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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

The link between academic achievement and labour market outcomes is well established. But how well… Show more

The link between academic achievement and labour market outcomes is well established. But how well does a student's achievement in a test predict their later success in life? This study examines this question, with 'success' considered to encompass satisfaction with life together with the extent to which young people are fully occupied with education, employment or a combination of these. 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

This report examines young people's participation in career advice activities while at school and… Show more

This report examines young people's participation in career advice activities while at school and their perceptions of the usefulness of the advice they receive. The data are from the 2003 15 year old cohort of the Longitudinal Surveys of Australian Youth (LSAY). Research report no. 53 This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Show less

This report follows the final years of secondary school and post-school pathways of young people… Show more

This report follows the final years of secondary school and post-school pathways of young people residing in non-metropolitan areas. This includes geographic mobility, participation in education, training and employment. The study investigates why some young people leave these areas, who does so and whether some young people eventually return. The report indicates that the main reasons were to Show less

This report focuses on young people who are not in full-time study, nor in the labour force. It… Show more

This report focuses on young people who are not in full-time study, nor in the labour force. It investigates two groups of young people who had experienced time outside of work and full-time education. The report looks at: who spends time outside the labour force and full-time study; what their activities are during this time; and what factors contribute to these young persons returning to Show less

This report aims to describe and assess the relationship between life satisfaction and… Show more

This report aims to describe and assess the relationship between life satisfaction and participation in further education, training and employment in young Australians. The overall discovery was that young Australians are generally very satisfied with their life and careers. It was found that those in full-time education, training or employment, or a combination of these, had higher levels of Show less

This report aims to research the importance of the transition from secondary school to higher… Show more

This report aims to research the importance of the transition from secondary school to higher education as the first year experience can have a major impact on later study options and participation. It questions how satisfied tertiary students are with their initial experiences of education at university and TAFE and what areas of their transaction have been difficult; looks into who are most Show less