Training Opportunities: Statistical Profile 1999 to 2007

6. Placement outputs

6.1. Duration of learner placements (trainee weeks)

Table 30 shows the number of placements of learners by the total number of weeks learners were engaged in each Training Opportunities course.²³ About half of all placements (48 percent) last for twelve or fewer weeks on average during 1999 to 2007.  Around three percent of placements last for less than a week: these placements (and potentially, other short duration placements) are presumably “drop–outs”.

The duration of placements appears to have changed between 1999 to 2007: placements appear to be lasting longer on average. The proportion of placements lasting 12 weeks or less fell from 52 percent of placements in 1999 to 44 percent in 2007. The proportion of placements that last 25 or more weeks (over 6 months or more) have increased from 7.5 percent in 1999 to 29.8 percent in 2007.

Table 30 – Training Opportunities learner placements by trainee weeks 1999 to 2007

Source: Tertiary Education Commission.    Note: Unless otherwise indicated, ‘Year’ applies to the year in which a placement ended for measures in the placement output section. Preceding sections applied ‘Year’ to the date of placement start.
Trainee Weeks	1999       (%)	2000       (%)	2001       (%)	2002       (%)	2003       (%)	2004       (%)	2005       (%)	2006       (%)	2007       (%)
Less than 1 week	2.5	2.1	1.9	3.0	3.0	3.1	2.9	2.7	3.0
1 to 4 weeks	16.6	16.7	16.3	15.2	15.1	14.9	14.3	14.9	14.2
5 to 8 weeks	17.9	17.4	17.3	15.8	15.6	15.1	14.8	15.1	15.2
9 to 12 weeks	14.8	15.4	15.6	13.6	13.7	12.9	13.1	12.5	12.0
13 to 16 weeks	12.9	11.8	11.6	10.9	10.9	10.3	10.2	10.1	9.5
17 to 20 weeks	10.1	11.6	10.8	9.7	10.0	10.0	9.8	9.2	9.3
21 to 24 weeks	17.7	16.9	14.2	11.0	9.2	8.1	7.3	7.0	7.1
25 or more    weeks	7.5	8.1	12.2	20.8	22.4	25.5	27.5	28.6	29.8

Examining completed placements (all placements with a start date and an end date) for all learners, placements do appear to be getting longer between 1999 and 2007. Figure 2 shows the difference in the percentage point change in the proportion of placements in each Trainee Weeks category (as a proportion of total placements ending in each year) between 1999 and 2007, by ethnic group.

There is a general decline in the proportion of placements that last for 16 weeks or less; and a sharp decline in the proportion of placements that run for 21 to 24 weeks. Most ethnic groups show a uniform increase in the proportion of placements ending after 25 or more weeks between 1999 and 2007. This increase seems steeper for both MELA and Asian learners than for others.

Figure 2 – Percentage difference in length of placements ending in 1999 and 2007 by ethnic group

Source: Tertiary Education Commission.

 

6.2. Credit achievement per placement

As discussed above, Training Opportunities learning is linked to the National Qualifications Framework. The assessment regime involves learners undertaking Unit Standards which, if passed, award credits to the learner, which can lead them to the eventual acquisition of national qualifications.

Table 31 shows numbers of placements ending by categories of credit attainment in each placement. Thirty-three percent of placements ending between 1999 and 2007 resulted in no credits attained for the learner while 69 percent of placements involved learners accumulating twenty or fewer credits. The proportion of placements ending with twenty or fewer credits has increased between 1999 and 2007: 70 percent of placements ending in 1999 included accumulation of 20 or fewer credits; by 2007, this proportion had increased to 75 percent.

The proportion of placements resulting in zero credit attainment jumped sharply between 2006 and 2007: by almost 10 percentage points. The cause of this shift is not clear at this stage.

