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This chapter forms part of a larger resource, A Social Profile of Boroondara, which is comprised
of nine chapters, including an introduction, and a chapter each on Boroondara's:
• population
• family and community
• housing
• health
• education and training
• crime and safety
• culture and leisure
• work and economic resources.
A Social Profile of Boroondara is published by the City of Boroondara, and is designed to be
used for:
• describing the Boroondara community for annual reports and presentations
• strategic planning and service planning
• comparing an agency’s client data to general community characteristics
• allocation of resources across a given geographical area (Local Government Area or
suburb)
• preparing funding submissions.
This edition of the Education and Training chapter was published in 2011.
Contact:
More information about A Social Profile of Boroondara can be obtained from:
Social Planning Team
City of Boroondara
Private Bag 1
Camberwell 3124
Telephone: 9278 4753
The full version of the document can be downloaded by visiting www.boroondara.vic.gov.au
5 Education and Training ........................................................................................... 4
5.1 Introduction ...................................................................................................... 4
5.2 Total resident student population ..................................................................... 4
5.3 Kindergarten ..................................................................................................... 6
5.3.1 Kindergarten facilities and enrolments ....................................................... 6
5.3.2 Access to kindergarten .............................................................................. 8
5.4 Special education ............................................................................................. 9
5.5 Primary education ............................................................................................ 9
5.5.1 Primary school enrolments in Boroondara ................................................. 9
5.5.2 Boroondara residents in primary school education .................................. 12
5.5.3 Australian Early Development Index (AEDI) ............................................ 13
5.6 Secondary education...................................................................................... 15
5.6.1 Secondary school enrolments in Boroondara .......................................... 16
5.6.2 International secondary school students .................................................. 18
5.6.3 Victorian Certificate of Applied Learning (VCAL) and Vocational Education
and Training (VET) subjects ................................................................................. 19
5.6.4 School transition ...................................................................................... 20
5.7 Highest level of school education of Boroondara residents ............................ 22
5.8 Apprenticeships and traineeships .................................................................. 23
5.8.1 Workers/Students in Boroondara undertaking apprenticeships and
traineeships .......................................................................................................... 23
5.9 Tertiary institutions ......................................................................................... 25
5.9.1 Swinburne University ............................................................................... 25
5.9.2 International university students .............................................................. 26
2
5.9.3 The University of Melbourne .................................................................... 28
5.10 Post-secondary school study ...................................................................... 28
5.10.1 Qualifications ........................................................................................... 28
5.10.2 Field of study ........................................................................................... 30
5.11 Adult Community and Further Education .................................................... 32
5.11.1 Adult Community Education providers ..................................................... 32
5.11.2 Registered Training Organisations .......................................................... 33
5.12 Measuring disadvantage ............................................................................. 33
5.12.1 The Index of Education and Occupation .................................................. 34
5.13 Health and wellbeing of students ................................................................ 36
5.13.1 Walking school bus .................................................................................. 36
5.13.2 Disengaged young people ....................................................................... 37
5.13.3 School Focused Youth Service ................................................................ 38
5.13.4 Swinburne University students................................................................. 39
3
5 Education and Training
5.1 Introduction
Education increases the ability of people to fully participate in their communities and in
broader society. It increases socio-economic status and associated life opportunities.
Levels of educational qualification and fields in which they are attained have a large
bearing on employment opportunities and future income levels. Education data can
also be used to determine socio-economic disadvantage within particular populations,
which may then be used in the development of programs and policies designed to
target disadvantaged groups.1
This chapter looks at participation in education and training across Boroondara,
including formal education and training, adult community education and, in addition,
health and wellbeing aspects of students in the municipality.
5.2 Total resident student population
In 2006, 53,279 Boroondara residents were attending some form of formal educational
institution (see Table 5.1). This represents 34.6% of the population, which has
1
Australian Bureau of Statistics, Measuring Social Wellbeing, Cat. no. 4160.0, ABS, Canberra, 2001, p.
125.
4
remained consistent for the last five years. This is higher than either the metropolitan
Melbourne average (31.9%) or the Victorian average (31.0%).
Table 5.1 Educational Institute attended, Boroondara residents, ABS Census 1996,
2001, 2006
Total persons Total persons Total persons
Type of Educational Institution
1996 2001 2006
Preschool 2,110 2,515 2,778
Primary
Government 6,403 7,029 7,374
Catholic 2,561 2,605 2,581
Other non-government 2,560 2,567 2,342
Total 11,524 12,201 12,297
Secondary
Government 2,953 3,355 3,686
Catholic 2,235 2,299 2,250
Other non-government 5,745 5,909 5,804
Total 10,933 11,563 11,740
TAFE
Full time 1,508 1,620 1,378
Part time 1,875 1,731 1,263
Total 3,409 3,371 2,670
University or other tertiary institution
Full-time 7,954 9,129 9,547
Part-time 4,425 4,022 3,133
Total 12,426 13,195 12,748
Other type of educational
1,220 1,553 1,118
institution
Type of institution not stated 6,835 6,493 9,928
Total Students 48,457 50,891 53,279
* Excludes overseas visitors.
5
5.3 Kindergarten
Attendance at a kindergarten program is a key indicator of wellbeing according to the
Victorian Government. Children’s participation in early childhood education and
organised learning is of special importance because it is associated with a range of
short-term and long-term benefits to children.2 In 2007, early childhood services
moved from the Department of Human Services to the newly formed Department of
Education and Early Childhood Development. The purpose of the move was to give
early childhood services a greater educational focus.
5.3.1 Kindergarten facilities and enrolments
In Boroondara, there are a total of 41 kindergartens with three-quarters of these being
community managed (30, or 73%). All suburbs apart from Kew East have kindergarten
facilities and the number of kindergartens in each suburb ranges from one
kindergarten in Ashburton and Camberwell, to 11 in Kew. During 2009, approximately
three out of 10 three-year-olds attend private kindergartens (30.5%) and a similar
number of four-year-olds attend private kindergartens (27.2%).3
The private kindergartens in the municipality are linked to private primary/secondary
schools in the area, these being Bialik, Camberwell Girls Grammar School,
Camberwell Grammar, Carey Baptist, Fintona, Methodist Ladies College, Preshil,
Ruyton, Strathcona Baptist Girls Grammar, Trinity Grammar and Xavier.
2
Department of Education and Childhood Development, Best Start, Melbourne, 2010, viewed
December 2010, <http://www.education.vic.gov.au >.
3
City of Boroondara, Family Services, Three and four-year-old kindergarten dataset 2009 (unpublished
data), 2010.
