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The topic of more frequent and timely vocational education and training (VET) data has been an issue of interest for a number of years. Since 2015, the National Centre for Vocational Education Research (NCVER) has collected and reported data on government-funded students and courses on a quarterly basis. These quarterly data submissions are cumulative and allow additional data to be reported and corrections made to previously submitted data. The first year of quarterly reporting has provided a useful insight into how training activity is reported by the different jurisdictions over a calendar year. This paper presents the results of some initial analysis of that data using the reporting scope that was in place for 2015 reporting, broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and other registered providers.

This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides post-school information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see (ED536971). For other support documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1" (ED536973); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]

Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who takes a gap year is defined as "an individual who commenced university one to two years after completing Year 12. This includes those who accept and defer their university placement for one to two years" (Curtis, Mlotkowski & Lumsden 2012). Highlights of this report include: (1) In Australia the incidence of taking a gap year has increased from 10% in the period 1999-2000 to 24% in 2009-10; (2) The top four primary activities undertaken by gap students in 2009-10 were work (51%), full-time study leading to a non-university qualification (10%), other study (6%), and travel (6%); (3) Characteristics of gap-takers include: (a) being academically less inclined than non-gap-takers; (b) living in regional locations when at school; (c) having English speaking backgrounds; (d) being employed when in Year 12 at school; and (e) being less likely to receive Youth Allowance payments while at school; (4) In their first year of university, gap-takers are more likely to study in the areas of education and creative arts; and (5) Those who don't take a gap year are substantially more likely at age 24 to be employed full-time and to work in professional occupations than gap-takers. Much of this difference can be attributed to the fact that, in terms of their careers, gap-takers are a year or two behind those who don't take a gap year. The data do not allow the authors to measure the longer-term outcomes of both groups because the Longitudinal Surveys of Australian Youth (LSAY) stops at age 25. Appended are: (1) Gap year definitions; and (2) LSAY cohorts sample sizes and durations. (Contains 13 tables.) [For "Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report," see ED533077.]

This paper addresses the significant role that writing plays in research. It argues (using the form of 10 email conversations between the authors) that too often writing is oversimplified, consigned to the final "stage" of a research process and designated as "writing up." Research methodology texts and websites rarely discuss writing as integral to research practice. The advice postgraduate students receive not only glosses over the difficulties of constructing an extended argument but also of working within the genres and power relations of the academy. This paper interrogates the notion of "writing up" and its effects. It offers an alternative view of writing as research and research as writing. Contains 31 references. (Author/RS)

This paper was originally developed to help the Training and Skills Commission in South Australia consider the pathways between elements of the vocational education and training (VET) system, how they are working and what improvements can be made. It has been revised to make it national in scope. The authors reveal that quite substantial numbers of VET graduates go on to university level study or further study within VET itself. Significant numbers of university graduates also go on to study in VET. However, not all VET graduates choose to study at a higher level; a substantial proportion of students going on to further study do so at the same or lower level. This suggests that entitlement models need to consider horizontal (skills broadening) as well as vertical (only qualifications at a higher level) in their funding mix. Additional data tables are appended. (Contains 13 tables and 2 footnotes.)

This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)

This paper provides an analysis of revenue for and expenditure on Australian education institutions. It includes a review of funding from public and private sources and from overseas. Analyses are made for education as a whole and for the major sectors: schools, vocational education and training (VET) and higher education. Estimates are considered in current and constant prices. Analysis is made of changes in expenditure per student or hour of training. Consideration is given to non-institutional expenditures including student assistance and employer expenditures. In the last few years expenditures on educational institutions have grown in real terms by about 2 per cent per annum. Private expenditure and expenditure by overseas students have grown faster than public expenditure, though part of the expansion of private expenditures has been financed by government, such as grants to non-government institutions and advances to support the Higher Education Contribution Scheme (HECS). Most of the additional resources for education have gone to schooling. On average, both government and non-government schools have experienced continuing substantial growth in real expenditure per student. The total real resources in VET in 2001 were about the same as in 1997 but hours of training had increased by about 4 per cent per annum. There are various ways in which efficiencies have been pursued to offset the effects of the apparent reduction in resources per hour. An increased proportion of expenditure in this period went to non-TAFE (Technical and Further Education) providers and, as with universities, there was a reduction in the share of expenditure on personnel. In higher education there has been little growth in publicly funded Australian student numbers in recent years and a small decline in real public funding per student. The most notable changes are the continued growth in the proportion of the public expenditures funded through HECS and the expansion in fee paying overseas students and Australian students in postgraduate courses. The decline in staffing ratios in higher education is significantly larger than the decline in funding per student. The gap is a matter for further analysis. An appendix, The Nature of the VET Financial Data, is included. (Contains 9 footnotes and 32 tables.)

