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Young Adults and Post-School Training Opportunities in the Frankston-Mornington

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Young Adults and Post-School Training Opportunities in the Frankston-Mornington Young adults and post-school training opportunities in the Frankston-Mornington Peninsula region of Victoria, Australia by Justin Patrick Brown MEd, Monash University, 2010 BBus, University of Technology, Sydney, 2003 Dissertation Submitted in Fulfillment of the Requirements for the Degree of Doctor of Philosophy (Education) The University of Melbourne February 2017 Abstract Youth unemployment in Australia has been described as a source of ‘capability deprivation’ (Henry, 2014). Since the late 1980s, a recurring set of policies and programs have been implemented in Australia to tackle youth unemployment by lifting rates of participation in school-based and post-school vocational education and training (VET). More recently, the introduction of policy reforms to marketise the Victorian training system has transformed the composition of VET providers in the training system and, by extension, the types and quality of courses being offered. The impact of these reforms has been documented in the media and through government reviews (e.g. Mackenzie & Coulson, 2015; Deloitte Touche Tohmatsu, 2015; Mitchell, 2012). However, very little is understood about the impact of these reforms on VET ‘opportunities’ for small populations of young learners at the local level. Even less is understood from the perspective of the learners themselves. To address this gap, my research contributes a critical examination of post-school training opportunities available to young adults in the small local area of the Frankston-Mornington Peninsula region in Victoria, Australia. This particular region has a youth unemployment rate that is five percentage points higher than the greater Melbourne and Victorian state averages (ABS, 2015a). Drawing on the conceptual framework of the capabilities approach (CA) pioneered by economist Amartya Sen (1980/1984/1985/1987/1992/1993) and extended by philosopher Martha Nussbaum (1992/1995/2000/2002/2003), my study conducts a sequential explanatory mixed-method design (Creswell et al., 2003) set within critical realist (CR) ontology (Bhaskar, 1979/1975). I bring together the philosophical approach of CR and the conceptual framework of the CA to better understand how the problem is constructed. By applying these alternative lenses, I propose approaches to understanding the problem in a more meaningful way. The capabilities approach is structured around three core concepts: capabilities (what people are able to be or to do); functionings (what people, having capabilities, are doing); and agency (the ability to choose the functionings). My research builds on this framework to identify the extent of alignment between available opportunities (as espoused in policy) and accessible opportunities (as stated by young people). Through an assessment of administrative, survey and primary qualitative data, my research produces new insights into the misalignment between (1) loosely-defined policy rhetoric advocating ‘choice’ and ‘opportunity’ in training ‘markets’ and (2) the real training opportunities accessible to young adults in a disadvantaged location. It is envisaged that the findings will have application for policy makers and practitioners in similarly disadvantaged contexts, particularly where there are limited post-school opportunities available to young people. For researchers, there are lessons arising for applying the capabilities approach to the context of young people and VET in disadvantaged locations. For Kate, Cordelia & Adeline Acknowledgments This PhD was made possible by the guidance, encouragement and good humour of my supervisors, Dr Mary Leahy and Professor John Polesel. To them I owe an enormous debt. I would like to acknowledge Associate Professor Shelley Gillis and Dr Nicky Dulfer from the Melbourne Graduate School of Education for their contributions to my research advisory committee. I wish to acknowledge the generous financial support of my employer, the Australian Council for Educational Research, to undertake these studies. My thanks also go to Caroline Mahoney, Professor Gerald Burke and Professor Peter Noonan. I thank the many young people, training practitioners, administrators and community members who generously gave their time to speak to me and comment on draft material. Finally, I wish to acknowledge the Jack Keating Scholarship Fund, and its benefactors, for supporting the final year of my studies. Table of Contents Chapter 1: Introduction to the Study...............................................................................1 1.1. Introduction .............................................................................................................1 1.2. Problem statement ...................................................................................................5 1.3. Conceptual framework ............................................................................................6 1.4. What is known from the literature ..........................................................................8 1.5. Research questions and hypotheses ........................................................................9 1.6. Nature of the study ................................................................................................10 1.7. Definitions.............................................................................................................11 1.8. Assumptions ..........................................................................................................13 1.9. Scope and delimitations ........................................................................................14 1.10. Limitations ..........................................................................................................17 1.11. Purpose and significance.....................................................................................17 1.12. Summary .............................................................................................................18 Chapter 2: Literature Review .........................................................................................19 2.1. Introduction ...........................................................................................................19 2.2. Conceptual framework – The capabilities approach .............................................19 2.3. Young people and VET in Australia: lenses, measures and narratives ................39 2.4. Young people and VET in the Frankston-Mornington Peninsula region .............81 2.5. Summary ...............................................................................................................95 Chapter 3: Policy and Practice Review ..........................................................................97 3.1. Introduction ...........................................................................................................97 i 3.2. A brief history of the Australian VET system ......................................................97 3.3. The current Australian VET system ...................................................................102 3.4. A brief overview of the Victorian training reforms ............................................110 3.5. Post-school VET in the Frankston-Mornington Peninsula region ......................128 3.6. Summary .............................................................................................................152 Chapter 4: Research Method ........................................................................................154 4.1. Introduction .........................................................................................................154 4.2. Research design and rationale .............................................................................154 4.3. Role of the researcher .........................................................................................160 4.4. Methodology .......................................................................................................161 4.5. Threats to validity ...............................................................................................192 4.6. Ethical procedures ...............................................................................................198 4.7. Summary .............................................................................................................200 Chapter 5: How good are the data? .............................................................................202 5.1. Introduction .........................................................................................................202 5.2. The representation of the FMP region in government reporting on VET ...........202 5.3. Data on post-school opportunities ......................................................................207 5.4. Data on post-school VET opportunities ..............................................................219 5.5. Summary of findings...........................................................................................233 Chapter 6: What do students say? ...............................................................................236 6.1. Apprentice Plumbers ...........................................................................................236 6.2. Pre-Apprenticeship Electricians..........................................................................242 ii 6.3. Apprentice Electricians .......................................................................................248 6.4. Apprentice Welders
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