6
Community / Council (total = 30)
Private (including Independent Schools) (total = 11)
6
1 1
3
5
4 4 4
3 3
2 2 2
1
Canterbury
Kew
Ashburton
Hawthorn
Hawthorn
Balwyn North
Camberwell
Glen Iris
Kew East
Balwyn
Surrey Hills
East
Figure 5.1 Kindergarten facilities in Boroondara 2009, by suburb4
In 2009, there were 1,382 children enrolled in three-year-old kindergarten and 1,826
children enrolled in four-year-old kindergarten in Boroondara. When looking at the
population of three and four-year-olds in each suburb (see Table 5.2), the south
eastern region of the municipality (Ashburton and Glen Iris) is home to one fifth of this
age group in the municipality (19.1%) and has 12.3% of enrolments, whereas the north
western region (Kew and Kew East) has 16.5% of this population but almost a quarter
of the enrolments (24.2%).5 For more information on the population of kindergarten
aged children see Chapter 2: Family and community.
4
City of Boroondara, Family Services, Three and four-year-old kindergarten dataset 2009 (unpublished
data), 2010.
5
ABS, 2006 Census of Population and Housing.
7
Table 5.2 Kindergarten enrolments by suburb 20096
3 and 4- 3-year old 4-year old Total
Suburb year old enrolments enrolments enrolments
population no. % no. % no. %
Camberwell 512 102 7% 112 6% 214 7%
Kew 498 328 24% 447 24% 775 24%
Glen Iris 435 105 8% 197 11% 302 9%
Balwyn
428 162 12% 193 11% 355 11%
North
Hawthorn 410 109 8% 128 7% 237 7%
Hawthorn
322 179 13% 209 11% 388 12%
East
Balwyn 305 173 13% 227 12% 400 12%
Surrey Hills 225 80 6% 97 5% 177 6%
Ashburton 201 42 3% 50 3% 92 3%
Kew East 180 0 0% 0 0% 0 0%
Canterbury 168 102 7% 166 9% 268 8%
Total 3,692 1,382 100% 1,826 100% 3,208 100%
Note: Deepdene was officially established as a suburb in 2010 and is still included with Balwyn in this
analysis.
5.3.2 Access to kindergarten
In some instances kindergartens have long waiting lists. There are two community
managed kindergartens that have waiting lists of more than 10 children.7
The Victorian Government provides a rebate (set at $840 per child in 2010) to families
that meet certain eligibility requirements to help meet the costs of attending 10 hours
of kindergarten a week.8 However, this rebate is not always sufficient to cover the
costs of kindergarten for some families.
In Boroondara, Foundation Boroondara together with the Rotary Clubs of Hawthorn
and Balwyn operate Kinder Plus, a program that assists families experiencing
6
City of Boroondara, Family Services, Three and four-year-old kindergarten dataset 2009 (unpublished
data), 2010
7
City of Boroondara, Family Services, Three and four-year-old kindergarten dataset 2009 (unpublished
data), 2010.
8
Department of Education and Early Childhood Development, Kindergarten Fee Subsidy Guideline, >,
viewed July 2010, <education.vic.gov.au>.
8
disadvantage who find it difficult to meet the financial costs of attending kindergarten.
Approximately 6% of families attending four-year-old kindergarten in Boroondara hold
government health and concession cards due to low incomes.9
In the three years Kinder Plus has been operating (2008-2010), over 100 families have
received almost $25,000 to help with access to kindergarten. Circumstances of
families receiving assistance include unemployment, financial hardship, sole
parenting, disability and being newly arrived from overseas.10
5.4 Special education
There are three special education schools located in Boroondara. These are:
The Belmore schoolprovides education to students aged five to 18 years with a
physical disability and/or health impairment. In 2010, there were approximately
65 students.
The Carnegie School caters to students who have difficulty learning in
mainstream education. In 2009, the school had 40 enrolments.
The Rossbourne School: Caters to students aged 12 to 17 years who have a
diagnosed learning difficulty and experience difficulties in mainstream
education. In 2009, there were 132 enrolments.
5.5 Primary education
5.5.1 Primary school enrolments in Boroondara
Boroondara is home to 46 primary schools which have a total enrolment of 16,081
students (see Table 5.3). This probably includes students who live outside the City of
Boroondara, though no data is available to confirm this. Kew has the most primary
schools of all suburbs in Boroondara (nine in total, including five independent schools),
as well as the highest number of enrolments (3,177), followed by Balwyn with six
schools and 2,264 primary school students. Kew East and Surrey Hills have two
schools each - the lowest of all suburbs.
9
Foundation Boroondara, Kinder + Newsletter, April 2010.
10
Foundation Boroondara, Kinder + Application Summary 2008, 2009 and 2010 (unpublished data),
2010.
9
Table 5.3 Primary schools and enrolments by school type and suburb, 201011
Combined
primary
Primary School Enrolments School type Suburb
and
secondary
All Hallows Primary 78 Catholic Balwyn
Ashburton Primary 477 Government Ashburton
Auburn Primary 340 Government Hawthorn East
Auburn South Primary 537 Government Hawthorn East
Balwyn North Primary 442 Government Balwyn North
Balwyn Primary 340 Government Balwyn
Belle Vue Primary 192 Government Balwyn North
Bialik College 478 Independent Hawthorn East
Boroondara Park
596 Government Balwyn North
Primary
Camberwell Girls
576 Independent Canterbury
Grammar
Camberwell Grammar 300 Independent Canterbury
Camberwell Primary 472 Government Camberwell
Camberwell South
524 Government Glen Iris
Primary
Canterbury Primary 567 Government Canterbury
Carey Baptist Grammar 499 Independent Kew
Chatham Primary 422 Government Surrey Hills
Deepdene Primary 455 Government Deepdene
Erasmus School (of
119 Independent Hawthorn
Philosophy)
Fintona Girls School 126 Independent Balwyn
Genazzano FCJ
190 Catholic Kew
College
Glen Iris Primary 414 Government Glen Iris
11
City of Boroondara, Community Services and Facilities Database (unpublished data), 2010.
10
Table 5.4 continued
Combined
primary
Primary School Enrolments School type Suburb
and
secondary
Glenferrie Primary 321 Government Hawthorn
Greythorn Primary 523 Government Balwyn North
Hartwell Primary 551 Government Camberwell
Hawthorn West Primary 385 Government Hawthorn
Kew East Primary 490 Government Kew East
Kew Primary 513 Government Kew
Methodist Ladies
402 Independent Kew
College
Our Holy Redeemer
226 Catholic Surrey Hills
Primary
Our Lady of Good
373 Catholic Balwyn
Counsel Primary
Our Lady of Victories
57 Catholic Camberwell
Primary
Preshil 107 Independent Kew
Ruyton Girls School 290 Independent Kew
Sacred Heart Primary 275 Catholic Kew
Scotch College 429 Independent Hawthorn
Solway Primary 278 Government Ashburton
St Anne's Primary 190 Catholic Kew East
St Bede's Primary 364 Catholic Balwyn North
St Bridget's Primary 147 Catholic Balwyn North
St Cecilia's Primary 191 Catholic Glen Iris
St Dominic's Primary 295 Catholic Camberwell
St Joseph's Primary 239 Catholic Hawthorn
St. Michael's Primary 229 Catholic Ashburton
Strathcona Baptist Girls
161 Independent Canterbury
Grammar
Trinity Grammar 354 Independent Kew
Xavier College 547 Catholic Kew
11
Most primary school students enrolled in a Boroondara school attend government
schools (55%) but the proportion is much lower than the Victorian rate (68%).
