a report on the destinations of year 12 completers …...are on track, and it helps universities,...

A report on the destinations of Year 12 completers from 2013 in Queensland

Department of Education, Training and Employment

nextstep

A report on the destinations of Year 12 completers from 2013 in Queensland

http://www.qld.gov.au/

Acknowledgments The Next Step team gratefully acknowledges the assistance of the members of the Next Step survey reference group and the organisations they represent:

Association of Heads of Independent Schools of Australia (Queensland branch)

Association of Principals of Catholic Secondary Schools of Queensland

Independent Schools Queensland

Queensland Catholic Education Commission

Queensland Curriculum and Assessment Authority

Queensland Government Statistician’s Office

Queensland Secondary Principals' Association

Queensland University of Technology

State Schools Division, Department of Education, Training and Employment

Training and Employment Division, Department of Education, Training and Employment

The Next Step team extends its sincere thanks to the many thousands of Queensland Year 12 completers who gave up their time to participate in the survey.

This research is funded by the Queensland Government.

This work is licensed under a Creative Commons Attribution 3.0 Australia License http://creativecommons.org/licenses/by/3.0/au/. © State of Queensland (2014)

ii Next Step Queensland 2014

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http://creativecommons.org/licenses/by/3.0/au

Message from the Minister Life after leaving the school grounds for the last time can be busy and exciting and full of new beginnings.

The Queensland Government’s Next Step report explores the pathways students have taken in the six months following the completion of Year 12.

Around 40,000 young people, representing approximately 82 per cent of Year 12 graduates, from around 480 state, Catholic and independent schools and TAFE secondary colleges around Queensland responded to the survey between March and June 2014.

The results showed that most of these school leavers were either working or studying or doing both within six months of leaving school.

These days there are multiple pathways available to school leavers and that is why the Next Step survey is so important for individuals, community and schools.

It gives parents, schools and the wider public information about the pathways of young people and to appreciate the range of options available to students.

It also helps schools match their local results against statewide trends and to make sure their policies are on track, and it helps universities, business, industry and local government to plan their services.

I thank the students who have taken the time to complete the survey. Your input is helpful in assisting current students and the community plan for the future.

I also take this opportunity to wish all of Queensland’s 2013 Year 12 graduates the very best as they continue their journey as life-long learners and take their place in contributing to a more prosperous Queensland.

John-Paul Langbroek MP Minister for Education, Training and Employment

Next Step Queensland 2014 iii

Contents Acknowledgments .................................................................................................................... ii Message from the Minister ..................................................................................................... iii List of tables ............................................................................................................................................................... vi List of figures ............................................................................................................................................................ viii Photograph acknowledgments .................................................................................................................................... x Glossary ..................................................................................................................................................................... xi Executive summary .................................................................................................................. 1 Background ................................................................................................................................................................ 1 Summary of findings ................................................................................................................................................... 2 Education and training destinations ............................................................................................................................ 4 Employment destinations ............................................................................................................................................ 5 Not studying or employed ........................................................................................................................................... 5 Different people, different pathways ............................................................................................................................ 5 Conclusions ................................................................................................................................................................ 8 Chapter 1 – Introduction .......................................................................................................... 9 Aims of the project ...................................................................................................................................................... 9 Policy context ............................................................................................................................................................. 9 Year 12 outcomes ..................................................................................................................................................... 11 Survey Methodology ................................................................................................................................................. 11 Effects of rounding .................................................................................................................................................... 12 Data editing .............................................................................................................................................................. 12 Profile of Year 12 completers .................................................................................................................................... 12 Response rates......................................................................................................................................................... 13 Proxies ..................................................................................................................................................................... 13 Summary of Next Step survey results ....................................................................................................................... 14 Chapter 2 – Main destinations of Year 12 completers ........................................................ 15 Main destination........................................................................................................................................................ 15 Education and employment destinations ................................................................................................................... 20 Deferring university study.......................................................................................................................................... 21 Chapter 3 – Destinations over time of Year 12 completers ................................................ 23 Main destination over time ........................................................................................................................................ 23 Work and study destinations over time ...................................................................................................................... 25 Education and training destinations over time ........................................................................................................... 26 Employment destinations over time .......................................................................................................................... 28 Chapter 4 – Education and training destinations ................................................................ 31 All Year 12 completers in education or training ......................................................................................................... 31 Education and training by sex ................................................................................................................................... 32 Study load................................................................................................................................................................. 34 Field of study ............................................................................................................................................................ 34 Study provider .......................................................................................................................................................... 37 Working and non-working students ........................................................................................................................... 39 Chapter 5 – Employment destinations ................................................................................. 41 All Year 12 completers in employment ...................................................................................................................... 41 Casual workers ......................................................................................................................................................... 46 Working and not in education or training ................................................................................................................... 48 Working and in education or training ......................................................................................................................... 51

iv Next Step Queensland 2014

Chapter 6 – Apprentices and Trainees ................................................................................. 55 Year 12 completers in apprenticeships or traineeships ............................................................................................. 55 Education and training destinations of apprentices and trainees ............................................................................... 56 Employment destinations of apprentices and trainees ............................................................................................... 60 Chapter 7 – Not studying; not employed; and not studying or employed ....................... 67 Overview .................................................................................................................................................................. 67 Not studying .............................................................................................................................................................. 68 Not employed ........................................................................................................................................................... 70 Not studying or employed ......................................................................................................................................... 71 Chapter 8 – Regional differences in post-school destinations ......................................... 75 South East Queensland/Regional Queensland differences ....................................................................................... 75 Education Council zone differences .......................................................................................................................... 78 ABS Statistical Area Level 4 ..................................................................................................................................... 79 Chapter 9 – Indigenous Year 12 completers ........................................................................ 85 Main destination........................................................................................................................................................ 85 Indigenous status ...................................................................................................................................................... 86 Indigenous destinations by sex ................................................................................................................................. 87 Indigenous destinations by South East Queensland/Regional Queensland ............................................................... 88 Indigenous education and employment destinations ................................................................................................. 89 Main destination of Indigenous Year 12 completers over time ................................................................................... 90 Education and training destinations of Indigenous Year 12 completers ..................................................................... 91 Employment destinations of Indigenous Year 12 completers .................................................................................... 92 Main destinations of Indigenous Year 12 completers by qualification ........................................................................ 96 Main destinations of Indigenous Year 12 completers by socioeconomic status ....................................................... 100 Chapter 10 – Main destinations of Year 12 completers by subgroups ........................... 103 Queensland Certificate of Education ....................................................................................................................... 103 Overall Position/International Baccalaureate Diploma ............................................................................................. 104 Vocational Education and Training in schools ......................................................................................................... 106 School-based apprenticeships and traineeships ..................................................................................................... 108 OP/IBD and VET qualification ................................................................................................................................. 110 Queensland Certificate of Individual Achievement .................................................................................................. 111 Students with disabilities ......................................................................................................................................... 112 Language background other than English ............................................................................................................... 112 International study visa status ................................................................................................................................. 114 Socioeconomic status ............................................................................................................................................. 115 Appendices ........................................................................................................................... 119 Appendix 1 – Queensland schools with Year 12 completers in 2013 ....................................................................... 119 Appendix 2 – Main destination categorisation ......................................................................................................... 131 Appendix 3 – Fields of study ................................................................................................................................... 132 Appendix 4 – Industry categories ............................................................................................................................ 133 Appendix 5 – Occupational groups ......................................................................................................................... 134 Appendix 6 – Statistical Area Level 4 – Queensland, ABS, 2011 ............................................................................ 135 Appendix 7 – 2014 Next Step survey questionnaire ................................................................................................ 137

Next Step Queensland 2014 v

List of tables Table 1.1: Summary outcomes of Year 12 completers from 2013, Queensland 2014 ......................................... 11 Table 1.2: Year 12 completers who responded to the Next Step survey, by selected key

characteristics, Queensland 2013–2014 ............................................................................................ 12 Table 1.3: Response rates of Year 12 completers by selected key subgroups, Queensland 2013–

2014 .................................................................................................................................................. 13 Table 2.1: Main destination of Year 12 completers, by sex, Queensland 2014 ................................................... 17 Table 2.2: Main destination of Year 12 completers, by age group, Queensland 2014......................................... 18 Table 2.3: Main destination of Year 12 completers, by Indigenous status, Queensland 2014 ............................. 19 Table 2.4: Study destination of Year 12 completers, by labour force destination, Queensland 2014................... 20 Table 2.5: Year 12 completers who deferred university study, by selected key characteristics,

Queensland 2014 .............................................................................................................................. 22 Table 2.6: Labour force destination of Year 12 completers who deferred university study,

Queensland 2014 .............................................................................................................................. 22 Table 4.1: Study destination of Year 12 completers, by labour force destination, Queensland 2014................... 31 Table 4.2: Level of study of Year 12 completers in education or training, by study load, Queensland

2014 .................................................................................................................................................. 32 Table 4.3: Level of study of Year 12 completers in education or training, by sex, Queensland 2014 ................. 33 Table 4.4: Level of study of Year 12 completers in education or training, by study load, Queensland

2014 .................................................................................................................................................. 34 Table 4.5: Field of study of Year 12 completers in education or training, by sex, Queensland 2014 .................. 35 Table 4.6: Field of study of Year 12 completers in education or training, by level of study,

Queensland 2014 .............................................................................................................................. 36 Table 4.7: Study provider of Year 12 completers in education or training, Queensland 2014 ............................. 37 Table 4.8: Post-school institution of Year 12 completers in education or training, Queensland 2014 ................. 38 Table 4.9: Student work status of Year 12 completers in education or training, by level of study,

Queensland 2014 .............................................................................................................................. 39 Table 4.10: Level of study of Year 12 completers in education or training, by student work status,

Queensland 2014 .............................................................................................................................. 39 Table 4.11: Student work status of Year 12 completers in education and training, by study load,

Queensland 2014 .............................................................................................................................. 40 Table 5.1: Labour force destination of Year 12 completers, by study destination, Queensland 2014 .................. 41 Table 5.2: Work destination of Year 12 completers in employment, by sex, Queensland 2014........................... 42 Table 5.3: Occupational Major Group of Year 12 completers in employment, by sex, Queensland

2014 .................................................................................................................................................. 43 Table 5.4: Occupational Unit Group of male Year 12 completers employed as Labourers,

Queensland 2014 .............................................................................................................................. 44 Table 5.5: Occupational Unit Group of female Year 12 completers employed as Sales Workers,

Queensland 2014 .............................................................................................................................. 44 Table 5.6: Industry category of Year 12 completers in employment, by sex, Queensland 2014 .......................... 45 Table 5.7: Workload and study status of Year 12 completers in casual employment, by sex,

Queensland 2014 .............................................................................................................................. 47 Table 5.8: Occupational Sub-Major Group of Year 12 completers in employment and not in

education or training, by sex, Queensland 2014 ................................................................................ 48 Table 5.9: Industry category of Year 12 completers in employment and not in education or training,

by workload, Queensland 2014 ......................................................................................................... 49 Table 5.10: Hours worked per week by Year 12 completers in employment and not in education or

training, by sex, Queensland 2014 .................................................................................................... 50 Table 5.11: Occupational Sub-Major Group of Year 12 completers in employment and study,

Queensland 2014 .............................................................................................................................. 51 Table 5.12: Industry category of Year 12 completers in employment and study, by workload,

Queensland 2014 .............................................................................................................................. 52 Table 5.13: Level of study of Year 12 completers in employment and study, by hours worked per

week, Queensland 2014 .................................................................................................................... 53 Table 6.1: Labour force destination of Year 12 completers, by study destination, Queensland 2014 .................. 55 Table 6.2: Year 12 completers in apprenticeships or traineeships, by selected key characteristics,

Queensland 2014 .............................................................................................................................. 56 Table 6.3: Level of study of Year 12 completers undertaking apprenticeships and traineeships,

Queensland 2014 .............................................................................................................................. 57 Table 6.4: Field of study of Year 12 completers undertaking apprenticeships and traineeships,

Queensland 2014 .............................................................................................................................. 58 Table 6.5: Field of study of Year 12 completers undertaking apprenticeships and traineeships, by

sex, Queensland 2014 ...................................................................................................................... 59 Table 6.6: Study provider of Year 12 completers undertaking apprenticeships and traineeships,

Queensland 2014 .............................................................................................................................. 60 Table 6.7: Occupational Major Group of Year 12 completers in apprenticeships and traineeships,

Queensland 2014 .............................................................................................................................. 60 Table 6.8: Occupational Minor Group of Year 12 completers in apprenticeships employed as

Technician and Trades Workers, Queensland 2014 .......................................................................... 61

vi Next Step Queensland 2014

Table 6.9: Occupational Minor Group of Year 12 completers in traineeships employed as Community and Personal Service Workers, Queensland 2014 ............................................................................ 61

Table 6.10: Industry category of Year 12 completers in apprenticeships and traineeships, Queensland 2014 .................................................................................................................................................. 63

Table 6.11: Hours worked by Year 12 completers in apprenticeships and traineeships, Queensland 2014 .................................................................................................................................................. 65

Table 7.1: Study destination of Year 12 completers, by labour force destination, Queensland 2014................... 67 Table 7.2: Year 12 completers not in education or training, by selected key characteristics,

Queensland 2014 .............................................................................................................................. 68 Table 7.3: Main destination of Year 12 completers not in education or training, by sex, Queensland

2014 .................................................................................................................................................. 68 Table 7.4: Main reason for not studying of Year 12 completers not in education or training, by sex,

Queensland 2014 .............................................................................................................................. 69 Table 7.5: Year 12 completers not employed, by selected key characteristics, Queensland 2014 ...................... 70 Table 7.6: Main destination of Year 12 completers not employed, by sex, Queensland 2014 ............................. 71 Table 7.7: Year 12 completers not studying and not employed but seeking work, by selected key

characteristics, Queensland 2014 .................................................................................................... 71 Table 7.8: Year 12 completers not in the labour force, education or training, by selected key

characteristics, Queensland 2014 ..................................................................................................... 72 Table 8.2: Occupational Major Group of Year 12 completers in employment, by South East

Queensland/Regional Queensland, Queensland 2014 ...................................................................... 77 Table 8.3: Main destination (Bachelor Degree) of Year 12 completers, by SA4, Queensland 2014 ................... 80 Table 8.4: Main destination (Campus-based VET) of Year 12 completers, by SA4, Queensland 2014 .............. 81 Table 8.5: Main destination (Employment-based VET) of Year 12 completers, by SA4, Queensland

2014 .................................................................................................................................................. 82 Table 8.6: Main destination (Working) of Year 12 completers, by SA4, Queensland 2014.................................. 83 Table 8.7: Main destination (Seeking work and NILFET) of Year 12 completers, by SA4, Queensland

2014 .................................................................................................................................................. 84 Table 9.1: Main destination of Year 12 completers, by Indigenous status, Queensland 2014 ............................. 86 Table 9.2: Main destination of Indigenous Year 12 completers, by sex, Queensland 2014 ................................. 87 Table 9.3: Study destination of Indigenous Year 12 completers, by labour force destination,

Queensland 2014 .............................................................................................................................. 89 Table 9.4: Response rates of Indigeneous Year 12 completers, 2010–2014 ...................................................... 90 Table 9.5: Level of study of Indigenous Year 12 completers in education or training, by sex,

Queensland 2014 .............................................................................................................................. 91 Table 9.6: Occupational Sub-Major Group of Indigenous Year 12 completers in employment, by sex,

Queensland 2014 .............................................................................................................................. 93 Table 9.7: Industry category of Indigenous Year 12 completers in employment, by sex, Queensland

2014 .................................................................................................................................................. 94 Table 9.8: Hours worked per week of Indigenous Year 12 completers in employment, by sex,

Queensland 2014 .............................................................................................................................. 95 Table 9.9: Main destination of Indigenous Year 12 completers, by whether they received a QCE,

Queensland 2014 .............................................................................................................................. 96 Table 9.10: Main destination of Indigenous Year 12 completers, by whether they received an OP or

were awarded an IBD, Queensland 2014 .......................................................................................... 97 Table 9.11: Main destination of Indigenous Year 12 completers, by whether they obtained a VET

qualification, Queensland 2014 ......................................................................................................... 98 Table 9.12: Main destination of Indigenous Year 12 completers, by whether they participated in a

SAT, Queensland 2014 ..................................................................................................................... 99 Table 9.13: Main destination of Indigenous Year 12 completers, by socioeconomic status,

Queensland 2014 ............................................................................................................................ 100 Table 10.1: Main destination of Year 12 completers, by whether they received a QCE, Queensland

2014 ................................................................................................................................................ 103 Table 10.2: Main destination of Year 12 completers, by whether they received an OP or were awarded

an IBD, Queensland 2014 ............................................................................................................... 105 Table 10.3: Main destination of Year 12 completers, by whether they obtained a VET qualification,

Queensland 2014 ............................................................................................................................ 106 Table 10.4: Main destination of Year 12 completers, by whether they participated in a SAT,

Queensland 2014 ............................................................................................................................ 109 Table 10.5: Main destination of Year 12 completers who received a QCIA, Queensland 2014 ........................... 111 Table 10.6: Main destination of Year 12 completers with a verified disability, Queensland 2014 ........................ 112 Table 10.7: Main destination of Year 12 completers, by language background, Queensland 2014 .................... 113 Table 10.8: Main destination of Year 12 completers, by international study visa status, Queensland

2014 ................................................................................................................................................ 114 Table 10.9: Selected key characteristics of Year 12 completers, by socioeconomic status,

Queensland 2014 ............................................................................................................................ 115 Table 10.10: Main destination of Year 12 completers, by socioeconomic status, Queensland 2013 .................... 116 Table 10.11: Main reason of Year 12 completers for not studying, by socioeconomic status,

Queensland 2014 ............................................................................................................................ 117

Next Step Queensland 2014 vii

List of figures Figure ES1: Summary of Next Step survey results, Queensland 2014 .................................................................... 2 Figure ES2: Main destination of Year 12 completers, Queensland 2014 ................................................................. 3 Figure ES3: Main destination of Year 12 completers, Queensland 2005–2014 ....................................................... 4 Figure 1.1: Summary of Next Step survey results, Queensland 2014 .................................................................. 14 Figure 2.1: Main destination of Year 12 completers, Queensland 2014 ............................................................... 16 Figure 2.2: Main destination of Year 12 completers, by sex, Queensland 2014 ................................................... 17 Figure 2.3: Main destination of Year 12 completers, by South East Queensland/Regional

Queensland, Queensland 2014 ......................................................................................................... 19 Figure 2.4: Labour force destination of Year 12 completers, by study destination Queensland 2014 ................... 20 Figure 2.5: Main destination of Year 12 completers, including university study deferral, Queensland

2014 .................................................................................................................................................. 21 Figure 2.6: Main reason for not studying of Year 12 completers who deferred university study,

Queensland 2014 .............................................................................................................................. 22 Figure 3.1: Main destination of Year 12 completers, Queensland 2005–2014 ..................................................... 23 Figure 3.2: Main destination of male Year 12 completers, Queensland 2010–2014 ............................................. 24 Figure 3.3: Main destination of female Year 12 completers, Queensland 2010–2014 .......................................... 24 Figure 3.4: Work and study load of Year 12 completers, Queensland 2010–2014 ............................................... 25 Figure 3.5: Level of study of Year 12 completers in education or training, Queensland 2010–2014 ..................... 26 Figure 3.6: Field of study of Year 12 completers in education or training, Queensland 2010–2014 ..................... 27 Figure 3.7: Labour force destination of Year 12 completers, Queensland 2010–2014 ......................................... 28 Figure 3.8: Selected Industries of male Year 12 completers in employment, Queensland 2010–2014................. 29 Figure 3.9: Selected Industries of female Year 12 completers in employment, Queensland 2010–2014 .............. 29 Figure 3.10: Occupational Major Group of male Year 12 completers in employment, Queensland

2013–2014 ........................................................................................................................................ 30 Figure 3.11: Occupational Major Group of female Year 12 completers in employment, Queensland

2013–2014 ........................................................................................................................................ 30 Figure 4.1: Level of study of Year 12 completers in education or training, by sex, Queensland 2014 ................. 33 Figure 4.2: Field of study of Year 12 completers in education or training, Queensland 2014 ............................... 35 Figure 4.3: Level of study of working and non-working students in education or training, by sex,

Queensland 2014 .............................................................................................................................. 40 Figure 5.1: Work destination of Year 12 completers in employment, by sex, Queensland 2014........................... 42 Figure 5.2: Occupational Major Group of Year 12 completers in employment, by sex, Queensland

2014 .................................................................................................................................................. 43 Figure 5.3: Selected industry categories of Year 12 completers in employment, by sex, Queensland

2014 .................................................................................................................................................. 46 Figure 5.4: Year 12 completers in casual employment as a proportion of all Year 12 completers in

workload, by sex, Queensland 2014 .................................................................................................. 47 Figure 5.5: Hours worked per week by Year 12 completers in employment and not in education or

training, by sex, Queensland 2014 .................................................................................................... 50 Figure 6.1: Level of study of Year 12 completers in education or training, by student type,

Queensland 2014 .............................................................................................................................. 57 Figure 6.2: Field of study of Year 12 completers in education or training, by student type, Queensland

2014 .................................................................................................................................................. 59 Figure 6.3: Occupational Major Group of Year 12 completers in apprenticeships and traineeships, by

sex, Queensland 2014 ...................................................................................................................... 62 Figure 6.4: Occupational Major Group of Year 12 completers in employment, by employment type,

Queensland 2014 .............................................................................................................................. 62 Figure 6.5: Selected industry categories of Year 12 completers in apprenticeships and traineeships,

by sex, Queensland 2014 .................................................................................................................. 64 Figure 6.6: Selected industry categories of Year 12 completers in employment, by employment type,

Queensland 2014 .............................................................................................................................. 65 Figure 6.7: Hours worked per week by Year 12 completers in employment, by broad study

destination, Queensland 2014 ........................................................................................................... 66 Figure 7.1: Reasons for not studying of Year 12 completers not in education or training, by sex,

Queensland 2014 .............................................................................................................................. 69 Figure 7.2: Main reason for not studying of Year 12 completers not in education or training, by South

East Queensland/Regional Queensland, Queensland 2014 .............................................................. 70 Figure 7.3: Main reason for not studying of Year 12 completers not in the labour force, education or

training, by sex, Queensland 2014 .................................................................................................... 73 Figure 7.4: Main reason for not seeking work of Year 12 completers not in the labour force, education

or training, by sex, Queensland 2014 ................................................................................................ 73 Table 8.1: Main destination of Year 12 completers, by South East Queensland/Regional

Queensland, Queensland 2014 ......................................................................................................... 75 Figure 8.1: Main destination of Year 12 completers, by South East Queensland/Regional

Queensland, Queensland 2014 ......................................................................................................... 76 Figure 8.2: Main destination of Year 12 completers, by South East Queensland/Regional

Queensland, by sex, Queensland 2014 ............................................................................................. 77 Figure 8.3: Main destination of Year 12 completers, by Education Council geographical location,

Queensland 2014 .............................................................................................................................. 78

viii Next Step Queensland 2014

Figure 8.4: Proportion of Year 12 completers in post-school education, training or employment, by SA4, Queensland 2014 ..................................................................................................................... 79

Figure 9.1: Main destination of Indigenous Year 12 completers, Queensland 2014 ............................................. 85 Figure 9.2: Main destination of Year 12 completers, by Indigenous status, Queensland 2014 ............................. 86 Figure 9.3: Main destination of Indigenous Year 12 completers, by sex, Queensland 2014 ................................. 87 Figure 9.4: Main destination of Indigenous Year 12 completers, by South East Queensland/Regional

Queensland, Queensland 2014 ......................................................................................................... 88 Figure 9.5: Labour force destination of Indigenous Year 12 completers, by study destination,

Queensland 2014 .............................................................................................................................. 89 Figure 9.6: Main destination of Indigenous Year 12 completers, Queensland 2010–2014 ................................... 90 Figure 9.7: Level of study of Indigenous Year 12 completers in education or training, by sex,

Queensland 2014 .............................................................................................................................. 91 Figure 9.8: Field of study of Indigenous Year 12 completers in education or training, Queensland

2014 .................................................................................................................................................. 92 Figure 9.9: Hours worked per week by Indigenous Year 12 completers in employment, by sex,

Queensland 2014 .............................................................................................................................. 95 Figure 9.10: Main destination of Indigenous Year 12 completers, by whether they received a QCE,

Queensland 2014 .............................................................................................................................. 96 Figure 9.11: Main destination of Indigenous Year 12 completers, by whether they obtained a VET

qualification, Queensland 2014 ......................................................................................................... 99 Figure 9.12: Main destination of Indigenous Year 12 completers, by socioeconomic status,

Queensland 2014 ............................................................................................................................ 101 Figure 10.1: Main destination of Year 12 completers, by whether they received a QCE, Queensland

2014 ................................................................................................................................................ 104 Figure 10.2: Main destination of Year 12 completers who received an OP or obtained an IBD,

Queensland 2010–2014 .................................................................................................................. 105 Figure 10.3: Main destination of Year 12 completers, by whether they obtained a VET qualification,

Queensland 2014 ............................................................................................................................ 107 Figure 10.4: Main destination of Year 12 completers, by level of VET qualification, Queensland 2014 ................ 107 Figure 10.5: Main destination of Year 12 completers who obtained a VET qualification, Queensland

2010–2014 ...................................................................................................................................... 108 Figure 10.6: Main destination of Year 12 completers who participated in a SAT, Queensland 2010–

2014 ................................................................................................................................................ 109 Figure 10.7: Main destination of Year 12 completers who received an OP, were awarded an IBD or

obtained VET qualification, Queensland 2014 ................................................................................. 110 Figure 10.8: Main destination of Year 12 completers, by language background, Queensland 2014 .................... 113 Figure 10.9: Main destination of Year 12 completers, by socioeconomic status, Queensland 2014 .................... 116 Figure 10.10: Main destination of Year 12 completers in the lowest SES quartile, Queensland 2010–

2014 ................................................................................................................................................ 118

Next Step Queensland 2014 ix

Photograph acknowledgments Page iv: Photographer: Jules Frazier/Photodisc. © Photodisc. Page xiv: Photographer: Michael Marston. © The State of Queensland. Page 1: Photographer:Jason Henry. © The State of Queensland. Page 1: © The State of Queensland. Page 3: © DigitalVision. Page 5: Photographer: Michael Marston. © The State of Queensland. Page 6: Tropical Rock Lobster Fishing Industry Torres Strait Thursday Island. Photographer:

Michael Marston. © The State of Queensland. Page 7: Tropical North Queensland Institute of TAFE, Cairns Campus, Cairns. Photographer: Ray

Cash Photography. © The State of Queensland. Page 8: Photographer: MWA Viewfinder. © The State of Queensland. Page 9: Image courtesy of Brisbane Marketing. Photographer: Jesse Smith. Page 15: Photographer:Jason Henry. © The State of Queensland. Page 23: Photographer: MWA Viewfinder. © The State of Queensland. Page 31: © The State of Queensland. Page 41: Photographer: MWA Viewfinder. © The State of Queensland. Page 54: Photographer: Michael Marston. © The State of Queensland. Page 55: Photographer: MWA Viewfinder. © The State of Queensland. Page 67: Photographer: MWA Viewfinder. © The State of Queensland. Page 74: Photographer: MWA Viewfinder. © The State of Queensland. Page 75: © Roslyn Budd. Page 85: Photographer: Michael Marston. © The State of Queensland. Page 102: Krome Studios is a leading independent development studio in the worldwide game

development community. www.kromestudios.com. Photographer: MWA Viewfinder. © The State of Queensland.

Page 103: © The State of Queensland. Page 119: © Tony Phillips.

Although no offence is intended, the publication may contain images that cause distress.

x Next Step Queensland 2014

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Glossary ABS Australian Bureau of Statistics—the central statistical authority for the Australian

Government. The ABS provides the official national source of statistics for use by the government and the community.

ANZSCO Australian and New Zealand Standard Classification of Occupations—a hierarchical occupation classification which is used in the collection and dissemination of official statistics. ANZSCO assigns individuals to an occupation based on the set of tasks that they perform for an employer.

ANZSIC Australian and New Zealand Standard Industrial Classification—a hierarchical industry classification which is used in the collection and dissemination of official statistics. ANZSIC assigns businesses to an industry based on their predominant activities.

Apprenticeship A legally-binding training arrangement between an employer and an apprentice that combines structured training with paid employment. Apprenticeships usually take four years to complete, with training taking place both at the workplace and with a training organisation.

ARIA Accessibility/Remoteness Index of Australia—measures remoteness in terms of road distance measurements from over 12 000 populated localities to the nearest service centres in five categories based on population size.

ASCED Australian Standard Classification of Education—a classification, defined by the ABS, which is used in the collection and dissemination of official statistics. ASCED comprises two component classifications, Level of Education and Field of Education.

ASGS Australian Statistical Geography Standard—a hierarchical geographical classification, defined by the ABS, which is used in the collection and dissemination of official statistics. The ASGS provides a common framework of statistical geography and thereby enables the production of statistics which are comparable and can be spatially integrated.

Campus-based study

Refers to Bachelor Degree and Campus-based VET study; including study undertaken externally or online.

Campus-based VET

VET courses where the study or training is predominantly undertaken at a study institution such as a TAFE. Included in this category are VET certificate levels I–IV, diplomas, advanced diplomas and associate degrees.

Casual work Casual workers do not have permanency or paid leave entitlements (such as sick or annual leave). They usually receive a higher rate of pay to compensate for this.

CATI Computer-assisted telephone interviewing—a type of telephone interviewing in which the interviewer keys answers to questions as they are received onto a data entry keyboard.

DETE Department of Education, Training and Employment

Next Step Queensland 2014 xi

EAP Education Adjustment Program—DETEs process for identifying and responding to the educational needs of students with disability who require significant education adjustments related to the specific impairment areas of

• Autism Spectrum Disorder

• Hearing Impairment

• Intellectual Disability

• Physical Impairment

• Speech-Language Impairment

• Vision Impairment.

For further information regarding the EAP, go to the Queensland Government’s Education website: www.education.qld.gov.au/students/disabilities/adjustment

Education Council

Formerly the Standing Council on School Education and Early Childhood. A body comprising state, territory and Australian government and New Zealand ministers with responsibility for school education and early childhood development, with Papua New Guinea, Norfolk Island and East Timor having observer status.

Education Council zones

A geographic classification based on type of population centre, size of population and ARIA score.

Employment-based VET

VET courses where the study or training is undertaken in conjunction with an apprenticeship or traineeship.

Full-time employment

The ABS definition of an employed person who usually works 35 hours or more a week (in all jobs).

IBD International Baccalaureate Diploma—a two-year international curriculum resulting in a qualification that is widely recognised by the world's leading universities. In order to obtain an IBD, a student must meet defined standards and conditions set out by the International Baccalaureate Organisation. For further information regarding IBDs, go to the International Baccalaureate Organisation website: www.ibo.org/diploma/

Indigenous Refers to people who identify themselves as being of Aboriginal and/or Torres Strait Islander origin.

Labour force Refers to people who are either working or looking for work.

LBOTE Language background other than English—for the purpose of this report, international visa students have been excluded from LBOTE analysis.

Main destination

A structured grouping of young people which outlines their main study and labour market destinations. Young people were grouped as follows:

• students were assigned to the education categories regardless of their labour force status

• apprentices and trainees were assigned to their respective training categories

• those grouped in a labour market destination (employed or seeking work) were not in education or training

• those who were not in the labour force, education or training.

See Appendix 2.

xii Next Step Queensland 2014

http://education.qld.gov.au/students/disabilities/adjustment/

http://www.ibo.org/diploma/

nfd Not further defined.

NILF Not in the labour force—refers to people who were not working and not seeking work.

NILFET Not in the labour force, education or training—refers to people who were not working, not seeking work and not undertaking any education or training.

OP Overall Position—a student’s position in a statewide rank order based on overall achievement in QCAA approved subjects. It is used for tertiary entrance purposes only, indicating how well a student has done in comparison to all other OP eligible students in Queensland. To receive an OP, students must study a certain number and pattern of QCAA subjects, complete Year 12, and sit for the Queensland Core Skills Test. For further information regarding OPs, go to the Queensland Curriculum and Assessment Authority website www.qcaa.qld.edu.au

Part-time employment

The ABS definition of an employed person who usually works less than 35 hours a week (in all jobs).

QCAA Queensland Curriculum and Assessment Authority—formerly the Queensland Studies Authority. A statutory body of the Queensland Government that provides Kindergarten to Year 12 syllabuses, guidelines, assessment, reporting, testing, accreditation and certification services for Queensland schools.

QCE Queensland Certificate of Education—Queensland's senior school qualification, which is awarded to eligible students, usually at the end of Year 12. The QCE recognises broad learning options and offers flexibility in what, where and when learning occurs. For further information regarding the QCE, go to the Queensland Curriculum and Assessment Authority website www.qcaa.qld.edu.au

QCIA Queensland Certificate of Individual Achievement—recognises the learning achievements of students who undertake individual learning programs. To be eligible, students must have impairments or difficulties in learning that are not primarily due to socioeconomic, cultural or linguistic factors. For further information regarding the QCIA, go to the Queensland Curriculum and Assessment Authority website www.qcaa.qld.edu.au/

QGSO Queensland Government Statistician’s Office—the Queensland Government's statistical agency, which regularly conducts surveys with individuals, households and businesses to collect official statistics about issues of interest to government and to people in Queensland.

Regional Queensland

Includes the ABS Statistical Area Level 4s of Cairns, Darling Downs – Maranoa, Fitzroy, Mackay, Queensland – Outback, Toowoomba, Townsville and Wide Bay. See Appendix 6.

SA4 Statistical Area Level 4—an area which represents the largest sub-State regions in the Main Structure of the ASGS. SA4s provide the best sub-state socio-economic breakdown in the ASGS and have been designed to reflect labour markets within each State and Territory. In aggregate, SA4s cover the whole of Australia without gaps or overlaps.

