(suchasseminars,

workshops,presentationsorother

kindsoftraining)?

1. Yes

2. No

*(CURRENTLYWORKINGORWORKING12

MONTHSAGO)(C1=1or3ORD2=1)

D8 Thinkingaboutanyworkyouhave

doneinthepast12months,haveyou

takenpartinanyINFORMALTRAINING

organisedbywork(suchasbeing

shownbyothershowtodopartsof

yourjob,watchingotherstolearnhow

todoyourjob)?

1. Yes

2. No

LOOKINGFORWORK

PREE1IFC1=1or3(CURRENTLYHASPAID

JOB)DISPLAYTEXTINBRACKETS

*(ALL)

E1 Areyoucurrentlylookingforwork(,

includinganotherjob)?

1. Yes

2. No,notlookingforwork(GOTO

PREE3A)

*(LOOKINGFORWORK)(E1=1)

E2 Haveyoubeenlookingmainlyforfull-

timeworkorpart-timework?

1. Full-time

2. Part-time

3. Either/both

*(ALL)

E3a Ofthelast12months,howmany

months,ifany,haveyoubeenlooking

forworkbutnotworkingandnotinfull-

timestudy?

[INTERVIEWERNOTE:Workingincludesboth

full-timeandpart-timework.]

1. Recordnumberofmonths(specify)

(ALLOWABLERANGE0-12)

2. Can’tsay

*(LOOKINGFORWORK)(E1=1)


E4 Somepeoplemayhaveproblemswhen

lookingforwork.Haveyoupersonally

hadanyoftheseproblemswhen

lookingforwork?(READOUT)

(STATEMENTS)

a. Ahealthproblemordisability

b. Problemswithtransport

c. Notenoughorappropriateskillsor

training

d. Notenoughorappropriate

qualifications

e. Notenoughjobexperience

f. Otherproblemslookingforwork

(Specify)

(RESPONSEFRAME)

1. Yes

2. No

GENERAL

PREF1_1IFC1=1or3(CURRENTLY

HASPAIDJOB)ORA1=1OR2OR

B1=1OR2(CURRENTLYCOMPLETING

APPRENTICESHIP/TRAINEESHIP)GOTOF3.

PREF1_2IFA1=3or4ORB1=3(CURRENTLY

DOINGUNI/TAFE/OTHERCOURSE)GOTO

PREF3_2,ELSECONTINUE

*(NOTSTUDYINGANDNOTWORKING)(B1=4

ANDC1=2)

F1 Whatwouldyousayisyourcurrent

mainactivity?

INTERVIEWERNOTE:IFSAYS‘DOING

NOTHING’RECORDINOTHER

1. Homeduties

2. Lookingafterchildren

3. Travelorholiday

4. Ill/unabletowork

5. Study

6. Lookingforwork

7. Other(specify)

*(NOTSTUDYINGANDNOTWORKING)(B1=4

ANDC1=2)

F2 Thinkingaboutyourschooling,how

wellwouldyousayitpreparedyou

for….(READOUT):

INTERVIEWERNOTE:IFASKED,

QUESTIONREFERSTOSECONDARY

SCHOOLING

(STATEMENT)

a Findingajob?

b. Findingoutaboutstudyand

trainingoptions?

(RESPONSEFRAME)

1. Verywell

2. Fairlywell

3. Notverywell

4. Notatallwell

5. (Don’tKnow)

PREF3_1IFD2=2(NOTWORKING12

MONTHSAGO)GOTOF6;ELSE(NOT

CURRENTLYWORKINGORSTUDYINGBUT

WORKING12MONTHSAGO)CONTINUE(GO

TOF3)

PREF3_2IFC1=2(NOTCURRENTLY

WORKING)ANDD2=2(NOTWORKING12

MONTHSAGO)GOTOF4,ELSE(CURRENTLY

DOINGUNI/TAFE/OTHERCOURSEAND

AREEITHERCURRENTLYWORKINGOR

HAVEWORKEDINTHEPAST12MONTHS)

CONTINUE

*(CURRENTLYWORKINGORHAVEWORKED)

(A1=1OR2,B1=1OR2,C1=1,D2=1)



for….(READOUT):



SCHOOLING

(STATEMENT)

a whatworkisreallylike?

b. thekindofskillsyouneedfor

work?