Table 31 – Training Opportunities placements by credits accumulated 1999 to 2007

Source: Tertiary Education Commission.    Note: Unless otherwise indicated, ‘Year’ applies to the year in which the placement ended for measures in the placement output section. Preceding sections applied ‘Year’ to the date of placement start.
Credit attainment per placement	1999 (%)	2000 (%)	2001 (%)	2002 (%)	2003 (%)	2004 (%)	2005 (%)	2006 (%)	2007 (%)
None	32.5	28.2	30.2	32.9	33.8	33.5	34.8	31.3	40.8
10 or fewer	23.3	20.8	21.8	21.5	21.8	22.1	21.9	22.2	22.5
11 to 20	14.6	14.7	13.8	13.3	13.2	13.4	13.6	13.8	12.2
21 to 30	9.3	11.1	10.3	9.5	9.4	8.8	8.8	9.5	7.9
31 to 40	6.0	8.2	7.4	6.3	6.5	6.0	5.7	6.1	4.9
41 to 50	4.6	5.4	5.0	4.8	4.4	4.6	4.4	4.7	3.6
51 or more	9.8	11.7	11.5	11.8	11.0	11.5	10.8	12.4	8.1

A simple way to determine average credit attainment per learner is to divide the number of credits attained in each year by the number of distinct learners active in Training Opportunities (this is very similar to the method used by TEC to report progress against credit targets for Training Opportunities).

Table 32 shows that the average credit attainment in Training Opportunities is around 20 credits per learner. European learners have earned more credits on average per learner than other ethnic groups. The level of credits reported for 2007 appears to be significantly lower than in prior years (at this stage it is not clear if this is a real effect, or an administrative / credit reporting issue).

Table 32 – Average number of credits attained per learner by ethnic group of distinct learner 1999 to 2007

Source: Tertiary Education Commission.    Note: ‘Year’ applies to the year in which placement started.
Average credit attainment per placement	1999	2000	2001	2002	2003	2004	2005	2006	2007	Grand Total
Asian	25.0	26.6	26.0	23.7	23.6	22.1	20.3	22.0	18.2	22.8
European	23.7	27.1	25.3	24.2	23.4	23.0	21.9	22.5	17.2	23.5
MELA	17.8	25.4	17.5	16.8	15.3	15.4	17.5	14.2	12.5	14.6
Unknown	20.4	25.6	15.6	21.8	41.6	30.5	22.4	27.0	9.4	22.9
Māori	20.8	24.6	23.8	21.6	20.1	20.6	20.2	22.6	16.3	21.3
Other	21.1	27.2	25.0	22.1	24.4	19.3	16.4	16.2	12.4	21.8
Pasifika	18.4	21.0	20.1	20.8	18.6	19.0	19.0	21.1	16.2	19.4
All learners	21.8	25.4	24.1	22.6	21.6	21.3	20.5	22.0	16.5	21.9

6.3. Placement outcomes

This section shows the distribution of placement outcomes by five main variables: ethnic group, gender, age, eligibility criteria and by provider type. Any number of other variables could be used in an analysis of this sort, but were omitted on this occasion due to space consideration.

Training providers are required to track the activity of learners two months after they leave Training Opportunities. They report these ‘outcomes’ to the TEC, who attribute them to Training Opportunities activity. The TEC reports the proportions of learners who are active in employment (full-time or part-time) or engaged in ‘further progressive training’ as positive outcomes attributable to the Training Opportunities intervention. Unemployment, or ‘out of the labour force’ status is recorded as a ‘negative’ outcome.

Training Opportunities outcomes are collated at two different levels:

• Leaving placements – where the proportion of positive and negative outcomes are derived from all placement outcomes
• Leaving the programme – where further progressive training outcomes which show a return into Training Opportunities are excluded from the calculation.
  

The latter is used to report against targets set in memoranda of understanding with the Ministry of Social Development. In a statistical study such as this it is interesting to examine both measures. However the majority of analysis focuses on leaving placement outcomes.

Table 33 shows the mixture of destinations for learners two months after leaving Training Opportunities placements across the 1999 to 2007 period. In thirty percent of placements, learners are employed full-time two months after leaving the programme; approximately 26 percent have returned to Training Opportunities and around nine percent are engaged in further training elsewhere. Around 23 percent are recorded as ‘unemployed’ or ‘out of the labour force’. Outcomes for around seven percent of placement leavers are unknown.

