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 synthesis outlines the reasons for choosing in VET programs delivered in schools, including the models of delivery, quality of delivery, and the short and long-term outcomes.
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 infographic is based on the reports Australian vocational education and training statistics: VET in Schools 2016 and VET in Schools students: characteristics and post-school employment and training.
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 report provides data to monitor key performance and program measures for VET among school-aged youth in Australia.
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 publication is a collection of summaries of research projects published by NCVER in 2012.
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.