SAT School-based apprenticeships and traineeships—allow high school students—typically those in Years 11 and 12—to undertake a training qualification and work with an employer as a paid employee while studying for their senior statement.

Next Step Queensland 2014 xiii

http://www.qcaa.qld.edu.au/630.html



SEIFA Socio-Economic Indexes for Areas—a group of four indexes, developed by the ABS, as a way of assessing socioeconomic status across the population. SEIFA enable areas in Australia to be ranked according to four different indexes. One of these is the Index of Relative Socio-Economic Disadvantage, which provides a method of determining and comparing levels of social and economic disadvantage in given areas at a given point in time.

Senior Education Profile

Students in Queensland are issued with a senior education profile upon completion of Year 12. Included in this profile could be a Senior Statement, QCE, Tertiary Entrance Statement (OP) or QCIA.

Senior Statement

A transcript of the learning account for all students completing Year 12 at a Queensland school. The Senior Statement shows all studies and the results achieved that may contribute to the award of a QCE or Tertiary Entrance Statement.

SES Socioeconomic status—a relative position in the community determined by occupation, income and amount of education.

South East Queensland

Includes the ABS Statistical Area Level 4s of Brisbane – East, Brisbane – North, Brisbane – South, Brisbane – West, Brisbane Inner City, Gold Coast, Ipswich, Logan – Beaudesert, Moreton Bay – North, Moreton Bay – South and Sunshine Coast. See Appendix 6.

TAFE Technical and further education—a publicly funded post-secondary organisation that provides a range of technical and vocational education and training courses, and other programs.

Traineeship A structured training and paid employment arrangement that involves a contract between the employer and the trainee. Traineeships vary in length from 12 months to three years.

VET Vocational education and training—tertiary education and training, excluding degree and higher level programs delivered by further education institutions, which provide people with occupational or work-related knowledge and skills. VET also includes programs which provide the basis for subsequent vocational programs.

VETiS Vocational education and training in schools—vocational education and training courses undertaken by students as part of their school studies.

xiv Next Step Queensland 2014

Executive summary

BackgroundThe 2014 Next Step report documents the results of the annual statewide Next Step survey of the destinations of students who completed Year 12 in 2013 and gained a Senior Statement from government schools, Catholic schools, independent schools and TAFE secondary colleges across Queensland.

The survey results show the initial study and work destinations of young people after completing school.

The Next Step survey is conducted in order to assist:

• parents and the wider public to know the pathways of young people after completing Year 12, and to appreciate the range of options available to students

• schools to review and plan their services for students, especially in the senior years of schooling

• school system personnel to review their education policies as they affect the transition from school to further study and employment

• training bodies, universities, business and industry, local government and regional planners to plan their services.

The 2014 Next Step survey was conducted by the Department of Education, Training and Employment (DETE) through the Queensland Government Statistician’s Office (QGSO), in accordance with the provisions of the Statistical Returns Act 1896 (Qld).

The QGSO conducted the survey between March and June 2014, approximately six months after the young people left school. Responses were predominantly collected via computer-assisted telephone interviewing. Students were also offered the opportunity to complete an online survey, and 28.1 per cent of students who responded to the survey took up this offer.

All responding Year 12 completers went into a draw for a chance to win one of several prizes offered as an incentive to encourage survey participation.

A reference group advised on the design and conduct of the survey. Its members represented the school sectors, principals associations, higher education sector and the Queensland Curriculum and Assessment Authority.

In its 10th year, over 39 600 young people completed the survey. This represents a response rate of 81.1 per cent of the more than 48 800 young people in scope to complete the survey. This is a similar response rate to that achieved in 2013 (81.9 per cent).

Next Step Queensland 2014 1

Summary of findingsAs many young people were combining education and employment, all Year 12 completers were categorised into their main destination, be it education, training or employment.

To achieve this categorisation, Year 12 completers were grouped in a structured manner, as outlined in Appendix 2 of the report. In particular:

• students undertaking education or training were assigned to the relevant study category, even if they were also employed or seeking work)

• apprentices and trainees were assigned to these training categories rather than any of

the Vocational Education and Training (VET) categories, but it is a given that their training involved study

• those grouped in a labour force destination (employed or seeking work) were not in education or training

• there was also a small group who were not in the labour force (that is, not employed and not seeking work), education or training. This group is referred to as NILFET throughout the tables and figures of this report.

Figure ES1 provides an overview of the structure of the 2014 Next Step Report.

Figure ES1: Summary of Next Step survey results, Queensland 2014

All survey respondents 39 639

See also Chapter 2

Respondents in education and training

24 160

See also Chapter 4

Respondents not in the labour force, education or training

896

See also Chapter 7

Respondents not in education and training 15 375

Respondents not in employment

14 857

See also Chapter 7

Respondents in employment

24 782

See also Chapter 5

Respondents seeking work but not in

education or training 4295

See also Chapter 7

2014 Next Step survey

2013 Year 12 completers 48 856

2 Next Step Queensland 2014

The summary of findings presented in Figure ES2 highlights:

• the majority of Year 12 completers (86.9 per cent) were studying or in paid employment at the time of the survey

• further study was a common destination for Year 12 completers, with 61.2 per cent continuing in some recognised form of education or training in the year after they left school

• students undertaking a Bachelor Degree accounted for 39.1 per cent of all Year 12 completers

• a further 22.1 per cent of all Year 12 completers were participating in VET

• campus-based VET students—those with a main destination of VET Certificate I–IV+—were more likely to be studying at Certificate IV level or higher than the lower certificate levels (7.5 per cent of all Year 12 completers compared to 2.8 per cent for Certificate III level and 2.7 per cent for Certificate I–II level)

• employment-based training accounted for 9.1 per cent of Year 12 completers, either in apprenticeships (6.2 per cent) or traineeships (2.9 per cent)

• the remaining 38.8 per cent of Year 12 completers did not enter post-school education or training, and were either employed (25.7 per cent), seeking work (10.8 per cent) or not in the labour force, education or training (2.3 per cent).

There were 2840 Year 12 completers (7.2 per cent) who had deferred a tertiary offer. These Year 12 completers are assigned to their main destination in Figure ES2. Among this group, 79.2 per cent were employed, 15.8 per cent were seeking work and a further 5.0 per cent were not in the labour force.

Figure ES2: Main destination of Year 12 completers, Queensland 2014

39.1%

7.5%

2.8%

2.7%

6.2%

2.9%

8.5%

17.2% 10.8%

2.3%

22.1%

Bachelor Degree (39.1%)

VET Cert IV+ (7.5%)

VET Cert III (2.8%)

VET Cert I–II/other (2.7%)

Apprenticeship (6.2%)

Traineeship (2.9%)

Full-time employment (8.5%)

Part-time employment (17.2%)

Seeking work (10.8%)

NILFET (2.3%)

VET Categories


Figure ES3 shows a 10-year time series of the main destinations of Year 12 completers from 2005 to 2014.

The proportion of Year 12 completers transitioning to Bachelor Degree level programs has trended upwards over the last seven years of the survey.

The other campus-based education and training destinations (VET Cert IV+ to VET Cert I–II/Other) has remained relatively stable over the last 10 years.

The proportion of Year 12 completers undertaking employment-based training in either an apprenticeship or traineeship has

shown a downward trend since the survey commenced in 2005.

Similarly, a downward trend can be seen in the proportion of Year 12 completers transitioning to full-time employment with no further education or training.

Conversely, the proportion of Year 12 completers transitioning to part-time employment or seeking work has increased over the last 10 years.

The proportion of young people not in the labour force, education or training has remained stable over the last 10 years.

Figure ES3: Main destination of Year 12 completers, Queensland 2005–2014

Education and training destinations A common destination for Year 12 completers was continuing in further study, with 24 160 continuing in some form of education or training in the year after completing Year 12. Of these, 60.0 per cent were combining their education or training with work.

Of the Year 12 completers who were undertaking further education or training, 77.5 per cent were studying full-time.

The most common fields of study for Bachelor Degree and campus-based VET students were ‘Health’, ‘Society and Culture’, and ‘Management and Commerce’.

Apprentices and trainees were enrolled mainly in ‘Engineering and Related Technologies’, ‘Architecture and Building’, ‘Food, Hospitality and Personal Services’, and ‘Management and Commerce’.

University was the study provider for 75.8 per cent of students in campus-based study, with a further 13.7 per cent studying at an institute of technical and further education (TAFE).

Apprentices and trainees were most likely to be undertaking their study at a TAFE institute (51.5 per cent). Private training colleges (19.8 per cent) and employers (15.3 per cent) were also large providers of training to this group of Year 12 completers.

0

5

10

15

20

25

30

35

40

%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


Employment destinations Many young people who completed Year 12 in 2013 were employed (24 782, or 62.5 per cent), regardless of whether or not they were undertaking further education or training.

Of these Year 12 completers, 69.8 per cent were in part-time employment, while 15.6 per cent were working full-time. A further 9.9 per cent were apprentices and 4.6 per cent were trainees.

The most frequent occupational group for male Year 12 completers who were not in an apprenticeship or traineeship was ‘Sales Workers’, closely followed by ‘Labourers’. Common occupations within the ‘Labourers’ group included ‘Kitchenhands’ and ‘Fast Food Cooks’.

For females who were not in apprenticeships or traineeships, the most frequent occupational group was ‘Sales Workers’. ‘Sales Assistants (General)’, and ‘Checkout Operators and Office Cashiers’, were common occupations within this group.

‘Accommodation and Food Services’ (34.9 per cent) and ‘Retail Trade’ (34.5 per cent) were the most common industries of employment for Year 12 completers who were not apprentices or trainees. The ‘Construction’ industry employed the largest proportion of Year 12 completers who were apprentices and trainees (30.7 per cent).

Excluding apprentices and trainees, 69.3 per cent of Year 12 completers in employment were working on a casual basis.

Not studying or employed The survey identified 10.8 per cent of Year 12 completers were not studying, but were seeking work.

A further 2.3 per cent of Year 12 completers were not in the labour force, education or training. This group could include those with a disability or health condition, and those who were travelling or waiting for a course to begin.

Young people who received a Queensland Certificate of Individual Achievement (QCIA) (56.7 per cent), those with a verified disability (40.8 per cent), and Indigenous Year 12 completers (29.2 per cent) were over-represented in both these destinations.

For young people who were not in the labour force, education or training, the main reason given for not continuing in study was ‘Disability’ for males (16.9 per cent) and ‘Wanted a break from study’ for females (22.4 per cent).

The most common main reason for not seeking work given by both males and females who were not in the labour force, education or training was ‘Disability’ (19.1 per cent and 21.0 per cent respectively).

Different people, different pathways The survey found different patterns for different groups of young people.

Sex

There were differences in the destinations of females and males. In particular:

• females were more likely to have a main destination of Bachelor Degree (43.9 per cent compared to 34.1 per cent of males)

• males were more likely than females to enter an apprenticeship (11.0 per cent compared to 1.6 per cent)

• females in campus-based study were most likely to be studying in the fields of Health, and Society and Culture

• females in employment-based training were most likely to be studying in the Management and Commerce, and Food, Hospitality and Personal Services fields

• males were most likely to be enrolled in Engineering and Related Technologies courses, regardless of their type of study

• among those working and not in education or training, females were more likely than males to be working part-time (69.8 per cent compared to 63.5 per cent of males).


Age

Of the 39 639 Year 12 completers who participated in the 2014 Next Step survey, the vast majority (31 572 or 79.6 per cent) were 16 years of age at the start of 2013.

Year 12 completers aged 15 years or younger at the start of 2013 (272 or 0.7 per cent of respondents) were more likely than older Year 12 completers to enrol in a Bachelor Degree (55.1 per cent) compared to 40.1 per cent for 16 year olds, 35.3 per cent for those 18 years or older and 34.4 per cent for 17 year olds.

Year 12 completers aged 18 years or older at the start of 2013 (464 or 1.2 per cent of respondents) were more likely than younger Year 12 completers to enter campus-based VET courses (24.8 per cent) compared to 15.2 per cent for 17 year olds, 12.9 per cent for those 15 years or younger and 12.3 per cent for 16 year olds.

Geographic location

Post-school destinations varied across geographic locations. Students who completed Year 12 in South East Queensland were more likely to undertake Bachelor Degree study than students from Regional Queensland (44.0 per cent compared to 28.5 per cent).

Young people in remote and very remote areas were the most likely to be in employment-based training (22.8 per cent in remote areas and 19.9 per cent in very remote areas) or in full-time work (15.1 per cent in very remote areas and 14.2 per cent in remote areas).

Indigenous

Indigenous Year 12 completers were more likely than non-Indigenous Year 12 completers to participate in either campus or employment based VET programs (30.8 per cent compared to 21.8 per cent).

Bachelor Degree study was less common amongst Indigenous Year 12 completers than non-Indigenous Year 12 completers (14.6 per cent compared to 40.0 per cent).

Both Indigenous and non-Indigenous Year 12 completers had similar rates of transition to employment with no further education or training (25.4 per cent and 25.7 per cent respectively).

Indigenous Year 12 completers were more likely to be seeking work than non-Indigenous Year 12 completers at the time of the survey (23.9 per cent compared to 10.4 per cent).

Queensland Certificate of Education

Of all Year 12 completers who participated in the 2014 Next Step survey, 89.2 per cent received a Queensland Certificate of Education (QCE). This is an increase from the 87.8 per cent who participated in the survey in 2013.

Of those Year 12 completers who received a QCE, 63.5 per cent entered into further education or training. Bachelor Degree study was the main destination for these young people, accounting for 42.3 per cent of Year 12 completers who received a QCE.

Of those who did not receive a QCE, 26.6 per cent transitioned into employment with no further education or training, and 30.7 per cent were either seeking work or not in the labour force, education or training.


Overall Position / International Baccalaureate Diploma

Similar to those who received a QCE, 75.1 per cent of Year 12 completers who received an Overall Position (OP) or were awarded an International Baccalaureate Diploma (IBD) made a transition into further education and training.

Bachelor Degree study was the main destination of Year 12 completers who received an OP (63.0 per cent) or were awarded an IBD (82.2 per cent).

There were 42.2 per cent of respondents who did not receive an OP or IBD but were continuing in post school education or training after completing Year 12. A further 35.2 per cent of these young people transitioned into employment without additional education or training.

VET in school students

The number of Year 12 completers obtaining a VET qualification while at school continues to increase. In 2014, 65.6 per cent of young people who completed Year 12 and participated in the Next Step survey had received a VET qualification. In 2013, the corresponding proportion receiving a VET qualification was 64.0 per cent.

Year 12 completers who obtained a VET qualification were less likely to enter post-school education or training than those who did not obtain a qualification (55.7 per cent compared to 71.7 per cent). However, those with a VET qualification had higher rates of transition to VET programs (26.4 per cent compared to 14.0 per cent).

Year 12 completers who obtained a VET qualification were also more likely to enter paid employment with no further education or training (29.5 per cent compared to 18.5 per cent).

School-based apprenticeships and traineeships

The 2014 Next Step survey found that 11.0 per cent of Year 12 completers had participated in a school-based apprenticeship or traineeship. These school-based apprentices and trainees were more likely to undertake apprenticeships and traineeships after leaving school than other Year 12 completers (29.7 per cent compared to 6.5 per cent).

Queensland Certificate of Individual Achievement

The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who undertake individual learning programs. To be eligible, students must have impairments or difficulties in learning that are not primarily due to socioeconomic, cultural or linguistic factors.

Among QCIA completers, 27.8 per cent were studying, with a high proportion doing VET Certificate l–II courses (22.3 per cent). Another 15.5 per cent were employed, either in part-time employment (12.4 per cent) or full-time employment (3.1 per cent).

A high proportion of young people who received a QCIA were seeking work (23.2 per cent), and a further 33.6 per cent were not in the labour force, education or training.

Students with disabilities

For the first time in 2014, survey results for students with a verified disability in accordance with DETE’s ‘Education Adjustment Program’ were able to be identified. In 2014, there were 1131 young people with a verified disability who participated in the Next Step survey.

Of these students, 38.9 per cent were continuing in post school education or training after completing Year 12 in 2014. A further 20.2 per cent were in employment without further education or training.


Language background other than English

Year 12 completers from a Language background other than English (LBOTE) demonstrated higher rates of transition to Bachelor Degree study than those from English-speaking backgrounds (56.3 per cent compared to 37.7 per cent) and to VET Certificate IV or higher courses (10.6 per cent compared to 7.2 per cent). For the purposes of this publication, international visa students have been excluded from the LBOTE classification and are analysed separately.

International visa students

International visa students demonstrated strong transitions to university studies (53.2 per cent) and to VET Certificate IV or higher courses (11.5 per cent).

Caution must be exercised when forming conclusions about the destinations of these students due to the small numbers involved and the low response rate achieved.

Socioeconomic status

Transition to post-school education and training was strongly associated with socioeconomic status (SES), increasing consistently from 51.3 per cent for the lowest SES quartile to 70.7 per cent for the highest SES quartile.

Conversely, the proportion of Year 12 completers transitioning to employment with no further education or training decreased consistently from 29.5 per cent for the lowest SES quartile to 20.4 per cent for the highest SES quartile.

Conclusions The survey found that the vast majority of young Queenslanders who completed Year 12 in 2013 were engaged in study or work six months after completing school.

When comparing the destinations of Year 12 completers from 2013 to Year 12 completers from previous years, the findings are very similar to those of 2012 Year 12 completers. However, over the last 10 years of the survey there have been increasing trends for Bachelor Degree study, part-time employment and seeking work. There have also been decreasing trends for employment-based training and full-time employment.

Young people who completed a VET qualification or participated in a school-based apprenticeship or traineeship during school were more likely to undertake a VET course, full-time work or part-time work after completing Year 12 than young people who did not. Young people who completed an OP or IBD stream were more likely to enter Bachelor Degree study after completing Year 12.

Immediate status after Year 12 gives only a partial view of the experiences of young people after leaving school, as it can take several years for stable patterns to emerge as young people move between different types of education, training and work.

The Next Step Longitudinal study is currently tracking annually, through to the age of 24, large cohorts of Year 12 completers from 2005 and 2010 who participated in the 2006 and 2011 Next Step surveys respectively. This study provides a greater understanding of the longer term outcomes for Queensland’s Year 12 completers.

More information on the Next Step survey and the Next Step Longitudinal study is available at www.education.qld.gov.au/nextstep.


http://www.education.qld.gov.au/nextstep

Chapter 1 – Introduction

Aims of the project The Next Step survey is an annual survey of students who completed Year 12 and gained a Senior Statement in the previous year in Queensland. The survey results show the initial study and work destinations of young people after completing school.

The objectives of the survey are to assist:

• parents and the wider public to know the pathways of young people after completing Year 12, and to appreciate the range of options available to students

• schools to review and plan their services for students, especially in the senior years of schooling

• school system personnel to review their education policies as they affect the transition from school to further study and employment

• training bodies, universities, business and industry, local government and regional planners to plan their services.

The 2014 survey followed the destinations of students who completed Year 12 at government schools, Catholic schools, independent schools and TAFE secondary colleges in 2013.

Policy context Destinations chosen by young people have been at the forefront of government policy interests, at both the state and national levels for many years. The national goals for schooling, contained in the 2008 Melbourne Declaration on Educational Goals for Young Australians, include a commitment to ‘supporting senior years of schooling and youth transitions’.

The Queensland Government is a signatory to the declaration and is also committed to

preparing Queenslanders with the knowledge, skills and confidence to participate effectively in the community and the economy. The Queensland Government is focused on successful transitions to further learning and employment, and skilling to enhance employability.

Through legislation, senior secondary curriculum, reform initiatives and accessible pathways to further study and employment, the Government is helping young people to pursue bright and successful futures.

In 2014, the Queensland Government is investing an additional $131 million from the Federal Government’s Students First — A fairer funding agreement for schools initiative to improve student performance in Queensland state schools through the Great Results Guarantee. All 1233 state schools, including Independent Public Schools, receive a share of the funding and have an agreement that commits them to guarantee every student will either:

• achieve the National Minimum Standard for literacy and numeracy for their year level; or

• have an evidence-based plan, developed by the school, in place to address their specific learning needs.

State high schools will share in approximately $30 million of this additional funding in 2014, with a particular emphasis on literacy and numeracy in the early years of high school.

Queensland’s Education (General Provisions) Act 2006 supports young people remaining in education or training until the age of 17. Young people are required to stay at school until they finish Year 10 or turn 16, whichever comes first. They are then required to participate in education or training for a further two years,


until they have gained a Certificate of Individual Achievement, Senior Statement, Certificate III or Certificate IV vocational qualification, or until they turn 17. Young people can undertake work as an alternative to education or training if it is for at least 25 hours per week, once they have completed Year 10 or turned 16.

Senior secondary education offers differentiated and specialised course offerings to meet the diverse needs of students. The range of learning opportunities is reflected in the senior qualification, the Queensland Certificate of Education that includes senior school subjects, vocational education and training (VET), workplace and community learning, as well as university subjects undertaken while at school.

VET subjects are well integrated into Queensland’s senior secondary curriculum and enable the attainment of nationally recognised competencies and qualifications. The state has the highest VET in Schools participation rate nationally and delivers about half of all school-based apprenticeships and traineeships in Australia.

The Queensland Government is working with the Australian Government and other states and territories on national work to formulate strategies to strengthen VET in schools (VETiS) through the development of a new VETiS national framework.

The Department of Education, Training and Employment’s 2014-2018 Strategic Plan identifies engaging Queenslanders in learning and successfully transitioning students into further education, training and employment as priority outcomes for the department. In partnership with the Queensland Government, Queensland’s tertiary education and VET sectors actively support young Queenslanders to access and gain the knowledge and skills needed to effectively participate in the community and economy.

Solid partners Solid futures, Queensland’s partnership approach for excellence in Aboriginal and Torres Strait Islander early childhood education, training and employment 2013-2016, has as one of its four phases; “Aboriginal and Torres Strait Islander students make a successful transition from school to training, further study or into employment”. Initiatives under this phase provide Aboriginal

and Torres Strait Islander students with opportunities to be mentored and supported by private and public employers into employment, training or further study opportunities. Aboriginal and Torres Strait Islander students who complete Year 12 are individually case managed for 12 months to support them into successful post-school pathways.

In June 2013, the Queensland Government released Great skills. Real opportunities—a reform action plan for further education and training. This plan outlines a five year program of reform for Queensland’s VET sector to focus investment towards skills needed by industry and employers. It aims to empower students with improved choice and better information about training and career options to help them gain qualifications that lead directly to employment.

Under Great skills. Real opportunities. there are a number of reform initiatives of particular relevance to school leavers, including fee-free training for eligible Year 12 graduates who commence a priority course with a preferred training organisation within a year of leaving school; the Certificate 3 Guarantee that provides eligible Queenslanders access to a government subsidised training place up to and including their first post-school Certificate III level qualification in priority training areas; the Queensland Government’s $5000 bonus for employers to retain school-based apprentices in full-time work after school through the $10 million School to Trade Pathway program; and the Community Learning Program that provides additional support for Queenslanders experiencing a high level of disadvantage to gain a qualification.

The Queensland Government is committed to fostering closer links between the VET and higher education sectors where services to individuals and the local community will be improved. Clearly articulated pathways between VET and higher education encourage lifelong learning and provide opportunities for students to transition from vocational training into professional careers. The anticipated commencement of Queensland’s first dual sector university from July 2014 will provided students in the Central Queensland region with


greater pathway opportunities between vocational and tertiary education.

While the Australian Government is largely responsible for funding the higher education sector, the state has a strategic interest and participates in its management. The Queensland Government works in partnership with all universities across the state to ensure all Queenslanders can aspire to university study including Aboriginal and Torres Strait Islander people, people from rural and remote locations and low-income families.

Ensuring high quality and accessible training, higher education and employment pathways will help young people leaving school to have productive and rewarding careers. The impact of a successful transition can last throughout a young person’s working life, making them more likely to be employed and less likely to be socially isolated. Youth participation in tertiary education and employment also contributes to individual capability, productivity and well-being.

The annual statewide Next Step destination survey captures invaluable information about young peoples’ journey from school to further study and employment. Intelligence gained through the survey assists in school improvement, program evaluation and public accountability of schools. Most importantly, the survey assists Government to develop strategies to better promote optimal study, employment and life choices for young people so that they contribute to a strong, prosperous economy, productive labour force and better quality of life for all.

Year 12 outcomes Each year the Queensland Curriculum and Assessment Authority (QCAA) publically releases a snapshot of Year 12 outcomes for students who finished Year 12 in the previous calendar year.

Table 1.1 provides a summary of the outcomes of all students who received a Senior Education Profile after completing Year 12 in Queensland in 2013, as reported by the QCAA.

Table 1.1: Summary outcomes of Year 12 completers from 2013, Queensland 2014

Characteristica no. %b Schools 484 - Senior Education Profile 47 910 -

QCE 42 454 88.6

OP 25 884 54.0

IBD 327 0.7

QCIA 657 1.4

VETc 32 266 67.3

SAT 5 445 11.4

Senior statement only 1 217 2.5 a Excludes international visa students. b Percentages based on proportion within characteristic. c Includes students who participated in a SAT. - Not applicable.

Survey Methodology The 2014 Next Step survey was conducted by the Department of Education, Training and Employment through the Queensland Government Statistician’s Office (QGSO), in accordance with the provisions of the Statistical Returns Act 1896 (Qld).

The survey included students who completed Year 12 in Queensland in 2013, including students at government schools, non-government schools and TAFE secondary colleges. All students who were awarded a Senior Statement were included.

The included students were identified by means of a survey frame (or list) provided to QGSO by the QCAA. This list contained details for 48 856 Year 12 completers who were deemed to be in-scope for this survey.


The survey was conducted between March and June 2014, approximately six months after the young people left school. This timing was designed to be after tertiary education places for 2014 were accepted, and while most of these young people were still contactable via their 2013 home address details.

Responses were predominantly collected via computer-assisted telephone interviewing (CATI). Students were also offered the opportunity to complete the survey online. Students for whom telephone details were not available were invited to participate in the survey online or by calling the QGSO. The average time to complete a CATI interview for the survey was approximately four and a half minutes.

Prior to the survey commencing, Year 12 completers with usable addresses were sent a letter from the Minister for Education, Training and Employment advising them of the survey.

All responding Year 12 completers went into a draw for a chance to win one of several prizes offered as an incentive to encourage survey participation.

At the close of the survey, nearly all non-responding students for whom telephone numbers were available had received six attempts at contact. Students who had provided a mobile phone number or email address were sent reminders via SMS or email to encourage their participation.

A total of 39 639 completed surveys were received. Of these, 11 123 were collected via a web survey (28.1 per cent of all responses) and 28 516 by CATI.

Effects of rounding

Percentages in this report have been rounded to one decimal point and so discrepancies may occur between the sum of component items and their totals.

Data editing Data editing was performed throughout data entry and after the survey closed. Examples of data editing include checking the data for invalid entries (e.g. entries which were out of range), as well as checking the accuracy of data which was manually entered.

Profile of Year 12 completers The 39 639 respondents attended 481 schools and colleges. Some 58.4 per cent attended government schools, 20.7 per cent Catholic schools, 20.7 per cent independent schools, and 0.2 per cent TAFE secondary colleges. Table 1.2 highlights selected key characteristics of those who responded.

Table 1.2: Year 12 completers who responded to the Next Step survey, by selected key characteristics, Queensland 2013–2014

SURVEY YEAR

Characteristic 2014 2013

% % Male 48.8 48.9 Female 51.2 51.1 Indigenous 3.4 3.3 LBOTEa 6.4 6.2 International visa 1.4 1.2 South East Queenslandb 68.6 68.3 Regional Queenslandb 31.4 31.7 QCE 89.2 87.8 OP eligible 57.0 58.4 IBD 0.7 0.8 QCIA 1.1 1.0 VET 65.6 64.0

VET Ic 41.5 -

VET IIc 39.9 -

VET IIIc 17.8 -

VET IV+c 1.5 - SAT 11.0 15.1 Aged 15 years or younger 0.7

0.8

Aged 16 79.6

79.9 Aged 17 18.5

18.1

Aged 18 or older 1.2 1.2 a Excludes international visa students. b South East Queensland/Regional Queensland location

based on address of school attended in 2013. c As students may obtain multiple VET certificates some

students appear in more than one VET category. - Not available in 2013.


Response rates There were 48 856 in-scope Year 12 completers on the survey frame. Table 1.3 shows the overall response rate received for the survey and for various subgroups.

The overall response rate of 81.1 per cent is similar to the response rate achieved in 2013 (81.9 per cent). The lower response rate for international visa students is due largely to their temporary resident status and contactability after completing Year 12.

The survey CATI refusal rate of 1.8 per cent is considered low for a telephone survey. The refusal rate for respondents who didn’t have a known telephone contact is unknown.

Table 1.3: Response rates of Year 12 completers by selected key subgroups, Queensland 2013–2014

SURVEY YEAR

Subgroup 2014 2013

% % Overall response rate 81.1 81.9 CATI refusal rate 1.8 1.8 Government schools 80.4 81.2 Catholic schools 82.0 83.1 Independent schools 82.6 82.8 Indigenous students 64.4 65.4 Non-indigenous students 81.9 82.6 Male 80.4 81.6 Female 81.9 82.2 LBOTEa 73.9 71.7 International visa 55.9 47.5 South East Queenslandb 81.5 82.1 Regional Queenslandb 80.4 81.6

a Includes international visa students. b South East Queensland/Regional Queensland location

based on address of school attended in 2013.

Proxies The survey methodology allowed for responses to be provided by a proxy. Allowable proxies included parents, siblings and other household members able to respond on behalf of the respondent. Proxy responses represented 25.1 per cent of all responses. The circumstances where responses from proxies could be obtained were:

• if the target was away for the duration of the survey and/or CATI interviewers were told by the contact that they were very unlikely to ever find the target at home, CATI interviewers were to interview the proxy immediately.

• if CATI interviewers were told by the contact that the target was unable to be interviewed because of a disability or ill health, CATI interviewers were to interview the proxy immediately.

• from the third attempted contact onwards, if the target respondent was unavailable, proxies would be used if agreeable.

It is possible that some answers supplied by proxies may be different to what would have been stated by the young persons themselves. Therefore, it should be noted that although it is estimated that this error is small, its impact has not been quantified.


Summary of Next Step survey results

Figure 1.1: Summary of Next Step survey results, Queensland 2014

All survey respondents 39 639

See also Chapter 2

Respondents in education and training

24 160

See also Chapter 4

Respondents not in the labour force, education or training

896

See also Chapter 7

Respondents not in education and training 15 375

Respondents not in employment

14 857

See also Chapter 7

Respondents in employment

24 782

See also Chapter 5

Respondents seeking work but not in

education or training 4295

See also Chapter 7

2014 Next Step survey

2013 Year 12 completers 48 856


Chapter 2 – Main destinations of Year 12 completers This chapter outlines the main education and labour market destinations of students who completed Year 12 at Queensland schools in 2013.

This chapter explores the main destinations of Year 12 completers by sex, age, regional differences and Indigenous status. The chapter also examines the education and employment destinations of Year 12 completers and those that young people who defer university study.

Main destination As many young people were combining education and employment, all Year 12 completers have been categorised into their main destination, be it education, training or employment.

This recognises the important distinction between young people who combine employment with education and those who work because they have followed a labour market destination. It also makes the crucial distinction between someone who is a student (studying a degree or VET course) and seeking work and someone who is not a student and seeking work.

Similarly, it recognises the distinction between young people who have entered a training contract with their employer (apprentices and trainees) and those who are students with no such contract.

To achieve this categorisation, Year 12 completers were grouped in a structured manner, as outlined in Appendix 2.

In particular:

• students undertaking education or training were assigned to the relevant study category, even if they were also employed or seeking work

• apprentices and trainees were assigned to these training categories rather than any of the VET categories, but it is a given that their training involved study

• those grouped in a labour force destination (employed or seeking work) were not in education or training

• there was also a small group who were not in the labour force (that is, not employed and not seeking work), education or training. This group is referred to as NILFET throughout the tables and figures of this report.

Therefore, all employment categories in this chapter refer only to those young people working who were not in education or training.


Figure 2.1 illustrates the main destinations of the 39 639 Year 12 completers from 2013 who participated in the Next Step survey in 2014.

The survey shows that 61.2 per cent of the young people who completed Year 12 continued in some recognised form of education or training in the year after they left school. The most common destination was Bachelor Degree level programs (39.1 per cent), followed by campus-based VET (that is, not apprenticeship or traineeship) programs (13.0 per cent), with more than half the campus-based VET students entering programs at Certificate IV level or higher (7.5 per cent).

Employment-based training accounted for 9.1 per cent of Year 12 completers, either as an apprentice (6.2 per cent) or trainee (2.9 per cent).

The Year 12 completers who did not enter post-school education or training (38.8 per cent), was comprised of those that were employed (25.7 per cent), seeking work (10.8 per cent) or not in the labour force (that is, neither working nor seeking work), education or training (2.3 per cent). This last group could include those who had deferred a university offer, those with a disability or health condition, and those travelling or waiting for their course to commence. This group is analysed in greater detail in Chapter 7.

Figure 2.1: Main destination of Year 12 completers, Queensland 2014

Main destination by sex

Differences between males and females were evident in education and training destinations as shown in Table 2.1 and Figure 2.2.

Females were much more likely to enter Bachelor Degrees (43.9 per cent compared to 34.1 per cent of males), and more likely to be working in part-time jobs (18.4 per cent compared to 15.8 per cent).

Males were more likely than females to be undertaking employment-based training as an apprentice (11.0 per cent compared to 1.6 per cent of females) and seeking work (13.6 per cent compared to 8.2 per cent).