The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET [vocational education and training], apprenticeships or private arrangements) and assesses the link between field of study and students' work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.

This paper presents the first results of a project initiated in 2004 by the OECD in collaboration with Eurostat and the UNESCO Institute for Statistics, and aimed at developing a regular and internationally comparable production system of indicators on the careers and mobility of doctorate holders. A first data collection was launched in September 2005, from which the results for seven countries are presented here. These data shed light on the main demographic, educational, labour market and mobility patterns of doctoral graduates. They also mark some progress in the understanding of both the measurement issues and patterns of international mobility, notably by the use of qualitative indicators such as the intentions or reasons for mobility. The results show in particular that the share of doctorate holders in the population or labour force is two or three times larger in Germany and Switzerland than in Australia, Canada and the United States. In these five countries, women represent only one-quarter to one-third of doctorate holders. The United States has an older population of doctorate holders than the other countries analysed in the paper and this population is still aging, as is also the case in Canada. Unemployment rates of doctorate holders remain low, but are relatively higher in natural sciences and in engineering. There are important salary differences between men and women and across sectors, especially in the United States. In the United States, as well as in Portugal and Argentina, salary is one of the main reasons why doctoral graduates are dissatisfied with their employment situation. There is a high share of foreign doctorate holders in Switzerland and also a higher share of foreign-born doctorate holders in Canada and Australia than in the United States. Many foreigners, however, come to work to the United States having been trained for research abroad and this trend has grown stronger in recent years. On the other hand, very few doctorate holders from the United States are internationally mobile. Among mobile young Canadian citizens, three-quarters choose the United States as their next destination. (Data tables are annexed. Contains 4 footnotes, 13 figures, 1 chart and 35 tables.)

The "Guidelines for Quality Provision in Cross-Border Higher Education" were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the "Guidelines" are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The "Guidelines" are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the "Guidelines", this report monitors the extent to which Organisation for Economic Cooperation and Development (OECD) countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly. Appended are: (1) Country Overview of Compliance Levels with the Guidelines for Different Stakeholders; (2) Country Overview of Compliance Levels with Six Key Objectives of the Guidelines; (3) Methodology; (4) Country Answers to the Survey; (5) Overview of National Contact Points; and (6) Guidelines for Quality Provision in Cross-Border Higher Education. (Contains 2 tables, 12 figures and 1 footnote.)

Sabbatical leaves are viewed as being essential to the ongoing nature of a self-renewing community of scholars. This study was undertaken to provide data on current use of sabbatical leave plans in universities in several countries - Canada; the United States; England, Northern Ireland, Scotland, Wales; Australia, and New Zealand - to provide useful information for possible revision of leave plans. Sixty-six universities were surveyed by means of a questionnaire and the results revealed similarities among the four groups of countries regarding the length of service prior to leave (generally 6 years); differences among the four groups, including the use of retraining leaves as a form of sabbatical; salary paid during regular sabbatical leave; and travel expenses. The conclusions drawn from the data are that Canadian leave plans are not nearly as uniform as those in United States universities; Canadian plans have become more formalized and better documented since 1969; salary paid for full-year leaves in Canadian universities has improved since 1969 and is now substantially better than in the United States, but not as good as in Australia and New Zealand; and participation rates in all countries appear to be higher than those reported prior to 1965 by Ingraham. (JMF)

College enrollment trends were examined with attention to participation of women and youth, part- and full-time study, and qualifications of entering students. Findings include the following: in 1973 there was only one university in Western Australia, and the colleges sector consisted of five teacher training institutions and one institute of technology; in 1983 the colleges had amalgamated into one multi-campus college of advanced education and another university had been founded, making a total of four institutions in higher education; student enrollments increased by 65 percent; in 1973, 55 percent of university students were in the 17-21 age group, but by 1983 only 47 percent were in this age group; part-time enrollment in the college sector increased from 41 percent to 56 percent during the decade, while the percentage (38%) of part-time students in the university sector remained about the same; and part-time enrollment by women has increased notably. Data for the 1973-1983 period are provided on: enrollments by 17-21 year olds by sector and sex; male students as a proportion of total enrollments by sector and institution; part-time enrollments by sector and institution; full- and part-time enrollments; and the numbers of students beginning college directly from school. (SW)

