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The South Australian 'Early years of school' policy, changed the way that an identifiable subset of students progressed through junior primary school, affecting individuals born in specific months of the year, with those born in the remaining months and unaffected by the policy affording a natural comparison group. Analysis indicated that the major substantive change between the two groups was the increased education gained by the affected group. Further analysis revealed that it appeared that an additional year of junior primary school generates an increase in the probability of being employed full time within a year of leaving school by approximately 11 per cent, this only applying to those students who did not go on to full time post-school studies. It is suggested that the results of this study provide evidence that the process of schooling itself has an effect on labour market outcomes. It is also indicated that education reform may have complex outcomes, all of which need to be identified and analysed. Show less

'Improving the Foundations for Lifelong Learning in Secondary Schools' is an Australian Council for Educational Research (ACER) project that addresses the question of what secondary schools can do to help their students develop lifelong learning skills and attitudes. This report is one of two publications resulting from the project. The aim of this report is to show how the issues outlined in the first paper (indexed at TD/TNC 66.81) can be put into practice in Australian secondary schools. The report considers: what it means to be, or become, a lifelong learner at secondary school and how secondary schools can be assisted to orient themselves towards lifelong learning. The contents are: Executive summary; Introduction; What makes a lifelong learning school different?; What militates against a school becoming oriented to lifelong learning?; How do you start the 'lifelong learning' process in a school?; Another approach: the views of students returning to study; Conclusions; How far is the school on the journey to lifelong learning?; Methodology. The following case studies are also included: Birdwood High School; Caroline Chisholm Catholic College; Tallangatta Secondary College; St. Aloysius College; Marden Senior College. Included as appendices are: The Journey to Becoming a Lifelong Learning School; Questionnaire; Interview Schedule: Principal; Interview Schedule: Teachers. Show less

In 2000, ACER introduced cohort reports as part of its Longitudinal Surveys of Australian Youth (LSAY) program to ‘provide an overview of the education, training and labour market experiences of the whole cohort on a regular basis, contributing to discussions of issues that affect young people’. Cohort reports supplement data already available from government statistics on enrolments and apparent retention rates. These reports are aimed at helping researchers to see the potential of the database as they use a wider range of the variables than may be used in the LSAY research reports.

This report contains information about the experiences of the 1995 LSAY cohort in 2001. Information on this cohort was first collected in 1995, when these young people were Year 9 students in Australian schools. The modal age of respondents at the time of the 2001 survey was 20 years. Highlights from this report include: approximately one-half of the cohort were engaged in study during 2001; more females than males were studying at university or TAFE, while the proportion of males in apprenticeships was greater; more than 90% of those who had completed some study since leaving school stated that they had benefited from study; more than four-fifths of the cohort were employed in 2001; males employed full-time worked more hours per week and earned more money than females employed full-time, while males employed part-time earned more money than females employed part-time but worked the same number of hours per week; job satisfaction was very high among cohort members; and most members of the cohort were happy with their lives. The contents are: Executive summary; Introduction; Who is in the Year 9 class of 1995 in 2001?; Education and training activities; Employment; Social aspects; Concluding comments; References.

Other cohort reports relating to the Year 9 class of 1995 are indexed at TD/TNC 78.213, TD/TNC 78.214 and TD/TNC 78.217. Show less

In 2000, ACER introduced cohort reports as part of its Longitudinal Surveys of Australian Youth (LSAY) program to ‘provide an overview of the education, training and labour market experiences of the whole cohort on a regular basis, contributing to discussions of issues that affect young people’. Cohort reports supplement data already available from government statistics on enrolments and apparent retention rates. These reports are aimed at helping researchers to see the potential of the database as they use a wider range of the variables than may be used in the LSAY research reports.

This report contains information about the experiences of the 1998 LSAY cohort in 2002. Information on this cohort was first collected in 1998, when these young people were Year 9 students in Australian schools. Highlights from this report include: 51% of this cohort were in tertiary education at university or TAFE full-time in 2002; two per cent of the cohort were attending secondary school; 24% were not enrolled in education and training in 2002; 20% were not in the labour force; 34% were employed full-time; approximately five per cent were unemployed; and the overwhelming majority were highly satisfied with various aspects of their lives. The contents are: The Year 9 class of 1998 in 2002; Education and training; Employment; Social aspects; Appendix; References. Show less