Independent school enrolments account for a quarter of all primary school enrolments
in Boroondara compared to one in 10 enrolments in Victoria (see Figure 5.2). The rate
of enrolments at Catholic schools is similar for Boroondara and Victoria overall.
Boroondara Victoria
68%
55%
45%
Non-government school type
(% of all enrolments)
32%
22% 24%
21%
10%
Government Non-government Catholic Independent
Figure 5.2 Primary school enrolments by school type, Boroondara and Victoria 200912
5.5.2 Boroondara residents in primary school education
Sixty percent of the 12,297 City of Boroondara residents attending primary school
(including those attending schools outside of Boroondara) attend a government
primary school (7,374) with the remainder attending a Catholic (21%) or an
independent primary school (19%). Compared to the Melbourne average, more
primary school aged residents attend a non-government school - 40% compared to
34% (see Figure 5.3). This is a reflection of the high number of independent and
Catholic schools in the area and also the relatively higher socio-economic profile of
residents.
12
ABS, Schools Australia 2009, 2010; City of Boroondara, Community Services and Facilities Database
(unpublished data), 2010.
12
Boroondara Melbourne Statistical Division
66%
60%
21% 23%
19%
11%
Government Catholic Independent
Figure 5.3 Primary school enrolments by school type, Boroondara and Melbourne
200613
5.5.3 Australian Early Development Index (AEDI)
The Australian Early Development Index (AEDI) is a population measure of how
children are developing by the time they reach school age. In 2009, children in their
first year of primary school (with an average age of 5 years and 11 months) were
surveyed by their teachers to create development profiles for areas (local government
and suburb). The Index measures early childhood development in the following
domains:
Physical health and wellbeing
Social competence
Emotional maturity
Language and cognitive skills
Communication skills and general knowledge.
In Boroondara, 1,999 children were surveyed. The group included:
166 children born overseas (8.3%).
111 children with English as a second language (5.6%).
281 children who speak a language other than English at home (14.1%).
74 children with special needs such as chronic medical, physical or
intellectual disability (3.7%).
13
ABS, Census of Population and Housing 2006
13
For Boroondara overall, most children were considered to be developmentally on track
in all of the development domains (see Table 5.4). The lowest scoring development
domain was emotional maturity with 83.8% considered on track, and the highest was
language and cognitive skills with 94.3% of children considered on track.
Table 5.5 Summary of AEDI results for Boroondara14
Percentage of
Percentage of children
Domains of childhood development
children on track* developmentally
vulnerable*
Physical health and wellbeing 87.8% 3.5%
Social competence 86.8% 3.9%
Emotional maturity 83.8% 5.1%
Language and cognitive skills (school-based) 94.3% 2.0%
Communication skills and general knowledge 85.8% 3.6%
* Children who score above the 25th percentile (in the top 75 percent) of the national AEDI population
are classified as ‘on track’. Children who score below the 10th percentile (in the lowest 10 percent) of
the national AEDI population are classified as ‘developmentally vulnerable’. These children demonstrate
a much lower than average ability in the developmental competencies measured in that domain.
In comparison, Table 5.5 shows the number of children developmentally vulnerable on
one or more, or two or more, areas in Australia, Victoria, Boroondara and each of the
Boroondara suburbs. Overall, Boroondara had a much lower proportion of children
developmentally vulnerable than Australia and Victoria; 10.7% developmentally
vulnerable in one or more domains compared to 20.2% for Victoria and 23.5% for
Australia.
By suburb, the highest percentages of developmentally vulnerable children in one or
more domains were found in Hawthorn (16.7%), Kew (15.6%) and Canterbury
(14.3%). The suburbs with the lowest proportion of vulnerable children were found in
Glen Iris (7.9%), Balwyn North (8.1%), and Camberwell (8.3%).
14
Australian Early Childhood Development Index; AEDI Boroondara Community, Victoria,
<www.aedi.org.au>, 2010.
14
Table 5.6 AEDI Results: Developmentally vulnerable on one or more and two or more
areas15
Developmentally vulnerable (%)
Geographic area One or more Two or more
domain domains
Australia 23.5% 11.8%
Victoria 20.2% 10.0%
Boroondara 10.7% 4.4%
Ashburton 9.9% 5.0%
Balwyn 10.7% 5.7%
Balwyn North 8.1% 2.7%
Camberwell 8.3% 4.2%
Canterbury 14.3% 4.4%
Glen Iris 7.9% 3.8%
Hawthorn 16.7% 4.9%
Hawthorn East 11.1% 4.0%
Kew 15.6% 6.8%
Kew East 9.5% 3.6%
Surrey Hills 9.1% 4.2%
5.6 Secondary education
All children under the age of 18 years are entitled to a place in a Victorian Government
school. They are guaranteed a place in their
neighbourhood school and may choose any
Boroondara has the highest median
other school in which space is available.
house price of all LGAs in Melbourne
Some schools are not required to enrol
and one of the main reasons attributed
students outside their neighbourhood area
to people wanting to buy into the area
unless they have vacant places, and any
is the number of public and private additional students must be enrolled strictly
schools. according to the Department of Education
and Early Childhood Development priority
15
Australian Early Childhood Development index, AEDI Community Profile: Boroondara Victoria, viewed
May 2010, <www.aedi.org.au>.
15
criteria. For these schools an enrolment ceiling and/or a designated neighbourhood
area (zone) applies.
Balwyn High School, Kew High School and Canterbury Girls’ Secondary College all
have designated neighbourhood areas (zones). This means that children within the
designated neighbourhood zone are guaranteed a place. Children outside the zone
are not guaranteed a place even if it is their closest neighbourhood school. Balwyn
High School also delivers the Select Entry Accelerated Learning Program (SEAL),
which aims to address the learning needs of gifted and high potential students.16
5.6.1 Secondary school enrolments in Boroondara
Boroondara has six government secondary schools, three Catholic secondary schools
and 12 independent secondary schools with a combined student population of 19,415.
Just over half of these students are enrolled in independent schools (52%) and around
one third of students attend a government school (32%) with the remainder enrolled in
a Catholic school (16%) (see Figure 5.4).
Government,
32%
(n=6,191)
Independent ,
52%
(n=10,145)
Catholic, 16%
(n=3,079)
16
Boroondara network, Restricted Enrolment Schools, <www.boroondara.vic.edu.au>.
16
Figure 5.4 Distribution of secondary school students by school type, Boroondara,
2009.17
Schools in Boroondara include 13 combined primary and secondary schools within the
single institution (two Catholic and 10 independent), and 12 single sex schools (four
male-only and eight female-only). Two-thirds of secondary students studying in
Boroondara attend single sex schools (37% female-only and 25% male-only schools).
