Act Post School Destinations and Pathways in 2017

ACT POST SCHOOL DESTINATIONS AND PATHWAYS IN 2017

A summary of the 2017 results from the survey of 2016 year 12 graduates and school leavers and the longitudinal survey of 2015 year 12 graduates and school leavers.

Key Findings

•Ninety-three percent of 2016 year 12 graduates were employed and/or studying in 2017, compared with 78 percent of 2016 school leavers in the survey.

•Fifty-nine percent of 2016 year 12 graduates were studying in 2017 and a further 31 percent intended to start some study in the next two years.

•Forty five percent of 2016 school leavers were studying in 2017 and a further 28 percent intended to start some study in the next two years.

•Seventy-five percent of 2016 year 12 graduates were employed in 2017, compared with 66 percent of 2016 school leavers.

•The percentage of 2015 year 12 graduates studying increased from 58 percent in 2016 to 72 percent in 2017.

•Eighty percent of the 2015 year 12 graduates who deferred university in 2016 were attending university in 2017.

Fifty-four percent of 2015 year 12 graduates and 23 percent of 2015 school leavers who were not studying in 2016, started studying in 2017

This publication has been produced by the ACT Government. Apart from any use permitted under the Copyright Act 1968, no part of this publication may be reproduced by any process without written permission from the ACT Government’s Education Directorate.

Contents

Executive Summary

Background

Part 1 – 2016 Year 12 Graduates and School Leavers

Destination of 2016 year 12 graduates

Key outcomes

Study

Labour force status

Participation in other post-school activities

Destination of 2016 school leavers

Characteristics of students who left school in 2016

Satisfaction with school

Reasons for leaving school

Part 2 – 2015 Year 12 Graduates and School Leavers

Pathways of 2015 year 12 graduates

Key outcomes

Study

Labour force status

Pathways of 2015 school leavers

Satisfaction with life

Scope and methodology

Glossary

References

Executive Summary

The ACT Government believes every student in the ACT should have access to the opportunities provided through quality education. The Education Directorate 2014-17Strategic Plan sets out an ambitious agenda to ensure progress for all students and an increase in the qualification levels of the ACT, with every Canberran set for life through access to quality further education and training.

In its commitment to an educated and skilled workforce to meet the present and future needs of the ACT, the Education Directorate has prioritised learning pathways designed to meet the needs of young people through flexible training options and engagement with industry and employers.

In May 2017 the Education Directorate conducted two post school destination surveys.

The annual survey of 2016 ACT year 12 graduates (those who completed an ACT Senior Secondary Certificate in 2016) and year 9 to 12 school leavers (those who were in year 9 to 12 when they left school in 2016 prior to completing an ACT Senior Secondary Certificate). A total of 2374graduates and 356 school leavers completed the survey.
A longitudinal survey of 2015 ACT year 12 graduates and school leavers (approximately 1.5 years after leaving school). This longitudinal survey was the second wave of the three-year longitudinal study of 2015 ACT year 12 graduates and school leavers (conducted in 2016, 2017 & 2018).A total of 1803graduates and 195 school leavers completed the survey.

Part 1 of the ACT Post School Destinations and Pathways in 2017 report presents information about the 2017 destinations of 2016 ACT year 12 graduates and school leavers and part 2 presents information about the pathways 2015 year 12 graduates and school leavershave taken from 2016 to 2017.

The vast majority (93%) of 2016 ACT year 12 graduates, were employed and/or studying in 2017, with the report highlighting that females, those who gained an ATAR and/or did not receive a pension, were more likely to be employed and/or studying than their peers.

Survey results for 2016school leavers showed that 78 percent were employed and/or studying in 2017. The report highlights thatmales, those who spoke a language other than English at home received career guidance and/or did not receive a pension were more likely to be employed and/or studying than their peers.