A survey was conducted through the School of External Studies and Continuing Education at the University of Queensland in 1985 to ascertain the extent of foreign language teaching at a distance in Australian higher education institutions, and to seek information on a wide range of services and facilities provided to students. Of the 868 students surveyed, 358 (41%) responded to questions presented under the headings of General Information, Student Characteristics, Course Information, Seminar/Tutorial Attendance, Library Facilities, Study Centers, Assignments, Method of Assessment, Teaching, Objectives, and Assessment of Courses and Comments. Students were invited to comment on any aspect of their courses and to express their opinion on the efficacy of teaching languages at a distance. Data on programs in 14 languages at six universities and the students enrolled in them are presented in 27 tables with a minimum of interpretative comment. (DB)

This paper looks at the state of education in knowledge management (KM). It reports findings from a study of knowledge management courses included in the curriculum of academic disciplines of business, computing, and information that was conducted at the Nanyang Technological University (Singapore). Based on a review of course descriptions selected from Web sites of universities in Australia, Canada, Singapore, the United Kingdom, and the United States, the paper describes levels of courses, curriculum areas and topics, and differences in emphasis in teaching KM courses in different departments and schools. A table presents data on the details of KM courses for each university, including the school/department, course title, level, and academic program. A second table lists topics in KM courses for several curriculum areas, including foundations, technology, process (codification), applications, and strategies. (MES)

In this paper the development of science pedagogical content knowledge (PCK) in elementary teachers is considered, with a particular focus on beginning teachers. Explored is a conceptualization of the development of science pedagogical content knowledge in elementary teachers which emerged from two studies. The first examined the science teaching practices of beginning elementary teachers, while the second explored elementary teachers' understanding and use of "activities that work" in science. The paper emerged from consideration of how some elementary teachers in our studies, who lack science content knowledge, generate PCK to enable them to teach science. The main tenet of the model of PCK development is that "activities that work" become a substitute for science content knowledge and PCK. A number of implications for elementary science curriculum emerge from this understanding, such as considerations for preservice teacher education science courses and the nature of the elementary science curriculum. (Contains 40 references.) (ASK)

Based on a hypothetical situation in which second language learners must attain substantial skills in a very short time, the paper recommends intensive training not in the language itself, but in skills and strategies for learning the language. This requires achieving self-directed learning skills to: create a climate maximizing learning; identify one's own learning needs; draw realistic learning objectives from the learning needs; plan learning activities that effectively uses learning resources; locate relevant resources; carry out the learning plan; and self-monitor the learning process using appropriate measures and criteria. Each of these elements/steps in the self-directed learning process is detailed and illustrated with the case of a young woman deciding to learn Japanese on her own, for business purposes. Then the self-directed learning concept is applied to the college language curriculum, with discussion of the adjustments that must be made to accommodate the varied student population, introductory course content, and time restrictions of college instruction. Barriers to achieving self-directed learning in college language instruction are examined briefly, including logistical restrictions and learner and teacher characteristics and attitudes. A number of techniques to promote autonomous language learning are described. Contains 47 references. (MSE)

