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Student Outcomes Survey
The Student Outcomes Survey is an annual sample survey which has been conducted nationally since 1999 to collect information about Technical and Further Education (TAFE) students who completed training in the previous year.
The survey aims to provide information which can be used to improve the VET system throughout Australia and to ensure relevant training to students.
The scope of the survey has included TAFE graduates who satisfied the following criteria:
Persons who undertook recreational or hobby courses (short courses) were excluded from the survey.
Publications are released annually, biennially or triennially, depending on what level of detail is processed for the survey. Those publications released annually include:
National Centre for Vocational Education Research, Student Outcomes Survey: In Summary, NCVER, Adelaide S.A.
National Centre for Vocational Education Research, Student Outcomes Survey: National Report, NCVER, Adelaide S.A.
National Centre for Vocational Education Research, Student Outcomes Survey: State/Territory Report, NCVER, Adelaide S.A.
Those publications released less often include:
National Centre for Vocational Education Research, Student Outcomes Survey: Institute Report, NCVER, Adelaide S.A.
Customised data are available in hardcopy or electronically. Publications and selected tables are available from the NCVER web site.
Country of birth
Whether had a disability or long-term health condition
Main language other than English spoken at home
Proficiency in spoken English
Aboriginal and Torres Strait Islander status
Highest year of school completed
Level of highest educational attainment prior to completion of current course
Institution attended in six months prior to completion of current course
Level of education
Field of education
Whether part of apprenticeship/traineeship
Length of time taken to complete training
Sources of income during training
Recognition for prior learning
Methods of delivery of training
Whether moved to undertake training
Reason for moving to undertake training
Main reason for undertaking training
Whether helped achieve main reason for undertaking training
Benefits/relevance of undertaking training to job
Student's satisfaction with various aspects of the training
Further study (for graduates only)
Reasons did not continue to study (module completers only)
Labour force status (prior to, during and six months after completing training)
Full/time or part-time status (prior to and six months after completing training)
Occupation (prior to and six months after completing training)
Industry of employment (prior to and six months after completing training)
Status in employment
Employer support during training
Size of location/business throughout Australia
Sector of employment
Length of time taken to find a job after training
Whether first full-time job
Information is available for Australia, all states and territories, and at institute level for selected years.
METHOD OF COLLECTION
The survey is a stratified, random sample of graduates and module completers of about 50,000 students Australia-wide.pls delete space
The data are collected by way of a self-enumeration questionnaire. Questionnaires are mailed out to students within scope of the survey Students are asked to return it within two weeks. Reminders are also sent after one week, six weeks and ten weeks. Some graduates and module completers still not responding are also approached to participate in the survey by telephone.
The questionnaires for graduates and module completers are similar, so some comparisons can be made between them. However, data for the two populations should not be combined in analysis.
TIMING OF COLLECTION
End of May in the year after respondents completed their course or module.
Frequency of Collection
Annual from 1997.
Prior to 1999, surveys were limited in scope to past TAFE graduates. In 1995, the survey was conducted by the Australian Bureau of Statistics and was called the TAFE Graduate Destination Survey. Similar data items have been collected for each year and, where possible, definitions and classifications are consistent with those of the ABS.
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