The pandemic has has a serious impact on school pupils – but a record number have applied to university.
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New research shows university students who gained entry via bridging programs outperform others who gain admission through ATARs and other means. They are also more likely to complete their degree.
Students matching the ‘traditional’ applicant’s profile see university as a stepping stone to a good job. Those from less-well-represented groups care more about higher education’s intrinsic value.
There are some myths about senior schooling kids and parents need to know. They include the idea everyone needs an ATAR to get into university, and that year 12 must be stressful. Neither are necessarily true.
A higher proportion of Islamic-school students in years 11 to 12 are enrolled in science and maths than other students in Australia. But they may not all get the careers they want.
Higher education should provide access for as many people as possible to fulfil their potential as individuals. Leaders in higher education must be ready to examine what it will take to achieve this.
Eight Year 12 students in Queensland share how they feel about their disrupted, final year of school.
A recent report recommended all students leave school with a learner profile. This will capture their academic results, as well as other achievements like extracurricular activities.
A new study and its methods provides a way to replace the current Year 12 structure with one that will help prepare senior school students for their journey into the future – whatever that may be.
There are five transitions young people aged 16-25 make between school and employment. Most involve some vocational education and training. Some involve university and others no education at all.
Even before COVID-19, use of the ATAR for university entry was contentious. Now it’s even more so, and universities need to rely on other ways to admit students.
Universities are increasingly accepting more students into degree programs without an ATAR. Here are some of the most common ways in.
Top contributors
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Senior Research Fellow, Curtin University
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Founding Director of the Centre for Islamic Thought and Education, University of South Australia
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National Head of School, University of Notre Dame Australia
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Professor, Pro Vice-Chancellor of the College of Human and Social Futures, University of Newcastle
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Policy Fellow, Mitchell Institute, Victoria University
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Professor, Griffith Institute for Educational Research and School of Education and Professional Studies, Griffith University, Griffith University
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Lecturer and researcher, University of South Australia
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Senior Lecturer, Griffith University
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Adjunct Associate Professor of Education Policy, Victoria University
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Professor, Southern Cross University
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Associate Dean (Education), Southern Cross University
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Senior Research Officer, National Centre for Vocational Education Research (NCVER)
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Data Analyst, National Centre for Vocational Education Research (NCVER)
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Data Analyst, National Centre for Vocational Education Research (NCVER)
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National Centre for Vocational Education Research (NCVER)
