This study explores the aspirations and intentions for university education among low SES and regional school students and looks at how peer mentoring might influence them.
The focus of this paper is on the factors, other than access, that influence the decision for Indigenous Australians to participate in education.
Increasing education and training is considered one means by which to reduce the extent of social exclusion and as such has been a key focus in recent public policies. This study investigates the impact of education and training on the extent of social exclusion using a measure of multidimensional social exclusion. A simulation of the effect of the COAG target relating to halving the proportion of 20-64 year olds without at least a certificate III qualification between 2009 and 2020 on the measure of multi-dimensional social exclusion is also undertaken. The study finds a clear dichotomy in the extent of social exclusion experienced between those with low levels of education (early school leavers or those with a certificate II qualification at the most) and the rest.
In this phone interview, Hielke Buddelmeyer, talks about the impact of education and training on social exclusion using a multidimensional measure that focuses on seven domains.
Lorraine Dearden talks in this podcast about work she has co-authored on widening participation in higher education in the United Kingdom (UK).
This paper provides a conceptual basis for a three-year (2011–13) research program exploring the capacity of individuals and groups to make transitions through learning, training and work across locations. Three research projects will examine how regional or community factors and social capital affect those transitions. The three projects are: the influence of job conditions on geographic labour mobility; migrant women in regional Australia; and neighbourhood factors in the decision to participate in post-school education and training and the labour market. A synopsis of each project is given in this paper.
This paper quantifies the impact of different dimensions of socioeconomic disadvantage on Year 12 completion.