Brotherhood of St Laurence

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Advancing equity and participation in Australian higher education : action to address participation and equity levels in higher education of people from low socioeconomic backgrounds and Indigenous people /

by Universities Australia.

Publisher: Canberra, A.C.T. Universities Australia 2008Description: PDF.Notes: SCHOOL TO WORKAvailability: No items available

Disadvantaged children's 'low' educational expectations : are the US and UK really so different to other industrialized nations? /

by Jerrim, John | University of London. Institute of Education. Department of uantitative Social Science.

Publisher: London, U.K. University of London. Institute of Education. 2011Description: PDF.Other title: University of London. Institute of Education. Department of.Online Access: Electronic copy Notes: June 2011 Bibliography pp. 32-34 Appendices pp. 44-52 SCHOOL TO WORKSummary: In most countries, children from disadvantaged backgrounds are under-represented amongst the undergraduate population. One explanation is that they do not see higher education as a realistic goal; that it is 'not for the likes of them'. In this paper, I use the Programme for International Assessment data to investigate whether 15 year olds from disadvantaged backgrounds are less likely to expect to complete university than their advantaged peers. I explore this issue across the OECD nations, though paying particular attention to the US and UK. My results suggest that children from less fortunate families are not as likely to make early plans for university as their affluent peers. Yet the extent to which these findings differ across countries is rather modest, with little evidence to suggest that the UK stands out from other members of the OECD. The US, on the other hand, appears to be a nation where the relationship between socio-economic background and the expectation of completing higher education is comparatively weak.Availability: (1)

Does combining school and work affect school and post-school outcomes? /

by Anlezark, Alison | National Centre for Vocational Education Research | Lim, Patrick.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography p. 29 Appendices pp. 30-52 SCHOOL TO WORKSummary: In this report the authors seek to answer the question of whether combining school and work is detrimental or beneficial to a student's school educational performance and labour market outcomes. They find that young people who combine school and work are distributed right across the school population. Results show that individuals can combine school and work with minimal impact on their study if the hours are modest and those working longer hours show a stronger orientation towards work than study. The authors used data from the 2003 cohort (Y03) of the Longitudinal Surveys of Australian Youth.Availability: (1)

Education 2011 : comparing performance across Australia /

by COAG Reform Council.

Publisher: Sydney COAG Reform Council 2012Description: PDF.Online Access: Electronic copy Notes: 28 September Report to the Council of Australian Governments Includes AppendicesAvailability: (1)

Education at a glance 1998 : OECD indicators /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France Organisation for Economic Co-operation and Development 1998Description: 432 p.Availability: Items available for loan: Brotherhood of St Laurence (1).

Equity in and through education and training : indicators and priorities /

by Munich, Daniel | European Expert Network on Economics of Education | Plug, Erik | Psacharopoulous, George | Schlotter, Martin.

Publisher: Munich, Germany European Expert Network on Economics of Education (EENEE) 2012Description: PDF.Online Access: Electronic copy Notes: EENEE Analytical Report No. 12 Prepared for the European Commission February 2012. Includes Bibliography and appendices.Summary: "This analytical report is written in the context of the 2010 European Year for Combating Poverty and Social Exclusion. In May 2009, Member States agreed on a strategic framework for European cooperation in Education and Training (E&T) up to 2020 (European Commission 2009a). Equity is one of the four objectives of this framework. Under this heading, the Member States identified priority areas of work on early leavers from E&T, preprimary education, migrants and learners with special needs. This analytical report takes a fresh look at the subject with focus on how issues of equity and social inclusion are addressed in the economics of education. After attempting to clarify conceptual issues the paper presents several sub-dimensions that might be relevant with regard to equity and social cohesion in E&T" [including inequality due to gender, immigration, and sexual orientation]Availability: (1)

Indicators of access to cultural resources, education and skills for the PSE survey /

by Bramley, Glen | Economic and Social Research Council | Besemer, Kirsten.