Table 33 – Two month placement outcomes 1999 to 2007

Source: Tertiary Education Commission.    Note: ‘Year’ applies to the year in which a placement ended.
Two–month placement outcome	1999 (%)	2000 (%)	2001 (%)	2002 (%)	2003 (%)	2004 (%)	2005 (%)	2006 (%)	2007 (%)	Grand Total (%)
Employment – Full Time	30.5	31.8	31.5	31.1	30.4	30.8	28.6	29.9	28.4	30.5
Employment – Part Time	3.8	3.5	3.2	4.3	3.6	3.6	3.9	4.1	3.6	3.7
Return to Training Opportunities	25.8	25.7	25.5	25.2	26.3	26.8	27.0	26.6	28.0	26.2
Further Progressive Training Elsewhere	6.8	7.8	8.7	10.0	10.5	10.3	10.2	11.5	10.3	9.3
Other (including unemployed, out of the labour Force)	26.5	25.8	25.2	23.2	23.2	21.5	20.6	18.6	16.7	22.9
Unknown	6.6	5.4	5.8	6.2	6.0	7.0	9.7	9.2	13.0	7.4

Table 34 shows the mixture of destinations for learners two months after leaving Training Opportunities placements across the 1999 to 2007 period, but excluding unknown destinations.  All outcomes, barring others (which includes unemployed, out of the labour force) are called ‘positive’, reflecting that TEC/MSD consider that for learners to be engaged in these activities two months after leaving Training Opportunities a positive outcome.

The proportion of outcomes regarded as positive has increased from 72 percent in 1999 to 81 percent in 2007. Increases in outcomes allocated to the Further Progressive Training and Return to Training Opportunities categories have been responsible for this growth, while full-time employment and part-time employment is static at 1999 levels, despite the period encompassing record low unemployment rates and high labour market participation.

Table 34 – Two month placement outcomes 1999 to 2007

Source: Tertiary Education Commission.    Note: ‘Year’ applies to the year in which a placement ended.
Two Month Placement    Outcomes	1999       (%)	2000        (%)	2001        (%)	2002        (%)	2003        (%)	2004        (%)	2005        (%)	2006        (%)	2007        (%)	Grand Total       (%)
Employment   – Full Time	32.7	33.6	33.5	33.2	32.3	33.1	31.6	33.0	32.6	32.9
Employment  – Part Time	4.1	3.7	3.4	4.5	3.8	3.9	4.3	4.6	4.1	4.0
Return to Training Opportunities	27.6	27.2	27.1	26.9	28.0	28.8	29.9	29.3	32.2	28.3
Further Progressive Training Elsewhere	7.2	8.2	9.2	10.7	11.2	11.0	11.3	12.6	11.9	10.1
Other (including Unemployed, Out of the labour Force)	28.4	27.3	26.8	24.7	24.7	23.1	22.8	20.5	19.2	24.7
% Positive	71.6	72.7	73.2	75.3	75.3	76.9	77.2	79.5	80.8	75.3

6.4. Placement outcomes by ethnic group

Figure 3 shows the mixture of positive destinations by ethnic group. Asian Training Opportunities learners are the most likely to leave with a positive outcome while Māori learners are the least likely to. Pasifika and European learners differed pre-2003 but now match each other closely in likelihood of leaving with a positive outcome. MELA learners have an interesting profile with the likelihood of leaving with a positive outcome rising sharply between 2002 and 2005, and seeming to settle alongside Pasifika and European learners from 2006. They represent the smallest group of learners (although they are the fastest growing group), and have the greatest variation in outcomes.

Figure 3  –  Positive placement outcomes by ethnic group 1999 to 2007

Source: Tertiary Education Commission.

 

Figure 4 shows the mixture of full-time employment destinations by ethnic group. European learners are consistently the most likely to be working full-time within two months of leaving a Training Opportunities placement, while Asian and MELA learners are consistently the least likely to be.

