Western Riverina Higher Education Needs Analysis

The Western Riverina Higher Education Needs Analysis

by The Centre for Rural Social Research Charles Sturt University November 2001

Report Prepared by: Associate Professor Margaret Alston PhD Manohar Pawar PhD Karen Bell Anne Kent Nancy Blacklow PhD Acknowledgements

This project has been facilitated through the efforts of a number of people including research assistants Anne Kent and Nancy Blacklow and Centre for Rural Social Research coordinator Nicky Loane. In particular Anne’s work as the project’s full- time research assistant has been at all times exemplary. Ably assisted by baby Angus, her efforts in bringing the timetabling together are to be commended. Nancy provided valuable assistance with note-taking, organising the ‘administrivia’ of travel and driving long distances. Nicky’s coordination of the budget and travel arrangements kept the project on track at all times. Anne’s, Nancy’s and Nicky’s work has made it possible for such a large project to be completed on time and within budget. Outside the Centre it is important to note that the efforts of Katrina Tehan were absolutely critical to the project’s success. Katrina has provided advice on the area, assisted with the development of lists of contacts, organised workspaces and schedules and generally been available to the research team. Finally the working party of the Riverina Regional Development Board provided great support and advice and wonderful hospitality. Margaret Alston, Manohar Pawar and Karen Bell. Sponsors Table of Contents

Glossary of Terms ...... ii Executive Summary...... iii 1.0 Background to the Project...... 1 • 1.1 Higher Education Needs Analysis in the Western Riverina ...... 1 • 1.2 What is the Riverina Regional Development Board?...... 1 • 1.3 The Western Riverina Higher Education Working Party...... 1 • 1.4 What is the Centre for Rural Social Research? ...... 2 • 1.5 Terms of Reference for the Project...... 3 2.0 Methodology...... 4 3.0 The Western Riverina Region ...... 5 • 3.1 Demographic profi le of the WRR...... 6 • 3.2 Industry profi le of the WRR ...... 10 • 3.3 Employment profi le of the WRR...... 11 • 3.4 Gross value of production in the WRR ...... 12 • 3.5 Employment status by sex ...... 12 • 3.6 Employment type by sex ...... 13 • 3.7 Profi le of the Local Government Areas ...... 13 4.0 Education ...... 18 • 4.1 Schools and Training Providers...... 18 5.0 University Admission Centre (UAC) Data ...... 22 6.0 Schools survey ...... 25 • 6.1 Breakdown of Respondents...... 25 • 6.2 Other characteristics ...... 26 • 6.3 Leaving school...... 26 • 6.4 Reasons for not attending tertiary education ...... 26 • 6.5 Tertiary access closer to home...... 26 • 6.6 First preferences for university study ...... 26 • 6.7 University of fi rst preference...... 27 • 6.8 Interest in university presence by location ...... 27 • 6.8 Comparison of the CRSR survey results with the Griffi th Senior Secondary Students Aspirations Survey 2000 ...... 30 7.0 CSU Internal Survey...... 31 • 7.1 What and at which campus students of the WRR study...... 31 • 7.2 Decision Factors infl uencing Choice of Tertiary Course and Location...... 32 8.0 Parents survey ...... 37 • 8.1 Do you intend to encourage your children to undertake university education? ...... 37 • 8.2 If a university presence were available in the Western Riverina would you encourage your children to undertake university study at home?...... 38 • 8.3 Would you be interested in taking up university study yourself if such a centre were available?...... 38 9.0 Postgraduate data from CSU...... 40 10.0 Business Needs ...... 42 • 10.1 Business Skill Needs ...... 42 11.0 Skill needs within the Western Riverina Community...... 45 • 11.1 Community Groups- Health ...... 45 • 11.2 Community Groups - Local government...... 46 • 11.3 Community Groups - Parents ...... 46 • 11.4 Community Groups - Multicultural Communities ...... 47 • 11.5 Community Groups - Indigenous ...... 48 • 11.6 Community Groups – Women ...... 48 • 11.7 Community Groups – School Personnel...... 49 • 11.8 Community Groups – Other training providers and education key informants ...... 52 • 11.9 Community Groups - Other key informants...... 52 12.0 Information technology issues ...... 53 • 12.1 The Issues...... 53 • 12.2 Existing Internet service providers in the Western Riverina ...... 54 • 12.3 What needs to be done to address these issues? ...... 54 13.0 University Collaborations in the Western Riverina ...... 55 • 13.1 RCAE Study Centre – 1970s...... 55 • 13.2 CSU, Murrumbidgee College and NSW Agriculture ...... 55 • 13.3 CSU and Coleambally Irrigation ...... 55 • 13.4 CSU and CSIRO...... 55 • 13.5 Rice CRC...... 55 • 13.6 Riverina Institute of TAFE and universities ...... 56 • 13.7 Riverina Institute of TAFE and CSU...... 56 • 13.8 A business organisation and CSU...... 56 14. Discussion and Recommendations ...... 57 • 14.1 Industry Groups ...... 57 • 14.2 School Leavers ...... 58 • 14.3 Parents...... 58 15.0 Models for Regional Delivery of Tertiary Education ...... 60 • 15.1 Discussion...... 60 • 15.2 Potential Models...... 62 • 15.4 Outline of models ...... 65 Appendix A Education and Training in Regional Australia...... 68 Appendix B Additional UAC data ...... 74 Appendix C Additional UAC data ...... 76 Appendix D Student Questionnaire ...... 85 Appendix E Parent Questionnaire...... 87 Appendix F List of research participants ...... 88 Bibliography ...... 92 estern2iverin

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Glossary of Terms

WRHECWP ...... Western Riverina Higher Education Community Working Party RRDB...... Riverina Regional Development Board CRSR ...... Centre for Rural Social Research CSU...... Charles Sturt University WRPO...... Western Riverina Project Ofﬁ cer RACC...... Riverina Area Consultative Committee NESB ...... Non English Speaking Background UAC ...... University Admission Centre LGA ...... Local Government AreasMap of the Western Riverina

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Executive Summary

A research team from the Centre for Rural Social Research at Charles Sturt University undertook a needs assessment of tertiary education access in the Western Riverina during the period September to December, 2001. The team used a variety of methods including key informant interviews, surveys with school students, parents and business representatives, focus groups with parents, people from Non-English Speaking Backgrounds, Indigenous representatives, women, health, local government, business and other community representatives. A strong need for tertiary education access was articulated by the following groups: • businesses because of the diffi culties in accessing skilled staff and the barrier this creates for business expansion; • young people at school, particularly those who are prevented from leaving home because of cultural, emotional, family and fi nancial pressures; • parents because of the fi nancial costs of supporting young people in a city far from home and because of the emotional pressure associated with young people leaving; • health professionals because of the lack of skilled people, particularly nurses; • other professionals including allied health, accountants, lawyers because of problems identifi ed with attracting professionals; • NESB and Indigenous people because of cultural issues identifi ed that make it diffi cult or impossible for young people to leave home; • other community members who identifi ed the lack of access to tertiary education as a barrier in the further development of a vibrant diversifi ed culture and as a problem with further personal and professional development. Although it is diffi cult to specify numbers of potential students, there appears to be a strong desire for undergraduate and postgraduate programs relating to agriculture and value-added industries, business management, and nursing. The popularity of potential programs is very much dependent on the type of delivery models developed. For mature aged people the most appropriate model would appear to be assisted tutorial learning with access to the host university through on-line methods and videoconferencing. For this model to work, in situ tutorial assistance is essential. For young people an identifi ed university location is important to provide social space and enhanced learning. Young people would appear to require more intensive assistance if they are to achieve. The use of existing facilities in the Western Riverina Region is desirable, as co-location will allow collaborative use of infrastructure and staff. IT access is critical to the success of tertiary education delivery methods.

iii The Western Riverina Higher Education Needs Analysis

Current high school students aspire to a wide variety of courses ascertained through their UAC nominated preferences and through a survey conducted for this research. Courses nominated do not necessarily match the areas where there are skills shortages in the Western Riverina. For example only 5% of students nominate agriculture even though 30% of employment is in this area, and only a small number nominate nursing. This is not necessarily a problem as many of these students leave the area and do not return. However it does indicate that there may be some benefi t in publicising areas of skills shortages and providing greater access to tertiary training in these areas in an endeavour to match courses with needs. Any future tertiary access development in the Western Riverina will fi nd its greatest market among young people who do not intend to leave the area. In the survey conducted for this project 10% of those intending to remain and work in the area stated that they would be interested in tertiary training if it were accessible in the area. The other group of young people most likely to fi nd a new development attractive are the young people from Indigenous and NESB backgrounds. In some cultural groups the girls are more likely to be counselled by parents to remain at home rather than leave the area. These young people would be attracted to a Western Riverina facility. There is also likely to be a small percentage of the young people who leave for tertiary training who decide to stay in the area if an access point is developed. This size of this group is harder to determine and determinant to some extent on the type of facility and the courses offered. A large majority of this group will continue to go away for social reasons and to experience life in a city environment. Rather than trying to keep this group in the town, it may be more benefi cial to offer inducements to return. Suggestions may include a local scholarship program or an ambassadorship program where young people are encouraged to act as representatives of their area in their campus location. These type of linkage programs have proved successful in other areas as the young people stay committed to their local communities. Students going on the tertiary study are selecting Charles Sturt University as their preferred option in 37% of cases. This is much higher than any other university and demonstrates that CSU is the preferred university for the Western Riverina. Other universities where Western Riverina students go include Canberra (ANU, UC and Canberra Institute of Technology), Sydney (Sydney University, UNSW, UWS) and Melbourne. The historical preferencing of CSU is well established. It is important to note that girls are far more likely to fi nish school and far more likely to attend university than boys in the Western Riverina. There are a number of people from the Western Riverina studying at postgraduate levels at CSU. These people are studying in research, coursework and other programs in a number of areas including business, health studies, arts, agriculture and IT. Again a greater number of these students are female. Businesses surveyed in the area articulated a strong need for undergraduate and postgraduate training in a variety of areas including business management, agriculture-related areas, health and IT. A vast majority of businesses were looking to expand their operations over the next fi ve years and saw skills shortages as a barrier to development. Existing facilities in the Western Riverina including the Riverina Institute of TAFE, Murrumbidgee College and CSIRO are ideal sites of potential co-location. Further sites might include schools (eg Hillston has videoconferencing facilities), libraries and council buildings. Courses offered through these facilities can and do provide pathways for articulation to university study. There is room to further develop these synergies to make access to higher education easier.

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Access to appropriate IT facilities should be adequate for any further developments. There are some problems in the more outlying areas that require attention if access is to be equitable. Recommendation 1 The research team recommends that any move into increased tertiary education access should address the skills shortages in the food and wine industries. Recommendation 2 The research team recommends that any move to increase tertiary education access should address the skills shortages in the professions of business management, accounting, law and IT. Recommendation 3 The research team recommends that any move to increase tertiary education access includes the facilitation of nursing training in the Western Riverina. Recommendation 4 The research team recommends that the RRDB consider publicising current schemes aimed at training rural young people for medicine and providing further encouragement for local students to enter these schemes. Recommendation 5 The research team recommends that any move to enhance tertiary education access includes allied health training. Recommendation 6 The research team recommends that any model adopted should target young people through the provision of an identiﬁ ed location and social space, the liaison with TAFE for integrated education courses and the establishment of foundation courses. Recommendation 7 The research team recommends that any model of tertiary education access particularly targets young people who choose, or are advised by parents, to remain at home. Recommendation 8 The research team recommends that any model of higher education adopted be: • accessible to adults living and working in the region; • ﬂ exible in delivery methods to take account of work and family commitments and seasonal activities: and • supportive of mature-aged learners, many of whom are from a non-English speaking background. Recommendation 9 The research team recommends that the RRDB assess existing infrastructure for viable locations. Recommendation 10 The research team recommends that the RRDB assess public transport capabilities in the region and lobby governments to ensure residents from outlying areas have access to any educational access point established.

v The Western Riverina Higher Education Needs Analysis

Recommendation 11 The research team recommends that the RRDB lobby the federal government for comprehensive IT access across the region. Recommendation 12 The research team recommends that the RRDB explore partnership options to enable greater access to tertiary education. Recommendation 13 The research team recommends that the RRDB explore funding options to create greater access to tertiary education. Recommendation 14 The research team recommends that the RRDB adopt the Regional Adaptation model of tertiary access moving in a staged development process determined by demand and community need.

vi 1.0 Background to the Project

1.1 Higher Education Needs Analysis in the Western Riverina The project to conduct an analysis of tertiary education access needs in the Western Riverina was developed by the Riverina Regional Development Board (RRDB) in 2001 in consultation with the Western Riverina Community. The project was conducted by the Centre for Rural Social Research (CRSR) at Charles Sturt University (CSU).

1.2 What is the Riverina Regional Development Board? The Minister for Regional Development, the Hon Harry Woods MP, appointed the chairman and members of the RRDB in January 2000. The RRDB mission is to facilitate the appropriate and effective regional development of the Riverina through a partnership approach to the implementation of the Riverina Economic Development Strategy initiatives (RRDB 2000).

1.3 The Western Riverina Higher Education Working Party The RRDB established the Western Riverina Higher Education Working Party (WRHEWP) to ensure the Western Riverina community continued to be the driving force behind this project. The working party is made up of the following people: • Councillor Helen Brayne – Griffi th City Council • Mr Bob Laing – General Manager, Griffi th City Council • Mr Jim Brayne – Chief Winemaker, McWilliams Wines (Chairman) • Ms Belinda Wilkes – CEO, MIA Council of Horticultural Associations Inc • Mr Paul Foley – Manager, Riverina Institute of TAFE, Wine & Food Technology Centre, Griffi th Campus • Mrs Will Mead - Principal, Griffi th High School • Mr Keith McDonald - Network Manager (Network 1 & 2), Greater Murray Health Service Community Health Centre • Ms Lynette Nancarrow – Director of Nursing, Manager Critical Care & Surgical Services • Ms Andrea Jordan – Community representative, Griffi th Nursing Services • Mr Satwinder Sandhu - Strategic Planning Manager, Griffi th City Council • Ms Katrina Tehan - Western Riverina Project Offi cer, Riverina Regional Development Board & RIVROC • Ms Rosemary Campbell – Riverina Regional Development Board Member • Mr Noel Hicks – community representative and former federal Member for Riverina The Western Riverina Higher Education Needs Analysis

• Mr John Blackwell - Ofﬁ cer in Charge, CSIRO Land & Water • Mr Will Cowley - Business Development Manager, Department of State and Regional Develop- ment • Ms Helen Williams – Corporate Training Manager, Ricegrowers’ Co-operative Ltd

1.4 What is the Centre for Rural Social Research? The CRSR was originally established at CSU in 1988. The CRSR contributes signiﬁ cantly to rural Australia and is recognised as the national centre for rural social research due to the various research and consultancy projects it has undertaken on behalf of government agencies and community groups. It is the ﬁ rst place of call for many organisations interested in rural social issues. The Centre pro- motes the development of better provision of human services in rural Australia.

1.4.1 The CRSR’s Mission The CRSR undertakes and disseminates the results of applied multi-disciplinary social research relevant to policy development and rural services. The Centre fosters research training, and scholarly and public debate. The Centre does this by: • Conducting social research of beneﬁ t to rural Australia • Developing social strategies which enhance sustainable development, particularly in the Murray- Darling Basin • Conducting rural social research of importance in national and international contexts • Analysing rural social policy, and contributing to policy debate • Assessing and evaluating human services delivery in rural areas • Providing consultancy services • Acting as a resource for rural human service practitioners • Facilitating the publication and dissemination of rural social research and information, and • Engaging in other activities which help to fulﬁ l the above mentioned functions.

1.4.2 CRSR’s Track Record Since its establishment, the Centre has attracted several million dollars in research funding with grants from national competitive sources, including ARC and rural research and development corporations, as well as government agencies and community groups. The Centre has a strong commitment to encourage research in the University. The focus of the Centre ﬁ ts into the overall mission of the University to service rural and regional Australia. The focus on rural social research provides a strong theme around which theoretical and practical concerns can be blended while involving a wide range of disciplines.

1.4.3 CRSR research team members A/Professor Margaret Alston (team leader) Dr Manohar Pawar Ms Karen Bell Ms Anne Kent Dr Nancy Blacklow

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1.5 Terms of Reference for the Project • To assess the potential number of students expected to enrol annually at a Tertiary education facility if easier access to university education were made available in the Western Riverina. • To assess the modes of delivery and kinds of access most suited to needs of the Western Riv- erina community in terms of educational access options (ie classroom style courses, distance education, tutorial, on-licensed delivery and industry-based learning). • To determine course/subject needs from the community at both an undergraduate and postgraduate level. • To determine high school student aspirations to ensure subjects offered by a university meet the needs and desires of the potential student population. • To identify the untapped student market. (Anecdotal evidence suggests there are many young women who because of social and cultural inﬂ uences do not have the opportunity to go away to university). • To examine the current and historical distribution of students leaving from the area to attend university in Victoria, NSW, ACT & CSU, including what disciplines they are studying. • To examine postgraduate enrolments at CSU to assist with determining existing levels of postgraduate studies being undertaken by professionals living in the Western Riverina. • To liase with industry, businesses and professionals to determine the demand and need for spe- ciﬁ c professional and skills training in the workforce. • To identify the training needs of key industries in the Western Riverina. The Study should target industry training needs in the viticulture/wine, value-adding/processing, rice, irrigation/broad acre agriculture, information technology and health industries. • To investigate existing and potential partnerships with service providers (ie TAFE, Murrum- bidgee College, Riverina Community College) to ensure articulation between courses and ensure streamlining of courses through to university level. • To investigate current facilities in the region that may be potentially utilised to provide a university with classrooms and other necessary functions. This may be undertaken through shared partnerships arrangements. • Audit service providers, schools and industry to investigate existing technologies and telecom- munication infrastructure with the bandwidth capacity to support distance education service delivery, ie/videoconferencing and online applications.

3 2.0 Methodology

The research conducted for this community consultation combined qualitative and quantitative meth- odologies. The research team used a number of methods to collect data. These included: • Census data for the period 1986 – 1996 was assessed for Western Riverina trends. • UAC data was extracted to determine courses and destinations for Western Riverina students for the years 1999 to 2002. • A survey of students attending a careers day in Grifﬁ th in September and in schools in October. 746 completed surveys were received. • Internal CSU survey data was assessed to determine choices made by Western Riverina students and to assess decision factors inﬂ uencing choices. • A survey of parents was distributed through schools in November with 123 returned by the cut- off date. • Focus groups and interviews with parents, people from NESB communities, local government representatives, business representatives, health service providers, school principals, teachers and career advisers, Riverina Institute of TAFE representatives, Murrumbidgee College of Agri- culture representatives. • Literature on rural educational access was reviewed. 3.0 The Western Riverina Region

For the purpose of this study the Western Riverina Region (WRR) consists of six Local Government Areas (LGA). These are Carrathool, Grifﬁ th, Hay, Leeton, Murrumbidgee and Narrandera. The region is unique in many respects. Its geographic location, irrigation and agriculture base, growing industries and booming economy on the one hand, and education, employment, health and welfare issues on the other, make an interesting contrast indicating the potential gap between economic and social development. A summary of statistics for the six Local Government Shires within the Western Riverina is found in Table 3.1 below. • Table 3.1: Summary of Statistics for the Shires within the Western Riverina

Shire Population Most Number of Area sq. Unemploy (ABS Common Businesses kms (% of ment Rate estimate Industry of (ABS 1998) NSW) (ABS June 2000) Employment 2000) % (1996 census) Carrathool 3,114 Agriculture/Fo 427 18,932 4.1 restry/ (1.26%) Fishing Griffith 23,789 Agriculture/ 1,847 1640 5.6 Forestry/Fishi (.11%) ng Hay 3,621 Agriculture/Fo 374 11,325 6.2 restry/ (0.75%) Fishing Leeton 11,755 Manufacturing 825 1167(.08%) 5.6 Narrandera 6,762 Agriculture/Fo 621 4116 4.4 restry/ (0.27%) Fishing Murrumbidg 2,679 Agriculture/Fo 315 3504 4.2 ee restry/ Fishing (0.23%)

Total 51,720 NA 4,409 40,684 NA (2.7)

Source: Riverina Regional Business Survey and Skills Audit Summary Handout for each of the six Local Government Areas (June 2001). The Western Riverina Higher Education Needs Analysis

3.1 Demographic proﬁ le of the WRR The region’s demographic proﬁ le based on the 1996 Census data shows that: • There are 49,141 people living in 17,337 households for an average of 2.8 people per house- hold. • 51.2% of the population is male, and 48.8% female. • Of those aged 15+, 56.8% are married, 28.5% have never been married, 4.7% are divorced and 7.0% are widowed. • Looking at adult income levels, 50.8% received an income of less than $15,550 p.a., 45.8% an annual income of $15,551 to $52,000 and 3.5% an income of more than $52,000 p.a. • 78.1 % of the population speaks English at home compared to 72.5 % for NSW. • There are 20,628 people employed, 1,345 unemployed and 13,242 not in the labour force. • 30.8% of households rent, 19.8% are purchasing their home and 49.4% own their home outright. • 10.6% of households have no motor vehicles, 74.9% have one or two, and 14.5% have three or more. • The most common industry of employment is Agriculture/Forestry/Fishing - employing 5421 people. • 38.5% of households consist of couples with children, 23.9% of couples without children, 8.5% of single parents and 22.0% of lone persons.

(Sources:- Australian Bureau of Statistics 1996 Census and 1996 Business Register)

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3.1.1 Total population in the WRR by age Table 3.2 shows the total population in the WRR by age breaks. The data suggest that the number of young people between 15 to 29 years age group is gradually decreasing in the region. In 1986, 24.5% of the population was in this age group. In 1991, it was 21.91% and in 1996, it had further declined to 20.63%, a decline of nearly four percent over the decade. This trend conﬁ rms the concern expressed by many respondents in our survey that young people who go away from rural towns to undertake further study or employment often do not return. • Table 3.2: Total population in the WRR by age

Age 1986 1991 1996 %1986 %1991 %1996 0-4 4153 4227 4074 8.51 8.85 8.29 5-9 4172 3993 4134 8.55 8.36 8.41 10-14 4497 4002 3970 9.21 8.38 8.07 15-19 4142 3575 3402 8.48 7.48 6.93 20-24 3762 3202 3219 7.71 6.70 6.55 25-29 4058 3691 3514 8.31 7.73 7.15 30-34 3543 3780 3741 7.26 7.91 7.61 35-39 3516 3286 3828 7.20 6.80 7.78 40-44 2743 3190 3299 5.62 6.68 6.71 45-49 2691 2628 3136 5.51 5.50 6.38 50-54 2398 2480 2511 4.91 5.19 5.10 55-59 2394 2270 2319 4.65 4.75 4.71 60-64 2095 2183 2117 4.29 4.57 4.30 65-69 1502 1889 1924 3.07 3.95 3.91 70-74 1300 1306 1615 2.66 2.73 3.28 75-79 882 964 1009 1.80 2.01 2.05 80-84 500 617 705 1.02 1.29 1.43 85-89 286 279 355 0.58 0.58 0.72 90 + 99 127 172 0.20 0.26 0.35 Total 48787 47738 49140 100 100 100 On the other hand, the proportion of mature age (30 to 49 years) people is gradually increasing. More than one-fourth of the population is represented in this age group (25.59% in 1986; 26.89% in 1991; and 28.48% in 1996). It may be assumed that people in this age group are relatively stable, settled and are working full/part-time. If the access to higher education is enhanced in the region, some people from this age group may be interested in acquiring tertiary qualiﬁ cations and upgrading skills.

