Year 12 Completion and Youth Transitions: Research Overview. Longitudinal Surveys of Australian Youth. Research Report 56

Autor/in	Karmel, Tom
Institution	National Centre for Vocational Education Research
Titel	Year 12 Completion and Youth Transitions: Research Overview. Longitudinal Surveys of Australian Youth. Research Report 56
Quelle	(2011), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Graduates; Vocational Education; Employment; Education Work Relationship; Educational Attainment; Dropouts; Gender Differences; Outcomes of Education; Foreign Countries; Longitudinal Studies; Australia; Longitudinal Surveys of Australian Youth + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Ausbildung; Berufsbildung; Dienstverhältnis; Bildungsabschluss; Bildungsgut; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Geschlechterkonflikt; Lernleistung; Schulerfolg; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Australien
Abstract	On average, young people who complete Year 12 tend to have more successful transitions from education to work than those who do not. However, in recent years there has been a realisation that it does not make much sense to promote Year 12 retention for its own sake. Year 12 traditionally has been more suited to those of an academic bent, and it is likely that other students will not benefit to the same extent as their more academic peers from staying at school in Year 12. The focus on broadening alternatives for those less interested in the Year 12 to university route is clearly apparent in current policy discussions. No longer are targets expressed in terms of the numbers completing Year 12; they are now defined as "Year 12 or its vocational equivalent," although this begs the question of what are the vocational equivalents? Irrespective of the terminology, there is a range of distinct pathways that can be seen as genuine alternatives to completing secondary school. In particular, a student may leave school and undertake an apprenticeship or a traineeship, or go to a TAFE (technical and further education) institution to undertake a vocational certificate. While this policy trend makes good sense, is it going to have the desired outcomes? The aim of Chris Ryan's study is to answer this question by looking at data from the Longitudinal Surveys of Australian Youth (LSAY), although, as he points out, this is not a straightforward task. A simple tabulation of outcomes is not convincing, because the students undertaking one route are different from those undertaking another. Furthermore, the fact that some students benefit from undertaking Year 12 does not necessarily mean that all students will. LSAY has a broad range of background characteristics that enable individuals to analyse the data in a more sophisticated way, so that the outcomes of Year 12 and the other pathways can legitimately be compared. This paper presents an overview of Chris Ryan's research, "Year 12 Completion and Youth Transitions." (Contains 2 tables.) [For related report, "Year 12 Completion and Youth Transitions. Longitudinal Surveys of Australian Youth. Research Report 56," see ED521304.] (ERIC).
Anmerkungen	National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10