Figure 4 – Full-time employment placement outcomes by ethnic group 1999 to 2007

Source: Tertiary Education Commission.

 

Figure 5 shows the mixture of part-time employment destinations by ethnic group. European learners are consistently the most likely to be working full-time within two months of leaving a Training Opportunities placement, while Pasifika and MELA learners are consistently the least likely to. Māori learners are generally two percentage points less likely than European learners to be employed part-time directly after leaving Training Opportunities.

Figure 5 – Part-time employment placement outcomes by ethnic group 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figure 6 shows the observed likelihood of returning directly to Training Opportunities by ethnic group. European and Māori learners are consistently the least likely to return within two months of leaving a Training Opportunities placement, while Asian and MELA learners are consistently the most likely to.

Figure 6 – Return to Training Opportunities placement outcomes by ethnic group 1999 to 2007

 
Source: Tertiary Education Commission.
 

Figure 7 shows the observed likelihood of further progressive training elsewhere by ethnic group. European and Māori learners are consistently the least likely to be engaged in further progressive training outside Training Opportunities within two months of leaving a placement, while Asian and MELA learners are consistently the most likely to.

Figure 7 – Further Progressive Training Elsewhere placement outcomes by ethnic group 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figures 8 to 10 show the observed likelihood of various further progressive training categories. Study at University is not a very likely activity within two months of leaving Training Opportunities. Asian learners are consistently the most likely to be doing so, but at less than two percent of  their placement outcomes.

Figure 8 – University placement outcomes by ethnic group 1999 to 2007

 
Source: Tertiary Education Commission.
 

Study at Polytechnic/other full-time study is more likely to occur within two months of leaving Training Opportunities. Figure 9 shows that Asian learners are consistently the most likely to be doing so, but at less than 15 percent of their placement outcomes. European learners are observed to be the least likely to be in this type of training within two months of leaving Training Opportunities.

Figure 9 – Polytechnic and other full-time training placement outcomes by ethnic group 1999 to 2007

 
Source: Tertiary Education Commission.

 

Less than one percent of programme outcomes are recorded as work-based learning in industry training or Modern Apprenticeships. European learners are observed to be the most likely to be in this type of training within two months of leaving Training Opportunities.

The low level of learners going into an apprenticeship or industry training on leaving placements may be due to a number of factors:

• these outcomes may instead be primarily recorded as ‘employment’ outcomes (since employment is a requirement of participation in industry training and Modern Apprenticeships)
• few Training Opportunities learners would  have the prerequisites to enter Modern Apprenticeships/industry training
• it may take some time within employment before an industry training agreement is offered to employees (longer than the standard two month period)
  

It would be of interest to match placement outcomes with industry training data and compare the results with Training Opportunities recorded placement outcomes – this will be investigated in future analyses.

Figure 10 – Industry Training and Modern Apprenticeships placement outcomes by ethnic group 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figure 11 shows the observed likelihood of ‘unemployment’ on leaving Training Opportunities placements by ethnic group. Māori learners are consistently the most likely to be unemployed within two months of leaving a placement, while Asian and European learners are the least likely to be.

Figure 11 – Unemployed placement outcomes by ethnic group 1999 to 2007

 
Source: Tertiary Education Commission.

 

6.5. Placement outcomes by gender

Table 35 shows the outcome destinations of males and females across the 1999 to 2007 period. While males and females share a similar proportion of positive two month outcomes, females are less likely than males to go immediately into employment, and are commensurately more likely to be in further education or training, or to return to Training Opportunities within two months than males. They are also more likely to be in part-time employment than males. Interestingly, the proportion of learners recorded as unemployed or out of the labour force is similar overall between males and females. When this category is disaggregated, we observe that females are slightly more likely to be recorded as ‘out of the labour force’ than males, and slightly less likely to be recorded as unemployed.

Females are also recorded as studying at university two months after leaving Training Opportunities at twice the rate of males (approximately one percent of placement outcomes compared to one half of a percent for males).