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical report is the codebook for wave 8 of the Y95 cohort. The Y95 cohort of LSAY was drawn from the national sample of approximately 13,000 year nine students. It was constructed by randomly selecting two year nine classes from a national sample of 300 schools designed to represent state and sector. The report describes the contents of the dataset and provides an explanation of all the variables in that dataset. Show less

The Longitudinal Surveys of Australian Youth (LSAY) program studies the progress of several groups of young Australians as they move from school into post-secondary education and work. This technical report is the codebook for wave seven of the Y95 cohort. The Y95 cohort of LSAY was drawn from the national sample of approximately 13,000 year nine students. It was constructed by randomly selecting two year nine classes from a national sample of 300 schools designed to represent state and sector. The report describes the contents of the dataset and provides an explanation of all the variables in that dataset. Show less

This report, based on data from the Longitudinal Surveys of Australian Youth (LSAY) program, examines the factors that influence Year 9 Australian students’ achievements in literacy and numeracy. Research questions the report addresses include: (1) what factors contribute to achievement in literacy and numeracy; (2) how much variation in achievement results from differences between students and how much results from differences between schools; and (3) what extent of variation in achievement can be explained at the student and school levels. The study found that one sixth of variation results from differences between schools. Similarities and differences were found between literacy and numeracy findings across cohorts. Female students scored higher on reading comprehension while male students scored higher on mathematics tests. There were significantly lower scores in both literacy and numeracy amongst Indigenous students. These findings can assist educators in developing suitable reactions to improve achievement in literacy and numeracy amongst Year 9 Australian students where applicable. Show less

This publication is a response to the desire for an informative resource of Australian and international online education gateways and portals. The report provides an outline of a range of current educational gateways. The challenges associated with providing a current overview of online resources are recognised. The process involves consideration of issues faced by gateway developers, and exploration of gateways from a variety of perspectives. An annotated bibliography is provided to summarise the various gateways discussed in the publication, as well as an annotated summary of international Ministry of Education websites. The analysis undertaken in this publication identifies current trends in online education gateways, and recognises the valuable role and advantages of gateways as tools in the knowledge society. Show less

In 2000, ACER introduced cohort reports as part of its Longitudinal Surveys of Australian Youth (LSAY) program to ‘provide an overview of the education, training and labour market experiences of the whole cohort on a regular basis, contributing to discussions of issues that affect young people’. Cohort reports supplement data already available from government statistics on enrolments and apparent retention rates. These reports are aimed at helping researchers to see the potential of the database as they use a wider range of the variables than may be used in the LSAY research reports.

This report contains information about the experiences of the 1995 LSAY cohort in 2002. Information on this cohort was first collected in 1995, when these young people were Year 9 students in Australian schools. The modal age of respondents at the time of the 2002 survey was 21 years. Highlights from this report include: 36% of the cohort were engaged in training; 25% were at university and six per cent at TAFE or a business college; five per cent were undertaking an apprenticeship or another form of study; more females than males were at university and TAFE, while more males were in apprenticeships; the majority of this cohort were not studying in 2002, with most either having completed a qualification or at least participated in some form of postsecondary education and training in previous years; only two per cent were not in the labour force and had not undertaken any form of postsecondary study or training; and most members of the cohort were happy with their lives. The contents are: The Year 9 class of 1995 in 2002; Education and training activities; Employment; Social aspects; Appendix; References.

Other cohort reports relating to the Year 9 class of 1995 are indexed at TD/TNC 78.211, TD/TNC 78.213 and TD/TNC 78.217. Show less

This report, based on data collected in the Y95 cohort of the Longitudinal Surveys of Australian Youth (LSAY-95), analyses the effects of part-time work on participation and attrition in secondary school and in tertiary study as well as on the post school activities of young people. It is structured as follows: chapter one contains the introduction; chapter two presents an analysis of the impact of part-time work on Year 12 completion; chapter three focuses on the main activities of students after they leave school; chapter four covers tertiary study; chapter five examines the impact of work on dropout from tertiary study; and the final chapter provides a summary of the main findings and considers the nature of the impact of work on the lives and progress of the students. The main findings include: working one to five hours per week during Year 9 does not make any difference to the likelihood of completing Year 12, although working more than five hours a week increases the likelihood of dropping out before completing Year 12, especially for males; the greater the number of hours students work, the greater their likelihood of dropping out; Year 9 female students who work part-time are much more likely to complete Year 12 than their male counterparts; and, Year 9 male students who work more than 15 hours a week are approximately 60% less likely to complete Year 12. Show less