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\nAarushi Singhania, RMIT University  \nMaci Hamdorf, RMIT University  \nCiannon Cazaly, RMIT University  \nNational Centre for Student Equity in Higher Education Tel: +61 8 9266 1743  \nEmail: [ncsehe@curtin.edu.au](ncsehe@curtin.edu.au)  \n[ncsehe.edu.au](ncsehe.edu.au)  \nBuilding 602 (Technology Park) Curtin University  \nKent St, Bentley WA 6102 GPO Box U1987, Perth WA 6845  \nDISCLAIMER  \nInformation in this publication is correct at the time of release but may be subject to change. This material does not purport to constitute legal or professional advice.  \nCurtin accepts no responsibility for and makes no representations, whether express or implied, as to the accuracy or reliability in any respect of any material in this publication. Except to the extent mandated otherwise by legislation, Curtin University does not accept responsibility for the consequences of any reliance which may be placed on this material by any person. Curtin will not be liable to you or to any other person for any loss or damage (including direct, consequential or economic loss or damage) however caused and whether by negligence or otherwise which may result directly or indirectly from the use of this publication.  \nCOPYRIGHT  \n© Curtin University 2022  \nExcept as permitted by the Copyright Act 1968, and unless otherwise stated, this material may not be reproduced, stored or transmitted without the permission of the copyright owner. All enquiries must be directed to Curtin University.  \nCRICOS Provider Code 00301J  \nAcknowledgements  \nThe authors would like to acknowledge the support of students and staff in RMIT, particularly Sophie Fenton, Luke Eberbach, Munir Muniruzzaman and Patricia Ellis , in assisting with the design, dissemination of the survey , and survey completion. The authors would also like to thank Learning Creates Australia for disseminating the survey and bringing together young people for focus groups. We are grateful for the assistance of schools and students in supporting the project despite the challenge of lockdowns across Australia.  \nTable of Contents  \nExecutive Summary ................................................................................................................ 1  \nRecommendations .................................................................................................................. 4  \nIntroduction ............................................................................................................................. 6  \nBackground ............................................................................................................................. 8  \nTertiary Education policy ..................................................................................................... 8  \nEquity policy ........................................................................................................................ 8  \nCareers and Transitions ...................................................................................................... 8  \nWhat helps students find pathways to higher education?................................................ 9  \nCareer Education and Workplace Engagement .................................................................. 9  \nTiming ............................................................................................................................ 10  \nQuality and variety of information .................................................................................. 10  \nPathways knowledge ..................................................................................................... 10  \nPathway Programs ............................................................................................................ 11  \nWhat do alternative pathway programs to university offer? ........................................... 11  \nHow do alternativ","cbCaitpwExS0qNig","https://ap.wps.com/l/cbCaitpwExS0qNig","pdf",886979,45,"English","# Executive Summary\n# Recommendations\n# Introduction\n# Background\n## Tertiary Education policy\n## Equity policy\n## Careers and Transitions\n# Methods\n## Focus Groups\n# Findings\n## Career Aspiration\n## Pathway intentions\n## Knowledge of alternative pathways\n## Effectiveness of information\n# Discussion\n# Conclusion","[{\"question\":\"What is the purpose of this report on non-ATAR university entrance pathways?\",\"answer\":\"It investigates how young people find pathways to higher education through non-ATAR university entrance options and what information supports effective decisions.\"},{\"question\":\"How does the report gather evidence?\",\"answer\":\"The Methods section describes focus groups as the primary evidence source for the findings.\"},{\"question\":\"What kinds of improvements does the report recommend regarding information for students?\",\"answer\":\"The report outlines what needs to be done differently, including timing of information and involving parents while showcasing success through VET and alternative pathways.\"}]","Pathways or Goat Tracks - Non-ATAR University Entrance - 2022 | PDF",113]