39.1%

7.5%

2.8%

2.7%

6.2%

2.9%

8.5%

17.2% 10.8%

2.3%

22.1%


VET Cert IV+ (7.5%)

VET Cert III (2.8%)



Traineeship (2.9%)




NILFET (2.3%)

VET Categories


Table 2.1: Main destination of Year 12 completers, by sex, Queensland 2014 SEX

Main destination Male Female Total

no. % no. % no. % Bachelor Degree 6 590 34.1 8 917 43.9 15 507 39.1 VET

VET Cert IV+ 1 236 6.4 1 738 8.6 2 974 7.5

VET Cert III 359 1.9 739 3.6 1 098 2.8

VET Cert I-II/other 593 3.1 493 2.4 1 086 2.7

Apprenticeship 2 117 11.0 332 1.6 2 449 6.2

Traineeship 436 2.3 714 3.5 1 150 2.9

VET Total 4 741 24.5 4 016 19.8 8 757 22.1 Work

Full-time employment 1 760 9.1 1 621 8.0 3 381 8.5

Part-time employment 3 063 15.8 3 740 18.4 6 803 17.2

Work Total 4 823 25.0 5 361 26.4 10 184 25.7

Seeking work 2 633 13.6 1 662 8.2 4 295 10.8 NILFET 543 2.8 353 1.7 896 2.3

Total 19 330 100.0 20 309 100.0 39 639 100.0

Figure 2.2: Main destination of Year 12 completers, by sex, Queensland 2014

0

5

10

15

20

25

30

35

40

45

%

Male Female


Main destination by age group

At the start of the 2013 school year, the vast majority (31 572 or 79.6 per cent) of Year 12 students were 16 years of age. There were 272 students (0.7 per cent) aged 15 years or younger, 7331 students (18.5 per cent) aged 17 years and a further 464 students (1.2 per cent) who were 18 years or older.

Table 2.2 shows the main destinations according to these age groups, and allows comparison of the destinations of younger Year 12 completers and mature age Year 12 completers with those of the typical age group.

Year 12 completers aged 15 years or younger were more likely than older Year 12 completers to enrol in a Bachelor Degree (55.1 per cent) compared to 40.1 per cent for 16 year olds, 35.3 per cent for those 18 years or older and 34.4 per cent for 17 year olds.

Year 12 completers aged 18 years or older were more likely than younger Year 12 completers to enter campus-based VET courses (24.8 per cent) compared to 15.2 per cent for 17 year olds, 12.9 per cent for those 15 years or younger and 12.3 per cent for 16 year olds.

Table 2.2: Main destination of Year 12 completers, by age group, Queensland 2014 AGE GROUP

Main destination 15 years or younger 16 years 17 years 18 years or older

no. % no. % no. % no. % Bachelor Degree 150 55.1 12 672 40.1 2 521 34.4 164 35.3 VET VET Cert IV+ 22 8.1 2 291 7.3 596 8.1 65 14.0

VET Cert III 5 1.8 838 2.7 230 3.1 25 5.4

VET Cert I–II/other 8 2.9 763 2.4 290 4.0 25 5.4

Apprenticeship 6 2.2 1 932 6.1 494 6.7 17 3.7

Traineeship 7 2.6 963 3.1 173 2.4 7 1.5

VET Total 48 17.6 6 787 21.5 1 783 24.3 139 30.0 Work Full-time employment 14 5.1 2 713 8.6 635 8.7 19 4.1

Part-time employment 36 13.2 5 533 17.5 1 191 16.2 43 9.3

Work Total 50 18.4 8 246 26.1 1 826 24.9 62 13.4

Seeking work 19 7.0 3 248 10.3 966 13.2 62 13.4 NILFET 5 1.8 619 2.0 235 3.2 37 8.0

Total 272 100.0 31 572 100.0 7 331 100.0 464 100.0

Main destination by South East Queensland/Regional Queensland

There were also differences between the main destinations of Year 12 completers from 2013 based on the area where they attended school.

Figure 2.3 highlights the differences in the destinations of Year 12 completers who attended school in South East Queensland with those who attended school in Regional Queensland.

Transitions to Bachelor Degree and VET Certificate IV or higher programs were higher in South East Queensland compared to Regional

Queensland (52.9 per cent and 33.0 per cent respectively).

Year 12 completers who attended school in Regional Queensland were more likely to be undertaking employment based training or employment with no further education or training (46.1 per cent) than Year 12 completers from South East Queensland (29.6 per cent).

Chapter 8 provides a more comprehensive analysis on regional differences in post-school destinations.


Figure 2.3: Main destination of Year 12 completers, by South East Queensland/Regional Queensland, Queensland 2014

Main destination by Indigenous status

Of the 39 639 Year 12 completers from 2013, 1333 of these identified themselves as being of Aboriginal and/or Torres Strait Islander origin.

Table 2.3 presents the main destinations of Year 12 completers by Indigenous status. Indigenous Year 12 completers were more likely to be enrolled in VET programs than non-Indigenous Year 12 completers (30.8 per

cent compared to 21.8 per cent). Indigenous Year 12 completers were also more likely to be seeking work, or not in the labour force, education or training than non-Indigenous Year 12 completers.

Chapter 9 provides a more comprehensive analysis of the post-school destinations of Indigenous Year 12 completers.

Table 2.3: Main destination of Year 12 completers, by Indigenous status, Queensland 2014 INDIGENOUS STATUS

Main destination Indigenous Non-Indigenous Total

no. % no. % no. % Bachelor Degree 194 14.6 15 313 40.0 15 507 39.1 VET

VET Cert IV+ 101 7.6 2 873 7.5 2 974 7.5

VET Cert III 95 7.1 1 003 2.6 1 098 2.8

VET Cert I–II/other 72 5.4 1 014 2.6 1 086 2.7

Apprenticeship 85 6.4 2 364 6.2 2 449 6.2

Traineeship 58 4.4 1 092 2.9 1 150 2.9

VET Total 411 30.8 8 346 21.8 8 757 22.1

Work

Full-time employment 105 7.9 3 276 8.6 3 381 8.5

Part-time employment 234 17.6 6 569 17.1 6 803 17.2

Work Total 339 25.4 9 845 25.7 10 184 25.7 Seeking work 318 23.9 3 977 10.4 4 295 10.8 NILFET 71 5.3 825 2.2 896 2.3

Total 1 333 100.0 38 306 100.0 39 639 100.0

0

5

10

15

20

25

30

35

40

45

%

South East Queensland Regional Queensland


Education and employment destinationsTable 2.4 presents the labour market destinations of Year 12 completers by their study destination. This breakdown provides a more detailed picture than the main destination information presented in the previous section.

For example, Year 12 students in part-time employment are subdivided into their study destinations; be it Bachelor Degree, VET programs, other or not studying.

Not surprisingly, the most common scenario among Year 12 completers undertaking an apprenticeship or traineeship was VET Cert III study (66.9 per cent and 46.7 per cent respectively).

Young people in part-time employment were most likely to be completing a Bachelor Degree (48.0 per cent). Those seeking work were most likely to be not studying (43.4 per cent) or studying a Bachelor Degree (39.9 per cent).

Figure 2.4 presents the same information as Table 2.4, but with proportions of each labour force destination within each study destination.

Bachelor Degree and VET Certificate IV+ students were most likely to combine study with part-time employment (52.9 per cent and 42.5 per cent respectively). Additionally, 25.2 per cent of students undertaking a Bachelor Degree and 27.2 per cent of VET Certificate IV+ students were seeking work.

Table 2.4: Study destination of Year 12 completers, by labour force destination, Queensland 2014

LABOUR FORCE DESTINATION

Study destination

Apprenticeship Traineeship Full-time employment Part-time

employment Seeking work NILF Total

% % % % % % % Bachelor Degree 1.1 12.6 4.5 48.0 39.9 62.1 39.6 VET Cert IV+ 9.1 13.6 4.3 8.2 9.2 9.5 8.5 VET Cert III 66.9 46.7 2.4 2.5 3.9 3.8 8.3 VET Cert I–II 1.4 9.8 0.3 0.6 1.3 1.1 1.2 Other 19.1 13.0 1.3 1.4 2.1 5.4 3.5 Not studying 2.2 4.3 87.2 39.3 43.4 18.1 39.0

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Figure 2.4: Labour force destination of Year 12 completers, by study destination Queensland 2014

0

10

20

30

40

50

60

BachelorDegree

VET Cert IV+ VET Cert III VET Cert I–II Other Notstudying

%

Apprenticeship Traineeship Full-time employment Part-time employment Seeking work NILF


VET Certificate I–II students were more likely to be seeking work (29.0 per cent), undertaking a traineeship (24.7 per cent) or working part-time (23.8 per cent).

Year 12 completers who were not studying were more likely to be working part-time than full-time (43.9 per cent compared to 21.8 per cent).

It is important to note that these percentages are expressed as a proportion of responding Year 12 completers within the various categories. Therefore, this is not comparable to labour market statistics on participation or unemployment, which are expressed as a proportion of the entire relevant age cohort, and exclude those not in the labour force.

Deferring university study The Next Step survey asked Year 12 completers who were not undertaking post-school education or training at the time of the survey if they applied for university and how they responded to any offer they may have received.

Year 12 completers who were in an education or training destination other than a Bachelor Degree were not asked whether they applied for university. Therefore, information on how they responded to any offer they may have received is not available for analysis for this group of young people.

Figure 2.5 reports the main destinations of Year 12 completers, separating out those who reported deferring university study. Overall, 2840 (7.2 per cent) Year 12 completers from 2013 deferred such an offer.

This alternative approach to reporting the main destinations alters the proportions of Year 12 completers in the main destinations of working full-time, working part-time, seeking work and not in the labour force, education or training—the destinations of deferrers.

A small number of apprentices and trainees, who indicated that they had completed the study component of their training, advised that they had deferred a university offer and are shown as deferrers in Figure 2.5.

Figure 2.5: Main destination of Year 12 completers, including university study deferral, Queensland 2014

39.1%

7.5%

2.8%

2.7%

6.2%

2.9%

6.5%

13.6%

9.7%1.9%

7.2%

22.1%


VET Cert IV+ (7.5%)

VET Cert III (2.8%)



Traineeship (2.9%)



Seeking work (9.7%)

NILFET (1.9%)

Deferred (7.2%)

VET Categories


Table 2.5 reports rates of deferral by selected key characteristics. Overall, in keeping with the greater likelihood of females entering Bachelor Degree level programs, females were more likely to defer university than males (8.8 per cent of all females compared to 5.5 per cent of all males).

Year 12 completers from Regional Queensland were more likely to defer an offer of a tertiary place than those from South East Queensland.

Table 2.5: Year 12 completers who deferred university study, by selected key characteristics, Queensland 2014

Characteristic no. %a Total deferrers 2 840 7.2

Male 1 058 5.5

Female 1 782 8.8

Indigenous 44 3.3

Non-Indigenous 2 796 7.3

LBOTEb 96 3.8

South East Queenslandc 1 729 6.4 Regional Queenslandc 1 111 8.9

a Percentages based on proportion within characteristic. b Excludes international visa students. c South East Queensland/Regional Queensland location


Table 2.6 reports the labour force destinations of those who deferred as a proportion of all deferring Year 12 completers. Among Year 12 completers who reported having deferred a university place, most were working part-time (49.9 per cent). There were a further 28.8 per cent working full-time, 15.8 per cent seeking work and 5.0 per cent not in the labour force.

Table 2.6: Labour force destination of Year 12 completers who deferred university study, Queensland 2014

Labour force destination no. % Apprenticeship 5 0.2 Traineeship 8 0.3 Full-time employment 819 28.8 Part-time employment 1 417 49.9 Seeking work 450 15.8 NILF 141 5.0

Total 2 840 100.0

Figure 2.6 reports the main reason for not continuing with study given by Year 12 completers who deferred their university offer. ‘Wanted a break from study’ was the most frequent main reason (39.5 per cent), followed by ‘Wanted to earn own money’ (11.3 per cent) and ‘Working in order to finance further study’ (10.5 per cent).

Figure 2.6: Main reason for not studying of Year 12 completers who deferred university study, Queensland 2014

0 5 10 15 20 25 30 35 40

Other

Work commitments

Health reasons

Going into, or already in, the armed services

Sports commitments

Would have to move away from home

Waiting for course/training to begin

Course fees and other costs are a barrier

Don't feel ready for study at the moment

Undecided and considering options

Working in order to finance further study

Wanted to earn own money

Wanted a break from study

%


Chapter 3 – Destinations over time of Year 12 completers This chapter provides a number of time series of the main education and labour market indicators of students who completed Year 12 at Queensland schools over the last several years.

Main destination over timeFigure 3.1 shows a time series of the main destinations of Year 12 completers surveyed since the survey commenced in 2005.

The percentage of Year 12 completers transitioning to Bachelor Degree level programs has trended upwards over the last seven years of the survey.

The other campus-based education and training destinations (VET Cert IV+ to VET Cert I–II/Other) has remained relatively stable over the last 10 years.

The percentage of Year 12 completers undertaking employment-based training in either an apprenticeship or traineeship has shown a downward trend since the survey commenced in 2005.

Similarly, a downward trend can be seen in the percentage of Year 12 completers transitioning to full-time employment with no further education or training.

After an initial increase, the percentage of Year 12 completers transitioning to part-time employment has remaining somewhat stable over the last six years.

The percentage of Year 12 completers seeking work six months after completing Year 12 has increased over the last 10 years.

The percentage of young people not in the labour force, education or training has also remained stable over the last 10 years.

Figure 3.1: Main destination of Year 12 completers, Queensland 2005–2014

0

5

10

15

20

25

30

35

40

%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


Destinations over time by sex

Figures 3.2 and 3.3 compare the main destinations of male and female Year 12 completers over the last five years.

Both figures show similar trends to that seen in Figure 3.1 with only small movements over the last 12 months.

Figure 3.2: Main destination of male Year 12 completers, Queensland 2010–2014

Figure 3.3: Main destination of female Year 12 completers, Queensland 2010–2014

0

5

10

15

20

25

30

35

%

2010 2011 2012 2013 2014

0

5

10

15

20

25

30

35

40

45

%

2010 2011 2012 2013 2014


Work and study destinations over timeThe work and study load options undertaken by Year 12 completers over the last five years are presented in Figure 3.4.

The proportion of Year 12 completers in full-time study and not working has increased over the last five years from 19.0 per cent in 2010 to 22.6 per cent in 2014.

Since 2011 the portion of Year 12 completers studying part-time and employed full-time has decreased from 11.2 per cent to 7.9 per cent in 2014.

Over the last two years there has been an increase in the proportion of Year 12 completers neither studying nor working.

Figure 3.4: Work and study load of Year 12 completers, Queensland 2010–2014

0

5

10

15

20

25

Full-timestudy/

full-timework

Full-timestudy/

part-timework

Full-timestudy/

not working

Part-timestudy/

full-timework

Part-timestudy/

part-timework

Part-timestudy/

not working

Notstudying/full-time

work

Notstudying/part-time

work

Notstudying/

not working

%

2010 2011 2012 2013 2014


Education and training destinations over time Level of study

Over the last five years the levels of study chosen by Year 12 completers in education or training have remained relatively stable, as seen in Figure 3.5.

The increase seen in the proportion of Year 12 completers in education or training undertaking a Bachelor Degree over the last few years has remained at a similar level in 2014.

Figure 3.5: Level of study of Year 12 completers in education or training, Queensland 2010–2014

0

10

20

30

40

50

60

70

%

2010 2011 2012 2013 2014


Field of study

The fields of study being undertaken by Year 12 in education or training are highlighted in Figure 3.6.

In 2014, ‘Health’ was the most common field of study for Year 12 completers. This follows a small but steady increase over the last five years, moving up from the third most common study field in 2013.

‘Engineering and Related Technologies’, once the most popular field of study for those undertaking further education or training has shown a decline since peaking in 2012 to become the fourth most common field of study.

There has also been an increase over the last four years in the percentage of Year 12 completers undertaking a double field of study.

Figure 3.6: Field of study of Year 12 completers in education or training, Queensland 2010–2014

0 2 4 6 8 10 12 14 16

Other

Double Field of Study

Agriculture, Environmental and Related Studies

Mixed field programs

Information Technology

Food, Hospitality and Personal Services

Architecture and Building

Education

Natural and Physical Sciences

Creative Arts

Engineering and Related Technologies

Management and Commerce

Society and Culture

Health

%2010 2011 2012 2013 2014


Employment destinations over time Labour force destinations

Figure 3.7 shows the labour force destinations of Year 12 completers surveyed between 2010 and 2014, regardless of their study status. The distribution of Year 12 completers across the labour force destinations has remained relatively constant over the last five years.

Of note, and in line with the main destination information presented in Figure 3.1, there has been a general move away from full-time work

and an increase in the proportion of Year 12 completers seeking work over the last five years.

As indicated in Chapter 2, it is important to note that these percentages are expressed as a proportion of responding Year 12 completers within the various categories and are not comparable to labour market statistics on participation or unemployment.

Figure 3.7: Labour force destination of Year 12 completers, Queensland 2010–2014

0

5

10

15

20

25

30

35

40

45

%

2010 2011 2012 2013 2014


Industry of employment

The top seven industries of employment for both males and females are presented in Figures 3.8 and 3.9.

‘Accommodation and Food Services’ and ‘Retail Trade’ have consistently been the two top industries of employment for both male and female Year 12 completers over the last five years.

The ‘Construction’ industry has also been a sector that has employed male Year 12 completers over the years.

While female Year 12 completers have been consistently concentrated in the top two employment industries, the ‘Health Care and Social Assistance’ industry has remained the third largest area of employment.

Figure 3.8: Selected Industries of male Year 12 completers in employment, Queensland 2010–2014

Figure 3.9: Selected Industries of female Year 12 completers in employment, Queensland 2010–2014

0

5

10

15

20

25

30

35

Accommodationand FoodServices

Retail Trade Construction Manufacturing Other Services Arts andRecreationServices

Agriculture,Forestry and

Fishing

%

2010 2011 2012 2013 2014

0

5

10

15

20

25

30

35

40

45

50

Accommodationand FoodServices

Retail Trade Health Care andSocial

Assistance

Education andTraining

Arts andRecreationServices

Other Services Professional,Scientific and

TechnicalServices

%

2010 2011 2012 2013 2014


Occupation

In 2013, the Next Step survey adopted the Australian and New Zealand Standard Classification of Occupations to collect and report on occupations. Appendix 5 presents the overview of the new occupation classification.

Figures 3.10 and 3.11 show the Occupational Major Groups of Year 12 completers in

employment, regardless of study status, over the last two years.

The percentage of both male and female Year 12 completers working as ‘Sales Workers’ has increased in the last year, but it is too early to identify trends.

Figure 3.10: Occupational Major Group of male Year 12 completers in employment, Queensland 2013–2014

Figure 3.11: Occupational Major Group of female Year 12 completers in employment, Queensland 2013–2014

0

5

10

15

20

25

30

Labourers Sales Workers Techniciansand Trades

Workers

Communityand Personal

ServiceWorkers

MachineryOperators and

Drivers

Clerical andAdministrative

Workers

Professionals Managers

%

2013 2014

0

10

20

30

40

50

Sales Workers Communityand Personal

ServiceWorkers

Clerical andAdministrative

Workers

Labourers Techniciansand Trades

Workers

Professionals MachineryOperators and

Drivers

Managers

%

2013 2014


Chapter 4 – Education and training destinationsThis chapter examines the education and training outcomes of Year 12 completers from 2013. Initially, all Year 12 completers who were participating in post-school education or training are examined; the remaining sections focus on students studying a Bachelor Degree or campus-based VET course and exclude apprentices and trainees. More details about the education and training destinations of apprentices and trainees can be found in Chapter 6.

This chapter also explores the differences between working and non-working students in order to investigate the different study choices and patterns exercised by students in different economic and social situations.

All Year 12 completers in education or trainingTable 4.1 shows that of the 39 639 Next Step survey respondents, 24 160 (61.0 per cent) were continuing in some form of education or training approximately six months after they left school. This excludes the 104 young people

who indicated during the survey that they had already completed the training component of their apprenticeship or traineeship. Most of the 24 782 working Year 12 completers were also studying (58.5 per cent).


STUDY DESTINATION

Labour force destination Studying Not studying Total

no. % no. % no. % Work

Apprenticeship or traineeshipa 3 495 97.1 104 2.9 3 599 100.0

Other 10 999 51.9 10 184 48.1 21 183 100.0

Work Total 14 494 58.5 10 288 41.5 24 782 100.0 Seeking work 5 600 56.6 4 295 43.4 9 895 100.0 NILF 4 066 81.9 896 18.1 4 962 100.0

Total 24 160 61.0 15 479 39.0 39 639 100.0 a There were 104 apprentices and trainees who indicated they had already completed the study component of their program.


Table 4.2 shows the education and training destinations of Year 12 completers from 2013 based on whether they were studying in a full-time or part-time capacity, including apprentices and trainees.

Year 12 completers who were studying full-time were much more likely to be studying a Bachelor Degree level course (80.8 per cent).

Those studying part-time were more likely to be studying a VET level course (79.5 per cent), with VET Certificate III courses being the most common (49.0 per cent). This distinction can be attributed to the level of study and study load choices of apprentices and trainees who combine work with study.

Table 4.2: Level of study of Year 12 completers in education or training, by study load, Queensland 2014

STUDY LOADa

Level of study Full-time Part-time Total

no. % no. % no. % Bachelor Degree 15 125 80.8 555 10.2 15 680 64.9 VET

Associate Degree 82 0.4 16 0.3 98 0.4

Advanced Diploma 90 0.5 13 0.2 103 0.4

Diploma 1 751 9.4 538 9.9 2 289 9.5

VET Certificate IV 396 2.1 468 8.6 864 3.6

VET Certificate III 611 3.3 2 663 49.0 3 274 13.6

VET Certificate II 135 0.7 264 4.9 399 1.7

VET Certificate I 22 0.1 37 0.7 59 0.2

VET unspecified 87 0.5 328 6.0 415 1.7

VET Total 3 174 17.0 4 327 79.5 7 501 31.0

Unknown/other study 421 2.2 558 10.3 979 4.1

Total 18 720 100.0 5 440 100.0 24 160 100.0 a Includes apprentices and trainees.

Unless stated otherwise, for the remainder of this chapter the 3599 Year 12 completers undertaking an apprenticeship or traineeship have been excluded from the analysis to

illustrate the different study choices for campus-based VET and Bachelor Degree students.

Education and training by sexTable 4.3 and Figure 4.1 present the study destinations of all male and female Year 12 completers who were studying a Bachelor Degree or campus-based VET course.

While the proportions of males and females studying, including apprentices and trainees, were similar in Chapter 2, differences were evident for males and females who chose non-employment-based VET study programs.

There were 11 887 females (58.5 per cent of all females) doing a Bachelor Degree or campus-based VET course, compared to 8778 males (45.4 per cent of all males).

The proportions of males and females enrolled in the various levels of study were very similar. The most likely study destination was a Bachelor degree (75.0 per cent of all students in campus-based education or training).

Of the 22.0 per cent of Year 12 completers undertaking a campus-based VET program, most were enrolled in a Diploma course (10.6 per cent) followed by VET Certificate III courses (5.3 per cent).


Table 4.3: Level of study of Year 12 completers in education or training, by sex, Queensland 2014

SEX

Level of study Male Female Total




Diploma 843 9.6 1 349 11.3 2 192 10.6


VET Certificate III 359 4.1 739 6.2 1 098 5.3



VET unspecified 74 0.8 99 0.8 173 0.8

VET Total 1 887 21.5 2 668 22.4 4 555 22.0

Other 301 3.4 302 2.5 603 2.9

Total 8 778 100.0 11 887 100.0 20 665 100.0

Figure 4.1: Level of study of Year 12 completers in education or training, by sex, Queensland 2014

0

10

20

30

40

50

60

70

80

%

Male Female


Study loadTable 4.4 presents the level of study of Year 12 completers who were studying a Bachelor Degree or campus-based VET program based on whether they were studying full-time or part-time. The majority of these students were

studying full-time (90.6 per cent). Almost all Bachelor Degree students were studying full-time (97.5 per cent), as were most Associate Degree, Advanced Diploma and Diploma students.

Table 4.4: Level of study of Year 12 completers in education or training, by study load, Queensland 2014

STUDY LOAD

Level of study Full-time Part-time Total




Diploma 1 751 79.9 441 20.1 2 192 100.0


VET Certificate III 611 55.6 487 44.4 1 098 100.0



VET unspecified 87 50.3 86 49.7 173 100.0

VET Total 3 174 69.7 1 381 30.3 4 555 100.0

Other 421 69.8 182 30.2 603 100.0

Total 18 720 90.6 1 945 9.4 20 665 100.0

Field of studyThe field of study entered by Year 12 completers in campus-based education or training is shown in Figure 4.2.

The three most common fields of study entered by Year 12 completers were ‘Health’ (16.3 per cent), ‘Society and Culture’ (15.9 per cent) and ‘Management and Commerce’ (13.4 per cent), and accounted for 45.6 per cent of all enrolments.

‘Double Field of Study’, undertaken by 8.4 per cent of Year 12 completers, refers to Bachelor Degree students undertaking double degrees, for example, Business/Law.

The field of study categories are based on the Australian Standard Classification of Education; Appendix 3 contains an explanation of the types of courses included in each field of study.


Figure 4.2: Field of study of Year 12 completers in education or training, Queensland 2014

Table 4.5 highlights the differences in students’ choices by sex across different study fields.

Males were more likely than females to enrol in ‘Engineering and Related Technologies’ and ‘Information Technology’ programs.

Females were more likely than males to enrol in the fields of ‘Health’, ‘Society and Culture’ and ‘Education’.

The remaining fields had little differences between males and females studying Bachelor Degree and campus-based VET programs.

Males and females also had similar transition rates into programs with a double field of study (8.7 per cent and 8.2 per cent respectively).

Table 4.5: Field of study of Year 12 completers in education or training, by sex, Queensland 2014

SEX

Field of study Male Female Total

no. no. % no. % Health 819 9.3 2 559 21.5 3 378 16.3 Society and Culture 1 120 12.8 2 165 18.2 3 285 15.9 Management and Commerce 1 189 13.5 1 580 13.3 2 769 13.4 Creative Arts 844 9.6 1 304 11.0 2 148 10.4 Engineering and Related Technologies 1 599 18.2 312 2.6 1 911 9.2 Natural and Physical Sciences 750 8.5 959 8.1 1 709 8.3 Education 283 3.2 943 7.9 1 226 5.9 Information Technology 707 8.1 99 0.8 806 3.9 Food, Hospitality and Personal Services 104 1.2 463 3.9 567 2.7 Architecture and Building 264 3.0 188 1.6 452 2.2 Mixed Field Programs 171 1.9 156 1.3 327 1.6 Agriculture, Environmental and Related Studies 100 1.1 109 0.9 209 1.0 Double Field of Study 767 8.7 979 8.2 1 746 8.4 Other 61 0.7 71 0.6 132 0.6

Total 8 778 100.0 11 887 100.0 20 665 100.0

0 5 10 15 20

Other



Mixed Field Programs




Education



Creative Arts


Society and Culture

Health

%


Table 4.6 explores the study fields for Bachelor Degree and campus-based VET students in terms of the different types of courses available in these fields.

The majority of students in VET Certificate I programs were studying in the fields ‘Architecture and Building’ (34.7 per cent) and ‘Engineering and Related Technologies’ (18.4 per cent).

Students in VET Certificate II were predominately enrolled in ‘Engineering and Related Technologies’ programs (44.8 per cent).

The top two fields of study for students in VET Certificate III programs were ‘Society and Culture’ (20.3 per cent) and ‘Management and Commerce’ (17.8 per cent).

‘Society and Culture’ (32.5 per cent) and ‘Health’ (18.5 per cent) had the highest proportion of enrolments for students in VET Certificate IV programs.

The top two fields of study for students in Diploma programs were ‘Management and Commerce’ (21.9 per cent) and ‘Society and Culture’ (20.0 per cent).

Students studying at an Associate Degree or Advanced Diploma level were concentrated in two fields: ‘Engineering and Related Technologies’ (31.7 per cent) and ‘Creative Arts’ (25.4 per cent).

Bachelor Degree students were most likely to enrol in the fields of ‘Health’ (18.0 per cent) and ‘Society and Culture’ (15.0 per cent).

Table 4.6: Field of study of Year 12 completers in education or training, by level of study, Queensland 2014

LEVEL OF STUDYa

Field of study Bachelor Degree Assoc Deg

/Adv Dipb Diploma VET Cert IV VET

Cert III VET Cert II VET

Cert I

% % % % % % % Health 18.0 5.3 10.9 18.5 14.5 4.2 2.0 Society and Culture 15.0 6.3 20.0 32.5 20.3 3.8 4.1 Management and Commerce 12.4 10.6 21.9 13.3 17.8 10.0 2.0 Creative Arts 9.9 25.4 15.5 12.8 6.2 1.5 6.1 Engineering and Related Technologies 9.8 31.7 2.8 6.2 5.4 44.8 18.4 Natural and Physical Sciences 10.5 3.2 1.1 1.7 1.0 0.4 2.0 Education 6.6 0.5 4.4 1.3 6.7 0.4 2.0 Information Technology 3.4 5.3 7.1 4.2 6.0 6.1 6.1 Food, Hospitality and Personal Services 0.3 2.1 11.5 4.6 14.8 13.8 12.2 Architecture and Building 2.1 4.8 3.0 0.5 1.1 1.9 34.7 Agriculture, Environmental and Related Studies 0.7 0.5 0.6 1.7 4.4 6.5 2.0 Mixed Field Programs 0.1 1.6 0.3 0.8 0.5 4.2 8.2 Double Field of Study 10.9 2.1 0.5 1.2 0.9 0.8 0.0 Other 0.3 0.5 0.5 0.5 0.5 1.5 0.0

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 a Excludes unknown and other study. b Associate Degree or Advanced Diploma.


Study provider ‘Study provider’ refers to the type of institution that students attended for their post-school study. The type of study provider that Year 12 completers from 2013 attended is presented in Table 4.7.This table shows that universities (75.8 per cent) and TAFE institutes (13.7 per cent) were the two largest providers of study to

Year 12 completers. Private training colleges (including employers registered as private providers) formed the next largest provider by share (8.0 per cent), while the remaining types of study providers attracted fewer campus based students.

Table 4.7: Study provider of Year 12 completers in education or training, Queensland 2014 Study provider no. % University 15 665 75.8 TAFE 2 829 13.7 Private training college 1 662 8.0 Secondary school 187 0.9 Adult and community education provider 59 0.3 Training provided at work 56 0.3 Armed Forces 42 0.2 Agricultural college 20 0.1 Other 145 0.7

Total 20 665 100.0

On the following page, Table 4.8 presents a more detailed list of post-schooling institutions attended in 2014 by Year 12 completers from 2013.

Not surprisingly, the three largest universities in South East Queensland—The University of Queensland, Queensland University of Technology and Griffith University—accounted for 69.3 per cent of all university enrolments or 52.5 per cent of enrolments in all institutions.

TAFE enrolments were spread across a larger number of institutions. However, 32.7 per cent of students enrolled in a TAFE institute were attending Southbank Institute of Technology.

There are numerous private training colleges and other institutions that provide education and training to Year 12 completers. Some of the larger institutions have been listed separately, while smaller institutions that Year 12 completers were studying at have been combined as ‘Other private training college’ and accounted for 52.8 per cent of other institutions.


Table 4.8: Post-school institution of Year 12 completers in education or training, Queensland 2014

Post-school institution Institution type Overall

no. % % University

The University of Queensland 4 301 27.5 20.8

Queensland University of Technology 3 290 21.0 15.9

Griffith University 3 268 20.9 15.8

James Cook University 1 128 7.2 5.5

University of the Sunshine Coast 884 5.6 4.3

Australian Catholic Universitya 683 4.4 3.3

University of Southern Queensland 612 3.9 3.0

Central Queensland Universitya 556 3.5 2.7

Bond University 161 1.0 0.8

Southern Cross Universitya 142 0.9 0.7

Interstate university 531 3.4 2.6

Other/Unspecified Queensland university 109 0.7 0.5

University Total 15 665 100.0 75.8

TAFE

Southbank Institute of Technology 926 32.7 4.5

Metropolitan South Institute of TAFE 307 10.9 1.5

Gold Coast Institute of TAFE 290 10.3 1.4

Brisbane North Institute of TAFE 208 7.4 1.0

Wide Bay Institute of TAFE 171 6.0 0.8

Central Queensland Institute of TAFE 150 5.3 0.7

Sunshine Coast Institute of TAFE 143 5.1 0.7

Barrier Reef Institute of TAFE 100 3.5 0.5

SkillsTech Australia 97 3.4 0.5

Southern Queensland Institute of TAFE 95 3.4 0.5

Tropical North Institute of TAFE 95 3.4 0.5

The Bremer Institute of TAFE 87 3.1 0.4

Interstate TAFE 87 3.1 0.4

Other/Unspecified Queensland TAFE 73 2.6 0.4

TAFE Total 2 829 100.0 13.7

Other institutions

Other private training college 1 147 52.8 5.6

Secondary School 168 7.7 0.8

Evocca College 133 6.1 0.6

Open Colleges 108 5.0 0.5

JMC Academy 85 3.9 0.4

SAE (Qantm College) 55 2.5 0.3

Armed Forces 41 1.9 0.2

Australian Institute of Fitness 33 1.5 0.2

Australian Institute of Creative Design 31 1.4 0.2

Careers Australia 30 1.4 0.1

Aviation Australia 30 1.4 0.1

Australian Institute of Applied Science 18 0.8 0.1

Sarina Russo 15 0.7 0.1

Harvest Rain Theatre Company 11 0.5 0.1

Other or unknown institutions 266 12.3 1.3

Other institutions Total 2 171 100.0 10.5

Total 20 665 100.0 a Includes students at Queensland campuses only. Students at interstate campuses are included under Interstate university.


Working and non-working studentsThe labour market destinations of Year 12 completers are discussed in detail in Chapter 5. However, this section compares the aspects of the study patterns of the 10 999 campus-based students who were working, with that of the 9666 campus-based students who were not working.

Table 4.9 shows the proportions of these groups within each level of study. These figures

show that, overall, 53.2 per cent of all students combined their campus-based study with some form of employment.

The proportion of students working was higher as the level of study increased, ranging from 39.0 per cent for VET Certificate I–II level programs to 54.6 per cent for Bachelor Degree study.