The report shows that31 percent of 2016 year 12 graduates and school leavers were not studying in 2017, but were intending to study in the next two years. A similar trend has been observed in previous years. The results from the longitudinal survey found that over half of the2015 graduates who indicated their intention to study in 2017 or 2018, when surveyed in 2016, did start studying in 2017. Figure 1 shows theoverall increasein the percentage of 2015 year 12 graduates and school leavers commencing study in 2017. 2015 year 12 graduates who formally deferred university in 2016 were more likely to start study in 2017 than those who had an informal intention to study.

Figure 1: 2015year 12 graduates and school leavers by study status in 2016 and 2017(%)

Overall, the report presents a positive picture of the pathways from school to further study and employment for young people both graduating from and leaving ACT schools. However, the report clearly shows that those young people who complete an ACT Senior Secondary Certificate are advantaged both in terms of employment and further study outcomes, six months after leaving school, when compared with their peers who leave school before completing an ACT Senior Secondary Certificate (see Figure 2 below).

Figure 2: 2016year 12 graduates and school leavers by main destination in 2017(%)

Note: NILFET means ‘not in labour force, education or training’.

The School Leaver Survey results provide important information that informs planning, development and provision of education and training choices for the young people of the ACT. The Directorate works closely with school staff in ACT public and non-government schools to ensure the survey results are disseminated and used for curriculum planning and to assist students with study and career choices at school and beyond.

Background

Australia is in a period of significant education and training reform. The current national reform agenda is impacting on all sectors of education, training and skills development. The ACT is proactive in looking to the future of education and training in our region, building on the strengths of current collaborations, relationships and partnerships within the sector, and promoting opportunities for change.

The ACT is committed to providing learning pathways for students which result in an educated and skilled workforce to meet the present and future needs of the ACT and region. The focus is on ensuring young people’s needs are met, providing flexible and responsive training options, engaging with industry and employers and improving retention rates. Together these strategies empower students to shape their own learning pathways while meeting industry needs.

Results from the School Leaver Surveys provide important information that informs planning, development and provision of education and training choices for the young people of the ACT.

In addition to the annual School Leaver Survey, the Education Directorate recently introduced a longitudinal survey to find out if students continue with their initial and/or intended pathways in subsequent years and to further explore issues identified in the annual survey, such as the trend to defer further study. The longitudinal survey of 2015year 12 graduates and school leaverswill survey consenting 2015year 12 graduates and school leavers three times in total; 2016 (Wave 1), 2017 (Wave 2) and 2018 (Wave 3). In 2017, the Directorate completed Wave 2.

In this publication students who completed an ACT Senior Secondary Certificate in 2016 are described as 2016 year 12 graduates. Students who were in year 9 to 12 when they left school in 2016 prior to completing an ACT Senior Secondary Certificate are described as 2016 school leavers. Students who completed an ACT Senior SecondaryCertificate in 2015 are described as 2015year12graduates.Students who were in year 9 to 12 when they left school in 2015 prior to completing an ACT Senior SecondaryCertificate are described as 2015 school leavers.

Part 1 – 2016 Year 12 Graduates and School Leavers

Destination of 2016 year 12 graduates

Key outcomes

Ninety-threepercent of 2016 year 12 graduates reported that they were employed and/or studying in 2017. This is similar to the Australian employed and/or studying rate in 2016 of 92 percent for 1524 year olds who completed year 12 prior to leaving school in 2015 (Australian Bureau of Statistics, 2016).

Table 1 provides an overview of the percentage of year 12 graduates employed, studying and employed and/or studying in the year following graduation. Data are presented for surveys conducted with2013, 2014, 2015 and 2016 year 12 graduates. The following points were consistently noted over the four years:

female students were more likely to be employed and more likely to be employed and/or studying than male graduates. For example, 78 percent of female 2016 year 12 graduates were employed in 2017 compared to 72 percent of male graduates
graduates who spoke a language other than English at home (LBOTE) were more likely to be studying and less likely to be employed than graduates who were not LBOTE
graduates who did not obtain an Australian Tertiary Admission Rank(ATAR) were less likely to be studying and less likely to be employed and/or studying
graduates who were receiving a Government pension, allowance or benefit were more likely to be studying, less likely to be employed and less likely to be employed and/or studying.

