This paper explores the experiences of young early school leavers undertaking vocational education to illuminate broader issues of equity and access. We argue that to overcome many of the sector’s shortcomings, policymakers and provider communities must first affirm equity and access as central to the sector’s core business.

This research looks at why young, early school leavers are not considering VET as a means of gaining skills, and why, if they do start a VET course, some disengage and drop out.