Table 4.9: Student work status of Year 12 completers in education or training, by level of study, Queensland 2014

STUDENT WORK STATUS

Level of study Working student Non-working

student Total

no. % no. % no. % Bachelor Degree 8 473 54.6 7 034 45.4 15 507 100.0 VET Certificate IV+ 1 593 53.6 1 381 46.4 2 974 100.0 VET Certificate III 517 47.1 581 52.9 1 098 100.0 VET Certificate I–II 121 39.0 189 61.0 310 100.0 Other 295 38.0 481 62.0 776 100.0

Total 10 999 53.2 9 666 46.8 20 665 100.0

Table 4.10 presents a different view of the data in Table 4.9, with proportions of each study level within working and non-working students. The levels of study undertaken by working students were similar to the proportions for

non-working students, with working students only slightly more likely than non-working students to be enrolled in a Bachelor Degree (77.0 per cent compared to 72.8 per cent).

Table 4.10: Level of study of Year 12 completers in education or training, by student work status, Queensland 2014

STUDENT WORK STATUS

Level of study Working student Non-working

student Total

no. % no. % no. % Bachelor Degree 8 473 77.0 7 034 72.8 15 507 75.0 VET Certificate IV+ 1 593 14.5 1 381 14.3 2 974 14.4 VET Certificate III 517 4.7 581 6.0 1 098 5.3 VET Certificate I–II 121 1.1 189 2.0 310 1.5 Other 295 2.7 481 5.0 776 3.8

Total 10 999 100.0 9 666 100.0 20 665 100.0


Figure 4.3 shows the level of study patterns for male and female working and non-working students, excluding apprentices and trainees.

There were only slight differences between males and females, with similar patterns for both working and non-working students.

Figure 4.3: Level of study of working and non-working students in education or training, by sex, Queensland 2014

Table 4.11 compares the study load of both working and non-working students. Regardless of study load, Year 12 completers in education or training were more likely to be combining work with their study (53.2 per cent of all Year 12 completers in education or training, compared to 46.8 per cent of students who were not working).

Young people studying part-time were more likely to also be working (63.1 per cent) than those with a full-time study load (52.2 percent).

Table 4.11: Student work status of Year 12 completers in education and training, by study load, Queensland 2014

STUDY LOAD

Student work status Full-time Part-time Total

no. % no. % no. % Working student 9 772 52.2 1 227 63.1 10 999 53.2 Non-working student 8 948 47.8 718 36.9 9 666 46.8

Total 18 720 100.0 1 945 100.0 20 665 100.0

0

10

20

30

40

50

60

70

80

BachelorDegree

VETCert IV+

VETCert III

VETCert I–II

Other BachelorDegree

VETCert IV+

VETCert III

VETCert I–II

Other

%

Male Female

Working students Non-working students


Chapter 5 – Employment destinations This chapter examines the labour market outcomes of Year 12 completers from 2013 in Queensland. Initially, all Year 12 completers who were in the workforce are examined. The remaining sections focus on Year 12 completers who were employed by whether they were engaged on a casual basis and by whether they were undertaking further education or training—these remaining sections exclude apprentices and trainees. More details about the employment destinations of apprentices and trainees can be found in Chapter 6.

All Year 12 completers in employmentMost young people who completed Year 12 in 2013 entered the workforce, whether or not they were undertaking further education. Table 5.1 summarises the study and labour force

destinations of 2013 Year 12 completers. Ignoring study or training status, there were 24 782 (62.5 per cent) Year 12 completers working at the time of the survey.

Table 5.1: Labour force destination of Year 12 completers, by study destination, Queensland 2014

STUDY DESTINATION




Other 10 999 45.5 10 184 65.8 21 183 53.4

Work Total 14 494 60.0 10 288 66.5 24 782 62.5

Seeking work 5 600 23.2 4 295 27.7 9 895 25.0 NILF 4 066 16.8 896 5.8 4 962 12.5



Table 5.2 shows that 69.8 per cent of all 2013 Year 12 completers in employment were working part-time, with a further 15.6 per cent working full-time.

Apprentices and trainees, who predominantly work full-time (refer Table 6.11), made up 9.9 per cent and 4.6 per cent respectively.

Table 5.2: Work destination of Year 12 completers in employment, by sex, Queensland 2014 SEX

Work destination Male Female Total

no. % no. % no. % Apprenticeship 2 117 18.6 332 2.5 2 449 9.9 Traineeship 436 3.8 714 5.3 1 150 4.6 Full-time employment 1 935 17.0 1 942 14.5 3 877 15.6 Part-time employment 6 910 60.6 10 396 77.7 17 306 69.8

Total 11 398 100.0 13 384 100.0 24 782 100.0

Differences were evident between males and females in relation to part-time work and apprenticeships, as shown in Figure 5.1. Female Year 12 completers in employment were more likely than their male counterparts to be working in part-time jobs (77.7 per cent

compared to 60.6 per cent). Conversely, male Year 12 completers in employment were more likely to have commenced an apprenticeship (18.6 per cent compared to 2.5 per cent for females).

Figure 5.1: Work destination of Year 12 completers in employment, by sex, Queensland 2014

For the remainder of this chapter, the 3599 Year 12 completers undertaking an apprenticeship or traineeship have been excluded from the analysis to illustrate the difference in labour force choices of the other Year 12 completers.

More details about the employment destinations of apprentices and trainees can be found in Chapter 6.

Table 5.3 and Figure 5.2 report the occupational groups of Year 12 completers in employment by sex. Occupation categories are based on the Australian and New Zealand Standard Classification of Occupations and are presented in Appendix 5.

It shows that 45.4 per cent of employed Year 12 completers were concentrated in just one occupational group—‘Sales Workers’.

0

10

20

30

40

50

60

70

80

Apprenticeship Traineeship Full-time employment Part-time employment

%

Male Female


The other main occupations were ‘Community and Personal Service Workers’ (20.1 per cent) and ‘Labourers’ (19.3 per cent).

In considering these findings, it should be noted that 10 999 (51.9 per cent) of Year 12 completers in employment, excluding apprentices and trainees, were combining work and further education or training (refer Table 4.1).

Important differences in the occupations of Year 12 completers are evident when compared by sex and employment across the major occupational groups generally followed traditional gender lines.

Males were more likely than females to be working as ‘Labourers’, ‘Machinery Operators and Drivers’ or ‘Technicians and Trades Workers’.

Females were more likely than males to be working as ‘Sales Workers’, ‘Community and Personal Service Workers’ or ‘Clerical and Administrative Workers’.

Overall, ‘Sales Workers’, ‘Labourers’ and ‘Community and Personal Service Workers’ were the most popular occupations for both males and females, accounting for 83.2 per cent and 85.8 per cent respectively.

Table 5.3: Occupational Major Group of Year 12 completers in employment, by sex, Queensland 2014

SEX

Occupation - Major Group Male Female Total

no. % no. % no. % Sales Workers 3 115 35.2 6 492 52.6 9 607 45.4 Community and Personal Service Workers 1 276 14.4 2 982 24.2 4 258 20.1 Labourers 2 969 33.6 1 118 9.1 4 087 19.3 Clerical and Administrative Workers 265 3.0 1 081 8.8 1 346 6.4 Technicians and Trades Workers 429 4.9 149 1.2 578 2.7 Professionals 210 2.4 275 2.2 485 2.3 Machinery Operators and Drivers 426 4.8 59 0.5 485 2.3 Managers 31 0.4 59 0.5 90 0.4 Other 124 1.4 123 1.0 247 1.2

Total 8 845 100.0 12 338 100.0 21 183 100.0

Figure 5.2: Occupational Major Group of Year 12 completers in employment, by sex, Queensland 2014

0 10 20 30 40 50 60

Other

Managers

Machinery Operators and Drivers

Professionals

Technicians and Trades Workers

Clerical and Administrative Workers

Labourers

Community and Personal Service Workers

Sales Workers

%Male Female


Tables 5.4 and 5.5 provide a more detailed breakdown of occupations within selected male and female occupational groups.

Of the 2969 males in the ‘Labourers’ Occupational Major Group, 22.2 per cent were working as ‘Kitchenhands’, followed by ‘Fast Food Cooks’ (15.7 per cent).

There were 6492 females in the ‘Sales Workers’ Occupational Major Group. Within this group 62.9 per cent were working as ‘Sales Assistants (General)’ and a further 31.5 per cent as ‘Checkout Operators and Office Cashiers’.

Table 5.4: Occupational Unit Group of male Year 12 completers employed as Labourers, Queensland 2014

Occupation - Unit Group no. % Kitchenhands 658 22.2 Fast Food Cooks 467 15.7 Other Miscellaneous Labourers 430 14.5 Shelf Fillers 302 10.2 Building and Plumbing Labourers 229 7.7 Mixed Crop and Livestock Farm Workers 131 4.4 Other Cleaners 92 3.1 Packers 81 2.7 Livestock Farm Workers 63 2.1 Car Detailers 57 1.9 Handypersons 51 1.7 Garden and Nursery Labourers 46 1.5 Freight and Furniture Handlers 46 1.5 Other Factory Process Workers 43 1.4 Concreters 41 1.4 Food Trades Assistants 32 1.1 Crop Farm Workers 24 0.8 Meat Boners and Slicers, and Slaughterers 22 0.7 Other 154 5.2

Total 2 969 100.0

Table 5.5: Occupational Unit Group of female Year 12 completers employed as Sales Workers, Queensland 2014

Occupation - Unit Group no. % Sales Assistants (General) 4 083 62.9 Checkout Operators and Office Cashiers 2 045 31.5 Pharmacy Sales Assistants 154 2.4 Retail Supervisors 98 1.5 Other Sales Assistants and Salespersons 34 0.5 Models and Sales Demonstrators 23 0.4 Ticket Salespersons 11 0.2 Telemarketers 10 0.2 Real Estate Sales Agents 8 0.1 Sales Representatives 7 0.1 Service Station Attendants 7 0.1 Other 12 0.2

Total 6 492 100.0


In addition to occupation, Year 12 completers provided details of the industry in which their employment takes place. Industry categories are based on the Australian and New Zealand Standard Industrial Classification, and are presented in Appendix 4.

Table 5.6 details the industry categories for employed Year 12 completers and shows high

proportions of young people working in just two industry areas; ‘Accommodation and Food Services’ (34.9 per cent) and ‘Retail Trade‘ (34.5 per cent).

These two industries accounted for 69.4 per cent of all 2013 Year 12 completers in employment.

Table 5.6: Industry category of Year 12 completers in employment, by sex, Queensland 2014 SEX

Industry category Male Female Total

no. % no. % no. % Accommodation and Food Services 2 884 32.6 4 508 36.5 7 392 34.9 Retail Trade 2 693 30.4 4 615 37.4 7 308 34.5 Health Care and Social Assistance 153 1.7 825 6.7 978 4.6 Arts and Recreation Services 410 4.6 430 3.5 840 4.0 Education and Training 322 3.6 478 3.9 800 3.8 Construction 595 6.7 93 0.8 688 3.2 Agriculture, Forestry and Fishing 314 3.6 173 1.4 487 2.3 Professional, Scientific and Technical Services 133 1.5 264 2.1 397 1.9 Manufacturing 311 3.5 79 0.6 390 1.8 Other Services 160 1.8 139 1.1 299 1.4 Transport, Postal and Warehousing 227 2.6 55 0.4 282 1.3 Administrative and Support Services 148 1.7 132 1.1 280 1.3 Public Administration and Safety 143 1.6 81 0.7 224 1.1 Information Media and Telecommunications 97 1.1 98 0.8 195 0.9 Rental, Hiring and Real Estate services 46 0.5 113 0.9 159 0.8 Financial and Insurance Services 35 0.4 91 0.7 126 0.6 Wholesale Trade 64 0.7 38 0.3 102 0.5 Mining 46 0.5 29 0.2 75 0.4 Electricity, Gas, Water and Waste Services 19 0.2 5 0.0 24 0.1 Other 45 0.5 92 0.7 137 0.6

Total 8 845 100.0 12 338 100.0 21 183 100.0


The differences in industry categories by sex can be seen in Figure 5.3. As with the occupational groups, the two main industry categories were the same for both males and females. However, females were more likely than males to be in both of these industries, 36.5 per cent compared to 32.6 per cent for ‘Accommodation and Food Services’ and 37.4 per cent compared to 30.4 per cent for ‘Retail Trade’.

Females were also more likely to be in ‘Heath Care and Social Assistance’ (6.7 per cent compared to 1.7 per cent).

Male Year 12 completers in employment were more likely to be employed in the industries of ‘Construction’ (6.7 per cent compared to 0.8 per cent of females), ‘Manufacturing’ (3.5 per cent compared to 0.6 per cent) and ‘Agriculture, Forestry and Fishing’ (3.6 per cent compared to 1.4 per cent).

Figure 5.3: Selected industry categories of Year 12 completers in employment, by sex, Queensland 2014

Casual workersCasual workers are defined as workers who do not have permanency or paid leave entitlements (such as sick leave and holiday leave), and they usually receive a higher rate of pay to compensate for this.

Overall, there were 17 183 Year 12 completers who were employed on a casual basis, which, excluding apprentices and trainees, accounts for 81.1 per cent of the 21 183 in paid employment.

Table 5.7 shows the distribution of Year 12 completers in casual employment across the ‘workload and study status’ groups. Those working part-time (fewer than 35 hours per week) made up 90.2 per cent of all casual workers (56.0 per cent who were combining part-time work with study and 34.2 per cent

who were working part-time with no further education or training).

Year 12 completers working full-time made up only 9.8 per cent of all casual workers (8.6 per cent who were working full-time with no further education or training and 1.2 per cent who were combining full-time work with study).

0 5 10 15 20 25 30 35 40

Other Services

Manufacturing

Professional, Scientific and Technical Services

Agriculture, Forestry and Fishing

Construction

Education and Training

Arts and Recreation Services

Health Care and Social Assistance

Retail Trade

Accommodation and Food Services

%Male Female


Table 5.7: Workload and study status of Year 12 completers in casual employment, by sex, Queensland 2014

SEX

Workload and study status Male Female Total

no. % no. % no. % Student

Full-time employment 80 1.1 127 1.3 207 1.2


Student Total 3 625 50.7 6 196 61.7 9 821 57.2

Not in education or training

Full-time employment 844 11.8 635 6.3 1 479 8.6


Not in education or training Total 3 518 49.3 3 844 38.3 7 362 42.8

Total 7 143 100.0 10 040 100.0 17 183 100.0

Figure 5.4 shows the relationship between casual work and workload (that is, part-time or full-time work).

For all Year 12 completers who were combining full-time work with study, 45.7 per cent of males and 39.6 per cent of females were working casually. While the rate of casual employment for those who were working full-time without any further education or training was 48.0 per cent for males and 39.2 per cent for females.

Among Year 12 completers who were working part-time, the overwhelming majority were employed on a casual basis. Of those young people who were combining their part-time work with study, 92.1 per cent of males and 91.2 per cent of females were employed on a casual basis. Similarly, 87.3 per cent of males and 85.8 per cent of females who were working part-time and were not in education or training were employed on a casual basis.

Figure 5.4: Year 12 completers in casual employment as a proportion of all Year 12 completers in workload, by sex, Queensland 2014

0

10

20

30

40

50

60

70

80

90

100

Student -Full-time employment

Student -Part-time employment

Not in education or training -Full-time employment

Not in education or training -Part-time employment

%

Male Female


Working and not in education or trainingThis section examines the labour market outcomes of those Year 12 completers who have made a direct entry to employment, with no further education or training. As highlighted in Chapter 2, this is an important group

comprising 25.7 per cent of all Year 12 completers.

Table 5.8 shows the occupational group for the 10 184 employed Year 12 completers not in further education or training, by sex.

Table 5.8: Occupational Sub-Major Group of Year 12 completers in employment and not in education or training, by sex, Queensland 2014

SEX

Occupation - Sub-Major Group Male Female Total

no. % no. % no. % Sales Assistants and Salespersons 1 155 23.9 1 785 33.3 2 940 28.9 Sales Support Workers 325 6.7 859 16.0 1 184 11.6 Hospitality Workers 312 6.5 829 15.5 1 141 11.2 Food Preparation Assistants 554 11.5 262 4.9 816 8.0 Other Labourers 602 12.5 61 1.1 663 6.5 Carers and Aides 55 1.1 335 6.2 390 3.8 Farm, Forestry and Garden Workers 223 4.6 103 1.9 326 3.2 Construction and Mining Labourers 266 5.5 5 0.1 271 2.7 Inquiry Clerks and Receptionists 15 0.3 224 4.2 239 2.3 Sports and Personal Service Workers 132 2.7 87 1.6 219 2.2 Factory Process Workers 149 3.1 50 0.9 199 2.0 Clerical and Office Support Workers 34 0.7 146 2.7 180 1.8 Other Clerical and Administrative Workers 43 0.9 132 2.5 175 1.7 Cleaners and Laundry Workers 100 2.1 68 1.3 168 1.6 Road and Rail Drivers 128 2.7 11 0.2 139 1.4 Storepersons 99 2.1 14 0.3 113 1.1 Skilled Animal and Horticultural Workers 54 1.1 29 0.5 83 0.8 Construction Trades Workers 65 1.3 1 0.0 66 0.6 Protective Service Workers 53 1.1 12 0.2 65 0.6 General Clerical Workers 20 0.4 44 0.8 64 0.6 Food Trades Workers 47 1.0 16 0.3 63 0.6 Automotive and Engineering Trades Workers 54 1.1 2 0.0 56 0.5 Other Technicians and Trades Workers 46 1.0 10 0.2 56 0.5 Education Professionals 15 0.3 38 0.7 53 0.5 Numerical Clerks 9 0.2 42 0.8 51 0.5 Hospitality, Retail and Service Managers 10 0.2 37 0.7 47 0.5 Mobile Plant Operators 45 0.9 1 0.0 46 0.5 Engineering, ICT and Science Technicians 27 0.6 12 0.2 39 0.4 Machine and Stationary Plant Operators 29 0.6 6 0.1 35 0.3 Personal Assistants and Secretaries 4 0.1 27 0.5 31 0.3 Business, Human Resource and Marketing Professionals 9 0.2 21 0.4 30 0.3 Arts and Media Professionals 17 0.4 12 0.2 29 0.3 Sales Representatives and Agents 13 0.3 10 0.2 23 0.2 Electrotechnology and Telecommunications Trades Workers 20 0.4 0 0.0 20 0.2 Other 94 1.9 70 1.3 164 1.6

Total 4 823 100.0 5 361 100.0 10 184 100.0


Overall, these Year 12 completers were employed in a diverse range of occupational groups. The most popular occupational group for both males and females was ‘Sales Assistants and Salespersons’ (23.9 per cent and 33.3 per cent respectively).

Other common occupations for males were ‘Other Labourers’ (12.5 per cent), and ‘Food Preparation Assistants’ (11.5 per cent).

For females, other common occupations were ‘Sales Support Workers’ (16.0 per cent), and ‘Hospitality Workers’ (15.5 per cent).

Table 5.9 reports the main industry areas entered by Year 12 completers not in education or training by workload. It shows that ‘Retail Trade’, and ‘Accommodation and Food

Services’ were the main industry areas for both full-time and part-time workers, totalling 63.6 per cent of all industries.

Year 12 completers working part-time and not studying were concentrated in the industry categories ‘Retail Trade’ (39.2 per cent) and ‘Accommodation and Food Services’ (38.2 per cent).

Full-time workers who weren’t studying were more evenly distributed across the industry categories. ‘Retail Trade’ (18.9 per cent), ‘Accommodation and Food Services’ (16.9 per cent), ‘Construction’ (12.0 per cent), and ‘Agriculture, Forestry and Fishing’ (8.7 per cent) were common industries of employment for this group of young people.

Table 5.9: Industry category of Year 12 completers in employment and not in education or training, by workload, Queensland 2014

WORK LOAD

Industry category Full-time Part-time Total

no. % no. % no. % Retail Trade 640 18.9 2 668 39.2 3 308 32.5 Accommodation and Food Services 570 16.9 2 597 38.2 3 167 31.1 Construction 407 12.0 154 2.3 561 5.5 Health Care and Social Assistance 230 6.8 223 3.3 453 4.4 Agriculture, Forestry and Fishing 294 8.7 106 1.6 400 3.9 Arts and Recreation Services 87 2.6 240 3.5 327 3.2 Manufacturing 218 6.4 94 1.4 312 3.1 Education and Training 100 3.0 178 2.6 278 2.7 Transport, Postal and Warehousing 109 3.2 100 1.5 209 2.1 Professional, Scientific and Technical Services 158 4.7 46 0.7 204 2.0 Other Services 116 3.4 83 1.2 199 2.0 Administrative and Support Services 69 2.0 99 1.5 168 1.6 Public Administration and Safety 105 3.1 22 0.3 127 1.2 Information Media and Telecommunications 42 1.2 56 0.8 98 1.0 Rental, Hiring and Real Estate services 55 1.6 36 0.5 91 0.9 Financial and Insurance Services 54 1.6 17 0.2 71 0.7 Wholesale Trade 32 0.9 30 0.4 62 0.6 Mining 48 1.4 12 0.2 60 0.6 Electricity, Gas, Water and Waste Services 12 0.4 7 0.1 19 0.2 Did not answer this question 35 1.0 35 0.5 70 0.7

Total 3 381 100.0 6 803 100.0 10 184 100.0


Table 5.10 reports the hours worked by Year 12 completers not in further education or training. Overall, both males and females in this group were most likely to be working 15 to 24 hours per week. Females were more likely than

males to be working part-time (69.8 per cent compared to 63.5 per cent), while males were more likely than females to be in employed full-time (36.5 per cent compared to 30.2 per cent).

Table 5.10: Hours worked per week by Year 12 completers in employment and not in education or training, by sex, Queensland 2014

SEX

Hours worked per week Male Female Total

no. % no. % no. % Part-time employment

1–7 239 5.0 212 4.0 451 4.4

8–14 557 11.5 627 11.7 1 184 11.6

15–24 1 206 25.0 1 493 27.8 2 699 26.5

25–34 1 061 22.0 1 408 26.3 2 469 24.2

Part-time employment Total 3 063 63.5 3 740 69.8 6 803 66.8 Full-time employment

35–39 667 13.8 844 15.7 1 511 14.8

40 or more 1 093 22.7 777 14.5 1 870 18.4

Full-time employment Total 1 760 36.5 1 621 30.2 3 381 33.2

Total 4 823 100.0 5 361 100.0 10 184 100.0

Figure 5.5 graphically compares male and female workers who were not in education or training on the basis of the number of hours worked.

Male workers were most likely to be working 15 to 24 hours per week (25.0 per cent),

followed by 40 or more hours per week (22.7 per cent) and 25 to 34 hours per week (22.0 per cent).

Female workers were most likely to be working 15 to 24 hours per week (27.8 per cent) or 25 to 34 hours per week (26.3 per cent).

Figure 5.5: Hours worked per week by Year 12 completers in employment and not in education or training, by sex, Queensland 2014

0

5

10

15

20

25

30

1–7 8–14 15–24 25–34 35–39 40 or more

%

Male Female


Working and in education or trainingWork is also important for young people who are studying. Excluding apprentices and trainees, of the 21 183 Year 12 completers working, 10 999 (51.9 per cent) were also studying.

Table 5.11 shows the occupational groups for Year 12 completers who were working and studying by sex. The most common occupation for both males and females was ‘Sales

Assistants and Salespersons’ (29.6 per cent and 37.2 per cent respectively).

‘Sales Support Workers’ (17.7 per cent) and ‘Hospitality Workers’ (16.6 per cent) were other common occupations for females.

Other common occupations for males were ‘Food Preparation Assistants’ (15.0 per cent), ‘Hospitality Workers’ (10.8 per cent) and ‘Sales Support Workers’ (10.6 per cent).

Table 5.11: Occupational Sub-Major Group of Year 12 completers in employment and study, Queensland 2014

SEX


no. % no. % no. % Sales Assistants and Salespersons 1 192 29.6 2 598 37.2 3 790 34.5 Sales Support Workers 427 10.6 1 235 17.7 1 662 15.1 Hospitality Workers 433 10.8 1 156 16.6 1 589 14.4 Food Preparation Assistants 603 15.0 396 5.7 999 9.1 Sports and Personal Service Workers 200 5.0 222 3.2 422 3.8 Carers and Aides 44 1.1 330 4.7 374 3.4 Other Labourers 273 6.8 76 1.1 349 3.2 Education Professionals 91 2.3 136 1.9 227 2.1 Inquiry Clerks and Receptionists 29 0.7 195 2.8 224 2.0 Clerical and Office Support Workers 31 0.8 118 1.7 149 1.4 Cleaners and Laundry Workers 65 1.6 45 0.6 110 1.0 Other Clerical and Administrative Workers 33 0.8 74 1.1 107 1.0 Road and Rail Drivers 77 1.9 13 0.2 90 0.8 Farm, Forestry and Garden Workers 47 1.2 25 0.4 72 0.7 General Clerical Workers 37 0.9 33 0.5 70 0.6 Factory Process Workers 44 1.1 25 0.4 69 0.6 Food Trades Workers 41 1.0 27 0.4 68 0.6 Skilled Animal and Horticultural Workers 27 0.7 31 0.4 58 0.5 Protective Service Workers 42 1.0 10 0.1 52 0.5 Business, Human Resource and Marketing Professionals 20 0.5 29 0.4 49 0.4 Construction and Mining Labourers 43 1.1 2 0.0 45 0.4 Storepersons 33 0.8 11 0.2 44 0.4 Numerical Clerks 8 0.2 31 0.4 39 0.4 Engineering, ICT and Science Technicians 29 0.7 9 0.1 38 0.3 Arts and Media Professionals 16 0.4 21 0.3 37 0.3 Hospitality, Retail and Service Managers 14 0.3 22 0.3 36 0.3 Design, Engineering, Science and Transport Professionals 17 0.4 6 0.1 23 0.2 Other Technicians and Trades Workers 6 0.1 11 0.2 17 0.2 Personal Assistants and Secretaries 2 0.0 13 0.2 15 0.1 Other 98 2.4 77 1.1 175 1.6

Total 4 022 100.0 6 977 100.0 10 999 100.0


Table 5.12 reports the main industry areas of Year 12 completers who were undertaking campus-based education or training.

Year 12 completers working part-time were concentrated in the ‘Accommodation and Food Services’ (39.2 per cent) and ‘Retail Trade’ industries (37.4 per cent).

The industry areas for those employed full-time were more varied, with the most frequent being: ‘Accommodation and Food Services’ (22.4 per cent), ‘Retail Trade’ (15.3 per cent), ‘Health Care and Social Assistance’ (14.9 per cent), and ‘Public Administration and Safety’ (9.3 per cent).

Table 5.12: Industry category of Year 12 completers in employment and study, by workload, Queensland 2014

WORK LOAD

Industry category Full-time Part-time Total

no. % no. % no. % Accommodation and Food Services 111 22.4 4 114 39.2 4 225 38.4 Retail Trade 76 15.3 3 924 37.4 4 000 36.4 Health Care and Social Assistance 74 14.9 451 4.3 525 4.8 Education and Training 18 3.6 504 4.8 522 4.7 Arts and Recreation Services 25 5.0 488 4.6 513 4.7 Professional, Scientific and Technical Services 35 7.1 158 1.5 193 1.8 Construction 20 4.0 107 1.0 127 1.2 Administrative and Support Services 10 2.0 102 1.0 112 1.0 Other Services 8 1.6 92 0.9 100 0.9 Information Media and Telecommunications 5 1.0 92 0.9 97 0.9 Public Administration and Safety 46 9.3 51 0.5 97 0.9 Agriculture, Forestry and Fishing 19 3.8 68 0.6 87 0.8 Manufacturing 9 1.8 69 0.7 78 0.7 Transport, Postal and Warehousing 8 1.6 65 0.6 73 0.7 Rental, Hiring and Real Estate services 9 1.8 59 0.6 68 0.6 Financial and Insurance Services 11 2.2 44 0.4 55 0.5 Wholesale Trade 3 0.6 37 0.4 40 0.4 Mining 5 1.0 10 0.1 15 0.1 Electricity, Gas, Water and Waste Services 1 0.2 4 0.0 5 0.0 Other 3 0.6 64 0.6 67 0.6

Total 496 100.0 10 503 100.0 10 999 100.0


Table 5.13 compares the hours worked per week according to the study level for Year 12 completers in employment and campus-based education or training. The table shows that 92.1 per cent of Bachelor Degree students who had jobs were working up to 24 hours per week, with most (40.1 per cent) working between 8 and 14 hours.

The majority (77.1 per cent) of VET Certificate IV or higher students were also working up to 24 hours per week. However, these students were more likely to work 35 or more hours per week than Bachelor Degree students (10.5 per cent compared to 2.0 per cent).

Employed VET Certificate III students were the most likely to be working 35 hours or more per week (18.0 per cent), compared to students in other levels of study. Overall, this group showed the most diverse spread of hours worked per week for working students.

Year 12 completers who were employed and studying at VET Certificate I–II level were most likely to be working between 15 and 24 hours per week (33.1 per cent).

The remaining employed Year 12 completers who were undertaking study were more likely to be working between 8 and 14 hours per week (30.8 per cent).

Overall, Year 12 completers who were employed and studying below the VET Certificate IV level were more likely to work longer hours than those studying Bachelor Degree and VET Certificate IV or higher courses.

Table 5.13: Level of study of Year 12 completers in employment and study, by hours worked per week, Queensland 2014

Level of study and hours worked per week no. %

Bachelor Degree 1–7 1 783 21.0

8–14 3 398 40.1

15–24 2 624 31.0

25–34 495 5.8

35–39 70 0.8

40 or more 103 1.2

Bachelor Degree Total 8 473 100.0 VET Cert IV or higher 1–7 278 17.5

8–14 480 30.1

15–24 470 29.5

25–34 198 12.4

35–39 86 5.4

40 or more 81 5.1

VET Cert IV or higher Total 1 593 100.0 VET Cert III 1–7 51 9.9

8–14 133 25.7

15–24 156 30.2

25–34 84 16.2

35–39 49 9.5

40 or more 44 8.5

VET Cert III Total 517 100.0 VET Cert I–II 1–7 19 15.7

8–14 30 24.8

15–24 40 33.1

25–34 20 16.5

35–39 7 5.8

40 or more 5 4.1

VET Cert I–II Total 121 100.0 Other 1–7 37 12.5

8–14 91 30.8

15–24 77 26.1

25–34 39 13.2

35–39 21 7.1

40 or more 30 10.2

Other Total 295 100.0 Total 1–7 2 168 19.7

8–14 4 132 37.6

15–24 3 367 30.6

25–34 836 7.6

35–39 233 2.1

40 or more 263 2.4 Total 10 999 100.0


Chapter 6 – Apprentices and Trainees This chapter highlights the differences in the education, training and employment outcomes of Year 12 completers from 2013 in Queensland who were undertaking an apprenticeship or traineeship.

Apprentices and trainees differ from other students in post-school education or training in that they are contracted to an employer while developing the skills needed to achieve a qualification. Both apprenticeships and traineeships involve on-the-job training by an employer and off-the-job instruction delivered by a registered training organisation to enable the achievement of workplace competency in the qualification.

Year 12 completers in apprenticeships or traineeshipsTable 6.1 summarises the study and labour force destinations of Year 12 completers from 2013, listing apprentices and trainees separately. There were 3599 (9.1 per cent) Year 12 completers participating in an apprenticeship or traineeship at the time of the survey.

Within this group of apprentices and trainees there were 104 young people who indicated during the survey that they had already completed the study component of their apprenticeship or traineeship. These 104 young people are excluded from the education and training section of this chapter.

Table 6.1: Labour force destination of Year 12 completers, by study destination, Queensland 2014

STUDY DESTINATION


no. % no. % no. % Work Apprenticeshipa 2 394 9.9 55 0.4 2 449 6.2

Traineeshipa 1 101 4.6 49 0.3 1 150 2.9

Other 10 999 45.5 10 184 65.8 21 183 53.4

Work Total 14 494 60.0 10 288 66.5 24 782 62.5 Seeking work 5 600 23.2 4 295 27.7 9 895 25.0 NILF 4 066 16.8 896 5.8 4 962 12.5



Table 6.2 provides selected key characteristics of the 3599 Year 12 completers who were undertaking an apprenticeship or traineeship.

Table 6.2: Year 12 completers in apprenticeships or traineeships, by selected key characteristics, Queensland 2014

Characteristic no. %a All Year 12 completers 3 599 9.1

Male 2 553 13.2

Female 1 046 5.2

Indigenous 143 10.7


LBOTEb 80 3.2

International visa 29 5.4

South East Queenslandc 2 004 7.4

Regional Queenslandc 1 595 12.8

VET qualification 2 953 11.4

SAT 1 290 29.7

QCIA 9 2.0

QCE 3 217 9.1 OP/IBD 887 3.9



Education and training destinations of apprentices and trainees Level of study of apprentices and trainees

The main difference between apprentices and trainees is that apprenticeships usually involve a longer contract of employment and instruction (up to four years), and study should be at the VET Certificate III or IV level.

Traineeships may be undertaken at VET Certificate I, II, III and IV levels, although they tend to be more concentrated in the lower VET levels.

Table 6.3 indicates the level of study reported by apprentices and trainees in this survey. Of all apprenticeship and traineeship studies, 62.3 per cent were at the VET Certificate III level.

A small proportion of Year 12 completers undertaking an apprenticeship or traineeship indicated that they were undertaking Bachelor Degree study (4.9 per cent).


Table 6.3: Level of study of Year 12 completers undertaking apprenticeships and traineeships, Queensland 2014

APPRENTICES AND TRAINEES

Level of study Apprentice Trainee Total

no. % no. % no. % Bachelor Degree 28 1.2 145 13.2 173 4.9 VET



Diploma 41 1.7 56 5.1 97 2.8


VET Certificate III 1 639 68.5 537 48.8 2 176 62.3



VET unspecified 193 8.1 49 4.5 242 6.9

VET Total 2 091 87.3 855 77.7 2 946 84.3 Other 275 11.5 101 9.2 376 10.8

Total 2 394 100.0 1 101 100.0 3 495 100.0

Figure 6.1 compares the level of study of apprentices and trainees with other Year 12 completers undertaking post-school education or training.