Table 5.7 Secondary School details18
Combined
Secondary
primary Single
Secondary School School Type student
and sex
population
secondary
Alia school Independent 66
Balwyn High School Government 1,922
Bialik College Independent 452
Camberwell Anglican Girls Independent F 1,481
Grammar
Camberwell Grammar School Independent M 1,034
Camberwell High School Government 1,211
Canterbury Girls Secondary Government F 987
College
Carey Baptist Grammar School Independent 1,419
Fintona Girls School Independent F 293
Genazzano FCJ College Catholic F 924
Hawthorn Secondary College Government 551
Kew High School Government 1,100
Methodist Ladies College Independent F 1,704
Preshil Independent 191
Ruyton Girls School Independent F 450
Scotch College Independent M 1,414
Siena College Catholic F 720
Strathcona Baptist Girls Grammar Independent F 544
17
City of Boroondara, Community Services and Facilities Database (unpublished data), 2010.
18
City of Boroondara, Community Services and Facilities Database, 2010
17
Combined
Secondary
primary Single
Secondary School School Type student
and sex
population
secondary
Swinburne Senior Secondary Government 420
Trinity Grammar School Independent M 965
Xavier College Catholic M 1,435
5.6.2 International secondary school students
Fourteen of the 24 secondary schools in Boroondara (including the combined primary
and secondary schools) accept international students. In total, there are approximately
900 international student places available in Boroondara with an estimated half of
these places filled (55.4%).19 In 2010, almost half of all international students in
Boroondara (48.6%) were attending school in either Kew or Kew East (see Figure 5.5).
Information about country of origin is not available for students at a local level,
however, the top five secondary school enrolments by nationality in Australia in 2009
were China (46%), Republic of Korea (16%), Vietnam (9%), Germany (5%) and Hong
Kong (4%). The countries that had more than 100 enrolments and showed the highest
growth rates in 2008 were India (63.6% increase), Brazil (36.4% increase) and Italy
(34.4% increase).20
19
Victorian Registrations and Qualifications Authority (VRQA), Educational Provider Details, 2010,
<www.vrqa.vic.gov.au>; and City of Boroondara Community Planning, unpublished data from Schools
Survey 2010, 2010.
20
Australian Education International (DEEWR), Research Snapshot: International Student Enrolments
in Schools in 2009, viewed March 2010, <http://aei.gov.au/>.
18
180
(35%)
100
(19%) 84
75 70
(16%)
(15%) (14%)
5
0 0 0 0 (1%) 0
Figure 5.5 International students at secondary schools in Boroondara suburbs, 201021
5.6.3 Victorian Certificate of Applied Learning (VCAL) and Vocational Education
and Training (VET) subjects
The Victorian Certificate of Applied Learning (VCAL) and Vocational Education and
Training (VET) subjects are alternatives to the Victorian Certificate of Education.
Like the VCE, the VCAL is a recognised senior qualification. Unlike the VCE, which is
widely used by students as a pathway to university, the VCAL focuses on 'hands on
learning'. Students who do the VCAL are more likely to be interested in going on to
training at TAFE, doing an apprenticeship, or getting a job after completing Year 12.22
In 2009, four schools in Boroondara (Camberwell High School, Hawthorn Secondary
College, Swinburne Senior Secondary College and Trinity Grammar School) had
students enrolled in VCAL with a combined enrolment of around 153 students.23
21
City of Boroondara Community Planning, unpublished data from Schools Survey 2010, 2010.
22
Victorian Curriculum and Assessment Authority (VCAA), What is the VCAL?, viewed April 2010,
<http://www.vcaa.vic.edu.au>.
23
The Age Supplement, 2009 Your School's Performance - Every Victorian School's Result, Thursday
17 December 2009.
19
Students completing either the VCE or VCAL are able to enrol in VET subjects (a
range of training options including school-based apprenticeships and traineeships, and
courses offered at a TAFE Institute), which are commonly taken-up as a fifth or sixth
subject.24 All schools in Boroondara had students enrolled in a VET subject, ranging
from less than four in some schools to 133 students at Swinburne Senior Secondary
School.
5.6.4 School transition
On Track is a Victorian Government initiative designed to ensure that Years 10 to 12
government and non-government school students are on a pathway to further
education, training or employment after leaving school.
The destination of seven out of ten students who graduated from Year 12 at a
Boroondara school in 2008 was university (see Figure 5.6). On Track information also
shows that the majority of Boroondara-based students went on to university after
finishing Year 12, regardless of the type of secondary institution they attended (see
Figure 5.7). However, the rates of university enrolment were higher for independent
and Catholic school students.
Looking for
Work
2%
Deferred
Employed study
5% 11%
Apprentice
3%
TAFE
10%
University
69%
24
RMIT University, VET Pathways for Secondary Schools - Taking Direction, Melbourne, 2009.
20
Figure 5.6 Destination of Boroondara school leavers 2009 (graduated in 2008)25
Government Independent Catholic
78% 76%
59%
14%
9% 10% 13% 8%
6% 9% 4% 1% 2% 1% 4% 3% 0% 2%
University TAFE Apprentice Employed Looking for Deferred
work
Figure 5.7 Destination of Boroondara students by school type, 2009 (graduated in
2008)26
Over the period 2003 to 2009, there was a drop in the percentage of students
undertaking TAFE courses and a slight increase in the uptake of apprenticeships (see
Table 5.7). The percentage of young
people employed after Year 12 decreased
A key difference between metropolitan between 2003 to 2009, indicating more
and non-metropolitan regions is the graduates were going on to higher
proportion of Year 12 or equivalent education or deferring study.
completers who defer tertiary study. In the
Deferment has also increased in
metropolitan regions, the deferral rate is
popularity among school leavers. In 2009,
8.7% overall; in the non-metropolitan
13% of Boroondara secondary school
regions, the rate is 21.5% (DEECD, 2009). students indicated they had been offered a
place at university, TAFE or similar
institution but had elected to defer their studies. State-wide, there were not large
differences in the profiles of students who were studying at university or TAFE and
those who had deferred, but students who spoke a language other than English at
home where less likely to defer studies - 6.6% compared to 25.0% of those who speak
25
The Department of Education and Early Childhood Development (DEECD), 2009 On Track
destination data for Boroondara, 2010.
26
Department of Education and Early Childhood Development (DEECD), The On Track Survey 2009:
The Destinations of School Leavers in Victoria, January 2010.
21
only English. The majority of students who deferred (over 80%) cited their reason as
'feeling like they needed a break from study and wanting to start earning their own
money'. Most were in paid employment.27
Table 5.8 Destination of Boroondara students, time series 2003 - 200928
2009 2009
Destination 2003 2004 2005 2006 2007 2008 (n) (%)
University 66.2% 69.5% 71.2% 71.9% 71.4% 67.2% 2,042 69.4%
TAFE 17.7% 16.9% 13.8% 13.8% 12.5% 10.4% 300 10.2%
Apprentice 1.2% 1.6% 2.4% 2.6% 2.7% 3.0% 78 2.7%
Employed 12.2% 5.7% 5.5% 3.7% 5.8% 7.0% 145 4.9%
Looking for work 2.7% 0.9% 1.7% 0.6% 1.0% 1.0% 56 1.9%
Deferred - 5.3% 5.4% 7.5% 6.7% 11.4% 323 11.0%
Note: Percentages represent combined Boroondara school results.