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3.1.2 The WRR population by age and sex Table 3.3 shows percentages of male and female population according to different age breaks. Up to the age of 64 years the proportion of the male population is higher than the female population corroborating the research ﬁ ndings that more young women leave the area than young men. As noted earlier, the number of young people in the age bracket from 15 to 29 years is gradually declining in the region. The analysis of the data in this table suggests that the rate of decline of the young female population is higher than that of males. From 1986 to 1991, the young male population declined by 1.31%, whereas it was 1.4% for the female population. Over 1991 to 1996, the young male population reduced by .58% and young female population by .78%.

• Table 3.3: The WRR population by age and sex

Age 1986 1991 1996 %1986 % 1991 %1996 M% F% M% F% M% F% M F M F M F 0-4 51.67 48.32 50.67 49.32 51.37 48.62 4.95 4.11 4.48 4.36 4.25 4.03 5-9 51.82 48.18 51.64 48.36 50.94 49.06 4.43 4.11 4.31 4.04 4.28 4.12 10-14 52.54 47.46 52.69 47.31 52.89 47.10 4.84 4.37 4.41 3.96 4.27 3.80 15-19 53.06 46.93 52.21 44.78 54.17 45.82 4.50 4.08 4.13 3.35 3.75 3.17 20-24 51.48 48.51 50.65 49.34 53.09 46.90 3.97 3.74 3.39 3.30 3.47 3.07 25-29 51.40 48.59 50.69 49.30 50.85 49.14 4.27 4.04 3.91 3.81 3.63 3.51 30-34 51.19 48.8 50.76 49.23 51 48.99 3.71 3.54 4.01 3.89 3.88 3.73 35-39 52.67 47.32 50.9 49.08 51.85 48.14 3.79 3.41 3.50 3.37 4.03 3.75 40-44 49.83 50.16 52.44 47.55 52.47 47.52 2.80 2.82 3.50 3.17 3.52 3.19 45-49 52.32 47.67 49.92 50.07 53.18 46.81 2.88 2.62 2.74 2.75 3.39 2.98 50-54 54.08 45.91 52.62 47.37 50.53 49.46 2.65 2.25 2.73 2.46 2.58 2.52 55-59 52.67 47.32 53.65 64.34 52.56 47.43 2.58 2.32 2.55 2.20 2.48 2.23 60-64 50.21 49.78 52.40 47.59 52.43 47.56 2.15 2.13 2.39 2.17 2.25 2.04 65 + 44.14 55.85 43.16 56.83 44.84 55.15 4.13 5.23 4.68 6.16 5.27 6.48 3.3.3 Education facility attending in the WRR Table 3.4 shows the number of people attending education facilities in the region. The data show that the number of students attending government schools is decreasing and the number of students attending non-government schools is increasing. The number of students attending TAFE, whether part/fulltime, does not show any clear trend. Although the data suggest no increase in the number of students attending university fulltime, the number of students attending university part-time is showing an increasing trend.

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• Table 3.4: Education facility attending in the WRR

Education facility Total 1986 Total 1991 Total 1996 % 1986 % 1991 %1996 Pre School 961 892 799 2.1 2.0 1.8 Primary (Govt) 4061 3764 3857 8.8 8.2 8.1 Primary (Non Govt) 1586 1516 1634 3.1 3.0 3.2 Secondary (Govt) 3317 3048 2779 7.2 6.5 5.9 Secondary (Non Govt) 843 750 952 1.2 1.0 1.4 TAFE (F/Time) 170 127 152 0.4 0.2 0.2 TAFE (P/Time) 948 1137 909 1.5 2.1 1.5 TAFE (Not Stated) 163 11 9 0.3 0.0 0.0 Uni (F/Time) 109 49 66 0.2 0.1 0.1 Uni (P/Time) 211 317 364 0.4 0.7 0.8 Uni (Not Stated) 18 6 0 0.0 0.0 0.0 Other (F/Time) 28 78 20 0.1 0.2 0.1 Other (P/Time) 50 99 90 0.1 0.2 0.2 Not Attending 33096 34003 35026 68.1 71.9 71.7 Respondents 48781 47734 49141 100.0 100.0 100.0 3.1.4 Qualifi cation levels in the WRR Table 3.5 shows that the number of people having postgraduate diploma and bachelor degree qualifi cations has increased from .4 to .7% and 1.2 to 2.8% respectively, over the decade. The data also show that vocational skills oriented qualifi cations are increasing in the region. • Table 3.5: Qualifi cation levels in the WRR

Qualification levels Total 1986 Total 1991 Total 1996 % 1986 % 1991 %1996 Higher Degree 92 110 155 0.2 0.2 0.2 Postgrad Diploma 175 271 350 0.4 0.6 0.7 Bachelor Degree 661 961 1489 1.2 1.9 2.8 Undergrad Diploma 0 1156 1010 0.0 2.5 2.1 Associate Diploma 0 347 582 0.0 0.7 1.2 Skilled Vocational 2799 3243 3622 5.3 6.5 6.9 Basic Vocational 2625 1256 1026 5.3 2.7 2.1 Respondents 35911 35468 36863 73.6 74.1 74.7

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3.1.5 Engaged in types of occupations The number of people engaged in types of occupations over 1986 to 1996 may be seen in Table 3.6. The data show a declining trend in manager/administrator occupations and an increasing trend in professional, intermediate clerical and production and labourer occupations. • Table 3.6: People engaged in different type of occupations

Occupations Total 1986 Total 1991 Total 1996 %1986 %1991 %1996 Manager/Administrator 4326 3974 3803 25.8 23.5 21.2 Professional 1911 1796 2244 8.5 8.1 9.6 Assoc. Professional 1161 1206 1821 5.7 6.1 8.3 Tradesperson 2678 2590 2699 12.4 12.5 11.9 Advanced Clerical 1121 982 741 5.0 4.5 3.2 Intermediate Clerical 1574 1658 2503 7.2 7.5 10.5 Intermediate 1800 1531 1895 9.6 8.3 9.8 production Elementary Clerical 1922 1779 1383 8.3 7.9 5.4 Labourer 2830 2829 3607 15.1 15.2 17.2 Inadequate Descrip. 223 154 159 1.3 0.7 0.7 Not Stated 234 1115 506 1.2 5.8 2.3 Total 19780 19614 21361 100.0 100.0 100.0 3.2 Industry proﬁ le of the WRR The major industries within the area include:

3.2.1 Viticulture/Wine Wine and table grapes are grown within the WRR which includes the Griffi th Region as the home of the largest single Semillon producing region in Australia (Griffi th Shire Council Web- site www.griffi th.nsw.gov.au). Wineries throughout the region are receiving increasing international acclaim for the quality of their wines.

3.2.2 Value-adding/processing The Western Riverina has the reputation as one of the most exciting, innovative regions within rural Australia. Local companies have developed to service their local industries and over time have successfully developed international markets. For example, A & G Industries produce the largest stainless steel fermentation tanks used in wineries around the world, and are one of the largest stainless steel users in Australia. Other examples of successful innovative companies based in the Western Riverina include Australia’s largest producer of eggs and third largest producer of poultry meat products Bartter Enterprises, and Parle Foods who supply gherkins for McDonald’s and Hungry Jack’s (Grifﬁ th Local Government Area Handout).

3.2.3 Rice The Murrumbidgee Irrigation Area (M.I.A.) located within the WRR produces the bulk of Aus- tralia’s Rice (MIA Australia’s giant oasis brochure). The Ricegrowers’ Co-operative is one of the single largest employers within the region responsible for processing as well as marketing its product domestically and internationally.

10 The centre for Rural Social Research

3.2.4 Other irrigation/broad acre agriculture Agriculture and horticultural industries are the largest industries within the Western Riverina. This is largely attributed to the availability and quality of water through the Murrumbidgee Irri- gation Area Scheme. Crops grown under irrigation include cotton, tomatoes, potatoes, pumpkins, lettuce, sweet corn, turnips, broccoli, cauliﬂ ower, cabbage, garlic, watermelons, rockmel- ons, carrots, parsnips, onions, citrus and stone fruits. Within the Hillston area economic development has been occurring at an unprecedented rapid pace through the introduction of cotton, melaleuca, wine grapes, vegetables, cherries and citrus backed by substantial capital investment (Carrathool Shire Proﬁ le Handout).

3.2.5 Health industries The Health industry is one of the larger employers within the WRR but there is a severe shortage of qualiﬁ ed staff to ﬁ ll available positions as is the case throughout Regional Australia.

3.3 Value of production in the WRR The total value of the following products for the year 2000 (see Table 3.7), provided by the Riverina Regional Development Board shows that the region is highly productive and economically prosperous.

• Table 3.7: Total value of production for some of the products in the WRR, for the year 2000

Product Total value of Remarks production in A$ Citrus 120,000,000 Wholesale added Wine Grapes 300,000,000 Wine Rice 135,000,000 Farm gate Broccoli 720,000 Farm gate Capsicum 1,320,000 Farm gate Carrots 4,100,000 Farm gate Gherkins 1,800,00 Farm gate Lettuce 5,800,000 Farm gate Onions 6,500,000 Farm gate Potatoes 10,100,000 Farm gate Pumpkins 9,600,000 Farm gate Rockmelon 7,400,000 Farm gate Sweet Corn 3,800,000 Farm gate Processing tomatoes 4,600,000 Farm gate Cotton 31,000,000 Dried Prunes 4,000,000 Farm gate

Note: Total value of production is not calculated as the Table does not include all the products of the region. This is only an example to show that the region is highly productive.

11 The Western Riverina Higher Education Needs Analysis

3.4 Employment proﬁ le of the WRR Table 3.8 shows types of employment industry in the region. The data suggest that the main employment industries in the region are agriculture, manufacturing, retail trade, education and health and community. It may also be noted that communication services and ﬁ nance/insurance industries are showing a decreasing trend. • Table 3.8: Types of employment industry

Industry Total 1986 Total 1991 Total 1996 %1986 %1991 %1996 Agriculture 5138 4933 5382 13.8 13.7 14.1 Mining 28 8 22 0.1 0.0 0.0 Manufacturing 1856 1894 2500 2.9 3.1 4.0 Electricity/Gas/Water 634 503 330 1.4 1.1 0.6 Construction 1066 849 1060 2.3 1.8 2.0 Wholesale Trade 843 972 1287 1.3 1.5 2.0 Retail Trade 2541 2377 2531 4.4 4.2 4.2 Accom/Restaurants 707 765 819 1.7 1.7 1.9 Transport/Storage 856 588 630 1.8 1.3 1.3 Communication 376 266 233 0.9 0.6 0.5 Services* Finance/Insurance 608 468 342 1.0 1.0 0.6 Property/Bus. Services 703 666 1248 1.1 1.1 1.9 Govt/Defence 811 764 760 1.9 1.7 1.9 Education 1278 1245 1362 2.5 2.5 2.7 Health/Community 1219 1247 1412 2.1 2.2 2.5 Cultural/Recreational 179 153 205 0.3 0.3 0.3 Personal/Other 398 486 540 0.7 0.9 0.9

Note: The last three columns contain percentages of total corresponding ﬁ gures of each year.

* May not include information technology and computing industry.

3.5 Employment status by sex Table 3.9 shows male and female employment status in the region. The comparative analysis suggests that male full-time employment is decreasing and part-time employment is increasing, whereas in the case of females, both full-time and part-time employment is showing an increasing trend. The number of unemployed males and females has decreased. Although aggregate ﬁ gures of females not in the labour force are higher than those for males, the data show a decreasing trend for females and an increasing trend for male.

12 The centre for Rural Social Research

• Table 3.9: Employment status by sex Employment status Total 1986 Total 1991 Total 1996 %1986 %1991 %1996 Full Time Male 10861 9924 10377 31.8 29.2 27.9 Part Time Male 1297 1376 1930 3.6 4.0 5.5 Unemployed Male 1370 1462 857 3.6 4.1 2.6 Not in Labour force 4037 4268 4756 11.2 11.8 13.1 Male Total 15+ Male 18296 17951 18866 52.2 51.7 52.0 Full Time Female 4196 4016 4465 11.4 11.3 11.7 Part Time Female 2848 3184 3916 7.5 8.6 10.1 Unemployed Female 909 868 533 2.4 2.3 1.4 Not in Labour force 9053 8563 8461 24.8 23.5 22.9 Female Total 15+ Female 17646 17524 18090 47.8 48.3 48.1 3.6 Employment type by sex Table 3.10 shows employment type by sex. Both employee male and female ﬁ gures show an increasing trend whereas employer male and female numbers have been decreasing over the period. • Table 3.10: Employment type by sex

Employment type Total 1986 Total 1991Total 1996 % 1986 %1991 %1996 Employee Male 8343 8058 10606 17.1 16.8 21.0 Employee Female 5190 5699 7481 9.5 10.9 14.0 Employee People 13533 13757 18087 26.6 27.7 35.0 Employer Male 1411 1304 664 3.0 2.9 1.4 Employer Female 704 671 357 1.6 1.6 0.8 Employer People 2115 1975 1021 4.6 4.5 2.2 Own Worker Male 2608 2383 1202 6.3 5.7 3.0 Own Worker Female 1113 1052 578 2.7 2.6 1.5 Own Worker People 3721 3435 1780 9.0 8.4 4.5 Family Worker Male 125 193 250 0.3 0.5 0.6 Family Worker Female 286 253 227 0.7 0.6 0.5 Family Worker People 411 446 477 1.0 1.1 1.1 3.7 Proﬁ le of the Local Government Areas

3.7.1 Carrathool LGA Carrathool town is located in the Lachlan-Murrumbidgee region of South West NSW. The Car- rathool LGA includes Hillston, Goolgowi, Merriwagga, Rankins Springs and Carrathool. • There are 3,164 people living in 1,128 households for an average of 2.8 people per house- hold. • 53.8% of the population is male, and 46.2% female. • Of those aged 15+, 59.6% are married, 26.7% have never been married, 5.5% are divorced and 5.5% are widowed. • Looking at adult income levels, 53.4% received an income of less than $15,550 p.a., 41.7% an annual income of $15,551 to $52,000 and 5.0% an income of more than $52,000 p.a.

13 The Western Riverina Higher Education Needs Analysis

• 86.2 % of the population speaks English at home compared to 72.5 % for NSW. • There are 1,353 people employed, 85 unemployed and 725 not in the labour force. • 24.4% of households rent, 15.6% are purchasing their home and 59.9% own their home outright. • 7.7% of households have no motor vehicles, 74.7% have one or two, and 17.6% have three or more. • The most common industry of employment is Agriculture/Forestry/Fishing - employing 823 people. • 41.5% of households consist of couples with children, 22.0% of couples without children, 6.5% of single parents and 21.4% of lone persons.

(Sources:- Australian Bureau of Statistics 1996 Census and 1996 Business Register)

3.7. 2 Griffi th LGA Griffi th is a highly productive, prosperous, and growing rural centre that is mainly driven by agriculture, horticulture, viticulture and value added industries. It appears to be an important urban centre to many small towns in the other LGAs. The Griffi th City Council’s social and community plan (1999-2000) has clearly identifi ed the issue of lower ‘higher education’ qualifi cations of the community and inadequate labour force, education and training in the area. The plan suggests a strategy to link vocational demand to educational developments and accordingly work towards establishing a tertiary campus or international school within the Griffi th area (see Griffi th City Council’s social and community plan,1999-2000). The main demographic features of the Griffi th LGA are presented below. • There are 21,594 people living in 7,569 households for an average of 2.9 people per house- hold, which is above the average of 2.8 for NSW. A 30 Year Land use/Zoning Plan Infra- structure Plan Financial Plan & Funding Policy was completed for the Griffi th Shire Coun- cil in August 2000 which suggests the following population estimates: • Table 3.13: Population Projections for the Local Government Shire of Griffi th

Year 2000 2010 2020 2030 Low growth 22,721 24,301 26,601 28,901 estimate High growth 22,721 27,785 33,981 41,558 estimate Adopted 22,721 27,785 30,291 35,230 figures Population 5,064 2,506 4,939 growth

Source: Growth Strategy 2030- The Grifﬁ th City Council 30 Year Land use/Zoning Plan Infrastructure Plan Financial Plan & Funding Policy , Aug. 2000. p28 • 50.5% of the population is male, and 49.5% female. • Of those aged 15+, 57.5% are married, 28.6% have never been married, 4.2% are divorced and 6.9% are widowed.

14 The centre for Rural Social Research

• Looking at adult income levels, 46.7% received an income of less than $15,550 p.a., 49.3% an annual income of $15,551 to $52,000 and 4.0% an income of more than $52,000 p.a. • 68.4 % of the population speaks English at home compared to 72.5 % for NSW. • There are 9,647 people employed, 503 unemployed and 5,416 not in the labour force. • 33.2% of households rent, 18.2% are purchasing their home and 48.6% own their home outright. • 10.3% of households have no motor vehicles, 74.5% have one or two, and 15.3% have three or more. • The most common industry of employment is Agriculture/Forestry/Fishing - employing 2176 people. • 40.4% of households consist of couples with children, 23.5% of couples without children, 8.1% of single parents and 20.7% of lone persons.

(Sources:- Australian Bureau of Statistics 1996 Census and 1996 Business Register)

3.7.3 Hay LGA The Hay LCA is situated on the banks of the Murrumbidgee River. The area includes Hay and Booligal. Hay Shire Council’s social and community plan notes that there are no tertiary institutions in Hay. The community consultation meetings have revealed the need for further educational courses, tutoring for children and adults in reading and extra educational classes in the evening (see Hay Shire Council’s social and community plan – 2000-2003). The demographic features of the area are as follows. • There are 3,822 people living in 1,422 households for an average of 2.7 people per house- hold, which is below the average of 2.8 for NSW. • 50.8% of the population is male, and 49.2% female. • Of those aged 15+, 54.3% are married, 29.1% have never been married, 5.1% are divorced and 8.1% are widowed. • Looking at adult income levels, 58.2% received an income of less than $15,550 p.a., 40.5% an annual income of $15,551 to $52,000 and 1.4% an income of more than $52,000 p.a. • 85.8 % of the population speaks English at home compared to 72.5 % for NSW. • There are 1,483 people employed, 146 unemployed and 1,118 not in the labour force. • 34.6% of households rent, 17.2% are purchasing their home and 48.2% own their home outright. • 13.9% of households have no motor vehicles, 75.6% have one or two, and 10.5% have three or more. • The most common industry of employment is Agriculture/Forestry/Fishing - employing 504 people. • 34.0% of households consist of couples with children, 23.2% of couples without children, 9.8% of single parents and 24.8% of lone persons.

(Sources:- Australian Bureau of Statistics 1996 Census and 1996 Business Register)

15 The Western Riverina Higher Education Needs Analysis

3.7.4 Murrumbidgee LGA The Murrumbidgee LGA includes Coleambally and Darlington Point. • There are 2,389 people living in 883 households for an average of 2.7 people per house- hold, which is below the average of 2.8 for NSW. • 52.5% of the population is male, and 47.5% female. • Of those aged 15+, 58.7% are married, 27.6% have never been married, 4.5% are divorced and 4.9% are widowed. • Looking at adult income levels, 44.5% received an income of less than $15,550 p.a., 51.0% an annual income of $15,551 to $52,000 and 4.6% an income of more than $52,000 p.a. • 87.0 % of the population speaks English at home compared to 72.5 % for NSW. • There are 1,035 people employed, 40 unemployed and 572 not in the labour force. • 34.2% of households rent, 18.8% are purchasing their home and 47.0% own their home outright. • 7.0% of households have no motor vehicles, 76.5% have one or two, and 16.5% have three or more. • The most common industry of employment is Agriculture/Forestry/Fishing - employing 466 people. • 38.3% of households consist of couples with children, 24.5% of couples without children, 8.7% of single parents and 23.0% of lone persons.

(Sources:- Australian Bureau of Statistics 1996 Census and 1996 Business Register)

3.7.5 Leeton LGA The Leeton Local Government Area is known as the headquarters of the Australian rice industry. It includes Leeton and Yanco. The main demographic features of the area are as follows. • There are 11,031 people living in 3,815 households for an average of 2.9 people per house- hold, which is above the average of 2.8 for Australia. • 51.7% of the population is male, and 48.3% female. • Of those aged 15+, 54.2% are married, 31.4% have never been married, 4.8% are divorced and 6.7% are widowed. • Looking at adult income levels, 53.3% received an income of less than $15,550 p.a., 43.4% an annual income of $15,551 to $52,000 and 3.3% an income of more than $52,000 p.a. • 83.8 % of the population speaks English at home compared to 75.4 % for Australia. • There are 4,505 people employed, 343 unemployed and 3,103 not in the labour force. • 28.5% of households rent, 25.3% are purchasing their home and 46.2% own their home outright. • 10.3% of households have no motor vehicles, 75.1% have one or two, and 14.5% have three or more.

16 The centre for Rural Social Research

• The most common industry of employment is Manufacturing - employing 780 people. • 38.0% of households consist of couples with children, 23.5% of couples without children, 8.9% of single parents and 22.9% of lone persons.

(Sources:- Australian Bureau of Statistics 1996 Census and 1996 Business Register)

3.7.6 Narrandera LGA The Narrandera LGA covers Barellan, Grong Grong and Narrandera. In the LGA’s social plan survey, 35 percent of the respondents suggested a need to improve educational services to make Narrandera a better place to live in. Although 57 respondents thought that adult learning services are either vital or useful, 25 respondents believed that the services are inadequate. Simi- larly, more than 50 respondents stated that training services are vital or useful, but are inadequate (see Narrandera Shire Council Community Plan, 1999). The main demographic features of the Narrandera LGA are as follows. • There are 7,141 people living in 2,520 households for an average of 2.8 people per house- hold, which is the same as the average of 2.8 for NSW. • 51.2% of the population is male, and 48.8% female. • Of those aged 15+, 58.5% are married, 24.4% have never been married, 5.7% are divorced and 8.9% are widowed. • Looking at adult income levels, 56.1% received an income of less than $15,550 p.a., 41.6% an annual income of $15,551 to $52,000 and 2.3% an income of more than $52,000 p.a. • 87.8 % of the population speaks English at home compared to 72.5 % for NSW. • There are 2,605 people employed, 228 unemployed and 2,308 not in the labour force. • 26.8% of households rent, 19.3% are purchasing their home and 53.9% own their home outright. • 13.1% of households have no motor vehicles, 74.7% have one or two, and 12.3% have three or more. • The most common industry of employment is Agriculture/Forestry/Fishing - employing 675 people. • 35.1% of households consist of couples with children, 26.9% of couples without children, 8.9% of single parents and 22.5% of lone persons.