Table 35 – Two month placement outcomes for males and females

Source: Tertiary Education Commission.    Note: ‘Year’ applies to the year in which a placement ended.
Two month placement outcomes	1999       (%)	2000        (%)	2001        (%)	2002        (%)	2003        (%)	2004        (%)	2005        (%)	2006        (%)	2007        (%)
Males
Employment – full-time	35.5	36.7	37.0	36.7	37.4	38.5	35.7	37.3	36.9
Employment – part-time	3.2	2.2	2.2	2.9	2.4	2.4	2.6	2.9	2.9
Return to Training Opportunities	26.2	26.1	25.3	25.6	26.6	27.3	29.5	28.5	31.4
Further progressive training elsewhere	6.5	7.4	8.6	9.3	8.9	9.1	9.4	11.0	10.0
Other (including unemployed, out of the labour force)	28.7	27.5	26.9	25.5	24.8	22.6	22.9	20.3	18.8
% Positive	71.3	72.5	73.1	74.5	75.2	77.4	77.1	79.7	81.2
Females
Employment – full-time	29.8	30.8	30.2	29.9	27.7	28.2	28.2	29.0	28.5
Employment – part-time	5.0	5.0	4.5	6.1	5.1	5.3	5.8	6.1	5.3
Return to training opportunities	29.1	28.1	28.9	28.0	29.3	30.2	30.2	30.1	33.0
Further progressive training elsewhere	7.9	8.9	9.8	12.0	13.3	12.8	13.0	14.1	13.6
Other (including unemployed, out of the labour force)	28.1	27.1	26.7	24.0	24.6	23.6	22.8	20.7	19.6
% Positive	71.9	72.9	73.3	76.0	75.4	76.4	77.2	79.3	80.4

6.6. Placement outcomes by age

There are differences in observed outcomes by different age groups. In summary, younger participants are more likely than older participants to gain a positive outcome. The very youngest (19 years or under) are the most likely to gain full-time employment or go on to further progressive training outside Training Opportunities. They are also the most likely to experience further unemployment.

The very eldest (aged 60 or more years) are the least likely to gain full-time employment, and the most likely to be out of the labour force on leaving placements. Differences between age groups may be due to the older participants being more likely to have experienced long-term unemployment, and therefore being less prepared to enter employment than the younger participants.

Figure 12 shows the differing observed likelihood of placements resulting in full-time employment by the age of the learner. Learners aged 19 years or less at the end of their placement consistently show the most likelihood of participating in full-time employment two months later while older learners are consistently less likely to be engaged in full-time employment.

Figure 12 – Full-time employment placement outcomes by age group 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figure 13 shows differing observed likelihood of placements resulting in further progressive training outside Training Opportunities. Learners aged 19 years or less at the end of their placement consistently show the most likelihood of participating in training outside Training Opportunities two months later while older learners are consistently less likely to be.

Figure 13 – Further Progressive Training Outside Training Opportunities placement outcomes by age group 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figure 14 shows the differing observed likelihood of placements resulting in a return to Training Opportunities. Learners aged 19 years or less at the end of their placement consistently show the least likelihood of participating in Training Opportunities two months later, while older learners are more likely to be.

Figure 14 – Training Opportunities placement outcomes by age group 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figure 15 shows the differing observed likelihood of placements resulting in part-time employment. Learners aged 19 years or less at the end of their placement consistently show the least likelihood of participating in part-time employment two months later, while older learners are more likely to be.

Figure 15 – Part-time employment placement outcomes by age group 1999 to 2007

 
Source: Tertiary Education Commission.
 

Figure 16 shows the differing observed likelihood of placements resulting in unemployment. Learners aged 19 years or less at the end of their placement consistently show the most likelihood of being unemployed two months later, while older learners are less likely to be unemployed.

Figure 16 – Unemployment placement outcomes by age group 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figure 17 shows the differing observed likelihood of placements resulting in ‘Out of the Labour Force’ status. This status signals that the person is out of work and for whatever reason is not seeking work. Learners aged 19 years or less at the end of their placement consistently show the least likelihood of being ‘Out of the Labour Force’ while older learners are more likely to be.

