Post‐compulsory education policy in australia and its impact on participant pathways and outcomes in the 1990s

Abstract

The substantial redefinition of youth and education policy in Australia over the past decade has been associated with an increased emphasis on university entrance and the adoption of a sequential model of pathways between the two worlds of study and work. Because these new policy settings have been in operation for sufficient time now to warrant examination of their effectiveness in terms of participant outcomes, this article examines them in the light of research findings from a major longitudinal study of young Australians who left school in 1991. Definite signs of incompatibility between policy and outcomes are identified with regard to non‐university study pathways, uncertain career pros..