Australia, a clever country? Education and life chances

This paper assumes that to be a clever country Australia needs to provide an inclusive education and training system that provides opportunities for all young people to develop their potential. A clever country values not only academic but also vocational skills. A clever country has a high quality university system, but it also provides appropriate and accessible training and employment for those who have creative, manual or interpersonal skills, rather than, or in addition to, academic skills.

A key element of an inclusive education and training system is that it does not exclude people because of the costs involved. Australia provides “free” government school education but many low-income families struggle with meeting the costs of this schooling (Bond & Horn 2009, 2008). Australia has the third highest university fees out of all OECD countries after the United States and Japan (Payne & Percival 2008 (PDF 1.18MB)), although some 20 years ago university education was free. TAFE fees vary greatly in amount. There have been some large recent increases which have led to falls in enrolments in Victoria (The Age, March 24, 2010). For some young people from low-income families, even the delayed tertiary or vocational education debts will be a disincentive to further study.

In addition to the direct costs of education there are the living costs, transport and for many, accommodation costs. A clever country facilitates its students from all locations to be able to study. Costs must be acknowledged and met as necessary. Youth Allowance, Australia’s income support for young students, has not kept pace with increased in costs of food, rent and transport over the last decade (Payne & Percival 2008).

The recent data from the Brotherhood of St Laurence’s longitudinal Life Chances Study illustrate a number of challenges for Australia providing an appropriate education for all (Taylor & Gee 2010).

The Life Chances Study

The study has been following the lives of some 138 young people from diverse families since their birth in 1990. All were born in inner Melbourne, and at 18 the majority lived in Melbourne, with some in regional Victoria or interstate. The most recent report explored their situations and experiences as they turned 18.

Their pathways differed according to family income. While 98 per cent in high-income families had completed VCE at Year 12, and 86 per cent in medium-income families, the figure was only 44 per cent in low-income families. However 15 per cent from low-income families had completed other Year 12 qualifications, and 15 per cent were still at school planning to complete Year 12. A quarter from low-income families (26 per cent) had left school early, but none from high-income families.

The activities of those who left school before completing Year 12 included studying at TAFE, undertaking apprenticeships and/or working part or full-time. Some were settled in what seemed to be positive pathways, but others had tried various courses and jobs unsuccessfully and had had long periods of unemployment.

Issues for a clever country raised by these young people’s experiences include the diversity of standards among schools and opportunities for tertiary study. For example, two boys, both from very disadvantaged refugee backgrounds, attended government high schools in different areas of Melbourne. One school had a strong academic focus and a high proportion of university offers, while the other had a low proportion. The young man at the first school attained a tertiary entrance score of 97, the other a score of 33.

Interviews with selected young people explored their perspectives on finishing school and on further training and employment. Some were flourishing, others struggling:

The university students (from both high and low-income families) who had already started their courses were generally enjoying the experience, including having greater freedom than at school, although some found this a challenge as was the need for different study skills. Sometimes their part-time jobs created difficulties. The high cost of textbooks was often mentioned.

The TAFE students felt their motivation and their interest in their subjects helped them study, while difficulties included travel and finding part-time work to help them meet living costs. One early school leaver explained why she preferred TAFE to school:

“I’m doing something I enjoy and that I’m good at and I feel I’m getting somewhere.”

The apprentices mostly enjoyed their work and liked the hands-on learning in contrast to school, as well as getting paid. They appreciated the government financial assistance. Problems however included work injuries, fatigue and, for some, fitting in study time.

The young people who had spent most of the year working or looking for work, as opposed to studying, were either having a “gap year”, working and traveling before starting university, or were early school leavers. These early school leavers’ situations were least satisfactory, as they faced long periods of unemployment and limited full-time job opportunities because of issues such as learning difficulties, mental health problems, lack of work experience and regional location. Some had already unsuccessfully attempted TAFE courses and apprenticeships. One young man who had learning difficulties had enjoyed working, and learning as a labourer on a big building site; however, his job finished and he had been unemployed for some months:

“It’s hard. I’m not working, I can’t get the dole, I can’t get Youth Allowance, so it’s very hard you know. Just life in general.”

Costs of education presented an important barrier for those in the study who were from low-income families. School costs that caused problems included books and other materials, uniforms, and additional tutoring. University students emphasised the high cost of textbooks, while fees were a problem for those wanting to attend TAFE, especially if not eligible for concessions. One early school leaver commented:

“I’d love to go to do a TAFE course to do my diploma in fitness but that’s very expensive and you have to work at the same time, so you can’t really do it. It’s like a few thousand dollars for fitness. It’s very expensive so it’s hard.”

Policy challenges

Australian government policies to increase inclusion and equity in education have included setting targets to increase Year 12 completion (with a target of 90 per cent of young people completing Year 12 or equivalent by 2015); to increase the proportion of university students from low socioeconomic groups; and improving access to vocational training.

This study found that school retention and academic achievement are associated with both family resources and school resources. Where families lack the necessary resources, appropriate supports for young people need to be provided by schools, universities and other training organisations.

Given that less than a third of young people in Australia gain university qualifications (Robinson & Lamb 2009 (PDF 1.56MB)), it is important for a clever country that strong support is provided for non-university pathways, including accessible career counselling which can make sense of the potential training and employment options available.

Messages from the Life Chances Study include:

To promote Year 12 retention:

• actively engage the less academic students in appropriate courses, for example by providing positive support for non-academic courses such as VCAL;
• support those on low incomes, by addressing school costs such as textbooks and subject fees, and also with adequate family income support.

To promote further education and training:

• acknowledge that for some disadvantaged young people, fees for TAFE courses are already a barrier which a loan scheme is unlikely to overcome;
• monitor the impact of the TAFE fee increases;
• ensure support services and career counselling for TAFE students are well resourced to promote course completion and appropriate pathways.

To promote university enrolment of low SES students:

• review criteria for selection to offset disadvantage;
• promote flexible pathways, for example for TAFE students;
• ensure university is affordable.

In conclusion, the challenges for a clever country - and we believe a clever country is a compassionate country - include the need to “invest” in education and training resources to: provide appropriate learning opportunities for all young people, including those with low academic achievement and learning difficulties; ensure affordable schooling and further training that does not exclude those on low incomes; and provide adequate income support for young people from low-income families to allow full participation in education and training.

It is important for Australia to value vocational pathways, to acknowledge the external barriers to full participation in learning that young people face and to promote inclusion rather than exclusion in learning opportunities.