Figure 17 – Out of the Labour Force placement outcomes by age group 1999 to 2007

 
Source: Tertiary Education Commission.
 

Figure 18 shows the differing observed likelihood of placements resulting in a ‘Positive’ outcome. Learners aged 29 years or less and aged 60 or more years at the end of their placement consistently show the least likelihood of attaining a positive outcome, while learners aged 30 to 59 years are more likely to.

Figure 18 – Positive placement outcomes by age group 1999 to 2007

 
Source: Tertiary Education Commission.
 

6.7. Placement outcomes by eligibility

Table 36 shows the proportion of placement outcomes deemed positive for each eligibility category. The general trend is that all categories are observed to experience high proportions of positive outcomes overall, and the proportion of positive outcomes has risen since 1999 for all categories.

Table 36 – Positive placement outcomes by eligibility criteria category 1999 to 2007

Source: Tertiary Education Commission.
Criteria category	1999       (%)	2000       (%)	2001       (%)	2002       (%)	2003       (%)	2004       (%)	2005       (%)	2006       (%)	2007       (%)
Returning to Training Opps.	74.0	75.2	76.0	78.5	78.3	80.3	80.6	82.4	84.1
WINZ 18+	68.5	69.8	69.2	71.2	70.6	71.5	70.8	75.9	75.7
At risk					73.5	74.9	75.4	77.9	79.1
WorkBridge	70.7	73.7	75.9	76.8	76.7
DPB & WB	67.5	68.7	68.3	70.0	81.3
Foundation skills					75.8	78.6	76.3	79.0	81.2
Youth Training	74.4	75.4	74.2	76.3	83.8	81.4	89.2	82.6	88.9
Exception/other	75.3	77.5	78.6	79.0	83.7	83.0	83.8	79.1	85.2
School leaver  18/19yrs	84.5	84.4	83.3	87.9	90.2	87.5	85.5	81.9	87.7
Refugees	75.6	65.6	84.5	72.7	83.3	79.5	87.5	90.9	87.5
School leaver  16/17yrs	84.9	75.0			81.4	77.2	78.4	87.5	87.5
Justice	56.3	58.5	59.1	70.7	100.0

Table 37 shows the proportion of full-time and part-time employment placement outcomes for each eligibility category. Of interest: the WINZ 18+ category seems to buck the trend of static levels of employment outcomes across the period by showing a decline. This decline is driven mainly by a decline in the proportion of full-time employment outcomes for this group, but it is made up by a corresponding increase in WINZ 18+ learners returning directly to Training Opportunities (see Table 32), and to further training (Table 33) outside the programme.

Table 37 – Employment (full and part-time) placement outcomes by eligibility criteria category 1999 to 2007

Source: Tertiary Education Commission.
Criteria category	1999       (%)	2000       (%)	2001       (%)	2002       (%)	2003       (%)	2004       (%)	2005       (%)	2006       (%)	2007       (%)
Returning to Training Opps.	39.5	40.0	38.8	40.3	38.1	38.1	38.7	39.2	38.6
WINZ 18+	36.0	36.1	35.4	35.6	34.5	36.3	31.4	31.8	32.2
At risk					34.9	35.8	33.8	37.7	36.0
WorkBridge	33.6	36.7	37.7	38.0	37.2
DPB & WB	28.2	32.1	29.0	30.4	34.7
Foundation skills					38.8	39.4	39.4	38.2	39.1
Youth Training	40.7	40.8	41.7	41.2	38.8	41.2	36.9	30.2	18.5
Exception/other	43.5	42.8	42.2	43.4	36.7	38.4	41.9	39.3	45.0
School leaver  18/19yrs	30.8	35.7	37.6	38.1	29.4	26.1	32.7	31.4	39.5
Refugees	17.5	14.3	17.6	18.7	22.7	28.2	33.3	63.6	75.0
School leaver  16/17yrs	43.4	25.0	0.0	0.0	29.5	32.5	34.1	29.2	40.6
Justice	28.2	32.9	35.5	46.7	80.0

 

Table 38 shows the proportion of placement outcomes returning to Training Opportunities for each eligibility category. The trend is for higher proportions of learners to return directly to Training Opportunities, for most categories. The exception is Refugees, whose proportion has steadily declined.

