This study uses National Assessment Program — Literacy and Numeracy (NAPLAN) data linked with records from the Longitudinal Surveys of Australian Youth (LSAY) to better understand the association between students’ early academic performance at school and their schooling outcomes measured by the Australian Tertiary Admission Rank (ATAR).
This research examines the merits of VET for secondary school students (VfSSS) in preparing students for work or further training from the perspectives of students, parents, industry, and employers.
This report uses an integrated dataset to investigate the post-school employment and training destinations of secondary school students who undertook VET for secondary school students (VET in schools) programs in 2011.
This report explores whether VET undertaken by secondary students equips them with the technical and non-technical skills required to successfully participate in an ever-changing world of work.
New research shows that five years after participating in VET in Schools, 87% of students were working, studying or both.
This paper highlights examples that have eroded clear differentiation between the VET and higher education sectors, as well as their mutual value within a coherent tertiary education system.
Scored VET subjects disadvantage VCE students who want to go to uni.
What can be done to strengthen the outcomes of VET in Schools for students?
At age 15, background characteristics, like strong academic performance and a high sense of ability, overwhelmingly influence levels of school engagement, not a school’s attributes.
While much research has been conducted on the influence of individual and family characteristics on social exclusion, very little has examined the role of community and neighbourhood factors.
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.
How VET in Schools can be strengthened to provide stronger links to post-school pathways is explored in this report.
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 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 report explores the relationship between vocational education and training in (VET) in Schools and the labour market.
This report looks at the impact working while studying has on students' intentions to go to university and their actual enrolment in university.
The focus of this paper is on the factors, other than access, that influence the decision for Indigenous Australians to participate in education.
As part of the three-year research program, 'Vocations: the link between post compulsory education and the labour market', this working paper sets the policy context and direction of the entry to vocations research stream. After looking at the current ‘in-school’ element of VET in Schools programs and jurisdictional differences, the paper raises a set of questions for discussion. For example, are more advanced and intense programs of VET in Schools needed to deliver stronger labour market outcomes? Do VET in Schools programs need to be more directly connected with post-school VET programs?
In this report the authors seek to answer the question of whether combining school and work is detrimental or beneficial to a student's school educational performance and labour market outcomes. They find that young people who combine school and work are distributed right across the school population. Results show that individuals can combine school and work with minimal impact on their study if the hours are modest and those working longer hours show a stronger orientation towards work than study. The authors used data from the 2003 cohort (Y03) of the Longitudinal Surveys of Australian Youth.
In this paper, the authors identify various educational paths involving school and post-school study and assess the effectivness of these in relation to post-school outcomes at age 25 years. They use the 1995 cohort of the Longitudinal Surveys of Australian Youth and find that, for males, undertaking an apprenticeship after completing senior secondary and university are attractive paths. For females, the best path is that of university study, even for those with low academic orientation.