1. Introduction

This section provides an overview of the engagement, including the benefits associated with educational attainment, the disparity in educational outcomes for metropolitan and regional Victorian students and the project scope and methodology.

Setting the scene

Educational attainment, including the completion of secondary school, vocational education and further post-compulsory education, is a pivotal factor in making a successful transition from school to work.

International and Australian evidence demonstrates that the failure to complete school or gain equivalent qualifications carries serious consequences for young people, including adverse future health and economic outcomes, and is associated with poorer labour market outcomes and greater insecurity in building careers. Indeed, studies demonstrate that:

While evidence relating to the lost economic opportunity in regional areas associated with the failure to complete compulsory schooling and pursue post-compulsory education opportunities is limited, the considerations outlined above emphasise the need to encourage students to pursue further education opportunities, particularly in order to reduce broader social and economic costs and disadvantage associated with increased welfare dependency, poor health and shortened life expectancy.

Sources: R Rumberger and W Lamb, The early employment and further education experiences of high school dropouts: A comparative study of the United States and Australia (2003) 22(4) Economics of Education Review 553; Organisation for Economic Co-Operation and Development, Transition from Initial Education to Working Life (OECD, 2001); J Barro, The Determinants of Economic Growth: A Cross-Country Empirical Study (Working Paper No. 5698, National Bureau for Economic Research) 1997; David Cutler and Adriana Lleras-Muney Education and Health: Evaluating Theories and Evidence (Working Paper No. 12352, National Bureau of Economic Research) 2006; Denise Bradley AC et. al., Review of Australian Higher Education Discussion Paper (Australian Government, 2008) 5-6

Retention in school is a strong indicator of student engagement in the education process, and a key factor in measuring student aspiration towards post-compulsory education opportunities. Available evidence demonstrates a high level of disparity in educational attainment for Victorias metropolitan and regional students at the secondary school level for all Victorian schools.

Apparent retention rate Years 7-12 students, Victorian government schools, 2003-2012

The apparent retention rate for students in Years 7-12 has remained broadly constant over the past 10 years despite a strong Council of Australian Governments (COAG) focus in recent times. However, the average apparent retention rate of metropolitan students is some 1.25 times higher than that of their regional counterparts.

Year 12 completion rate all Victorian schools, 2007-2011

On average, metropolitan students are 1.13 times more likely to complete Year 12 than their regional counterparts across the entire Victorian school system.

At the post-compulsory education level, the disparity in educational attainment between regional and metropolitan students is exacerbated, with metropolitan students pursuing higher education and higher-level vocational qualifications at a significantly higher rate than their regional counterparts.

Source: Department of Education and Early Childhood Development, The On Track Survey 2012: The Destinations of School Leavers in Victoria - Statewide Report (Victorian Government, 2012) Table 11.

In light of the disparities in educational attainment between metropolitan and regional Victorian students, and the demonstrated health, economic and societal benefits associated with school completion and gaining post-compulsory education qualifications, there is a need for policymakers to:

Project scope

Project overview/scope

Against this backdrop, the RPAC Education and Skills Working Group sought to develop an understanding of aspiration and engagement in regional education. Regional Development Victoria (RDV), at the request of the Regional Policy Advisory Committee (RPAC), commissioned KPMG to research the social and cultural factors that influence aspiration and engagement in education for students in regional Victoria. The study focussed on:

Reviewing the evidence available relating to the key factors, existing interventions and demonstrated effectiveness of programs which seek to raise the level of education aspiration in regional Victoria; and

Providing an evidence base to inform policy and program development based on the needs, gaps and success factors identified.

RPACs Education and Skills Working Group provided oversight, guidance and input throughout the project.

Project Timeline and Key Deliverables

An overview of the project methodology, timeline and key deliverables is below.

Methodology

A five-stage approach to this engagement was employed as follows:

17

Metropolitan areas Regional areas

Source: Department of Education and Early Childhood Development, Summary Statistics Victorian Schools (Victorian Government, 2012) Table 22.

Appa

rent

ret

entio

n ra

te

(per

cent

age)

8487

71

87

71

86

70

84

69

86

69 67

86

67

88

69

89

70

90

70

100%90%80%70%60%50%40%30%20%10%

0%2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Source: Productivity Commission, Report on Government Services 2013 (Australian Government, 2013) Table 4A.110.

Metropolitan areas Regional areas

Year

12

Com

plet

ion

Rat

e67

6966 68

70

61 6158 59

61

70%

60%

50%

40%

30%

20%

10%

0%2007 2008 2009 2010 2011

Metropolitan areas

M = Males F = Females P = Persons

Regional areas

Per

cent

age

of Y

ear

12 (o

r eq

uiva

lent

) com

plet

ers

M MF FP P M F P M F P M F P M F P M F P M F P M F P

Regional students are more likely to enter the workforce directly than metropolitan students, with 12.5 per cent in full-time employment (compared to 5.0 per cent in metropolitan areas) and 15.7 per cent in part-time employment (compared to 8.9 per cent in metropolitan areas)

Lower-level VET courses (i.e. Certificate I-III), apprenticeships and traineeships are significantly more popular amongst regional students than metropolitan students. Regional students are 2.6 times more likely to participate in traineeships than their metropolitan counterparts, with almost 1 in 13 regional males selecting this career option

Metropolitan students are 1.5 times more likely to participate in higher education or higher-level VET courses (i.e. Certificate IV or above) than their regional counterparts

70%

60%

50%

40%

30%

20%

10%

0%

Bachelor Degree

Certificate IV+

Certificate I-III

Apprenticeship Traineeship Employed Full-Time

Employed Part-Time

Looking for work

NILFET

Understand the nature of education aspiration including the factors that influence the development of education aspiration, and how (and when) they are formed.

1

Identify the barriers to aspiration to, and participation in, education in regional Victorian communities.2

Consider appropriate interventions which seek to raise education aspirations and overcome any barriers to their development and expression, including the combination(s) of interventions which are demonstrated to have the greatest impact and effectiveness.

3

Consider the range of programs, policy levers and interventions currently in operation in Victoria which seek to raise education aspirations and overcome barriers to participation in education.

4

Contrast current Victorian offerings against better-practice approaches to improve education aspiration to pinpoint gaps in the system and/or opportunities for program enhancement and improvement.

5

RPAC Working Group meetingWorkshopMeeting/feedback Point

Meeting with RPAC Working Group

Stakeholder feedback

Present any key findings to RPAC working group

Phase 1: Project initiation

Phase 2: Desktop research

Phase 3: Consultation

Phase 4: Case study & intervention analysis

Phase 5: Reporting

Week beg/phase

4

Feb

11

Feb

18

Feb

25

Feb

4

Mar

11

Mar

25

Mar

18

Mar

1

Apr

8

Apr

15

Apr

22

Apr

30

Apr

30

Jun

Project Initiation

Desktop review of literature

Develop and administer survey

Report writing

Finalise report

Update mapping

Initial mapping of existing interventions

Workshop with key stakeholders

Develop case studies and intervention analysis

Identification of better practice interventions

Project Plan Meeting/feedback point with RDVDraft report

Feedback period (RDV/RPAC)

Final report

>> Reviewed proposed project approach to ensure a shared understanding of the scope, objectives, timefra