(Sources:- Australian Bureau of Statistics 1996 Census and 1996 Business Register)

17 4.0 Education

4.1 Schools and Training Providers Current main education providers in the Western Riverina include schools, Riverina Institute of TAFE and Murrumbidgee College of Agriculture, Yanco.

4.1.1 Schools in the Western Riverina High Schools are located in Hay, Hillston, Barellan, Narrandera, Leeton (High School and St Francis), Yanco, Griffi th (Griffi th and Wade High Schools and the Catholic College) and Cole- ambally. The following table indicates the approximate retention rates from years 10 to 12 and on to university. Some of these fi gures are based on ‘best guesses’ of the school staff interviewed and may not be completely accurate. St Francis and Yanco Agricultural High are boarding schools and so attract new students into years 10 and 11. It should also be noted that in most cases these represent fi gures for the current year and so the drop in numbers from Years 10 to 11 and Years 11 to 12 do not relate to the same cohort of students. • Table 4.1– Numbers of students at Western Riverina High Schools in 2001

School Yr 10 Yr 11 Yr 12 Percentage of Year 12 going on to University Leeton High 85-90 65-70 48-54 28% St Francis Leeton 125 85 72 40-60% Yanco Agricultural 44 50 45 Up to 75% Griffith High 120 100 80 30% Wade High 129 75 73 51% Catholic High, Griffith 74 45 47 55% Coleambally Central 37 25 14 70% Hillston Central 26 17 10 40-60% Hay Memorial 38 28 23 30% Narrandera High 58 31 36 30-50% Barellan Central 5 1 3 33% These fi gures can be interpreted to indicate retention rates to Year 12 equivalent to many rural and remote schools. The Human Rights and Equal Opportunities 2000 National Inquiry into Rural and Remote Schools notes that rural and remote children are far less likely to fi nish school than their metropolitan counterparts where retention rates can be up to 30% higher. The retention rates demonstrated in Table 4.1 mask the signifi cant difference between the retention of boys and girls to Year 12 and on to tertiary study. The Griffi th Secondary Schools Aspi- rations Study notes that as many as 56% of boys drop out of school at the end of Year 10 by comparison with 25% of girls. This difference is explained somewhat by the ready availability of apprenticeships in male dominated areas available in the Griffi th area. It is also partially The centre for Rural Social Research

explained by the amount of work generally available to young people. Up to 90% of young people leaving at the end of Year 10 go into work and up to 10% to TAFE (interview with a school principal).

4.1.2 Riverina Institute of TAFE There are branches of the Riverina Institute of TAFE located at Griffi th, Leeton and Narrandera. Each has extensive infrastructure including classrooms, library facilities and access to advanced technologies. The Griffi th campus is a large facility located at the end of Banna Avenue adja- cent to the Griffi th City Council Chambers and includes a new $3.4 million Wine and Food Sci- ence Centre. Griffi th and Leeton have several courses in the following areas: • Access; • Business and Public Administration • Community Services, Health, Tourism and Hospitality • Information Technology, Arts and Media • Manufacturing and Engineering; • Primary Industries and Natural Resources. Narrandera has courses in all these areas except Manufacturing and Engineering (Institute of TAFE website). Given that the new Centre is recently established, it is not surprising that Griffi th campus spe- cialises in wine and food production. The total number of students studying at the Griffi th campus of the Riverina Institute of TAFE has increased from nearly 2000 students in 2000 to nearly 2300 in 2001. Growth has occurred in the Community Services, Health, Tourism and Hospitality stream, construction and transport, manufacturing and engineering and the primary industries and natural resources areas. Leeton has experienced a growth in numbers from nearly 1000 students in 2000 to nearly 1300 in 2001. The main growth areas are business and public administration, Community Services, Health, Tourism and Hospitality, and primary industry and natural resources. Narrandera numbers have grown from about 490 in 2000 to about 660 in 2001 with growth occurring in most areas.

19 The Western Riverina Higher Education Needs Analysis

COURSE Categories Griffith Leeton Narrandera Access 20 courses – TAFE 11 courses – 15 courses – statement, Statement of Statement of Statement of Attainment , Attainment, Attainment, Certificate 1, 2 Diploma, short Certificate 1, 2 & 3 & 3 levels course, Certificate 1, 2 & 3 levels Business & Public Administration 17 courses – short 6 courses – 7 courses – courses, Statement Statement of Statement of of Attainment, Attainment, Attainment, Certificate 2, 3 & 4 Certificate 2, 3 Certificate 2, 3 & 4 levels & 4 levels levels Community Services, Health, 14 courses – 2 courses – 13 courses – Tourism & Hospitality Diploma, short Short course, Statement of course, TAFE Statement of Attainment, statement, Attainment Certificate 2, 3 & 4 Certificate 1, 2, 3 & levels levels 4 levels Construction & Transport 19 courses – TAFE 1 short course Nil statement, short course, Certificate 1, 2, 3 & 4 levels Information Technology, Arts & 6 courses – 6 courses – 6 courses – Media Statement of Statement of Statement of Attainment, Attainment, Attainment, Certificate 1, 2, 3 Certificate 1, 2 Certificate 1 & 2 levels & 3 levels levels Manufacturing & Engineering 20 courses – 13 courses – Nil Graduate Statement of Certificate, Attainment, Diploma, Certificate 1, 2 Advanced & 3 levels Diploma, Statement of Attainment, short course, Certificate 1, 2, 3 & 4 levels Primary Industries & Natural 3 courses – 7 courses – 5 courses – short Resources Certificate 1 & 2 Short course, courses, Certificate levels Certificate 1, 3 1 & 2 levels & 4 levels Source: NSW Institute of TAFE website

4.1.3 Commonwealth Scientifi c and Industry Research Organisation The Commonwealth Scientifi c and Industry Research Organisation (CSIRO) offers tertiary student opportunities in its Irrigation Research Group division located at Griffi th in the following capacities: • Summer vacation scholarships • Honours research project support • Postgraduate research opportunities

20 The centre for Rural Social Research

• Coursework experience for international students The CSIRO has laboratories, workshop and information technology facilities. Student numbers are variable (www.clw.csiro.au)

4.1.4 Murrumbidgee College of Agriculture, Yanco Established in 1963 by the New South Wales Department of Agriculture, Murrumbidgee Col- lege is located at Yanco. It is set in extensive farm land and has classrooms, laboratories and live-in accommodation for over 150 students. There are 100 single study bedrooms, 60 shared rooms, 15 motel rooms and a further 10 upmarket rooms. Murrumbidgee College offers a range of courses from full-time and part-time certiﬁ cate and advanced certiﬁ cate programs in agricultural related areas to short courses in practical aspects of agriculture and management. Additionally traineeships are supported and are an increasingly attractive option for many students. In 2001 there are 30 full-time students and 80-100 trainees. In 2000, short courses were taken by 4,400 participants. A majority of the full-time students are Year 10 school leavers and 20% of these are female. By comparison short course participants are on average between 45 and 50 and two-thirds are male although women dominate the information technology courses.

4.1.5 Griffi th Adult Learning Association The Griffi th Adult Learning Association (GALA) offers courses from one to ten weeks’ dura- tion in Griffi th and has outreach delivery to Coleambally, Rankin Springs, Ardlethan and Barel- lan. Some courses are certifi cate level and some are at ‘statement of attainment’ level. Courses are offered in arts and crafts, cuisine, health and wellbeing, vocational and employment, investment and farm business. Some courses have Vocational Training Accreditation Board (VETAB) recognition. The majority of programs are delivered in a classroom style and at times, workplace assessment and distance education may also be used.

21 5.0 University Admission Centre (UAC) Data

The following data show students’ originating towns, gender distribution and fi rst preferred university destinations and courses for the years 1999-2002. As UAC data is available via postcode only, it is important to note that the following fi gures relate to the total number of Year 12 students in the postcode areas that include the Western Riverina region. Some additional towns are of necessity included in this data. As well students attending boarding school out of the area will also be included in these fi gures as will some non-school leavers. There- fore the fi gures do not necessarily relate uniformly to the list of school students in Table 4.1. The four-year UAC data show that every year about 400 students from the WRR intended to undertake higher education at universities. About two-thirds of these students came from the following six towns. The proportion of students coming from Griffi th, Deniliquin and Leeton is much higher than the other towns (see Table 5.1). For details of the distribution of students by each town in the WRR, please see Appendix B. • Table 5.1 Number of students intended to undertake University education by towns in the WRR.

Year 1999 2000 2001 2002 Towns No. % No. % No. % No. % Coleambally 14 3.63 14 3.48 13 3.09 7 1.78 Deniliquin 53 13.76 55 13.68 46 10.95 46 11.70 Griffith 78 20.25 92 22.88 112 26.65 90 22.90 Hay 19 4.93 19 4.72 10 2.38 10 2.54 Leeton 37 9.61 50 12.43 59 14.04 55 13.99 Narrandera 22 5.71 39 9.70 30 7.14 28 7.12 Sub total 223 57.89 269 66.89 270 64.25 236 60.03 Other towns in the WRR 162 42.10 133 33.10 150 35.70 157 39.93 Grand total 385 100 402 100 420 100 393 100 The data further indicate that of the students who aspired to undertake university education, nearly two-thirds were female and the remaining were male (see Table 5.2). • Table 5.2 Gender of students from the WRR intended to undertake University education.

Year 1999 2000 2001 2002 Gender No. % No. % No. % No. % Female 242 62.85 238 59.20 257 61.19 253 64.37 Male 143 37.14 164 40.79 163 38.80 140 35.62 Total 385 100 402 100 420 100 393 100 The centre for Rural Social Research

Table 5.3 shows fi rst preferred universities/campuses by students from the WRR. More than two- fi fths to half of the students had preferred Charles Sturt University at the three campuses. About ten to fi fteen percent of students had chosen University of Canberra followed by the University of Sydney (eight to ten percent), Australian National University (four to seven percent), the University of New South Wales (four to six percent) and the University of Wollongong (three to six percent). For other preferred destinations see Table 5.3. • Table 5.3 First preferred Universities by students from the WRR.

Year 1999 2000 2001 2002 University/Campus No. % No. % No. % No. % CSU-Albury Campus 36 9.35 24 5.97 45 10.71 19 4.83 CSU- Bathurst Campus 22 5.71 22 5.47 32 7.61 21 5.34 CSU- Wagga Campus 122 31.68 156 38.80 119 28.33 138 35.11 Total Charles Sturt University 180 46.74 202 50.24 196 46.65 178 45.28 The Uni of Sydney 19 4.93 18 4.47 24 5.71 25 6.36 Uni of Sydney, Orange campus 11 2.85 9 2.23 3 0.71 6 1.52 Uni of Sydney, Cumberland 4 1.03 4 0.99 10 2.38 7 1.78 Total The Uni of Sydney 34 8.81 31 7.69 37 8.8 38 9.66 The Uni of New South Wales 17 4.41 14 3.48 18 4.28 22 5.59 UNSW, College of Fine Arts 1 0.25 2 0.49 2 0.47 2 0.50 Total the Uni of NSW 18 4.66 16 3.97 20 4.75 24 6.09 Australian National University 15 3.89 25 6.21 22 5.23 29 7.37 Australian Catholic University 4 1.03 4 0.99 4 0.95 3 0.76 University of Canberra 52 13.50 40 9.95 50 11.90 61 15.52 The Uni of Western Sydney ------6 1.52 The Uni of Western Sydney 15 3.89 10 2.48 1 0.23 -- -- Hawkesbury, Richmond The Uni of Western Sydney 4 1.03 4 0.99 5 1.19 -- -- Macarthur The Uni of Western Sydney 1 0.25 5 1.24 6 1.42 -- -- Nepean, Penrith Total the Uni of WS 20 5.17 19 4.71 12 2.84 6 1.52 Macquarie Uni 10 2.59 6 1.49 10 2.38 8 2.03 The UNI of New England 8 2.07 4 0.99 6 1.42 6 1.52 Southern Cross Uni 6 1.55 8 1.99 10 2.38 6 1.52 Uni of Technology Sydney 4 1.03 14 3.48 7 1.66 9 2.29 The Uni of Newcastle 10 2.59 9 2.23 11 2.61 12 3.05 The Uni of Wollongong 19 4.93 12 2.98 25 5.95 11 2.79 La Trobe Uni –Wodonga campus 5 1.29 12 2.98 10 2.38 2 0.50 Total 385 100 402 100 420 100 393 100 As the data were extracted only from the UAC, NSW, the Table does not include the data of students who intended to go to universities located in the other states (Victoria, South Australia, etc). The analysis of the data relating to fi rst preferred courses suggests that students from the WRR choose a wide range of university courses (see Appendix C). The students fi rst preferred courses do not suggest any particular trend in the choice of courses and it is also not clear whether such a range of selection matches knowledge and skills demand of the region. Thus the data was further examined in terms of major higher education streams. The analysis indicated that about more than fi fteen percent of students had chosen Bachelor of Education, followed by Bachelor of Arts, Bachelor

23 The Western Riverina Higher Education Needs Analysis

of Applied Science and so on (see Table 5.4). As about one-third of the students’ preferred courses could not be classifi ed under any broad category, they are classifi ed under the ‘other’ category in Table 5.4. Particular details of courses chosen by students may be viewed from Appendix C. • Table 5.4 Higher education streams chosen (fi rst preferred) by students in the WRR.

Year 1999 2000 2001 2002 Streams No. % No. % No. % No. % Bachelor of Education 66 17.14 68 16.91 49 11.66 62 15.77 Bachelor of Arts 60 15.58 64 15.92 65 15.47 53 13.48 Bachelor of Applied Science 52 13.50 61 15.17 39 9.28 41 10.43 Bachelor of Business 30 7.79 39 9.70 41 9.76 25 6.36 Bachelor of Engineering 16 4.15 15 3.73 19 4.52 12 3.05 Bachelor of Nursing 17 4.41 10 2.48 22 5.23 25 6.36 Bachelor of Science 18 4.67 14 3.48 21 5.00 20 5.08 Other 126 32.72 131 32.58 164 39.04 155 39.44 Total 385 100 402 100 420 100 393 100 Over a period of four years (1999-2002), about eight students had chosen Farm Management course, 45 students had chosen Agriculture, 30 students had chosen Graphic Design, 41 students had chosen Early Childhood Education, 109 students had chosen Primary Education, 74 students had chosen Nursing, 135 students had chosen Business and 38 students had chosen Commerce courses (see Appendix C). The courses preferred by students to some extent links to the higher education needs identifi ed by the community. However, the crucial question is, do students return to the region after acquiring higher education qualifi cations? If most of them do not, at least initially, the region is likely to experience shortage of skilled people. In a way it appears to be losing people in whom it invests. Providing and increasing access to higher education is one important strategy. Equally important needed strategy is to retain people having higher education qualifi cations in the region. It may be noted that the UAC data have some limitations. Since the data were extracted by using postal code numbers, a few towns that may not be strictly part of the WRR are included in the analysis. The analysis is limited to only fi rst preferred choices, but some students change their preferences a number of times and their fi nal preferred course may not be the fi rst one. The UAC 2002 fi gures will change as further data will be entered in that year. Thus the analysis and fi gures may not be accurate. Despite these limitations, we believe that the analysis does provide signifi cant insights and directions in terms of origin of students and preferred higher education destinations and courses.

24 6.0 Schools survey

6.1 Breakdown of Respondents Data collected for this project included a survey of school students. Some students were surveyed at a careers day in Grifﬁ th in September, 2001 and the rest were surveyed in their schools during October. Results of this CRSR study are presented below. Seven hundred and forty-six students1 completed the survey including the following. From ﬁ gures listed in Table 4.1 we can deduce that approximately 57% of Years 11 and 12 and 22% of Year 10s in the Western Riverina completed the survey. • Table 6.1 School students completing the survey

School Number Percentage of respondents Hay Memorial High 45 6.1 St Francis, Leeton 147 19.8 Narrandera High School 31 4.2 Leeton High School 90 12.1 Griffith High School 97 13.1 Wade High School 50 6.7 Barellan Central 6 0.8 Griffith Catholic High 102 13.7 Hillston Central 33 4.4 Yanco Agricultural High 74 10.0 Coleambally Central 45 6.1 Tullibigeal Central 22 3.0

Total 742 100 • Table 6.2: School year of respondents

School year Number Percentage of respondents Year 9 20 2.7 Year 10 167 22.4 Year 11 318 42.7 Year 12 239 32.1 Total 745 100

1 It should be noted that where numbers in the tables do not add to 746, the remaining survey respondents did not complete the question The Western Riverina Higher Education Needs Analysis

6.2 Other characteristics 56% (or 396) of the students completing the survey are female and 74% (or 520) are anglo-Austra- lian. 10% are of Italian descent, 3.3% Indian, 3.3% ATSI, 1.7% Fijian/ Maori/ Samoan or Tongan.

6.3 Leaving school Students were asked to nominate what they planned to do when they left school. Noting their uncer- tainty many students nominated combinations of opportunities including university, other training options or work. In total 57.7% nominated university in their answers, 9% TAFE, 13.4% work, 12.1% an apprenticeship and 1.2% a traineeship. A majority of students in ﬁ nal years of high school aspire to a university education. Yet if we re-examine Table 4.1 showing the percentages of young people going on to higher education we can see that not all students are achieving their ambitions. Asked where they might be located on leaving school 24.3% nominated areas in the Western Riv- erina, 33.7% other rural or regional NSW areas, 48.6% a capital city, and the remainder overseas or uncertain. Those anticipating leaving nominate the major reason as access to university (58%), work (31%), social reasons (25%), to experience city life (27%) and to be near family and friends (14%)2. If given the opportunity 6% of those leaving would prefer to stay at home.

6.4 Reasons for not attending tertiary education Asked to nominate reasons that may prevent tertiary access 8% nominated ﬁ nancial pressures and 36% access to work.

6.5 Tertiary access closer to home Asked whether they would be attracted to study in the Western Riverina if a university presence was accessible 32% said yes and 27% were unsure. Of interest is that nearly 10% of the young people, all of whom had nominated work as their intention on leaving school, would consider a university option if it were more readily accessible (see Table 6.3).

6.6 First preferences for university study Students were asked to nominate their ﬁ rst preference course. This produced nearly sixty options. The most nominated are listed below. Education ...... 15% Arts ...... 10.1% Sciences ...... 9.7% Health sciences...... 7% Business ...... 6.5% Agriculture ...... 5.3% Hospitality/ tourism ...... 5.3% Law ...... 3.8% Nursing...... 3.4% Medicine ...... 3%

2 Some students nominated more than one reason so percentages do not add to 100

26 The centre for Rural Social Research

6.7 University of ﬁ rst preference Universities nominated by students as their ﬁ rst preference included the following. CSU ...... 37.6% ANU/UC ...... 5.7% Canberra Institute of Technology...... 13.4% ADFA...... 2.5% Total Canberra ...... 21.6% Newcastle...... 3.8% Sydney ...... 9% UNSW...... 5.7% UTS...... 1.1% UWS...... 0.8% Total Sydney ...... 16.6% Melbourne...... 10.6% La Trobe...... 0.8% RMIT ...... 0.3% Total Melbourne...... 11.7% Queensland...... 1.6% Orange...... 1.4%

6.8 Interest in university presence by location Table 6.3 outlines the interest of students in various locations in a university presence. Not surpris- ingly the students in Grifﬁ th are more likely to view this as of interest although students from outlying areas also demonstrate some interest. • Table 6.3: Interest in University presence by location

If there was a university presence in Griffith would you undertake university study at home?

Yes No Unsure Total School Hay Memorial 10 19 16 45 attending High St Francis Leeton 40 71 32 143 Narrandera High 8 9 14 31 Leeton High 35 35 19 89 Griffith High 38 26 29 93 Wade High 19 15 12 46 Barellan Central 2 2 2 6 GriffithCatholic 37 37 25 99 High Hillston Central 10 15 7 32 Yanco Agricultural 7521473 High Coleambally 14 10 15 39 Central Tullibigeal Central 9 5 8 22 Total 229 296 193 7181 3 Some students did not answer this question and so numbers in Table 6.3 differ slightly to Table 6.1 27 The Western Riverina Higher Education Needs Analysis

6.7.1 Gender differences When results are dissected by gender some differences in the way boys and girls view their futures emerge. As Table 6.4 demonstrates the percentage of girls who view a local campus as a viable alternative is slightly less than the percentage of boys.

• Table 6.4: Gender Differences

If there was a university presence in Griffith would you undertake university study at home? Gender Yes No Unsure Total Female 119 (31%) 156 109 384 Male 102 (33.7%) 124 76 302 Total 221 280 185 686 Other gender differences are demonstrated in the number of girls as opposed to boys intending to complete Year 12. This gender difference in educational aspirations is not unique to the Western Riverina. HREOC (2000) notes that girls are more likely to aspire to higher education than boys. • Table: 6.5 Intention to Complete Year 12 by Gender

Do you intend to complete Year 12? Gender Yes No Total Female 377 (95.6%) 16 394 Male 267 (87.3%) 38 306

Total 644 54 700 The greater prevalence of apprenticeships in male dominated areas is demonstrated by the percentage of boys who nominate this as a future option by comparison with girls. • Table 6.6: Apprenticeship/traineeship as a reason for not aspiring to tertiary education

Apprenticeship/traineeship as a reason for not aspiring to tertiary education Gender Yes No Total Female 26 (6.6%) 370 396 Male 63 (20.2%) 249 312

Total 89 619 708 Perhaps reﬂ ecting the concerns of some parents of non-English speaking background (NESB) slightly more girls nominated family reasons as a reason for them not seeking higher education. • Table 6.7: Family Issues as a Reason for not aspiring to tertiary education

Family issues as a reason For not aspiring to tertiary education Gender Yes No Total Female 13 (3.3%) 383 396 Male 7 (2.2%) 305 312

Total 20 688 708

28 The centre for Rural Social Research

Reﬂ ecting the lack of opportunities for women in the area, a signiﬁ cantly higher number of girls are likely to nominate that they are leaving the area for social reasons and to experience life in the city. • Table 6.8: Leaving Western Riverina for Social Reasons

Leaving Western Riverina for social reasons Gender Yes No Total Female 113 (28.5%) 283 396 Male 66 (21.2%) 246 312

Total 179 529 708 • Table 6.9: Leaving WRR to Experience living in the city

Leaving Western Riverina to experience living in the city Gender Yes No Total Female 140 (35.4%) 256 396 Male 61 (19.6%) 251 312

Total 201 507 708 When fi rst preference university choices are dissected gendered choices in career options are also evident. The following table illustrates the gender of students preferencing each. For example 11 of the 13 who nominated medicine as their desired fi rst preference are girls. • Table 6.10 – fi rst preference by gender Medicine ...... 11/13 female Law ...... 11/12 female Arts...... 12/15 female Education ...... 27/40 female Vet science ...... 10/10 female Early childhood...... 22/22 female Nursing...... 14/14 female Business ...... 10/14 female Psychology...... 10/10 female IT...... 20/21 male Engineering...... 22/25 male Agriculture ...... 14/22 male Exploring the impact of ethnicity and gender on the likelihood that a local university presence would be supported, the following table demonstrates that such a facility is more attractive to some groups of certain ethnic backgrounds.

