Home > Contents > Chapter 3 - Education, science and training in Australia

Education, science and training in Australia

Section 1 - Introduction
Section 2 - An overview of science in Australia
Section 3 - The education and training system
Section 4 - Effectiveness of the education and training system
Section 5 - Activities that broadly support education and training in Australia

Section 1 – Introduction

The previous chapter gave an overview of the structure of the department, its role and functions.

This chapter gives readers an overview of education, training and science in Australia. It will help give context to the rest of the report. The chapter also identifies and reports on a number of broad measures that can be used as a guide to the overall effectiveness of Australia’s education and training system.

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Section 2 – An overview of science in Australia

Science and science-related research underpins Australia’s future economic, environmental and social welfare. Australia’s science, engineering and technology base is crucial to the future performance of our dynamic and interactive innovation system. It involves many different players, including: universities; government research agencies, both Commonwealth and State; and industry. Compared with other countries, Australia performs well in a number of important areas. For example:

• in 1998-99, research and development expenditure in Australian government agencies and universities was 0.78 per cent of Gross Domestic Product, the seventh highest in the OECD;
• Australia ranks tenth in international scientific effort, publishing some 970 scientific papers per million population per year; and
• Australia has a high capability and readiness to take up new technology. Recent OECD data shows Australia has the seventh highest number of host computer connections to the Internet per head of population. Australia demonstrates a willingness and capability to commercially target new technologies by being second only to the US in ‘commerce ready’ sites.

However, Australia only accounts for 2.7 per cent of the world’s scientific papers which demonstrates the continuing need for international cooperation and collaboration to leverage our domestic research base.

The Commonwealth has several key roles in Australian science, technology and innovation. It provides national leadership through policy and programme development, including funding for research agencies. It stimulates and strengthens awareness throughout the community on the need for and value of science and innovation. The Commonwealth also fosters domestic and international collaboration.

Commonwealth policy is based around the principles of excellence, connectivity, collaboration and relevance. As Commonwealth investment in science and innovation is spread across a number of portfolios, a number of whole of government or multi-portfolio decision making and coordination mechanisms have been put in place. These include the Sustainable Environment Committee of Cabinet, the Biotechnology Australia Ministerial Board, the National Oceans Ministerial Board, the Ministerial Committee Oversighting the Implementation of Backing Australia’s Ability and, at the official level, the Coordinating Committee on Science and Technology.

Increasingly, State and Territory governments are enhancing their policies and programmes for science and innovation, with co-investment with the Commonwealth in areas such as Cooperative Research Centres, Major National Research Facilities and the World Class Centres of Excellence.

Science in Australia plays an invaluable role in contributing to community and policy makers’ understanding of major issues and possible solutions.

The department and the portfolio science agencies contribute to a broad range of policy issues at the forefront of science today. They include natural resource management (eg water quality, salinity), climate change, human embryonic stem cell research, space science, biotechnology and the ongoing development of science infrastructure.

A Whole of Government Approach

Backing Australia’s Ability

Because of the number and range of Commonwealth agencies with an interest in science, and the diversity of subject areas, a whole of government approach is often essential.

The Government’s five-year innovation statement Backing Australia’s Ability, is a major example of government and stakeholders from science, business and industry working closely together to ensure that we are heading in the right direction. Backing Australia’s Ability focuses on three key elements of the innovation process: strengthening our ability to generate ideas and undertake research; accelerating the commercial application of these ideas; and developing and retaining Australian skills. The range of initiatives announced in Backing Australia’s Ability, have substantially enhanced Australia’s science, engineering and technology base.

The department monitors and reports on the implementation of Backing Australia's Ability.

The Prime Minister's Science, Engineering and Innovation Council

The department provides the secretariat support for the Prime Minister's Science, Engineering and Innovation Council. The Council is the Government's principal source of independent advice on issues in science, engineering and innovation and relevant aspects of education and training. It meets in full session, usually twice a year, to discuss major national issues in science, engineering and technology and their contribution to the economic and social development of Australia.

