2

Submission to the Inquiry into Geographical Differences in the Rate in which Victorian Students Participate in

Higher Education VU is a multi-sector University based in the Western suburbs and City of Melbourne providing courses across Victorian Certificate of Applied Learning, further education, vocational education and higher education in twelve broad Industry and Community Clusters. Our Mission is to transform lives through the power of further education, vocational and higher education, and research. We work collaboratively to develop the capabilities of individuals, enterprises and communities within the western Melbourne region and beyond to build sustainable futures for ourselves and our stakeholders.

We have invested much thought in recent times to the balance of our work within the western region of Melbourne; our presence in the City and longstanding international relationships, notably in Asia and Europe. Locally, the western suburbs of Melbourne are being reshaped by:

rapid growth, gentrification and residential development producing a mosaic of social and cultural circumstances across the region

deep structural changes to the local economy and labour markets with the demise of former manufacturing strengths and emergence of transport, logistics and warehousing with profound implications for the balance between low and knowledge intensive, high skilled jobs

a continuing mismatch between the demand and supply of a wide range of public and private services, facilities and local amenities.

VU is committed to continue to serve our region and facilitate knowledge transmission between the west and the world. The Making VU a New School of Thought project 2006 to 2012 includes practical actions to resource three initiatives for a better life in Melbourne’s western suburbs and to share this knowledge with other communities in Australia or overseas that may face similar challenges. Attachment One shows a detailed breakdown of VU’s on shore students by the twelve Industry and Community Clusters. It shows whether the students are from the Western Region1 or elsewhere (other parts of Melbourne, Victoria, and international) by Higher Education and Vocational and Further Education. In summary VU provides its Vocational and Further Education services primarily to students from the Western region (68% of student contact hours). In contrast a substantial base of our Higher Education students are from the West (40% of Higher Education full time equivalent students) but with slightly greater numbers from the rest of Australia and the balance who are international students. The question of the impact of geographic location on access to and success in post school education and training is critical to the success of Victoria University (VU) due to the significant numbers of students from the Western region of Melbourne. The State wide data available to the Committee will confirm that school students in the West are less likely to complete school, less likely to apply for university education, and more inclined to take vocational education courses. Studies by the University, outlined further below (and in Attachment Two), confirm this pattern.

1 We define the West as including the seven local Government areas of Brimbank, Hobsons Bay, Hume, Maribrynong, Melton, Moonee Valley, and Wyndham.

VU Submission Geographic Differences

There is thus very clear evidence for lack of participation in higher education for residents of the West. The question is heavily intermixed with the impact of related factors of low socio-economic status, few or no family members with experience of university and vocational education, and coming from a non English speaking background. For the University it is these factors that contribute most to the challenge for students from the Western Region more than factors of geography itself. However, our studies of the region do point to the lower access across the range of community services and facilities including transport, health services and recreational services which can indirectly impact on students’ capacity to make the most of their educational abilities and aspirations. The University has long argued to the Commonwealth that the challenge of education significant numbers of students with educationally restrictive characteristics should be recognised in the funding allocation. This could be through a loading targeting some of the relevant factors or a regional loading for outer metropolitan students similar to the rural and remote loading some Universities now receive. The following sections explore the Inquiry’s four key research questions from the perspective of Victoria University, its students and the Western Region of Melbourne.

Key research question 1: Are there geographic differences? In addition to the main State data sets about ENTER ranks and application and enrolment levels VU has analysed the data for VU students who participated in the Australian Vice-Chancellors’ Committee Australian University Student Finances 2006 study2. Generally, the student financial issues for respondents at Victoria University tend to mirror those of students nationally with the difference being that, in many cases, the difficulties for VU students are greater. In comparison with the national average, Victoria University respondents: earned less and worked longer hours, received a greater proportion of their income from government support; were more likely to apply for Austudy/Youth allowance and be rejected with VU students more likely

to find the Austudy/Youth allowance application too complicated; had higher total expenses for part time undergraduate students; had higher median total expenditure yet income was lower; had greater study related expenditure; were less likely to pay student contributions upfront; more frequently worry about finances and more reported food and necessities unaffordable; had more difficulty affording computer related expenses (software etc.); were more influenced to study part time by finances. Additionally, most part time students at

Victoria University would prefer to study full time if finances permitted and the percentages were greater at Victoria University than nationally; and

who were post graduates were more likely to report that travel for conferences or research was unaffordable.

Respondents were able to provide additional comments about the issues raised in the survey. The VU Students additional comments contained much reference to the complexity and inadequacy of government (Youth Allowance/ Austudy) and university financial assistance. The difficulties faced by students with dependents (mainly females) were also a major theme as well as balancing work and study overall.

2 http://www.universitiesaustralia.edu.au/content.asp?page=/publications/policy/survey/index.htm

3

VU Submission Geographic Differences

Key research question 2: Why are there such differences? VU Aspirations project

The VU Aspirations Project is investigating the encouraging and discouraging factors that influence the post-compulsory educational aspirations of students residing in the western region of Melbourne, with a particular focus in this regional context on those students from Language-other-than-English backgrounds and low socio-economic status backgrounds. The specific aims of the project are to: gain a thorough understanding of the diverse characteristics of the regional prospective student

population within the western metropolitan region; to understand the post-compulsory school aspirations of regional prospective students and how

these vary according to diverse characteristics; to identify the key encouraging and discouraging factors in relation to higher education aspirations; through engagement with schools, prospective students and communities, identify and formulate

strategies and initiatives to enhance equitable participation in Victoria University courses and programs;

establish regional benchmarks and systems for continuous monitoring and measurement of regional participation at Victoria University;

ensure that equity group students are aware of their educational options and enabled to access post-compulsory education; and

attract equity group students (including Low SES), assist them in their transition to university study and increase retention and success rates for students, the University and the post-secondary sector.