(RESPONSEFRAME)

1. Verywell

2. Fairlywell

3. Notverywell

4. Notatallwell

5. (Don’tknow)

PREF4IFA1=3OR4ORB2=1OR2

(CURRENTUNIVERSITY/TAFE

STUDENTS)CONTINUE,ELSEGOTO

PREF5

*(CURRENTUNIVERSITY/TAFESTUDENTS)

(A1=3OR4,B2=1OR2)



for….(READOUT)



SCHOOLING

(STATEMENT)

a. what(university/TAFE)studyis

reallylike?

b. thekindofskillsyouneedfor

(university/TAFE)study?

(RESPONSEFRAME)

1. Verywell

2. Fairlywell

3. Notverywell

4. Notatallwell

5. (Don’tknow)

PREF5IFC5>34.5(WORKINGMORETHAN

34.5HOURSINMAINJOB)GOTOF6,ELSE

CONTINUE

*(NOTWORKINGFULL-TIME)(C5=<34.5)

F5 DoyoucurrentlyreceivetheYouth

Allowance?

1. Yes

2. No

*(ALL)


F6 Sinceleavingschool,haveyou

participatedinanyofthefollowing

careeradviceactivities?

(STATEMENT)

a. Hadaone-on-onetalkwithacareer

advisor

b. Researchedcareeroptionson-line

c. Attendedapresentationby

someonefromauniversity

d. Attendedapresentationby

someonefromaTAFEinstitute

e. Attendedapresentationbyan

employerrepresentative

(RESPONSEFRAME)

1. Yes

2. No

*(ALL)

F7 Doyoulivewithyourparents?

1.Yes(GOTOF9)

2.No(somewhereelse)

*(NOTLIVINGWITHPARENTS)(F7=2)

F8 Wheredoyoulive?

1. Inarentedhouseorflat?

2. Aplaceyouarebuying?

3. Aplaceyouownoutright?

4. Aprivatehouseasaboarder?

5. Rentfreeinaplaceownedby

someoneelse?

6. AuniversityorTAFEresidence?

7. Ahostelorboardinghouse?

8. Somewhereelse?

*(ALL)

F9 Nowjusttofinishoff.Inregardtothe

workyoudoatstudy,athomeorina

job-wouldyousayyouare…(READ

OUT)

1. Veryhappy

2. Happy

3. Unhappy

4. Veryunhappy

5. (Can’tsay/refused)

*(ALL)

F10 Howhappyareyouwithyourcareer

opportunities?Wouldyousay…(READ

OUT)

1. Veryhappy

2. Happy

3. Unhappy

4. Veryunhappy


*(ALL)

F11 Howhappyareyouwithyourlifeasa

whole?Wouldyousay…(READOUT)

1. Veryhappy

2. Happy

3. Unhappy

4. Veryunhappy


*(ALL)

F12 Whatkindofjobdoyouexpecttohave

whenyouare30yearsold?

[INTERVIEWERNOTE:ASKFOROCCUPATION

(ITProfessional;)ratherthanIndustry

(Computing)

1. Recordoccupation(specify)

2. Can’tsay

*(ALL)

PREX1Thankyou.Aspartofthisyouth

researchproject,we’dliketocontact

youagainnextyear,tofollowuponthe

informationwecollectedtoday.CanIjust

checkthatthedetailsIhaveforyouare

correct.

1. Continue

*(ALL)

X1 Firstly,isyournamespelt...(REFERTO

SPELLINGONSCREEN)

1. Correct(continue)

2. Notcorrect(amendasnecessary)

*(ALL)

X2 Whatisyourcurrentpostcode?

1. Recordpostcode(specify)

2. Refused

PREX3IFHASLANDLINENUMBER

CONTINUE,ELSEGOTOPREX3A

*(HAVELANDLINENUMBER)

X3 Andis(LANDLINEPHONENUMBER)

yourhomephone?(IFAVAILABLE)


2. Notcorrect(recordchangeas

necessary)

PREX3AIFONLYHASMOBILEPHONE

NUMBERAVAILABLECONTINUE,ELSEGOTO

PREX4

*(ONLYHAVEMOBILEPHONENUMBER

AVAILABLE)

X3a Doyouhaveahomenumberwemight

tryyouon?

1. Yes(RECORDNUMBER)

2. No

PREX4IFHASALTERNATENUMBER

AVAILABLECONTINUE,ELSEGOTO

XNEW

X4 Andis(ALTPHONENUMBER)alsoa

validnumberforyou?(IFAVAILABLE)


2. Notcorrect(recordchangeas

necessary)

*(ALL)

XOTH (DONOTASK)Recordanyother

phonenumbergivenbyrespondentnot

previouslyrecorded.