To underpin its advisory role, the Council has resources to examine Australia's science and engineering capabilities and the effectiveness of their organisation and utilisation. The non-ministerial members constitute the Standing Committee of the Council and oversee and contribute to studies and research aimed at improving understanding of major science, engineering and innovation issues.

The Coordination Committee on Science and Technology

The department also provides support for the Coordination Committee on Science and Technology. The Committee brings together leaders of Commonwealth Government departments and agencies with an interest in science and technology. It facilitates networking, exchange of information, coordination of activities in areas of science and technology and complements the work of the Prime Minister's Science, Engineering and Innovation Council.

Office of the Chief Scientist

The Office of the Chief Scientist is located within the department. It provides policy and administrative support to the Chief Scientist.

The Chief Scientist plays a major role promoting linkages between science, industry and government. He also advises the Government on the contributions of science, technology and innovation to national goals and helps to ensure that public investment in science and technology is properly focussed on issues of national priority.

Support for research and innovation

Research Agencies

The Government’s science agencies included in the education, science and training portfolio are the CSIRO, the Australian Nuclear Science and Technology Organisation and the Australian Institute of Marine Science. While the agencies report direct to the Minister for Science, the department provides policy advice and administrative support in relation to major issues such as the triennium funding agreements, changes to their enabling legislation and Board appointments. It also provides policy advice and support on a range of issues where the agencies are involved. These issues include:

• the replacement research reactor, Australia’s largest single science investment;
• the development of a radioactive waste management strategy for low and intermediate level waste;
• oceans policy and marine research;
• bushfire research;
• the proposed national measurement institute; and
• the Chief Scientist’s review of external earnings targets.

Cooperative Research Centres

Cooperative Research Centres bring together researchers from universities, CSIRO, other government research agencies and private industry in long-term collaborative arrangements. The arrangements support research and development and education activities that achieve real outcomes of national economic, environmental and social significance. The Government is currently funding 62 Cooperative Research Centres which have generated significant benefits through jobs, economic growth and public-good outputs.

The Cooperative Research Centres Programme emphasises the importance of developing collaborative arrangements between researchers and research users in the private and public sector. These collaborative arrangements maximise the benefits from publicly funded research through an enhanced process of commercialisation or utilisation by the users of that research.

The Minister for Science, the Hon Peter McGauran, has overall responsibility for the Cooperative Research Centres Programme. The Cooperative Research Centres Committee advises the Minister on the selection and evaluation of Centres and other aspects of the Programme. The department is responsible for the day-to-day administration of the Programme and supports the Cooperative Research Centres Committee and its expert panels in the selection and performance monitoring of Cooperative Research Centres.

Major National Research Facilities

Major National Research Facilities are expensive large equipment items, or highly specialised laboratories that are vital for conducting leading-edge research in science, engineering and technology. The Major National Research Facilities Programme encourages partnership investment in world-class national research infrastructure between the Commonwealth and State and Territory governments, universities, research agencies in the public and private sectors, individuals, industry and other Commonwealth agencies. The Commonwealth is investing $155m in the Programme over five years from July 2001. This investment will help ensure Australia remains competitive and keeps pace with rapid developments in science and innovation. The facilities provide enhanced access for Australian researchers to world-class specialised facilities, increases opportunities for scientific research and development, attract overseas researchers and firms to Australia, and help retain local talent.

International science and technology

Australia and Australians play an active role in international science and technology. The department supports some of this activity. It coordinates the 32 bilateral science and technology agreements that Australia has with 20 other countries, and also coordinates international science and technology relations more broadly. In addition, it advises on international science and technology policy and programmes.

Australia participates in a number of multilateral science and technology forums, including the OECD Science and Technology Policy Committee, the OECD Global Science Forum and the APEC Industrial Science and Technology Working Group. In addition, it supports international science and technology collaboration through the Innovation Access Programme – International Science and Technology Access. The department manages the delivery of this programme.