Attachment Two is a powerpoint analysis of the first stages of the project which included a large regional survey of Year 9 – 12 students in approximately 32 schools to identify the key factors that support or inhibit the decision to enter vocational and higher education and a more detailed examination through a focus group of students, regional careers teachers, and regional educational planning representatives. The initial summary of the outcomes of the first stages is that: substantially more students express an aspiration for higher education (72%) than on track data

shows achieving higher education 40%), with conversely greater take up of TAFE and apprenticeships (21% aspire; 38% achieving);

by the age of 25, most students would like to work as professionals, with teaching, then nursing as the most preferred careers. Males showed about twice as much interest in trades. Opinions were evenly divided about whether or not a degree was necessary for their chosen career;

further, over 60% of all students expressed a lack of confidence in achieving their chosen profession by age 25 ,and over 38% of students indicated that their financial situation influenced their choice of university or TAFE;

confidence in achieving their first preference increased in the later years of school years with females slightly more confident than males; however over 60% of students expressed a lack fo confidence in achieving their first preference upon leaving school, with this being strongly associated with students from LSES and MSES backgrounds;

males tended to plan to depart from school early, possibly to commence apprenticeships as was indicated as a first preference for more males than females;

friends are very influential about future intentions, then careers teachers, while parents were rated significantly lower. Most students wanted to do well, and their parents strongly encouraged them;

4

VU Submission Geographic Differences

Low SES students were less optimistic about their ability, as 58% perceived their ability as ‘the same’ or ‘not as well as others’ at the same year level, compared to Medium SES (51%) and High (50%)

students indicated they were more likely to get into debt for education and female students indicated they were more likely to do this than male students;

interest in the discipline, study, work or career was the reason 85% of students said they chose their course, with many saying their financial situation did not influence their course choice (60%) or their mode of study (50%) but many others were unsure about the effect of their financial situation (35%+) and for 15% it did impact on their choice of study mode; and

education is viewed as important but tends to reduce as students progress in secondary school, and most decided ’in the last year’ or ‘two/three years or more’ what they would do.

Availability of University campuses

VU has campuses at the City, Footscray, Sunshine, St Albans, Werribee, Melton, and Sunbury and is phasing out activity at Newport. We have in train six studies to guide the future use of each of the campuses to ensure the University makes the best use of each to promote achievement of our overall goals. One aspect of this is to encourage greater hubbing of like courses on one or a few campuses to encourage greater coherence and interaction across vocational and higher education and to allow the necessary mass of staff and students to support in depth those areas. This is consistent with our analysis of the home locations of students against campuses which shows limited correlation of students with their closest campus. Rather students travel to the campus that provides the particular course they want (with of course many higher education students from the West choosing other Universities across Melbourne). The provision of multiple campuses, each of which serves to advertise the option of university education and provide stimulus for the local economy, comes at a cost compared to universities which have one dominant campus and perhaps one to two subsidiaries. The University is obliged to balance what it does on each campus with ensuring its long term financial sustainability. This issue has greater recognition for Universities with non metropolitan campuses where there is additional Commonwealth funding. The issue is just as significant for VU which has no additional funding to support its operation across our western metropolitan campuses.

Key research question 3: What is the impact of under representation in higher education? The evidence is clear that completion of higher education is linked to significantly higher incomes, better health and often a greater satisfaction with life. There is a similar but lesser effect for those with vocational and trade qualifications and a growing disadvantage for those who do not complete a post school qualification. The studies of the Longitudinal Surveys of Australian Youth (LSAY) (see http://www.acer.edu.au/lsay/research.html) and the Dusseldorp Skills Forum (DSF) (see http://www.dsf.org.au/) confirm this. The submission from the Office of Training and Tertiary Education also sets out some of the evidence. The particular question for this Inquiry is the impact the lower level of higher education outcomes and the greater preponderance of those not completing school or subsequent education or training has upon the Western Region of Melbourne (and other regions with similar levels of educational underachievement) firstly and then upon Victoria more broadly. Educational outcomes interact with other economic and social indicators, both to show that elements of disadvantage tend to affect the same people and regions but equally that lack of education can be a driver of other aspects of disadvantage. In 2004 The University released Investing in Melbourne’s West: A Region in Transition by Professor Peter Sheehan, Director, Centre for Strategic Economic Studies and Professor John Wiseman, then Acting Director Institute for Community Engagement and Policy Alternatives which shows the extent of the challenges facing the western region (the report is at Attachment Three).

