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.
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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
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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 Victoria’s 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.
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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.
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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:
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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.
RPAC’s 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.
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Methodology
A five-stage approach to this engagement was employed as follows:
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