National Innovation Awareness

The National Innovation Awareness Strategy has the objective of raising community awareness of the central role that science and technology plays in achievement of Australia’s economic and social goals. Innovation is regarded as including the fields of science, engineering, technology and entrepreneurship. Two departments jointly administer the strategy. The Department of Education, Science and Training administers the Science and Technology Awareness Component and the Department of Industry, Tourism and Resources administers the Innovation Awareness Component.

The strategy includes Commonwealth Government support for National Science Week and science prizes, including the Prime Minister’s Prize for Science and associated awards, and the Eureka Prizes administered by the Australian Museum. It also includes grants to raise community awareness of science and technology, such as the ABC Science Development Project, the Science Olympiads and Science Meets Parliament.

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Section 3 – The education and training system

Australia has a well-developed education and training system. Secondary school completion rates and participation rates in post-school education and training are both among the highest in the world. The Commonwealth and State and Territory governments continually review and reform education and training policy and services to better meet the needs of students, business and industry and to address issues that arise from social and economic change. In many cases, Australian models attract international interest. Australia is involved in cooperating in the development of educational programmes in a number of overseas countries.

School education

School education in Australia takes 13 years to complete, with some variations in Queensland and Western Australia. The 13 years is divided into a preparatory year, plus primary and secondary schooling. The preparatory year is not compulsory but is almost universally accepted. The next 12 years of primary and secondary education are labelled Year 1 to Year 12. Depending on the State or Territory, primary schooling takes either six or seven years to complete and secondary schooling takes five or six years to complete.

In Australia, school education is compulsory until the end of Year 10, which equates to the age of 15, except in Tasmania where it is compulsory until age 16. Therefore, to complete their school education, students need to include the two non-compulsory years, Year 11 and 12.

Vocational education and training and higher education

The two main types of post-secondary education are vocational education and training and higher education.

Institutes of Technical and Further Education, private providers and individual enterprises supply formal vocational education and training. Vocational education and training is competency-based and offers a wide variety of national qualifications from Certificate I to Advanced Diploma. Most qualifications are currently developed as part of industry sector Training Packages comprising qualifications, competency standards and assessment guidelines, which are nationally endorsed by the Australian National Training Authority National Training Quality Council. Quality assurance for vocational education and training is maintained under the National Training Framework.

Universities and other higher education institutions offer programmes leading to bachelor degrees and a range of postgraduate awards. Universities also offer some shorter undergraduate and corporate development programmes. Australia’s universities have substantial research efforts that are instrumental in training the nation’s research workforce, enriching undergraduate teaching, expanding the stock of world knowledge, promoting innovation and economic growth through the production and diffusion of knowledge and skills, providing access by Australian researchers to developments in the international research community and contributing to public debate on important issues.

While these two education sectors remain largely distinct, there are overlaps and connections are being forged between them. A number of universities offer vocational programmes and some bachelor degrees are offered by vocational education and training institutions. Articulation from vocational education and training programmes into specific degree-level programmes at universities is increasing, while many university graduates go on to undertake vocational education and training courses. Credits may be granted in one sector for studies undertaken in the other. Some institutions offer qualifications in both sectors. Some universities offer non-award courses.

Distance and external education

Online techniques are being increasingly used by the many vocational education and training providers that offer programmes by distance mode. The Australian Flexible Learning Framework for Vocational Education and Training 2000-2004, funded by the Commonwealth through the Australian National Training Authority, is a five-year strategic plan to foster collaboration in flexible learning in vocational education and training. It is designed to create and share knowledge about flexible learning and to support its take-up by training organisations across the public, private and community sectors.

Open Learning Australia acts as a broker for a consortium of universities and vocational education and training providers, delivering education and training units which can be combined with on-campus studies or other distance education studies. Most Australian universities now offer some form of distance or flexible education involving e-learning, with those universities at the leading edge offering fully on-line courses, leading to awards ranging from certificates to masters degrees in disciplines as diverse as nursing and accounting.

A DEST survey conducted in 2001 revealed that 54 per cent of all units taught at Australian universities now contain online components. At this stage the percentage of fully online courses is low – 207 courses offered at 23 Australian universities - but this is increasing at a rapid rate. A qualification obtained by distance education or a mix of delivery modes is assured in the same way as those obtained through face-to-face tuition.