Table 38 – Return to Training Opportunities placement  outcomes by eligibility criteria category 1999 to 2007

Source: Tertiary Education Commission.
Criteria category	1999       (%)	2000       (%)	2001       (%)	2002       (%)	2003       (%)	2004       (%)	2005       (%)	2006       (%)	2007       (%)
Returning to Training Opps.	26.3	26.2	27.1	26.6	28.0	29.6	28.1	28.7	31.2
WINZ 18+	27.5	26.7	25.8	26.5	26.6	25.9	31.1	32.8	32.9
At risk					28.6	29.5	31.9	29.3	33.2
WorkBridge	29.6	29.4	30.0	29.5	38.4
DPB & WB	30.5	27.1	29.2	27.4	33.3
Foundation skills					26.1	28.3	27.5	27.5	31.9
Youth Training	27.6	24.8	21.1	22.1	22.7	21.6	27.0	25.6	40.7
Exception/other	24.0	26.4	27.9	24.9	33.7	26.8	29.4	29.8	25.5
School leaver  18/19yrs	40.5	39.1	33.0	32.3	34.4	34.1	30.9	34.3	29.8
Refugees	42.5	44.3	54.0	43.2	50.0	28.2	37.5	21.2	12.5
School leaver  16/17yrs	9.4	0.0	0.0	0.0	27.9	20.3	22.7	31.9	31.3
Justice	23.9	20.7	20.4	20.0	20.0

 

Table 39 shows the proportion of further progressive training outside Training Opportunities placement outcomes for each eligibility category. The observed likelihood of increased proportions of learners gaining further training outcomes is common to most eligibility categories. Growth in this category of outcome is most marked for the refugee and the Youth Training categories.

Table 39 – Further Progressive Training placement outcomes by eligibility criteria category 1999 to 2007

Source: Tertiary Education Commission.
Criteria group	1999       (%)	2000       (%)	2001       (%)	2002       (%)	2003       (%)	2004       (%)	2005       (%)	2006       (%)	2007       (%)
Returning to Training Opps.	8.2	9.0	10.1	11.7	12.2	12.7	13.8	14.4	14.3
WINZ 18+	5.0	7.1	8.1	9.2	9.5	9.3	8.3	11.3	10.7
At risk					10.0	9.5	9.8	10.9	9.9
WorkBridge	7.5	7.6	8.3	9.4	1.2
DPB & WB	8.8	9.5	10.1	12.2	13.3
Foundation skills					10.9	10.8	9.4	13.3	10.1
Youth Training	6.2	9.8	11.4	13.0	22.3	18.6	25.2	26.7	29.6
Exception/other	7.8	8.3	8.5	10.8	13.3	17.9	12.5	10.1	14.8
School leaver  18/19yrs	13.2	9.6	12.7	17.5	26.4	27.3	21.8	16.2	18.4
Refugees	13.8	13.6	16.6	16.5	21.2	23.1	33.3	60.6	75.0
School leaver  16/17yrs	32.1	50.0	0.0	0.0	24.0	24.4	21.6	26.4	15.6
Justice	4.2	4.9	3.2	4.0	0.0

Table 40 shows the proportion of  ‘unemployed’ placement outcomes for each eligibility category. It shows a falling proportion of placements resulting in unemployment for most eligibility categories. Unemployment rates generally fell during this period.
Some groups, such as the WINZ 18+ learners, are more likely than other categories to be unemployed two months after placement end than others. These participants are more likely to have experienced long-term unemployment than others, such as the At Risk category, or school leavers.

