Post-course outcomes of apprenticeships and traineeships for people with disability in Western Australia (original) (raw)
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International Journal of Disability, Development and Education, 2015
People with disabilities have low participation rates in employment and vocational education and training. Thirty adults with disabilities were sampled from an Australian longitudinal study of economic and social outcomes achieved by graduate apprentices and trainees. Participants were surveyed and interviewed to identify pathways from high school to 12-months post-graduation, and completed the Quality of Life Questionnaire (QOL.Q). Career pathways incorporated experiences facilitating career development including continuous engagement in vocational activities, and support from school personnel and external disability agencies. A year following graduation, 87% were in paid work, 53% remained with the training employer, and 40% continued with vocational education.
Journal of Vocational Rehabilitation
This paper presents an amalgamation of three sequential research projects conducted by EDGE Employment Solutions over the past decade. The first project, commenced in 1999, was a local initiative to increase the number of apprentices and trainees with disability being supported by EDGE. The completion rate for participants in this project was equivalent to that of people without disability undertaking apprenticeships and traineeships in Australia. However, it was found that Group Training Organisations, who hire apprentices and trainees to then place them with different employers, did not have the necessary skills or resources to place and support people with disability. To fill this gap, the second research project, undertaken in 2002, surveyed all 180 Group Training Organisations operating in Australia. This was followed by a site visit of six GTOs who were most successful in their disability efforts, to discern best practice in placing and supporting apprentices and trainees with disability. The third research project, which built on the findings of the previous two projects, was initiated in 2003 and enlisted 20 Group Training Organisations and 20 Disability Employment Services from around Australia to form partnerships to capitalise on their complementary expertise and resources. Apprenticeship and traineeship completion rates for participants in the third project surpassed those for people without disability in
Participation in and Completion of Vocational Education and Training for People with a Disability
Australian Economic Review, 2011
Improving the educational outcomes of people with a disability is seen as key in helping improve their employment and life prospects. This article uses Household, Income and Labour Dynamics in Australia Survey data and multivariate estimation to examine whether people with a disability face barriers in participating in and completing a vocational education and training qualification, a highly accessible and flexible mode of education. Overall, we find that people with a disability are not disadvantaged in terms of participation, but are disadvantaged in terms of completion, especially those with more limiting conditions and those with mental health issues who have low levels of social support.
Vocational education and training and people with a disability: a review of the research
2008
This work has been produced by the National Centre for Vocational Education Research (NCVER) under the National Vocational Education and Training Research and Evaluation (NVETRE) Program, which is coordinated and managed by NCVER on behalf of the Australian Government and state and territory governments. Funding is provided through the Department of Education, Employment and Workplace Relations. Apart from any use permitted under the Copyright Act 1968, no part of this publication may be reproduced by any process without written permission. Requests should be made to NCVER. The NVETRE program is based upon priorities approved by ministers with responsibility for vocational education and training (VET). This research aims to improve policy and practice in the VET sector. For further information about the program go to the NCVER website http://www.ncver.edu.au. The author/project team was funded to undertake this research via a grant under the NVETRE program. These grants are awarded to organisations through a competitive process, in which NCVER does not participate. The views and opinions expressed in this document are those of the author/project team and do not necessarily reflect the views of the Australian Government, state and territory governments or NCVER.
Disability Studies Quarterly, 2021
Overeducation is a form of labour underutilisation which occurs when the formal education level of a worker exceeds that which is required for the job. It is a form of underemployment that imposes significant costs on individuals and economies. Using data from the Negotiating the Life Course survey this study determines the incidence and effects of overeducation in the Australian labour market. This study found that 27.1 per cent of individuals are overeducated, and the incidence is higher among those who are young, have preschool-aged children, work in large firms and have fewer years of tenure. A positive relationship was also found between timerelated and skill-related underemployment. Overeducation is found to impose costs on individuals, reducing earnings by between 10 and 20 per cent and lowering job satisfaction.
Improving the Employment Rates of People with Disabilities through Vocational Education
SSRN Electronic Journal, 2000
During the 2001-8 period, the employment rate of people with a disability remained remarkably low in most western economies, hardly responding to better macroeconomic conditions and favourable anti-discrimination legislation and interventions. Continuing health and productivity improvements in the general population are leaving people with disabilities behind, unable to play their role and have their share in the increasing productive capacity of the economy. This paper combines dynamic panel econometric estimation with longitudinal data from Australia to show that vocational education has a considerable and long lasting positive effect on the employment participation and productivity of people with disabilities.
Employability of Vocational School Leavers with Disabilities
Procedia - Social and Behavioral Sciences, 2014
Employability of vocational school leavers with disabilities has been often an issue at the national and international levels. The purpose of this study is to identify the employability and working patterns of vocational school leavers with disabilities. The survey involved 99 school leavers with disabilities who have had previous vocational training at a vocational school for special needs. Data were collected using a set of questionnaires and were statistically analysed. Chi-square test was also used to identify the difference between types of disability with job fields which are relevant to their vocational skills. The result showed that 69 school leavers were employed with 24 of them are currently working in the area related to the skill trained in the vocational school. The chi-square results showed a significant difference between school leavers' type of disability and the employment gained based on their trained vocational skills. Employability of school leavers with disabilities has reached almost 70%, but unfortunately most of them were not employed based on their vocational skills from school. Improvements can be made by reviewing appropriate job market which suits with the type of disability.