Just ask Wagga resident Jayne Taylor.

The 47-year-old is in her fourth year of her bachelor of education degree.

Ms Taylor left school in year 11 and started work in a bank.

Over the years she got married, had kids and held various jobs, including being a legal secretary for 10 years.

As a teenager, Ms Taylor wanted to be a teacher, and when her children were grown up, she thought “why not?”.

“I bit the bullet, quit my job and here I am,” she said.

“I always knew I could go to university as a mature-age student.”

Ms Taylor’s story is far from unique these days, as more students find different ways to study – and most in the education field are not relying on the troubled Austrlalian Tertiary Admissions Rank (ATAR).

According to Charles Sturt University (CSU) deputy vice-chancellor (academic) Professor Toni Downes, the educator admitted 836 students in its undergraduate single teacher education programs in 2015.

Only 38 of these students were admitted based on an Australian Tertiary Admission Rank (ATAR).

More than half of those admitted were on the basis of previous university study as mature-age students.

“More than 70 per cent of commencing education students at CSU are not recent school leavers, so debate that focuses on the role of the ATAR in determining course entry and graduate quality risks ignoring the majority of cases,” Professor Downes said in a statement.

Ms Taylor said the classroom is more of a mix of ages, rather than full of fresh-faced school leavers.

She used her previous study experience, including TAFE courses, as well as work experience when she applied for a position.

“These days, education is key to everything,” Ms Taylor said.

“It’s really hard to get ahead without it.

“If you’re on your own, and your job doesn’t pay a huge amount, you just get by rather than live.”

Ms Taylor decided to study primary school education because she wanted to make a difference in a young person’s life.

“A lot of kids are hitting high school with poor literacy and numeracy skills,” she said.