Some Australian universities have joined international consortia to develop brand recognition and compete in the growing e-learning market. These consortia include:

• the international Network of Universities, http://www.flinders.edu.au/About/inu.htm, which plans to allow students to undertake e-learning with partner universities;
• Universitas 21, http:/www.universitas.edu.au/, which has a preliminary agreement with Thompson Learning to develop and deliver its e-learning; and
• the Global University Alliance http://www.gua.com/, which is already offering online courses through its network of universities through an arrangement with NextEd.

International education

Australia is an active member of the international education and training community. It enjoys strong educational relationships with other countries. Australia is also internationally competitive in providing education and training for overseas students both in Australia and offshore. In 2001 education exports, together with earnings from offshore operations, contributed some $4.25 billion to the Australian economy. The total number of international students enrolled with Australian education providers in 2001 was at least 240 000. While final statistics are not yet available for sectors other than higher education, the sectoral shares were approximately 52 per cent for higher education, 13 per cent for vocational and technical education, 6 per cent for schools and 30 per cent for English language training. This includes some 30 800 English language students on short-stay visas not previously included in statistics, but does not include students offshore in sectors other than higher education or continuing and professional education students.

Students with special needs

All States and Territories have a range of programmes for the education of students with special learning needs. Responsibility for policies and financing for these programmes is often shared between the Commonwealth Government and the States and Territories. The Commonwealth Government provides universities with specific funding for these purposes. This subject is covered more fully in Chapters 4 and 5.

Indigenous Australians

The department delivers a number of programmes aimed at improving educational outcomes for Indigenous people in the preschool, school, vocational education and training and higher education sectors. These programmes, which work in partnership with State and Territory governments, education providers, communities, parents and students, are contributing to improved outcomes. The Commonwealth is working to strengthen transition across all education and training sectors.

The department now has in place agreements with education providers to significantly and measurably close gaps in educational outcomes between Indigenous and non-Indigenous students. By strengthening accountability requirements and reviewing existing Indigenous education programmes, the Commonwealth continues its leadership role in Indigenous education.

Indigenous-specific initiatives in the vocational education and training sector complement mainstream programmes by providing targeted learning placements, support and post-training employment opportunities for Aboriginal and Torres Strait Islander people. The Commonwealth continues to work in partnership across the tiers of government to improve Indigenous opportunities and outcomes.

The Australian National Training Authority Ministerial Council has endorsed Partners in a Learning Culture: Australia’s National Aboriginal and Torres Strait Islander Strategy for vocational education and training, 2000-2005.

Similarly, the Commonwealth provides assistance for Aboriginal and Torres Strait Islander students in the higher education sector under the Indigenous Support Funding programme. This additional funding complements general operating grants and provides support and resources specifically for Indigenous university students.

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Section 4 – Effectiveness of the education and training system

Cross-government responsibilities

The Commonwealth Government takes a national leadership role in education and training policy and works with the States and Territories, non-government authorities, education and training providers and industry. Responsibility for the administration and financing of education and training falls between the Commonwealth Government and State and Territory governments.

A number of the performance indicators presented in this publication relate to measures which, while relevant to the objectives of Commonwealth funded programmes, are subject to influence by the actions of other parties. For example, decisions taken by State and Territory governments will affect the achievement of the Commonwealth’s objectives in school education and vocational education and training. Likewise, the employment prospects of tertiary education graduates will depend in a significant part on the prevailing state of general economic and labour market conditions, which is a matter well beyond the responsibilities of the department.

The department has identified a number of broad measures that can be used as a guide to the overall effectiveness of Australia’s education and training system. They are set out in the remainder of this chapter.

Educational participation

Educational participation rates across the three sectors

Participation rates in schooling and in post-school education and training are key measures of the effectiveness of the education and training system. Overall, an effective system achieves high participation in schooling and post-school education and training, although in the short term this can also be affected by economic conditions.