29 The Western Riverina Higher Education Needs Analysis

• Table 6.11: Studying in WRR if University Presence was available

If there was a university presence in Griffith would you undertake university study at home? What is your family Gender Yes No Unsure Total background?

Anglo-Australian Female 87 119 79 285 Male 65 96 56 217 Total 152 215 135 502

ATSI Female 54 2 11 Male 54 1 10 Total 10 8 3 21

Fijian/Maori/ Female 11 Samoan/Tongan Male 25 2 9 Total 25 3 10

Indian Female 53 4 12 Male 52 2 9 Total 10 5 6 21

Italian Female 14 21 20 55 Male 15 9 7 31 Total 29 30 27 86

Other Female 57 2 14 Male 54 5 14 Total 10 11 7 28

6.8 Comparison of the CRSR survey results with the Griffi th Senior Secondary Students Aspi- rations Survey 2000 The research team was provided with a copy of the Aspirations survey conducted by the Griffi th City Development Corporation and the Griffi th City Council in 2000. This survey, funded by DEETYA, and developed in consultation with high school representatives, Bartters and the Riverina Area Con- sultative Committee, demonstrated that the number of students wanting to leave Griffi th and not return had increased by 7%. The aspirations survey demonstrates that the number of students interested in trades had jumped from 19% in 1998 to 26% in 2000. The increase in building and construction and the boom in industry development goes some way to explaining this phenomena. Like the CRSR survey the aspirations survey shows that the number of students seeking a career in agriculture is 5% despite the fact that 30% of the Griffi th workforce is employed in the agricultural sector. The aspirations survey also revealed that about 75% of school students have part-time employment, a factor commented on by many teachers as needing to be more effectively counter-balanced by study.

30 7.0 CSU Internal Survey

Each year CSU conducts surveys with new students to assess the issues that are important in their selection of CSU and their course. The following data illustrate results of this survey for students of the Western Riverina from 1997 to 2001. Each year approximately seventy Western Riverina students have completed the survey.

7.1 What and at which campus students of the WRR study Table 7.1 illustrates the faculty areas where Western Riverina students predominantly study. • Table 7.1 Western Riverina Students by ﬁ eld of study

Agricultur Arts/Humanities Business/A Education Health Law/lega Science e/ Animal / Soc Sci dmin/Econ l studies Husbandry omics

1997 6% 22% 17% 22% 17% 0% 17% 1998 8% 23% 9% 25% 25% 0% 9% 1999 0% 18% 21% 24% 23% 0% 13% 2000 2% 17% 13% 21% 33% 0% 13% 2001 3% 22% 6% 29% 28% 1% 11%

Total 4% 21% 13% 25% 25% 0% 13%

• Figure 7.1: Western Riverina Students by ﬁ eld of study 35% 30% 25% 1997 20% 1998 15% 10% 1999 5% 0% 2000 2001 Educ Health Science n Sci Law/Legal Arts/ Hum/ Soc Bus/Admin/Eco Agric/Anim Hus The Western Riverina Higher Education Needs Analysis

Table 7.2 shows that most Western Riverina students at CSU are located at Wagga Wagga campus. • Table 7.2: Respondents by CSU campus

Albury Bathurst Wagga Wagga

1997 19% 7% 74% 1998 18% 9% 73% 1999 18% 11% 71% 2000 21% 15% 63% 2001 12% 20% 68% Total 18% 12% 70% • Figure 7.2: Respondents by CSU campus

80% 70%

60% 1997 50% 1998 40% 1999 30% 2000 20% 2001 10% 0% Albury Bathurst Wagga Wagga 7.2 Decision Factors infl uencing Choice of Tertiary Course and Location In the internal CSU survey students are asked to nominate a number of decision factors that infl u- ence their choice of course and location. The following tables and fi gures show some of these results relevant to this study. Table 7.3 and fi gure 7.3 show that the types of courses available at CSU are of great signifi cance to students’ choices. • Table 7.3: Importance of the Type of Courses Available as a Decision Factor

Extremely Somewhat Not at all Don’t Total % Important Important important know Important

1997 78% 21% 0% 1% 100% 99% 1998 58% 36% 6% 0% 100% 94% 1999 77% 22% 1% 0% 100% 99% 2000 69% 29% 2% 0% 100% 98% 2001 66% 30% 3% 1% 100% 96%

Total 69% 28% 3% 1% 100% 97% • Figure 7.3: Importance of the Type of Courses Available as a Decision Factor

100% 99% 98% 97% 96% 95% 94% 93% 92% 91% 1997 1998 1999 2000 2001

32 The centre for Rural Social Research

Table 7.4 and Figure 7.4 demonstrate that TER requirements inﬂ uence students’ choices. • Table 7.4: TER requirements for different courses

Extremely Somewhat Not at all Don’t Total % Important Important important know Important

1997 18% 59% 23% 0% 100% 77% 1998 36% 44% 19% 0% 100% 81% 1999 34% 52% 11% 2% 100% 87% 2000 27% 63% 10% 0% 100% 90% 2001 34% 55% 10% 1% 100% 89%

Total 30% 54% 15% 1% 100% 84% • Figure 7.4: TER requirements for different courses

95%

90%

85%

80%

75%

70% 1997 1998 1999 2000 2001 Table 7.5 and Figure 7.5 demonstrate that course fees are somewhat important but not as signiﬁ cant as other factors. • Table 7.5: Cost of Course Fees (HECS)

Extremely Somewhat Not at all Don’t Total % Important Important important know Important

1997 14% 37% 48% 1% 100% 51% 1998 17% 41% 38% 4% 100% 58% 1999 8% 45% 45% 2% 100% 53% 2000 18% 35% 37% 10% 100% 53% 2001 7% 50% 41% 3% 100% 57%

Total 12% 42% 42% 4% 100% 54% • Figure 7.5: Cost of Course Fees (HECS)

60% 58% 56% 54% 52% 50% 48% 46% 1997 1998 1999 2000 2001

33 The Western Riverina Higher Education Needs Analysis

Table 7.6 and Figure 7.6 show the critical signiﬁ cance of CSU’s reputation to decisions made by Western Riverina students when selecting courses. • Table 7.6: The reputation of the university

Extremely Somewhat Not at all Don’t Total % Important Important important know Important

1997 18% 58% 23% 1% 100% 75% 1998 32% 50% 17% 1% 100% 82% 1999 34% 55% 10% 1% 100% 89% 2000 31% 67% 2% 0% 100% 98% 2001 33% 55% 10% 3% 100% 88%

Total 30% 56% 13% 1% 100% 86% • Figure 7.6: The reputation of the university

120% 100% 80% 60% 40% 20% 0% 1997 1998 1999 2000 2001 Table 7.7 and Figure 7.7 show that the location of the university is a signiﬁ cant factor in choices made by students. The information illustrated here on the importance of a regional university to Western Riverina students is endorsed by comments from parents, school staff and other community members interviewed for this project. • Table 7.7: Location of the university offering chosen course

Extremely Somewhat Not at all Don’t Total % Important Important important know Important

1997 32% 53% 15% 0% 100% 85% 1998 47% 46% 6% 0% 100% 94% 1999 54% 30% 16% 0% 100% 84% 2000 45% 39% 12% 4% 100% 84% 2001 49% 41% 9% 1% 100% 89%

Total 46% 42% 12% 1% 100% 87% • Figure 7.7: Location of the university offering chosen course 96% 94% 92% 90% 88% 86% 84% 82% 80% 78% 1997 1998 1999 2000 2001

34 The centre for Rural Social Research

As Table 7.8 and Figure 7.8 show, the proximity of CSU to the Western Riverina is one of the key factors in the decision made by students about where they might study. • Table 7.8: Proximity of the university to your ‘home base’

Extremely Somewhat Not at all Don’t Total % Important Important important know Important

1997 29% 53% 18% 0% 100% 82% 1998 40% 49% 12% 0% 100% 88% 1999 45% 35% 20% 0% 100% 80% 2000 36% 34% 30% 0% 100% 70% 2001 41% 44% 12% 3% 100% 85%

Total 38% 44% 17% 1% 100% 82% • Figure 7.8: Proximity of the university to your ‘home base’ 100%

80%

60%

40%

20%

0% 1997 1998 1999 2000 2001 An important factor in Western Riverina students’ choices is the availability of on-campus accommodation for students. This data support the concerns expressed by parents about the safety and well-being of their young people. CSU accommodation provides security and safety to young West- ern Riverina people. • Table 7.9: Availability of accommodation on campus Extremely Somewhat Not at all Don’t Total % Important Important important know Important

1997 29% 41% 27% 3% 100% 70% 1998 26% 45% 29% 0% 100% 71% 1999 31% 30% 36% 2% 100% 61% 2000 35% 31% 33% 0% 100% 67% 2001 30% 26% 42% 1% 100% 56%

Total 30% 35% 34% 1% 100% 65% • Figure 7.9: Availability of accommodation on campus 80% 70% 60% 50% 40% 30% 20% 10% 0% 1997 1998 1999 2000 2001

35 The Western Riverina Higher Education Needs Analysis

Students were asked what were their main sources of information about courses. University course coordinators were somewhat important, but television and radio ads were for the most part ‘ not important’ to choices. Course brochures and UAC guides were extremely important or somewhat important sources of information. Teachers and career advisers, university speakers, relatives and friends and current or recent graduates were other important sources of information. Of signiﬁ cance is the importance of parents to students’ choices suggesting the need for parents to be well informed on university course options. • Table 7.10 Sources of Information - Parents

Extremely Somewhat Not at all Don’t Total % Important Important important know Important

1997 26% 58% 16% 0% 100% 84% 1998 26% 55% 19% 0% 100% 81% 1999 37% 43% 19% 0% 100% 81% 2000 21% 58% 21% 0% 100% 79% 2001 23% 62% 12% 3% 100% 85%

Total 27% 55% 18% 1% 100% 82% • Figure 7.10: Sources of Information - Parents 86%

84%

82%

80%

78%

76% 1997 1998 1999 2000 2001 The CSU annual survey demonstrates the importance of courses, reputation, location, proximity and accommodation to the choices made by Western Riverina students about their university courses. Students, parents and community members value a regional university in close proximity to their home and with a variety of courses available.

36 8.0 Parents survey

A short survey was prepared for distribution through schools during November. Because of restric- tions on space only a few critical questions were included. The following provides a summary of the results.

8.1 Do you intend to encourage your children to undertake university education? 92% of parents intend to encourage their children to pursue university education

yes

• Figure 8.1: Percentage of Parents encouraging children to attend University Factors that may inﬂ uence the level of the encouragement given included ﬁ nancial (11%), family (4%), employment opportunities (5%), apprenticeships or traineeships available (5%), TAFE (3%) and because they did not want their children to leave home (8%). The Western Riverina Higher Education Needs Analysis

8.2 If a university presence were available in the Western Riverina would you encourage your children to undertake university study at home? 75% of respondents would encourage their children to study in the Western Riverina if the option were available, 7% would not and 18% were unsure. unsure

yes

• Figure 8.2: Percentage of parents that would encourage their children to study in the WRR

8.3 Would you be interested in taking up university study yourself if such a centre were available? 54% of respondents would be interested in taking up study themselves if such a facility were available, 17% would not be and 29% were unsure.

unsure

yes

• Figure 8.3: Percentage of parents that would be interesting in studying at a University in the WRR

38 The centre for Rural Social Research

Table 8.1: The percentages of parents supporting different courses

Type of course Percentage supporting

Business 64% Arts 29% Nursing 62% Social work/welfare 40% Early childhood 44% IT 40% Education 65% Agriculture 65% Science 45% Wine / Food science 49%

39 9.0 Postgraduate data from CSU

Information on current enrolment trends for Western Riverina students studying at CSU reveals that there are approximately 60 such students enrolled in higher degree programs each year, a majority are female and that a large majority are from an English language background. Females are more likely to study in Business, Arts, Education and Health and males in Business, Science and Agricul- ture. • Table 9.1 Postgraduate enrolments from the Western Riverina 1999 - 2001

Research Higher Coursework Other Degrees postgraduate 1999 Male 71620 Female 81841 Total 15 34 61

2000 Male 61222 Female 71436 Total 13 26 58

2001 Male 51716 Female 82248 Total 13 39 64 • Table 9.2 – Postgraduate enrolments from the Western Riverina 1999 – 2001 by language

Ethnicity Male Female Research higher English 17 23 degree

Coursework English 45 54

Other postgraduate English 57 118 ATSI 2 Finnish 1 Italian 1 Sindhi 1 Hindi 1 The centre for Rural Social Research

• Table 9.3 Postgraduate enrolments from the Western Riverina 1999 – 2001 by areas of study

Arts Business Educati Health Science Agricul Law IT on ture 1999 Female 10 10 26 10 11 Male 611 811142 Total 16 21 34 11 22 4 2

2000 Female 71023107 Male 310 63981 Total 10 20 29 13 16 8 1

2001 Female 91532133 5 3 Male 415 4137 2 Total 13 30 36 14 6 12 5

41 10.0 Business Needs

10.1 Business Skill Needs In order to determine the skills needs in the Western Riverina several strategies were adopted. A business survey was conducted and focus groups were held with a variety of community groups. Information from the Riverina Regional Business Skills Survey completed by the Riverina Area Consultative Committee (RACC) in 1999 was also utilised.

10.1.1 Business Survey Several businesses in the Western Riverina region were surveyed on their staffi ng profi les and their needs for tertiary skills training. While many business people were part of community consultation groups, seventeen businesses were surveyed in more depth. These businesses identifi ed their main industry base as wine (4), irrigation (2), rice, fruit, cotton, food processing, agriculture, agribusiness, horticulture, health, law and job network. In terms of their full-time staff, four employed less than 20 people, six employed from 21 to 50 people, four employed from 51 to 200 people and three employed up to 1400. 35% of these businesses had 10% or less of their staff with tertiary qualifi cations and 70% had less than a quarter with tertiary qualifi cations. Only one business relied solely on local advertising for recruiting skilled staff with 41% relying only on advertisement outside the region and 53% on both. 77% recruit their university trained staff through advertisement, 65% use an employment agency and 24% also rely on word of mouth. 94% anticipate that their skilled staff will require further training predominantly in the areas of business, specialist agricultural fi elds, and food science. Others noted the need for advanced training for nurses, lawyers and engineers. More than half (62%) expressed a need for both undergraduate and postgraduate training, with 23% requiring postgraduate training only and 15% requiring undergraduate training only. Asked whether single subject offerings would be of interest, 88% of businesses nominated particular areas where short courses would assist their businesses. These included such areas as risk management, fi nancial planning, business administration, accounting, human resources, food science, college of nursing training, project management, GIS and remote sensing, environmental management, quality assurance, educational programming and specialist agriculture topics. All but one of the businesses expected to require more skilled staff in fi ve years time with 75% requiring up to 10. Business representatives were asked to nominate the preferred mode of delivery for staff university training. 69% supported distance education, 44% on-campus delivery, 38% tutor assisted learning at Griffi th, and 44% workplace training. Other options mentioned included videoconferencing, integrated work and study programs and sandwich courses. The centre for Rural Social Research

Other comments included: • the need for clear pathways from TAFE to university with some courses being provided at the Griffi th campus of the Riverina Institute of TAFE; • training locals so that they are more likely to stay; • using videoconferencing; • providing fl exible learning including block delivery; • cost issues associated with having staff away for training; • giving advanced standing for industry experience; • there is some prejudice against university education in country towns; • a local university may keep locals in the town; • a university would fi ll a void; • a university would be industry supported; • a university would be good for the town.

10.1.2 Business community consultations In addition to the business survey, representatives from a range of businesses and industries took part in community consultations. These representatives consistently spoke of strong future growth prospects for the region, and of the community’s motivation to develop infrastructure to sustain this growth. Local access to tertiary education was generally seen as a vital part of this infrastructure. Wine, fruit, rice, cotton, health, law, food processing, irrigation, agriculture and agribusiness industries were represented. Currently, 46% of these industries recruit graduate staff exclusively out of the region. The remaining 54% said that their graduate staff sometimes came from the region, sometimes from elsewhere. All anticipated that in the future, a signifi cant proportion of employees would require university education, at both undergraduate and postgraduate levels. Future industry development needs were predominantly in agriculture, business / management, marketing, viticulture, environmental science/ resource management, food technology, health and allied health. Postgraduate degrees, notably Master of Business Administration and Master of Human Resource Management were said to be relevant to the area’s current skills defi cits and future needs. ‘If we had something closer, there would be more people interested in further study’ ‘If you train people locally, you’re more likely to retain them’ ‘…We need access to courses relevant to the area… especially for kids who can’t afford to go out of the area’ Supported distance education with online access was identifi ed as an appropriate mode of delivery. Pathways between TAFE and university were also seen as desirable.

43 The Western Riverina Higher Education Needs Analysis

10.1.3 Riverina Regional Business Survey and Skills Audit The RACC with support from the RRDB and local councils, undertook a Riverina Regional Business survey and skills audit in 1998/99. Of approximately 13,210 businesses (ABS Sep- tember 1998) in the Riverina approximately 2,900 businesses completed the survey. Thirty three percent or 962 of these responses came from businesses within the Western Riverina. Responses were heavily skewed towards the retail and accommodation, café and restaurant sec- tors. The key fi ndings of relevance to this study included the following. • Skill shortages in the labour market are a major constraint on the region’s economic growth. • There is a high usage of part time and casual labour (particularly women). • Local organisations such as regional development committees could provide a coordinated approach to addressing labour and skill shortages. Such an approach could include lobbying for better access to training, greater utilisation of the untapped potential of disadvantaged groups such as women, Indigenous people and people with disabilities and improvements in the attractiveness of the workplace to employees. • A reason for businesses not employing more staff was the unavailability of trained candidates. • The range of training needs identifi ed by the respondents included trade training, management training and hospitality and service training. Occupational health and safety was also mentioned as an area of need. Comments regarding the high cost of training and its concentration in metropolitan areas were also noted. Accordingly the key recommendations of relevance to this study include the following. • Investigate ways of making greater use of unemployed youth, early school leavers and Indigenous people by providing training and opportunities for longer-term job advance- ment. • Regional businesses could consider recruiting staff not fully qualifi ed or trained and assist them to obtain the required skills and qualifi cations while working. • Where staff need to travel long distances for training and need to be away from home and work for some time, regional organisations such as the RACC and the RRDB could play a role in lobbying government to provide fi nancial support to staff and employers. • Local development groups, the RACC, TAFE and Riverina Community College could investigate the possibility of developing training programs for groups such as labourers and related workers as well as elementary and intermediate clerical, sales and service workers to provide recognised qualifi cations within the Australia Standards Framework (ASF). • The above organisations should look at targeting the above programs for groups such as women, early school leavers, Indigenous people and men in part time and casual positions seeking full time work. • The above groups also need to target those LGAs where current levels of training are low and generally restricted to on-the-job training to encourage employers to support individu- als in taking up other forms of education and training. • Those LGAs that do not have easy access to education and training institutions should investigate alternative options e.g. occasional TAFE and Community College courses offered locally to meet specifi c needs. 44 11.0 Skill needs within the Western Riverina Community

Qualitative information from health, business, local government, Indigenous residents, NESB residents, women and school personnel were collected. A number of community consultations were held across the Western Riverina between September and November, 2001. The following provides a summary of these consultations.

11.1 Community Groups - Health Health industry representatives from Hay, Leeton and Griffi th indicated that there are signifi cant shortages of tertiary-qualifi ed health professionals in the health sector. Professional groups noted to be in short supply included: • Registered nurses – general, midwifery and community nurses • General and specialist medical practitioners • Allied health professionals – occupational therapists, social workers/ counsellors Respondents estimated that health facilities are operating with 10% fewer nurses than they need. Most nurses in the region were said to be in their 40s or 50s and often working extremely long hours to bridge the shortfall. There was a perception that some rural health facilities could be in jeopardy due to staffi ng problems. There was a feeling that having to leave the region to obtain nursing qualifi cations was a strong factor contributing to this under supply, along with pay levels and lack of career structure. It was noted that nursing is a predominantly female profession, and that family commitments make accessing higher education out of the region even more problematic. The shortage of medical practitioners in the region results in long delays (up to 3 weeks) in seeing general and specialist medicos. It was noted that emergency departments, obstetrics and specialist medical services were likewise restricted due to short staffi ng. The sexual assault counsellor position at Griffi th Community Health has been vacant for 12 months. People from outlying towns in the region do not have access to counselling and many other allied health services. Courses to meet these needs include nursing, including Registered Nursing requirements, social work and other allied health and community work courses. Distance education was said to be unsuitable for most students in the area. Some degree of face-to- face delivery was seen as more appropriate. Supported distance education, with weekly tutorials and online access, was identifi ed as a suitable mode of delivery. The possibility of establishing study / support groups was also suggested. The Western Riverina Higher Education Needs Analysis

11.2 Community Groups - Local government ‘Local people should have access to tertiary education in an affordable and effi cient manner. Given the future growth predictions, education access needs developing’ Representatives from all local government areas in the Western Riverina region were interviewed (a total of 12 informants). The state government member was also interviewed. Local and state government representatives said future growth areas in the Western Riverina are in the areas of food processing, large-scale and mechanised agriculture, transport, export marketing, value-adding industries, tourism and viticulture. To support and sustain this future development, the following fi elds of study were identifi ed: wine science, management / business, agricultural science, education, health, allied health, environment / resource management and information technology. ‘This is a fast growing region and it needs access to education and the arts’ ‘A university in Griffi th would be the linchpin in getting … a network of skilled labour together and retaining local youth’ ‘If a university presence was here more staff would be interested in university education’ It was noted that a large proportion of the region’s young people move out of the region to source higher education. It was said that few of these people then return to the Western Riverina: ‘Of those who move away to get a qualifi cation, only a very small percentage come back – they just dissipate’ Supported distance education and part time / short courses were seen as appropriate means of delivering higher education in the region.

