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A variety of data sources exists for monitoring student progress through the post-compulsory years and into tertiary education, non-college vocational training, and the labour market and for evaluating the effectiveness of institutional arrangements. This report describes: systems in place for reporting on student pathways; pathways' monitoring and expenditure effectiveness; accessibility and comparability of state education data; adequacy of existing data for monitoring student progress and for evaluating institutional arrangements; and alternative models. In regard to the latter, this study identified two main criteria for improving the quality of data available for policy development. They are that: (1) data must be generated and must be accessible at the geographical level at which administrative authority is exercised; and (2) data must be collected at the student group level, i.e. by socio-economic status, ethnicity, gender, Aboriginality, locality, in order to target policies more effectively and to monitor their impact. It is essential that qualitative data on 'the student perspective' be gathered, along with curriculum and assessment data. Show less

The Longitudinal Surveys of Australian Youth (LSAY) project studies the progress of several groups of young Australians as they move from school into post-secondary education and/or work. The oldest group in the project was born in 1961 while the youngest were in Year 9 in 1998. Data is collected through the Australian Youth Survey, a major longitudinal survey of youth that interviews a group of young Australians annually about their school experiences, post-school education and training participation, and employment activities. Approximately 60 per cent of school leavers in Australia do not enrol for either a university degree or TAFE associate diploma when they leave school, but make alternative choices such as seeking employment or starting an apprenticeship or traineeship. This report traces the pathways followed by this group during the seven years after leaving school and provides a detailed analysis of their labour market experiences. The analysis is based on the outcomes of a sample of Year 10 students in the late 1980s and measures their post-school education, training and employment experiences over the first seven post-school years. A second sample of Year 10 students from the mid-1990s is also used and their transition experiences are measured over three years. The aim is to identify the pathways of those who make successful transitions to stable, full-time employment and those who do not, and to highlight the implications for policy formation.

The report on the transition experiences of those who obtained a tertiary qualification is indexed at TD/TNC 67.143. Show less

This background report on the role of the Australian national qualifications system in promoting lifelong learning has been prepared as a contribution to the OECD's working group on lifelong learning. The first section describes the national qualifications system in Australia. It provides an overview of the structure of education and training in Australia, discussing school education, vocational education and training (VET), higher education, and adult and community education (ACE) in some detail. A description of key features and a brief discussion of issues relating to educational qualifications is provided for each sector. The features of the Australian Qualifications Framework (AQF) that have particular relevance for lifelong learning and the needs of adult learners are outlined. Non-accredited learning, both formal and informal, that takes place outside the current qualifications framework, but is important to lifelong learning, is also included. The second section draws on statistical data, reviews and evaluations to identify any evidence of the impact of Australia's qualifications system on lifelong learning. The third section examines some of the pressures and initiatives affecting the qualifications system, with a focus on the factors that have influenced changes and innovations within it. The conclusion synthesises the findings of the previous sections. Show less

This report presents the findings from an evaluation of the first phase of the London European Social Fund (ESF) Youth Programme 2014-2020 (the Programme), with delivery occurring between April 2016 and March 2019. This report was written in late 2018, while some projects were still underway. It presents a snapshot of the results achieved and lessons learnt to that point. The Programme was designed to support young Londoners, aged 15-24 who were either not in education, employment or training (NEET), or at risk of becoming NEET, into sustainable employment, education or training (EET). The Programme involves seven strands of activity, aimed at different cohorts of young people and working with employers and schools. Five of the programme strands are intended to work together, with providers referring young people between strands in order to access targeted support. Key findings include: (1) the programme has been successful so far in supporting most participants (53 per cent) into EET; (2) despite the collaborative design of the programme, providers made fewer referrals than anticipated; (3) despite some reservations, the payment by results approach was generally viewed as the best payment model for this type of programme, incentivising the intended outcomes for providers; (4) providers had different ways of working but in terms of good delivery practice, the most effective approach they have found is to use skilled advisors, have strong local partnerships and to work flexibly with the young person; and (5) participants typically enjoyed the programme and found it helpful in improving their confidence, skills, prospects of getting a job, knowledge of options available to them, and motivation to take next steps.