5

VU Submission Geographic Differences

Key research question 4: What can be done? Of Victorian Universities, Victoria University has the highest proportion of Low SES students in terms of access (%) and participation (%) in Victoria with, in 2005, 23.8% of commencing VU students from a Low SES background, and 25% of commencing students who are under 25 years of age. VU exceeds the State and National averages for participation, retention and success of such students. To achieve this, the university has a number of major initiatives and ongoing programs targeting improvements in access to, and success in, higher education. The Access and Success Project

VU’s Access and Success project is a major University initiative to work with schools in the west of Melbourne to improve young people’s access to, and successful participation in, post compulsory education and training. It will act in four major ways to do this: Learning Enrichment, whereby VU through its Education Faculty supports schools in western

Melbourne with long term projects to improve learning outcomes for students through tackling the literacy, numeracy and information skills needed for participation in vocational and higher education, strengthening their capacity to apply for university and vocational education without needing special access programs;

Teacher Leadership, that works with teachers from partner schools to enhance their ability to work with students from economically, and socially disadvantaged backgrounds ;

Youth Access, which works with low income school students to strengthen their aspirations for their own lives improve their knowledge about career and education opportunities and assist them with accessing these opportunities ;

Schools Plus Provision, where VU is a partner in planning and delivery of school education in the west.

The project is designed to strengthen the fundamental outcomes from schools in the region and the capacity of their students to recognise their potential and options. Research based on the Project will promote its outcomes allowing take up elsewhere in Australia and internationally. The project builds on the outcomes of the Aspirations research the University is doing with low SES school students and those who speak English as a second language in the region as outlined above. University access programs

Through its multi-sector programs VU supports and encourages potential students to gain the skills needed for vocational and higher education and supports students enter higher education from vocational education. The VU College, established in 2007, is at the heart of many of these programs. The College provides a portal to learning preparation and support for students across the University and works with students to consolidate their English language skills, literacy, numeracy, personal and career development. A key feature of many of VU’s preparation courses is to use content and delivery which explicitly prepares students for entry into the destination course. This is achieved in the Diploma of Liberal Arts by the inclusion of a higher education module in the Diploma course and in the Gateway to Nursing course by the inclusion of targeted language development, graded assessment and problem based learning. A similar concept lies behind offering Dual Awards combining English language enhancement with vocational courses in Business, Child Studies and Aged Care. These courses enable students to participate in vocational courses while still improving their English in a context for higher level targeted language development. The Portfolio Partnerships Program provides an alternative entry scheme for students attending one of the Victoria University Partnership Schools in the western region of Melbourne. Applicants must be consistent achievers in the senior secondary years and have the potential to succeed at University.

6

VU Submission Geographic Differences

The Portfolio Partnership Program requires applicants to submit a portfolio of evidence that includes information about their goals and achievements, previous studies, work experience, skills, personal qualities, as well as examples of their work and other evidence that indicates a commitment to their proposed area of study. As an alternative entry scheme, the Portfolio Partnership Program looks beyond the ENTER score and is based on criteria other than the ENTER and middle band selection. In addition, for high achieving students, who could benefit from an additional academic challenge in Year 12, the Portfolio Partnership Program offers an Extension Studies program and this is available to students at partnership schools. This scheme increases student opportunity for entry into a course at Victoria University and enhance their ability to become a successful tertiary student. The Extension Studies program provides students in the Western Region with extended knowledge in particular subjects, an early experience of University life, and it can contribute to the ENTER score results enabling the students to take up a subject they have completed successfully at the second year level of study at Victoria University. These programs can be accessed utilising the assistance and support of the Victoria University School Partnerships Staff Team. Support Programs at University

The Parent Information Program is distinct from the options provided by most universities which tend to target students themselves. The program targets parents of students who are the first in their family to enter Higher Education, providing them with information in writing and at dedicated sessions. This VU program recognises the importance of family support to students, especially where the student is the first person in that family to attend university. The Access IT Project which began this year is a University wide program to provide computer resources (a working computer processor and monitor) to students from low socio economic backgrounds and those with multiple disadvantage (combining two or more of the equity target groups). Victoria University has established an Access Scholarship program for undergraduate students, to complement the Commonwealth Learning Scholarships. Categories for awarded scholarships are: Parents (students with dependant children); Western region (students who studied in the previous year at a school located in the western region of Melbourne); Return to Study (Mature age students returning to study); Pathways (VU TAFE students transferring to VU Higher Education undergraduate degree); and General (students demonstrating financial need who are not eligible for any of the above categories). The financial value of each scholarship is $1000 per annum to recipients for up to three years, with the exception of the Pathways category which are for up to 2 years. The common criterion for all scholarships is financial need /low income and a relatively high number of recipients will come from what is designated as multi-disadvantaged backgrounds (for example, in addition to low income status, students will have a disability, be from LOTE background or be an Indigenous Australian). Later in 2008 the University will analyse the impacts and effects of the scholarships including the relationship to attrition and factors of multiple disadvantage (including westernality, SES, parental education and membership of other equity target groups). Financial support for the University

The programs listed above are funded predominantly from the University’s general revenue. The Australian Government provides a limited amount of support funding for equity initiatives which is welcome but modest compared with the challenges faced by the University. A major challenge for the Australian Government through its review of Higher Education by Professor Denise Bradley will be to ensure future the funding and regulatory framework provides effective support for Universities such as VU engaging with range of students we service.

Conclusion The challenge of improving access to, and success in, higher education for residents of Western Melbourne is clear. It is a challenge that VU is actively engaged with through major initiatives to understand and address the reasons for lower school outcomes and lower aspiration to seek post

7

VU Submission Geographic Differences

school education and training, in addition to our extensive suite of programs to support our students once enrolled. Our capacity to do this would be enhanced through Government recognition of the need for such programs and more effective support for them.