11.3 Community Groups - Parents An enthusiastic group of ten met for the parents’ group meeting, Wednesday 31st October 2001. They identifi ed a strong need for access to higher education in the region both for their own children as well as mature-age students. ‘There are multiple benefi ts of local higher education access – for school leavers who want to stay at home with their families whilst studying for a degree, as well as mature- age people who want higher education and didn’t have the opportunity when they left school. It would attract young people, especially professionals to the region’ A university presence in the region was seen to have immediate and longer-term benefi ts for the community. ‘Our farming communities are going to die because the kids are not coming back. If they were educated here it is possible that they would stay here’ The parents’ group also highlighted the important issues of fi nancial and cultural constraints to higher education. They said that the fi nancial burden of sending children out of the region to university was prohibitive for some families. In addition, cultural preferences to keep children within their family’s community were highlighted: ‘It’s really sad if your kids are bright enough to go to university to have to say, well, Mum and Dad just can’t afford it…you just want your kids to have the choice’ ‘The initial cost of the course then doubles when living away from home is added’

46 The centre for Rural Social Research

‘Most kids would be happy to stay in their communities if they could get an education in town’ The group also noted the need for a local university presence to be relevant to the regional industry needs so those graduates would have employment opportunities once qualifi ed. Courses identifi ed as relevant to local needs included: Information technology, business, education and health. This group said that a ‘mixed mode’ delivery of higher education would be suitable. This would include locally delivered lectures and / or tutorials, online access and mentoring support. They felt that a ‘traditional university’ was unrealistic at this stage. Another suggestion was for supported / mixed mode distance education to be delivered locally ‘at least for the fi rst year’ then for students to go elsewhere to complete study. The parents’ group also said that there was a need for the community to ‘get started’ with some sort of local access to tertiary education. This could then facilitate ‘a snowball effect’ for a future campus in Griffi th – ‘something to get a taste of future possibilities… something to get us started…’

11.4 Community Groups - Multicultural Communities Eighteen people attended the multicultural communities group meeting on Wednesday, 31st October 2001. Multicultural communities represented included the Tongan, Samoan, Indian, Italian and South African communities. The group was very interested in advocating for a university presence in the region and cited cultural, fi nancial and distance as major reasons for local access being so appealing. At present, some young students and mature age students were unable to pursue higher education due to these factors. This was said to impact particularly on females within the community. An example was given of a young female who had to wait for a younger male sibling to be of age to go to university before she could then be sent away with him. She was said to have ‘lost’ a year because of this. Local access to higher education was seen as a means of reducing the impact of such access issues. Like the parent group, the multicultural group stated that fi nancial and family reasons were barriers for their higher education opportunities. They also highlighted some specifi c mature age education needs: ‘Having a university here in Griffi th would be very benefi cial for migrants…who are still holding on to a lot of the culture of bringing up children… Also some parents who have done education overseas would be able to bring their qualifi cations up to the level required in Australia’ Courses relevant to the region were identifi ed as agriculture, information technology, business management, pharmacy, wine and food science, tourism, health and interpreter training. A Samoan community representative indicated that some families relocate out of the region once their children leave secondary education, so that they can access higher education in other areas: ‘Most families here shift to big cities when their kids fi nish school… With a university here, there would be no need to shift…’ This group identifi ed that direct, local delivery of higher education would be ideal. Distance education was said to be ‘very hard’. Access to local library facilities was also identifi ed as an important factor in the delivery of higher education. Mentoring and tutorial support were also identifi ed as vital, as was access to online / IT equipment. Likewise, after hours access and fl exible delivery were important to this group.

47 The Western Riverina Higher Education Needs Analysis

11.5 Community Groups - Indigenous Indigenous community members from the Narrandera Aboriginal Lands Council, the Narrandera Elders group, and the Griffi th Aboriginal Health Service were consulted – a total of twelve people. This group consistently identifi ed that Indigenous children need more support within the secondary and primary education system in addition to greater access and support to access tertiary education. Improved access to all levels of education was generally seen as vital for wellbeing of Indigenous people. Implied in this was a need for all levels of education to be more relevant to Indigenous needs, particularly to include more Indigenous cultural study into curricula and to improve literacy levels of some Indigenous people. ‘We need to give Koori kids the social, monetary and personal benefi ts of tertiary education … We need to show our kids that there are more paths to take’ ‘We need to encourage Aboriginal students to do year 10 let alone year 12 and university…’ ‘More information needs to be given to kids about their options… we’ll be better off’ It was suggested that young Indigenous people are not keen to leave their families and that access to higher education locally would be a benefi t for this reason. Likewise, the high fi nancial costs of sending someone away to university and the lack of a support network once there were seen as major barriers. This group identifi ed the region’s future growth prospects in the food production / agricultural industries, secondary / value-adding industries and building and construction sector. Courses identifi ed as relevant to support and sustain such development included: management, business, marketing, information technology and horticulture. It was also noted that there was a high demand for Aboriginal Health Workers, and that health, allied health and welfare courses would be required to meet this need. ‘We want our kids to be better off in life – education is the key to the future’ Modes of delivery most suitable for younger Indigenous students was said to be face-to-face, on- campus delivery, with regular tutorial support, orientation and mentoring programs. For mature age students, supported distance education was identifi ed as appropriate, with residen- tial schools / block release being delivered locally. Flexible hours of access were important to this group.

11.6 Community Groups – Women

11.6.1 Consultation A community consultation with women was conducted at the Women Innovating Regional Enterprise Development (WIRED) conference on 31st October 2001. Approximately 30 women from Grifﬁ th and surrounding areas attended the discussion on tertiary access in the Western Riverina. Women were acutely aware of the need for their children to leave home for further study and greater opportunities. They felt that a university presence may not make great inroads into this group as they still see university as ‘a ticket out of town’. Several women were aware of previous attempts to introduce tertiary study, a study centre established by the Riverina College of Advanced Education and a recent attempt by Macquarie University to introduce an MBA program in the area. According to these participants problems with these services related to cost, desirable minimum enrolment numbers as well as demand.

48 The centre for Rural Social Research

11.6.2 Interest in university study A majority of the group suggested they would be interested in pursuing university study if it were more accessible although this would depend on cost and fl exible delivery. Enhanced or supported distance education was suggested. Those who had studied by distance noted it was very diffi cult to study in isolation and they felt that students would benefi t from greater assistance, child care and greater access to library resources. Business studies was nominated as a popular program attractive to farming people, small business owners and manufacturers.

11.6.3 Ideal models Women suggested that an ideal system would be to begin in a small way, utilising existing facilities in the community, offering a limited number of well-supported programs. Assisted tutorial modes with a good university support system including videoconferencing was favoured for mature aged students. It was noted that this may not suit the younger students who may be looking for a more intensive full-time program and a university campus atmosphere. The types of courses favoured included business studies, nursing, food sciences, wine science, accounting and engineering. Six women articulated an interest in postgraduate programs in business and education.

11.6.4 Action Research – Regional Women’s Advisory Council In October 2000, as part of a larger national project conducted by the Regional Women’s Advi- sory Council, Department of Transport and Regional Services, Canberra, a community research project was conducted with women in the Griffi th area. While the overall aim of the project was to assess the characteristics of communities that manage change successfully, there are some fi ndings of signifi cance to this study. Participants nominated multiculturalism and the close knit community as the most positive aspects of living in Griffi th. However, the downside of residing in Griffi th included a reduction in health services, distance from cities, transport problems and education needs. In nominating the most important factors the community should address, the women in this study favoured an acceptance of multicultural views and keeping young people in the town as the most important factors.

11.7 Community Groups – School Personnel Staff in most of the high schools in the Western Riverina were interviewed to gain additional insights into the way students make choices and for what reasons. Advice was also sought on the tertiary education access needs of students and teachers of the Western Riverina.

11.7.1 Part-time employment Up to 75% of students have part-time positions during their later school years. While this is supported to some degree by teachers, there is some disquiet that students are not achieving a good balance between school and work. One teacher suggested that ‘jobs are their priority’ and that some students are even paying off cars at school. The work ethic is strong amongst students, and there is evidence that many students are working to relieve their parents of ﬁ nancial costs associated with their own needs (Alston and Kent, 2001). Thus students may be working to provide their own clothing needs, support their social activities and save for going away to

49 The Western Riverina Higher Education Needs Analysis

tertiary study. There is some fear amongst teachers that these efforts may be jeopardising the students’ potential scholastic achievements.

11.7.2 Leaving school early Up to 90% of students who leave school early go straight into employment. Apprenticeships are popular with boys, many of whom take these up prior to completing secondary school. The prevalence of apprenticeships in Griffi th was such that boys in the top classes consider these a career option. A lot of Griffi th school leavers go into businesses such as Bartters and other fi rms requiring unskilled labour. In other areas such as Hillston there are positions on the large farms where students can work ‘long hours and get big money’. Up to 10% of early school leavers go into the Riverina Institute of TAFE and a few to Mur- rumbidgee College. A very small number of young people will be unemployed and, if they remain in the area, may become long-term unemployed. Long term support structures for these young people are lacking. However for the smaller country towns surveyed for this study in the words of one teacher ‘the kid who stays in X is the exception rather than the rule. It’s the death of country towns. That’s the way it is …’

11.7.3 Going on to university The young people who complete year 12 and achieve a UAI that guarantees university entry will invariably leave the district. Thus the brightest young people generally leave. The Senior Secondary Students Aspirations Survey (2000) notes that the number of young people wanting to leave Griffi th and not return had increased to 36% and the number who wanted to go away to study and return had declined to 22%. The fl ow of young people out of the district is inevitable given their stated desires to experience living in cities and to interact with a variety of people. Attention should be focused not necessarily on retaining these young people but on attracting them back at a later date. One suggestion trialed elsewhere is to award young people bursaries to be ambassadors for their areas with a suggestion, although no compulsion, that they return at a later date. This may be a proposition worth pursuing. The largest proportion of those going on to higher education will go to CSU. This is facilitated by the early entry scheme which somewhat relieves the stress of the HSC experience for these young people. Canberra is also popular with Western Riverina young people and, to a lesser extent, so are Sydney and Melbourne. Most however go to a regional university rather than a big city. Girls are far more likely to go away for tertiary training than boys. This mirrors the out- migration patterns in other country towns and suggests that there are signifi cant gendered differences in young people’s experiences of education and small town living. Girls are far less likely to see apprenticeships as an option and this is a view very much fostered by employers who view apprenticeships as training for male dominated occupations. Boys are well supported by this employment focus and the towns provide additional support for boys in their focus on male sports and a supportive male environment. While there is a great deal of part-time employment on offer in Griffi th, the chances of career pathways for girls are less evident. Girls’ focus on education as ‘their ticket out of town’ is an obvious response to the lack of alternatives. Many of these girls will not return leading to an ongoing imbalance in the profi le of young people.

50 The centre for Rural Social Research

The young people who are experiencing signiﬁ cant disadvantage appear to be the children of recent migrants, and in particular, girls. There is a great deal of reluctance on the part of some parents to send their young people away from home. Indigenous young people are particularly disadvantaged and most do not complete high school. There is a real need to address school retention issues for this group. There is some evidence that Indigenous young people see the Riverina Institute of TAFE as the only alternative for higher education because of problems associated with leaving home.

11.7.4 Financial costs of going away One of the most cited barriers for young people accessing tertiary education is the ﬁ nancial costs to families of supporting a young person in a city environment away from home. This cost is compounded where there is more than one child in tertiary education at any one time. For some families with three or more it becomes an impenetrable barrier. There is some evidence that young people are taking time off to work and save enough money to be eligible for Austudy. For young rural people this is a signiﬁ cant inequity.

11.7.5 University is not an option For a small number of young people the result of the fi nancial and emotional costs of leaving home is that university is not seen as an option. Several teachers noted that young women from a NESB family may not be encouraged to go away. School staff felt that even for the brightest young people the university option can seem remote when facilities are so far away. While most young people seeking higher education will continue to go away, there is a small proportion of isolated students who would benefi t from greater local access. However teachers in Hillston and Hay noted that a presence in Griffi th will not necessarily increase access for their isolated students.

11.7.6 Family’s educational background Families with a history of higher education are more likely to foster a desire for higher education in their children. Young people’s aspirations are shaped by their family’s aspirations and expectations. Greater access to higher education may assist in creating the opportunity for more young people to see university as an option.

11.7.7 Vision for higher education Teachers are forthright in their desire for all young people to have access to higher education. Regardless of town or level of isolation, the great desire to see their young people achieve their potential is paramount. As one teacher noted, her vision is that ‘every kid has the opportunity to reach his or her potential. The challenge is to provide opportunities to make them believe they can.’

11.7.8 Type of model supported Teachers were clear that young people require face-to-face educational access. Attending classes is viewed as very important for young people if their access is to be enhanced.

11.7.9 Teachers’ higher education needs The problems of attracting and maintaining a full complement of skilled staff is an ongoing problem in most rural areas of Australia (HREOC, 2000). This is the case in the Western Riverina with some schools expressing problems attracting and retaining staff. It was noted

51 The Western Riverina Higher Education Needs Analysis

that locals are more likely to stay in their positions than urban born professionals. Stafﬁ ng is a major stress for some executive staff. In almost all schools a desire for higher education access for staff was expressed. This was predominantly in areas of Masters and Postgraduate Diplomas in Educational areas but also there is a need for short courses in specialist areas.

11.8 Community Groups – Other training providers and education key informants Responses were received from 5 Institute of TAFE staff, 1 DEET and 1 DETYA offi cer and 1 training provider. Three felt that a university presence in Griffi th is needed especially for young people and to alleviate the skills shortage in the Western Riverina. Those nominated as most likely to benefi t are young school leavers, older students, people from NESB, Indigenous students, rural students, women with young children and lower income earners. Courses of interest included industry development courses such as information technology, engineering, business management, marketing, economics, human resources management, law, wine science, agriculture courses, nursing, resource management, education. Type of course delivery suggested by the training providers includes offering foundation courses locally, tutorial and videoconference supported distance education, on campus modes, local resi- dential schools, and block delivery. Infrastructure already available in the region includes the Hay Telecentre, Griffi th campus of the Riverina Institute of TAFE, school facilities after hours, videoconferencing facilities in Griffi th and nurse training facilities at Griffi th campus of the Riverina Institute of TAFE, and student accommodation & motel units at Murrumbidgee College of Agriculture at Yanco. My vision is ‘to provide opportunities for every young person regardless of geographic location … to remove rural disadvantage in higher education’ ‘There’s a need to stem the drift from rural areas into urban areas. There’s a ‘brain drain’ and yet we then import skills…’ ‘to increase access for all’ ‘that regional and rural people should have access to education opportunities’

11.9 Community Groups - Other key informants ‘Other key informants’ from across the region were interviewed, including representatives from horticulture, agriculture, agribusiness, irrigation, research, and food processing, viticulture, law, and community and business development organisations. The participants identiﬁ ed that major future development centres on value adding / vertical inte- gration, agriculture, viticulture, marketing, and food technology and water resource management. University courses needed to support this growth were identiﬁ ed as wine science, agriculture, marketing, business management, information technology, education, health and allied health. ‘There needs to be a tailored mix of relevant subjects to suit regional needs’

52 12.0 Information technology issues

12.1 The Issues As part of the terms of reference, the research team was required to assess IT capabilities in the region. Information technology access for those in the major population centres of the region is relatively unproblematic. However, Internet access is unreliable and slow for those in areas dependent on wire- less access and those for whom inadequate bandwidth is an issue. Increased access to Regional Access Multiplexers and other new technologies will improve this (Moore, et al, 1999:16). People in these areas experience problems with basic voice and data services, let alone the Internet. ‘Infrastructure however becomes a major impediment for remote and isolated communities on the fringes of the region’ (Moore, et al, 1999:13). IT needs for the delivery of higher education • Email and distribution lists that can be archived and viewed as threaded or in date order • Web pages – ideally audio and video enhanced and with a bulletin board • Sychronous and asynchronous online discussion facilities • Customised software platforms • Completely reliable hardware, software and networks • Reliable, ﬂ exible, accessible videoconferencing and teleconferencing facilities Satellite technology is a viable solution to Internet access problems for remote users (Moore, et al, 1999: 16). Fibre optic, digitised exchanges and videoconferencing are available in the region. The questions are- • Access to these facilities • Who bears the costs? • Who coordinates the use of these facilities? The Western Riverina Higher Education Needs Analysis

12.2 Existing Internet service providers in the Western Riverina • Table 12.1: Existing Internet service providers in the Western Riverina

Town Number ISP Hay 1 Farmwide Griffith 5 Dragnet, IIS Webnet, OzEmail, Stealth, Webfront Leeton 2 Stealth, Webfront Narrandera 2 Stealth, Webfront The Networking the Nation Federal Government initiative funds Community Technology Centres (CTC). Each centre is tailored to its community’s needs. Hay has such a Telecentre and there are likely to be others established in the region. The health system has a videoconferencing network, but the issues of wider access to these facilities, coordination and cost remains.

12.3 What needs to be done to address these issues? • Business planning is needed to demonstrate an ongoing need for CTC facilities in more Western Riverina town centres. • The coordination of these facilities needs to be addressed • Flexible access arrangements need to be ensured • ‘A number of synergies can be identiﬁ ed through the potential utilisation of existing videoconferencing facilities of the training and education providers…’ (Moore, et al 1999:34). • There is need to increase access to satellite receiving equipment for remote communities, along with access to the 50% Federal Government subsidy on the installation of such equipment (Moore, et al, 1999:16). • ‘If there is a demonstrated demand from education for information/ communication technologies, then there is more possibility that consultants will be more successful in establishing services in the region’ (a participant) In summary – The capacity for IT support for higher education in the region is quite reliable in the larger town centres, but much less reliable in the more remote and isolated communities. There are challenges to be met in the coordination, cost and access to these facilities. Greater access to new technologies - particularly to improve Internet access in remote areas - is needed.

54 13.0 University Collaborations in the Western Riverina

To gain an understanding of the historical developments in higher education in the Western Riverina current and prior collaborations were investigated.

13.1 RCAE Study Centre – 1970s A Study Centre was opened in the Western Riverina in 1972 in conjunction with the Riverina Col- lege of Advanced Education (RCAE) at Wagga Wagga. The Study Centre offered courses from the School of Business and Liberal Studies as well as Adult Education classes. Classes were taught by Wagga Wagga staff who travelled to Grifﬁ th to present evening classes, stayed overnight and returned to Wagga Wagga. The Study Centre stopped running RCAE courses in the late 1970s. The reasons for the closure of this facility include: • some evidence of hardship for staff in relation to travel and workload issues; • declining enrolments that made the facility unviable.

13.2 CSU, Murrumbidgee College and NSW Agriculture An ongoing liaison has been effected between the Murrumbidgee College and CSU. This has involved short course collaborations and arrangements for credit packages for Murrumbidgee Col- lege graduates. NSW Agriculture, Murrumbidgee College and CSU are collaborating in offering Aboriginal education scholarships.

13.3 CSU and Coleambally Irrigation An arrangement exists between Coleambally Irrigation and CSU to run education programs for water users. These are run several times a year for about 20 students at a time. CSU staff travel to Cole- ambally for classes. The head of the Coleambally program is employed by CSU but paid by Cole- ambally Irrigators.

13.4 CSU and CSIRO CSU postgraduate students conduct research through the CSIRO facility at Grifﬁ th.

13.5 Rice CRC CSIRO, Murrumbidgee College, the Agricultural Institute and CSU are partners in the Cooperative Research Centre for Rice. In addition the Rice Research Committee, a subcommittee of the Rural Industries Research and Development Corporation (RIRDC) funds rice research at CSU. The Western Riverina Higher Education Needs Analysis

13.6 Riverina Institute of TAFE and universities Standard credit packages developed by the Australian Vice-Chancellors’ Committee (AVCC) and the TAFE system allow graduates of the TAFE system to be awarded credit on entering a university program where the courses are in a similar knowledge area.

13.7 Riverina Institute of TAFE and CSU For Western Riverina residents enhanced credit arrangements exist for some courses such as Busi- ness, Management, Accounting, Information Technology and Natural Resource Management. Extensive liaison has occurred between the Riverina Institute of TAFE and the Wine and Food Sci- ence Centre in Grifﬁ th regarding a joint provision of courses in the wine science, viticulture and food science areas.

13.8 A business organisation and CSU A large industrial employer in the Griffi th area liaised with CSU to deliver a program to staff in 1996. It was to operate as an enhanced distance education model with some face-to-face teaching. The minimum number required to run the course was 15. Staff travelled to Griffi th taking laboratory equipment each week. Several students dropped out of the program in the early stages making it diffi cult for CSU to complete the program.

56 14.0 Discussion and Recommendations

14.1 Industry Groups The level of enthusiasm expressed in the Western Riverina for increased tertiary education access is widespread. This need has been identifi ed for some time as indicated by the social plans for the region and the movements towards collaborations with higher education establishments in recent years. Industry groups such as the Wine and Food organisations and health, education, accounting and other professional groups, unable to fi ll skills shortages perhaps express the enthusiasm most strongly. These are people who regularly struggle to fi ll vacancies and whose businesses appear to be held back by a lack of skilled staff. The industry growth in the Western Riverina suggests that this will be an ongoing issue for businesses. It is understandable that they would view the training of local people as a more than satisfactory alternative to attracting skilled staff from outside the area. Recommendation 1 The research team recommends that any move into increased tertiary education access should address the skills shortages in the food and wine industries. However, skills shortages are not limited to the food and wine industries. The problems of attracting professionals such as accountants, lawyers and IT specialists also compromise business growth. Recommendation 2 The research team recommends that any move to increase tertiary education access should address the skills shortages in the professions of business management, accounting, law and IT. Similarly the health industry in the Western Riverina has an ongoing problem attracting skilled staff including doctors, nurses and other allied health professionals. The lack of trained nurses is a cause for particular concern among the residents of Western Riverina for a number of reasons. Firstly, current staff are working long hours to make up the shortfall in staffi ng numbers. As the current group of nurses is aging, this is at best a short-term solution and cannot be sustained in the interests of these nurses or the general community. Secondly, there is some concern that the services currently provided are, or may be, compromised by a lack of access to nursing staff. Thirdly, the requirements of nursing training mean that young people interested in nursing must leave the area to receive their training and many of these do not return. Keeping young people in the area may be facilitated through the provision of tertiary education in the Western Riverina. Finally, concern was expressed by a number of health professionals at the lack of status given to nursing, the low level of wages, the problems of shift work and the high levels of responsibility leading to nursing being an unattractive profession for young people. There is some suggestion that there are people in the Western Riverina such as mothers with young children, young people and mature aged who have expressed an interest in nursing training if it were accessible. Addressing the issue of nurse training should form part of any strategy for future tertiary education access. The Western Riverina Higher Education Needs Analysis

Recommendation 3 The research team recommends that any move to increase tertiary education access includes the facilitation of nursing training in the Western Riverina. The shortage of doctors in the Western Riverina matches that of other rural areas. Various strategies are being developed to increase the number of doctors practising in rural areas. These include the implementation of the rural student access scheme through the University of NSW, the John Flynn scholarship scheme, the placement of trainee doctors in rural areas and the entry of overseas-trained doctors into Australia. The Riverina Regional Development Board may consider providing publicity and encouragement for local students to enter current schemes. Recommendation 4 The research team recommends that the RRDB consider publicising current schemes aimed at training rural young people for medicine and providing further encouragement for local students to enter these schemes. The issues associated with attracting allied health professionals are complex. There are skills shortages in social work, physiotherapy and occupational therapy. Providing training in these areas may be difﬁ cult. However social work is taught by distance through CSU and could form part of any future enhanced tertiary education access program. There may also be ways to facilitate the provision of workplace placements for students undertaking allied health training away from the Western Riverina. Recommendation 5 The research team recommends that any move to enhance tertiary education access includes allied health training.