The figure shows that the majority of Year 12 completers in education or training were studying at one of two levels: campus-based students at the Bachelor Degree level (75.0 per cent); and apprentices and trainees at the VET Certificate III level (62.3 per cent).

Figure 6.1: Level of study of Year 12 completers in education or training, by student type, Queensland 2014

0

10

20

30

40

50

60

70

80

%

Apprentice or Trainee Campus-based student


Field of study of apprentices and trainees

The differences between apprentices and trainees were reflected in their fields of study, as presented in Table 6.4.

Apprentices were nearly all concentrated in the fields of ‘Engineering and Related Technologies’, ‘Architecture and Building’, and ‘Food, Hospitality and Personal Services’ (accounting for 87.2 per cent of apprentices)—these include traditional trades such as plumbing, electrical trades, chefs and automotive mechanics.

For trainees, 34.5 per cent were in the field of ‘Management and Commerce’ (which includes retail) and a further 31.0 per cent were in the study fields of ‘Food, Hospitality and Personal Services’, ‘Health’ and ‘Engineering and Related Technologies’.

Table 6.4: Field of study of Year 12 completers undertaking apprenticeships and traineeships, Queensland 2014


Field of study Apprentice Trainee Total

no. % no. % no. % Engineering and Related Technologies 1 123 46.9 102 9.3 1 225 35.1 Architecture and Building 622 26.0 22 2.0 644 18.4 Food, Hospitality and Personal Services 343 14.3 133 12.1 476 13.6 Management and Commerce 32 1.3 380 34.5 412 11.8 Society and Culture 29 1.2 90 8.2 119 3.4 Health 10 0.4 106 9.6 116 3.3 Agriculture, Environmental and Related Studies 28 1.2 34 3.1 62 1.8 Creative Arts 9 0.4 31 2.8 40 1.1 Information Technology 7 0.3 23 2.1 30 0.9 Education 5 0.2 25 2.3 30 0.9 Natural and Physical Sciences 2 0.1 19 1.7 21 0.6 Mixed Field Programs 3 0.1 1 0.1 4 0.1 Double Field of Study 2 0.1 33 3.0 35 1.0 Other 179 7.5 102 9.3 281 8.0

Total 2 394 100.0 1 101 100.0 3 495 100.0

Table 6.5 shows the field of study of apprentices and trainees by sex and paints a traditional picture of the trade pathways undertaken by males and females.

Male apprentices and trainees were concentrated in two fields of study: ‘Engineering and Related Technologies’ (47.4 per cent), and ‘Architecture and Building’ (25.7 per cent). Few female apprentices and trainees entered these traditionally male dominated fields of study (4.8 per cent and 0.7 per cent respectively).

There were two main fields of study being undertaken by female apprentices and trainees: ‘Management and Commerce’ (30.4 per cent), and ‘Food Hospitality and Personal Services’ (30.3 per cent). Males accounted for 4.2 per cent and 6.8 per cent respectively in these two fields of study.


Table 6.5: Field of study of Year 12 completers undertaking apprenticeships and traineeships, by sex, Queensland 2014

SEX

Field of study Male Female Total

no. % no. % no. % Engineering and Related Technologies 1 176 47.4 49 4.8 1 225 35.1 Architecture and Building 637 25.7 7 0.7 644 18.4 Food, Hospitality and Personal Services 169 6.8 307 30.3 476 13.6 Management and Commerce 104 4.2 308 30.4 412 11.8 Society and Culture 31 1.2 88 8.7 119 3.4 Health 17 0.7 99 9.8 116 3.3 Agriculture, Environmental and Related Studies 43 1.7 19 1.9 62 1.8 Creative Arts 15 0.6 25 2.5 40 1.1 Information Technology 27 1.1 3 0.3 30 0.9 Education 5 0.2 25 2.5 30 0.9 Natural and Physical Sciences 12 0.5 9 0.9 21 0.6 Mixed Field Programs 1 0.0 3 0.3 4 0.1 Double Field of Study 12 0.5 23 2.3 35 1.0 Other 234 9.4 47 4.6 281 8.0

Total 2 483 100.0 1 012 100.0 3 495 100.0

Figure 6.2 presents the differences between the field of study of the 3495 apprentices and trainees, and the other 20 665 Year 12 completers who were campus-based students, undertaking post-school education or training.

As discussed in Chapter 4, campus-based students are spread across a broad range of fields of study. Conversely, apprentices and trainees are concentrated in a smaller number of fields of study.

Figure 6.2: Field of study of Year 12 completers in education or training, by student type, Queensland 2014

0 5 10 15 20 25 30 35

Other




Education


Creative Arts


Health

Society and Culture





%Apprentice or Trainee Campus-based student


Study provider of apprentices and trainees

The types of study providers being used by Year 12 completers from 2013 who were undertaking an apprenticeship or traineeship is presented in Table 6.6.

TAFE institutes were the largest providers of study to apprentices and trainees (51.5 per cent). Private training colleges and employers registered as training providers also accounted for a large share of this group of young people.

Table 6.6: Study provider of Year 12 completers undertaking apprenticeships and traineeships, Queensland 2014

Study provider no. % TAFE 1 799 51.5

Private training college 693 19.8

Training provided at work 535 15.3

University 178 5.1

Armed Forces 46 1.3

Adult and community education provider 11 0.3

Secondary school 9 0.3

Agricultural college 4 0.1

Other 220 6.3

Total 3 495 100.0

Employment destinations of apprentices and trainees It is also important to note that the employment destinations of apprentices and trainees were quite different from those entered by the broader cohort of Year 12 completers, especially campus-based students.

Occupations of apprentices and trainees

Table 6.7 shows that the occupations entered by this group were not predominantly in the area of ‘Sales Workers’ as highlighted in Chapter 5 for non-apprentices and trainees.

Instead, ‘Technicians and Trades Workers’ was the most frequent occupational group for apprentices (87.1 per cent).

While a large proportion of trainees were working within the ‘Sales Workers’ occupation group (23.4 per cent), similar proportions were also working as’ Clerical and Administrative Workers’ (22.8 per cent) and ‘Community and Personal Service Workers’ (22.3 per cent).

Table 6.7: Occupational Major Group of Year 12 completers in apprenticeships and traineeships, Queensland 2014


Occupation - Major Group Apprentice Trainee Total

no. % no. % no. % Technicians and Trades Workers 2 134 87.1 109 9.5 2 243 62.3 Labourers 176 7.2 138 12.0 314 8.7 Community and Personal Service Workers 53 2.2 257 22.3 310 8.6 Sales Workers 34 1.4 269 23.4 303 8.4 Clerical and Administrative Workers 6 0.2 262 22.8 268 7.4 Professionals 14 0.6 45 3.9 59 1.6 Machinery Operators and Drivers 14 0.6 27 2.3 41 1.1 Managers 0 0.0 5 0.4 5 0.1 Other 18 0.7 38 3.3 56 1.6

Total 2 449 100.0 1 150 100.0 3 599 100.0


The previous table showed that 87.1 per cent of apprentices were working as Technicians and Trade Workers. Table 6.8 provides a more detailed breakdown of occupations within this group.

The most common occupation was ‘Bricklayers, and Carpenters and Joiners’ (17.2 per cent). This was closely followed by ‘Electricians’ (15.4 per cent), ‘Automotive Electricians and Mechanics’ (12.3 per cent),

and ‘Mechanical Engineering Trades Workers’ (10.9 per cent).

Table 6.9 displays the occupations of trainees employed in the ‘Community and Personal Service Workers’ occupation group.

Within this group ‘Hospitality Workers’ (25.3 per cent), ‘Child Carers’ (23.0 per cent), and ‘Personal Carers and Assistants’ (17.5 per cent) were the most frequent occupations for trainees.

Table 6.8: Occupational Minor Group of Year 12 completers in apprenticeships employed as Technician and Trades Workers, Queensland 2014

Occupation - Minor Group no. % Bricklayers, and Carpenters and Joiners 368 17.2 Electricians 328 15.4 Automotive Electricians and Mechanics 263 12.3 Mechanical Engineering Trades Workers 233 10.9 Food Trades Workers 183 8.6 Hairdressers 165 7.7 Fabrication Engineering Trades Workers 151 7.1 Plumbers 130 6.1 Wood Trades Workers 77 3.6 Electronics and Telecommunications Trades Workers 73 3.4 Glaziers, Plasterers and Tilers 53 2.5 Floor Finishers and Painting Trades Workers 37 1.7 Horticultural Trades Workers 24 1.1 Miscellaneous Technicians and Trades Workers 20 0.9 Panelbeaters, and Vehicle Body Builders, Trimmers and Painters 16 0.7 Building and Engineering Technicians 4 0.2 ICT and Telecommunications Technicians 4 0.2 Animal Attendants and Trainers, and Shearers 2 0.1 Textile, Clothing and Footwear Trades Workers 2 0.1 Agricultural, Medical and Science Technicians 1 0.0

Total 2 134 100.0

Table 6.9: Occupational Minor Group of Year 12 completers in traineeships employed as Community and Personal Service Workers, Queensland 2014

Occupation - Minor Group no. % Hospitality Workers 65 25.3 Child Carers 59 23.0 Personal Carers and Assistants 45 17.5 Defence Force Members, Fire Fighters and Police 37 14.4 Sports and Fitness Workers 29 11.3 Personal Service and Travel Workers 13 5.1 Education Aides 5 1.9 Health and Welfare Support Workers 3 1.2 Prison and Security Officers 1 0.4

Total 257 100.0


Figure 6.3 presents the occupations of apprentices and trainees by sex and shows that 76.9 per cent of male apprentices and trainees were employed in the ‘Technicians and Trades Workers’ occupation group.

While female apprentices and trainees were also most likely to be employed in the ‘Technicians and Trades Workers’ occupational group (26.7 per cent), they were also spread more evenly across other occupational groups.

Figure 6.3: Occupational Major Group of Year 12 completers in apprenticeships and traineeships, by sex, Queensland 2014

Figure 6.4 highlights the differences in the occupations of the 3599 Year 12 completers undertaking apprenticeships and traineeships with the other 21 183 Year 12 completers in employment.

Year 12 completers not participating in an apprenticeship or traineeship were predominantly employed in the ‘Sales Workers’ occupational group, whereas the ‘Technicians and Trades Workers’ occupational group accounted for most apprentices and trainees.

Figure 6.4: Occupational Major Group of Year 12 completers in employment, by employment type, Queensland 2014

0 10 20 30 40 50 60 70 80

Other

Managers


Professionals


Sales Workers


Labourers


%Male Female

0 10 20 30 40 50 60 70

Other

Managers


Professionals


Sales Workers


Labourers


%Apprentice or Trainee Other employment


Industries of apprentices and trainees

In contrast to employed campus-based students who were more likely to be working in industries that support large numbers of part-time and low paid occupations (refer Table 5.12), Table 6.10 shows that apprentices were concentrated in the industry areas of ‘Construction’, ‘Other Services’ and ‘Manufacturing’, accounting for 74.2 per cent of all apprentices.

Trainees were more evenly distributed across a range of industry areas with ‘Accommodation and Food Services’, ‘Retail Trade’ and ‘Health Care and Social Assistance’ (44.7 per cent of all trainees) standing out as important destinations for trainees.

Table 6.10: Industry category of Year 12 completers in apprenticeships and traineeships, Queensland 2014


Industry category Apprentice Trainee Total

no. % no. % no. % Construction 1 050 42.9 56 4.9 1 106 30.7 Other Services 508 20.7 42 3.7 550 15.3 Accommodation and Food Services 178 7.3 254 22.1 432 12.0 Manufacturing 258 10.5 38 3.3 296 8.2 Retail Trade 91 3.7 132 11.5 223 6.2 Professional, Scientific and Technical Services 70 2.9 93 8.1 163 4.5 Public Administration and Safety 45 1.8 109 9.5 154 4.3 Health Care and Social Assistance 15 0.6 128 11.1 143 4.0 Mining 103 4.2 21 1.8 124 3.4 Education and Training 13 0.5 47 4.1 60 1.7 Administrative and Support Services 18 0.7 36 3.1 54 1.5 Agriculture, Forestry and Fishing 26 1.1 25 2.2 51 1.4 Transport, Postal and Warehousing 27 1.1 22 1.9 49 1.4 Arts and Recreation Services 6 0.2 43 3.7 49 1.4 Rental, Hiring and Real Estate services 5 0.2 33 2.9 38 1.1 Financial and Insurance Services 0 0.0 37 3.2 37 1.0 Electricity, Gas, Water and Waste Services 11 0.4 7 0.6 18 0.5 Information Media and Telecommunications 5 0.2 10 0.9 15 0.4 Wholesale Trade 3 0.1 5 0.4 8 0.2 Not asked this question (Recode) 17 0.7 12 1.0 29 0.8

Total 2 449 100.0 1 150 100.0 3 599 100.0


There were differences in the industry of employment of apprentices and trainees when compared by sex as shown in Figure 6.5.

These differences tended to follow the stereotypical gender split with males being most likely to be employed in the ‘Construction’ industry (42.1 per cent).

Female apprentices and trainees were most likely to be employed in the ‘Accommodation and Food Services’ industry (22.0 per cent) and ‘Other Services’ industry (18.5 per cent), which includes hairdressing and beauty services.

Figure 6.5: Selected industry categories of Year 12 completers in apprenticeships and traineeships, by sex, Queensland 2014

0 5 10 15 20 25 30 35 40 45

Other

Administrative and Support Services


Mining


Public Administration and Safety


Retail Trade

Manufacturing


Other Services

Construction

%Male Female


Figure 6.6 highlights the differences in the industries of the 3599 Year 12 completers undertaking apprenticeships and traineeships with the other 21 183 Year 12 completers in employment.

As seen in Chapter 5, Year 12 completers who were not apprentices or trainees were most likely to be employed in the ‘Accommodation

and Food Service’ or ‘Retail Trade’ industries (34.9 per cent and 34.5 per cent respectively).

Apprentices and trainees have a greater spread across industries; however the traditional trade industries such as ‘Construction’ (30.7 per cent), and ‘Other Services’ (15.3 per cent) feature strongly.

Figure 6.6: Selected industry categories of Year 12 completers in employment, by employment type, Queensland 2014

Table 6.11 compares the hours worked by apprentices and trainees. The majority of apprentices (91.1 per cent) were working 35 or more hours per week on average.

Trainees had a comparatively smaller proportion working 35 or more hours per week on average (57.4 per cent), with a further 32.3 per cent working between 15 and 34 hours per week.

Table 6.11: Hours worked by Year 12 completers in apprenticeships and traineeships, Queensland 2014


Hours worked per week Apprentice Trainee Total


1–7 9 0.4 34 3.0 43 1.2

8–14 28 1.1 85 7.4 113 3.1

15–24 72 2.9 204 17.7 276 7.7

25–34 109 4.5 167 14.5 276 7.7

Part-time employment Total 218 8.9 490 42.6 708 19.7

Full-time employment

35–39 764 31.2 322 28.0 1 086 30.2

40 or more 1 467 59.9 338 29.4 1 805 50.2

Full-time employment Total 2 231 91.1 660 57.4 2 891 80.3

Total 2 449 100.0 1 150 100.0 3 599 100.0

0 5 10 15 20 25 30 35

Other

Administrative and Support Services


Mining


Public Administration and Safety


Retail Trade

Manufacturing


Other Services

Construction

%Apprentice or Trainee Other employment


Figure 6.7 displays the differences in the work patterns of apprentices and trainees with other Year 12 completers in employment. It shows that apprentices and trainees are predominantly employed full-time.

Other Year 12 completers in employment predominantly work in a part-time capacity (less than 35 hours per week) regardless of whether they are studying or not.

Figure 6.7: Hours worked per week by Year 12 completers in employment, by broad study destination, Queensland 2014

0

10

20

30

40

50

1–7 8–14 15–24 25–34 35–39 40 or more

%

Apprentice or Trainee Working and not studying Working and studying


Chapter 7 – Not studying; not employed; and not studying or employed As discussed in Chapter 2, the Next Step survey found that 10.8 per cent of Year 12 completers were not employed and were not in education or training however they were seeking work. A further 2.3 per cent of Year 12 completers from 2013 were not in the labour force, education or training (NILFET).

This chapter highlights the data captured regarding the groups of Year 12 completers who were not studying; not employed; not studying or employed, but were seeking work; and those who were not in the labour force, education or training at the time of the survey.

OverviewWhile the majority of Year 12 completers were building on their schooling through further education or training, 15 479 (39.0 per cent) were not, as shown in Table 7.1. Complex social and economic issues drive this and reflect the diversity of Year 12 completers today. This group includes young people who chose to defer the university place they were offered. Deferrals were discussed in further detail in Chapter 2.

As discussed in Chapter 5, while most Year 12 completers were in paid employment at the time of the survey, there were 9895 (25.0 per cent) seeking work and 4962 (12.5 per cent) not in the labour force. However, Table 7.1 shows that most of the Year 12 completers who were not working were studying. Of those not in the labour force, 81.9 per cent were undertaking study and of those seeking work, 56.6 per cent were studying.


STUDY DESTINATION




Other 10 999 51.9 10 184 48.1 21 183 100.0

Work Total 14 494 58.5 10 288 41.5 24 782 100.0

Seeking work 5 600 56.6 4 295 43.4 9 895 100.0 NILF 4 066 81.9 896 18.1 4 962 100.0



Not studyingThis section explores those Year 12 completers from 2013 who were not in education or training at the time of the survey. Excluded from this section are the 104 apprentices and trainees who indicated that they had already completed the study component of their apprenticeship/traineeship.

Table 7.2 provides selected key characteristics of this group of Year 12 completers.

Table 7.3 shows that 66.2 per cent of Year 12 completers who did not enter further education or training were employed in either a full-time (22.0 per cent) or part-time (44.2 per cent) capacity.

Females were more likely than males to be in part-time employment (50.7 per cent compared to 38.3 per cent). While males were more likely than females to be seeking work (32.9 per cent compared to 22.5 per cent).

Table 7.2: Year 12 completers not in education or training, by selected key characteristics, Queensland 2014


Male 7 999 41.4

Female 7 376 36.3

Indigenous 728 54.6


LBOTEb 624 24.9





SAT 1 830 42.1

QCIA 327 72.2

QCE 12 925 36.5 OP/IBD 5 700 24.9



Table 7.3: Main destination of Year 12 completers not in education or training, by sex, Queensland 2014

SEX





Work Total 4 823 60.3 5 361 72.7 10 184 66.2 Seeking work 2 633 32.9 1 662 22.5 4 295 27.9 NILF 543 6.8 353 4.8 896 5.8

Total 7 999 100.0 7 376 100.0 15 375 100.0

Figure 7.1 shows the reasons Year 12 completers provided as to why they were not undertaking study. As Year 12 completers were able to select up to five reasons this figure may include multiple responses from each person.

The most common reason given for not continuing in study was ‘Wanted a break from study’ (cited by 20.5 per cent of males and 32.7 per cent of females).

Year 12 completers were also asked to indicate the single most important reason for not being in study, which is shown in Table 7.4.

As with Figure 7.1, ‘Wanted a break from study’ was the most common reason given by female Year 12 completers for not continuing in study (20.0 per cent). The next most common reason for females was ‘Undecided and considering options’ (17.9 per cent).

The most common main reasons for not continuing in study given by male Year 12 completers were ‘Looking for work/ apprenticeship/traineeship’ (14.8 per cent), ‘Wanted a break from study’ (13.4 per cent) and ‘Not interested in further study/already finished studying ‘ (13.2 per cent).


Figure 7.1: Reasons for not studying of Year 12 completers not in education or training, by sex, Queensland 2014

Table 7.4: Main reason for not studying of Year 12 completers not in education or training, by sex, Queensland 2014

SEX

Main reason Male Female Total

no. % no. % no. % Wanted a break from study 1 068 13.4 1 473 20.0 2 541 16.5 Undecided and considering options 978 12.2 1 318 17.9 2 296 14.9 Not interested in further study/already finished studying 1 053 13.2 599 8.1 1 652 10.7 Looking for work/apprenticeship/traineeship 1 180 14.8 249 3.4 1 429 9.3 Wanted to earn own money 748 9.4 667 9.0 1 415 9.2 Waiting for course/training to begin 471 5.9 609 8.3 1 080 7.0 Don't feel ready for study at the moment 327 4.1 392 5.3 719 4.7 Course fees and other costs are a barrier 296 3.7 399 5.4 695 4.5 Going into, or already in, the armed services 514 6.4 156 2.1 670 4.4 Working in order to finance further study 208 2.6 380 5.2 588 3.8 Work commitments 219 2.7 224 3.0 443 2.9 Don't meet the entry criteria for the program I want to do 168 2.1 140 1.9 308 2.0 Disability 187 2.3 110 1.5 297 1.9 Health reasons 86 1.1 115 1.6 201 1.3 Sports commitments 107 1.3 49 0.7 156 1.0 Would have to move away from home 47 0.6 104 1.4 151 1.0 Family commitments—excluding pregnancy/parenting 37 0.5 57 0.8 94 0.6 Family commitments—parenting own child 9 0.1 31 0.4 40 0.3 Working to qualify for independent Youth Allowance 14 0.2 19 0.3 33 0.2 Pregnancy 0 0.0 31 0.4 31 0.2 Other 282 3.5 254 3.4 536 3.5

Total 7 999 100.0 7 376 100.0 15 375 100.0

0 5 10 15 20 25 30 35

Don't meet the entry criteria for the program I want to do


Work commitments





Looking for work/apprenticeship/traineeship

Not interested in further study/already finished studying




%Male Female


The main reason given for not continuing with study showed little difference in relation to the geographical location of the Year 12 completers’ schools, as shown in Figure 7.2.

Year 12 completers from both South East Queensland and Regional Queensland cited ‘Wanted a break from study’ and ‘Undecided and considering options’ as the main reasons for not continuing in studying.

Figure 7.2: Main reason for not studying of Year 12 completers not in education or training, by South East Queensland/Regional Queensland, Queensland 2014

Not employedA selection of key characteristics of the 14 857 Year 12 completers who were not employed at the time of the survey are shown in Table 7.5.

Table 7.6 reports the main destination of Year 12 completers who were not employed approximately six months after leaving school.

The two most common destinations for Year 12 completers not in employment were Bachelor Degree study (47.3 per cent) and seeking work (28.9 per cent).

The differences between male and female Year 12 completers not employed are in keeping with the overall destinations presented in Chapter 2. Table 7.6 shows that females were more likely than males to commence Bachelor Degree study (51.8 per cent compared to 43.5 per cent); while males were more likely than females to be seeking work (33.2 per cent compared to 24.0 per cent).

Table 7.5: Year 12 completers not employed, by selected key characteristics, Queensland 2014


Male 7 932 41.0

Female 6 925 34.1

Indigenous 687 51.5


LBOTEb 1 516 60.6





SAT 920 21.2

QCIA 359 79.2

QCE 12 590 35.6 OP/IBD 8 785 38.4



0 5 10 15 20

Other

Work commitments











%South East Queensland Regional Queensland


Table 7.6: Main destination of Year 12 completers not employed, by sex, Queensland 2014 SEX



VET Cert IV+ 680 8.6 701 10.1 1 381 9.3

VET Cert III 232 2.9 349 5.0 581 3.9

VET Cert I-II/other 395 5.0 275 4.0 670 4.5

VET Total 1 307 16.5 1 325 19.1 2 632 17.7

Seeking work 2 633 33.2 1 662 24.0 4 295 28.9 NILFET 543 6.8 353 5.1 896 6.0

Total 7 932 100.0 6 925 100.0 14 857 100.0

Not studying or employedOf the 5191 Year 12 completers who were not studying or employed, there were two distinct groups of young people — the 4295 young people who were seeking work, and the 896 who were not seeking work.

Seeking work

Table 7.7 provides selected key characteristics of the 4295 Year 12 completers who were not in employment, education or training but were seeking work.

Among these young people, those who identified as Indigenous (23.9 per cent) were more likely to be seeking work than the total percentage of Year 12 completers seeking work who were not in employment, education or training (10.8 per cent).

Year 12 completers who received a QCIA had noticeably different destinations than those of the larger group of Year 12 completers due to their learning impairment or difficulty, and although 23.2 per cent were seeking work, direct comparisons should not be made.

Males were more likely than females to be not studying or employed but seeking work (13.6 per cent compared to 8.2 per cent).

It should be noted that the proportion of Year 12 completers who were not studying or employed and seeking work reflects the situation at the time of the survey only.

Table 7.7: Year 12 completers not studying and not employed but seeking work, by selected key characteristics, Queensland 2014


Male 2 633 13.6

Female 1 662 8.2

Indigenous 318 23.9


LBOTEb 263 10.5





SAT 397 9.1

QCIA 105 23.2

QCE 3 311 9.4 OP/IBD 1 122 4.9




Not seeking work

The survey found that 896 Year 12 completers were not in the labour force, education or training, representing 2.3 per cent of Year 12 completers overall (as shown in Figure 2.1).

Selected key characteristics of the Year 12 completers in this category are displayed in Table 7.8. The table indicates which groups were more or less likely to be not in the labour force, education or training at the time of the survey. A high proportion of young people who received a QCIA (33.6 per cent) were in this category.

Table 7.8: Year 12 completers not in the labour force, education or training, by selected key characteristics, Queensland 2014

Characteristic no. %a All Year 12 completers 896 2.3

Male 543 2.8

Female 353 1.7

Indigenous 71 5.3

Non-Indigenous 825 2.2

LBOTEb 60 2.4


South East Queenslandc 595 2.2

Regional Queenslandc 301 2.4

VET qualification 537 2.1

SAT 72 1.7

QCIA 152 33.6

QCE 569 1.6 OP/IBD 284 1.2



Figure 7.3 shows the main reason given for not studying by those Year 12 completers who were not in the labour force, education or training.

The most common main reason for not studying cited by females was ‘Wanted a break from study’ (22.4 per cent). This was followed by ‘Disability’ (19.0 per cent) and ‘Waiting for course/training to begin’ (10.5 per cent).

For males, the most common main reasons the same as those for females but in a different order: ‘Disability’ (16.9 per cent), followed by ‘Wanted a break from study’ (14.7 per cent) and ‘Waiting for course/training to begin’ (9.6 per cent).

The survey also sought the main reason for not seeking work among this group of young people, which is shown in Figure 7.4.

For both male and female Year 12 completers ‘Disability’ was the most common reason for not seeking work (19.1 per cent and 21.0 per cent respectively).

Males were more likely than females to cite ‘Accepted a job that will start at a later date’ (18.0 per cent compared to 7.7 per cent) and ‘Health reasons’ (10.6 per cent compared to 6.8 per cent).

Other than ‘Pregnancy’, female Year 12 completers were more likely to cite ‘Family commitments—parenting own child’ (5.9 per cent compared to 0.2 per cent) and ‘Travel’ (15.1 per cent compared to 10.3 per cent) as the main reason for not seeking work.


Figure 7.3: Main reason for not studying of Year 12 completers not in the labour force, education or training, by sex, Queensland 2014

Figure 7.4: Main reason for not seeking work of Year 12 completers not in the labour force, education or training, by sex, Queensland 2014

0 5 10 15 20 25

Other

Pregnancy



Family commitments—parenting own child

Family commitments—excluding pregnancy/parenting

Sports commitments





Health reasons



Disability


%Male Female

0 5 10 15 20 25

Other

Transport difficulties

No financial need to undertake paid employment

Student exchange

Pregnancy

Sports commitments

Family commitments—parenting own child

Have been unsuccessful finding a job

Don't feel ready for paid employment

Don't wish to work

Family commitments—excluding pregnancy/parenting

Health reasons

Future study commitments

Travel

Accepted a job that will start at a later date

Disability

%Male Female


Chapter 8 – Regional differences in post-school destinations This chapter outlines regional differences in the destinations of Year 12 completers and provides a comparison of South East Queensland and Regional Queensland, followed by an analysis of Education Council zones and ABS Statistical Area Level 4 (SA4). Year 12 completers were assigned to an area based on the address of the school they attended in 2013.

South East Queensland/Regional Queensland differencesSouth East Queensland is defined as the SA4s of Brisbane - East, Brisbane - North, Brisbane - South, Brisbane - West, Brisbane Inner City, Gold Coast, Ipswich, Logan - Beaudesert, Moreton Bay - North, Moreton Bay - South and Sunshine Coast.

Regional Queensland encompasses the SA4s of Cairns, Darling Downs - Maranoa, Fitzroy, Mackay, Queensland - Outback, Toowoomba, Townsville and Wide Bay. See Appendix 6 for a further explanation of the regional areas.

Table 8.1 and Figure 8.1 on the following page compare the main destinations of Year 12 completers from South East Queensland with those from Regional Queensland.

The rate of transition to further education and training was higher in South East Queensland (65.1 per cent) than in Regional Queensland (52.7 per cent).

Table 8.1: Main destination of Year 12 completers, by South East Queensland/Regional Queensland, Queensland 2014

SOUTH EAST QUEENSLAND/REGIONAL QUEENSLAND

Main destination South East Queensland Regional

Queensland Total


VET Cert IV+ 2 419 8.9 555 4.5 2 974 7.5

VET Cert III 617 2.3 481 3.9 1 098 2.8

VET Cert I-II/other 705 2.6 381 3.1 1 086 2.7

Apprenticeship 1 346 5.0 1 103 8.9 2 449 6.2

Traineeship 658 2.4 492 3.9 1 150 2.9

VET Total 5 745 21.1 3 012 24.2 8 757 22.1

Work



Work Total 6 036 22.2 4 148 33.3 10 184 25.7 Seeking work 2 850 10.5 1 445 11.6 4 295 10.8 NILFET 595 2.2 301 2.4 896 2.3

Total 27 182 100.0 12 457 100.0 39 639 100.0


In particular, transition to Bachelor Degree and VET Certificate IV or higher courses was higher in South East Queensland (44.0 per cent and 8.9 per cent respectively) compared to Regional Queensland (28.5 per cent and 4.5 per cent respectively).

Transition to apprenticeships and traineeships was higher in Regional Queensland than in

South East Queensland (12.8 per cent compared to 7.4 per cent).

Year 12 completers from Regional Queensland were more likely to be in employment with no further education or training (33.3 per cent compared to 22.2 per cent for South East Queensland).

Figure 8.1: Main destination of Year 12 completers, by South East Queensland/Regional Queensland, Queensland 2014

Region by sex

Figure 8.2 compares the main destinations of Year 12 completers from South East Queensland and those from Regional Queensland by sex. These results show the overall regional patterns were also present for males and females across regions.

For example, rates of transition to Bachelor Degree study were higher for both males and females from South East Queensland (39.0 per cent and 48.8 per cent respectively) than their peers from Regional Queensland (23.3 per cent and 33.4 per cent respectively).

Similarly, rates of transition to VET Certificate IV or higher courses were also higher for both males and females from South East Queensland (7.8 per cent and 10.0 per cent respectively) than their Regional Queensland counterparts (3.3 per cent and 5.5 per cent respectively).

The regional difference in transition to apprenticeships was almost entirely attributable

to males (16.0 per cent for those from Regional Queensland compared to 8.7 per cent for South East Queensland), while female transitions to apprenticeships were similar across these regions (2.2 per cent and 1.4 per cent respectively).

Year 12 completers from Regional Queensland were more likely to be in full-time employment with no further education or training than those from South East Queensland regardless of sex. In Regional Queensland, 12.4 per cent of males were working full-time compared to 7.6 per cent in South East Queensland. For females, 11.9 per cent from Regional Queensland were working full-time compared to 6.1 per cent in South East Queensland.

The proportion of Year 12 completers not in the labour force, education or training was consistent between the regions and by sex.

0

5

10

15

20

25

30

35

40

45

%



Figure 8.2: Main destination of Year 12 completers, by South East Queensland/Regional Queensland, by sex, Queensland 2014

Region by occupation

There were also differences in the occupations of Year 12 completers from South East Queensland compared to those from Regional Queensland as presented in Table 8.2.

The most common occupational group for Year 12 completers, regardless of region was ‘Sales Workers’. However, this occupational group was more common in South East Queensland (41.8 per cent compared to 36.2 per cent).

Year 12 completers from Regional Queensland were more likely to be employed as ‘Technicians and Trades Workers’ than their counterparts from South East Queensland (15.5 per cent compared to 9.5 per cent).

Table 8.2: Occupational Major Group of Year 12 completers in employment, by South East Queensland/Regional Queensland, Queensland 2014

SOUTH EAST QUEENSLAND/REGIONAL QUEENSLAND

Occupation - Major Groupa South East Queensland Regional

Queensland Total

no. % no. % no. % Sales Workers 7 035 41.8 2 875 36.2 9 910 40.0 Community and Personal Service Workers 3 241 19.2 1 327 16.7 4 568 18.4 Labourers 2 910 17.3 1 491 18.8 4 401 17.8 Technicians and Trades Workers 1 594 9.5 1 227 15.5 2 821 11.4 Clerical and Administrative Workers 1 041 6.2 573 7.2 1 614 6.5 Professionals 416 2.5 128 1.6 544 2.2 Machinery Operators and Drivers 352 2.1 174 2.2 526 2.1 Managers 60 0.4 35 0.4 95 0.4 Other 197 1.2 106 1.3 303 1.2

Total 16 846 100.0 7 936 100.0 24 782 100.0 a Occupational groups are based on the Australian and New Zealand Standard Classification of Occupations. See Appendix 5 for

further information.

0

5

10

15

20

25

30

35

40

45

50

%

Male - South EastQueensland

Female - South EastQueensland

Male - RegionalQueensland

Female - RegionalQueensland


Education Council zone differencesThe main destinations of Year 12 completers were also analysed by geographical location. The Education Council, formerly known as the Standing Council on School Education and Early Childhood, classification was used to define the geographical location of each student. Students were allocated, on the basis of the school they attended, to categories based on remoteness and population of the location.

