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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 one0 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 workshop brought together representatives from university associations, universities and governments to support, pursue and work towards the achievement of the priorities outlined by [Asia Pacific Economic Co-operation] APEC Economic Leaders. The workshop focused on four key themes within cross-border education cooperation - student mobility, researcher mobility, provider mobility and virtual mobility. For each theme, presenters used their expertise in the subject matter to raise key challenges, highlight examples of good practice and consider opportunities for university associations to work together. A panel discussion on each theme enabled a broad range of experiences and perspectives to be shared. For each theme workshop delegates focused on the identification of barriers to cross-border education cooperation, good practice in cross-border education cooperation and opportunities for collaboration in cross-border education cooperation.

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This study, which is based on annual data collected on education, training, and labour market activities up until 2004 from the Longitudinal Surveys of Australian Youth (LSAY) program, examines the factors that influence course completion by young people at university and documents the post-university activities, especially labour market activities, of those who enrol at a university but do not obtain a qualification. Key findings indicated that: students’ regional and socioeconomic background has little influence on their likelihood of completing university; and university non-completion has not had substantial negative effects on the transition to the labour market compared to other groups of young people with the exception of university course completers. The contents are: Executive summary; Introduction; Data and methods; Completion of university degree courses; Labour market outcomes of university degree completers and non-completers; Discussion. Show less

Guidance policies are often formulated in general terms. The recent European Union Resolution on Lifelong Guidance, for example, runs along two main lines. One line pursues the policy goal of creating a more inclusive society with active citizens. The other line pursues global competitiveness. These two pursuits may seem to present conflicting policy goals. The dilemmas that guidance practitioners encounter in this context are typically for individual guidance practitioners to resolve on their own. This article points to some of the issues at stake in terms of policy-making against social exclusion, and it suggests three possible guidance strategies: solving, preventing and coping.

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This report aims to develop a school-based typology that captures some of the variation in vocational education and training (VET) provision across Australian schools. The authors construct models of VET provision using information on system-level policies, obtained from state and territory curriculum authorities, and information on school-level delivery derived from a national survey of schools and students. Data derived from the schools and students involved in the Longitudinal Surveys of Australian Youth (LSAY) 1998 Cohort contribute to the construction of the typology. The report also examines the impact of these models of VET provision on school completion rates and on initial post-school outcomes for different groups of students. Schools are grouped into seven types within three broad models: (1) school model with workplace learning: VET studies are integrated with the senior curriculum and accredited towards the school certificate: (a) all programs incorporate workplace learning (12 per cent of all schools); (b) strong emphasis on workplace learning (26 per cent of all schools); and (c) weak emphasis on workplace learning (19 per cent of all schools); (2) TAFE model with workplace learning: most VET studies are stand-alone and not accredited towards the senior school certificate: (a) strong emphasis on workplace learning (13 per cent of all schools); (b) weak emphasis on workplace learning (13 per cent of all schools); and (3) VET without workplace learning or no VET: (a) VET does not include any workplace learning (10 per cent of all schools); and (b) no VET is offered (eight per cent of all schools). It is concluded that at a general level, the results suggest that although schools adopting the integrated models of VET tended to promote higher retention in school for VET participants, the schools providing stand-alone VET programs tended to promote better initial post-school outcomes - better in terms of avoiding unemployment and successfully entering pathways involving tertiary study, apprenticeships and entry to full-time work. In this sense, the ‘TAFE model’ of VET provision in schools seemed to promote positive post-school outcomes while the ‘school model’ seemed to promote better completion rates for participants. Show less

The mission of the Australian Council for Educational Research (ACER) is to create and disseminate knowledge and tools that can be used to improve learning. This volume offers highlights of ACER's educational research program during 1999-2000. Of particular interest to the vocational education and training (VET) sector, a project entitled 'Year 12 completion and post-school training on the rise' is briefly reviewed. Show less

OECD's Education Committee, together with its Employment, Labour and Social Affairs Committee, endorsed a new activity on policies for information, guidance and counselling services in 2000. The main aim of the activity is to understand how the organisation, management and delivery of these services can help to promote key policy activities such as lifelong learning for all and active labour market policies. Fourteen OECD countries were involved in this activity: Australia; Austria; Canada; the Czech Republic; Denmark; Finland; Germany; Ireland; Korea; Luxembourg; the Netherlands; Norway; Spain; and the United Kingdom. Information about these countries was gathered using a national questionnaire, country visits, commissioned papers and meetings of national experts and policy makers.

This paper, jointly commissioned by the OECD and the European Commission, provides an overview, with examples from the USA, Canada and the European Union Member States, of national quality standards and national approaches to the definition of quality for the delivery of career guidance services, the skills and qualifications required of career guidance workers, and occupational and educational information used in career guidance. The author comments on the need for, and adequacy of, such standards and definitions, on the roles of government and professional career guidance organisations in developing, implementing and monitoring such standards and definitions, and the steps that governments can take to raise the quality of career information, guidance and counselling services.

Documents from the OECD review of career guidance policies are indexed from TD/TNC 73.122 to TD/TNC 73.151. Show less

This is a study of the transition to tertiary education of young people in Victoria. The aims of the study are: to describe the social and educational characteristics of those students who commence tertiary studies compared with those who do not; to develop a casual model of the transitions from school to tertiary study; and to describe the manfest reasons students give for not accepting the opportunity for tertiary study. Show less

This is the first report of a research project which examines the supply and demand of people with postgraduate research qualifications in science and mathematics. This report identifies, reviews and analyses relevant national and international literature, data sources and includes an analysis of the distribution of postgraduates amongst the science and mathematics fields and universities. The report was completed in August 2008. To gain an overall perspective of the factors influencing supply and demand for this group it is important to consider all the reports in this project.

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This report examines the labour market dynamics between 1996 and 2000 of a cohort of young Australians born in 1975. During this period, most of the cohort were either in postsecondary education and training, or establishing themselves in the labour market. The first chapter reports on their major activity (full time study, full time work, part time work, looking for work and ‘other’ activities) for each year between 1996 and 2000 (when they were 21 to 25 years of age) and also presents the cohort’s participation in education and training and their occupational profiles. The second chapter examines the year-to-year movement between activities and occupational group. The remaining chapters look at full time work, unemployment and marginal activities (unemployment, part time work and other activities excluding domestic responsibilities), respectively. These three chapters provide a breakdown of the proportions of time the cohort spent in each activity. Subsequently, the relationship between time spent in the activity and a range of social background and educational labour market variables is examined. The third section examines the influences of qualifications and labour market experiences on the proportion of time spent in these activities. The report demonstrates the benefits of gaining full time employment early in the school-to-work transition. Experience of working full time has substantially stronger positive effects on the labour market outcomes of 21 to 25 year olds than completion of Year 12 or postsecondary qualifications and training. In terms of policy, the analyses indicate that governments should emphasise securing full time employment and the avoidance of unemployment for those young people who may be at risk of spending much of their time in marginal activities. The report also demonstrates that there is not a large homogenous group of young people excluded from full time work. There is considerable movement across activity states although full time is the most stable. The proportion of young adults who are engaged in marginal activities for long periods is relatively small being less than 10 per cent of the cohort. Show less