The challenge of funding a high quality higher education system, ensuring it has the capacity to help meet the increasing demand for high level skills in our economy and the aspirations of our students, has been an ongoing concern for successive Australian governments over many years. This paper reviews the findings and recommendations of significant reviews of Australia's higher education funding system from the 1988 Dawkins white paper through to the 2014 "Review of the Demand Driven Funding System." It summarises the challenges identified and responses proposed across that period as well as some recent international literature about higher education reform. What is clear from the survey of major reviews from 1988 to the present is the similarity of issues that were of concern to governments of the day. Successive governments have sought to build and fund a higher education system to meet the need for high level skills and innovative research for the Australian economy. The challenge for all governments has been how to enable greater numbers of students to access the benefits higher education offers--in terms of employment, earnings, social and cultural opportunities--while ensuring the system remains fair, high quality and affordable for both individuals and taxpayers. The number of domestic higher education students has more than doubled since 1989, reaching just over a million in 2014. International students comprised another 350,000 students in 2014. As student numbers have grown, they have come from more diverse social, economic and academic backgrounds. The number of providers and their diversity has also grown, with around 20 new public universities since the late 1980s and the emergence of significant numbers of non-university providers. The proportion of the Australian working age population with a bachelor degree or higher qualification has tripled since 1989 to just over 25 per cent. Direct Australian Government funding for teaching, learning and research has grown both in absolute and real terms, rising from $3.2 billion in 1989 to $15.4 billion in 2014, more than doubling when adjusted for inflation. Australia is not unique in facing this growth and higher education systems around the world are increasingly moving from elite to mass systems, and beyond to universal systems.

This paper examines time series data on Commonwealth Government funding for universities from 1996 to 2010. It draws on annual and triennial higher education funding reports released by DIISRTE's predecessors, research income data, Science, Research and Innovation Budget Tables and annual "Higher Education Finance Statistics." The paper examines recurrent grants, research funding and capital funding over time in both nominal and real terms, and presents figures for aggregate funding and average funding per Commonwealth-supported EFTSL. Over the period covered, there were major changes in university funding. As a result, there is little consistency in funding programs or in reporting and data definitions over the years. Time series constructed for this paper represent the best available estimate of broad funding aggregates according to consistent definitions. Data sources and definitions are appended. (Contains 16 figures and 5 footnotes.)

This paper provides statistics on women and graduate management education for 2012. This paper contains two parts: (1) Women in the Business School Talent Pipeline; and (2) Women in Business. "Women in the Business School Talent Pipeline" discusses: (1) GMAT[R] Examinees; (2) B-School Demand from Younger Women; (3) MBA, Masters & Other Intended Degrees; and (4) Female Quants (Interest in Quantitative and Specialized Degrees). "Women in Business" discusses: (1) Jobs; (2) Value of Graduate Management Education; (3) Industry Preferences; (4) Study-Work-Life Balance; and (5) Geographic Focus and Regional Comments. (Contains 7 resources.)

This publication presents information on tertiary education and training during 2010, including statistics on participation and outcomes. The definition of tertiary education and training adopted for this publication is formal study in vocational education and training (VET) and higher education, including enrolments in Australian Qualifications Framework (AQF) certificate I qualifications through to doctorates by research, as well as enrolments in non-AQF courses and single vocational subjects. This paper reports that in 2010: (1) there were 1.8 million vocational education and training (VET) students and 1.2 million higher education students; and (2) there were 1.5 million equivalent full-time students in tertiary education and training. This comprised: (a) 655 800 equivalent full-time students reported in the VET sector; and (b) 861 500 equivalent full-time students reported in the higher education sector. (Contains 19 tables and 20 notes.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education. For 2009 edition, see ED521475.]

The Australian Education Union (AEU) commissioned the Monash University-ACER Centre for the Economics of Education and Training (CEET) to review funding and staffing for VET (vocational education and training), and especially for TAFE (technical and further education), in the context of the recently set COAG (Council of Australian Governments) targets for educational attainment. The paper is motivated by the apparent increase in VET provision implied by government educational attainment targets in the context of stable or declining funding for VET and the conclusion that funding needs to increase if the targets are to be met. The topics canvassed include: (1) The decline in funding levels for public VET; (2) The government targets for increased levels of educational attainment in the population and the workforce; (3) Increased demand for the different types of educational qualifications; and (4) The implications for future funding for VET. (Contains 11 tables, 1 figure and 20 footnotes.) [This paper was prepared for The Australian Education Union.]

