How did COVID-19 impact post-school transitions for young people with disability and how can these be better supported?
This report explores experiences of young people with disability transitioning from secondary school in 2020 or 2021 and explores whether the COVID-pandemic has had a significant impact in the post school transition period.
Without a home: first-time youth homelessness in the COVID-19 period
In 2021, many lives globally, including those of young people in Australia, were disrupted by the extensive impacts of the COVID-19 pandemic. The purpose of this report is to bring these young people’s experiences to light, by drawing on quantitative data to show the prevalence...
Starting unequal: how’s life for disadvantaged children?
Built using a series of key comparative indicators from the OECD 'Child Well being Dashboard', this paper examines how the wellbeing of children from disadvantaged backgrounds compares both across OECD countries and relative to their more advantaged peers.
The promises and perils of new technologies to improve education and employment opportunities
In this policy briefing, the authors provide insights and policy recommendations to decision-makers and stakeholders, such as education and labor policy-makers, to expand access to skills and quality jobs to the most disadvantaged learners and workers across the world.
Effectiveness of the Navigator program
Students who are disengaged from learning are at high risk of leaving school early. The Navigator program is designed to support Victoria’s most disengaged students aged 12–17 years. This audit report examines whether the Navigator program is effectively re-engaging students in education.
What makes students' access to digital learning more equitable?
Information and communication technology (ICT) has become an important tool for school systems as they seek to enhance education and make it more efficient. Two examples highlighted in this brief are teachers’ digital self-efficacy and training in ICT-based instruction.
Nobel Prize Committee says money matters in education
This research brief reviews the statement in support of the Nobel Prize for Economics for 2021 by the Prize Committee. The statement highlights the extensive empirical evidence that increased expenditure on education can improve test scores and future earnings, especially for disadvantaged students.
Exploring benefits and challenges of online Work Integrated Learning for equity students
This research finds that online work placements benefit students from disadvantaged backgrounds, if their diversity and strengths are recognised through meaningful work and professional connections.
2021 Federal Budget: CSI budget response
The Centre for Social Impacts' response to the 2021 Federal Budget discusses how the key changes presented are likely to have an impact, both positive and negative, on different social issues around Australia.
Pillar 3 report: what can be done to maximise educational outcomes for children and young people experiencing disadvantage?
In response to COVID-19, most of the world’s student population was impacted by transitions to remote learning. This report presents evidence-based options for action to inform policy and programmatic solutions.
Smart, successful, strong: the case for investing in adolescent girls' education in aid and COVID-19 response and recovery
This report shines a light on the impact of COVID-19 on adolescent girls in South-East Asia and the Pacific and their experiences of accessing secondary education over the last twelve months.
A wave of disadvantage across NSW: impact of the COVID-19 recession
COVID-19 has started an economic tsunami that threatens to overwhelm progress towards reducing disadvantage across New South Wales. This report provides estimates based on international, Australian and original research on the impact of rising unemployment on disadvantage across NSW’s regions.
Education resource gaps in Australia remain amongst the largest in the world
Disadvantaged students in Australia are being denied equal opportunities to learn because they face far more shortages of teachers and material resources than advantaged students.
COVID catch-up: helping disadvantaged students close the equity gap
Australia should launch a $1 billion, six-month tutoring blitz to help one million disadvantaged school students recover learning lost during the COVID-19 lockdowns, according to this Grattan Institute report.
Impact of learning from home on educational outcomes for disadvantaged children
Teachers across Australia have had to transition into the online environment without a strong evidence base to inform their approach. This research suggests that the impact on student learning and outcomes for Australian children who are disadvantaged will depend in part on how well teachers...
COVID-19, digital inclusion and online education: APO Digital Inclusion Collection Brief April 2020
During the current period of home-based self-isolation, those without the ability to effectively and affordably access and use digital technologies will find it immediately and increasingly difficult to participate in contemporary economic, social, cultural and civic life.
School closures will increase inequality unless urgent action closes the digital divide
While slowing the pace of the Covid-19 Pandemic is critical, reducing the growth of inequality – including in education – will be an equally important and complex challenge.
SVA Perspectives: education — children in out-of-home care
This paper considers what is required to improve education outcomes for children and young people in out-of-home care (OOHC). Children and young people in OOHC have often experienced traumatic events and require additional support to access safe environments and quality education so they can thrive...
Career construction, future work and the perceived risks of going to university for young people from low SES backgrounds
The aim of this project was to understand the interplay between career construction in the 21st century, future work, and the perceived risks of going to university for young people from low socioeconomic status (SES) backgrounds.
Overcoming the odds 2: where are the top-performing disadvantaged secondary schools?
Academic results can differ significantly between schools, despite them having similar levels of funding and disadvantage. This indicates that improving outcomes for disadvantaged students is not just a question of how much money is spent but also how it is spent.
Spotlight: Attendance matters
The effects of non-attendance are cumulative and if they begin in the early years of schooling, they persist into future years. As a result, early attendance patterns, particularly in pre-school and Year 1 of compulsory schooling, are vital, according to this report.
Overcoming the odds: a study of Australia’s top-performing disadvantaged schools
This study investigated Australia’s top-performing disadvantaged schools, with the aim of finding any common policies and practices that have led to their success.
The Future of Work in Queensland to 2030
This submission by the Smith Family to Jobs Queensland on the future of work in Queensland to 2030 concerns children and young people from disadvantaged backgrounds most at risk of missing out in the future, on the benefits of work, unless they have access to...
Equity in education: breaking down barriers to social mobility
This report examines how equity in education has evolved over several cycles of the OECD Programme for International Student Assessment (PISA). It identifies the policies and practices that can help disadvantaged students succeed academically and feel more engaged at school.
Away from Base futures: discussion paper
This discussion paper seeks to engage with those that use and administer Away from Base (AFB) support, with the aim of considering the two program model currently in place. It is designed to seek feedback on activities currently funded through AFB programs.