Participation in education and training has increased since 1995. In 1995 the educational participation rate of 15-19 and 20-24 year olds, measured across the sectors, was 78.7 per cent and 30 per cent respectively. In 2001 the participation had increased to 81.1 per cent and 35.3 per cent respectively. Detailed statistics are shown in Table 1.

Rates of participation in vocational education and training and higher education have increased for both 15-19 and 20-24 year olds since 1995. In the vocational education and training sector the participation rates of 20-24 year olds increased by 3.2 percentage points between 1995 and 2001. Over the same period the participation of 20-24 year olds in higher education increased by 2.3 percentage points.

There has been a continued increase in participation of Indigenous Australians across all sectors since 1995. In 2001, there were 115 465 Indigenous school students compared to 87 241 in 1995.

Representation of Indigenous people in vocational education and training programmes continues to be strong. While Indigenous people comprise 2.4 per cent of Australia’s population, 3.3 per cent of all clients undertaking publicly funded vocational programmes in 2001 were Indigenous.

In 2001, there were 58 046 Indigenous students participating in vocational education and training activities, more than double the 1995 figure of 26 138. The number of Indigenous New Apprenticeships commencements increased from some 4860 in 2000 to 6435 in 2001, or 32.4 per cent over the 2001-02 reporting period.

Enrolments of Indigenous students in the higher education sector increased between 1995 and 2001. In 2001, 7342 Indigenous students were enrolled in higher education courses compared to 6805 in 1995.

Table 1: Educational participation across three sectors, selected years.

Note: Higher education and vocational education and training statistics exclude those students still attending school.
Source: Higher Education: DEST, Students, (various years), Selected Higher Education Statistics and ABS, Australian Demographic Statistics (Cat No 3101.0).
Vocational education and training: NCVER, Statistics in detail, various years and ABS, Australian Demographic Statistics (Cat No. 3101.0).
Schools: ABS, Schools, Australia (various years) (Cat No. 4221.0) and ABS, Australian Demographic Statistics (Cat No. 3101.0).

School retention rates to Year 12

A key indicator of the overall effectiveness of the system is the degree to which students continue to Year 12. In particular, the National Goals for Schooling call for Indigenous learning outcomes to match those of other students. If the system is effective we should continue to see a closing of the gap in retention rates between Indigenous Australians and the rest of the population.

The apparent retention rate from Year 10 to Year 12 measures the number of enrolments in Year 12 as a proportion of the number of enrolments in Year 10, two years prior. Indigenous enrolments in Year 12 in 2001 were less than half of the Indigenous Year 10 enrolments in 1999 (apparent retention rate of 43.6 per cent). This was well below the non-Indigenous rate of 76.2 per cent. (See Table 2.)

Between 1995 and 2001 the Year 12 apparent retention rate increased for Indigenous and non-Indigenous students and there was a positive reduction in the gap.

Table 2 Year 12 apparent retention rates – Indigenous, non-Indigenous and all students, 1995 to 2001 (per cent).

Note: Based on apparent retention rates from Year 10 to Year 12.
Source: DEST derived from National Schools Statistics Collection.

New Apprenticeships

One measure of the effectiveness of Australia’s training system is the number of people undertaking New Apprenticeships. Clearly, numbers in training will be affected by the state of general economic conditions.

The National Centre for Vocational Education Research estimated that there were 362 140 New Apprentices in training as at 30 June 2002. These are record numbers and an increase of 15 per cent over the previous year. According to the Centre, Australia’s New Apprenticeships system has the largest proportional coverage of the workforce in the English-speaking world. It is fourth in the world behind Switzerland, Germany and Austria.

Higher education

The number of people participating in higher education continues to increase. In 2001 there were 726 418 students enrolled in higher education institutions in Australia. This compares with 695 484 enrolled in 2000 and 604 176 in 1995. (Note: these figures only include students at institutions covered by the Department of Education, Science and Training higher education statistics collection. It is estimated that more than 13 000 students are enrolled in institutions not included in the department’s statistics.)