8

VU Industry and Community Clusters: Student Load West and Non West 2006

Source BO Report : ICC Westernality 17 Sept 2007.rep NOTE : Data valid as per VUSIS 17th Sept 2007

A. Number, Equivalent Full Time Student Load (EFTSL) and VU Western Region of Melbourne Other Regions : Rest of Victoria, Overseas & Unknow

ICC

No of Reportable Students

Combined EFTSL

Reportable HE EFTSL

Reportable VE-FE Hours

No of Reportable Students

Combined EFTSL

Reportable HE EFTSL

Reportable VE-FE Hours

No of Reportable Students

Combined EFTSL

Reportable HE EFTSL

Reportable Ve-FE Hours

V01 Financial and Economic Services 4,654 4,239 2,532 921,712 2,931 2,019 896 606,457 1,723 2,220 1,636 315,255V02 Tourism and Hospitality 1,357 1,198 637 303,237 753 549 152 214,156 604 650 485 89,081V03 Law and Legal Services 1,386 1,042 766 149,332 616 495 294 108,666 770 547 471 40,666V04 Marketing Services 1,627 1,100 599 270,792 992 583 232 189,594 635 517 367 81,198V05 Cultural and Creative Industries 2,480 2,080 1,153 500,737 1,372 1,099 548 297,933 1,108 980 605 202,804V06 Education and Transition 5,395 3,781 1,294 1,343,301 3,766 2,476 706 956,133 1,629 1,305 588 387,168V07 Health, Environment and Community Services 7,611 5,851 2,674 1,715,703 3,926 3,072 1153 1,036,171 3,685 2,779 1,521 679,532V08 Sports and Recreation 2,570 1,661 940 389,617 942 726 368 193,438 1,628 935 571 196,179V09 Construction and Civil Engineering 3,217 1,786 347 776,908 2,123 1,209 135 579,598 1,094 577 212 197,310V10 Information and Communication Technology 3,238 2,492 969 822,493 2,553 1,691 384 706,067 685 801 585 116,426V11 Manufacturing and Mechanical Engineering 1,531 812 145 360,100 1,134 576 46 286,250 397 236 99 73,850V12 Transport and Logistics 1,737 581 41 291,570 927 293 17 149,146 810 287 23 142,424V13 No ICC Assignment 821 579 579 0 281 120 120 540 458 458 0

Totals Including Unassigned Courses 37,624 27,203 12,674 7,845,502 22,316 14,910 5051 5,323,609 15,308 12,293 7,623 2,521,893

B. Percentage of ColumnVU Western Region of Melbourne Other Regions : Rest of Victoria, Overseas & Unknow

ICC

No of Reportable Students

Derived EFTSL

Reportable HE EFTSL

Reportable VE-FE Hours

No of Reportable Students

Derived EFTSL

Reportable HE EFTSL

Reportable VE-FE Hours

No of Reportable Students

Derived EFTSL

Reportable HE EFTSL

Reportable Ve-FE Hours

V01 Financial and Economic Services 12.4% 15.6% 20.0% 11.7% 13.1% 13.5% 17.7% 11.4% 11.3% 18.1% 21.5% 12.5%V02 Tourism and Hospitality 3.6% 4.4% 5.0% 3.9% 3.4% 3.7% 3.0% 4.0% 3.9% 5.3% 6.4% 3.5%V03 Law and Legal Services 3.7% 3.8% 6.0% 1.9% 2.8% 3.3% 5.8% 2.0% 5.0% 4.4% 6.2% 1.6%V04 Marketing Services 4.3% 4.0% 4.7% 3.5% 4.4% 3.9% 4.6% 3.6% 4.1% 4.2% 4.8% 3.2%V05 Cultural and Creative Industries 6.6% 7.6% 9.1% 6.4% 6.1% 7.4% 10.8% 5.6% 7.2% 8.0% 7.9% 8.0%V06 Education and Transition 14.3% 13.9% 10.2% 17.1% 16.9% 16.6% 14.0% 18.0% 10.6% 10.6% 7.7% 15.4%V07 Health, Environment and Community Services 20.2% 21.5% 21.1% 21.9% 17.6% 20.6% 22.8% 19.5% 24.1% 22.6% 20.0% 26.9%V08 Sports and Recreation 6.8% 6.1% 7.4% 5.0% 4.2% 4.9% 7.3% 3.6% 10.6% 7.6% 7.5% 7.8%V09 Construction and Civil Engineering 8.6% 6.6% 2.7% 9.9% 9.5% 8.1% 2.7% 10.9% 7.1% 4.7% 2.8% 7.8%V10 Information and Communication Technology 8.6% 9.2% 7.6% 10.5% 11.4% 11.3% 7.6% 13.3% 4.5% 6.5% 7.7% 4.6%V11 Manufacturing and Mechanical Engineering 4.1% 3.0% 1.1% 4.6% 5.1% 3.9% 0.9% 5.4% 2.6% 1.9% 1.3% 2.9%V12 Transport and Logistics 4.6% 2.1% 0.3% 3.7% 4.2% 2.0% 0.3% 2.8% 5.3% 2.3% 0.3% 5.6%V13 No ICC Assignment 2.2% 2.1% 4.6% 0.0% 1.3% 0.8% 2.4% 0.0% 3.5% 3.7% 6.0% 0.0%

