This report examines the relevance of the Australian Tertiary Admission Rank (ATAR). Reflecting on its purpose, the analysis asks, for whom is it working; is its use changing; and what are the implications for national education policy objectives. It finds three in ten school leavers are now admitted to university without reference to an ATAR.

This evidence review was commissioned on behalf of all education ministers to synthesise what is known about effective remote learning. It takes stock of lessons learned through the COVID-19 period, as well as those gained from earlier, pre-pandemic experiences.

This study draws together information from a variety of sources on the opportunities being provided to young Australians for mastering the skills needed to be well prepared for the future. Its goal is to show where the strengths and weaknesses of the education system lay prior to the COVID-19 crisis, to point to areas where...

Why do some regions perform better with disadvantaged learners than others? Identified through the analysis of a number of data sources, this research explores the strategies and practices in place at TAFE and other private and community education providers.

This study draws together information on the opportunities being provided to young Australians as they negotiate the various stages of education and training and attempt to establish themselves in the workforce during their transition to adulthood.