Table 1: Year 12 graduates employed and/or studying, by selected demographics (%)

Employed / Currently studying / Employed and/or studying
Year of graduation / 2013 / 2014 / 2015 / 2016 / 2013 / 2014 / 2015 / 2016 / 2013 / 2014 / 2015 / 2016
Gender
Female / 75.2 / 72.8 / 75.7 / 77.5 / 61.8 / 61.7 / 59.3 / 59.8 / 93.7 / 93.1 / 94.5 / 94.8
Male / 70.8 / 66.3 / 68.9 / 72.2 / 56.7 / 60.7 / 58.0 / 58.5 / 90.1 / 90.7 / 90.4 / 92.0
LBOTE
No / 75.9 / 72.9 / 76.2 / 78.5 / 55.8 / 58.3 / 54.5 / 55.9 / 91.7 / 91.6 / 92.2 / 93.5
Yes / 57.0 / 54.3 / 56.4 / 58.0 / 78.0 / 75.3 / 76.1 / 74.3 / 93.0 / 93.8 / 93.4 / 93.0
Participated in a VET course at school
No / 71.5 / 67.9 / 70.5 / 74.6 / 57.5 / 60.4 / 57.8 / 58.5 / 91.1 / 91.4 / 91.8 / 93.3
Yes / 77.3 / 74.7 / 77.7 / 76.0 / 64.2 / 63.8 / 61.3 / 61.3 / 94.1 / 93.5 / 94.5 / 94.0
ATAR Group
No ATAR / 75.6 / 74.3 / 75.7 / 76.7 / 49.1 / 45.4 / 45.2 / 44.7 / 86.7 / 85.8 / 87.8 / 89.1
1 - 65 / 75.3 / 69.7 / 72.6 / 79.7 / 57.4 / 63.3 / 57.0 / 55.6 / 92.8 / 93.7 / 91.8 / 93.2
66 - 75 / 79.9 / 75.8 / 74.7 / 77.2 / 62.9 / 66.5 / 62.9 / 64.3 / 96.5 / 96.7 / 94.8 / 95.8
76 - 85 / 74.8 / 69.8 / 72.9 / 77.8 / 64.4 / 68.1 / 68.6 / 66.8 / 93.8 / 95.2 / 97.3 / 96.8
86 - 95 / 67.0 / 62.8 / 70.1 / 70.1 / 67.3 / 71.5 / 70.6 / 76.0 / 95.1 / 93.5 / 96.3 / 97.4
96 - 100 / 52.5 / 51.9 / 52.0 / 53.2 / 74.7 / 80.8 / 79.6 / 74.7 / 94.9 / 96.8 / 96.1 / 94.2
Received career counselling/career guidance at school1
No / 72.5 / 68.8 / 71.0 / 71.5 / 60.9 / 61.4 / 57.0 / 60.4 / 92.0 / 91.5 / 91.0 / 93.4
Yes / 73.8 / 70.7 / 73.5 / 76.1 / 58.2 / 61.4 / 60.5 / 59.4 / 92.1 / 92.8 / 93.9 / 93.9
Don't Know / 63.5 / 57.7 / 58.1 / 63.4 / 52.7 / 51.7 / 27.0 / 26.9 / 85.5 / 76.7 / 71.4 / 70.8
Participated in work experience/workplace learning whilst at school2
No / 72.7 / 67.6 / 70.4 / 73.3 / 59.2 / 60.2 / 58.0 / 58.0 / 92.4 / 91.7 / 92.2 / 93.0
Yes / 73.2 / 71.3 / 74.0 / 76.7 / 59.2 / 62.2 / 59.2 / 60.4 / 91.5 / 92.1 / 92.7 / 93.9
Received a government pension, allowance or benefit at the time of the survey
No / 75.7 / 72.9 / 75.7 / 77.5 / 57.7 / 60.0 / 56.8 / 57.3 / 92.6 / 92.8 / 93.0 / 93.9
Yes / 46.8 / 43.7 / 43.5 / 49.9 / 73.9 / 71.1 / 75.9 / 78.9 / 85.4 / 85.0 / 87.7 / 90.3
All graduates / 73.0 / 69.6 / 72.3 / 74.9 / 59.2 / 61.2 / 58.7 / 59.1 / 91.9 / 91.9 / 92.5 / 93.4