Proportionally the increase has been greatest in the international student population which has risen from 53 188 in 1995 to 112 342 in 2001, a 112 per cent increase (these figures are drawn from Selected Higher Education Statistics that are based on a point in time methodology and differ from those reported in Chapter 6 that are drawn from the department’s Overseas Student Statistics and based on a full calendar year). The domestic student population has also experienced a steady increase having risen from 557 989 in 1995 to 614 076 in 2001, a 10 per cent increase.

In terms of equivalent full-time student unit (or EFTSUs), total student load has increased from 462 087 EFTSU in 1995 to 588 204 EFTSU in 2001. International student load has increased from 39 367 EFTSU in 1995 to 110 064 EFSTU in 2001, a 180 per cent increase. Domestic student load has increased from 422 720 EFSTU to 478 140 EFTSU, a 13 per cent increase.

Around 68 per cent of students in 2001 were engaged in full-time study with 32 per cent studying part-time. A total of 82 per cent were studying on campus, 14 per cent externally and three per cent were classified as multi-modal.

Educational outcomes

Improved literacy and numeracy outcomes

A measure of the overall effectiveness of Australia’s education and training system is the level of literacy and numeracy proficiency of school students. The attainment of appropriate literacy and numeracy skills in the early years of schooling provides the foundation for learning and is essential if students are to participate effectively in further education and training and be active contributors to the Australian community. The National Goals for Schooling require that every student should be numerate, and able to read, write, spell and communicate at an appropriate level.

The reporting of student performance is based on specific national benchmark standards. These benchmarks describe nationally agreed minimum acceptable standards at a particular year level. In 2000, student performance at Years 3 and 5 across Australia was assessed against the national literacy and numeracy benchmarks through State-based tests. It is expected that 2001 benchmark data for Years 3 and 5 reading and numeracy, and writing benchmark results for 1999, 2000 and 2001 will become available during 2002.

Table 3 shows Year 3 and Year 5 student performance against the reading and numeracy benchmarks. These are the first nationally comparable numeracy benchmark data available.

Literacy Nationally in 2000, 92.5 per cent of Year 3 students achieved the Year 3 reading benchmark and 87.4 per cent of Year 5 students achieved the Year 5 reading benchmark. More females than males achieved the reading benchmark in both Year 3 and Year 5.

Numeracy Nationally in 2000, 92.7 per cent of Year 3 students achieved the Year 3 numeracy benchmark and 89.6 per cent of Year 5 students achieved the Year 5 numeracy benchmark. There was minimal difference between males and females in achieving the numeracy benchmark in Year 3 and Year 5.

Table 3 Reading and numeracy benchmarks 2000 - Percentage of Australian Year 3 and Year 5 students.

Note: These tables are based on survey data, and as such are subject to sampling error. The achievement percentages reported in this table include 95% confidence levels.
Note: The data represents Year 3 and Year 5 students who have achieved the benchmark as a percentage of the students participating in the State and Territory testing. The results reported here are for assessed students. This term has been used for students who sat the test and students who were formally exempted. Exempted students are reported as not achieving benchmark and thus are included in the benchmark calculation. Students not included in the benchmark calculation are those who were absent or withdrawn by parents or caregivers from the testing and students attending a school not participating in the testing.
Source: Ministerial Council on Education, Employment, Training and Youth Affairs, National Report on Schooling in Australia, 2000.

Literacy and numeracy – Indigenous students

Improving the literacy and numeracy performance of Indigenous students and closing the gap in literacy and numeracy achievement between Indigenous school children and the rest of the population is an essential measure of the overall effectiveness of the system.

Indigenous students have lower levels of English literacy and numeracy achievement than other students. This is confirmed by the 1999 and 2000 national benchmark results for Years 3 and 5 reading and 2000 national benchmarks for Years 3 and 5 numeracy, shown in Table 4.

In 2000, 76.9 per cent of Year 3 Indigenous students achieved the Year 3 reading benchmark compared with 92.5 per cent of all Australian students. In the same year, 62 per cent of Indigenous students in Year 5 achieved the Year 5 reading benchmark, compared with 87.4 per cent of all Australian Year 5 students.