Using this analysis, Figure 8.3 shows that transitions to Bachelor Degree study is less likely as locations are less urbanised (smaller in population and more remote). That is, students from the capital city of Brisbane were

more likely than those in remote areas to enter Bachelor Degree study.

In contrast, the rates of transition to apprenticeships, full-time employment and to a lesser extent, traineeships tend to become higher as the geographical location becomes less urbanised, with students from remote and very remote areas having the highest rates of transition to these destinations.

The proportion of Year 12 completers who were seeking work also tended to increase as remoteness increased.

Figure 8.3: Main destination of Year 12 completers, by Education Council geographical location, Queensland 2014

0

5

10

15

20

25

30

35

40

45

%

Capital city Urban 100 000+ Provincial 25 000 to 99 999 Provincial <25 000 Remote Very Remote


ABS Statistical Area Level 4 Analysis was also conducted by Statistical Area Level 4 (SA4), based on the Australian Bureau of Statistics’ Australian Statistical Geography Standard (ASGS) (2011). Boundaries for these SA4s in South East Queensland and Regional Queensland are shown in Appendix 6.

Figure 8.4 shows the proportions of Year 12 completers in post-school education, training and employment with those in post-school education and training highlighted separately to those who were in employment with no further education or training.

The overall rate of entry to post-school education and training ranged from 44.5 per cent in Queensland - Outback to 82.5 per cent in Brisbane Inner City.

Transitions to employment with no further education and training also varied across SA4s ranging from 11.7 per cent in Brisbane Inner City to 40.3 per cent in Darling Downs - Maranoa.

When education, training and employment are combined the range moves to 74.2 per cent in Queensland - Outback to 94.2 per cent in Brisbane Inner City.

Other than Queensland - Outback, all regions were within 7.3 percentage points of the Queensland average of 86.9 per cent of Year 12 completers engaged in education, training or employment.

Figure 8.4: Proportion of Year 12 completers in post-school education, training or employment, by SA4, Queensland 2014

0

10

20

30

40

50

60

70

80

90

100

%

Education or training Employment Queensland


Bachelor Degree

Table 8.3 shows the proportion of Year 12 completers undertaking a Bachelor Degree as their main destination by SA4.

Transition to Bachelor Degree study was strongest in Brisbane Inner City (68.8 per cent) and Brisbane - West (55.2 per cent), and lowest in Queensland - Outback (13.0 per cent).

Table 8.3: Main destination (Bachelor Degree) of Year 12 completers, by SA4, Queensland 2014

MAIN DESTINATION

Region Bachelor Degree Total

no. %a no. Brisbane - East 750 43.1 1 739 Brisbane - North 848 48.2 1 759 Brisbane - South 1 511 48.1 3 142 Brisbane - West 1 027 55.2 1 860 Brisbane Inner City 2 454 68.8 3 565 Cairns 604 29.4 2 055 Darling Downs - Maranoa 188 22.3 842 Fitzroy 530 26.6 1 990 Gold Coast 1 713 39.9 4 291 Ipswich 834 34.2 2 436 Logan - Beaudesert 760 30.4 2 499 Mackay 355 26.7 1 332 Moreton Bay - North 634 32.4 1 955 Moreton Bay - South 372 37.0 1 006 Queensland - Outback 39 13.0 299 Sunshine Coast 1 053 35.9 2 930 Toowoomba 576 35.4 1 629 Townsville 683 33.9 2 012 Wide Bay 576 25.1 2 298

Total 15 507 39.1 39 639 a Percentages based on proportion within region.


Campus-based VET

Table 8.4 shows the proportion of Year 12 completers undertaking campus-based VET as their main destination by SA4.

Transition to campus-based VET programs was highest in Logan – Beaudesert (17.6 per cent) and in Ipswich (17.4 per cent) and lowest in Brisbane Inner City and Toowoomba (both 9.0 per cent).

Table 8.4: Main destination (Campus-based VET) of Year 12 completers, by SA4, Queensland 2014

MAIN DESTINATION

Region VET Cert IV+ VET Cert III VET Cert

I–II/other Total

no. %a no. %a no. %a no. Brisbane - East 177 10.2 34 2.0 41 2.4 1 739 Brisbane - North 147 8.4 44 2.5 44 2.5 1 759 Brisbane - South 372 11.8 70 2.2 71 2.3 3 142 Brisbane - West 158 8.5 22 1.2 45 2.4 1 860 Brisbane Inner City 223 6.3 36 1.0 63 1.8 3 565 Cairns 88 4.3 72 3.5 60 2.9 2 055 Darling Downs - Maranoa 29 3.4 29 3.4 19 2.3 842 Fitzroy 86 4.3 81 4.1 64 3.2 1 990 Gold Coast 393 9.2 91 2.1 117 2.7 4 291 Ipswich 266 10.9 73 3.0 85 3.5 2 436 Logan - Beaudesert 275 11.0 86 3.4 78 3.1 2 499 Mackay 51 3.8 51 3.8 29 2.2 1 332 Moreton Bay - North 165 8.4 61 3.1 44 2.3 1 955 Moreton Bay - South 85 8.4 31 3.1 38 3.8 1 006 Queensland - Outback 12 4.0 12 4.0 10 3.3 299 Sunshine Coast 158 5.4 69 2.4 79 2.7 2 930 Toowoomba 67 4.1 43 2.6 37 2.3 1 629 Townsville 116 5.8 58 2.9 55 2.7 2 012 Wide Bay 106 4.6 135 5.9 107 4.7 2 298

Total 2 974 7.5 1 098 2.8 1 086 2.7 39 639 a Percentages based on proportion within region.


Employment-based VET

SA4s with higher rates of participation in campus-based VET programs typically had lower rates of transfer to employment-based apprenticeships and traineeships as shown in Table 8.5.

Participation in employment-based training was strongest in Queensland – Outback (20.1 per cent) and lowest in Brisbane Inner City (4.6 per cent) and in Brisbane – West (4.3 per cent).

Table 8.5: Main destination (Employment-based VET) of Year 12 completers, by SA4, Queensland 2014

MAIN DESTINATION

Region Apprenticeship Traineeship Total

no. %a no. %a no. Brisbane - East 103 5.9 57 3.3 1 739 Brisbane - North 98 5.6 34 1.9 1 759 Brisbane - South 158 5.0 54 1.7 3 142 Brisbane - West 51 2.7 29 1.6 1 860 Brisbane Inner City 88 2.5 77 2.2 3 565 Cairns 134 6.5 81 3.9 2 055 Darling Downs - Maranoa 97 11.5 43 5.1 842 Fitzroy 211 10.6 75 3.8 1 990 Gold Coast 233 5.4 105 2.4 4 291 Ipswich 143 5.9 71 2.9 2 436 Logan - Beaudesert 146 5.8 82 3.3 2 499 Mackay 158 11.9 70 5.3 1 332 Moreton Bay - North 129 6.6 50 2.6 1 955 Moreton Bay - South 45 4.5 23 2.3 1 006 Queensland - Outback 42 14.0 18 6.0 299 Sunshine Coast 152 5.2 76 2.6 2 930 Toowoomba 130 8.0 60 3.7 1 629 Townsville 192 9.5 62 3.1 2 012 Wide Bay 139 6.0 83 3.6 2 298

Total 2 449 6.2 1 150 2.9 39 639 a Percentages based on proportion within region.


Employment with no further education or training

Table 8.6 shows that the transition to full-time employment with no further education or training was highest in Darling Downs - Maranoa (20.1 per cent). The regions with the lowest rates of transition to full-time employment with no further education or training were Brisbane Inner City (4.5 per cent) and Brisbane - South (4.8 per cent).

The proportion of Year 12 completers entering part-time employment with no further education or training ranged from a high of 23.5 per cent in Wide Bay and 23.2 per cent in the Sunshine Coast to a low of 7.2 per cent in Brisbane Inner City.

Table 8.6: Main destination (Working) of Year 12 completers, by SA4, Queensland 2014 MAIN DESTINATION

Region Full-time employment Part-time

employment Total

no. %a no. %a no. Brisbane - East 128 7.4 264 15.2 1 739 Brisbane - North 104 5.9 252 14.3 1 759 Brisbane - South 152 4.8 367 11.7 3 142 Brisbane - West 94 5.1 244 13.1 1 860 Brisbane Inner City 160 4.5 258 7.2 3 565 Cairns 243 11.8 452 22.0 2 055 Darling Downs - Maranoa 169 20.1 170 20.2 842 Fitzroy 265 13.3 429 21.6 1 990 Gold Coast 326 7.6 771 18.0 4 291 Ipswich 181 7.4 374 15.4 2 436 Logan - Beaudesert 191 7.6 397 15.9 2 499 Mackay 153 11.5 300 22.5 1 332 Moreton Bay - North 157 8.0 384 19.6 1 955 Moreton Bay - South 76 7.6 177 17.6 1 006 Queensland - Outback 44 14.7 45 15.1 299 Sunshine Coast 300 10.2 679 23.2 2 930 Toowoomba 221 13.6 303 18.6 1 629 Townsville 172 8.5 397 19.7 2 012 Wide Bay 245 10.7 540 23.5 2 298

Total 3 381 8.5 6 803 17.2 39 639 a Percentages based on proportion within region.


Seeking work and Not in the labour force, education or training

The final two main destinations of seeking work and not in the labour force, education and training are shown in Table 8.7.

The proportion of Year 12 completers seeking work was highest in Queensland - Outback (18.7 per cent) and was lowest in Brisbane Inner City (4.3 per cent).

The proportion of Year 12 completers not in the labour force, education or training at the time of the survey was similar for most regions, ranging from a high of 3.0 per cent in Logan - Beaudesert to a low of 1.4 per cent in Brisbane Inner City.

Queensland - Outback was the one region where this was not the case, with 7.0 per cent of Year 12 completers from this region not in the labour force, education or training at the time of the survey.

Table 8.7: Main destination (Seeking work and NILFET) of Year 12 completers, by SA4, Queensland 2014

MAIN DESTINATION

Region Seeking work NILFET Total

no. %a no. %a no. Brisbane - East 146 8.4 39 2.2 1 739 Brisbane - North 151 8.6 37 2.1 1 759 Brisbane - South 328 10.4 59 1.9 3 142 Brisbane - West 151 8.1 39 2.1 1 860 Brisbane Inner City 155 4.3 51 1.4 3 565 Cairns 264 12.8 57 2.8 2 055 Darling Downs - Maranoa 83 9.9 15 1.8 842 Fitzroy 196 9.8 53 2.7 1 990 Gold Coast 425 9.9 117 2.7 4 291 Ipswich 356 14.6 53 2.2 2 436 Logan - Beaudesert 410 16.4 74 3.0 2 499 Mackay 144 10.8 21 1.6 1 332 Moreton Bay - North 291 14.9 40 2.0 1 955 Moreton Bay - South 138 13.7 21 2.1 1 006 Queensland - Outback 56 18.7

21 7.0 299

Sunshine Coast 299 10.2

65 2.2 2 930 Toowoomba 156 9.6

36 2.2 1 629

Townsville 234 11.6

43 2.1 2 012 Wide Bay 312 13.6

55 2.4 2 298

Total 4 295 10.8 896 2.3 39 639 a Percentages based on proportion within region.


Chapter 9 – Indigenous Year 12 completers This chapter outlines the destinations of Year 12 completers from Queensland schools identified as being of Aboriginal and/or Torres Strait Islander origin. Of the 2071 Indigenous Year 12 completers from 2013, 1333 responded to the 2014 Next Step survey; a response rate of 64.4 per cent. This constituted 3.4 per cent of the 39 639 respondents to the survey in 2014.

Care should be taken when comparing findings in this chapter with those from other groups of young people and over previous years. Indigenous persons had substantially lower contact rates, and hence response rates, compared to other groups and as a result, there is an increased risk that Indigenous responders may have different destination patterns to the entire Indigenous Year 12 population. It is not possible to quantify the degree of bias but it can be noted that contact rates were lowest for remote Queensland areas and the provincial city of Cairns.

Main destination Figure 9.1 illustrates the main destinations of Indigenous Year 12 completers from 2013 who responded to the 2014 Next Step survey.

The survey results show that 45.4 per cent of Indigenous Year 12 completers continued in some recognised form of education or training in the year after they left school. The most common destination was Bachelor Degree level programs (14.6 per cent).

Campus-based VET programs accounted for 20.1 per cent and employment-based training accounted for 10.7 per cent of Indigenous Year 12 completers.

The Indigenous Year 12 completers who did not enter post-school education or training (54.6 per cent), were comprised of those who were employed (25.4 per cent), seeking work (23.9 per cent) and those not in the labour force, education or training (5.3 per cent).

Figure 9.1: Main destination of Indigenous Year 12 completers, Queensland 2014

14.6%

7.6%

7.1%

5.4%

6.4%

4.4%

7.9%

17.6%

23.9% 5.3%

30.8%


VET Cert IV+ (7.6%)

VET Cert III (7.1%)



Traineeship (4.4%)




NILFET (5.3%)

VET Categories


Indigenous status Table 9.1 and Figure 9.2 display the destinations of Indigenous and non-Indigenous Year 12 completers.

Indigenous Year 12 completers were more likely to be enrolled in VET Certificate I–II/other and VET Certificate III courses (12.5 per cent) than non-Indigenous Year 12 completers (5.3 per cent). Indigenous Year 12 completers were less likely than non-Indigenous Year 12

completers to enrol in a Bachelor Degree (14.6 per cent compared to 40.0 per cent).

Year 12 completers had a similar rate of transition to employment with no further education or training, regardless of Indigenous status. However, Indigenous Year 12 completers were more likely to be seeking work than non-Indigenous Year 12 completers (23.9 per cent and 10.4 per cent respectively).

Table 9.1: Main destination of Year 12 completers, by Indigenous status, Queensland 2014 INDIGENOUS STATUS

Main destination Indigenous Non-Indigenous Total


VET Cert IV+ 101 7.6 2 873 7.5 2 974 7.5

VET Cert III 95 7.1 1 003 2.6 1 098 2.8


Apprenticeship 85 6.4 2 364 6.2 2 449 6.2

Traineeship 58 4.4 1 092 2.9 1 150 2.9

VET Total 411 30.8 8 346 21.8 8 757 22.1

Work



Work Total 339 25.4 9 845 25.7 10 184 25.7

Seeking work 318 23.9 3 977 10.4 4 295 10.8 NILFET 71 5.3 825 2.2 896 2.3

Total 1 333 100.0 38 306 100.0 39 639 100.0

Figure 9.2: Main destination of Year 12 completers, by Indigenous status, Queensland 2014

0

5

10

15

20

25

30

35

40

%

Indigenous Non-Indigenous


Indigenous destinations by sexTable 9.2 and Figure 9.3 report the main destinations of Indigenous Year 12 completers by sex.

Indigenous females were more likely to undertake higher levels of campus-based study, with 17.7 per cent studying a Bachelor Degree and 10.3 per cent in VET Certificate IV or higher courses (compared to 11.2 per cent and 4.7 per cent of Indigenous males respectively).

Indigenous males were more likely to be undertaking an apprenticeship (11.0 per cent compared to 2.0 per cent of females).

While Indigenous males and females had similar transition rates to employment, Indigenous males were more likely to be seeking work (27.9 per cent) or not in the labour force education or training (6.8 per cent) than Indigenous females (20.1 per cent and 3.9 per cent respectively).

Table 9.2: Main destination of Indigenous Year 12 completers, by sex, Queensland 2014 SEX



VET Cert IV+ 30 4.7 71 10.3 101 7.6

VET Cert III 30 4.7 65 9.4 95 7.1

VET Cert I–II/other 34 5.3 38 5.5 72 5.4

Apprenticeship 71 11.0 14 2.0 85 6.4

Traineeship 19 2.9 39 5.7 58 4.4

VET Total 184 28.5 227 33.0 411 30.8

Work


Part-time employment 111 17.2 123 17.9 234 17.6

Work Total 165 25.6 174 25.3 339 25.4

Seeking work 180 27.9 138 20.1 318 23.9 NILFET 44 6.8 27 3.9 71 5.3

Total 645 100.0 688 100.0 1 333 100.0

Figure 9.3: Main destination of Indigenous Year 12 completers, by sex, Queensland 2014

0

5

10

15

20

25

30

%

Male Female


Indigenous destinations by South East Queensland/Regional QueenslandFigure 9.4 shows that geographical differences were also evident in the post-school destinations of Indigenous Year 12 completers. These differences are similar in broad terms to those shown for all Year 12 completers in Chapter 8.

The 551 Indigenous Year 12 completers who attended schools in South East Queensland were more likely to transition to a Bachelor Degree (22.9 per cent) compared to the 782 respondents from Regional Queensland (8.7 per cent). Indigenous Year 12 completers from South East Queensland were also more likely to be undertaking a VET Certificate IV or higher course (10.5 per cent compared to 5.5 per cent).

Indigenous Year 12 completers from Regional Queensland were more likely than those from South East Queensland to make a transition to employment with no further education or training (26.7 per cent compared to 23.6 per cent).

Transitions to apprenticeships and traineeships were similar for Indigenous Year 12 completers from South East Queensland and Regional Queensland (5.8 per cent compared to 6.8 per cent for apprenticeships, and 3.4 per cent compared to 5.0 per cent for traineeships).

Figure 9.4: Main destination of Indigenous Year 12 completers, by South East Queensland/Regional Queensland, Queensland 2014

0

5

10

15

20

25

30

%



Indigenous education and employment destinationsTable 9.3 presents the labour market destinations of Indigenous Year 12 completers by their study destination. This breakdown provides a more detailed picture than the main destination information presented in the previous section.

For example, Indigenous Year 12 completers in employment are subdivided into their study destinations; be it Bachelor Degree, VET programs, other or not studying.

Indigenous Year 12 completers undertaking an apprenticeship or traineeship were most likely to be studying at the VET Certificate III level (63.5 per cent and 67.2 per cent respectively).

Indigenous Year 12 completers who were not in the labour force were most likely to be not studying (36.4 per cent) or undertaking a Bachelor Degree (27.2 per cent).

Figure 9.5 presents the same information as Table 9.3, but with the proportions of each labour force destination within each study destination.

Indigenous Year 12 completers undertaking a Bachelor Degree were most likely to be employed part-time (39.0 per cent), and those undertaking a VET Certificate IV or higher course were more likely to be seeking work (36.6 per cent).

Table 9.3: Study destination of Indigenous Year 12 completers, by labour force destination, Queensland 2014

LABOUR FORCE DESTINATION

Study destination

Apprenticeship Traineeship Full-time employment Part-time

employment Seeking work NILF Total

% % % % % % % Bachelor Degree 0.0 1.7 2.4 20.0 12.6 27.2 14.6 VET Cert IV+ 10.6 3.4 4.9 8.7 8.3 10.8 8.4 VET Cert III 63.5 67.2 4.1 5.0 8.7 14.4 14.1 VET Cert I–II 2.4 15.5 0.0 2.4 1.8 3.1 2.6 Other 20.0 10.3 3.3 2.4 3.9 8.2 5.3 Not studying 3.5 1.7 85.4 61.6 64.6 36.4 54.9

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Figure 9.5: Labour force destination of Indigenous Year 12 completers, by study destination, Queensland 2014

0

5

10

15

20

25

30

35

40

45

BachelorDegree

VET Cert IV+ VET Cert III VET Cert I–II Other Notstudying

%

Apprenticeship Traineeship Full-time employment Part-time employment Seeking work NILF


Main destination of Indigenous Year 12 completers over time Figure 9.6 shows a five-year time series from 2010 to 2014 of the main destinations of Indigenous Year 12 completers. The number of respondents and response rates across these years are reported in Table 9.4.

Table 9.4: Response rates of Indigeneous Year 12 completers, 2010–2014

Year Respondents Response

Rate no. %

2010 1 037 60.4 2011 1 101 60.3 2012 1 166 63.5 2013 1 295 65.4 2014 1 333 64.4

Movements across the five-year period are similar to those presented in Chapter 3 for the whole group of Year 12 completers.

The proportion of Indigenous Year 12 completers undertaking VET Certificate IV or higher courses has increased over the last five years from 3.3 per cent in 2010 to 7.6 per cent in 2014.

There has been a decrease in the proportion of Indigenous Year 12 completers transitioning to employment-based training, particularly for traineeships.

A similar downward trend can be seen for the proportion of Indigenous Year 12 completers entering full-time employment without any further education or training, which has decreased from 11.1 per cent in 2011 to 7.9 per cent in 2014.

Figure 9.6: Main destination of Indigenous Year 12 completers, Queensland 2010–2014

0

5

10

15

20

25

%

2010 2011 2012 2013 2014


Education and training destinations of Indigenous Year 12 completers Level of study

Table 9.5 and Figure 9.7 present the study destinations of all Indigenous male and female Year 12 completers in education or training.

The most common study levels overall were Bachelor Degree and VET Certificate III, accounting for 63.7 per cent of Indigenous Year 12 completers in education or training.

Bachelor Degree study was most common for female Indigenous Year 12 completers (35.3 per cent). For male Indigenous Year 12 completers, VET Certificate III study was the most common level of study (34.8 per cent).

This section excludes four apprentices and trainees who indicated that they had already completed the study component of their training.

Table 9.5: Level of study of Indigenous Year 12 completers in education or training, by sex, Queensland 2014

SEX

Level of study Male Female Total



Diploma 28 11.1 56 16.1 84 14.0


VET Certificate III 88 34.8 100 28.7 188 31.3



VET unspecified 12 4.7 11 3.2 23 3.8

VET Total 156 61.7 202 58.0 358 59.6 Other 25 9.9 23 6.6 48 8.0

Total 253 100.0 348 100.0 601 100.0

Figure 9.7: Level of study of Indigenous Year 12 completers in education or training, by sex, Queensland 2014

0

5

10

15

20

25

30

35

%

Male Female


Field of study

The study fields Indigenous Year 12 completers were enrolled in are shown in Figure 9.8.

The most common field of study being undertaken by Indigenous Year 12 completers in education or training was ‘Management and Commerce’ (16.6 per cent) followed by ‘Society and Culture’ (15.5 per cent).

‘Engineering and Related Technologies’ and ‘Health’ were also common fields of study being undertaken by Indigenous Year 12 completers, accounting for 14.1 per cent and 12.1 per cent of respondents respectively.

The field of study categories are based on the Australian Standard Classification of Education; Appendix 3 contains an explanation of the types of courses included in each field of study.

Figure 9.8: Field of study of Indigenous Year 12 completers in education or training, Queensland 2014

Employment destinations of Indigenous Year 12 completers Occupation

Table 9.6 reports the occupations of Indigenous Year 12 completers in employment by sex.

The most frequent occupation being undertaken by both male and female Indigenous Year 12 completers in employment was ‘Sales Assistants and Salespersons’ (15.6 per cent for males and 27.2 per cent for females).

Indigenous males were more likely than Indigenous females to be working as ‘Other Labourers’ (10.0 per cent compared to 1.4 per cent), ‘Construction Trades Workers’ (8.0 per cent compared to no females) and ‘Automotive and Engineering Trades Workers’ (9.0 per cent compared to 1.2 per cent).

Indigenous females were more likely than Indigenous males to be working as ‘Carers and Aides’ (11.3 per cent compared to 2.0 per cent), ‘Sales Support Workers’ (12.8 per cent compared to 5.3 per cent) and ‘Hospitality Workers’ (10.1 per cent compared to 3.7 per cent).

Occupation categories are based on the Australian and New Zealand Standard Classification of Occupations.

0 5 10 15 20

Other







Education

Creative Arts


Health


Society and Culture


%


Table 9.6: Occupational Sub-Major Group of Indigenous Year 12 completers in employment, by sex, Queensland 2014

SEX


no. % no. % no. % Sales Assistants and Salespersons 47 15.6 94 27.2 141 21.8 Sales Support Workers 16 5.3 44 12.8 60 9.3 Hospitality Workers 11 3.7 35 10.1 46 7.1 Food Preparation Assistants 30 10.0 16 4.6 46 7.1 Carers and Aides 6 2.0 39 11.3 45 7.0 Other Labourers 30 10.0 5 1.4 35 5.4 Automotive and Engineering Trades Workers 27 9.0 4 1.2 31 4.8 Construction Trades Workers 24 8.0 0 0.0 24 3.7 Clerical and Office Support Workers 1 0.3 19 5.5 20 3.1 Sports and Personal Service Workers 8 2.7 10 2.9 18 2.8 Numerical Clerks 2 0.7 12 3.5 14 2.2 Construction and Mining Labourers 13 4.3 0 0.0 13 2.0 Farm, Forestry and Garden Workers 6 2.0 6 1.7 12 1.9 Inquiry Clerks and Receptionists 0 0.0 11 3.2 11 1.7 Food Trades Workers 8 2.7 2 0.6 10 1.5 Skilled Animal and Horticultural Workers 9 3.0 1 0.3 10 1.5 Cleaners and Laundry Workers 5 1.7 5 1.4 10 1.5 Other Clerical and Administrative Workers 3 1.0 6 1.7 9 1.4 Electrotechnology and Telecommunications Trades Workers 7 2.3 1 0.3 8 1.2 Factory Process Workers 5 1.7 3 0.9 8 1.2 Other Technicians and Trades Workers 3 1.0 4 1.2 7 1.1 Road and Rail Drivers 4 1.3 3 0.9 7 1.1 Business, Human Resource and Marketing Professionals 0 0.0 6 1.7 6 0.9 Storepersons 6 2.0 0 0.0 6 0.9 General Clerical Workers 0 0.0 5 1.4 5 0.8 Other 30 10.0 14 4.1 44 6.8

Total 301 100.0 345 100.0 646 100.0


Industry

Indigenous Year 12 completers provided details of the industry in which their employment takes place, as shown in Table 9.7 by sex.

‘Retail Trade’ and ‘Accommodation and Food Services’ were the two most common industries of employment for Indigenous Year 12 completers, accounting for 26.0 per cent and 24.9 per cent respectively.

Indigenous males were more likely than Indigenous females to be working in ‘Construction’ (17.6 per cent compared to 0.6 per cent).

Female Indigenous Year 12 completers were more likely than their male counterparts to be working in ‘Health Care and Social Assistance’ (12.8 per cent compared to 2.3 per cent).

Industry categories are based on the Australian and New Zealand Standard Industrial Classification; see Appendix 4.

Table 9.7: Industry category of Indigenous Year 12 completers in employment, by sex, Queensland 2014

SEX

Industry category Male Female Total

no. % no. % no. % Retail Trade 60 19.9 108 31.3 168 26.0 Accommodation and Food Services 70 23.3 91 26.4 161 24.9 Construction 53 17.6 2 0.6 55 8.5 Health Care and Social Assistance 7 2.3 44 12.8 51 7.9 Education and Training 9 3.0 23 6.7 32 5.0 Other Services 19 6.3 10 2.9 29 4.5 Agriculture, Forestry and Fishing 14 4.7 8 2.3 22 3.4 Public Administration and Safety 10 3.3 12 3.5 22 3.4 Manufacturing 13 4.3 3 0.9 16 2.5 Administrative and Support Services 7 2.3 9 2.6 16 2.5 Mining 10 3.3 4 1.2 14 2.2 Financial and Insurance Services 2 0.7 12 3.5 14 2.2 Professional, Scientific and Technical Services 3 1.0 8 2.3 11 1.7 Arts and Recreation Services 8 2.7 3 0.9 11 1.7 Transport, Postal and Warehousing 10 3.3 0 0.0 10 1.5 Information Media and Telecommunications 4 1.3 1 0.3 5 0.8 Wholesale Trade 2 0.7 2 0.6 4 0.6 Rental, Hiring and Real Estate services 0 0.0 3 0.9 3 0.5 Electricity, Gas, Water and Waste Services 0 0.0 1 0.3 1 0.2 Other 0 0.0 1 0.3 1 0.2

Total 301 100.0 345 100.0 646 100.0


Hours worked

Table 9.8 and Figure 9.9 compare the hours worked by Indigenous Year 12 completers in employment by sex.

The majority of female Indigenous Year 12 completers who were in employment at the time of the survey were working part-time (71.9 per cent). Of this group of young people, 15–24 hours was the most common number of hours worked per week (27.8 per cent).

Male Indigenous Year 12 completers in employment were only slightly more likely to be employed part-time (55.5 per cent) compared to full-time (44.5 per cent). Furthermore, Indigenous males were most likely to be working 40 or more hours per week (30.6 per cent).

Table 9.8: Hours worked per week of Indigenous Year 12 completers in employment, by sex, Queensland 2014

SEX

Hours worked per week Male Female Total


1–7 27 9.0 31 9.0 58 9.0

8–14 44 14.6 63 18.3 107 16.6

15–24 51 16.9 96 27.8 147 22.8

25–34 45 15.0 58 16.8 103 15.9

Part-time employment Total 167 55.5 248 71.9 415 64.2 Full-time employment

35–39 42 14.0 58 16.8 100 15.5

40 or more 92 30.6 39 11.3 131 20.3

Full-time employment Total 134 44.5 97 28.1 231 35.8

Total 301 100.0 345 100.0 646 100.0

Figure 9.9: Hours worked per week by Indigenous Year 12 completers in employment, by sex, Queensland 2014

0

5

10

15

20

25

30

1–7 8–14 15–24 25–34 35–39 40 or more

%

Male Female


Main destinations of Indigenous Year 12 completers by qualification Queensland Certificate of Education

Table 9.9 compares the main destinations of the 77.8 per cent of Indigenous Year 12 completers who received a Queensland Certificate of Education (QCE) with those who did not receive a QCE. Figure 9.10 presents this information graphically.

Indigenous Year 12 completers who received a QCE were more likely to be undertaking a Bachelor Degree (18.0 per cent compared to 2.4 per cent). Young Indigenous people who did not receive a QCE were most likely to be seeking work (34.8 per cent).

Table 9.9: Main destination of Indigenous Year 12 completers, by whether they received a QCE, Queensland 2014

RECEIVED A QCE

Main destination Yes No Total


VET Cert IV+ 84 8.1 17 5.7 101 7.6

VET Cert III 81 7.8 14 4.7 95 7.1


Apprenticeship 71 6.8 14 4.7 85 6.4

Traineeship 42 4.1 16 5.4 58 4.4

VET Total 322 31.1 89 30.1 411 30.8 Work



Work Total 270 26.0 69 23.3 339 25.4


Total 1 037 100.0 296 100.0 1 333 100.0

Figure 9.10: Main destination of Indigenous Year 12 completers, by whether they received a QCE, Queensland 2014

0

5

10

15

20

25

30

35

%

QCE No QCE


Overall Position/International Baccalaureate Diploma

The main destinations of Indigenous Year 12 completers are shown in Table 9.10 according to whether they received an Overall Position (OP) or were awarded an International Baccalaureate Diploma (IBD).

Of those Indigenous Year 12 completers who responded to the survey, 25.5 per cent received an OP or were awarded an IBD.

Bachelor Degree study (46.2 per cent) was the most common destination of Indigenous Year 12 completers who received an OP or were awarded an IBD.

Indigenous Year 12 completers who did not receive an OP or were not awarded an IBD were most likely to be seeking work (29.8 per cent).

Table 9.10: Main destination of Indigenous Year 12 completers, by whether they received an OP or were awarded an IBD, Queensland 2014

RECEIVED OP OR AWARDED IBD

Main destination Yes No Total no. % no. % no. %

Bachelor Degree 157 46.2 37 3.7 194 14.6

VET

VET Cert IV+ 31 9.1 70 7.0 101 7.6

VET Cert III 11 3.2 84 8.5 95 7.1



Traineeship 12 3.5 46 4.6 58 4.4

VET Total 73 21.5 338 34.0 411 30.8 Work



Work Total 81 23.8 258 26.0 339 25.4 Seeking work 22 6.5 296 29.8 318 23.9 NILFET 7 2.1 64 6.4 71 5.3

Total

340 100.0 993 100.0 1 333 100.0


Vocational Education and Training in schools

Table 9.11 and Figure 9.11 compare the main destinations of Indigenous Year 12 completers who obtained a Vocational Education and Training (VET) qualification while at school and those who did not (VET and non-VET).

A VET qualification was obtained at school by 76.4 per cent of Indigenous Year 12 completers who participated in the survey in 2014.

Indigenous Year 12 completers who obtained a VET qualification were more likely to be in employment with no further education or training than those who did not obtain a VET qualification (27.0 per cent compared to 20.3 per cent).

Bachelor Degree study was more likely to be undertaken by Indigenous Year 12 completers who did not receive a VET qualification while at school (22.2 per cent) compared to those who did receive a VET qualification (12.2 per cent).

Indigenous Year 12 completers who obtained a VET qualification while at school were more likely to be seeking work (25.0 per cent compared to 20.3 per cent), but less likely to be not in the labour force, education or training than those young people who did not receive a VET qualification (4.6 per cent compared to 7.6 per cent).

Table 9.11: Main destination of Indigenous Year 12 completers, by whether they obtained a VET qualification, Queensland 2014

VET QUALIFICATION



VET Cert IV+ 78 7.7 23 7.3 101 7.6

VET Cert III 75 7.4 20 6.3 95 7.1



Traineeship 42 4.1 16 5.1 58 4.4

VET Total 318 31.2 93 29.5 411 30.8

Work



Work Total 275 27.0 64 20.3 339 25.4 Seeking work 254 25.0 64 20.3 318 23.9 NILFET 47 4.6 24 7.6 71 5.3

Total 1 018 100.0 315 100.0 1 333 100.0


Figure 9.11: Main destination of Indigenous Year 12 completers, by whether they obtained a VET qualification, Queensland 2014

School-based apprenticeships and traineeships

Table 9.12 contains a comparison of Indigenous Year 12 completers who participated in a school-based apprenticeship or traineeship (SAT), in which part-time study was combined with part-time paid employment.

SATs were undertaken by 17.2 per cent of Indigenous Year 12 completers who participated in the 2014 Next Step survey.