1In 2016 career guidance replaced career counselling. 2In 2016 workplace learning replaced work experience.

Study

Fifty-nine percent of all 2016 year 12 graduates indicated that they were undertaking some study in 2017, with 50 percent studying full-time (see Table 2 below). This is slightly lower than the Australian study rate in 2016 of 63 percent (and 54% in full-time study) for 15-24 year olds who completed year 12 prior to leaving school in 2015 (Australian Bureau of Statistics, 2016).

In general, 2016 year 12 graduates who achieved a higher Australian Tertiary Admission Rank (ATAR) had a greater tendency to be undertaking further study in the year after leaving school.Seventyfivepercent of the graduates with an ATAR between 96 and 100 were undertaking study in 2016, compared with 64 percent of the graduates with an ATAR between 66 and 75.

Of the ninepercent of 2016 year 12 graduates who were receiving a government pension, allowance or benefit in May 2017, 79 percent were studying in 2017, compared with 57 percent of those who were not receiving a government pension, allowance or benefit.

Table 2: 2016 year 12 graduatesstudyingin 2017, by selected demographics (%)

Studying / Not studying
Part-time / Full-time / All
Gender
Females / 8.0 / 51.6 / 59.8 / 40.2
Males / 8.9 / 48.8 / 58.5 / 41.5
LBOTE
No / 9.0 / 46.3 / 55.9 / 44.1
Yes / 6.0 / 68.3 / 74.3 / 25.7
Participated in a VET course at school
No / 7.8 / 50.3 / 58.5 / 41.5
Yes / 10.4 / 50.0 / 61.3 / 38.7
ATAR Group
No ATAR / 14.1 / 29.5 / 44.7 / 55.3
1 - 65 / 8.0 / 47.4 / 55.6 / 44.4
66 - 75 / 9.5 / 54.8 / 64.3 / 35.7
76 - 85 / 2.7 / 63.5 / 66.8 / 33.2
86 - 95 / 4.8 / 71.0 / 76.0 / 24.0
96 - 100 / 0.0 / 74.7 / 74.7 / 25.3
Received career counselling/career guidance at school1
No / 8.6 / 51.4 / 60.4 / 39.6
Yes / 8.4 / 50.5 / 59.4 / 40.6
Participated in work experience/workplace learning whilst at school2
No / 7.1 / 50.8 / 58.0 / 42.0
Yes / 9.9 / 49.5 / 60.4 / 39.6
Received a government pension, allowance or benefit at the time of the survey
No / 8.3 / 48.5 / 57.3 / 42.7
Yes / 9.7 / 68.7 / 78.9 / 21.1
All graduates / 8.4 / 50.2 / 59.1 / 40.9

Note: The percentages in this table do not all add to 100 percent due to rounding and a small percentage of ‘don’t know’ responses.1In 2016 career guidance replaced career counselling. 2In 2016 workplace learning replaced work experience.

The Australian Standard Classification of Education (ASCED) was used to classify fields of study. The most common fields of study related to:

society and culture (17%). This included fields such as political science, psychology, law, economics, sport and literature
health (15%). This included fields such as medical, dental and veterinary studies, nursing, pharmacy, optical and rehabilitation therapies
management and commerce (13%). This included fields such as accounting, business management, marketing and finance

Sixty percent of 2016 year 12 graduates applied for a university place and 98 percent of these graduates were successful in gaining a place. Of the successful applicants:

72 percent accepted the place and enrolled in 2017
25 percent of successful applicants deferred
twopercent rejected the offer.

