Search results

This inquiry examined the geographical differences in the rate in which Victorian students participate in higher education. The Committee looked at the reasons for and impact of such differences, and were guided by the following key questions: Are students from different geographic areas (e.g. regions, suburbs, or localities) in Victoria more or less likely to apply for university, to receive or accept university offers, and to complete a university course once they enrol? Is this because students from different geographic areas stay at school for longer, or leave earlier, choose different subjects or courses at school, choose different post-school pathways (e.g. TAFE, apprenticeships, or employment), have greater or fewer university campuses/courses available in their community, or are affected by other factors, such as economic, social or cultural issues? What effect does going to university (or not) have on students from different geographic areas in Victoria, their families and communities, and skills shortages and the Victorian economy? What could be done to address any barriers to university participation for students from different geographic areas? The inquiry found that whilst overall higher education participation in Victoria is high, there are substantial and long-standing differences in the rate of participation across different areas and social groups. These differences arise from a complex mix of interrelated geographical, socioeconomic and cultural factors, which begin to affect students well before the transition from school to university. A key recommendation made by the Committee is for Victoria's university entry system to be overhauled to offset the disadvantage experienced by country and poor students.