5.7 Highest level of school education of Boroondara residents
In 2006, Boroondara residents had a relatively high level of secondary school
education. Almost seven out of 10 residents (68%) aged 15 years and over completed
Year 12. This is considerably higher than the Melbourne Statistical Division rate (49%)
(Figure 5.8).
27
Department of Education and Early Childhood Development (DEECD), The On Track Survey 2009:
The Destinations of School Leavers in Victoria, p83, January 2010.
28
Department of Education and Early Childhood Development (DEECD), The On Track Surveys 2003
to 2009.
22
Boroondara
68%
Melbourne Statistical
Division
48.5%
13% 14%
9% 8% 8%
6% 4%
3% 1%
1%
Year 12 or Year 11 or Year 10 or Year 9 or Year 8 or Did not go to
equivalent equivalent equivalent equivalent below school
Figure 5.8 Highest level of school education by comparison area29
5.8 Apprenticeships and traineeships
Apprenticeships and traineeships combine paid work and structured training. Although
they vary from one industry to another, apprenticeships and traineeships include paid
employment under an appropriate industrial arrangement (such as an award or
enterprise agreement) and nationally recognised training. Over 600 traineeship
vocations are available in areas including business, hospitality, retail, community
health, child care and financial services. Traineeships generally take between 12 to 24
months to complete. Apprenticeships generally last between 36 to 48 months and
cover trade areas such as building and construction, horticulture, cooking, the
automotive industry, engineering and manufacturing.30
5.8.1 Workers/Students in Boroondara undertaking apprenticeships and
traineeships
In September 2009, there were 2,073 apprentices and trainees working in Boroondara.
Males were undertaking a large percentage of apprenticeships (79.8%) offered in
Boroondara compared with females (20.2%) and a slightly larger share of the
traineeships (52.0%) in the municipality.
29
ABS, Census of Population and Housing 2006.
30
MEGT Australia, Employment, Education, Training, Apprenticeships and Traineeships, MEGT,
Melbourne, 2007, p. 11.
23
The most popular apprenticeship/traineeship undertaken in Boroondara was studies
for sports and personal service workers, with approximately 373 people completing
studies. Almost all enrolments were based in Hawthorn or Hawthorn East and were
being completed by people aged 19 years and under. The high number of 'Sports and
Personal Service Workers' apprenticeships in these two suburbs is most likely a result
of students being enrolled in one of the number of sports related courses offered at
Swinburne University. Table 5.8 shows the top 20 apprenticeships/traineeships
combined in Boroondara.
Table 5.9 Apprentice and trainees in training at September 2009 by age group, workers and
students in Boroondara31
19 years 20 - 24 25 - 44 45 years
Apprentice / Traineeship Type
and under years years and over
Sports and Personal Service Workers (T) 373 <5 0 0
Sales Assistants (General) (T) 90 52 28 9
Hospitality Workers (T) 93 59 14 8
Carpenters and Joiners (A) 39 77 34 0
Hairdressers (A) 51 42 <5 0
Office Managers (T) <5 8 46 37
Plumbers (A) 17 33 17 <5
Retail Supervisors (T) <5 8 37 18
Electricians (A) 9 35 20 0
Gardeners (A) 7 40 10 0
Call or Contact Centre Workers (T) <5 12 22 9
Cooks (A) 11 18 13 0
Welfare Support Workers (T) 0 6 18 17
Motor Mechanics (A) 13 17 <5 0
Aged and Disabled Carers (T) <5 <5 <5 21
Purchasing and Supply Logistics Clerks
0 <5 17 11
(T)
Nursing Support and Personal Care
<5 0 12 13
Workers (T)
General Clerks (T) 6 6 <5 <5
31
National Centre for Vocational Education Research, City of Boroondara dataset (Postcodes 3101,
3102, 3123, 3122, 3103, 3104, 3126, 3127, 3146, 3124, 3147), March 2010.
24
19 years 20 - 24 25 - 44 45 years
Apprentice / Traineeship Type
and under years years and over
Store persons (T) 0 <5 6 <5
Registered Nurses (T) 0 <5 6 <5
Other type of apprenticeship/traineeship 58 164 173 76
Total 774 589 488 222
T=Traineeship, A= Apprenticeship
5.9 Tertiary institutions
Tertiary institutions in Boroondara include Swinburne University and two Melbourne
University campuses; the University of Melbourne Consulting and Custom Programs
campus (formerly the School of Enterprise), and the Hawthorn-Melbourne English
Language Centre.
5.9.1 Swinburne University
Swinburne University is located in the Boroondara suburb of Hawthorn with other
campuses in the Eastern Metropolitan Region (EMR) located at Croydon and Lilydale.
The Swinburne Hawthorn campus offers both TAFE courses and higher education
degrees.
In 2009, 3,479 (or 34.4%) of Swinburne higher education students lived in Boroondara.
Students lived across the municipality, however, over half were based near the
campus in Hawthorn (51%) and Hawthorn East (10%). Almost six out of 10 students
(58.4%) were male and the majority of students were aged under 25 years (57.5%).
25
Glen Iris, 210, 6% Ashburton, 104,
3%
Surrey Hills, Kew East, 48, 1%
Canterbury, 179, 5% Kew, 305, Balwyn, 137, 4%
46, 1% 9% Balwyn North,
152, 4%
Camberwell, 203,
6%
Hawthorn East,
332, 10%
Hawthorn, 1763,
51%
Figure 5.9 Swinburne students residing in Boroondara, by suburb32
The five most popular courses being undertaken by Swinburne students living in
Boroondara are Bachelor of Business (Accounting) (250 students), Master of
International Accounting (177), Doctor of Philosophy (162), Bachelor of Business
(137), and Master of Information Technology (Professional Computing) (117).
5.9.2 International university students
In 2009, 5,453 international students were enrolled at the Swinburne University
Hawthorn campus (an increase from 5,253 in 2008) and accounted for 38% of
enrolments.33
Data on the usual country of residence of international students is not published at a
Campus level but produced for the entire Swinburne student population
(approximately three quarters of all Swinburne students are based at the Hawthorn
campus). Indian students make up 30% of all international students, followed by
Chinese (14.4%) and Sri Lankan students (6.4%) (see Figure 5.10).
32
Swinburne University, unpublished 2009 data, Hawthorn, 2010.
33
Swinburne University, Higher Education Statistics Booklet 2009, 2010, Hawthorn.
26
There are large differences in the ratio of males and female students from particular
countries, notably Pakistan and India, where males account for 89.8% and 76.7% of all
students respectively.