Graduates who were not LBOTE, females and those that received career guidance and/or had a lower (66-75) ATAR were more likely to defer their university studies.

The ASCED was also used to classify level of study. Responses of:

advanced diploma, associate degree and bachelor degree or higher were more broadly classified as the higher education level
responses of Certificate I-IV and diploma were classified as the Vocational Education and Training (VET) level in this publication.

Sixty-nine percent of 2016 year 12 graduates studying in 2017reported that they were studying at the higher education level and 28percent were studying at the VET level. A greater proportion of females were studying at the higher education level– 75 percent of females compared with62 percent of males.The proportion of males studying at the VET level was higher than the proportion of females studying at that level (see Figure 3 below).

Figure 3: 2016 year 12 graduates studying in 2017, by level of study and gender (%)

Note: The error bars reflect the 95 percent confidence intervals and nooverlap indicates there is a statistical difference between the results.

Of the 2016 year 12 graduateswho were studying in 2017, 55 percent reported that they chose their course because it interested them and 29 percent chose the course because they thought it would assist with employment (see Table 3 below).

Forty-four percent of graduates who were studying in 2017 and did not gain anATAR reported that they chose the course because it interested them and 34 percent chose the coursebecause they thought it would assist with employment. Graduates with a higher ATAR were more likely to have chosen their course because it interested them, with68 percent of graduates with an ATAR between 96 and 100 reporting this as their main reason.

Table 3: 2016 year 12 graduatesstudying in 2017, by main reason for choosing their course and selecteddemographics(%)

It's a course that interests me / To get/start/help in a job/business / To help get into another course / To improve my education / Other
Gender
Females / 57.2 / 28.4 / 4.8 / 2.4 / 6.6
Males / 53.4 / 29.6 / 5.0 / 2.3 / 8.6
Participated in a VET course at school
No / 56.3 / 28.0 / 4.7 / 2.4 / 7.8
Yes / 52.0 / 32.1 / 5.6 / 2.2 / 7.1
ATAR Group
No ATAR / 44.1 / 34.2 / 8.5 / 2.4 / 10.3
1 - 65 / 52.2 / 27.4 / 8.5 / 2.0 / 8.7
66 - 75 / 57.9 / 30.0 / 0.8 / 3.7 / 7.2
76 - 85 / 60.3 / 26.0 / 3.3 / 2.5 / 6.6
86 - 95 / 60.7 / 26.5 / 3.4 / 2.0 / 6.4
96 - 100 / 68.1 / 26.5 / 0.8 / 1.5 / 3.2
All graduates / 55.3 / 29.0 / 4.9 / 2.4 / 7.9

Note: The percentages in this table do not all add to 100 percent due to rounding and a small percentage of ‘don’t know’ responses.

Figure 4: 2016year 12 graduates undertaking an apprenticeship or traineeship in 2017, by selected demographics (%)

Note: The error bars reflect the 95 percent confidence intervals and no overlap indicates there is a statistical difference between the results.

Overall, sixpercent of 2016 year 12 graduates indicated they were undertaking an apprenticeship in 2017 and four percent were doing a traineeship. The percentage of graduates undertaking an apprenticeship varied significantly for selected demographics (see Figure 4 above):

male graduates were much more likely to be undertaking an apprenticeship than females
graduates who were not LBOTE were more likely to be undertaking an apprenticeship than graduates who were LBOTE.

Thirty threepercent of 2016 year 12 graduates who were not studying in 2017 reported their main reason for not studying was to “take a gap year”, 11 percent “wanted to earn money”, 10 percent indicated that they had “got a job” and 10 percent were “not sure what to study” (see Table 4 below).Fifty four percent of graduates who were not studying and hadan ATAR over 95 reported their main reason for not studying was because they were “taking a gap year” and 24 percent were travelling.

