Article thumbnail
Location of Repository

Bridging the gap: who takes a gap year and why?

By 

Abstract

This report looks at the characteristics of those taking a gap year, the activities undertaken in the gap years and subsequent study and employment outcomes. The report also investigates whether there is any evidence that young people were taking a gap year in order to qualify for Youth Allowance payments.This report was prepared for the Department of Education, Employment and Workplace Relations to throw light on the growing trend of taking a \u27gap year\u27 between school completion and commencing university study.&nbsp

Topics: Social problems, Youth
Publisher: Longitudinal Surveys of Australian Youth
Year: 2012
OAI identifier: oai:apo.org.au:29943

Suggested articles

Citations

  1. A 2004, Review of gap year provision, Research report RR555, Department for Education and Skills,
  2. (1982). A Rasch model for partial credit scoring’, doi
  3. (1978). A rating formulation for ordered response categories’, doi
  4. (2004). Analysis of equity groups in higher education 1991–2002,
  5. (2001). Applying the Rasch model: fundamental measurement in the human sciences, Lawrence Erlbaum and Associates,
  6. (2005). Attitudes, intentions and participation, LSAY research report no.41, ACER,
  7. (2005). Course change and attrition from higher education, LSAY research report no.39, ACER,
  8. (1985). Deferment of entry into higher education, Tertiary Education Authority of South Australia,
  9. (2007). Education to labour market pathways of Canadian youth: findings from the Youth in Transition Survey,
  10. (2005). Family background, adolescents’ educational aspirations, and young Australian adults’ educational attainment’, doi
  11. (2008). Gaps show failings of Youth Allowance’, The Australian, Higher Education Supplement,
  12. (2004). Immigrant status and home language background: implications for Australian student performance in PISA
  13. (2008). Mind the gap: researching school-leaver aspirations’, paper presented at the NCVER No Frills Research Conference,
  14. (2005). OECD (Organisation for Economic Co-operation and Development) doi
  15. (1960). Probabilistic models for some intelligence and attainment tests, doi
  16. (2011). Review of student income support reforms, Department of Education, Employment and Workplace Relations,
  17. (2002). Socioeconomic background and higher education participation: an analysis of school students’, aspirations and expectations,
  18. (2007). The characteristics of “gap-year” students and their tertiary academic outcomes’, doi
  19. (2005). The first year experience in Australian universities: findings from a decade of national studies,
  20. (2005). The first year experience: the transition from secondary school to university and TAFE
  21. (2001). The pathways from school to further study and work for Australian graduates, LSAY research report no.19, ACER,
  22. (2005). The pre-university gap year: a research agenda, Gap Year working paper no.1, viewed 5
  23. (1996). The social and demographic characteristics of direct and delay entry nursing students in Australian universities’, doi
  24. (2006). The transition to full-time work of young people who do not go to university, LSAY research report no.49, ACER,
  25. (2008). VET pathways taken by school leavers,

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.