Apprenticeships and traineeships were a common destination (28.4 per cent) for Indigenous Year 12 completers who participated in a SAT whilst at school, compared to 7.1 per cent of Indigenous Year 12 completers who did not participate in a SAT.

Table 9.12: Main destination of Indigenous Year 12 completers, by whether they participated in a SAT, Queensland 2014

SAT PARTICIPATION



VET Cert IV+ 15 6.6 86 7.8 101 7.6

VET Cert III 10 4.4 85 7.7 95 7.1


Apprenticeship 44 19.2 41 3.7 85 6.4

Traineeship 21 9.2 37 3.4 58 4.4

VET Total 100 43.7 311 28.2 411 30.8 Work



Work Total 65 28.4 274 24.8 339 25.4


Total 229 100.0 1 104 100.0 1 333 100.0

0

5

10

15

20

25

%

VET Non-VET


Main destinations of Indigenous Year 12 completers by socioeconomic statusThe Australian Bureau of Statistics’ 2011 Socio-Economic Indexes for Areas (SEIFA) has been used to analyse the main destinations of Indigenous Year 12 completers by socioeconomic status (SES), based on the residential address of the students. Year 12 completers were assigned to a SES quartile based on the state percentile rank for the Index of Relative Socio-Economic Disadvantage.

Table 9.13 and Figure 9.12 show the main destinations of Indigenous Year 12 completers based on their SES.

The proportions of Indigenous Year 12 completers transitioning to Bachelor Degree study increased as SES increased (11.3 per cent in the lowest SES quartile to 25.3 per cent in the highest SES quartile).

Indigenous Year 12 completers who were seeking work also displayed a strong association with SES with 29.5 per cent of those from the lowest SES quartile in this main destination compared to 14.0 per cent in the highest SES quartile.

Table 9.13: Main destination of Indigenous Year 12 completers, by socioeconomic status, Queensland 2014

SOCIOECONOMIC STATUSa

Main destination Lowest SES quartile Second lowest

SES quartile Second highest SES quartile Highest

SES quartile

no. % no. % no. % no. % Bachelor Degree 67 11.3 38 10.7 50 22.3 38 25.3

VET

VET Cert IV+ 44 7.4 22 6.2 19 8.5 15 10.0

VET Cert III 44 7.4 25 7.1 14 6.3 12 8.0


Apprenticeship 25 4.2 32 9.0 17 7.6 11 7.3

Traineeship 25 4.2 15 4.2 12 5.4 5 3.3

VET Total 171 28.8 115 32.5 68 30.4 54 36.0

Work

Full-time employment 42 7.1 34 9.6 21 9.4 6 4.0

Part-time employment 104 17.5 68 19.2 34 15.2 27 18.0

Work Total 146 24.6 102 28.8 55 24.6 33 22.0

Seeking work 175 29.5 76 21.5 43 19.2 21 14.0

NILFET 35 5.9 23 6.5 8 3.6 4 2.7

Total 594 100.0 354 100.0 224 100.0 150 100.0 a Excludes 11 respondents for whom socioeconomic status could not be determined, based on residential address.


Figure 9.12: Main destination of Indigenous Year 12 completers, by socioeconomic status, Queensland 2014

0

5

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15

20

25

30

%

LowestSES quartile

Second lowestSES quartile

Second highestSES quartile

HighestSES quartile


Chapter 10 – Main destinations of Year 12 completers by subgroups This chapter examines the main destinations of Year 12 completers according to the certificates and qualifications obtained while in Year 12 (QCE, OP, IBD, QCIA, VET and participation in a SAT), as well as language background, international visa status and socioeconomic status.

Naturally, the decisions made by Year 12 completers while still at school will heavily impact on their options and interests for post-school destinations. For example, those who participated in a SAT may have done so with the intention of completing their qualification in employment-based training or entering full-time employment after completing Year 12. Conversely, those who satisfied the criteria for a QCE, OP or IBD may be more inclined to pursue an academic pathway, especially at university. This trend should be kept in mind when interpreting the findings within this chapter.

Detailed examinations of the main destinations of Year 12 completers by sex, age, geographic location and Indigenous status are provided in earlier chapters.

Queensland Certificate of EducationTable 10.1 compares the main destinations of Year 12 completers who received a Queensland Certificate of Education (QCE) and

those who did not receive a QCE. On the following page, Figure 10.1 presents this information graphically.

Table 10.1: Main destination of Year 12 completers, by whether they received a QCE, Queensland 2014

RECEIVED A QCE



VET Cert IV+ 2 592 7.3 382 8.9 2 974 7.5

VET Cert III 915 2.6 183 4.3 1 098 2.8

VET Cert I–II/other 773 2.2 313 7.3 1 086 2.7

Apprenticeship 2 183 6.2 266 6.2 2 449 6.2

Traineeship 1 034 2.9 116 2.7 1 150 2.9

VET Total 7 497 21.2 1 260 29.5 8 757 22.1 Work

Full-time employment 3 023 8.5 358 8.4 3 381 8.5

Part-time employment 6 022 17.0 781 18.3 6 803 17.2

Work Total 9 045 25.6 1 139 26.6 10 184 25.7

Seeking work 3 311 9.4 984 23.0 4 295 10.8 NILFET 569 1.6 327 7.6 896 2.3

Total 35 363 100.0 4 276 100.0 39 639 100.0


The majority (89.2 per cent) of respondents to the survey received a QCE; this is an increase from 87.8 per cent in the previous year.

QCE recipients were more likely to transition into further education and training (63.5 per cent) compared to those who did not receive a QCE (42.7 per cent).

QCE recipients were most likely to undertake Bachelor Degree study (42.3 per cent). Of those Year 12 completers who did not receive

a QCE, 13.2 per cent were also undertaking a Bachelor Degree.

However, young people who did not receive a QCE were more likely to undertake VET study (29.5 per cent compared to 21.2 per cent), be seeking work (23.0 per cent compared to 9.4 per cent), or not in the labour force, education or training (7.6 per cent compared to 1.6 per cent) than those who did receive a QCE.

Figure 10.1: Main destination of Year 12 completers, by whether they received a QCE, Queensland 2014

Overall Position/International Baccalaureate DiplomaTable 10.2 reports the main destinations of Year 12 completers according to whether they received an Overall Position (OP) or were awarded an International Baccalaureate Diploma (IBD).

The 2014 Next Step survey showed that 57.0 per cent of respondents received an OP and 0.7 per cent were awarded an IBD. These two groups of Year 12 completers were more likely to enrol in Bachelor Degree study (63.0 per cent for OP recipients and 82.2 per cent for IBD awardees) than those who did not receive an OP or were not awarded an IBD (6.1 per cent).

Year 12 completers who did not receive an OP or were not awarded an IBD were more likely to be participating in a VET destination (36.1 per

cent compared to 11.9 per cent for OP recipients and 3.6 per cent for IBD awardees).

In particular, these young people were more likely to be undertaking an apprenticeship (12.5 per cent compared to 1.6 per cent for respondents who received an OP). Respondents who were awarded an IBD did not transition into an apprenticeship.

Year 12 completers who did not receive an OP or were not awarded an IBD were more likely to enter employment without further study (35.2 per cent compared to 18.9 per cent for OP recipients and 8.3 per cent for IBD awardees); yet they were also more likely to be seeking work (18.9 per cent compared to 4.9 per cent and 3.6 per cent respectively).

0

5

10

15

20

25

30

35

40

45

%

QCE No QCE


Table 10.2: Main destination of Year 12 completers, by whether they received an OP or were awarded an IBD, Queensland 2014

RECEIVED OP OR AWARDED IBD

Main destination OP IBD No Total

no. % no. % no. % no. % Bachelor Degree 14 255 63.0 227 82.2 1 025 6.1 15 507 39.1 VET

VET Cert IV+ 1 168 5.2 1 0.4 1 805 10.8 2 974 7.5

VET Cert III 269 1.2 0 0.0 829 4.9 1 098 2.8

VET Cert I–II/other 374 1.7 5 1.8 707 4.2 1 086 2.7

Apprenticeship 352 1.6 0 0.0 2 097 12.5 2 449 6.2

Traineeship 531 2.3 4 1.4 615 3.7 1 150 2.9

VET Total 2 694 11.9 10 3.6 6 053 36.1 8 757 22.1

Work

Full-time employment 1 401 6.2 9 3.3 1 971 11.8 3 381 8.5

Part-time employment 2 870 12.7 14 5.1 3 919 23.4 6 803 17.2

Work Total 4 271 18.9 23 8.3 5 890 35.2 10 184 25.7

Seeking work 1 112 4.9 10 3.6 3 173 18.9 4 295 10.8 NILFET 278 1.2 6 2.2 612 3.7 896 2.3

Total 22 610 100.0 276 100.0 16 753 100.0 39 639 100.0

Main destinations by OP/IBD over time

Figure 10.2 shows a five-year time series from 2010 to 2014, of the main destinations of Year 12 completers who received an OP or were awarded an IBD.

There has been a steady increase in the proportion of Year 12 completers who received an OP or were awarded an IBD undertaking

Bachelor Degree study. This has increased from 55.9 per cent in 2010 to 63.3 per cent in 2014.

Other main destinations of this group of young people have either experienced small movements or remained at similar levels over the last five years.

Figure 10.2: Main destination of Year 12 completers who received an OP or obtained an IBD, Queensland 2010–2014

0

10

20

30

40

50

60

70

%

2010 2011 2012 2013 2014


Vocational Education and Training in schoolsTable 10.3 compares the destinations of Year 12 completers who obtained a Vocational Education and Training (VET) qualification while at school and those who either did not participate in VET or complete their VET certificate while at school. Figure 10.3 also compares this information graphically.

The proportion of Year 12 completers obtaining a VET qualification while at school continues to increase. Of those Year 12 completers responding to the 2014 Next Step survey, 65.6 per cent completed school with a VET qualification. This compares to 64.0 per cent in the 2013 survey and 61.9 per cent in the 2012 survey.

There were some differences in the destinations of Year 12 completers who obtained a VET qualification compared to those who did not.

Bachelor Degree study was the most common pathway for Year 12 completers who obtained a VET qualification (29.4 per cent), but those who did not obtain a VET qualification were also more likely to follow this path (57.8 per cent).

Year 12 completers who obtained a VET qualification at school were more likely to undertake further VET study than other Year 12 completers (26.4 per cent compared to 14.0 per cent). The most popular VET study choices for this group were VET Certificate IV or higher (8.8 per cent) or apprenticeships (8.1 per cent).

Year 12 completers who obtained a VET qualification were more likely to be in employment with no further education or training (29.5 per cent compared to 18.5 per cent).

Table 10.3: Main destination of Year 12 completers, by whether they obtained a VET qualification, Queensland 2014

VET QUALIFICATION



VET Cert IV+ 2 294 8.8 680 5.0 2 974 7.5

VET Cert III 883 3.4 215 1.6 1 098 2.8

VET Cert I–II/other 724 2.8 362 2.7 1 086 2.7

Apprenticeship 2 097 8.1 352 2.6 2 449 6.2

Traineeship 856 3.3 294 2.2 1 150 2.9

VET Total 6 854 26.4 1 903 14.0 8 757 22.1 Work

Full-time employment 2 571 9.9 810 5.9 3 381 8.5


Work Total 7 666 29.5 2 518 18.5 10 184 25.7

Seeking work 3 315 12.7 980 7.2 4 295 10.8 NILFET 537 2.1 359 2.6 896 2.3

Total 26 005 100.0 13 634 100.0 39 639 100.0


Figure 10.3: Main destination of Year 12 completers, by whether they obtained a VET qualification, Queensland 2014

Main destination by level of VET qualification

A breakdown of the main destinations of Year 12 completers who obtained a VET qualification while at school by the level of the qualification is presented in Figure 10.4.

It is important to note that Year 12 completers can obtain more than one VET qualification at various levels. Consequently, some Year 12 completers may be included in more than one VET category in this figure.

Year 12 completers who obtained a VET Certificate IV or higher qualification were more likely to transition to Bachelor Degree study than those young people who obtained a VET Certificate at a lower level.

Transition to employment-based training, particularly apprenticeships, was more common for Year 12 completers who obtained a lower level VET certificate.

Figure 10.4: Main destination of Year 12 completers, by level of VET qualification, Queensland 2014

0

10

20

30

40

50

60

%

Obtained VET qualification Did not obtain VET qualification

0

5

10

15

20

25

30

35

40

45

%

VET Cert IV+ VET Cert III VET Cert II VET Cert I


Main destination by VET qualification over time

Figure 10.5 shows a five-year time series from 2010 to 2014 of the main destinations of Year 12 completers who were awarded a VET qualification while at school.

In 2014, the percentage of Year 12 completers who were awarded a VET qualification then transitioned to Bachelor Degree study remained at a similar level (29.4 per cent), following a steady increase in the previous four years

There have been small decreases over the last five years in the proportions young people completing Year 12 with a VET qualification and transitioning into VET Certificate I–II/other courses, apprenticeships and traineeships.

Figure 10.5: Main destination of Year 12 completers who obtained a VET qualification, Queensland 2010–2014

School-based apprenticeships and traineeshipsTable 10.4 compares the destinations of Year 12 completers based on whether they participated in a school-based apprenticeship or traineeship (SAT), in which part-time study was combined with part-time paid employment.

School-based apprenticeships and traineeships were undertaken by 11.0 per cent of Year 12 completers who participated in the 2014 Next Step survey.

As may be expected, many SAT participants transitioned to employment-based training (29.7 per cent), possibly to complete the qualification they started while at school.

Of the campus-based education and training destinations, Bachelor Degree (14.6 per cent) and VET Certificate IV or higher courses (9.0 per cent) were also common pathways for SAT participants. Year 12 completers who did not participate in a SAT were much more likely to undertake Bachelor Degree study (42.1 per cent).

Young people who participated in a SAT were more likely than other Year 12 completers to be employed with no further education or training (31.3 per cent compared to 25.0 per cent).

0

5

10

15

20

25

30

%

2010 2011 2012 2013 2014


Table 10.4: Main destination of Year 12 completers, by whether they participated in a SAT, Queensland 2014

SAT PARTICIPATION



VET Cert IV+ 390 9.0 2 584 7.3 2 974 7.5

VET Cert III 115 2.6 983 2.8 1 098 2.8


Apprenticeship 1 007 23.2 1 442 4.1 2 449 6.2

Traineeship 283 6.5 867 2.5 1 150 2.9

VET Total 1 879 43.3 6 878 19.5 8 757 22.1

Work



Work Total 1 361 31.3 8 823 25.0 10 184 25.7


Total 4 343 100.0 35 296 100.0 39 639 100.0 Main destination by SAT participation over time

Figure 10.6 shows a five-year time series from 2010 to 2014 of the main destinations of Year 12 completers who participated in a SAT.

The percentage of Year 12 completers who participated in a SAT continuing in employment-based training has slightly

increased in 2014, after decreasing over the previous four years.

There was a consistent increase in the proportion of Year 12 completers who participated in a SAT and transitioned to VET Certificate IV or higher courses.

Figure 10.6: Main destination of Year 12 completers who participated in a SAT, Queensland 2010–2014

0

5

10

15

20

25

30

%

2010 2011 2012 2013 2014


OP/IBD and VET qualificationFigure 10.7 explores destination trends for Year 12 completers based on different combinations of outcomes achieved at school. It covers these four combinations:

• those who received an OP or were awarded an IBD, and obtained a VET qualification

• those who received an OP or were awarded an IBD, and did not obtain a VET qualification

• those who did not receive an OP and were not awarded an IBD, but obtained a VET qualification

• those who did not receive an OP and were not awarded an IBD, and did not obtain a VET qualification.

Overall, the patterns shown reflect similar patterns to Tables 10.2 and 10.3. However there are some patterns worth noting.

Regardless of whether Year 12 completers obtained a VET qualification, those who received an OP or were awarded an IBD were most likely to transition to Bachelor Degree study. Year 12 completers who did not receive an OP and were not awarded an IBD were more likely to be working part-time or seeking work.

Year 12 completers who obtained a VET qualification but did not receive an OP or obtain an IBD were most likely to be in employment-based training, employment or seeking work.

Figure 10.7: Main destination of Year 12 completers who received an OP, were awarded an IBD or obtained VET qualification, Queensland 2014

0

10

20

30

40

50

60

70

%

OP/IBD and VET OP/IBD and Non-VET Non-OP/IBD and VET Non-OP/IBD and Non-VET


Queensland Certificate of Individual Achievement The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who undertake individual learning programs. To be eligible, students must have impairments or difficulties in learning that are not primarily due to socioeconomic, cultural or linguistic factors.

Table 10.5 shows the main destinations of Year 12 completers who received a QCIA. The number of Year 12 completers receiving a QCIA was quite small (453 or only 1.1 per cent of Year 12 completers who participated in the 2014 Next Step survey).

Of those who continued in further education or training (27.8 per cent), most undertook a VET Certificate I–II or other course (22.3 per cent).

Of those who entered the labour force, 23.2 per cent were seeking work, 12.4 per cent were working part-time and 3.1 per cent were working full-time.

A further 33.6 per cent of Year 12 completers who received a QCIA were not in the labour force, education or training at the time of the survey.

Table 10.5: Main destination of Year 12 completers who received a QCIA, Queensland 2014

Main destination RECEIVED A QCIA

no. % Bachelor Degree 0 0.0 VET VET Cert IV+ 4 0.9

VET Cert III 12 2.6

VET Cert I–II/other 101 22.3

Apprenticeship 1 0.2

Traineeship 8 1.8

VET Total 126 27.8 Work Full-time employment 14 3.1

Part-time employment 56 12.4

Work Total 70 15.5 Seeking work 105 23.2 NILFET 152 33.6

Total 453 100.0


Students with disabilitiesThe term 'disability' as defined by the Disability Discrimination Act 1992 (Cth) and recognised by DETE, is much broader than the six specific impairment areas recognised for additional targeted resourcing by the department’s Education Adjustment Program (EAP).

DETE’s EAP is a process for identifying and responding to the educational needs of students with disability who require significant education adjustments relating to their specific impairment. More information on the EAP, including the specific impairment areas, can be found at http://education.qld.gov.au/students/ disabilities/adjustment/.

For the first time in 2014, survey results for students with a verified disability in accordance with DETE’s EAP were able to be identified.

Table 10.6 presents the main destinations of Year 12 completers who had a verified disability and received additional target resourcing from DETE. In 2014, 1131 or 2.9 per cent of young people who participated in the Next Step survey were identified as having a verified disability.

Of these students, 38.9 per cent were continuing in post school education or training, most commonly at the VET Certificate I–II/other level (11.6 per cent). A further 9.5 per cent were undertaking Bachelor Degree study.

A further 43.0 per cent of Year 12 completers with a verified disability entered the labour force with no education or training and were employed full-time (4.0 per cent), part-time (16.3 per cent) or seeking work (22.7 per cent).

Table 10.6: Main destination of Year 12 completers with a verified disability, Queensland 2014

Main destination VERIFIED DISABILITY

no. % Bachelor Degree 108 9.5 VET VET Cert IV+ 70 6.2

VET Cert III 67 5.9

VET Cert I–II/other 131 11.6

Apprenticeship 35 3.1

Traineeship 29 2.6

VET Total 332 29.4

Work Full-time employment 45 4.0

Part-time employment 184 16.3

Work Total 229 20.2 Seeking work 257 22.7 NILFET 205 18.1

Total 1 131 100.0

Language background other than English Table 10.7 and Figure 10.8 show the destinations of Year 12 completers according to whether they identified as having a language background other than English (LBOTE). This section excludes 538 respondents from a non-English speaking background who were studying in Queensland on international study visas.

LBOTE Year 12 completers demonstrated higher rates of transition to Bachelor Degree study than those from an English-speaking background (56.3 per cent compared to 37.7 per cent).

Conversely, LBOTE Year 12 completers were less likely to be employed with no further education or training (12.0 per cent compared to 26.8 per cent), or enter employment-based training (3.2 per cent compared to 9.5 per cent).

It should be noted that these comparisons are broad and do not differentiate between students of different non-English language backgrounds.




Table 10.7: Main destination of Year 12 completers, by language background, Queensland 2014

LBOTEa



VET Cert IV+ 266 10.6 2 646 7.2 2 912 7.4

VET Cert III 66 2.6 1 026 2.8 1 092 2.8


Apprenticeship 49 2.0 2 387 6.5 2 436 6.2

Traineeship 31 1.2 1 103 3.0 1 134 2.9

VET Total 470 18.8 8 172 22.3 8 642 22.1

Work



Work Total 301 12.0 9 801 26.8 10 102 25.8


Total 2 503 100.0 36 598 100.0 39 101 100.0 a Excludes 538 International visa students.

Figure 10.8: Main destination of Year 12 completers, by language background, Queensland 2014

0

10

20

30

40

50

60

%

LBOTE Non-LBOTE


International study visa statusTable 10.8 displays the survey respondents who were studying in Queensland on an international study visa. As was the case for the LBOTE students, these Year 12 completers made strong transitions to Bachelor Degree study (53.2 per cent) and VET Certificate IV or higher courses (11.5 per cent).

Caution is needed in forming conclusions about the destinations of these students because of

the small numbers involved and the low response rate achieved for this group of young people (55.9 per cent).

It is also worth noting that due to the inherent difficulties in contacting Year 12 completers who have returned overseas, responses from international study visa students were more likely to have been from those who were still in Australia at the time of the survey.

Table 10.8: Main destination of Year 12 completers, by international study visa status, Queensland 2014

INTERNATIONAL STUDY VISA



VET Cert IV+ 62 11.5 2 912 7.4 2 974 7.5

VET Cert III 6 1.1 1 092 2.8 1 098 2.8


Apprenticeship 13 2.4 2 436 6.2 2 449 6.2

Traineeship 16 3.0 1 134 2.9 1 150 2.9

VET Total 115 21.4 8 642 22.1 8 757 22.1

Work



Work Total 82 15.2 10 102 25.8 10 184 25.7 Seeking work 37 6.9 4 258 10.9 4 295 10.8 NILFET 18 3.3 878 2.2 896 2.3

Total 538 100.0 39 101 100.0 39 639 100.0


Socioeconomic status The Australian Bureau of Statistics’ 2011 Socio-Economic Indexes for Areas (SEIFA) has been used to analyse the main destinations of Year 12 completers by socioeconomic status (SES), based on the residential address of the students. Year 12 completers were assigned to a SES quartile based on the state percentile rank for the Index of Relative Socio-Economic Disadvantage.

Table 10.9 provides selected key characteristics of Year 12 completers based on their SES.

Table 10.9: Selected key characteristics of Year 12 completers, by socioeconomic status, Queensland 2014


Characteristic Lowest SES quartile Second lowest


SES quartile

no. %b no. %b no. %b no. %b All Year 12 completers 8 448 21.5 8 699 22.1 9 942 25.3 12 227 31.1

Male 4 154 21.7 4 246 22.1 4 774 24.9 5 999 31.3

Female 4 294 21.3 4 453 22.1 5 168 25.7 6 228 30.9

Indigenous 594 44.9 354 26.8 224 16.9 150 11.3

Non-Indigenous 7 854 20.7 8 345 22.0 9 718 25.6 12 077 31.8

LBOTEc 638 25.7 557 22.4 594 23.9 695 28.0

South East Queenslandd 4 135 15.4 5 312 19.7 7 534 28.0 9 956 37.0

Regional Queenslandd 4 313 34.8 3 387 27.4 2 408 19.5 2 271 18.3

VET qualification 6 315 24.4 6 166 23.8 6 624 25.6 6 760 26.1

SAT 1 067 24.6 1 065 24.6 1 146 26.5 1 053 24.3

QCIA 161 35.7 109 24.2 103 22.8 78 17.3

QCE 7 203 20.5 7 614 21.7 9 015 25.7 11 238 32.0 OP/IBD 3 683 16.3 4 490 19.8 5 798 25.6 8 683 38.3

a Excludes 323 respondents for whom socioeconomic status could not be determined, based on residential address. b Percentages based on proportion within characteristic. c Excludes international visa students. c South East Queensland/Regional Queensland location based on address of school attended in 2013.


The association between SES and the main destination of Year 12 completers is illustrated in Table 10.10 and Figure 10.9.

Year 12 completers from the highest SES quartile were more likely than those from the lowest SES quartile to enter university (52.1 per cent compared to 25.6 per cent).

Transition to the labour force with no further study or training was higher in the more socioeconomically disadvantaged areas (46.0 per cent in the lowest SES quartile compared to 27.4 per cent in the highest SES quartile).

Table 10.10: Main destination of Year 12 completers, by socioeconomic status, Queensland 2013


Main destination Lowest SES quartile Second lowest


SES quartile

no. % no. % no. % no. % Bachelor Degree 2 160 25.6 2 836 32.6 3 971 39.9 6 368 52.1 VET VET Cert IV+ 712 8.4 622 7.2 744 7.5 868 7.1

VET Cert III 374 4.4 261 3.0 256 2.6 200 1.6


Apprenticeship 535 6.3 584 6.7 657 6.6 662 5.4

Traineeship 276 3.3 288 3.3 304 3.1 273 2.2

VET Total 2 170 25.7 2 028 23.3 2 214 22.3 2 282 18.7 Work Full-time employment 775 9.2 852 9.8 918 9.2 798 6.5

Part-time employment 1 720 20.4 1 735 19.9 1 627 16.4 1 697 13.9

Work Total 2 495 29.5 2 587 29.7 2 545 25.6 2 495 20.4

Seeking work 1 387 16.4 1 039 11.9 991 10.0 856 7.0 NILFET 236 2.8 209 2.4 221 2.2 226 1.8

Total 8 448 100.0 8 699 100.0 9 942 100.0 12 227 100.0 a Excludes 323 respondents for whom socioeconomic status could not be determined, based on residential address.

Figure 10.9: Main destination of Year 12 completers, by socioeconomic status, Queensland 2014

0

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30

40

50

60

%

LowestSES quartile

Second lowestSES quartile

Second highestSES quartile

HighestSES quartile


The main reason for not continuing with study was also examined by the socioeconomic background of Year 12 completers, as shown in Table 10.11.

The proportion of Year 12 completers who indicated that they ‘Wanted a break from study’ as the main reason for not studying tended to increase as SES increased (12.8 per cent in the lowest SES quartile to 21.7 per cent in the highest quartile).

The main reasons for not continuing with study that tended to decrease as SES increased were ‘Not interested in further study/already finished studying’, ‘Looking for work/ apprenticeship/traineeship’ and ‘Wanted to earn more money’.

SES had less influence over the other main reasons for not studying provided by Year 12 completers.

Table 10.11: Main reason of Year 12 completers for not studying, by socioeconomic status, Queensland 2014


Main reason Lowest SES quartile Second lowest


SES quartile

no. % no. % no. % no. % Wanted a break from study 528 12.8 590 15.4 627 16.7 775 21.7 Undecided and considering options 600 14.6 557 14.5 586 15.6 540 15.1 Not interested in further study/already finished studying 510 12.4 441 11.5 389 10.4 304 8.5 Looking for work/apprenticeship/traineeship 455 11.0 353 9.2 338 9.0 277 7.7 Wanted to earn own money 427 10.4 354 9.2 342 9.1 287 8.0 Waiting for course/training to begin 272 6.6 256 6.7 270 7.2 274 7.7 Don't feel ready for study at the moment 148 3.6 175 4.6 196 5.2 196 5.5 Course fees and other costs are a barrier 209 5.1 185 4.8 169 4.5 130 3.6 Going into, or already in, the armed services 177 4.3 162 4.2 170 4.5 159 4.4 Working in order to finance further study 155 3.8 150 3.9 140 3.7 137 3.8 Work commitments 107 2.6 121 3.2 116 3.1 95 2.7 Don't meet the entry criteria for the program I want to do 75 1.8 72 1.9 78 2.1 82 2.3 Disability 101 2.5 74 1.9 73 1.9 49 1.4 Health reasons 49 1.2 57 1.5 48 1.3 47 1.3 Sports commitments 22 0.5 34 0.9 42 1.1 57 1.6 Would have to move away from home 50 1.2 37 1.0 35 0.9 29 0.8 Family commitments—excluding pregnancy/parenting 40 1.0 26 0.7 13 0.3 15 0.4 Family commitments—parenting own child 21 0.5 13 0.3 4 0.1 2 0.1 Working to qualify for independent Youth Allowance 10 0.2 12 0.3 5 0.1 5 0.1 Pregnancy 10 0.2 14 0.4 4 0.1 3 0.1 Other 152 3.7 152 4.0 112 3.0 114 3.2

Total 4 118 100.0 3 835 100.0 3 757 100.0 3 577 100.0 a Excludes 88 respondents for whom socioeconomic status could not be determined, based on residential address.


Main destination by lowest SES quartile over time

Figure 10.10 shows a five-year time series of the main destinations of Year 12 completers from the lowest SES quartile, from 2010 to 2014.

The trends for this group of young people are similar to those seen for all Year 12 completers in Chapter 3.

Figure 10.10: Main destination of Year 12 completers in the lowest SES quartile, Queensland 2010–2014