Go8 universities account for over two-thirds of the research undertaken at Australian universities. Go8 universities attract the highest levels of industry and competitive government grant funding for research. This paper presents an analysis of trends in research performance for Go8 and non-Go8 universities including research income as reported by institutions to the Department of Innovation, Industry, Science, Research and Tertiary Education (DIISRTE) as part of the Higher Education Research Data Collection (HERDC) and the DIISRTE Research Block Grant Allocations as well as ERA outcomes and commercialisation data from the National Survey of Research Commercialisation. This analysis shows clearly that while the absolute amount of higher education research funding has grown significantly, the relative shares of research income (as reported in the Higher Education Research Data Collection) and research block grant funding of the major university groupings in Australia has been largely unchanged over the period 1992 to 2010 and 2002 to 2012 respectively with most redistribution of shares occurring between non-Go8 institutions. The National Survey of Research Commercialisation showed that in 2009 Go8 universities dominated in the number of invention disclosures and active licensing agreements as well as in licensing income and the number of patents issued. Based on the Excellence in Research for Australia (ERA) 2010 outcomes, research of the highest quality (ie research well above world average and rated 5) is predominately undertaken at Go8 universities. Government policy should focus on selectivity and concentration of the higher education research effort with the aim of ensuring that funds flow to the best research wherever it may be and that Australia's research universities can sustain international research excellence. (Contains 18 figures.)

Taking a break between completing high school and entering university is common overseas, and is becoming more popular in Australia. There are many reasons why young people take a gap year. It may be to travel, to take a break, to study, or to work. The authors' definition of a "gapper" is a young person who commenced university one to two years after completing Year 12. While the concept of a gap year is related to the deferral of a university offer, it is different. Some gappers have deferred, others decide to enrol during their gap year, not beforehand. Similarly, some who defer a university offer subsequently do not take up a place and are thus not defined as gappers. This report was prepared for the Department of Education, Employment and Workplace Relations in 2009 prior to the Australian Government's announcement of proposed changes to Youth Allowance as an initiative in the 2009-10 Budget and the subsequent reforms based on recommendations from the "Review of Student Income Support Reforms" (Dow 2011). The research uses data from three cohorts of the Longitudinal Surveys of Australian Youth (LSAY) to throw light on the incidence of gap-taking, the characteristics of those taking a gap year, the activities undertaken in the gap years, and subsequent study and employment outcomes. The report also looks at whether there is any evidence that young people were taking a gap year in order to qualify for Youth Allowance payments. This report reveals that: (1) The incidence of gap-taking has increased and it is estimated that around 20% of Australian students who complete high school will take a gap year; (2) Gap-takers tend to be weaker academically, with lower-than-average tertiary entrance rank (TER) scores, lower than average Year 9 mathematics achievement, and less favourable attitudes to school. In addition to academic factors, young people from English speaking backgrounds and from regional locations are more likely to take a gap year. Students who do not receive Youth Allowance payments while at school (and thus who were from higher socioeconomic status families) are also more likely to take a gap year; (3) The most common activities of Australian gap students are work (40%) and study or training (33%), with only 3% reporting travel as their main activity; (4) It appears that relatively few took a gap year principally to qualify for Youth Allowance: four out of 69 who deferred a university place gave "needing to qualify for Youth Allowance" as a reason for their deferral; and (5) The university completion rates of "gappers" are a little lower than "non-gappers". Appended are: (1) Variables and methods; and (2) Supplementary tables. (Contains 25 tables and 15 footnotes.) [For "Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28," see ED533076.]

In this paper the researchers ask how completing Year 12 and undertaking vocational education and training (VET) and university studies assist young people to make a successful transition from school. As part of their research they analyse whether those who are less academic benefit from completing Year 12 and post-school education and training options to the same extent as the more academically inclined. Unlike other studies addressing the issue of successful youth transition, this research looks at the education path chosen (or not), rather than an individual's return from the completion of a particular path (qualification); not all those who embark on a path complete it. The researchers are interested in finding out how the route an individual chooses affects the later employment, wages, job status, financial wellbeing and happiness of young people. They do this by analysing data from the 1995 cohort of the Longitudinal Surveys of Australian Youth (LSAY). The analysis suggests that, on average, completing Year 12 is no longer sufficient; rather, young people today need to have Year 12 plus further study to get them on a path to success. For males an apprenticeship after Year 12 is an attractive route, as is university study; for females the best choice is university, even for those with lower levels of academic orientation. The researchers are not suggesting that everyone should be forced to complete Year 12 and to go on to further study. While the best paths involve Year 12 and certain types of post-school study, it is also the case that paths that include Year 12 do not necessarily lead to superior outcomes, relative to those involving leaving school before Year 12. In addition, Karmel and Liu find that the choice of path is not always of consequence. For males, paths only have salience for satisfaction with life, the occupational status of full-time workers and the pay of full-time workers. For the other variables they investigate--engagement with full-time work or study, full-time employment, financial wellbeing, satisfaction with work--the paths do not really matter. That is, the transition from school to adulthood can work well--in relation to these outcome measures--for young men following any of the paths. For females, educational paths matter for attaining full-time engagement and pay for full-time workers and occupational status for full-time workers, but do not matter for financial wellbeing, satisfaction with life and job status for part-time workers. Finally, the researchers note that the analysis relates to people who did Year 12 in 1998, during a buoyant economic period, which, they point out, is also an important factor in contributing to good transitions for young people. Appended are: (1) Final propensity score models; (2) Full outcome models; and (3) Final outcome models. (Contains 46 tables and 6 footnotes.)

