This research provides valuable insights into how training providers can help students succeed across different stages of the student journey.
This research investigates the contribution that community education providers make to foundation skills training in regional Australia, the models of delivery that seemed to work best, and whether training helped build the social and human capital of the individual and broader community.
VET outcomes may be improved if training providers take a more regional approach to course offerings and institutional learning support.
As participation rates of young people in VET decline, opportunities exist to engage and retain early school leavers in VET.
The main socio-demographic characteristics associated with being persistently not employed, in education or training (NEET) are early school leaving and having children.
This report examines the responsiveness of ‘older’ workers — aged 25 to 54 years — to government subsidies for upskilling and explores how enrolment and course choice responses varies by age, gender and disadvantage.
One size doesn’t fit all: completion and employment gaps exist between different groups of disadvantaged learners and their non-disadvantaged peers, which requires a tailored approach for disadvantaged students. But closing the completion gap will not necessarily result in closing the employment gap.
An overview of young people using LSAY data and research is presented in this first edition of the LSAY annual report.
Most disadvantaged learners enrol in lower-level VET qualifications as a starting point to re-engaging in education, which makes the transition to university less likely.
Educational aspirations have a large impact on educational outcomes.
This research report examines the underutilisation of the skills of migrants in regional areas, particularly women who are often the spouse of a primary applicant but are also skilled in their own right.
This report looks at the pathways Indigenous students in the Northern Territory take between VET and higher education.
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.
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.
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.
Experiencing financial hardship is detrimental to both individuals and the community. For some, trying to break out of this situation can be extremely difficult as they may not have access to, or be lacking, the skills or resources that could help. However, education can help with research showing increasing the level of education and training is an effective means of reducing the likelihood of experiencing financial disadvantage. Using data from the Household, Income and Labour Dynamics in Australia survey this study looks at how having post-school qualifications may protect someone from falling into, and help get out of, financial disadvantage. Using four measures of financial disadvantage, the study finds that post-school qualifications to reduce the risk of experiencing financial disadvantage but to varying degrees.
The traineeship model is currently targeted at a broader group of people compared with the original target group of young unemployed persons as envisaged by the Kirby Enquiry. This report aims to assess the effectiveness of the model for young people, particularly young early school leavers. The findings suggest that traineeships are an important pathway for female early school leavers. However, traineeships are poorly targeted if the target group is disadvantaged young people.