14.2 School Leavers Over half of the students at senior high school levels have aspirations to study at university. Not all will achieve their ambition. Far more girls are likely to go on to university. Most young people go away to study to take advantage of the social aspects of studying in a city environment. A signifi cant proportion of those who choose to stay and work are interested in university if it were more accessible. Additionally there are young people from NESB and Indigenous families who would benefi t from greater access. In order to address this need a dedicated location and identity is important to this group. Young people are interested in a social space where they can gain additional benefi ts from interaction with other students. Face-to-face delivery in some form is also important to this group. It may be possible to build on courses currently provided at TAFE and to establish foundation courses that may result in students meeting the requirements of their fi rst year before going to a university campus for later years. Recommendation 6 The research team recommends that any model adopted should target young people through the provision of an identifi ed location and social space, the liaison with TAFE for integrated education courses and the establishment of foundation courses.

14.3 Parents Enthusiasm for greater access to higher education was strongly expressed by parents. The chief motivation for this is the emotional issue of having to send children away a considerable distance

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from home. For many this emotional wrench is such that whole families will relocate out of the district rather than separate. Other young people may choose or be advised to remain at home taking other options. This is particularly the case for young people from NESB families and especially for girls in these families. Those who do send their children away for tertiary training, and this is a signifi cant proportion, face marked fi nancial pressures in covering all costs associated with keeping a young person in a city. The provision of enhanced tertiary access will assist a number of families, however it should be noted that the majority of young people will still choose to go away for training to experience life in a city environment. Greater provision is more likely to assist those already disadvantaged and may also be attractive to a signifi cant minority of young people who are taking up employment opportunities in the Western Riverina area. Any development of higher education access should particularly target young people who choose or are advised by parents to remain at home. Recommendation 7 The research team recommends that any model of tertiary education access particularly targets young people who choose, or are advised by parents, to remain at home. Many parents see the attraction of enhanced tertiary education as an opportunity for themselves to develop skills and to allow them to take up skilled employment opportunities in their local area. The number of people who will actually take up the opportunity if presented is diffi cult to gauge. It is anticipated that the numbers will be small but would increase if the model adopted is accessible, fl exible and supportive of mature aged learners. Recommendation 8 The research team recommends that any model of higher education adopted be: • accessible to adults living and working in the region; • fl exible in delivery methods to take account of work and family commitments and seasonal activities: and • supportive of mature-aged learners, many of whom are from a non-English speaking background.

59 15.0 Models for Regional Delivery of Tertiary Education

15.1 Discussion In this section we provide an outline of the potential models that may provide improved higher education access to the Western Riverina. Before we begin this discussion there are a number of inﬂ u- encing factors relating to potential developments that must be considered. These include infrastructure, technology, partnerships, funding, demand. We will brieﬂ y discuss each of these.

15.1.1 Infrastructure The success of any model adopted is heavily dependent on the infrastructure needed to ensure its success. Aspects that are relevant include buildings and transport facilities. A. Buildings There are two options in relation to buildings – to build new facilities or to use existing ones. Given that there is a need to be fi nancially prudent, it may be that existing facilities should be considered. The following are available in the Western Riverina area: • existing Riverina Institute of TAFE facilities at Griffi th, Leeton and Narrandera; • the new Wine and Food Centre at the Riverina Institute of TAFE in Griffi th; • Murrumbidgee College of Agriculture at Yanco; • the CSIRO at Griffi th; • the Hay Telecentre; • Schools, in particular Hillston and Barellan that have videoconferencing facilities available; • Council libraries; • Health centres; • Town Halls; • Council function rooms; • Clubs • A shopfront leased in a central shopping area. Recommendation 9 The research team recommends that the RRDB assess existing infrastructure for viable locations. The centre for Rural Social Research

B. Transport To assist access for potential students transport is a critical infrastructure factor. There is an obvious lack of public transport within the Western Riverina area that may restrict some isolated students from attending a centrally located facility. Recommendation 10 The research team recommends that the RRDB assess public transport capabilities in the region and lobby governments to ensure residents from outlying areas have access to any educational access point established.

15.1.2 Technology For the adoption of any of the proposed models there is a critical need to address the issue of access to advanced technology such as computers, Internet access, videoconferencing and teleconferencing. The major towns of the Western Riverina are well served in this area. However facilities are more unreliable the further one moves from these towns. Recommendation 11 The research team recommends that the RRDB lobby the federal government for comprehensive IT access across the region.

15.1.3 Partners For any of the models to be a success, there is a need for partnerships between signiﬁ cant stakeholders and for each of the partners to give priority to the arrangement. Partners might include a university or universities, the Riverina Institute of TAFE, Murrumbidgee College of Agriculture, local councils, local industries and industry bodies, the federal government, the NSW government and the communities. Recommendation 12 The research team recommends that the RRDB explore partnership options to enable greater access to tertiary education.

15.1.4 Funding To make greater access to tertiary education in the Western Riverina a reality there is a need for funding support for the establishment of the facility and for the potential students. Potential sources of funding for the facility could include: • the Regional Solutions (or its renamed replacement following the 2001 election); • Networking the Nation; • National Communications Fund; • FarmBis; • the satellite subsidy offered by the federal government; • Community Technology Centres (CTCs) funded by the NSW Ofﬁ ce of Information Tech- nology; • NSW government funding through the Department of Education and Training and the Department of Regional Development.

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Potential sources of funding for the students could include: • FarmBis which provides support for people engaged in agriculture to take up education opportunities; • Scholarships from the universities and from government programs; • Local councils providing support for disadvantaged students in their communities to access the programs offered. Recommendation 13 The research team recommends that the RRDB explore funding options to create greater access to tertiary education.

15.1.5 Demand The viability of any of the models is heavily dependent on ongoing demand for courses. Given some of the collaborations in the past that failed due to a downturn in demand, this is a cause for some concern. Certainly there is enthusiasm from the community and a well-identiﬁ ed need for skilled employees. Turning these into a sustained demand is the challenge for the partners.

15.2 Potential Models The potential models for greater access to tertiary education in the Western Riverina can be clas- siﬁ ed under two overarching ownership models. These are models that are university driven and models that are regional community driven. It is important to make this distinction, as the research team is conscious that Regional Community models may provide a greater sense of ownership and enthusiasm in the community. Firstly we will outline a number of university driven models. These are dependent on a university taking ownership of the education provision and offering a particular type of delivery. In essence these models are supply driven and based on the university’s offerings.

15.2.1 University driven models A. The mini-campus model Under this model a university would provide an on-site campus model, providing infrastructure, including buildings, computer equipment and library resources, and staff. It would replicate a scaled down version of the main campus model, providing face-to-face teaching, with staff employed at the chosen destination. The model would require the university to have a distinct physical location of their own and designated as a campus of the parent university. This model would require a minimum number of students studying each time a course is offered. B. The study centre model This model proposes a reduced level of service with a study centre provided by a university being co-located with an existing facility. Under this model, there is an identiﬁ ed university presence providing essentially a distance education supported service to students. Enhanced services may include tutorial support provided by a locally employed staff member or on-line tutorial assistance, videoconferencing facilities for lectures and learning support, computer and Internet access to the main campus, some library facilities. Additional services may include face-to-face lectures from university staff once a semester.

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Under this model students could tailor their programs to suit their own needs studying a minimum or maximum number of subjects per semester. C. The on-line model This model allows students to access materials on-line from home, work or a community access point. It allows students to work through the subject material presented on-line undertaking learning activities presented in their on-line subject materials. They are able to communicate with staff and other students through email and on-line forums. This model may work in conjunction with the study centre model as some students may choose to access work on line and occasionally seek support from the study centre. D. Mobile study centre Under this model a mobile service provided by a university may travel to a centre in the West- ern Riverina providing enhanced support to distance education students. Services may include tutorial assistance, library support, administrative assistance and course advice. E. Shop-front Under this model a university leases a shopfront in a main area of Grifﬁ th staffed by a university employed worker, providing computer access to the university and course advice and material.

15.2.2 Community Driven Models A. Mini-hub Under this model the community members provide and fund a location staffed by a community member employed at the community’s or a university’s expense. The mini-hub operates as an enhanced learning support environment for students taking courses at the university. These are essentially offered by DE with enhancement in the form of tutorials, videoconferencing, on-line support and email access to university staff. B. The ﬂ exible learning centre Under this model the community provides the infrastructure and staff and provides support for enhanced learning of community members. The facility may be focused on a particular university or may access courses from a variety of universities depending on community demand. Additional support may include tutorial assistance from local industry mentors. C. Learners’ Self-help group Under this model a group of students in a community studying the same courses come together for study sessions. This may be facilitated by enhanced teleconferencing, videoconferencing and/or on-line tutorial support provided by a university. D. Workplace training sites A group in a workplace may decide to take a university program together, perhaps enhanced by the organisation’s training ofﬁ cer. A workplace group could form a study group with time set aside for regular study sessions. This may be enhanced by teleconferencing, videoconferencing, on-line tutorial assistance or a visit from a university staff member. E. Regional Adaptation Model While all of these models have merit, the research team proposes the following model as one that might be considered by the Western Riverina. It has been tagged the Regional Adapta-

63 The Western Riverina Higher Education Needs Analysis

tion model because it outlines a model dependent on community collaboration, ownership and development. As outlined in Figure 15.1 the research team proposes that under this model community members form a Tertiary Education Reference Group (TERG). This group should include representatives from the community, from federal and state levels of government and from a university. This reference group is responsible for: • negotiating a partnership arrangement with a university to deliver higher education to the community according to identifi ed and prioritised needs as determined by this needs analysis; • assessing existing partnerships within the community; • offering some initial coordination and raising community awareness of existing partnerships and programs; • negotiating the provision of a community access point (possibly co-located within an existing educational facility); • ensuring IT issues are adequately addressed and lobbying for improvements if needed; • developing future expansion plans for higher education delivery in the region. The reference group would advise the partner university on issues relating to tertiary access into the Western Riverina region. The aim of the model is to provide a modest and attainable starting point for increasing higher education access in regional Australia. It is designed to build upon existing strengths, partnerships, community and industry needs. The model has the capacity to evolve in response to community needs and future growth patterns. It provides a broad framework for systematic eclecti- cism – for choosing the most appropriate elements from the range of Higher Education delivery models to address the region’s needs. The facility would also be used for workplace training for particular industries based on need. The TERG would continue to liaise with the university delivering the program through the community access point, a site co-located with a current facility and recognised in the community as the university site. The TERG is responsible for negotiating with the co-located organisation and with Telstra for suitable technology infrastructure. Under this model courses could be provided based on current needs expressed in the community at any particular point in time. Additionally as the program develops, the TERG could negotiate with a university to provide regular foundation programs in a few industry relevant programs such as wine science, agriculture, accounting and business management, nursing, social work and arts. These programs may fulfi l the fi rst year of a university program in the fi rst instance. It is advisable that the concept begin in a small way with courses integrated with TAFE offerings. Foundation courses in a couple of critical areas should be developed immediately in collaboration with a university. Business and industry collaborations are an integral element of this model.

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15.4 Outline of models A. University Models Model Drivers Infrastructure Funding Pros Cons Mini University Buildings, fit-out, A distinct Supply driven campus IT access & entity within – existing facilities the parent community university programs on offer only, thus not necessarily tailored to the region’s needs Study University Access to Some Need to Centre colocation site, IT university develop and access & facilities social/cultural sustain an experience for effective students partnership between Flexibility to community vary content and uni and pace of Supported DE study may not suit young students Online University Reliable IT Will suit Young support independent students may learners not find this Access from suitable home/work/ot Isolation her sites Fringe areas of region have unreliable IT No university sociocultural experience Mobile University Staff, vehicle, IT Flexible and Limitations on access and mobile nature of equipment support due to timetabling and vehicular limitations Shopfront University Suitable premises, Local Limited staff, IT access presence and university and equipment support sociocultural experience Support limited to general issues

65 The Western Riverina Higher Education Needs Analysis

B. Community Models Model Drivers Infrastructure Funding Pros Cons Mini hub Community Suitable building Community Locally Limited to for colocation, and accessible university staff university support offerings IT access and Some Support may equipment distinctive be of a more presence in general nature the community

Flexible Community Building, staff, IT Community Responsivenes Needs Learning access and s to demand commitment Linked to Centre equipment to gauge industry needs demand and Flexibility of coordinate subjects on offer programs

Learners’ Community IT access and Community Needs a equipment ownership committed and self help Flexibility motivated group group to sustain it May not suit school leavers Needs adequate coordination Workplace Community/ Employer support, Responsive to Needs sustained industry access to IT industry needs commitment of training equipment students and empoyers Regional Community IT access and Federal / State Community Needs a and university equipment govt, ownership committed and Adaptation community, Tailored to sustainable university needs Tertiary Foundation for Education future Reference adaptation and Group evolutionary change over time Demand driven Can be linked to workplace training needs Recommendation 14 The research team recommends that the RRDB adopt the Regional Adaptation model of tertiary access moving in a staged development process determined by demand and community need.

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• Figure 15.1: Steps involved with the Regional Adaptation Model

Tertiary Education Reference Group (TERG) established

TERG negotiates with a university to deliver relevant program(s)

Baseline of existing partnerships is established by TERG

TERG develops a coordination and liaison role with existing partners

Community Access Point is established (co-located with an existing education provider or shop-front)

Future expansion plans negotiated by TERG and University. Gradual increase in the range of subjects offered locally, increase in the level of local tutorial and lecture support, expansion of infrastructure

67 Appendix A

Education and Training in Regional Australia4 The future of regional Australia is dependent upon an educated and skilled population. However, recent reports suggest that barriers exist which not only restrict access to education and training in rural areas but which also deprive rural communities of their basic human rights to access of such services (Sidoti, 1998a; HREOC, 1999). Education and training needs of regional Australia have long been viewed as cause for concern in relation to developing inequities in rural and regional Australia. Rural Australians suffer greater disadvantage in relation to a number of social indicators including access to education and training. Yet, 29.8% of Australians live in rural and remote areas and do not have equivalent education access nor access to education and training to allow enhanced economic and social development in regional Australia. The Western Riverina, like other rural and regional areas of Australia has lower retention rates for young people completing high school and going on to tertiary education by comparison with many urban centres. This has led to a lower level of skilled workers in the Western Riverina area and a skills shortage that is restricting industry growth and development. This problem is recognised in the recently released Framework for whole of state development prepared by National Economics on behalf of the Local Government and Shires Associations of NSW (2001). This report notes the need for signifi cant public investment in education, transport, R&D and information and communications technologies in rural centres demonstrating growth potential. To maintain the momentum of growth in Griffi th and the broader Western Riverina, one of the fi ve points announced (at the end of December 1997) by the Minister for Regional Development and Minister for Rural Affairs includes ‘Strategies to ensure the increasing population of the area gets the human services it needs’. Education and training is one of these services. Following a nation-wide consultation which resulted in the production of Bush Talks (HREOC, 1999), the Human Rights and Equal Opportunities undertook national consultations on education in rural and remote areas. HREOC Commissioner, Chris Sidoti, (1999) noted that this inquiry ‘is urgent because of the demoralisation in the bush [which] is profound’. Further, he noted that the desolation in the bush consequent on economic decline and service withdrawal was the reason for the high One Nation vote in the bush. In coming to terms with the nation’s need to address rural educational disadvantage, it is notewor- thy that Australia is a signatory to the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights (both concluded in 1966) which note that all have the right to access services and systems which enhance not only civil and political rights, but also economic and material well-being. Australia has also adopted the Convention of the Rights of the Child and the Convention against Discrimination in Education both of which argue

4 Sections of this paper are adapted from a paper written by A/Professor Margaret Alston and commissioned by the Department of Transport and Regional Services for the Regional Australia Summit, 1999. The full text is available in the Department’s website, www.dotrs.gov.au The centre for Rural Social Research

for equitable access to education. Yet, as Sidoti (1998a) notes, these are rights which are often over- looked by governments as they raise issues of public welfare and public spending and in a climate of fi scal restraint governments are unwilling to face issues which require more spending. Yet, governments have committed to the National Goals for Schooling in Australia ratifi ed by all Australian Ministers of Education in April, 1999 where Ministers ratifi ed principles of social justice including overcoming geographical isolation. Ministers noted that ‘Australia’s future depends upon each citizen having the necessary knowledge, understanding, skills and values for a productive and rewarding life in an educated, just and open society. High quality education is central to this vision’ (http://www.detya.gov.au/schools/adelaide/text.htm). In the context of this discussion, the third goal relating to the provision of socially just schooling is relevant. It notes that: Students’ outcomes from schooling are free from the effects of negative forms of discrimination based on sex, language, culture and ethnicity, religion or disability; and of differences arising from students’ background or geographic location. The learning outcomes of educationally disadvantaged students improve and, over time, match those of other students. Aboriginal and Torres Strait Islander students have equitable access to, and opportunities in, schooling so that their learning outcomes improve and, over time, match those of other students… All students have access to the high quality education necessary to enable the completion of school education to Year 12 or its vocational equivalent and that provides clear and recognised pathways to employment and further education and training.

Issues in Rural Education and Training Issues for Students While rural schools may have lower student-teacher ratios than urban schools, they have other problems such as more limited subject choices, lack of specialist teachers, fewer resources in areas such as library, information technology and sport. Addressing the Family Support Services Association of NSW Annual Conference in Bathurst in July, 1998, Sidoti also noted that many rural communities have no schools at all forcing students to travel long distances and affecting their time, energy and educational aspirations. The National Farmers Federation (1997) additionally notes that family factors, previous educational experience, inadequate access to secondary schools, high turnover of teachers, poor skills in the use of technology, poor future employment prospects and disincen- tives created by government assistance schemes are also causal factors for the higher drop out rates amongst rural students. An inevitable result of the lack of access to quality education is a rising drop out rate for rural students. School drop out rates for rural students compare unfavourably with urban students. For example, in Western Australia they vary from 25% in Perth to between 50% and 75% in rural schools with the rate much higher for Aboriginal students (HREOC, 1999). The HREOC inquiry into rural and remote education held hearings during 1999. At the Bourke hearing, the Commissioner was told that retention rates to Year 12 in Bourke vary from 5% for Indigenous young people to 36% for non- Indigenous. As Sidoti noted at the Bourke meeting, some country communities have retention rates as low as one-sixth urban rates. Tertiary access fi gures for rural students are also much lower than urban fi gures. For example, between 1989 and 1996 the proportion of country students going on to tertiary education declined from 25% to 16% (HREOC, 1999). Somewhat contradictory fi gures released by the Department of

69 The Western Riverina Higher Education Needs Analysis

Employment, Education, Training and Youth Affairs in 1999 (but still indicating a decline in rural participation) showed that rural access to tertiary education had declined from 18.7% in 1992 to 17.4% in 1997). Yet, in the period from 1991 to 1998 overall tertiary student numbers rose by 25% indicating that access for urban students was rapidly increasing (Geesche Jacobsen writing in the Sydney Morning Herald, 25/3/99). The tertiary education access fi gures for the Western Riverina are low by comparison with urban areas. Of particular concern are the access fi gures for Indigenous young people. The Binaal Billa Regional Council in its Regional Plan for the ATSIC Wagga Wagga region, 1997-1999, states that Aboriginal and Torres Strait Islander people must be encouraged, supported and provided with opportunities at all levels to complete secondary and tertiary studies successfully. One of the issues raised in many of the HREOC hearings and referred to in various rural forums over many years is the issue of access to fi nancial support for rural and remote students to access education. Changes introduced under the current government, have seen the abolition of Austudy and its incorporation into the Youth Allowance. The means test applied to this payment is viewed as particularly arduous for young people from farm families and other small businesses and is anecdot- ally viewed by many rural people and commentators as the cause of the high reduction in students from rural areas accessing tertiary education. This issue was corroborated during consultations in the Western Riverina. For Indigenous rural students the problems of access are even more extreme as demonstrated in the above fi gures. Education access for Indigenous students is also affected by a lack of role models. Also for Indigenous students the changes implemented to the Abstudy allowance have had a deleteri- ous affect on education access for rural and remote Indigenous students. Western Riverina Indig- enous people stressed the need for schooling issues to be addressed for Indigenous students as far too few are completing high school and are therefore ineligible for university education. Teacher Issues As highlighted in the Bourke, Walgett, Brewarrina and Moree HREOC meetings in March 1999, there are signifi cant problems attracting quality, long-serving teachers to rural and remote areas. Many rural and remote teachers are recently graduated and inexperienced. It is not unusual for beginning teachers to hold signifi cant positions of responsibility in these schools. Further, the turnover of staff is a major issue for rural and remote area teachers. The Darwin inquiry noted a 20% annual turnover rate. In other schools, many teachers leave after their allotted three years. As sub- missions to the HREOC inquiry note, there are incentives for teachers to leave such positions but no in-built incentives to make it attractive for teachers to stay. Attracting and retaining teachers is a constant problem. A Western Australian member of the July 1999 Women’s Roundtable with Deputy Prime Minister Anderson noted that fully staffi ng her remote high school was a constant battle and the idea of having a list of casuals to draw on is an urban luxury. For teachers, the lack of training for isolated work, a lack of support services, lack of specialist services and a lack of professional development opportunities all combine to make isolated teaching problematic. For students, the high turnover of staff and, in many cases, understaffi ng, necessarily affects education quality. Teachers teach outside their specialisation and there is limited access to cultural subjects such as Music and Drama. Further, in many cases, combined classes are the norm with students from Years 10 to 12 often in the same classes (HREOC, hearing Bourke).

