During the last decade undergraduate university enrolments have grown considerably. To explore whether young people who would have previously chosen an apprenticeship have instead entered university, this analysis uses data from the Longitudinal Surveys of Youth (LSAY) to compare the characteristics of apprenticeship-bound with university-bound young people and to look at if they have changed over time.
This research examined the lived experiences of young people aged about 20 in 2020, during the second wave of COVID-19 infections in Australia.
This report examines the factors that influence early school leavers to re-engage with education, particularly through VET.
This report uses 10 years of LSAY data to reveal five main pathways taken by young people as they transition from school to work. It also identifies factors that influence pathway choice, offering potential policy cues.
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.
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.
This study investigates the ways in which school students and their parents, carers and teachers talk about VET.
The main socio-demographic characteristics associated with being persistently not employed, in education or training (NEET) are early school leaving and having children.
Young people are significantly influenced by their educational and career 'inheritance'.
An overview of young people using LSAY data and research is presented in this first edition of the LSAY annual report.
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.
Apprentices aren't what they used to be, or are they?
Parental influence plays a significant role in their children's educational aspirations.
Educational aspirations have a large impact on educational outcomes.
Socioeconomic status is still a major influence on school performance.
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.
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.