Totals Including Unassigned Courses 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

7/04/2008 1

VU Industry and Community Clusters: Student Load West and Non West 2006

C.Percentage of ClusterVU Western Region of Melbourne Other Regions : Rest of Victoria, Overseas & Unknow

ICC

No of Reportable Students

Derived EFTSL

Reportable HE EFTSL

Reportable VE-FE Hours

No of Reportable Students

Derived EFTSL

Reportable HE EFTSL

Reportable VE-FE Hours

No of Reportable Students

Derived EFTSL

Reportable HE EFTSL

Reportable Ve-FE Hours

V01 Financial and Economic Services 100.0% 100.0% 100.0% 100.0% 63.0% 47.6% 35.4% 65.8% 37.0% 52.4% 64.6% 34.2%V02 Tourism and Hospitality 100.0% 100.0% 100.0% 100.0% 55.5% 45.8% 23.9% 70.6% 44.5% 54.2% 76.1% 29.4%V03 Law and Legal Services 100.0% 100.0% 100.0% 100.0% 44.4% 47.5% 38.4% 72.8% 55.6% 52.5% 61.6% 27.2%V04 Marketing Services 100.0% 100.0% 100.0% 100.0% 61.0% 53.0% 38.7% 70.0% 39.0% 47.0% 61.3% 30.0%V05 Cultural and Creative Industries 100.0% 100.0% 100.0% 100.0% 55.3% 52.9% 47.5% 59.5% 44.7% 47.1% 52.5% 40.5%V06 Education and Transition 100.0% 100.0% 100.0% 100.0% 69.8% 65.5% 54.5% 71.2% 30.2% 34.5% 45.5% 28.8%V07 Health, Environment and Community Services 100.0% 100.0% 100.0% 100.0% 51.6% 52.5% 43.1% 60.4% 48.4% 47.5% 56.9% 39.6%V08 Sports and Recreation 100.0% 100.0% 100.0% 100.0% 36.7% 43.7% 39.2% 49.6% 63.3% 56.3% 60.8% 50.4%V09 Construction and Civil Engineering 100.0% 100.0% 100.0% 100.0% 66.0% 67.7% 39.0% 74.6% 34.0% 32.3% 61.0% 25.4%V10 Information and Communication Technology 100.0% 100.0% 100.0% 100.0% 78.8% 67.9% 39.6% 85.8% 21.2% 32.1% 60.4% 14.2%V11 Manufacturing and Mechanical Engineering 100.0% 100.0% 100.0% 100.0% 74.1% 70.9% 31.7% 79.5% 25.9% 29.1% 68.3% 20.5%V12 Transport and Logistics 100.0% 100.0% 100.0% 100.0% 53.4% 50.5% 42.2% 51.2% 46.6% 49.5% 57.8% 48.8%V13 No ICC Assignment 100.0% 100.0% 100.0% - 34.2% 20.8% 20.8% - 65.8% 79.2% 79.2% -

Totals Including Unassigned Courses 100.0% 100.0% 100.0% 100.0% 59.3% 54.8% 39.9% 67.9% 40.7% 45.2% 60.1% 32.1%

7/04/2008 2

1WWW.VU.EDU.AU

ASPIRATIONS PROJECT PRELIMINARY DATA ANALYSIS

Denise Bett6 July 2007

Equity and Social Justice Branch

2

VICTORIA UNIVERSITY MISSION

To transform the lives of individuals and develop the capacities of industry and communities within the western Melbourne region and beyond through the power of vocational and higher education.

In a context where the western region has low income, high cultural diversity, and poor infrastructure.VU was created in 1991 to provide educational opportunityin a metropolitan region of low participation and success.

3

Vice Chancellors Statement

“The new VU Strategic plan (2004-2008) makes it clear that we are about people; students, staff, and the communities, industries, and publics that we serve. It is about helping people in the West and beyond to live better lives”

Professor Elizabeth Harman, Vice Chancellor VU

4

“WORLD IN THE WEST”DISCUSSION PAPER SEPT 2005

5 KEY MESSAGES1. Staying true to our mission and our community

• … can we do more to raise participation in education in the west?2. Feeling good about ourselves

• … building our culture and values into a badge of honour3. Doing things better

• … by raising standards while still protecting opportunities for the west4. Keeping VU sustainable

• … are there ‘missing pillars’ needed to guarantee sustainability?5. Earning respect nationally and internationally

• … how to make our local Mission a platform for a sustainable Victoria University with an international reputation?

Professor Elizabeth Harman, Vice Chancellor

5

SOCIAL AND ACADEMIC LEVELS OF VICTORIAN REGIONS 2003

6

VU STILL SERVES FAMILIES WITH THE LEAST EDUCATIONAL CAPITAL

7

MAJOR SEGMENTS REPRESENTED BY LOWER SES FAMILIES AND WEAKER STUDENTS

PEOPLE WITHOUT QUALIFICATIONS

8

VU DEMOGRAPHICS

9

10

11

VU LINGUISTIC DIVERSITY

WWW.VU.EDU.AU

Enrolment trend of students of non-English

speaking background :