India 455 1,501
China 462 483 29.9%
Sri Lanka 122 299 14.4%
Vietnam 167 231 6.4%
Malaysia 158 215 6.1%
Indonesia 134 175
5.7%
4.7% Females Males
Hong Kong 103 146
3.8%
Thailand 101 116
3.3%
Singapore 111 93 3.1%
Pakistan 1 132 2.2%
Figure 5.10 International students at Swinburne University by sex, 200934
The Information and Communication Technology faculty had the highest rate of
international enrolments (67.3%, or 2,062 students) (see Table 5.9).
International students make up the bulk of Swinburne students living in Boroondara
(61.3%), with the main regions of origin being Southern and Central Asia (20.1%) and
South East Asia (19.2%). Between 2007 and 2009 the number of international
students living in Boroondara increased by 37.8%, or 585 students.
Table 5.10 International students at Swinburne University, 2009, Hawthorn campus
Overseas Students Total student
Hawthorn Campus faculty
Number Percent enrolments
Business and Enterprise 1,958 43.7% 4,476
Engineering and Industrial Science 752 26.4% 2,847
Information and Communication Technology 2,062 67.3% 3,065
Life and Social Sciences 677 17.1% 3,954
Total 5,453 37.9% 14,379
34
Swinburne University, Higher Education Statistics Booklet 2009, 2010, Hawthorn.
27
5.9.3 The University of Melbourne
The Hawthorn-Melbourne English Language Centre (Hawthorn-Melbourne) is an
English Language institution established in 1986 catering predominately to
international students. It offers a range of courses including, General English; English
for academic purposes; International English Language Testing System (IELTS)
preparation; Cambridge Centre for Adult Education (CAE) exam preparation; and
Intensive English.
Located in Hawthorn, the University of Melbourne School of Consulting and Custom
Programs (formerly called the School of Enterprise) operates as a service provider to
and broker for the University of Melbourne in the areas of consultancy services,
professional education and custom programs.
5.10 Post-secondary school study
Educational qualifications are one of the most important indicators of socio-economic
status. With other information, such as income and occupation, educational
qualifications help to evaluate the economic opportunities and socio-economic status
of an area. Level of educational qualifications in a population relate to a number of
factors including:
The age of the population (older people tend to have more vocational
qualifications, while people in their twenties and thirties are more likely to have
a university degree):
The professional or working ambitions of people (to seek education as youth or
retraining as adults):
The opportunities afforded to people to continue studying beyond compulsory
schooling.35
5.10.1 Qualifications
Boroondara residents have high levels of post-secondary education when compared to
the Melbourne average. Four out of ten residents aged 15 years and over have
obtained a bachelor or higher degree compared to only two out of 10 for Melbourne
overall (39% and 20% respectively) and only a third of residents have no qualifications
compared to almost half for Melbourne (34% and 46% respectively).
35
id Consulting, Boroondara Community Profile: What are our qualifications?, viewed December 2010,
<http://profile.id.com.au/Default.aspx?id=108>, 2010.
28
Similarly, among the EMR Local Government Areas (LGAs), Boroondara recorded the
highest level of post-school qualifications, and conversely the lowest level of residents
without a qualification (see Table 5.10).
Table 5.11 Post-school qualification, level of education, Melbourne Statistical Division and
Boroondara36
Bachelor or Advanced
Vocational / No
Local Government Area Higher Diploma and
Certificates Qualifications
Degree Diploma
Melbourne Statistical
19.6% 7.6% 14.1% 45.9%
Division
City of Boroondara 38.9% 9.5% 7.6% 33.5%
Note: Includes 'Not stated and inadequatly described' which are not displayed.
Among Boroondara residents:
The percentage of 55–64 year olds with a bachelor degree increased from
27.9% in 1996 to 32.4% in 2001 and 35.7% in 2006.
There was a slight decline in the percentage of persons with a graduate
diploma or graduate certificate, which may account for the increase in
postgraduate degrees – 8.5% in 1996, 9.7% in 2001 and 12.3% in 2006.
There was a decline in the percentage of persons who had a certificate – 12.9%
in 1996, 13.4% in 2001 and 11.6% in 2006.
36
ABS, Census of population and Housing, 2006.
29
1996 2001 2006
40%
39%
36%
16%
14% 14%
12% 13% 13%
11%
10%
9%
6% 6% 6%
Postgraduate Graduate Bachelor Degree Advanced Certificate
Degree Diploma and Diploma and
Graduate Diploma
Certificate
Figure 5.11 Post-school qualification, Boroondara, 1996, 2001, 200637
5.10.2 Field of study
Overall, the most common post-school qualification for Boroondara residents was in
the area of management and commerce (22.7%). Management and commerce include
accounting, business and management, sales and marketing, tourism, office studies,
banking, finance and related fields and other management and commerce.
The second most common post-school qualification was in the areas of society and
culture (13.1%). This includes political science and policy studies, studies in human
society, human welfare studies and services, behavioural science, law, justice and law
enforcement, librarianship, information management and curatorial studies, language
and literature, philosophy and religious studies, economics and econometrics, sport
and recreation, and other society and culture.
The third most common post-school qualification was in the health sector (12.1%),
including, medical studies, nursing, pharmacy, dental studies, optical science,
37
Australian Bureau of Statistics, 2006 Census of Population and Housing.
30
veterinary studies, public health, radiography, rehabilitation therapies, complementary
therapies and other health studies.38
There were obvious gender differences in certain areas of study, such as 'Engineering
and related technologies' (88% male), 'Education' (81% female) and 'Health' (71%
female) (see Table 5.11). These gender differences are consistent with Victorian and
national statistics and reflect the gender bias that exists in particular industries.
Table 5.12 Percentage of persons with post-school qualifications, by gender and field
of study, Boroondara and the Melbourne Statistical Division (MSD), Census 2006*
MSD Boroondara Males Females
Field of study % of total % of total % of field of study
persons persons total Boroondara
Agriculture, environmental and related
0.7% 1.0% 68% 32%
studies
Architecture and building 3.1% 3.3% 79% 21%
Creative arts 6.6% 4.3% 39% 61%
Education 4.0% 8.9% 19% 81%
Engineering and related technologies 6.9% 9.1% 88% 12%
Food, hospitality and personal
2.6%
services 2.9% 36% 64%
Health 7.2% 12.1% 29% 71%
Information technology 5.2% 4.3% 71% 29%
Management and commerce 19.3% 22.7% 53% 47%
Mixed field programs# 0.4% 0.1% 40% 60%
Natural and physical sciences 4.4% 4.6% 56% 44%
Society and culture 12.5% 13.1% 41% 59%
Field of study inadequately described 1.7% 2.0% 35% 65%
Field of study not stated 24.9% 11.9% 45% 55%
* Excludes overseas visitors.
# Mixed field programs include general education programs, social skills programs, employment skills
programs and other mixed field programs.