This paper produces two sets of estimates of future student demand for higher education in Australia. The two sets of estimates allow Go8 to consider the capacity of the university sector to accommodate future growth in student numbers (including staff and facilities), and to identify the costs involved, including for the Government which has undertaken to fund student demand at the undergraduate level and postgraduate coursework level for programs leading to a first professional qualification. The first projection method, "Method A," uses Department of Education, Employment and Workplace Relations (DEEWR) data on university and FEE-HELP approved Higher Education Provider (HEP) enrolments (student numbers) by age and level of study. Method A is a conservative approach in that it counts only university and HEP enrolments, not broader tertiary education participation. The second approach to estimating future student demand, "Method B," uses Australian Bureau of Statistics (ABS) estimates of participation in education and training through its annual survey of "Education and Work." Method B is more expansionary than Method A in that it captures participants across the range of education and training institutions, public and private, funded and unfunded. It also includes those international students who were resident in Australia for 12 months or more. Attached are: (1) The choice of "Series A"; (2) Estimating Method A: data; (3) Estimating Method B: data sets; (4) Projected enrolment growth by qualification: Access Economics; and (5) Projected increase in 16-19 year olds under ABS "Series A" population growth. (Contains 6 figures, 15 tables, and 13 footnotes.) [This is an updated version of "Go8 Backgrounder 10" previously released in June 2010. A number of amendments have been made due to errors found in the base participation rates used in the modelling for Method B. The key findings have not significantly altered.]

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 paper contains the frequency tables for the LSAY 2003 cohort Wave 7 (2009) data set. [For the related questionnaire, see ED512164.]

This technical paper contains information about the variables in the Longitudinal Surveys of Australian Youth (LSAY) Year 95 cohort data set. It groups each variable into data elements that identify common variables within and across waves. Information is provided about each data element, including its purpose, values, base populations and relevant notes. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort User Guide. Technical Report 49," see ED536757. For related reports, see "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements A: Demographics. Technical Report 49A" (ED536756); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements B1: Education. Technical Report 49B1" (ED536761); "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements C: Employment. Technical Report 49C" (ED536762); and "Longitudinal Surveys of Australian Youth (LSAY): 1995 Cohort--User Guide. Data Elements D: Social. Technical Report 49D" (ED536760).]

To collect data about the first-year university experiences of rural students, 15 students were drawn from a pool of 125 Riverina (Australia) students who had participated in an earlier study on factors that influence academic persistence. The sample consisted of approximately equal numbers of males and females, about equal proportions of students residing on and off campus, and a representative mix of Australian universities. Each student was interviewed for 30 minutes and was asked 16 questions concerning perceived successes and failures encountered during the first year of university study. Among the challenges faced by first-year rural students were developing new friendships, forging an independent identity, a lack of direction from others, an intimidating large campus environment, financial pressures, and homesickness. Successful strategies for meeting these challenges included quickly initiating close friendships, residing on campus, maintaining motivation, using orientation week to full advantage, retaining contact with high school friends attending the same university, being willing to leave home setting, participating in rural student awareness programs, and deferring studies temporarily. Advice for potential university students includes being outgoing, residing on campus, being strongly committed to one's goals, being prepared to leave family and friends or staying close to home, and realizing that other students are experiencing similar difficulties. Implications for administrators and academics are discussed. Questions and responses are presented in 13 tables. (TD)