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Technology There is little doubt that one of the critical indicators of equitable access in relation to education is access to technological advances. The 1999 report released for the Schools Advisory Group of Education Network Australia (EdNA) notes the critical nature of technology in relation to twenty- fi rst century education. ‘Almost every conceivable future work possibility will require the ability to use the new technologies’ (Moran et al, 1999: 8). The importance of access to technology for the development of students’ potential into the next century is highlighted by the report. Despite the crucial nature of access, the report also notes that ‘rural and remote schools are particularly disadvantaged in relation to availability of any Internet access, and the connection costs when access is available.’ The report goes on to argue that, without government intervention, in the new deregulated environment, rural students will be seriously disadvantaged. Of course these issues are not confi ned to the school children and those seeking to access higher education in the Western Division of NSW. Extensive areas of Queensland, Northern Territory, Western Australia and South Australia are similarly affected placing remote dwellers at a particularly grave disadvantage. If the EdNA report is correct and technological expertise is critical to future prospects, then the Aus- tralian community needs to address access issues in regional areas to ensure that on-line delivery of education is a viable option. If we neglect to do this we are in danger of becoming two nations divided along a number of issues including educational disadvantage. Isolation and Transport One of the most diffi cult issues for isolated young people involves their distance from schools, TAFES and other higher education facilities. Many communities are poorly serviced by transport services. The 1991 Senate Select Committee on Employment, Education and Training identifi ed transport as a major factor inhibiting the access of rural and remote young people to further education and employment and training opportunities (Senate 1991) and this has not altered in the intervening years (OYAF, 1999; HREOC, 1999). The extra hours required for travelling to and from school or tertiary centre place an added tension on educational prospects for many, particularly when combined with further study at home (OYAF, 1999). For many families the only solution is to send their young people away to the cities for education. This need to live independently from an early age makes demands on psychological and maturational development. Additionally it places a huge fi nancial burden on many families at a time when access to Youth Allowance has created some controversy. Financial Support James et al. (1999) note that the under-representation of rural students in higher education is the result of the undervaluing of higher education, the fi nancial burden on families that such education represents, the cost of university fees and lack of motivation. Rural students are more likely to per- ceive ‘discouraging’ barriers and are less likely to be encouraged by those around them. For many rural families the fundamental determinant is a lack of ability to pay and, therefore, higher education is out of the question (James et al., 1999). Changes to Austudy and Abstudy over recent years have had a serious impact on rural and isolated students. These changes have been implemented since the 1995 Senate Committee on the Impact of assets tests on farming families access to social security and AUSTUDY. This report recommended that ‘the Minister for Social Security review all hardship provisions for social security payments in order to ensure that farming families are not disadvantaged’ (Senate Rural And Regional Affairs and Transport References Committee, 1995: xxii). Yet, it is arguable that, if anything, access to AUSTUDY (now reformulated under the Youth Allow-

71 The Western Riverina Higher Education Needs Analysis

ance payment) is even more difﬁ cult with the requirement that parents support their adult children until the age of 25. We can speculate that the decline in access to tertiary education among rural and remote young people is linked to their inability to access funding. Further, as the HREOC hearings heard, Youth Allowance does not encompass a geographical or ‘living away from home’ allowance that would compensate for the extraordinary costs of keeping a young person in the city. Regional Universities Universities clearly play a vital role in regional NSW communities. Not only do they actively build the knowledge and skills base of these communities, but they also bring signiﬁ cant economic divi- dends to regional economies. For example, through direct expenditure by the universities and their students, approximately $1.1 billion value adding is contributed to the NSW Gross Regional Product each year. This value adding sustains just over 28,000 direct and indirect jobs (NSW Department of State and regional Development, 2001).

Estimated Value Adding Impacts: Value adding generated ($m) By universities By students TOTAL Charles Sturt University 171 54 224 Southern Cross University 83 24 108 The University of Newcastle 123 83 206 The University of New England 246 31 277 University of Wollongong 200 55 255 TOTAL* 823 247 1,070

Estimated Employment Impacts: Number of Direct and Flow-on FTE jobs generated ** By universities By students TOTAL Charles Sturt University 4,169 1,799 5,968 Southern Cross University 2,092 794 2,887 The University of Newcastle 3,608 2,613 6,221 The University of New England 5,926 977 6,903 University of Wollongong 4,754 1,638 6,392 TOTAL 20,550 7,822 28,371 *Total of five regions **Full-time equivalent jobs Sources: ABS; DETYA; CARE Input-Output Model of the NSW economy; and NSW DSRD estimates Strategies for change There is no doubt that there are major problems relating to equitable access to education and training in rural areas and that, if the government is to keep faith with its commitments made in national and international agreements, action is needed. Howley and Barker (1997: 2) note that rural education ought to reﬂ ect the traditions of rural communities. In other words ‘effective instruction is contex- tualised’. In addressing rural education inequity, rural people must be centralised not marginalised as they are under the present system. As James et al. (1999: v) note Strategies and measures cannot simply be imposed from Canberra or State capitals. They need to lead to measures which can be local, targeted, and community-owned and led.

72 The centre for Rural Social Research

In their comprehensive report to the National Board of Employment, Education and Training, Higher Education Council on rural and isolated school students and their higher education choices, James et al. make a number of recommendations which are relevant to this discussion. Firstly, the need for a coordinated approach from federal and state governments to develop an integrated policy framework across departments and portfolios in order to improve rural school completion rates, improve access to higher education and training, and to improve the employment prospects for graduates in rural areas is essential (James et al., 1999). We would add that the inclusion of local government areas in any collaborated approach is vital to the success of this initiative. The July 1999 Women’s Roundtable with Deputy Prime Minister Anderson called for a memorandum of understanding between all levels of government to address rural education inequity. The federal government should establish a Rural Education and Employment Taskforce to oversee initiatives aimed at improving the education and employment opportunities for rural Australians (James et al., 1999). The cost associated with attending higher education is a critical factor needing attention. This should involve revisiting the Youth Allowance package and implementing positive discrimination features to increase the access of rural and isolated people to education and training. Access to advanced technology is a critical indicator of disadvantage. Before any attempt is made to fully privatise Telstra, there is a need for the federal government to implement steps to ensure that all Australians, regardless of location, are able to access the technology they need to advance into the twenty-ﬁ rst century information age with conﬁ dence. Access to technology will allow the further development of enhanced distance education strategies for tertiary degree candidates. In addressing the issues relating to higher education access, it is important to note that the establishment of regional universities has been a bonus for such areas. It is also important to point out that these universities must reach out more actively to isolated regional dwellers and form creative links with TAFE and with schools. The issues of Indigenous people in any review of rural and isolated education and training access, must be paramount. Retention rates and higher education access for Indigenous students demonstrate that particular efforts must be made to address the serious disadvantage of this group. Addi- tionally, it is important to provide Indigenous role models in schools and in professional positions in rural areas to provide additional motivation to young Indigenous people in rural areas.

Appendix B

As UAC data is available via postcode only, it is important to note that the following ﬁ gures relate to the total number of Year 12 students in the postcode areas that include the Western Riverina region. Some additional towns are of necessity included in this data. No. of students intended to undertake University education by towns in the WRR.

Year 1999 2000 2001 2002 Towns No. % No. % No. % No. % Ardlethan 6 1.55 1 0.24 2 0.47 2 0.50 Ariah Park 5 1.29 8 1.99 3 0.71 10 2.54 Barellan 4 1.03 3 0.74 3 0.71 7 1.78 Beckom 2 0.51 1 0.24 3 0.71 3 0.76 Beelbangera 2 0.51 3 0.74 3 0.71 2 0.50 Bilbul 3 0.77 2 0.49 1 0.23 2 0.50 Binya 1 0.25 -- -- 3 0.71 -- -- Booligal 2 0.51 2 0.49 2 0.47 3 0.76 Booroorban 1 0.25 -- -- 1 0.23 -- -- Boree Creek 6 1.55 2 0.49 2 0.47 2 0.50 Burgooney -- -- 1 0.24 ------Carrathool ------1 0.25 Coleambally 14 3.63 14 3.48 13 3.09 7 1.78 Collingullie 1 0.25 1 0.24 3 0.71 1 0.25 Conargo 1 0.25 ------Corobimilla ------1 0.25 Darlington Point 6 1.55 1 0.28 4 0.95 4 1.01 Deniliquin 53 13.76 55 13.68 46 10.95 46 11.70 Erigolia 1 0.25 1 0.24 ------Gillenbah ------1 0.25 Girral 1 0.25 2 0.49 ------Gogeldrie ------1 0.25 Goolgowi 2 0.51 6 1.49 1 0.23 3 0.76 Griffith 78 20.25 92 22.88 112 26.65 90 22.90 Grong Grong 4 1.04 5 1.24 1 0.23 7 1.78 Gubbatta -- -- 1 0.24 1 0.23 -- -- Gumly Gumly 1 0.25 1 0.24 3 0.71 1 0.25 Hanwood 9 2.33 3 0.74 10 2.38 5 1.27 Hay 19 4.93 19 4.72 10 2.38 10 2.54 Hillston 8 2.07 10 2.48 11 2.61 5 1.27 Humula ------1 0.23 -- -- Kamarah 2 0.51 -- -- 1 0.23 -- -- Kikoira -- -- 2 0.49 -- -- 1 0.25 Ladysmith 10 2.59 3 0.74 10 2.38 1 0.25 Lake Cargelligo 12 3.11 11 2.73 6 1.42 10 2.54 Lake Wyangan 2 0.51 3 0.74 2 0.47 4 1.01 Leeton 37 9.61 50 12.43 59 14.04 55 13.99 The centre for Rural Social Research

Year 1999 2000 2001 2002 Towns No. % No. % No. % No. % Mangoplah 2 0.51 2 0.49 3 0.71 2 0.50 Marrar 3 0.77 3 0.74 4 0.95 5 1.27 Mathoura 2 0.51 1 0.24 -- -- 1 0.25 Matong 1 0.25 2 0.49 -- -- 3 0.76 Mayrung 1 0.25 ------Merriwagga -- -- 2 0.49 1 0.23 3 0.76 Merungle Hill -- -- 1 0.23 -- -- Mirrool 2 0.51 1 0.24 -- -- 3 0.76 Moombooldool 1 0.25 ------Morundah 1 0.25 1 0.24 1 0.23 -- -- Murrami ------1 0.23 1 0.25 Naradhan ------1 0.25 Narrandera 22 5.71 39 9.70 30 7.14 28 7.12 Old Junee 2 0.51 4 0.99 4 0.95 3 0.76 Rankins Springs 1 0.25 2 0.49 5 1.19 1 0.25 Rosewood 1 0.25 4 0.99 1 0.23 2 0.50 Roto ------1 0.25 Stanbridge 3 0.77 -- -- 1 0.23 1 0.25 Tabbita 1 0.25 -- -- 1 0.23 2 0.50 Tallimba 5 1.29 2 0.49 4 0.95 -- -- Tarcutta 7 1.81 6 1.49 6 1.42 4 1.01 Tharbogang ------1 0.25 Tullibigeal -- -- 1 0.24 3 0.71 4 1.01 Ungarie 3 0.77 5 1.24 5 1.19 6 1.52 Uranquinty 3 0.77 5 1.24 9 2.14 9 2.29 Waddi -- -- 1 0.24 ------Wakool 3 0.77 -- -- 3 0.71 1 0.25 Wamoon ------1 0.23 -- -- Wanganella 2 0.51 -- -- 1 0.23 -- -- Warrawidgee ------1 0.23 -- -- Weethalle 2 0.51 -- -- 1 0.23 2 0.50 Whitton 2 0.51 1 0.24 -- -- 3 0.76 Widgelli ------2 0.50 Willbriggie ------2 0.47 1 0.25 Yanco 3 0.77 7 1.74 1 0.23 6 1.52 Yenda 11 2.85 7 1.74 8 1.90 7 1.78 Yoogali 6 1.55 2 0.49 5 1.19 5 1.27 Total 385 100 402 100 420 100 393 100

75 Appendix C

Additional UAC data Title of courses chosen by students in the WRR.

Year 1999 2000 2001 2002 Title of courses No. % No. % No. % No. % Assoc Degree in Jewellery ------2 0.47 -- -- Adv. Dip of Farm Mgt. 5 1.29 2 0.49 ------AdvDip Horticulture ------1 0.25 Adv Dip of Rural Bus Admin -- -- 1 0.24 ------Ass Deg Law (Paralegal Studies) 1 0.25 ------B Actuarial Studies/B Ec ------1 0.25 B Agribusiness ------2 0.47 3 0.76 B Agricultural Economics 2 0.50 2 0.49 -- -- 2 0.50 B Agriculture 1 0.25 1 0.24 ------B App Ec/B Com Banking and Fin ------1 0.23 -- -- B App Ec/B Comm (Public Rel) ------1 0.25 B App Psych 2 0.51 2 0.49 1 0.25 B App Sc (Agriculture) 11 2.85 16 3.98 7 1.66 10 2.54 B App Sc (Coaching Science) ------2 0.50 B App Sc (Coastal Mgmt) 1 0.25 ------B App Sc (Ecology & Env Sc) 2 0.51 1 0.24 1 0.23 1 0.25 B App Sc (Ecotourism) 2 0.51 1 0.24 -- -- B App Sc (Environmental Sc) 2 0.51 3 0.74 3 0.71 2 0.50 B App Sc (Equine Studies) -- -- 1 0.48 2 0.47 -- -- B App Sc (Exercise and Sport) (fee) ------1 0.23 -- -- B App Sc (Health Info Mgmt) ------1 0.25 B App Sc (Hort) - (Env Hort) 1 0.25 1 0.24 -- -- 1 0.25 B App Sc (Env Mgmt Tourism) 2 0.51 ------B App Sc (Food & Nutrition) 1 0.25 1 0.24 ------B App Sc (Food Science) -- -- 1 0.24 1 0.23 -- -- B App Sc (Food Tech) 2 0.51 1 0.24 ------B App Sc (Human Biology) 1 0.25 1 0.24 1 0.23 2 0.50 B App Sc (Human Biosciences) 1 0.25 ------B App Sc (Leisure & Health) ------1 0.25 B App Sc (Med Sc) ------1 0.25 B App Sc (Med/App Biotech) 1 0.25 2 0.49 2 0.47 1 0.25 B App Sc (Medical Imaging) 7 1.81 12 2.98 2 0.47 2 0.50 B App Sc (Nuclear Med Tech) 1 0.25 1 0.24 ------B App Sc (Occup Therapy) ------1 0.23 1 0.25 B App Sc (Osteopathy) ------1 0.23 -- -- B App Sc (Parks Rec Heritage) 3 0.77 2 0.49 1 0.25 B App Sc (Physiotherapy) 4 1.03 3 0.74 3 0.71 3 0.76 B App Sc (Speech Pathology) (fee) ------2 0.47 -- -- B App Sc (Speech Pathology) ------1 0.25 The centre for Rural Social Research

Year 1999 2000 2001 2002 Title of courses No. % No. % No. % No. % B App Sc (Sports Admin) 2 0.51 1 0.24 -- -- 1 0.25 B App Sc (Sports Coaching) -- -- 1 0.24 1 0.23 -- -- B App Sc (Sports Media) 1 0.25 1 0.24 -- -- 2 0.50 B App Sc (Sports Media)/B Laws ------1 0.25 B App Sc (Viticulture) -- -- 2 0.49 2 0.47 1 0.25 B App Sc (Wine Science) 4 1.03 5 1.24 3 0.71 1 0.25 B App Sc Envr Des/B Arch 1 0.25 1 0.24 1 0.25 B App Sc Envr Des(Interior Des) ------1 0.23 -- -- B App Sc MRS (Diag Radiography) -- -- 1 0.24 1 0.23 -- -- B App Sc (Div Therapy) -- -- 1 0.24 1 0.23 -- -- B App Science (Podiatry) ------1 0.25 B App Sc -- -- 1 0.24 ------B Applied Ec/B Arts ------1 0.23 -- -- B Applied Finance ------1 0.25 B Arts - Psychology ------1 0.23 1 0.25 B Arts 14 3.63 14 3.48 21 5.00 14 3.56 B Arts (Acting-Screen&Stage) 1 0.25 1 0.24 -- -- 4 1.01 B Arts (Callaghan) ------1 0.25 B Arts (Comm-Commercial Radio) ------2 0.50 B Arts (Communications) ------1 0.25 B Arts (Comm-Advertising) 2 0.51 1 0.24 2 0.47 -- -- B Arts (Comm-Theatre & Media) 1 0.24 1 0.23 -- -- B Arts (Comm Journalism) 2 0.51 -- -- 1 0.23 -- -- B Arts (Comm-PR &Org Comm) ------1 0.23 -- -- B Arts Comm (Public Comm.) -- -- 1 0.24 ------B Arts Comm Media Arts & Prod -- -- 1 0.24 ------B Arts (Communication Studies) 1 0.25 2 0.49 2 0.47 -- -- B Arts (Dance) ------1 0.23 -- -- B Arts (Dance) BEd 1 0.25 ------B Arts (Deans Scholars Prog) ------1 0.25 B Arts (Design-Theatre & TV) -- -- 3 0.74 2 0.47 1 0.25 B Arts (Digital Arts) ------1 0.25 B Arts (Fine Arts) 1 0.25 4 0.99 1 0.23 -- -- B Arts (Graphic Design) 13 3.37 8 1.99 6 1.42 3 0.76 B Arts Informatics -- -- 1 0.24 ------B Arts (Media and Comm) 1 0.25 1 0.24 2 0.47 -- -- B Arts (Languages) -- -- 1 0.24 1 0.23 -- -- B Arts (Multimedia) -- -- 2 0.49 2 0.47 1 0.25 B Arts (Music) ------2 0.47 -- -- B Arts (Multimedia)/B InfoTech ------2 0.50 B Arts (Photography) 1 0.25 3 0.74 4 0.95 1 0.25 B Arts (Psychology) 2 0.51 1 0.23 -- --

77 The Western Riverina Higher Education Needs Analysis

Year 1999 2000 2001 2002 Title of courses No. % No. % No. % No. % B Arts (Social Sciences) 2 0.51 1 0.24 ------B Arts (Television Production) 4 1.03 5 1.24 2 0.47 3 0.76 B Arts (Theatre Studies) ------1 0.25 B Arts (Theatre Theory and Prac) 1 0.25 ------B Arts (Leisure Studies) 1 0.25 ------B Arts (Tourism) 1 0.25 ------B Arts (Visual) 1 0.25 3 0.74 1 0.23 1 0.25 B Arts in Ancient History ------1 0.25 B Arts/B Asian Studies -- -- 1 0.24 ------B Arts in Geographic Inf Sys ------1 0.25 B Arts Prof Writing ------1 0.25 B Arts/B Commerce 2 0.51 -- -- 1 0.23 2 0.50 B Arts Prof Writing ------1 0.23 -- -- B Arts/ B Education ------1 0.23 -- -- B Arts/B Laws 4 1.03 3 0.74 4 0.95 6 1.52 B Arts/B Laws or B Comm./B Laws -- -- 1 0.24 ------B Arts/B Music -- -- 1 0.24 ------B Arts/B Psychology ------1 0.25 B Arts/B Science -- -- 1 0.24 1 0.23 -- -- B Arts/B Social Work 3 0.77 3 0.74 2 0.47 3 0.76 B Arts / B Teaching 2 0.51 -- -- 1 0.23 -- -- B Asian Studies (Specialist) 2 0.51 ------1 0.25 B Asian Studies (Spec)/B Arts (Vis) ------1 0.23 -- -- B Asian Studies (Spec)/ B Commerce 1 0.25 ------B Asian Stds (Spec)/ B Laws 1 0.25 ------B Aviation Stds/ B Int Studies 1 0.25 ------B Aviation (Flying) 1 0.25 -- -- 1 0.23 -- -- B Behavioural Science -- -- 1 0.24 1 0.23 -- -- B Biomedical Science 1 0.25 ------B Building 1 0.24 1 0.23 -- -- B Bus (Electronic Commerce) 1 0.25 1 0.24 2 0.50 B Bus (Human Resource Mgmt) -- -- 2 0.49 4 0.95 -- -- B Bus (Hospitality Mgmt) ------1 0.25 B Bus (Int Bus Mgmt) 1 0.25 -- -- 2 0.47 1 0.25 B Bus Admin ------2 0.50 B Bus Admin/B Com Acc 1 0.25 -- -- 1 0.23 -- -- B Bus Admin/B Com Bnkg &Fin 1 0.25 ------B Bus Admin/B Info Technology -- -- 1 0.23 -- -- B Bus Admin/BLaws 1 0.25 -- -- 1 0.23 -- -- B Bus Admin/B Management 1 0.25 1 0.24 ------B Bus in Hotel & Catering Mgmt 1 0.25 2 0.49 2 0.47 1 0.25 B Business -- -- 1 0.24 2 0.47

78 The centre for Rural Social Research

Year 1999 2000 2001 2002 Title of courses No. % No. % No. % No. % B Business (Accounting) 4 1.03 5 1.24 4 0.95 6 1.52 B Business (Ag Commerce) 2 0.51 3 0.74 1 0.23 -- -- B Business (Bus Mgmt) 3 0.77 5 1.24 1 0.23 3 0.76 B Business (City) ------2 0.47 -- -- B Business (Finance) -- -- 1 0.24 -- -- B Business (Hosp Management) 2 0.51 7 1.74 2 0.47 -- -- B Business Administration ------1 0.25 B Business (Marketing) 1 0.25 1 0.24 3 0.71 -- -- B Business (Tourism Mgmt) 7 1.18 1 0.24 6 1.42 -- -- B Business BA Int Std (KG) -- -- 1 0.24 ------B Business in Tourism 1 0.25 1 0.24 2 0.47 1 0.25 B Business Studies -- -- 5 1.24 4 0.95 1 0.25 B Business/B Commerce ------1 0.25 B Business/B Information Tech 3 0.77 2 0.49 4 0.95 5 1.27 B Chiropractic Science 2 0.51 1 0.24 ------B Com (Mkt/Hospitality) -- -- 1 0.24 -- -- 1 0.25 B Com (Property Economics) -- -- 1 0.24 ------B Com- Accounting ------1 0.23 -- -- B Com Accounting / B Inf Tech -- -- 1 0.24 1 0.23 -- -- B Com Accounting/ B Laws -- -- 1 0.24 ------B Com Banking and Finance -- -- 1 0.24 ------B Combined Law -- -- 2 0.49 1 0.23 -- -- B Comm (Advt/Mktg) 3 0.77 1 0.24 5 1.19 4 1.01 B Comm (Advt/Mktg)/B Laws ------1 0.25 B Comm (Media) -- -- 2 0.49 1 0.23 -- -- B Comm (Journalism) 3 0.77 -- -- 3 0.71 2 0.50 B Comm (Journalism)/B Laws ------1 0.23 -- -- B Comm (Public Rel) 1 0.25 -- -- 4 0.95 3 0.76 B Commerce -- -- 1 0.24 10 2.38 5 1.27 B Commerce (Human Resource) -- -- 1 0.24 ------B Commerce (Marketing) -- -- 1 0.24 ------B Commerce Acounting 1 0.25 1 0.24 ------B Commerce/B Economics 2 0.51 3 0.74 1 0.23 2 0.50 B Commerce/B Engineering -- -- 1 0.24 ------B Commerce/B Information Tech 1 0.25 4 0.99 2 0.47 1 0.25 B Commerce/ B Laws 2 0.51 1 0.24 1 0.23 B Commerce/B Psychology ------1 0.23 -- -- B Commerce/B Science ------1 0.25 B Computer Sc (Games Tech) 1 0.24 4 0.95 3 0.76 B Computer Sc ------1 0.23 -- -- B Compty Ed (Health Promotion) 1 0.25 -- -- 1 0.23 -- -- B Compty Ed (Community Dev) ------1 0.23 -- --