• 2004 – 34.1%

• 2003 – 31.2%

• 2002 – 30.5%

• 2001 – 25.8%

12

People not fluent in English - 2001 - western metropolitan region of

Melbourne

St Albans Campus

Sunshine Campus

Footscray Nicholson Campus

LOCAL FLUENCY IN ENGLISHLOCAL FLUENCY IN ENGLISH

13WWW.VU.EDU.AU

0

1

2

3

4

5

6

Vietna

mese/K

hmer

Maltes

e

Italia

n

Greek

South

Slavic

Chines

e

Tagalo

g

Turkish

Middle

Easter

n & N

orth A

frican

Spanis

h/Port

uges

e

Somali

Per

cent

age

Language groups atVU as % of total VUstudents from West

Top 11 Non EnglishLanguages Spokenat Home for Westas % of totalpopulation of theWest

Comparison of CALD VU Students from West and Population in the West

14

Year 12 Reasons for Deferring

0

10

20

30

40

50

60

70

80

Not rea

dy

Hard to

supp

ort se

lfCos

ts of

study

Awaiting

You

th Allo

wance

Costs

of tra

vel

Have t

o lea

ve ho

meToo

muc

h trav

el

Not su

re of

copin

g

Family

commitm

ents

No offe

rNo i

nform

ation

Never

inten

ded t

o stud

yIrr

eleva

nt%

YEAR 12 REASONS FOR DEFERRING

15

AUSTRALIAN GOVERNMENT TARGET EQUITY GROUPS

• Students from socio-economically disadvantaged backgrounds • Students from non-English speaking backgrounds• Students with a disability• Students from rural and/or isolated areas• Aboriginal and Torres Strait Islander students • In addition, DEST equity funding aims to assist in overcoming

educational disadvantage associated with gender.

16

STUDENT EQUITY DATA

• High numbers of Low SES students and FIF students• High LOTE cohort , reasonable retention and success • Small rural and regional numbers of students • Average access for students with a disability with good retention and

success outcomes • Small indigenous cohort • Reasonable numbers of students from the western region, but wish to

improve the access and success from the western region broadly • VC said “cultural diversity needs to be at the heart of our strategic

objectives as an institution”

17

• Higher Education Equity Support Program (HEESP) required Universities to undertake specific activities, in the identification of strategies to remove systemic barriers for designated disadvantaged groups of students

• From 2005 this program funding required universities to put greater emphasis on the provision of outreach programs and specialised support targeted at students from the DEST-defined equity groups

• The region accounts for 44% of domestic enrolments at Victoria University and many of those students are from Language-other-than-English and low socio-economic status backgrounds

BACKGROUND

18

AIMS OF THE PROJECT

• To gain a thorough understanding of the diverse characteristics of the western region’s school student population

• To understand the post-compulsory education aspirations of western region students, and how these vary according to students’ diverse characteristics

• To identify the key positive (facilitating) and negative (barrier) factors in relation to post-compulsory education aspirations – for example: the effect of debt aversion, the effect of new Commonwealth and institutional Equity scholarships, the issues of travel/distance from campus, etc – and how the impact of these factors varies according to students’ diverse characteristics

19

PROJECT OUTCOMES

• to ensure that equity group students are aware of their educational options and are enabled to access post-compulsory education;

• to attract equity group students, and assist them in their transition to university study and increase retention and success rates for students, the University and the post-secondary sector

• to inform the strategic development of more effective outreach, transition and support programs at Victoria University, targeted at prospective students from these and other University designated equity target groups

20

WHAT WE DID

• a comprehensive literature was undertaken including broad consultation inside and outside VU

• current data on diverse student characteristics was identified and analysed including current low SES and LOTE /CALD/NESB data within the university and regionally

• a research proposal for the implementation of further aspirations research was recommended, including a regional survey of Year 9 - 12 students to identify the key factors that support or inhibit the decision to enter TAFE/Higher Education

• following the survey, focus group of students, regional careersteachers, and regional educational planning representatives is planned to explore some of the issues in more detail

21

WHAT WE DID

• Modified Richard James Rural and Regional student survey (2000) titled ‘When I leave school ‘ to reflect the questions we were interested in knowing more about in our region .

• James explored the affect of geographical location and socio economic status on 7000 young people’s decisions about going on to university in years 10,11 and 12

• We wanted to further explore debt aversion, travel and distancesissues, costs and knowledge of fees and to explore students aspirations in relation to university and include TAFE/VET programs

• Also explore our understanding of several socio economic factors; SES by post code, SES by parental education and SES by parental occupation in the region to examine any differences

22

SCHOOLS BY SES IN THE 7 LGAs

Schools by SES in the 7 LGAs

2 2 1 0 0

6

0

42

11

3 5

8

10

7

2

0

3 1

0

0

02468

10121416

Brimba

nkHob

sons

Bay

Hume

Mariby

rnong

Melton

Moone

e Vall

eyW

yndh

am

No. Low SES(Total = 13)

No. Med SES(Total = 43)

No. High SES(Total = 11)

23

SCHOOLS SAMPLE BY SES

Schools sample group by SES in the 7 LGAs

1 20 0 0 1 0

11 6

2 3 2 4

72

0

3 1 00

0123456789

10

Brimba

nkHobso

ns BayHume

Maribyrn

ong

Melton

Moonee

ValleyWyn

dham

No. Low SES (Total = 13)No. Med SES (Total = 19)No. High SES (Total = 4)