Publisher: Swindon, U.K. Economic and Social Research Council 2011Description: PDF.Other title: Poverty and social exclusion in the UK : the 2011 survey..Online Access: Electronic copy Notes: January 2011 Bibliography pp. 33-35Summary: This paper discusses indicators relating to Domain 4 (Cultural Resources) and Domain 7 (Cultural Participation) of the revised Bristol Social Exclusion Matrix (Levitas, et al., October 2010) for use in the 2011 Poverty and Social Exclusion survey. In the BSEM, education is treated as a resource as well as an aspect of cultural participation. Questions in the PSE therefore need to cover both the educational resources (human capital) of the adults in the survey, i.e. their education background, and the educational resources currently received by children. 'Internet literacy' has become increasingly relevant for educational attainment, as well as for a range of other areas including access to services, employment and as a basis for social networks. This paper therefore identifies a number of potential questions about use of and access to the internet, based on the OXIS and ONS omnibus. Furthermore, the PSE 2011 survey needs to better capture educational advantages associated with higher income levels, in order to capture living standards across the socio-economic spectrum. Such advantages include private tutors and private education. In addition, there is a need for a question that captures adult's ability to communicate in English, as it is likely to affect areas such as children's performance at school, access to public services, social networks and access to employment.Availability: (1)

Learning choices national scan : programs and schools catering for young people at risk of not completing their education /

by Holdsworth, Roger | Dusseldorp Skills Forum.

Publisher: Edgecliff, N.S.W. Dusseldorp Skills Forum 2011Description: PDF.Online Access: Electronic copy Notes: July 2011Summary: Dusseldorp Skills Forum carried out an on-line survey of alternative education programs and approaches in early 2011. This report, by Roger Holdsworth from the Youth Research Centre at the University of Melbourne, summarises the responses and comments on the survey results. It also includes suggestions for Follow-Up that could be addressed through relevant case studies.Availability: (1)

Predicting disengagement and its effects : what evidence is there on the extent to which disengagement can be predicted at younger ages? (8-12) : a literature review /

by Lamb, Stephen | University of Melbourne. Centre for Post-compulsory ducation and Lifelong Learning | Dulfer, Nicky.

Publisher: Melbourne, Vic. University of Melbourne. Centre for Post-compulsory Education and Lifelong Learning 2008Description: PDF.Online Access: Electronic copy Notes: April 2008 Bibliography pp. 10-11Summary: Research and theory in education strongly suggests that disengagement from school is the cumulative result of many factors that reach back a considerable distance into a student's life - predictive factors can emerge very early on in primary school and even before. Recent thinking about the process of disengagement and early leaving points to the processes beginning early. Some have described understanding of the process as needing a 'life course perspective' (see Audas and Willms, 2001). They suggest that later expressions of a lack of engagement in school, including disaffection and early leaving, are linked to negative attitudes to school, behaviours and poor progress that can appear early and have cumulative effects. It points to a need to understand the origins and development of low achievement, risk-taking behaviour, and disengagement from school as events that tend to occur at different phases of a child's schooling, sometimes evident quite early. It also suggests that it is possible to predict later patterns of disengagement from earlier phases of school. This then makes it possible to identify ways of being able to intervene, address the issues and produce change.Availability: (1)

Smart Australians : education and innovation in Australia /

by Cassells, Rebecca | University of Canberra. National Centre for Social and conomic Modelling | Duncan, Alan | Abello, Annie.

Publisher: Canberra, A.C.T. NATSEM 2012Description: PDF.Online Access: Electronic copy Notes: October 2012 Bibliography : p. 41Summary: The quality of education and the capacity to innovate are critical to a nation's prosperity. The Australian Federal Government now invests around Availability: (1)

The relative importance of local labour market conditions and pupil attainment on post-compulsory schooling decisions /

by Meschi, Elena | Institute for the Study of Labor | Swaffield, Joanna | Vignoles, Anna.

Publisher: Bonn, Germany Institute for the Study of Labor 2011Description: PDF.Other title: Institute for the Study of Labor discussion paper ; no. 6143.Online Access: Electronic copy Notes: November 2011 Bibliography pp. 34-36 Appendix pp. 46-48Summary: This paper assesses the relative importance of local labour market conditions and pupil educational attainment as primary determinants of the post-compulsory schooling decision. Using a nested logit model we formally incorporate the structured and sequential decision process pupils engage with. Our findings show that, on average, the key drivers of the schooling decision are pupil educational attainment and parental aspirations rather than local labour market conditions. However, there is some evidence that higher local unemployment rates encourage males to invest in education, and that interactions with educational attainment suggest local labour market conditions impact heterogeneously across the pupil population.Availability: (1)

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