38
Australian Bureau of Statistics, 2006 Census of population and housing.
31
An analysis of post-school qualifications by gender and age showed that there have
been trends and changes in post-school qualifications for both males and females over
time:
The areas of management and commerce were the most common for post-
school qualifications for males aged 15–64 years (26.2%), but males aged 65–
85 years and over were more likely to have a qualification in engineering and
related technologies (23.6%).
The areas of management and commerce were the most common for post-
school qualifications for females aged 15–44 years (26.9%) but females aged
45–64 years most commonly had a qualification in education (21.8%) and
females aged 65–85 years and over were most likely to have a qualification in
health (18.9%) than any other qualification.39
5.11 Adult Community and Further Education
Adult Community and Further Education (ACFE) is defined as learning activities that
are 'non-accredited and non-formal in nature and which contribute to the development
of a person’s skills and knowledge, and encourage social participation. ACFE also
encompasses a range of accredited formal courses for those looking for a pathway to
re-enter or re-engage with education, training and employment'.40
Providers of ACFE programs across Victoria include:
Adult and Community Education Centres, Neighbourhood Houses, Community
Centres and other ACE organisations
Adult Education Institutions (AEI's) namely the Centre for Adult Education
(CAE) and Adult Multicultural Education Services (AMES)
Training and Further Education (TAFE) institutes
Private registered training organisations (RTOs).
5.11.1 Adult Community Education providers
Registered Adult Community Education (known as ACE) providers are organisations
registered with the ACFE Board. Some registered providers are funded to deliver ACE
programs. There are six registered ACE providers in Boroondara: 41
Alamein Neighbourhood and Learning Centre
39
Australian Bureau of Statistics, 2006 Census of Population and Housing.
40
Government of Western Australia, Department of Training and Workplace Development, 2010.
41
Department of Planning and Community Development, Community Development - Regional Councils,
Eastern Providers, viewed December 2010, <http://www.dpcd.vic.gov.au>.
32
EDAR (Eastern Disability Access Resource)
Hawthorn Community Education Project (formerly at the Peppercorn Club)
Hawthorn Community House
Kew Neighbourhood Learning Centre
School of Philosophy.
There are also organisations in Boroondara that, although not registered as an ACE
provider or an RTO, provide learning opportunities for residents. These include
neighbourhood and community houses and the University of the Third Age (U3A).
Students may enrol to pursue an interest, to meet people, or to acquire a new skill,
and the courses offered vary widely. U3A is located in Hawthorn and in Deepdene
and is a 'self-help' organisation that provides a range of adult education and
recreational courses for retired and semi-retired people. There are over 90 classes
offered each week and subjects cover language, history, art, philosophy, music,
literature and gardening among others.42
5.11.2 Registered Training Organisations
To deliver nationally accredited courses in Vocational Education and Training (VET),
organisations must be registered with the Victorian Training Organisations. Registered
Training Organisations (RTOs) can include secondary schools, TAFEs, and private
providers including workplaces.
RTOs in Boroondara include Swinburne University (which is also a site for Australian
Multicultural Education Service (AMES) registered training), Relationships Australia,
and the secondary schools Trinity Grammar, Xavier, Methodist Ladies College,
Swinburne Senior Secondary College, Swinburne Secondary College, and
Camberwell Grammar.
5.12 Measuring disadvantage
Following the five-yearly Census, the ABS produces a suite of four indexes called
Socio-Economic Indexes for Areas (SEIFA), which include:
Index of Relative Socio-Economic Disadvantage (see Chapter 2 Family and
community and Chapter 8 Work and economic resources)
42
University of the Third Age, Hawthorn, Overview and U3A Hawthorn 2011 Full-year Curriculum,
Melbourne, 2010, viewed December 2010, <www.u3ahawthorn.org.au/overview.htm>.
33
Index of Relative Socio-Economic Advantage and Disadvantage
Index of Economic Resources
Index of Education and Occupation.
Each geographic area in Australia is scored and ranked according to the socio-
economic characteristics of the people, families and dwellings within that area. For
each of the four indexes, relative disadvantage is associated with a low score. The
ABS notes that the indexes attempt to measure socio-economic disadvantage ‘in
terms of relative access to material and social resources; and ability to participate in
society’.
5.12.1 The Index of Education and Occupation
The Index of Education and Occupation looks at the overall level of education and
occupation-related skills of people within an area.
Nine variables make up the Index of Education and Occupation, including educational
qualifications achieved, further education being undertaken, occupations that require
either a high level of skills or a low level of skills, and unemployment. A low score on
the Index of Education and Occupation indicates ‘relatively lower education and
occupation status of people in the area in general’.43
In 2006, the City of Boroondara had an Index of Education and Occupation score of
1171, the equal second highest score of all Victorian LGAs (shared with the City of
Stonnington). The City of Melbourne had the highest score on the Index of Education
and Occupation within Victoria. The City of Boroondara score of 1171 indicates that,
overall, the City had relatively higher education and occupation status of people when
compared with other LGAs in Victoria. The Index of Education and Occupation score
places Boroondara in the highest 10% of areas in Victoria.
The Index of Education and Occupation is also published by suburb which allows a
more detailed examination of socio-economic disadvantage. Canterbury had an Index
of Education and Occupation score of 1193, the highest score of the 11 suburbs in the
City of Boroondara. The score indicates that overall, Canterbury had relatively higher
education and occupation status of people when compared with other postal areas in
the City of Boroondara.
34
Ashburton had an Index of Education and Occupation score of 1129, the lowest score
of the 11 suburbs in the City of Boroondara. The score indicates that overall,
Ashburton had relatively lower education and occupation status of people when
compared with other suburbs in the City of Boroondara. Ashburton had a percentile
number of 95, that, although placing it in the top 10% in Victoria, was the lowest
percentile score in the City (see Table 5.12). In the other SEIFA indexes (Advantage
and Disadvantage, Economic resources, and Disadvantage) Ashburton also recorded
the lowest score out of all Boroondara suburbs.
Table 5.13 Index of Education and Occupation, Boroondara suburbs, 200644
Suburb Score* State Percentile#
Canterbury 1193 100
Hawthorn 1192 100
Hawthorn East 1189 100
Kew 1185 99
Glen Iris 1172 99
Camberwell 1168 99
Surrey Hills 1165 98
Kew East 1161 98
Balwyn 1157 98
Balwyn North 1142 97
Ashburton 1129 95
* A lower score indicates that an area is relatively disadvantaged compared with an area with a higher
score.
#
All areas are ordered from lowest to highest score, the lowest 1% of areas are given a percentile
number of 1 and so on, up to the highest 1% of areas which are given a percentile number of 100. This
means that areas are divided up into one hundred groups, depending on their score.
44
Australian Bureau of Statistics Socio-Economic Indexes for Areas (SEIFA) State suburb Index of
Education and Occupation 2006, Cat. no. 2033.0, Canberra, 2008.