24

41.5% inner western

10.2% south western

14.3% north western

26.2% outer western

7.8% other

Aspirations Data Collection Area

25

Aspiration Respondents Profile• 1824 responses• 32 schools• Distribution across year levels• Gender distribution (F 53%, M 47%)• 35.5% speak a LOTE at home, 20.3 % born elsewhere• 71.8%have a at least one parent born in another country• 70 per cent intend going to university (higher education)• SES distribution (home postcode)• 63 different places of birth (93 in region)• 80+ different parental places of birth• 56 LOTE spoken at home (164 in region)• 1.4% identify ATSI• 2.7% identify disability

LM

H

9 10 11 12

26

95% computer access at home86% internet access at home99% computer access at school

Home internet useHome internet use

ACCESS TO THE INTERNET

27

PLACE OF BIRTH

28

PARENTS, SIBLINGS & WORK

29

ASPIRATIONS after leaving schoolUniversity 70.2%TAFE 13.6%Apprenticeships 8.3%Work 5.6%

30

ASPIRATIONS by SES and Gender

TAFE University Work Apprenticeship

Low SES Females 16% 73% 5% 4%

Low SES Males 13% 63% 8% 14%

Medium SES Females 14% 79% 3% 3%

Medium SES Males 13% 66% 6% 13%

High SES Females 8% 87% 3% 2%

High SES Males 7% 71% 9% 13%

31

DIFFERENCES TO NOTE GENDER & YEAR

• By gender (p = 0.001)

• By year level (p = 0.05)

% within Intend to go to university (higher education) (a) 56.8 43.2 100.0

% within Gender 75.3 64.4 70.2

% within Intend to go to university (higher education) (a) 52.9 47.1 100.0

% within Gender 100.0 100.0 100.0

9 10 11 12 Total

% within Year level 64.9 70.5 74.9 71.0 70.2

% within Intend to go to university (higher education) (a) 26.4 23.2 22.5 27.8 100.0

% within Year level 100.0 100.0 100.0 100.0 100.0

Crosstab

56.8% 43.2% 100.0%

76.0% 65.0% 70.8%

57.3% 42.7% 100.0%

14.9% 12.5% 13.7%

23.2% 76.8% 100.0%

3.7% 13.6% 8.4%

40.6% 59.4% 100.0%

5.4% 8.9% 7.1%

52.9% 47.1% 100.0%

100.0% 100.0% 100.0%

% within 1st preferenceupon leaving school% within Gender% within 1st preferenceupon leaving school% within Gender% within 1st preferenceupon leaving school% within Gender% within 1st preferenceupon leaving school% within Gender% within 1st preferenceupon leaving school% within Gender

University

TAFE

Apprenticeship

Work/other

1st preferenceupon leavingschool

Total

Female MaleGender

Total

Crosstab

24.5% 23.4% 24.1% 28.1% 100.0%

65.9% 71.4% 75.5% 71.3% 70.8%

27.0% 20.6% 19.8% 32.7% 100.0%

14.1% 12.2% 12.0% 16.0% 13.7%

35.1% 27.2% 15.2% 22.5% 100.0%

11.2% 9.8% 5.6% 6.7% 8.4%

32.8% 21.9% 21.9% 23.4% 100.0%

8.8% 6.7% 6.9% 5.9% 7.1%

26.3% 23.2% 22.6% 27.9% 100.0%

100.0% 100.0% 100.0% 100.0% 100.0%

% within 1st prefereupon leaving school% within Year level% within 1st prefereupon leaving school% within Year level% within 1st prefereupon leaving school% within Year level% within 1st prefereupon leaving school% within Year level% within 1st prefereupon leaving school% within Year level

University

TAFE

Apprenticesh

Work/other

1st preferencupon leavingschool

Total

9 10 11 12Year level

Total

32

Comparison of Selected Schools with On Track Data

Aspirations of Years 9-12University TAFE Apprenticeship

72% 14% 7%

9%29%40%ApprenticeshipTAFEUniversity

On Track

33

VU: LARGEST SUPPLIER OF OFFERS TO WESTERN SUBURBS SCHOOL LEAVERS

Vocational Training

Victoria22%

Melbourne20%

RMIT18%

La Trobe12%

Deakin12%

Monash7%

ACU2%

Ballarat2%

Swinb5%

Other0%

University Preferences: Melbourne University (28.7%), VU (23.8%), RMIT (16.5%)

TAFE & Apprenticeship Preferences: VU (35.4%), Kangan Batman (23%), RMIT (12%)

Victoria43%

RMIT T19%

Swin T8%

Kangan6%

NMIT5%

Angliss4%

Private10%

Box Hill1%

Other TAFE1%

Gordon2%

Holmesglen1%

University

34

Year 12’s University PreferenceUniversity Aspirations % On Track %

School A 95 28School B 64 20School C 82 40School D 87 45School E 62 23School F 48 12School G 63 27School H 55 22School I 73 41School J 79 47School K 88 65School L 72 50School M 61 39School N 72 52

35

Year 12’s TAFE Preference

TAFE Aspirations On TrackSchool A 31 27School B 23 15School C 14 14School D 9 11School E 38 23School F 20 24School G 10 10School H 6 4School I 11 17School J 15 12School K 18 9School L 22 15School M 26 20School N 13 13