1. RecordNumber

2. Noothernumberprovided(GOTO

X5)

*RECORDOTHERNUMBER)

XOTH1 (DONOTASK)Recordphone

numbertype

1. Mobile

2. Landline

3. Other(Specify)


*(ALL)

X5. We’llalsoneedthedetailsof

peoplewhowouldknowhowwe

couldcontactyou,ifyoumoved

fromwhereyouarenow.Whois

thepersonmostlikelytoknow

whereyou’llbelivingin12months

time-thatis,someonewhodoesn’t

liveinthesamehouseasyou?

1. Recordnameofcontact(specify)

2. Refused-Nocontactprovided(GO

TOEND)

X5A.Whatisthispersonscontactnumber

1. Recordphonenumber(specify)

X5B.Whatisthispersonsrelationshipto

you?

1. Parent

2. Sibling

3. Aunt/uncle

4. Grandparent

5. Otherrelative

6. Housemate

7. Other(Specify)

8. Refused

X6. Canyoutellmeanotherclosefriend

orrelative,preferablysomeonewho

doesn’tlivewithyou,whoislikelyto

knowwhereyouwillbelivingoverthe

nextyear?

1. Recordnameofcontact(specify)

2. Refused–Nosecondcontact

provided(GOTOEND)

X6A.Whatisthispersonscontactnumber

1. Recordphonenumber(specify)

X6B.Whatisthispersonsrelationshipto

you?

1. Parent

2. Sibling

3. Aunt/uncle

4. Grandparent

5. Otherrelative

6. Housemate

7. Other(Specify)

8. Refused

*(ALL)

END Thisresearchiscarriedoutin

compliancewiththePrivacyActandthe

informationyouhaveprovidedwillonlybe

usedforresearchpurposes.

IFNECESSARY:Assoonastheinformation

processingperiodhasfinished,yourname

andcontactdetailswillbeseparatedfrom

yourresponsestothesurvey.Forthe

periodthatyournameandcontactdetails

remainwithyoursurveyresponses,which

willbeapproximately3months,youwillbe

abletocontactustorequestaccesstothe

informationthatyouhaveprovided.After

thistime,yourcontactdetailswillnotbe

storedwithyourresponses,soyouwillnot

beabletobeidentifiedfromyouranswersto

thissurvey.

1. Continue

*(ALL)

CLOSE TheOn-Trackreportwillsoonbe

availableonDepartment’swebsite(www.

education.vic.gov.au).Thatistheendofthe

interview.Thankyouverymuchforyour

timeandassistance.

Justincaseyoumissedit,mynameis(…….),

callingonbehalfoftheOn Track projectfrom

theSocialResearchCentreinMelbourne.

.RR1 OK,that’sfine,noproblem,but

couldyoujusttellmethemainreasonyou

donotwanttoparticipate,becausethat’s

importantinformationforus?

1. Nocomment/justhungup

2. Toobusy

3. Notinterested

4. Toopersonal/intrusive

5. Don’tlikesubjectmatter

6. Don’tbelievesurveysare

confidential/privacyconcerns

7. Silentnumber

8. Don’ttrustsurveys/government

9. Neverdosurveys

10. Surveyistoolong

11. Gettoomanycallsforsurveys/

telemarketing

12. Unabletodosurvey(e.g.health

reason)

13. Notaresidentialnumber(business,

etc)

14. Languagedifficulty

15. Goingaway/movinghouse

16. Respondentunreliable/drunk

17. Askedtobetakenofflist

18. Other(Specify)

*(REFUSAL)

RR2RECORDRE-CONTACTTYPE

1. Definitelydon’tcallback

2. Possibleconversion

TERMINATIONSCRIPT1

ThatisallthequestionsIhaveforyoutoday.

Thankyouforyourtimeandassistance.You

havebeenspeakingto(Interviewer’sname)

fromtheSocialResearchCentre.

TERMINATIONSCRIPT2

Thanksanyway

TERMINATIONSCRIPT3

I’mreallysorry….Iwillmakesurewedon’t

callagain.Pleaseacceptoursincere

apologies.

*(BREAKDOWNOFTERMINATIONS)

ALLTERM

1. Phoneanswererrefusal

2. Namedrespondentrefusal

3. Refusedatprivacyspiel

4. Allother

5. Namedrespondentdeceased

Documents

The 2007 cohort 2 years on - Department of Education and ... · The 2007 cohort 2 years on. Published by the Data, Outcomes and ... VCAL Victorian Certificate of Applied Learning