The report makes a distinctive contribution to our understanding of the different ways that families support post-school transitions. The authors collected data from in-depth interviews with Learning for Life students and members of their families. The stories derived from the interview process provide insights into the worlds and family contexts of our students and also about the types of support they need to build on their strengths in achieving the post-school goals that they are setting for themselves.
The findings from the report assist in developing an enhanced understanding of the trajectory and interplay of influences exerted by variables in the family context on career choices. The report adds to the evidence which guides the development of The Smith Family’s Learning for Life strategy and suite of programs.
The report makes a significant contribution to expanding the evidence base on the role that education/lifelong learning can play in overcoming disadvantage. It does so by addressing a number of other interrelated barriers to participation that can lock people into a cycle of disadvantage.
STEPS For The Future is a computer game created by James Cook University students working in partnership with Region 22 National Disability Coordination Officer (NDCO). The game was created to provide an engaging format to convey positive messages to young people experiencing disability or other barriers to achieving their study and employment goals.
The financial barrier to tertiary education is a recognised human rights issue (Human Rights and Equal Opportunity Commission (HREOC) 2000). Literature confirms that many regional young people cannot access Youth Allowance income support due to stringent eligibility criteria, suggesting causation to low regional tertiary participation.
This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The program guaranteed a scholarship to the sponsoring university and provided enrichment activities throughout high school. Program students were more likely to enroll at the sponsoring university than were control students.
The article examines the importance of effective secondary education for all children as Australian society embraces globalisation. In a global era, where societal development will rely on the knowledge and skills of the workforce, an effective education will become even more important for socio-economic engagement and equality. Students from disadvantaged backgrounds are the most vulnerable to globalisation as they are less likely to achieve academically or go on to benefit from the restructured neo-liberal economy.
This paper draws on research on the influence of school culture on the higher education aspirations of secondary students in one of the most socioeconomically and educationally disadvantaged regions in Australia: the outer northern suburbs of Adelaide. Using a case study approach, the author investigates the attitudes towards higher education of students from three schools in this area, with a particular focus on how and why these students make personal decisions about higher education.
The Australasian Survey of Student Engagement (AUSSE) provides a practical lens for assessing and responding to the significant dynamics, constraints and opportunities facing higher education. It stimulates evidence-based conversations about students’ involvement in the activities and conditions which empirical research has linked with high-quality learning and outcomes.
This paper analyses the link between young people’s sense (locus) of control over their lives
and their investments in education. The authors find that young people with a more internal locus of
control have a higher probability of finishing secondary school and, conditional on
completion, meeting the requirements to obtain a university entrance rank.