79 The Western Riverina Higher Education Needs Analysis

Year 1999 2000 2001 2002 Title of courses No. % No. % No. % No. % B Cont Music/B Ed (Secondary) ------1 0.23 -- -- B Contemporary Music 1 0.25 2 0.47 1 0.25 B Creative Arts ------2 0.50 B Creative Arts (Theatre) -- -- 1 0.24 ------B Creative Arts/B Laws -- -- 1 0.24 ------B Creative Arts (creative writing) 1 0.25 -- -- 1 0.23 -- -- B Creative Arts (Graphic Design 1 0.25 ------B Creative Arts (Visual Arts) ------1 0.23 -- -- B Dental Surgery 1 0.25 ------B Design 1 0.25 1 0.24 -- -- 1 0.25 B Design (Visual Comm) 1 0.25 3 0.74 ------B Design (Fashion & Textiles) -- -- 2 0.49 -- -- 1 0.25 B Design -- -- 1 0.24 ------B Design (Industrial Design) -- -- 3 0.74 1 0.23 -- -- B Design (Interior Design) ------2 0.47 2 0.50 B Design(Architecture) ------1 0.25 B Digital Media ------1 0.23 -- -- B Early C'hood Teach/B Nursing ------1 0.25 B Ec or B Com (Act Stds) 1 0.25 ------B Economics -- -- 1 0.24 1 0.23 -- -- B Economics/B Commerce -- -- 1 0.24 ------B Economics/B Laws 1 0.25 ------B Ed (Early Childhood Ed) 1 0.25 1 0.24 ------B Ed (Early Childhood)External 1 0.25 1 0.24 1 0.23 1 0.25 B Ed (Physical and Health Edu) -- -- 1 0.24 ------B Ed (Primary) 3 0.77 1 0.24 2 0.47 2 0.50 B Ed (Sec: Humanities)/BArts ------2 0.47 -- -- B Ed (Sec: Human Movement) 1 0.25 ------3 0.76 B Ed (Secondary) ------3 0.76 B Ed (Secondary:Phys Ed) 6 1.55 6 1.49 1 0.23 3 0.76 B Ed (Tech & Applied Studies) 4 1.03 9 2.23 2 0.47 10 2.54 B Ed Early Childhood Teaching 8 2.07 2 0.49 2 0.47 1 0.25 B Education ------1 0.25 B Education (Early Childhood) 14 3.63 9 2.23 14 3.33 4 1.01 B Education (Primary Teaching) 4 1.03 2 0.49 3 0.71 5 1.27 B Education (Primary) 23 5.97 36 8.95 21 5.00 29 7.37 B Education (Primary) (fee) ------1 0.23 -- -- B Education (Secondary: Music) 1 0.25 ------B Eng (Chemical) -- -- 2 0.49 1 0.23 -- -- B Eng (Civil) -- -- 1 0.24 1 0.23 -- -- B Eng (Computer) ------1 0.3 1 0.25 B Eng (Civil) B Surveying 1 0.25 ------

80 The centre for Rural Social Research

Year 1999 2000 2001 2002 Title of courses No. % No. % No. % No. % B Eng (Electrical) 2 0.51 3 0.74 1 0.23 3 0.76 B Eng (Environmental Eng) 1 0.25 -- -- 2 0.47 -- -- B Eng (Materials) ------1 0.23 -- -- B Eng (Mechanical) 4 1.03 1 0.24 1 0.23 -- -- B Eng (Mechanical ) (fee) 1 0.25 -- -- 1 0.3 -- -- B Eng (Mechatronics) ------2 0.47 1 0.25 B Eng (Mining) 1 0.25 -- -- 1 0.23 1 0.25 B Eng (Petroleum) -- -- 1 0.24 ------B Eng (Scholars Program) 2 0.51 1 0.24 ------B Eng (Software) ------3 0.71 -- -- B Eng Computer Engineering -- -- 2 0.49 1 0.23 -- -- B Engineering (Aeronautical) ------1 0.23 -- -- B Engineering -- -- 1 0.24 ------B Engineering/B Info Tech -- -- 1 0.24 ------B Eng/B Science -- -- 1 0.24 -- -- 1 0.25 B Eng (Elec)/ B Science -- -- 1 0.24 ------B Eng Electrical Dip Eng Prac 2 0.51 ------B Eng Civil 1 0.25 ------B Eng/M Biomed Eng ------1 0.25 B Engineering(MechatronicSys) ------1 0.25 B Engineering/B Commerce ------1 0.23 1 0.25 B Engineering/B Mathematics ------1 0.25 B Engineering/B Science 1 0.25 1 0.23 1 0.25 B Environmental Planning -- -- 1 0.24 ------B Equine Bus Management ------1 0.25 B Exercise Science 2 0.51 ------1 0.25 B Exercise Science & Rehab ------1 0.23 -- -- B Farm Management 3 0.77 3 0.74 1 0.23 4 1.01 B Fine Arts ------1 0.23 1 0.25 B Graphic Design 1 0.25 2 0.49 1 0.23 3 0.76 B Health Sc (Occ Therapy) 2 0.51 -- -- 5 1.19 6 1.52 B Health Sc (Speech Pathology) 1 0.25 1 0.24 -- -- 3 0.76 B Health Sc Human Movment -- -- 1 0.24 1 0.23 -- -- B Hlth Sc (Nutrition&Dietetics) 1 0.25 2 0.49 4 0.95 4 1.01 B Health Sc (Pre-Hosp Care) 1 0.25 ------B Health Sc (Rehab Counsel) ------1 0.23 -- -- B Health Sc (Speech Pathology) ------1 0.23 -- -- B Health Sc Trad Chinese Med -- -- 1 0.24 ------B Health Sc (PDH&PE) -- -- 1 0.24 ------B Hospitality Management 3 0.77 ------B Hotel Management ------5 1.19 4 1.01 B Horticultural Science -- -- 1 0.24 ------

81 The Western Riverina Higher Education Needs Analysis

Year 1999 2000 2001 2002 Title of courses No. % No. % No. % No. % B Human Movement 5 1.29 5 1.24 4 0.95 2 0.50 B Human Movement Science 1 0.25 ------B Human Movt/B Bus Studies ------2 0.47 -- -- B Human Movt/B Teaching (Sec) ------2 0.47 2 0.50 B Industrial Design 1 0.25 1 0.24 2 0.47 4 1.01 B Inf Mgmt (Office Mgmet) 1 0.25 ------B Inf Tech/B Comm (Inf) ------1 0.23 1 0.25 B Information &Comm Tech ------1 0.23 -- -- B Information Systems -- -- 1 0.24 1 0.23 -- -- B Information Tech 1 0.25 1 0.24 1 0.23 2 0.50 B Information Technology 6 1.55 9 2.22 7 1.66 8 2.03 B Information Tech/B Laws -- -- 1 0.24 ------B Interior Architecture ------1 0.23 -- -- B International Studies -- -- 1 0.24 -- -- 1 0.25 B Land Economics ------1 0.25 B Landscape Architecture -- -- 1 0.24 2 0.47 -- -- B Landscape Mgmt&Conserv -- -- 1 0.24 ------B Languages ------1 0.25 B Laws 1 0.25 -- -- 1 0.23 2 0.50 B Laws (Graduate Entry) 1 0.25 ------B Legal & Justice Std/B Laws ------1 0.23 -- -- B Liberal Studies ------1 0.23 -- -- B Liberal Studies (Int) ------1 0.25 B Management 1 0.25 ------1 0.25 B Management (C Coast) ------1 0.25 B Marine Science ------1 0.25 B Medical Science 2 0.49 6 1.42 3 0.76 B Medical Science (First Year Entry) 1 0.25 ------B Medicine 1 0.25 1 0.24 1 0.23 5 1.27 B Music 2 0.51 -- -- 1 0.23 1 0.25 B Music (Music Education) ------1 0.23 -- -- B Music/B teaching -- -- 1 0.24 -- -- B Natural Resources ------1 0.23 -- -- B Naturopathy -- -- 1 0.24 1 0.23 -- -- B Nursing 17 4.41 8 1.99 22 5.23 25 6.36 B Nursing BA Int Stds -- -- 1 0.24 ------B Nursing/B Arts -- -- 1 0.24 ------B Nutrition and Dietetics 1 0.25 ------1 0.25 B Optometry 1 0.25 1 0.24 ------B Pharmacy 9 2.33 7 1.74 6 1.42 6 1.52 B Pharmacy (fee) ------1 0.25 B Photo & Digital Imaging ------1 0.25

82 The centre for Rural Social Research

Year 1999 2000 2001 2002 Title of courses No. % No. % No. % No. % B Physiotherapy 4 1.03 4 0.99 12 2.85 4 1.01 B Psychology 2 0.51 -- -- 3 0.71 4 1.01 B Psychology(Honours) 2 0.51 ------B Psychology (fee) ------1 0.25 B Psychology/B Laws ------1 0.25 B Rural Business Admin 1 0.25 ------B Rural Science ------3 0.76 B Sc (Arch)/B Architecture ------1 0.25 B Sc (Computer Science) 1 0.25 ------1 0.25 B Sc in Computing Science 2 0.49 ------B Sc Agriculture 1 0.25 -- -- 3 0.76 B Sc Biomedical Science ------1 0.25 B Sc (Molec Biol & genetics) ------1 0.23 -- -- B Sc(Hons)AppChem-Forensic Sc ------2 0.50 B Sc Astronomy and Astrophysics ------1 0.23 -- -- BSc/BA or BSc (Advanced)/BA -- -- 1 0.24 8 1.90 -- -- B Science 4 1.03 1 0.24 -- -- 3 0.76 B Science (Advanced) -- -- 1 0.24 -- -- 1 0.25 B Science (Advanced Math) ------1 0.23 -- -- B Science (Biodiversity and Conser) 1 0.25 -- -- 1 0.23 -- -- B Science (Environ Mang and Eco) 1 0.25 1 0.24 ------B Science (Exercise Science) -- -- 1 0.24 1 0.23 1 0.25 B Science (Health & Sports Sc) ------1 0.23 1 0.25 B Science (Industrial Chem) 1 0.25 ------B Science (Med) MBBS ------2 0.50 B Science (Exer Sc & Nutrition) 2 0.51 ------1 0.25 B Science (Exer Sc) 1 0.25 ------B Science (Health Science) 2 0.51 ------B Science (Marine Studies) 1 0.25 1 0.24 1 0.23 -- -- B Science (Med) MBBS 3 0.77 3 0.74 3 0.71 -- -- B Science in Computing ------1 0.23 -- -- B Science /B Arts ------1 0.23 -- -- B Science /B Commerce ------1 0.23 -- -- B Science/B Laws -- -- 2 0.49 ------B Science(Phys)(Hons)(AdvProg) ------1 0.25 B Science/B Information Tech ------2 0.50 B Soc Sc (Psych)/B Teach (Pri) 1 0.25 5 1.24 1 0.23 5 1.27 B Soc Sc (Psych)/B Teach (Sec) ------2 0.47 -- -- B Social Science (Just Stud Crim Jus) ------1 0.23 -- -- B Social Science (Pol & Just Stud) 5 1.29 6 1.49 2 0.47 -- -- B Social Sc(Social Welfare) ------1 0.23 1 0.25 B Social Science (Psychology) 1 0.25 1 0.24 ------

83 The Western Riverina Higher Education Needs Analysis

Year 1999 2000 2001 2002 Title of courses No. % No. % No. % No. % B Social Science (Rehab Counsell.) 1 0.25 2 0.49 ------B Social Science (Social Welfare) 2 0.51 1 0.24 ------B Social Science (Rec &Tour) 1 0.25 1 0.24 ------B Social Science -- -- 1 0.24 -- -- 1 0.25 B Social Work 2 0.51 -- -- 2 0.47 3 0.76 B Software Engineering -- -- 1 0.24 -- -- 1 0.25 B Speech Pathology -- -- 1 0.24 2 0.47 -- -- B Sport & Rec/BA (Comm-Journ) ------1 0.23 1 0.25 B Sport Tourism Management -- -- 1 0.24 -- -- 2 0.50 B Surveying 3 0.77 ------1 0.25 B Systems Agric 3 0.77 2 0.49 ------B Teaching (Early Childhood) ------1 0.23 -- -- B Teaching (Sec)/B Inf Tech ------1 0.23 -- -- B Teach/B Arts (Technology) -- -- 1 0.24 ------B Teach/B Soc Sc (Callaghan) -- -- 1 0.24 ------B Teaching/B Arts (Callaghan) -- -- 1 0.24 1 0.23 -- -- B Teaching (Sec)/B Inf Tech ------1 0.25 B Teaching/B Arts-Visual Arts 1 0.25 ------B Teaching (Sec)/B Science ------1 0.25 B Teaching/B Education (Prim) -- -- 1 0.24 1 0.25 B Tourism -- -- 1 0.24 4 0.95 -- -- B Tourism/B Laws 1 0.25 ------B Tourism Mgmt -- -- 1 0.24 -- -- 2 0.50 B Tourism Mgmt & Int Std ------1 0.23 -- -- B Town Planning ------B Veterinary Science 5 1.29 2 0.49 1 0.23 2 0.50 B Visual Arts ------1 0.25 B Viticulture & Winemaking -- -- 1 0.24 -- -- 1 0.25 B Welfare Practice ------1 0.23 -- -- B Youth Work ------BA/BA (As St)/BA (Europ St) 1 0.25 ------BA/BSc/BEc/BCom/B Laws 1 0.25 ------BA Comm (Journalism) ------1 0.25 BA Comm (Media Arts & Prod) ------1 0.23 v -- BA Comm (Soc Inquiry) ------v v 1 0.25 Combined Law ------1 0.23 2 0.50 Dip Art (Visual) ------1 0.25 Dip App Sc (Sys Agric) 1 0.25 ------Dip Education (P-12) 1 0.25 ------Total 385 100 402 100 420 100 393 100

84 Appendix D

Students Questionaire

Western Riverina Tertiary Access Study

This questionnaire is designed to gather information about tertiary education needs in the Western Riverina. It is being conducted by the Riverina Regional Development Board and will be forwarded to the Centre for Rural Social Research at Charles Sturt University for analysis as part of the Western Riverina Higher Education Needs Analysis Study. Please take the time to complete the questionnaire as your answers are an invaluable source of information. Please tick the most appropriate boxes. 1. School you are attending? ...... 2. What Year are you in at school? 9 ❑ 10 ❑ 11 ❑ 12 ❑ 3. Do you intend on completing Year 12? Yes ❑ No ❑ 4. What do you intend to do after you leave school? University ...... ❑ TAFE ...... ❑ Apprenticeship...... ❑ Traineeship ...... ❑ Work ...... ❑ Unsure ...... ❑ 5. Where do you think you may be located after you leave school? ...... 6. If you do not intend to undertake tertiary study what are the reasons? Financial reasons ...... ❑ Family reasons...... ❑ Want to get a job...... ❑ Would like an apprenticeship/traineeship...... ❑ Would like to go to TAFE...... ❑ Don’t wish to leave home...... ❑ Other (please specify)...... The Western Riverina Higher Education Needs Analysis

Western Riverina options 7. If a university presence (a study centre) were available in Grifﬁ th would you consider undertaking university study at home? Yes ❑ No ❑ Unsure ❑ 8. For what reasons would you consider moving from the Western Riverina (within 12 months of having completed school) tick one or more boxes

To access a university course ...... ❑ To get work in the city ...... ❑ For the social activities...... ❑ To experience living in the city ...... ❑ To be near family & friends...... ❑ Financial considerations ...... ❑ Other (please specify) ...... OR I would prefer to stay at home ...... ❑

If you intend to study at university please complete the following questions 9. What course will you be applying for as your ﬁ rst preference?...... 10. Which university do you intend to apply for as your ﬁ rst preference? ......

Personal Details 11. Age 14 ❑ 15 ❑ 16 ❑ 17 ❑ Other (please specify) ...... 12. Gender Female ❑ Male ❑ 13. What is your family background? Anglo-Australian ...... ❑ Aboriginal or Torres Strait Islander ...... ❑ Fijian/ Maori / Samoan / Tongan...... ❑ Indian...... ❑ Italian...... ❑ Other (please specify)...... Thankyou for your time!

86 Appendix E

Parents Questionnaire Riverina Regional Development Board in conjunction with the Centre for Rural Social Research, Charles Sturt University QUESTIONNAIRE FOR PARENTS “Western Riverina Higher Education Needs Analysis Project” 1. Do you intend to encourage your children to undertake university education? Yes ❑ No ❑ 2. If you do not intend to encourage them to undertake university education, what are the reasons? Financial ...... ❑ Family...... ❑ Employment opportunities ...... ❑ Apprenticeship / Traineeship opportunities ...... ❑ Riverina Institute of TAFE option ...... ❑ Don’t want them to leave home...... ❑ Other reasons (please specify) ...... 3. If a university presence were available in the Western Riverina would you encourage your children to undertake university study at home? Yes ❑ No ❑ Unsure ❑ 4. Would you be interested in taking up university study yourself if such a centre were available? Yes ❑ No ❑ Unsure ❑ 5. What type of courses would be most useful if offered in the Western Riverina?

Business ...... ❑ I.T ...... ❑ Arts...... ❑ Education ...... ❑ Nursing...... ❑ Agriculture ...... ❑ Social work/welfare ...... ❑ Science ...... ❑ Childcare...... ❑ Wine/ food science...... ❑ Other (please specify) ...... Thankyou for your assistance and contribution towards this project Please return this survey direct by 9th November 2001 via Fax: 69332293 or Mail to: The Centre for Rural Social Research Locked Bag 678, Wagga Wagga NSW 2678. Appendix F

List of participants First Name Surname Organisation Valma Mackay Wiradjuri Elders Laurence Lyons Wiradjuri Elders Laura Lyons Narrandera Local Aboriginal Land Council David Smith Narrandera Local Aboriginal Land Council LJ Barlow Narrandera Chamber of Commerce Michael Lyons Owen Lyons Gerard McConnell Narrandera Shire Council Fran O’Neill Bartter Enterprises Charles Edge Parle Foods Pty Ltd Rommie Naidoo Parle Foods Pty Ltd Vicki Wade Noyce Salmon & D’Aquino Jim Brayne McWilliams Wines Stuart McGrath-Kerr Riverina Winemakers Association Kelly Tyson Dept. Urban Affairs & Planning Corey Bailey Ag Reserves Australia Limited Ian Hardie Riverina Institute of TAFE NSW - Riv. Wine & Food Technolgy Centre, Griffi th Campus Paul Foley Riverina Institute of TAFE- Riv. Wine & Food Technology Centre, Griffi th Campus Marion Braud Riverina Institute of TAFE- Nursing, Griffi th Campus John McIntosh Riverina Institute of TAFE - Welfare Leeton/Narrandera Campus Mike Neville Griffi th City Council Helen Brayne Griffi th City Council John Dal Broi Riverina Regional Development Board Sonia Rinaldo DET/NAC Craig McIver DETYA Mark Everett Department of Education & Training Angela Jordan Griffi th Catholic High School Will Mead Griffi th High School Janis Drew St Francis College Seb Spina St Francis College The centre for Rural Social Research

Adele Deane Griffi th Chamber of Commerce Christine Gavin MIA BEC Griffi th Lynette Nancarrow Griffi th Base Hospital Warren Muirhead Colembally Irrigation Cedric Hoare Murrumbidgee Irrigation Carmen Formosa MIA Council of Horiculture John Blackwell CSIRO Land & Water Bryan Clark Riverina Food Group Andrea Jordan Griffi th Nursing Service Di Beer Centrelink Peter Hackett Griffi th City Council Brian Pearson Griffi th City Council Stephen Sykes Flavourtech Joan Geraghty Greater Murray Area Health - Health Service Manager Sue Gavel Leeton Links Ray Pluis Leeton Shire Council Joe Burns Leeton Shire Council Peter Edwards Leeton High School Geoff Creek Murrumbidgee College of Agriculture - Yanco Wayne McPherson Murrumbidgee College of Agriculture - Yanco Peter Sheargold Yanco Ag High Kelly Dal Broi Hay on Track Development Corporation Hank Van Apeldoorn Carrathool Shire Council Bridgette Wells Hay Plains Childcare Centre Gary Perrot Perrot Solicitors Lani Houston Hay on Track Development Corporation Lindsay Thomas Hay Shire Council Jenny Campbell Carrathool Shire Council Linda Duffy Southern Riverina Rural Advisory Service Tertia Butcher Riverine Grazier Cheryl Marmont Home & Community Care Martha Sear Curator Hay Museumns Alan Hoppe ICM Cowl Cowl Daryl Strachley Lachlan Farming Robert Collins Merrowie Station Judy Melville Griffi th Community Health Centre Keith McDonald Greater Murray Area Health Service John Beecher De Bortoli Wines Pty Ltd Allison Windus Rural Womens Network Diane Robinson Riverina TAFE

89 The Western Riverina Higher Education Needs Analysis

Denise Henderson Ros Hemley Interiors Elizabeth McNamara Miranda Wines Leeanne Westgarth Westgarth Services Carmen Farmosa MIA Horticultural Council Phyllis Jones NJ &NP Jones & Co Pty Ltd Sally Reed HRM Partners - Dubbo Kylie Robinson Westpac Pat Clampett Kip McGrath Education Centre Betty Naille Enbee for Hair Sally Davies JR & SA Davies Angi Schmitzer Griffi th Neighbour Centre Julie Armstrong Corynnia Station Pam Young Griffi th City Library Viki Dalla J & P Motorcycles Christine Del Gigante Griffi th City Library Katie Hume Griffi th Regional Family Services Viviana Zappavsta Griffi th Country Cabinet Sandra Agresta Darani Sholsy Acc Amanda Bordignon Body Essence Leslie Miller Lesley’s of Griffi th Mark Hair Narrandera High School Scott Zma McWilliams Wines Bryan Currie McWilliams Wines Scott McWilliam McWilliams Wines Sharonne Moore Riverina Regional Development Board Laurie Nader DETYA - Griffi th Lisa O’Hara Griffi th Community Health Centre Stacey Meredith Griffi th AMS Beverley Murray Griffi th Base Hospital Keith Williams Three Ways Griffi th Alan Golden South Pacifi c Seeds Ronald Angel South Pacifi c Seeds Mark Taylor Griffi th Skills Training Centre Ian Crossley Hay War Memorial High School Paul Goodsall Murrumbidgee Shire Council Jaswant Singh Devinder Singh Sohan Singh. Chanhal Satnam Singh Gurmit Singh

90 The centre for Rural Social Research

Fredeswinda Sergi Maria Pascoli Carmel La Rocca Grifﬁ th Multicultural Community Council Bahadur Singh Migration Agent Leslidi Akawolai Sela Kala Kathy Pederick Multicultural Resource Centre Jebajeevi Rajendran Multicultural Resource Centre Talai Mohr Samoan Community Mafutaga Mohr Samoan Community Thavanagie Naidoo Indian Community Elvio Zanotto Stacey White Lynda White Glenda O’Toole Sue Reynolds GALA/Riverina Community College Employment Liva Tukutama Grifﬁ th Uniting Church Asatina Viviani-Tukutama W Tagliapietra Amar Jit Singh Geoff Scollary CSU - Director Grape & Wine Research Institute Jim Pratley CSU - Dean of Agriculture Helen Williams Ricegrowers Cooperative - Training Margaret Andreazza Ricegrowers Association - Deputy Director Matt Linegar Ricegrowers Association - Executive Director John Reid Riverina Institute of TAFE - Director (Acting) Adrian Piccoli MP Member for Murrumbidgee George Bishop Wade High School Garry Brabham Barellan High School Cheryl Hallinan Coleambally High School Barbara Novelli Hillston High School Jim Brayne McWilliams Wines Linall Irving A & G Engineering

91 Bibliography

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