This paper is the fourth in a series of national statistical reports on young people aged 12-24 years produced by the Australian Institute of Health and Welfare (AIHW). This report provides the latest available information on how Australia's young people are faring according to national indicators of health and wellbeing. Many young Australians are faring well according to the national indicators presented in this report; however, there is considerable scope for further gains, particularly among Aboriginal and Torres Strait Islander young people. The good news include: (1) Large declines in death rates (mostly due to declines in injury deaths); (2) Declines in asthma hospitalisations, notifications for hepatitis (A, B and C) and improved survival for cancer, with survival for melanoma very high; (3) Favourable trends in some risk and protective factors, such as declines in smoking and illicit substance use, and most Year 10 and Year 12 students using contraception; (4) The majority of young people rate their health as "good", "very good" or "excellent"; (5) Most young people are achieving national minimum standards for reading, writing and numeracy, are fully engaged in study or work, and have strong support networks; and (6) Most young people are able to get support from outside the household in times of crisis. Things to work on include: (1) Rising rates of diabetes and sexually transmissible infections (largely chlamydia), and high rates of mental disorders and, among males, road transport accident deaths; (2) Too many young people are overweight or obese, not meeting physical activity or fruit and vegetable guidelines, are drinking at risky or high-risk levels for short-term or long-term harm, are victims of alcohol- or drug-related violence, or are homeless; and (3) Although there have been improvements in some of these areas, the rates remain too high. Appended are: (1) Methods; (2) Data Sources; and (3) Abbreviations. (Contains 25 tables and 123 figures.)

Focuses on educational changes that seem necessary for future graduates to take up the emerging social and ethical challenges of their profession. Summarizes some Australian initiatives, presents some approaches to teaching ethics, and suggests some ways to encourage both the study of ethics and actual ethical practices. Outlines the changes in engineering education in Australia. (Contains 19 references.) (Author/YDS)

This document reviews how performance indicators are currently being used in several Commonwealth countries the United Kingdom, Australia, and Canada, and identifies some of the issues associated with performance indicator development and application. It also examines whether there are any agreed upon "key", or common, indicators that can be applied universally. After briefly discussing the background of the study and defining the terminology of, the audiences for, and applications of performance indicators, the paper reviews sources of higher education data published by government, government agencies, or national university organizations, and discusses developments in the application of performance indicators. Case studies from the U.K., Australia, and Canada are used to examine five types of indicators: student indicators, such as population, progression/completion rates, destination and satiation; staff indicators; resource and financial indicators; research indicators; and estate management/physical resources indicators. The characteristics of "good" indicators and various concerns surrounding the use of indicators are also addressed. Findings suggest that performance indicators need to be related to institution objectives, should be used with other measures, and cannot presently be used to compare institutions in different countries. Appendices include lists of sources, publications, and contacts; a comprehensive list of possible indicators, and core indicators recommended by the Council of Ontario Universities. (BF)

Issues in developing educational policy concerning foreign students in Australia are discussed. It is argued that the economic policy context in which foreign students are received has tended to obscure Australia's liberal democratic values, and that those values must be reasserted so that foreign students can be seen as individuals rather than as products of a business transaction. (Author/MSE)

This paper explains the origin of the University of West Sidney's Bachelor of Applied Science in Social Ecology degree, and describes underlying philosophical framework, the major course organizing principles, and the proposed structure of the course. Highlights the problematic nature of setting up a dialectical, nondisciplinary-based program. (Contains 30 references.) (MDH)

This book is the first in a set of three study guides designed to help students of educational administration critically analyze contemporary theory in the field, examine the field from a new viewpoint, and develop their own, more practical knowledge base. The first of this volume's two sections, by W. John Smyth, focuses upon the traditional or positivistic approach to the study of educational administration and guides the student through a reading of "Educational Administration: Theory, Research and Practice," a textbook by W. Hoy and C. Miskel identified as typical of the traditional approach. Particular attention is devoted to the book's emphasis on scientific research and theory as the necessary basis of knowledge, to the exclusion of practice and values. The second section, by Laurie Rattray-Wood and June Parrott, argues that the disintegrating consensus of traditional views about the theory of educational administration is leading to the adoption of a revised approach in which the real substance of educational administration includes determination of values, evaluation of ideas, and negotiation of ideas through discourse. Crisis theory is discussed, including its application to the social context of education. The impact of technology, the mass media, and new concepts of work are also reviewed, and future issues and problems are anticipated. Articles from the literature are reproduced for consideration, readings and activities are recommended, and over 75 relevant references are cited. (PGD)