In 2000, 73.7 per cent of Indigenous students in Year 3 achieved the Year 3 numeracy benchmark compared with 92.7 per cent of all Australian students. In the same year, 62.8 per cent of Indigenous students in Year 5 achieved the Year 5 numeracy benchmark, compared with 89.6 per cent of all Australian Year 5 students.

Table 4: Percentage of Indigenous students achieving the reading and numeracy benchmarks, 1999 and 2000.

Note: na: not available.
Note: These tables are based on survey data, and as such are subject to sampling error. The achievement percentages reported in this table include 95% confidence levels. The achievement percentages reported in this table include 95 per cent confidence levels, for example, 80.0 per cent+2.7 per cent. Confidence levels were not published for 1999 Year 5 reading benchmarks.
Note: The data represents Year 3 and Year 5 students who have achieved the benchmark as a percentage of the students participating in the State and Territory testing. The results reported here are for assessed students. This term has been used for students who sat the test and students who were formally exempted. Exempted students are reported as not achieving benchmark and thus are included in the benchmark calculation. Students not included in the benchmark calculation are those who were absent or withdrawn by parents or caregivers from the testing and students attending a school not participating in the testing.
Source: Ministerial Council on Education, Employment, Training and Youth Affairs, National Report on Schooling in Australia ,2000.

Destinations of school leavers

The effectiveness of the education and training system can be measured in terms of the proportion of school leavers in full-time employment or post-school education and training. The rates of full-time employment for young people and enrolment in post-school education and training are likely to be affected by the level of economic growth.

Table 5 highlights the changes in the destinations of 15 to 19 year old school leavers in the year following the completion of schooling. Of those students who left school in 1999 (the latest data available), 25 per cent entered employment while 56 per cent went on to post school education and training in 2000. The proportion of students unemployed has dropped significantly since the early 1990s.

Between 1999 and 2000 the proportion of students entering higher education increased by two percentage points, the proportion of students enrolling in Technical and Further Education institutions increased by two percentage points.

Table 5: Destination of 15 -19 year old school leavers*, by labour force status and type of tertiary institution attended, Australia, selected years (per cent).

* Includes persons who left school after years 10, 11 or 12.
** Destination is either labour force status or attendance at a tertiary institution in the year after leaving school.
Source: Australian Bureau of Statistics, Education and Work (unpublished data).

Educational attainment levels of the adult population

There has been a steady increase in the educational attainment of the population. Over the period 1993 to 2001 the proportion of the population aged 15-64 having a graduate diploma, bachelor degree or postgraduate degree increased by seven percentage points while the proportion of the population aged 15-64 years without the highest level of schooling fell from 43 per cent to 41 per cent.

Table 6: Educational attainment of the population aged 15-64 years, Australia, including those still at school, selected years (per cent).

Note: With the introduction of the Australian Standard Classification of Education from 2001, data for earlier years are not strictly comparable. The main effect has been that Year 11 and Year 12 are now ranked higher in attainment than some lower certificate levels.
Source: Australian Bureau of Statistics, Education and Work (unpublished data).

Unemployment experience by level of educational attainment

Data on unemployment experience by level of educational attainment continues to show the advantage in the labour market enjoyed by those who have achieved higher levels of education.

Table 7: Unemployment experienced by level of educational attainment, 1998-2001.

Note: For 2001, the category “level not determined”, has been excluded from this calculation.
Source: Australian Bureau of Statistics, Education and Work (formerly Transition from Education to Work), various issues, cat 6227.0.

Completion rates for research degrees

Research training, undertaken primarily in universities, is a significant area of national investment and the completion by students of their degrees in a reasonable timeframe is one indicator of the effectiveness of research training.

We would expect that research student completion rates would improve in trend terms over time due to the impact of the 1999 Knowledge and Innovation White Paper policy changes to the research and research funding arrangements.

Table 8. Research students (full-time) completion rates 1999 to 2000 (per cent).
 

1999

2000

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29

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