Table 40 – Unemployed placement outcomes by eligibility criteria category 1999 to 2007

Source: Tertiary Education Commission.
Criteria group	1999       (%)	2000       (%)	2001       (%)	2002       (%)	2003       (%)	2004       (%)	2005       (%)	2006       (%)	2007       (%)
Returning to Training Opps.	20.3	19.3	18.8	16.6	16.0	14.3	14.2	11.6	10.5
WINZ 18+	26.3	24.5	25.4	23.2	24.4	22.9	22.9	18.3	17.8
At risk					20.0	18.5	17.4	14.5	13.5
WorkBridge	20.1	18.1	17.1	16.7	19.8
DPB & WB	21.6	23.6	24.3	22.0	16.0
Foundation skills					18.6	16.5	18.1	15.8	13.8
Youth Training	19.8	20.9	21.7	20.1	11.7	11.6	8.1	14.0	7.4
Exception/other	20.1	18.8	18.6	15.9	11.4	14.3	11.9	14.5	10.0
School leaver  18/19yrs	12.6	13.3	15.4	7.6	8.6	8.0	5.5	9.5	9.6
Refugees	18.8	22.3	10.2	25.9	10.6	5.1	8.3	3.0	12.5
School leaver  16/17yrs	15.1	25.0	0.0	0.0	14.8	17.1	20.5	6.9	9.4
Justice	23.9	32.9	26.9	22.7	0.0

6.8. Placement outcomes by provider type

Figure 19 shows the differing observed likelihood of placements resulting in full-time employment by the type of training provider learners are placed with. Learners participating with tertiary education institutions (TEIs – including polytechnics and institutes of technology, universities and wānanga) consistently show the least likelihood of participating in full-time employment two months later, while learners participating in Training Opportunities with private training establishments (PTEs) are consistently the most likely to be engaged in full-time employment two months later. Participants placed with employers (EMP) show declining likelihood of placement ending in full-time employment during the period, which seems odd.

Figure 19 – Full-time Employment placement outcomes by provider type 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figure 20 shows the differing observed likelihood of placements resulting in further progressive training outside Training Opportunities by the type of training provider. Learners participating with TEIs consistently show the most likelihood of participating in further progressive training, mainly occurring within TEIs themselves, two months later. TEIs seem to be recruiting learners in further education and training (unrelated to Training Opportunities) from their own Training Opportunities learners.

Learners participating in Training Opportunities with employers are consistently the least likely to be engaged in further progressive training outside Training Opportunities two months later.

Figure 20 – Further Progressive Training outside Training Opportunities placement outcomes by provider type 1999 to 2007

 
Source: Tertiary Education Commission.
 

Figure 21 shows the differing observed likelihood of placements resulting in another Training Opportunities placement by the type of training provider. There are no clear differences between provider types across years, however, more spread in the distribution can be observed in 2007 than in 1999. Learners participating in Training Opportunities programmes with employers are now more likely to return to Training Opportunities than those participating with TEIs.

Figure 21 – Training Opportunities placement outcomes by provider type 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figure 22 shows the differing observed likelihood of placements resulting in part-time employment. Learners participating with charitable trusts (CTRs) and ‘Others’ are observed to be more likely to be in part-time employment within two months of leaving their placement than those with TEIs or PTEs.

Figure 22 – Part-time employment placement outcomes by provider type 1999 to 2007

 
Source: Tertiary Education Commission.
 

Figure 23 shows the differing observed likelihood of placements resulting in unemployment. Learners participating with TEIs are observed to be less likely than with other provider types to be unemployed directly after leaving their placement, while learners with employers are now the most likely to be.

Figure 23 – Unemployment  placement outcomes by provider type 1999 to 2007

 
Source: Tertiary Education Commission.

 

Figure 24 shows the differing observed likelihood of placements resulting in ‘Out of the Labour Force’ status. Learners participating with employers and PTEs are observed to be less likely than with other provider types to be out of the labour force directly after leaving their placement.

Figure 24 – Out of the Labour Force placement outcomes by provider type 1999 to 2007

 
Source: Tertiary Education Commission.
 

Footnote

23. This is derived from a variable called Trainee Weeks.