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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

Coursework graduate courses have been a significant growth area over the last few decades and are of immense importance to Australian higher education. The knowledge and skills achieved through postgraduate study make a significant contribution to individuals and society. Nearly one quarter of all higher education students in Australia are enrolled in a coursework postgraduate degree. It is reasonable to ask, therefore, why so little is known about coursework postgraduate education in Australasia. As such, securing timely and relevant insights into postgraduate coursework education is of enormous importance. To that end, this briefing paper highlights a number of key findings from the 2010 Postgraduate Survey of Student Engagement (POSSE).

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This report examines the vocational education and training (VET) activities and experiences in the initial post-school years of young people who left school before completing Year 12. Differences between those who participate in VET after leaving school and those who do not are investigated and achievement in VET courses undertaken by non-completers is reviewed. Information on the characteristics and success rates of non-completers who participated in VET is provided. Two main sets of analyses were undertaken: (1) an examination of the course enrolments of non-completers including enrolments by stream of study, field of study and qualifications; and (2) an examination of success by non-completers in modules or subjects. Rates of failure and withdrawal were included in the analyses. The results show that 37 per cent of non-completers undertook some sort of VET study in their initial post-school years. There were clear differences according to gender, ethnicity and locality and participation also varied by type of VET course. Show less

At a time in which there is increasing focus on the productivity, equity and standards of higher education, it is vital for universities to have access to data that focus on how students are learning and the outcomes being achieved. The Australasian Survey of Student Engagement (AUSSE) provides the higher education sector with such data. The AUSSE reflects a collaboration between the Australian Council for Educational Research (ACER) and participating institutions. In the 2009 AUSSE, 35 institutions took part, around three quarters of the universities in Australia and New Zealand. This report provides measures of student engagement, information about individuals' intrinsic involvement with their learning, and the extent to which they are making use of available educational opportunities. Such information enhances knowledge about learning processes, can be a reliable proxy for understanding students' learning outcomes and provides excellent diagnostic measures for learning enhancement activities. Show less

This study was undertaken for the Department of Education, Employment and Workplace Relations (DEEWR) by the Australian Council for Educational Research (ACER) during May, June and July of 2010. It focuses on students who study at higher education institutions (HEIs) in regional parts of Australia, with particular attention paid to their characteristics, motivations, experiences and outcomes, both in terms of further study and of employment. The study catalogues a number of existing data sources which can be utilised for research into this population and identifies key gaps in the current collections which inhibit some areas of analysis into students at regional HEIs. Key findings include: (1) students at HEIs in regional parts of Australia are predominantly from surrounding regional areas; (2) students enrolled at regional HEIs are more likely to be female, tend to be older than their metropolitan counterparts, are more likely to care for dependents and are more likely to be Indigenous; (3) students from regional areas who wish to attend HEIs are often prevented from doing so by the costs associated with study, and are highly likely to defer the commencement of their courses for financial reasons; (4) students who complete their studies at regional HEIs tend to remain in regional areas for both further study and employment; and (5) students at regional HEIs in the fields of agriculture and environmental studies, and who undertake further study, are much less likely than metropolitan students to continue in the same field of education. Show less

This report, which forms part of the Longitudinal Surveys of Australian Youth (LSAY), focuses on aspects of adulthood other than gaining full-time work. Data from the four Youth in Transition cohorts born in 1961, 1965, 1970 and 1975 is used to examine changing patterns in the transition to adulthood amongst young Australians as they leave home, establish relationships and purchase a home. Show less

This study attempts to explain differences in terms of schooling decisions of two cohorts comprised of individuals born in 1961 and 1970. The aims of the study are to establish whether the way in which education decisions are made differ across cohorts and to assess whether any such differences can be related to the institutional reforms that occurred over the 1960-1980 period. The study shows that the main factors that have contributed to the change in educational attainment of the younger (1970) cohort compared to the older (1961) cohort are individual ability, the parents’ educational attainment, family size and attendance at Catholic and other Independent schools. Reasons for the links between each factor of influence and educational attainment are discussed and implications drawn out. 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 paper highlights that Australia is at risk of falling behind countries such as Finland, Japan and Korea when it comes to measuring key education outcomes in areas including maths and science learning and attainment. Two key challenges are highlighted. The first is the number of young people who fall behind in their learning during their school years and achieve only minimal educational outcomes. This often translates into leaving school before Year 12 or its training equivalent. Young people who leave school early risk limiting their opportunities to find good jobs and participate successfully in further learning later in their lives. The second challenge is the shortage of young people with the knowledge and skills required for effective participation in modern workplaces. In responding to these challenges, the paper identifies a five-point plan to overhaul school education so that every young Australian has access to a world-leading education system. The proposed strategies are: (1) greater early intervention; (2) increased customisation; (3) strengthening the teaching profession; (4) increased investment; and (5) improved governance. Show less

The purpose of the project is to examine senior New South Wales students' expected educational and occupational pathways. It specifically analysed the post-school destinations of both Year 12 completers and early school leavers (or school non-completers) in the first year after leaving school and the educational and occupational expectations of students still at school. The expectations of university and vocational post-school study or training among students at school are compared to the expectations of their parents and teachers. Students' expectations are also compared to the actual participation at university and [vocational education and training] VET of the generally older cohort of school leavers. Students' Australian Tertiary Admission Rank (ATAR) scores are analysed among students who gained an ATAR score. The report also documents students' expected occupations at age 30. Other aspects of the school-to-work transition analysed in this report include: influences on course selection, early school leaving, plans for further study, course level and field of study among those in post-school study or training, employment, unemployment and the main activities of young people not in full-time work education or work. The report documents many aspects of the school-to-work transition by gender, region, school sector and socioeconomic background. The report is based on data obtained from a representative survey conducted in late 2010 of approximately 6,100 NSW students who were in Years 10, 11 and 12 in 2009. The data also include information from parents (from one in three families) and teachers and principals at the sampled schools. The main activities of Year 12 completers were full-time university study (46 per cent), full time work (22 per cent) which includes apprentices and trainees, part-time work (14 per cent), full-time vocational study at a TAFE (11 per cent) and unemployment (five per cent). The main activities of Year 12 non-completers were full time work (45 per cent), part-time work (19 per cent), full-time vocational study at a TAFE (17 per cent) and unemployment (14 per cent). (Note that the non-completer group is smaller, so there the estimates are less precise, or statistically speaking are associated with wider confidence limits).

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