0

5

10

15

20

25

30

%

2010 2011 2012 2013 2014


Appendices

Appendix 1 – Queensland schools with Year 12 completers in 2013 School Locality

A B Paterson College Arundel

Aboriginal and Islander Independent Community School Acacia Ridge

Agnew School Wakerley

Albany Creek State High School Albany Creek

Albert Park Flexible Learning Centre Brisbane

Aldridge State High School Maryborough

Alexandra Hills State High School Alexandra Hills

All Hallows' School Brisbane

All Saints Anglican School Merrimac

All Souls St Gabriels School Charters Towers

Anglican Church Grammar School East Brisbane

Annandale Christian College Annandale

Aquinas College Ashmore

Arcadia College Palm Beach

Arethusa College Deception Bay

Aspley Special School Aspley

Aspley State High School Aspley

Assisi Catholic College Upper Coomera

Assumption College Warwick

Atherton State High School Atherton

Australian Industry Trade College Robina

Australian International Islamic College Durack

Australian Trade College North Brisbane Scarborough

Aviation High Clayfield

Ayr State High School Ayr

Babinda State School Babinda

Balmoral State High School Morningside

Barcaldine Prep-12 State School Barcaldine

Beaudesert State High School Beaudesert

Beenleigh Special School Mount Warren Park

Beenleigh State High School Beenleigh

Beerwah State High School Beerwah

Benowa State High School Benowa

Bentley Park College Edmonton


School Locality

Biloela State High School Biloela

Blackall State School Blackall

Blackheath and Thornburgh College Charters Towers

Blackwater State High School Blackwater

Boonah State High School Boonah

Bowen State High School Bowen

Bracken Ridge State High School Bracken Ridge

Bray Park State High School Bray Park

Bremer State High School Ipswich

Bribie Island State High School Bongaree

Brigidine College Indooroopilly

Brisbane Adventist College Mansfield

Brisbane Bayside State College Wynnum West

Brisbane Boys' College Toowong

Brisbane Christian College Salisbury

Brisbane Girls Grammar School Brisbane

Brisbane Grammar School Brisbane

Brisbane School of Distance Education Coorparoo

Brisbane State High School South Brisbane

Browns Plains State High School Browns Plains

Bundaberg Christian College Bundaberg

Bundaberg North State High School Bundaberg North

Bundaberg Special School Bundaberg

Bundaberg State High School Bundaberg

Bundamba State Secondary College Bundamba

Burdekin Catholic High School Ayr

Burdekin School Ayr

Burnett State College Gayndah

Burnett Youth Learning Centre Elliott

Burnside State High School Nambour

Bwgcolman Community School Palm Island

Caboolture Special School Caboolture South

Caboolture State High School Caboolture

Cairns School of Distance Education Manunda Cairns

Cairns State High School Cairns

Calamvale Community College Calamvale

Calamvale Special School Calamvale

Calen District State College Calen

Caloundra Christian College Caloundra

Caloundra City Private School Pelican Waters

Caloundra State High School Caloundra

Calvary Christian College - Carbrook Carbrook

Calvary Christian College - Mount Louisa Mount Louisa


School Locality

Cannon Hill Anglican College Cannon Hill

Canterbury College Waterford

Capalaba State College Capalaba

Capella State High School Capella

Capricornia School of Distance Education Emerald

Carinity Education - Glendyne Nikenbah

Carinity Education - Southside Sunnybank

Carmel College Thornlands

Cavendish Road State High School Holland Park

Centenary Heights State High School Toowoomba

Centenary State High School Jindalee

Central Queensland Christian College North Rockhampton

Chancellor State College Sippy Downs

Chanel College Gladstone

Charleville State High School Charleville

Charters Towers School of Distance Education Charters Towers

Charters Towers State High School Charters Towers

Chinchilla State High School Chinchilla

Chisholm Catholic College Cornubia

Christian Outreach College Toowoomba

Citipointe Christian College The Christian Outreach College Brisbane Carindale

Clairvaux Mackillop College Upper Mount Gravatt

Claremont Special School Silkstone

Clayfield College Clayfield

Clermont State High School Clermont

Cleveland District State High School Cleveland

Cleveland Education and Training Centre Belgian Gardens

Clifford Park Special School Toowoomba

Clifton State High School Clifton

Cloncurry State School Cloncurry

Clontarf Beach State High School Clontarf

Collinsville State High School Collinsville

Columba Catholic College Charters Towers

Concordia Lutheran College Toowoomba

Cooktown State School Cooktown

Cooloola Christian College Gympie

Coolum State High School Coolum Beach

Coombabah State High School Coombabah

Coomera Anglican College Coomera

Coorparoo Secondary College Coorparoo

Corinda State High School Corinda

Craigslea State High School Chermside West

Cunnamulla P-12 State School Cunnamulla


School Locality

Currimundi Special School Currimundi

Currumbin Community Special School Currumbin Waters

Dakabin State High School Dakabin

Dalby Christian College Dalby

Dalby State High School Dalby

Darling Downs Christian School Toowoomba

Darling Point Special School Manly

Deception Bay Flexible Learning Centre Deception Bay

Deception Bay State High School Deception Bay

Djarragun College Gordonvale

Downlands Sacred Heart College Toowoomba

Dysart State High School Dysart

Eagleby Learning Centre - Centre for Continuing Secondary Education Eagleby

Earnshaw State College Banyo

Eidsvold State School Eidsvold

Elanora State High School Elanora

Emerald Christian College Emerald

Emerald State High School Emerald

Emmanuel College Carrara

Emmaus College - Jimboomba Jimboomba

Emmaus College - Park Avenue Park Avenue

Everton Park State High School Everton Park

Fairholme College Toowoomba

Faith Baptist Christian School Burua

Faith Christian School of Distance Education Karawatha

Faith Lutheran College - Plainland Plainland

Faith Lutheran College - Redlands Victoria Point

Ferny Grove State High School Ferny Grove

Flagstone State Community College Flagstone

Forest Lake State High School Forest Lake

Fraser Coast Anglican College Wondunna

Freshwater Christian College Brinsmead

Genesis Christian College Bray Park

Gilroy Santa Maria College Ingham

Gin Gin State High School Gin Gin

Gladstone State High School Gladstone

Glasshouse Country Christian College Beerwah

Glenala State High School Durack

Glenden State School Glenden

Glenmore State High School Rockhampton North

Good Counsel College Innisfail

Good Shepherd Catholic College Mount Isa

Good Shepherd Lutheran College Noosaville


School Locality

Goodna Special School Goodna

Goondiwindi State High School Goondiwindi

Gordonvale State High School Gordonvale

Grace Lutheran College Rothwell

Groves Christian College Kingston

Gympie Flexible Learning Centre Gympie

Gympie State High School Gympie

Harristown State High School Toowoomba

Heatley Secondary College Heatley

Heights College North Rockhampton

Helensvale State High School Helensvale

Hervey Bay Christian Academy Urraween

Hervey Bay Special School Scarness

Hervey Bay State High School Pialba

Hillbrook Anglican School Enoggera

Hillcrest Christian College Reedy Creek

Hills International College Jimboomba

Holland Park State High School Holland Park West

Holy Spirit College Mount Pleasant

Home Hill State High School Home Hill

Hughenden State School Hughenden

Hymba Yumba Community Hub Springfield

Ignatius Park College Cranbrook

Immanuel Lutheran College Buderim

Inala Flexible Learning Centre Inala

Indooroopilly State High School Indooroopilly

Ingham State High School Ingham

Innisfail State College Innisfail

Iona College Wynnum West

Ipswich Girls' Grammar School East Ipswich

Ipswich Grammar School Ipswich

Ipswich Special School Ipswich

Ipswich State High School Brassall

Isis District State High School Childers

Islamic College of Brisbane Karawatha

Jabiru Community College Bracken Ridge

James Nash State High School Gympie

John Paul College Daisy Hill

Jubilee Christian College Atherton

Kawana Waters State College Bokarina

Kedron State High School Wooloowin

Keebra Park State High School Southport

Kelvin Grove State College Kelvin Grove


School Locality

Kenmore State High School Kenmore

Kepnock State High School Bundaberg

Kilcoy State High School Kilcoy

Kimberley College Carbrook

Kingaroy State High School Kingaroy

King's Christian College Reedy Creek

Kingston Centre for Continuing Secondary Education Kingston

Kingston College Kingston

Kirwan State High School Kirwan

Kuraby Special School Kuraby

Kuranda District State College Kuranda

Laidley State High School Laidley

Lighthouse Christian School North Rockhampton

Livingstone Christian College Ormeau

Lockyer District State High School Gatton

Logan City Special School Logan Central

Loganlea State High School Loganlea

Longreach State High School Longreach

Loreto College Coorparoo Coorparoo

Lourdes Hill College Hawthorne

Lowood State High School Lowood

Mabel Park State High School Slacks Creek

MacGregor State High School MacGregor

Mackay Christian College North Mackay

Mackay District Special School Beaconsfield Mackay

Mackay North State High School Mackay North

Mackay State High School Mackay

Mackenzie State Primary and Special School Mackenzie

Malanda State High School Malanda

Maleny State High School Maleny

Mansfield State High School Mansfield

Mareeba State High School Mareeba

Marist College - Ashgrove Ashgrove

Marist College - Emerald Emerald

Maroochydore State High School Maroochydore

Marsden State High School Waterford West

Mary MacKillop College Nundah

Maryborough Special School Maryborough

Maryborough State High School Maryborough

Marymount College Burleigh Waters

Matthew Flinders Anglican College Buderim

Meridan State College Meridan Plains Caloundra

Merrimac State High School Mermaid Waters


School Locality

Metropolitan South Institute of TAFE Alexandra Hills

Miami State High School Miami

Middlemount Community School Middlemount

Miles State High School Miles

Mirani State High School Mirani

Mitchelton Special School Mitchelton

Mitchelton State High School Mitchelton

Monto State High School Monto

Moranbah State High School Moranbah

Morayfield State High School Morayfield

Moreton Bay Boys College Manly West

Moreton Bay College Manly West

Mossman State High School Mossman

Mount Alvernia College Kedron

Mount Gravatt State High School Mount Gravatt

Mount Isa Special School Mount Isa

Mount Morgan State High School Mount Morgan

Mount Ommaney Special School Mount Ommaney

Mount St Bernard College Herberton

Mountain Creek State High School Mountain Creek

Moura State High School Moura

Mt Maria College - Mitchelton Mitchelton

Mt Maria College - Petrie Petrie

Mt St Michael's College Ashgrove

Mudgeeraba Special School Mudgeeraba

Mueller College Rothwell

Murgon State High School Murgon

Music Industry College Fortitude Valley

Nambour Christian College Woombye

Nambour Special School Nambour

Nambour State High School Nambour

Nanango State High School Nanango

Narangba Valley State High School Narangba

Narbethong State Special School Buranda

Nerang State High School Nerang

Noosa Christian College Cooroy

Noosa District State High School Cooroy

Noosa Flexible Learning Centre Sunshine Beach

North Lakes State College North Lakes

North Rockhampton State High School Rockhampton North

Northern Beaches State High School Deeragun

Northern Peninsula Area State College Bamaga

Northpine Christian College Dakabin


School Locality

Northside Christian College Everton Park

Nursery Road State Special School Holland Park

Nyanda State High School Salisbury

Oakey State High School Oakey

Ormeau Woods State High School Ormeau

Ormiston College Ormiston

Our Lady of the Southern Cross College Dalby

Our Lady's College Annerley

Pacific Lutheran College Meridan Plains

Pacific Pines State High School Pacific Pines

Padua College Kedron

Palm Beach-Currumbin State High School Palm Beach

Park Ridge State High School Park Ridge

Parklands Christian College Park Ridge

Peace Lutheran College Kamerunga

Peregian Beach Community College Peregian Beach

Pimlico State High School Pimlico

Pine Rivers Special School Lawnton

Pine Rivers State High School Strathpine

Pioneer State High School Andergrove Mackay

Pittsworth State High School Pittsworth

Prince of Peace Lutheran College Everton Hills

Proserpine State High School Proserpine

Queensland Academy for Creative Industries Kelvin Grove

Queensland Academy for Health Sciences Southport

Queensland Academy for Science Mathematics and Technology Toowong

Ravenshoe State School Ravenshoe

Red Hill Special School Red Hill

Redbank Plains State High School Redbank Plains

Redcliffe Special School Redcliffe

Redcliffe State High School Redcliffe

Redeemer Lutheran College Rochedale

Redland District Special School Thornlands

Redlands College Wellington Point

Redlynch State College Redlynch

Rivermount College Yatala

Riverside Christian College Maryborough

Robina State High School Robina

Rochedale State High School Rochedale

Rockhampton Girls' Grammar School Rockhampton

Rockhampton Grammar School Rockhampton

Rockhampton North Special School Rockhampton North

Rockhampton Special School Rockhampton


School Locality

Rockhampton State High School Rockhampton

Roma State College Roma

Rosedale State School Rosedale

Rosella Park School Gladstone

Rosewood State High School Rosewood

Runcorn State High School Runcorn

Ryan Catholic College Kirwan

Saint Mary's Catholic College Kingaroy

Saint Stephen's College Coomera

San Sisto College Carina

Sandgate District State High School Deagon

Sarina State High School Sarina

Seton College Mount Gravatt East

Shailer Park State High School Shailer Park

Shalom Christian College Condon

Shalom College Bundaberg

Sheldon College Sheldon

Siena Catholic College Sippy Downs

Smithfield State High School Smithfield

Somerset College Mudgeeraba

Somerville House South Brisbane

Southern Cross Catholic College Scarborough

Southport Special School Southport

Southport State High School Southport

Spinifex State College Mount Isa

Springwood State High School Springwood

St Aidan's Anglican Girls School Corinda

St Andrew's Anglican College Peregian Springs

St Andrew's Catholic College Redlynch Valley Redlynch

St Andrew's Lutheran College Tallebudgera

St Anthony's Catholic College Deeragun

St Augustine's College - Augustine Heights Augustine Heights

St Augustine's College - Cairns Cairns

St Brendan's College Yeppoon

St Columban's College Caboolture

St Edmund's College Woodend

St Eugene College Burpengary

St Francis' College Crestmead

St George State High School St George

St Hilda's School Southport

St James College Brisbane

St John Fisher College Bracken Ridge

St John's Anglican College Forest Lake


School Locality

St John's College Nambour

St John's School Roma

St Joseph's School Stanthorpe

St Joseph's College - Gregory Terrace Brisbane

St Joseph's College - Toowoomba Toowoomba

St Joseph's Nudgee College Boondall

St Laurence's College South Brisbane

St Luke's Anglican School Kalkie, Bundaberg

St Margaret Mary's College Hyde Park

St Margaret's Anglican Girls School Ascot

St Mary's Catholic College Woree

St Mary's College - Ipswich Ipswich

St Mary's College - Maryborough Maryborough

St Mary's College - Toowoomba Toowoomba

St Michael's College Merrimac

St Monica's College Cairns

St Patrick's College - Gympie Gympie

St Patrick's College - Mackay Mackay

St Patrick's College - Shorncliffe Shorncliffe

St Patrick's College - Townsville Townsville

St Paul's School Bald Hills

St Peter Claver College Riverview

St Peters Lutheran College - Indooroopilly Indooroopilly

St Peters Lutheran College - Springfield Springfield Central

St Rita's College Clayfield

St Saviour's College Toowoomba

St Stephen's Catholic College Mareeba

St Stephens Lutheran College Gladstone

St Teresa's Catholic College Noosaville

St Teresa's College Abergowrie

St Thomas More College Sunnybank

St Ursula's College - Toowoomba Toowoomba

St Ursula's College - Yeppoon Yeppoon

Staines Memorial College Redbank Plains

Stanthorpe State High School Stanthorpe

Stretton State College Stretton

Stuartholme School Toowong

Suncoast Christian College Woombye

Sunnybank Special School Sunnybank

Sunnybank State High School Sunnybank

Sunshine Beach State High School Sunshine Beach

Sunshine Coast Grammar School Forest Glen

Tagai State College - Thursday Island Secondary Thursday Island


School Locality

Tamborine Mountain College North Tamborine

Tamborine Mountain State High School North Tamborine

Tannum Sands State High School Tannum Sands

Tara Shire State College Tara

Tec-NQ Douglas

The Cathedral College Rockhampton

The Cathedral School of St Anne and St James Mundingburra

The Centre Education Programme Kingston

The Gap State High School The Gap

The Glenleighden School Fig Tree Pocket

The Glennie School Toowoomba

The Kooralbyn International School Kooralbyn

The Lakes College Mango Hill

The School of Total Education Warwick

The SCOTS PGC College Warwick

The Southport School Southport

The Springfield Anglican College Springfield

Theodore State School Theodore

Thuringowa State High School Condon

Toogoolawah State High School Toogoolawah

Toolooa State High School Gladstone

Toowoomba Grammar School East Toowoomba

Toowoomba State High School Toowoomba

Toowoomba State High School - Wilsonton Campus Toowoomba

Townsville Community Learning Centre Mundingburra

Townsville Flexible Learning Centre West End, Townsville

Townsville Grammar School North Ward

Townsville State High School Townsville

Trinity Anglican School White Rock

Trinity Bay State High School Manunda Cairns

Trinity College Beenleigh

Trinity Lutheran College Ashmore

Tullawong State High School Caboolture

Tully State High School Tully

Unity College Caloundra West

Upper Coomera State College Upper Coomera

Urangan State High School Urangan

Varsity College Varsity Lakes

Victoria Point State High School Victoria Point

Victory College Gympie

Villanova College Coorparoo

Warwick Christian College Warwick

Warwick State High School Warwick


School Locality

Wavell State High School Wavell Heights

Wellington Point State High School Wellington Point

West Moreton Anglican College Karrabin

Western Cape College Weipa

Western Suburbs State Special School Durack

Westside Christian College Goodna

Whites Hill State College Camp Hill

Whitsunday Anglican School Beaconsfield

Whitsunday Christian College Cannonvale

William Ross State High School Annandale

Windaroo Valley State High School Bahrs Scrub

Winton State School Winton

Woodcrest State College Springfield

Woodridge State High School Logan Central

Woody Point Special School Woody Point

Woree State High School Woree

Wynnum State High School Manly

Xavier Catholic College Hervey Bay

Yeppoon State High School Yeppoon

Yeronga State High School Yeronga


Appendix 2 – Main destination categorisation

Education and Training – Higher Education

Bachelor Degreea Studying at Bachelor Degree level (including Honours).

Education and Training – VET categories

VET Cert IV+a Studying at Certificate IV, Diploma, Advanced Diploma or Associate Degree level (excluding apprentices and trainees).

VET Cert IIIa Studying at Certificate III level (excluding apprentices and trainees).

VET Cert I–II/othera Studying at Certificate I or II level (excluding apprentices and trainees). This category also includes students in an unspecified VET course, or in other basic courses (e.g. short courses) and with an unknown course level.

Apprenticeship Employment-based apprenticeship.

Traineeship Employment-based traineeship.

Labour force

Full-time employment Working full-time (35 hours or more per week) and not in an education or training destination. This includes people with part-time or casual jobs that total 35 hours or more.

Part-time employment Working part-time or casual (fewer than 35 hours per week) and not in an education or training destination.

Seeking work Looking for work and not in an education or training destination.

Not in Labour force, Education or Training

NILFET Not in education or training, not working and not seeking work.

a Some respondents were also in the labour force.


Appendix 3 – Fields of study

Field of studya Examples

Natural and Physical Sciences Science, Applied Science, Laboratory Technology, Biomedical Science, Forensic Science

Information Technology Information Technology, Network Engineering, Software Design, Web Design

Engineering and Related Technologies Engineering, Automotive Mechanics, Electro Technology, Refrigeration, Aviation, Electrical Apprenticeship

Architecture and Building Building, Architecture, Carpentry, Interior Design, Regional and Urban Planning, Surveying


Horticulture, Land Management, Environmental Science, Agricultural Science, Marine Studies

Health Nursing, Sport Science, Occupational Therapy, Medicine, Pharmacy, Fitness, Physiotherapy

Education Primary Education, Secondary Education, Learning Management, Early Childhood Education

Management and Commerce Business, Accounting, Business Management, Commerce, Tourism, Real Estate, Marketing

Society and Culture Law, Arts, Youth Work, Journalism, Social Science, Psychology, Social Work

Creative Arts Fine Arts, Visual Arts, Music, Multimedia, Graphic Design, Performing Arts, Photography


Hospitality, Hotel Management, Hairdressing, Kitchen Operations, Commercial Cookery

Mixed Field Programs Adult Tertiary Preparation, Creative Industries, Vocational Skills Development, Bridging Courses

Double Field of Study University students undertaking double degrees (e.g. Business/Laws)

a Field of study categories based on the Australian Standard Classification of Education (ABS cat. no. 1272.0).


Appendix 4 – Industry categories

Industry categorya Examples of occupations in this industry

Retail Trade Sales Assistant, Cashier, Storeperson, Retail Trainee, Shelf Filler, Pharmacy Assistant, Console Operator

Accommodation and Food Services Waiter, Bartender, Kitchen Hand, Pizza Maker, Apprentice Chef, Fast Food Server, Hotel Receptionist

Construction Labourer, Apprentice (Carpenter, Tiler, Bricklayer, Painter, Plumber, Plasterer, Roofer), Trades Assistant

Manufacturing Factory Hand, Apprentice (Joiner, Fitter, Boilermaker, Cabinet Maker), Labourer, Machine Operator

Health Care and Social Assistance Dental Assistant, Personal Carer, Child Care Assistant, Nanny, Medical Receptionist, Nursing Assistant

Agriculture, Forestry and Fishing Fruit Picker, Packer, Farm, Station Hand, Nursery Assistant, Market Gardener, Deck Hand

Education and Training Teacher Aide, Tutor, Swimming Instructor, Music Teacher, Administration Assistant, Sports Coach, Library Assistant

Electricity, Gas, Water and Waste Services

Apprentice (Electrician, Linesman, Plumber, Refrigeration Mechanic), Garbage Truck Driver

Rental, Hiring and Real Estate Services Sales Trainee, Office Assistant, Trainee Property Manager, Receptionist, Video Store Clerk

Information Media and Telecommunications

Cinema Attendant, Cadet Journalist, Library Assistant, Telecommunications Trainee, Data Entry Clerk

Transport, Postal and Warehousing Courier, Customs Clerk, Furniture Removalist, Ticket Inspector, Flight Attendant, Mail Sorter, Transport Officer

Financial and Insurance Services Bank Teller, Administrative Assistant, Accounts Clerk, Loans Processor, Trainee Accountant, Customer Service Operator

Wholesale Trade Warehouse Clerk, Storeperson, Driver, Packer, Factory Hand, Labourer, Cleaner

Public Administration and Safety Defence Cadet, Administrative Officer, Soldier, Trainee Firefighter, Police Cadet, Locksmith

Administrative and Support Services Call Centre Operator, Gardener, Trainee Travel Agent, Cleaner, Office Assistant, Telemarketer

Mining Apprentice (Fitter, Electrician, Boilermaker), Plant Operator, Drillers Assistant, Laboratory Assistant, Office Assistant

Arts and Recreation Services Fitness Instructor, Theatre Attendant, Netball Umpire, Theme Park Host, Lifeguard, Museum Attendant


Laboratory Assistant, Trainee Draftsperson, Software Technician, IT Trainee

Other Services Apprentice (Mechanic, Panel Beater, Hairdresser), Parking Attendant, Trainee Beautician, Photo Lab Assistant

a Industry categories based on the Australian and New Zealand Standard Industrial Classification (ABS cat. no. 1292.0).


Appendix 5 – Occupational groups

Occupation – Major Groupsa Examples of occupations in this group

Managers Chief Executive, Crop Farmer, ICT Project Manager, Hotel Manager, School Principal, Production Manager, Retail Manager

Professionals Journalist, Accountant, Librarian, Civil Engineer, Zoologist, Teacher, Surgeon, Registered Nurse, Web Developer, Solicitor, Architect

Technicians and Trades Workers Motor mechanic, Fitter and Turner, Carpenter, Plumber, Electrician, Chef, Greenkeeper, Hairdresser, Butcher, Web Administrator


Enrolled Nurse, Child Care Worker, Hospital Orderly, Barista, Waiter, Police Officer, Flight Attendant, Lifeguard, Beuaty Therapist

Clerical and Administrative Workers Receptionist, Bank Worker, Secretary, Courier, Sales Clerk, Data Entry Operator, Personal Assistant, Conveyancer, Customs Officer

Sales Workers Sales Assistant, Model, Telemarketer, Transport Conductor, Real Estate Agent, Checkout Operator, Service Station Attendant

Machinery Operators and Drivers Miner, Truck Driver, Storeperson, Forklift Driver, Backhoe Operator, Aircraft Baggage Handler, Chauffeur, Concrete Pump Operator

Labourers Cleaner, Fencer, Meat Packer, Deck Hand, Trolley Collector, Fast Food Cook, Livestock Farm Worker, Shelf Filler, Deck Hand

a Occupational groups based on the Australian and New Zealand Standard Classification of Occupations (ABS cat. no. 1220.0).


Appendix 6 – Statistical Area Level 4 – Queensland, ABS, 2011


Appendix 7 – 2014 Next Step survey questionnaire __________________________________________________________________________________________

Intro Hello, this is … from the Queensland Government Statistician’s Office. Can I speak to {firstname} {surname} please? On behalf of the Department of Education, Training and Employment's Next Step project, we

are following up people who finished Year 12 at school last year. The project is aimed at finding out what these people are doing now - whether they are working, or studying, or something else. Your responses are strictly confidential and are collected under the Statistical Returns Act 1896 (Qld). The information you provide will only be used for research purposes to help improve Government services.

There are just a few quick questions to answer.

__________________________________________________________________________________________ Start of interview Good, thank you. Before we begin, I should stress that all your answers are strictly

confidential and no information will be released that identifies individuals. If there are any questions you would rather not answer, just say so.

Some calls are monitored by my supervisor for training and quality purposes.

__________________________________________________________________________________________ Q. 1 Do you currently have a paid job?

Yes ...................................................................................................................... 1 No ....................................................................................................................... 2 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ If (Q1>1) → Q9 ELSE → Q2

__________________________________________________________________________________________ Q. 2 Do you have more than one job?


__________________________________________________________________________________________

If you have more than one job, please answer the next questions thinking about your main job. __________________________________________________________________________________________

Q. 3 What is your (main) job?

(INTERVIEWER: Ask for full title. For public servants, ask for official designation and occupation. For armed personnel, ask for rank and occupation. Prompt (if needed) What are the main tasks of the job (e.g. looking after children at a day care centre, making hamburgers and fries)?)

Please specify ..................................................................................................... 1 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________


Q. 4 Are you an apprentice or trainee?

(INTERVIEWER: Definition of a traineeship - Traineeships combine structured and workplace training with paid employment. Trainees complete a qualification while learning skills at work and under the guidance of a training organisation. Trainees can be full-time, part-time, or school based.)

Yes - apprentice .................................................................................................. 1 Yes - trainee ........................................................................................................ 2 No ....................................................................................................................... 3 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ Q. 5 Can you describe the industry you work in?

(INTERVIEWER: If necessary prompt "What are the main goods or services produced by your employer? or "Are you in retailing? wholesaling? manufacturing?)


__________________________________________________________________________________________ If (Q4=1 OR 2) → Q7

__________________________________________________________________________________________ Q. 6 Is your (main) job a casual job?

Yes ..................................................................................................................... 1 No ....................................................................................................................... 2 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ Q. 7 On average, how many hours do you work each week in your (main) job?


(If Q7 > 100 hours, error message. Must be 100 hours or less) __________________________________________________________________________________________

If (Q2>1) AND (Q4>2) → Q12 If (Q2>1) AND (Q4=1 OR 2) → Q12a ELSE → Q8

__________________________________________________________________________________________ Q. 8 On average, how many hours do you work each week in all your jobs?


(If Q8 > 100 hours, error message. Must be 100 hours or less) (If Q8 < Q7, error message. Hours for all jobs must be greater than hours for main job)

__________________________________________________________________________________________ If (Q4=1 OR 2) → Q12a ELSE → Q12

__________________________________________________________________________________________


Q. 9 Are you – (If answer is ‘casual work’, prompt with – Is that full-time or part-time?)

Looking for full-time work (35 hours or more per week) ....................................... 1 Looking for part-time work (less than 35 hours per week) .................................... 2

Not looking for work ............................................................................................. 3 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ If (Q9=3) → Q10 ELSE → Q12

__________________________________________________________________________________________ Q. 10 What are the reasons you are currently not looking for work?

Maximum of five options.

(INTERVIEWER: Allow more than one – Do not read out)

Current study commitments ................................................................................. 1 Future study commitments .................................................................................. 2 No financial need to undertake paid employment ................................................ 3 Travel .................................................................................................................. 4 Disability .............................................................................................................. 5 Health reasons .................................................................................................... 6 Don't wish to work ............................................................................................... 7 Accepted a job that will start at a later date.......................................................... 8 Don't feel ready for paid employment .................................................................. 9 Transport difficulties ............................................................................................ 10 Sports commitments ............................................................................................ 11 Student exchange ............................................................................................... 12 Have been unsuccessful finding a job ................................................................. 13 Pregnancy ........................................................................................................... 14 Family commitments – parenting own child ......................................................... 15 Family commitments – excluding parenting own child/pregnancy ........................ 16 Other (please specify) ......................................................................................... 97 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ If (Q10 > one response) → Q11 ELSE → Q12

__________________________________________________________________________________________ Q. 11 Of the things you mentioned, which would you say had the most influence? Was it -

Please specify from answers chosen above ........................................................ 1 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________


Q. 12 Are you currently studying?

Yes – full-time ..................................................................................................... 1 Yes – part-time .................................................................................................... 2 No – not studying ................................................................................................ 3 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

(If (Q10=1) AND (Q12>2), error message. You previously indicated that you were not looking for work because of your current study commitments.) (INTERVIEWER: Please confirm with respondent their responses to Q10, Q11 and Q12 and amend as necessary).

__________________________________________________________________________________________ If (Q12>2) → Q17 ELSE → Q13

__________________________________________________________________________________________ Q. 12a You said earlier that you were doing an apprenticeship. Are you

currently undertaking the study component?

(INTERVIEWER: By definition, apprenticeships and traineeships contain some form of study component. If respondent insists that their apprenticeship/traineeship has no study component code as 98). Yes – doing course now ...................................................................................... 1 Yes – study not started yet .................................................................................. 2 Yes – study component completed ...................................................................... 3 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ If (Q12a>2) → Q17 ELSE → Q13

__________________________________________________________________________________________ Q. 13 What kind of institution are you currently/will you be studying at? Is it a - ?

University ............................................................................................................ 1 TAFE ................................................................................................................... 2 Private Training College ...................................................................................... 3 Secondary School ............................................................................................... 4 Agricultural College ............................................................................................. 5 Adult and Community Education provider ............................................................ 6 Training provided at work .................................................................................... 7 Armed forces ....................................................................................................... 8 Other (please specify) ......................................................................................... 97 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________


Q. 14 What is the level of this course or program?

(Read out only if respondent is unsure) (INTERVIEWER: If respondent is completing a bridging course, please ask

for the level of the course and code accordingly.)

NOT USED.......................................................................................................... 1 NOT USED.......................................................................................................... 2 NOT USED.......................................................................................................... 3 NOT USED.......................................................................................................... 4 NOT USED.......................................................................................................... 5 Bachelor Degree ................................................................................................. 6 Associate Degree ................................................................................................ 7 Advanced Diploma .............................................................................................. 8 Diploma ............................................................................................................... 9 VET Certificate IV ................................................................................................ 10 VET Certificate III ................................................................................................ 11 VET Certificate II ................................................................................................. 12 VET Certificate I .................................................................................................. 13 VET Certificate – level not known ........................................................................ 14 Other (please specify) ......................................................................................... 97 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ Q. 15 What is the name of the course or program you are enrolled in?

Natural and physical sciences ............................................................................. 1 Information technology ........................................................................................ 2 Engineering and related technologies .................................................................. 3 Architecture and building ..................................................................................... 4 Agriculture, environmental and related studies .................................................... 5 Health ................................................................................................................. 6 Education ............................................................................................................ 7 Management and commerce ............................................................................... 8 Society and culture .............................................................................................. 9 Creative arts ........................................................................................................ 10 Food, hospitality and personal services ............................................................... 11 Mixed field programs ........................................................................................... 12 Office use only Double field of study ............................................................................................ 14 Office use only Year 12/Senior/Student Exchange ....................................................................... 15 Office use only Defence forces study ........................................................................................... 16 Office use only Other (please specify) ......................................................................................... 97 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ If (Q13=1) → Q16a If (Q13=2) → Q16b ELSE → Q16c

__________________________________________________________________________________________


Q. 16a What is the name of the UNIVERSITY you are or will be enrolled in?

Australian Catholic University .............................................................................. 1 Bond University ................................................................................................... 2 Central Queensland University ............................................................................ 3 Griffith University ................................................................................................. 4 James Cook University ........................................................................................ 5 Queensland University of Technology ................................................................. 6 The University of Queensland ............................................................................. 7 University of Southern Queensland ..................................................................... 8 University of the Sunshine Coast ......................................................................... 9 Southern Cross University ................................................................................... 10 Unspecified Queensland University (please specify) ........................................... 19 Interstate Universities .......................................................................................... 20 Other University (please specify) ......................................................................... 97 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ If (Q16a<97) → Q16d If (Q16a>20) → END SURVEY

__________________________________________________________________________________________ Q. 16b What is the name of the TAFE you are or will be enrolled in?

Barrier Reef Institute of TAFE .............................................................................. 21 The Bremer Institute of TAFE .............................................................................. 22 Brisbane North Institute of TAFE ......................................................................... 23 Central Queensland Institute of TAFE ................................................................. 24 Gold Coast Institute of TAFE ............................................................................... 25 Metropolitan South Institute of TAFE ................................................................... 26 Mount Isa Institute of TAFE ................................................................................. 27 SkillsTech ............................................................................................................ 28 Southbank Institute of Technology ....................................................................... 29 Southern Queensland Institute of TAFE .............................................................. 30 Sunshine Coast Institute of TAFE ........................................................................ 31 Tropical North Institute of TAFE .......................................................................... 32 Wide Bay Institute of TAFE.................................................................................. 33 Unspecified Queensland TAFE (please specify) .................................................. 39 Interstate TAFEs ................................................................................................. 40 Other TAFE (please specify) ............................................................................... 97 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ If (Q16b<97) → Q16d If (Q16b>40) → END SURVEY

__________________________________________________________________________________________


Q. 16c What is the name of the institution you are or will be enrolled in?

Secondary school ................................................................................................ 41 Trade training school (e.g. former Australian Technical College) ......................... 42 Careers Australia................................................................................................. 43 Endeavour College of Natural Health .................................................................. 44 SAE (Qantm College) .......................................................................................... 45 Other private training college ............................................................................... 46 Office use only Armed Forces ...................................................................................................... 47 Australian Institute of Applied Science ................................................................. 48 Axial .................................................................................................................... 49 Blue Dog Training................................................................................................ 50 Busy At Work ...................................................................................................... 51 Evocca College ................................................................................................... 52 JMC Academy ..................................................................................................... 53 Motor Trades Association .................................................................................... 54 Sarina Russo ....................................................................................................... 55 Skill360 ............................................................................................................... 56 Work Skills .......................................................................................................... 57 MRAEL................................................................................................................ 58 Open Colleges .................................................................................................... 59 Hastings Deering Institute of Technology ............................................................ 60 Harvest Rain Theatre Company .......................................................................... 61 Australian Institute of Creative Design ................................................................. 62 Australian Institute of Fitness ............................................................................... 63 Aviation Australia................................................................................................. 64 MEGT ................................................................................................................. 65 REIQ ................................................................................................................... 66 Other Institution (please specify) ......................................................................... 97 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ If (Q16c<97) → Q16d If (Q16c>47) → END SURVEY

__________________________________________________________________________________________

Q. 16d What campus are you studying at?

Please specify ................................................................................................... 1 External/via correspondence ............................................................................. 2 Don’t know ...................................................................................................... 98 Refused ........................................................................................................... 99

__________________________________________________________________________________________ GO TO END SURVEY

__________________________________________________________________________________________ Q. 17 Did you apply for a university place through QTAC or interstate tertiary admissions centre?


__________________________________________________________________________________________ If (Q17=1) → Q18 ELSE → Q20

__________________________________________________________________________________________


Q. 18 Did you receive an offer of a place at university?


__________________________________________________________________________________________ If (Q18=1) → Q19 ELSE → Q20

__________________________________________________________________________________________ Q. 19 You told me you are not currently studying. How did you respond to the offer of a University

place? Did you ….

Defer the offer ..................................................................................................... 1 Decline the offer/did not respond to the offer ....................................................... 2 Withdraw from the course .................................................................................... 3 Waiting for course to begin .................................................................................. 4 Other (please specify) ......................................................................................... 97 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ Q. 20 Which of the following statements are reasons why you are not studying? Is it because

you … Maximum of five options.

(INTERVIEWER: Allow more than one – Do not read out)

Wanted a break from study (e.g. to travel) ........................................................... 1 Undecided and considering options ..................................................................... 2 Don't feel ready for study at the moment ............................................................. 3 Not interested in further study/already finished studying ...................................... 4 Working in order to finance further study ............................................................. 5 Waiting for course/training to begin ..................................................................... 6 Have work commitments ..................................................................................... 7 Find the course fees and other costs are a barrier ............................................... 8 Would have to move away from home ................................................................. 9 Don't meet the entry criteria for the program I want to do ..................................... 10 Wanted to earn own money ................................................................................. 11 Looking for work/apprenticeship/traineeship ........................................................ 12 Going into, or already in, armed services ............................................................. 13 Waiting to qualify for the independent Youth Allowance ....................................... 14 Disability .............................................................................................................. 15 Health reasons .................................................................................................... 16 Sports commitments ............................................................................................ 17 Pregnancy ........................................................................................................... 18 Family commitments – parenting own child ......................................................... 19 Family commitments – excluding parenting own child/pregnancy ........................ 20 Other (please specify) ......................................................................................... 97 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ If (Q20 > one response) → Q21 ELSE → END SURVEY

__________________________________________________________________________________________


Q. 21 Of the reasons you mentioned, which would you say had the most influence? Was it -

Please specify from answers chosen above ........................................................ 1 Don’t know .......................................................................................................... 98 Refused ............................................................................................................... 99

__________________________________________________________________________________________ END SURVEY

That’s the end of the interview.

If you have any additional questions regarding this survey, you can ring our freecall number 1800 068 587.

Thank you very much for all your help. I would also like to remind you that the information you have

provided will not be used to identify you in any reporting of the findings of the project.

Your voluntary participation in this important survey contributes

valuable information that will benefit future students and put you in the running to win an iPad mini, HP notebook computer or premium Sennheiser Bluetooth headphones.

Once again, my name is … from the Queensland Government

Statistician’s Office. GOOD-BYE!

__________________________________________________________________________________________


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