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Young people's intentions to pursue post-school study established in secondary school.

Young people's intentions to pursue post-school study established in secondary school. Show less

This paper discusses how a 'gap-taker' can be defined, noting that gap-taking is not the same as… Show more

This paper discusses how a 'gap-taker' can be defined, noting that gap-taking is not the same as deferral. Show less

This briefing paper explores the link between wellbeing and the stages of transition of… Show more

This briefing paper explores the link between wellbeing and the stages of transition of participants from the Longitudinal Surveys of Australian Youth (LSAY) from 1995 to 2006. The paper also examines trends in the physical, emotional and psychological health of young people. The report finds that, although young people are generally disability-free, there are some concerning trends in their Show less

This briefing paper draws on two prominent social capital frameworks to investigate how the… Show more

This briefing paper draws on two prominent social capital frameworks to investigate how the Longitudinal Surveys of Australian Youth (LSAY) can be used to investigate social capital and youth transitions. It also explores the impact of social capital on the educational and social outcomes of young people by looking at international studies as well as related research that makes use of LSAY data. Show less

Achieving the transition to adulthood is not straightforward. This briefing paper defines a… Show more

Achieving the transition to adulthood is not straightforward. This briefing paper defines a successful youth transition based on previous research and considers a range of factors that affect transitions. A number of interventions which can help young people make a successful youth transition are also discussed. Show less

In this position paper, NCVER's Managing Director, Dr Tom Karmel, argues that the submission of… Show more

In this position paper, NCVER's Managing Director, Dr Tom Karmel, argues that the submission of vocational education and training student data should be mandated as a condition of registration for all registered training organisations, including private providers. This will ensure a comprehensive data collection that gives a realistic view of training activity occurring within the sector, Show less

This briefing paper considers how young people fared in previous downturns, and discusses how… Show more

This briefing paper considers how young people fared in previous downturns, and discusses how structural labour market changes over the past 20 years have affected the three million young Australians aged between 15 and 24 in the first 12 months of the most recent economic downturn. It also looks at the qualitative evidence from respondents in the Longitudinal Surveys of Australian Youth (LSAY) Show less

This briefing paper draws on existing research on 'at risk' youth and some primary data analysis to … Show more

This briefing paper draws on existing research on 'at risk' youth and some primary data analysis to consider whether being at risk is a permanent or transitory state. Generally, those considered to be at risk fall into three categories: those who are disengaged from full-time education or full-time employment, those who are unemployed, and those who did not complete their senior Show less

Using data from the Longitudinal Surveys of Australian Youth (LSAY), this briefing paper explores… Show more

Using data from the Longitudinal Surveys of Australian Youth (LSAY), this briefing paper explores the impact of literacy and numeracy levels on the educational gap between Indigenous and non-Indigenous youth. The paper focuses on the early post-school outcomes of Indigenous and non-Indigenous young people between 1999 and 2007. Raising the levels of literacy and numeracy for Indigenous youth Show less

This briefing paper assesses the effect VET in Schools programs have on school retention,… Show more

This briefing paper assesses the effect VET in Schools programs have on school retention, post-school vocational education and training (VET) and employment, and on young people's school and post-school aspirations. VET in Schools programs are seen as a way to increase Year 12 retention through broadening subject choices in the school curriculum. Research based on the Longitudinal Surveys of Show less

This briefing paper draws together findings from two LSAY (Longitudinal Surveys of Australian… Show more

This briefing paper draws together findings from two LSAY (Longitudinal Surveys of Australian Youth) research reports: 'Participation in and progress through New Apprenticeships'; and the 'VET pathways taken by school leavers'. These two reports use data obtained from young people who were in Year 9 at school in 1995 and whose educational and occupational activities were traced each year Show less

This briefing paper draws on findings from several LSAY Research Reports (5, 27, 31, 33 and 41)… Show more

This briefing paper draws on findings from several LSAY Research Reports (5, 27, 31, 33 and 41) which report on how student attitudes and engagement in the formative school years influence subsequent participation in post-compulsory education and training. Data is used from two LSAY cohorts: students who were in Year 9 in 1995, and students who were in Year 9 in 1998. Attitudes to school in the Show less

This briefing paper looks at participation in VET in Schools programs by members of three groups of … Show more

This briefing paper looks at participation in VET in Schools programs by members of three groups of young people who have been part of LSAY since 1995, when VET in Schools offerings experienced sustained growth. The first group comprises young people who were in Year 9 in 1995 and included vocational education and training (VET) subjects as part of their Year 11 or Year 12 studies in 1997 and 1998 Show less

This briefing paper provides a summary of students' experiences at school and their attitudes and… Show more

This briefing paper provides a summary of students' experiences at school and their attitudes and perceptions of these experiences at ages 15 and 16. It is based on information obtained in both years from these young people who participated in PISA in 2003 and who are now part of the LSAY 2003 cohort. Table 1 shows the distribution, by year level, of the cohort in both 2003 and 2004. Briefing Show less

This briefing paper presents information about the initial tertiary education experiences, such as… Show more

This briefing paper presents information about the initial tertiary education experiences, such as satisfaction with aspects of student life and changes to initial enrolments, of two groups of young people, based on two recent LSAY research reports. One study focussed on the first year experiences of a group of young people who completed Year 12 in 2001 and entered tertiary education (university Show less

The data for this briefing paper are from the 1995 cohort of the Longitudinal Surveys of Australian … Show more

The data for this briefing paper are from the 1995 cohort of the Longitudinal Surveys of Australian Youth (LSAY). The findings reported here are from three recent LSAY research reports, which are listed at the end of this briefing paper. The cohort comprises young people who were in Year 9 at school in 1995. Data in this briefing paper have been collected annually to 2005. This briefing paper Show less

The data for this briefing paper were collected from two LSAY cohorts: the Year 9 class of 1995 and … Show more

The data for this briefing paper were collected from two LSAY cohorts: the Year 9 class of 1995 and the Year 9 class of 1998. Information on the education and labour market activities of these groups has been collected annually. The findings reported here follow the experiences of university entrants from these groups up to age 23. The findings are discussed in further detail in three recent LSAY Show less