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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 series of documents provides supporting information for the LSAY dataset of the 1995 cohort (Y95) at wave 1 (1995). It includes a questionnaire and codebook. This report, published by the Australian Council for Educational Research (ACER), is part of the Longitudinal Surveys of Australian Youth (LSAY) research program.

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The Australian Youth Survey (AYS) was set up to provide policy-relevant information on young people's education and training pathways and their access to, and success in, the labour market. This technical report provides a brief description of the AYS, including information about the key research questions, the main data fields, sampling and the raw data bases. 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. The 2003 cohort of LSAY was drawn from the sample of 15 year-olds in Australian schools who participated in the Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Cooperation and Development (OECD) in 2003.

Part A of this technical report, 'Data dictionary', describes the contents of the dataset and provides an explanation of all the variables in that dataset.

Part B, 'Frequencies', provides the counts of the values within each variable for wave two of the 2003 (Y03) cohort.

Part C, 'Questionnaire', is the questionnaire for wave two of the 2003 (Y03) cohort. Show less

Cohort reports were introduced as part of the Longitudinal Surveys of Australian Youth (LSAY) program in 2000 to provide an overview of the education, training and labour market experiences of the whole cohort on a regular basis. They 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 provides details of the Y03 cohort in 2005 in terms of their background characteristics, education and training, employment, social activities and attitudes. Information on this cohort was first collected in 2003 when these young people participated in OECD's Programme for International Student Assessment (PISA).

Y03 cohort reports are indexed from TD/TNC 91.559 to TD/TNC 91.561. 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 1999. 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 18 years and almost all of the cohort had left secondary school and had commenced further education, employment or some combination of activities. Key features of the background characteristics of the cohort are: two per cent were of Indigenous background; 89% came from a home in which English was the main language spoken; 68% had attended a government school in Year 9, 20% had attended a Catholic school and 12% had attended an Independent school; 55% had a home address in a metropolitan area in 1995, 24% lived in regional centres, and 21% had a home address in a rural or remote area; and 49% had a father who worked in a professional, para-professional or managerial occupation, and 16% had a father who worked as a plant or machine operator, or a labourer. The contents are: Introduction; Who is in the Year 9 class of 1995?; Education and work activities; Living arrangements and other activities; Concluding remarks; 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 78.214. 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 2000. 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 2000 survey was 19 years. Highlights from this report include: 60% of the cohort were engaged in study during 2000, including 34% at university, 11% at TAFE, and 14% undertaking an apprenticeship or traineeship; greater proportions of females than males were studying at university or TAFE, whilst greater proportions of males than females were in apprenticeships; more than 90% of those who had completed some study during the year stated that they had benefited from study; more than three-quarters of the cohort were employed in 2000, with 45% working full-time and 33% working part-time; 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; and job satisfaction was very high among cohort members. The contents are: Introduction; Who is in the Year 9 class of 1995 in 2000?; 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 78.211, TD/TNC 78.214 and TD/TNC 78.217. 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 six 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 one2 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

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, the third in a series of annual reports on the activities of the Year 9 class of 1998 in the LSAY project, provides information about the experiences of the cohort in 2001. Highlights from this report include: 80% of the cohort were still attending secondary school; 10% of the cohort were engaged in other study, including study at a TAFE or some other educational institution or in an apprenticeship; 23% of school students were undertaking some sort of vocational education and training (VET); of all cohort members who were no longer at school, 47% were in full-time or part-time study, or in an apprenticeship or traineeship; 56% of the cohort were employed in 2001, with nearly 45% working part-time and nearly 12% working full-time; of those cohort members still at secondary school, 51% were employed; among cohort members no longer at school, males worked an average of 37 hours and earned $324 each week, and females worked an average of 31 hours and earned $243 per week; 45% of all cohort members received some form of workplace training in their jobs, with more than one-half of full-time workers receiving training; and cohort members still at school scored higher than those no longer at school on a measure of curiosity, and lower on a scale of interest in work skills - female members scored slightly higher on the curiosity measure, but there were no differences on the work skills measure. The contents are: Executive summary; Introduction; The Year 9 class of 1998 in 2001; Education and training; Employment; General attitudes and activities; Concluding comments; References.

Cohort reports relating to the Year 9 class of 1998 are indexed at TD/TNC 78.212, TD/TNC 78.215, TD/TNC 78.218, TD/TNC 78.219 and TD/TNC 91.562. Show less

This report examines the vocational education and training (VET) pathways pursued by young people since leaving school. It investigates the characteristics of those who pursue VET, their persistence in those programs, and the labour force and related outcomes that they experience following their VET participation. The investigation uses data collected as part of the Longitudinal Surveys of Australian Youth (LSAY) program. It is based on survey data collected annually since 1995 from young people who were in Year 9 at school at that time (the Y95 cohort). Their progress through school, into any postschool education they had undertaken by 2001 (when their modal age was 20 years) and their participation in the workforce to 2004 (when their modal age was 23 years) are analysed. The three types of VET programs investigated are apprenticeships, traineeships and nonapprenticeship VET courses. In addition, the pathways of two other groups are considered: those who entered university; and those who chose not to undertake any formal education or training after leaving school (the 'no post-school study' pathway). Outcomes that are examined include employment status, unemployment, job satisfaction, weekly hours worked and earnings.

Excerpt from published executive summary. Show less