Edited excerpts from publication. Show less

The Longitudinal Surveys of Australian Youth (LSAY) project studies the progress of several groups of young Australians as they move from school into post-secondary education and/or work. The oldest group in the project was born in 1961 while the youngest were in Year 9 in 1995. Issues investigated in the LSAY project include school achievement and school completion, students in part-time work and employment and unemployment levels. This report is concerned with non-completion of school in Australia, that is, the numbers of young people who do not complete Year 12. It includes the young people who do not continue at secondary school beyond Years 10 and 11 as well as those who leave during Year 12 without obtaining a certificate. The analyses were based on data from the Australian Longitudinal Survey (ALS) and the Australian Youth Survey (AYS) which provided extensive information on groups of non-completers from across the 1980s and 1990s. Three samples were built. The first comprised 1635 students in the equivalent of Year 10 in 1980 or 1981. The second contained 1676 students in a matching sample for 1988 and 1989, and the third an equivalent sample of 1935 students for 1992 and 1993. Analyses of these data sets explored school-to-work transitions, covering the main postcompulsory education activities of non-completers including participation in paid work, entry to further education and training, experiences of unemployment and periods not-in-the-labour-force. Outcomes from the early 1980s are compared to outcomes from the late 1980s and early 1990s. Show less

This paper is based on data from the Australian Youth Survey (AYS) and reports some of the findings from destination studies of students in vocational programs during the early 1990s. The study examines the links between subjects undertaken in Year 12 and further education and labour market outcomes. The survey provides detailed information about participants’ gender, family socio-economic and demographic background, education and training and labour market experiences, and provides an annual follow-up of those students joining the survey in 1990 and 1994. The research provides the means by which the outcomes from vocational education and training (VET) growth, brought about by the expansion of VET in schools, can be measured. Show less

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

This study was undertaken to determine the value to students of vocational education and training (VET) in schools programs in New South Wales [NSW], given that the number of students undertaking VET subjects as part of their Higher School Certificate (HSC) has increased dramatically in recent years. In 2005, 52,484 NSW students in Years 11 and 12 enrolled in one or more HSC VET subjects, representing over 34 per cent of the total number of students. Of these, more than 38,000 students were from government schools, which means that slightly more than four in every ten senior government school students enrolled in at least one HSC VET subject in 2005.

The study seeks to add to [the] understanding of how NSW VET in schools programs have benefited students over the longer term by tracking their pathways over the two years following completion of their HSC. It does so by means of a re-contact of VET and non-VET HSC completers from the 2005 HSC cohort, who were first surveyed in 2006 and then re-contacted in October/November 2007. This study provides detailed destinations data of the 2005 HSC cohort (comprising labour market outcomes and study destinations), which allows for an analysis of the pathways taken by VET and non-VET graduates to education, training and work, two years after completing school. It also provides information on school completers' views of their HSC program, and their experience of work placement programs, with a particular focus on the views of VET in schools graduates.

Excerpts from publication. Show less

This report presents results from the longitudinal survey undertaken as part of the Victorian On Track survey of school leavers. The purpose of the longitudinal research component is to follow samples of Victorian school leavers over a five-year period, to enable in-depth analysis of pathways from school to further study and work. The current report examines the activities and experiences of the cohort of 2003 school leavers in their second year out from school. It maps the experiences of this group of young people in the period between leaving secondary school in 2003 and their interviews in 2005. The results indicate that many school leavers enter study and training or work on leaving school and continue in study in the following year. The completion of a vocational education and training (VET) qualification results in early school leavers having a much greater chance of gaining full-time work. There are strong associations between a student's school experiences and their destinations in their first post-school year. Key findings are that: apprenticeships and traineeships are integral to the pathways of early school leavers; apprenticeship training is an important avenue out of unemployment for early leavers; early experiences of unemployment have lasting effects for early leavers; university continuation rates are strong for Year 12 completers; many who initially defer, enrol in post-school study the following year; apprenticeships and traineeships are increasingly important sources of training for school completers; and completion of Year 12 or a post-school qualification leads to improved employment outcomes. The results highlight the importance of preventative measures in the school system, the need for continuing to support the development of young people's lifelong learning foundation skills at school, and continuing to recognise and reinforce the important role of apprenticeships and other VET certificate courses as viable pathways to employment, particularly for early school leavers. Show less

This report provides a snapshot of Tasmania’s young school leavers, why they choose to leave school and what happens to them in their first post-school year. This is the second report based on the ‘2001 year 10 destination survey’ (TD/TAS 73.01) which is tracking the 6691 students from government, Catholic and independent sectors who were enrolled in Tasmanian schools in Year 10 in 2001. Focusing on the 1144 Tasmanian students who decided to leave school at the end of Year 10 this reports principle findings which include: student decision making in respect of leaving involves consideration of a range of factors to do with personal background and aspirations, school experiences and family situation; disadvantage is a significant contributor to early leaving; young men are over-represented in all categories of early leaving, from under-achievers to poor attendees; and schools themselves appear to make a difference in the decision making about whether to leave school. Show less