35
5.13 Health and wellbeing of students
Research conducted in recent years has highlighted the incidence among young
people of mental health issues, the increasing prevalence of being overweight and
obesity, and drug and alcohol (substance abuse) issues.45 Student wellbeing and
student learning outcomes are 'inextricably linked' and it is generally recognised that to
reach their full educational potential, students need to be 'happy, healthy and safe,
and be part of a positive school culture to engage and support them in their learning'.46
5.13.1 Walking school bus
The Walking School Bus initiative was originally established and funded by VicHealth
as a way to combat an increase in child obesity levels, reduced physical activity and
the number of children being driven to school. A Walking School Bus is a group of
primary school children who walk to and from school along a 'safe and enjoyable' set
route, accompanied by a minimum of two parent driver/supervisors per 'bus'. One
parent 'drives' at the front of the bus, while the other parent supervises at the rear. The
walking bus picks up 'passengers' along the way at designated 'bus stops'.47
Twelve primary schools participated in the program in Boroondara in 2010, with a total
of 492 students and 141 volunteers, and an additional three schools joined in 2011.
Some schools had started the program but had to withdraw due to a lack of
volunteers. Ashburton had the greatest take-up, with two thirds of schools participating
in the program (see Table 5.13).
45
Department of Education and Early Childhood Development (DEECD), The State of Victoria's
Children 2008, 2009; and, City of Boroondara, Young People's Strategy 2009-14 : Background Paper,
2009.
46
Department of Education and Early Childhood Development (DEECD), Student Engagement Policy
Guidelines, viewed January 2011, <http://www.education.vic.gov.au>.
47
TravelSmart Australia, Schools: Walking School Bus - A Guide for Parents and Teachers,
<http://www.travelsmart.gov.au> , accessed December 2010.
36
Table 5.14 Walking School bus participation by suburb 201048
Suburb Children Volunteers Schools % of schools in suburb
Ashburton 140 26 2 66.7%
Balwyn 0 0 0 0.0%
Balwyn North 67 23 3 50.0%
Camberwell 40 15 1 25.0%
Canterbury 15 6 1 25.0%
Glen Iris 40 14 1 33.3%
Hawthorn 50 10 1 20.0%
Hawthorn East 50 20 1 33.3%
Kew 30 15 1 11.1%
Kew East 0 0 0 0.0%
Surrey Hills 60 12 1 50.0%
Total 492 141 12 30.8%
5.13.2 Disengaged young people
Young people are considered disengaged if they are not at school, in training or
working (not earning or learning). At a national level in 2009, there was a sharp rise in
the number of teenagers, school leavers, and young adults not fully engaged in
education or work, reversing the downward
The proportion of 15 - 19 year olds trend of previous years.49
nationally who were neither in full-
In 2008 there were an estimated 842 young
time work nor in full-time education is
people aged 10 to 24 years that were not
the highest that it has been since the
engaged in work or study in Boroondara. This
recession of the early 1990s when it
number is expected to rise slightly by 2017
reached a peak of 17 percent in 1994. (by 39 individuals, or 4.7%).50 The suburb
with the highest proportion of disengaged
48
City of Boroondara, Unpublished data, 2010.
49
Foundation for Young Australians, How young people are faring 09: the national report on the
learning and work situation of young Australians, 2010.
50
MacroPlan Australia Pty Ltd for the City of Boroondara, May 2010, Boroondara Youth Resource
Centre Business Case.
37
young people live in Ashburton (5.9% of all young people in Ashburton), which is
considerably higher than the next highest suburb of Hawthorn with 3.2%, and the
municipal average of 2.0%.
Table 5.15 Disengaged young people aged 10 - 24 years by suburb, 200851
Number of
% of total suburb
disengaged young
Suburb population (10 - 24
people (10 - 24
years)
years)
Ashburton 57 5.9%
Hawthorn 167 3.2%
Kew East 31 2.6%
Balwyn North 142 2.4%
Hawthorn East 73 2.4%
Canterbury 26 2.1%
Kew 108 2.1%
Balwyn 90 1.9%
Camberwell 53 1.7%
Glen Iris 54 1.6%
Surrey Hills 40 1.6%
Total 842 2.0%
5.13.3 School Focused Youth Service
The School Focused Youth Service (SFYS) program is a state-wide initiative
supporting prevention and early intervention strategies for vulnerable young people
between 10 to 18 years of age. This includes young people in all Government,
Catholic and Independent schools. SFYS is organised by Department of Human
Services (DHS) regions and managed at a local level by local Councils that identify the
issues relevant for their area.
Broad priority areas identified across the Eastern Region for the financial year 2010-11
were, mental health, relationships, and engagement in learning. A further needs
51
MacroPlan Australia Pty Ltd for the City of Boroondara, May 2010, Boroondara Youth Resource
Centre Business Case.
38
analysis undertaken with primary schools, secondary schools and community
agencies in Boroondara by the SFYS indicated the following priorities at a local level:
Programs to enhance the wellbeing of students and families from Culturally and
Linguistically Diverse (CALD) backgrounds.
Development of resources and strategies to support students with a parent who
has a substance abuse or mental health problem.
Early identification of vulnerable children and families.
Programs that equip students to manage their emotions and behaviour.
Primary schools also identified the following priorities:
Programs to assist children with grief and loss issues.
Programs to assist schools to address an apparent increase in anxiety in
children.
Programs that promote resilience and optimism in children in transition to
secondary school.
Secondary schools also identified:
Body image and inappropriate eating habits.
Binge drinking and other substance abuse.
Cyber bullying, cyber relationships, inappropriate use of technologies and
addiction to the internet.
Bullying and exclusion of students, particularly in the middle years.
Lack of engagement of students, particularly in years seven to nine.
In 2008-09 nine programs were funded at primary schools and seven programs at
secondary schools in Boroondara.
5.13.4 Swinburne University students
During 2010 O-Week at Swinburne University’s Hawthorn Campus, approximately 130
students participated in the Boroondara Health Promotion Networks (BHPN) Student
Health and Wellbeing Survey. The survey was conducted to identify health and
wellbeing issues among the students and how health promotion organisations can
assist in fulfilling their physical, social and mental and intellectual needs. The survey
identified:
Physical activity: Students were most interested in participating in were learn to
swim programs (37%), cricket (34%), and basketball (33%).
39
Food access: 72% experienced some level of difficulty around accessing
healthy and affordable food on a regular basis.
IT and cooking skills: Just over half the students (53%) described their IT ability
as ‘very good’ or ‘excellent’, and 49% believed their cooking skills to be ‘very
good’ or ‘excellent’.
Volunteering: Six out of 10 students had no interest in volunteering. Of those
who did express an interest, the most popular area was 'computer programs'.
GPs and medical services: Half the students interviewed indicated that they are
‘currently linked in’ with a GP, and 34% indicated that they would like
information on ‘youth friendly’ GP services in the area.
Counselling and mental health services: 42% of students were aware of free
counselling in the area and 30% said they would like to know more about
access to free counselling.
40
