This paper considers whether single-sex schooling affects gendered patterns in the uptake of science courses in year 11 and the development of science-related career paths.
The purpose of this research is to examine whether, for those who have left full-time education, a low-skill job provides them with a good start to their working lives. It was found that starting out in a low-skill job gives lower payoffs than starting out in a high-skill job. Five years after leaving full-time education, the wage penalty (after conditioning on education and other characteristics) still exists but this scarring effect diminishes over time. However, any job is better than having no job.
The authors of this paper explore whether low socioeconomic status (SES) students benefit to a greater or lesser extent from attending high-quality schools when compared with their more advantaged peers.
This research reports on the effects of Youth Allowance using data from the Longitudinal Surveys of Australian Youth (LSAY).
This report uses Longitudinal Surveys of Australian Youth (LSAY) data to look at the impact of schools on a student’s tertiary entrance rank (TER) and the probability of them going to university (controlling for TER).
This research shows that older Australians use computers and the internet less than younger Australians. Therefore, in the short term, information and services aimed at older Australians will need to be provided in additional ways.
This study provides new evidence on the inter-relationships between Indigenous Australians' association with their traditional culture and their engagement with vocational education and training.