36

University Aspirations of Years 9-12 Aspirations On Track Disparity

School A 88.7 28.0 60.7

School B 87.5 35.0 52.5

School C 64.3 18.0 46.3

School D 66.9 23.0 43.9

School E 86.7 45.0 41.7

School F 88.5 52.0 36.5

School G 62.8 27.0 35.8

School H 47.8 12.0 35.8

School I 75.0 40.0 35.0

School J 61.5 29.0 32.5

School K 52.2 20.0 32.2

School L 72.8 41.0 31.8

37

University Aspirations of Years 9-12 Aspirations On Track Disparity

School M 77.4 47.0 30.4

School N 50.0 21.0 29.0

School O 77.5 50.0 27.5

School P 92.0 65.0 27.0

School Q 87.5 61.0 26.5

School R 47.5 22.0 25.5

School S 64.0 39.0 25.0

School T 75.0 53.0 22.0

School U 67.7 46.0 21.7

School V 70.8 52.0 18.8

School W 60.0 46.0 14.0

School X 95.9 97.5 -1.6

38

Impact of Mothers Place of Birth on Preferences

39

Top 15 Subjects Desired but not Offered

1. Music 2. Photography3. Computing4. History5. Fashion6. Dance7. Economics

8. LOTE - French9. Forensic science10.Hairdressing11.Psychology12.Philosophy13.Politics14.Drama15.Environmental science

40

JOB AT AGE 25

Accountant 4.2%Architect 2.7%

Business 3.2%Fashion designer 2.8%

Doctor 4.8%Engineer 4.8%

Health professional 4.7%Information technology 3.7%

Lawyer 4.0%Nursing 5.2%

Teacher 7.3%

41

ADDITIONAL RESPONSESWhy have you chosen the particular course you are interested in?

26 1.4 2.0 2.0

2 .1 .2 2.1

25 1.4 1.9 4.1

1 .1 .1 4.1

1105 60.6 84.5 88.6

46 2.5 3.5 92.13 .2 .2 92.43 .2 .2 92.6

10 .5 .8 93.3

2 .1 .2 93.5

49 2.7 3.7 97.2

35 1.9 2.7 99.9

1 .1 .1 100.0

1308 71.7 100.0516 28.3

1824 100.0

Employmentprospects/IncomeFamily/friends canassist meFamily/friendstradition/stimulatedinterestGives variety of futurechoicesInterested in thediscipline/study/work/careerNot sureOpportunity to travelOtherParentsPersonalexperience/tragedystimulated interestTalented/doing wellin this field/studyTo helpsociety/assist othersWant to find a cure forcancerTotal

Valid

14MissingTotal

Frequency Percent Valid PercentCumulative

Percent

42

CONFIDENCE

43

Summary of Preliminary Findings• Confidence in achieving their first preference increased over years with females slightly

more confident than males

• Males tended to plan to depart from school early, possibly to commence apprenticeships as was indicated as a first preference for more males than females.

• Friends are very influential, then careers teachers while parents rate significantly lower. Most students want to do well, and their parents strongly encourage them

• Low SES students were less optimistic about their ability, as 58% perceived their ability as ‘the same’ or ‘not as well as others’ at the same year level, compared to Medium SES (50.8%) and High (49.5%)

• Interest in the discipline, study, work or career was the reason 84.5% of students said they chose their course, and many said financial situation did not influence their course choice (60%) or their mode of study (50%) but many were unsure about the effect of their financial situation (35%+)and for 15% it did impacted on their choice of study mode

• Education is viewed as important but tends to reduce as students progress in secondary school, and most decided ’in the last year’ or ‘two/three years or more’ what they would do .

44

Finance & Post Secondary Education

How influential is my financial situation? (%)

Nothing at all 9.3

Very little 15.8

Some 36.8

A fair amount 21.9

A great deal 16.3

•Student were more likely to get into debt for education than to buy shoes, holidays, cars or housing.

•Males were marginally more likely to get into debt for these items

•Females are more willing to get into debt to attend university

•Student loans seem to be the main planned financial resource, about half will ask family for money and around a quarter plan to get a job

•63% of all students disagreed that university was only for wealthy people (20% undecided and 17% agreed)

45

Debt Aversion

46

Financial Planning

47

Importance of Views in Planning Future

48

Importance of Doing Well At School

49

WHAT WE WILL DO NEXT

• Provide schools reports of their data and seek consultation • Focus groups of students • Workshops from careers teachers and other related regional staff• Focus groups of parents proposed• In depth follow up with the LLEN’s and teachers involved in schools

50

POTENTIAL FOCUS GROUPS

• Horn of Africa• Turkey• Vietnam• Philippines• Males at Risk of Disengagement• Females at Financial Risk• ??

51

INITIATIVES TO TEST ON FOCUS GROUPS• Mentor/buddy programs • On campus “Taster Program”• Bonus points to boost TER• University preparation as a subject in Year 11• University preparation as an orientation activity• Tertiary Preparation Programs • Scholarship to complete an accredited TAFE university unit while in Year 12• Specific assistance developed in conjunction with a local ethnic support group• Practical financial planning and financial literacy workshops• Information sessions to support youth/families to identify and apply for financial aid• VET and VCAL programs• My VU and You • Customised Learning Experience options

52

NAME DENISE BETT DEPARTMENT EQUITY AND SOCIAL JUSTICE BRANCH

PHONE +61 3 9919 2249FAX +61 3 9919 2578EMAIL denise.bett@vu.edu.auwww.vu.edu.au/Students/Support_Services/Equity_and_Social_Justice/

WWW.VU.EDU.AU

CONTACT DETAILS