Table 4: 2016 year 12 graduates not studying in 2017, by main reason for not studying and selected demographics(%)

Taking a gap year / Wanted to earn money / Not sure what to study / Got a job / Travelling / Not ready for study / Other
Gender
Females / 36.7 / 9.2 / 10.4 / 7.3 / 11.4 / 7.8 / 16.6
Males / 29.5 / 11.8 / 10.3 / 12.3 / 6.1 / 5.2 / 24.3
Participated in a VET course at school
No / 33.2 / 10.2 / 10.5 / 8.6 / 9.1 / 6.6 / 21.5
Yes / 32.7 / 11.7 / 9.8 / 14.3 / 7.8 / 6.1 / 16.5
ATAR Group
No ATAR / 20.0 / 11.6 / 14.5 / 16.7 / 4.2 / 6.2 / 25.8
1 - 65 / 38.0 / 10.9 / 11.5 / 6.2 / 5.7 / 6.5 / 20.9
66 - 75 / 36.0 / 12.6 / 7.6 / 4.3 / 10.2 / 8.5 / 20.8
76 - 85 / 51.1 / 6.7 / 2.7 / 1.7 / 20.4 / 7.3 / 10.3
86 - 95 / 51.5 / 9.7 / 2.5 / 5.9 / 14.4 / 4.9 / 11.2
96 - 100 / 53.6 / 4.1 / 6.4 / 0.0 / 24.0 / 5.5 / 6.4
All graduates / 33.1 / 10.5 / 10.3 / 9.8 / 8.8 / 6.5 / 20.5

Note: The percentages in this table do not all add to 100 percent due to rounding and a small percentage of ‘don’t know’ responses.

Of the 41percent of 2016 year 12 graduates who were not studying in 2017, 76 percent intended to start some study in the next two years. In general, as ATAR increased, so did intention to start some study in the next two years. The most common intended ASCED fields of study related to:

society and culture (18%)
health(15%)
creative arts (13%).

This high rate of deferral in ACT is consistent with the general trend in Australia, with the incidence increasing from 10 percent in 1999-2000 to 24percent in 2009-10 (Lumsden & Stanwick, 2012).

Labour force status

Seventy-five percent of 2016 year 12 graduates reported having a paid job in 2017(see Table 5 below). Fourteen percent of graduates reported not currently having a paid job and actively looking for work with the majority looking for part-time work.

Table 5: Number and proportion of 2016year 12 graduates, by labour force status in 2017

Number / Proportion (%)
Employed / 3283 / 74.9
Full-time / 887 / 20.2
Part-time / 2371 / 54.1
Don't know/Refused / 26 / 0.6
Unemployed / 621 / 14.2
Looking for full-time work / 64 / 1.5
Looking for part-time work / 474 / 10.8
Looking for full or part-time work / 80 / 1.8
Don't know / 3 / 0.1
Total in labour force / 3904 / 89.1
Not in labour force / 479 / 10.9
Total / 4383 / 100.0
Unemployment rate / 15.9

The percentage of 2016 year 12 graduates who were receiving a government pension, allowance or benefit in May 2017 varied depending on their labour force status. Sixteen percent of graduates who were unemployed and 19 percent of those not in the labour force were receiving a government pension, allowance or benefit in May 2017, compared with six percentof employed graduates.

The Australian and New Zealand Standard Classification of Occupations (ANZSCO) was used to classify occupations. The most common occupations were:

community and personal service workers (38%)
sales workers (30%)
technicians and trade workers (10%)
labourers (10%).

Seventy-sevenpercent of 2016year 12 graduatesstudying part-timein 2017were employed, with 44 percent employed parttime (see Table 6 below). Sixty-seven percent of graduatesstudying full-time were employed, with the majority (56%) employed parttime. Eighty-four percent of graduates who were not studying were employed and 10 percent were unemployed.