The Australian government has adopted a ‘social inclusion agenda’ that aims to bring together social and economic policies in order to reduce disadvantage in the Australian community. Increasing participation and success in education and training is a key aspect of the social inclusion agenda. The government acknowledges that low levels of skill and education attainment contribute to disadvantage because they are associated with poorer labour market experiences and non-participation in the labour force.

A presentation by Fran Ferrier and Sue North at the Monash University-ACER Centre for the Economics of Education and Training (CEET) Conference held in November reported on progress in an investigation of the relationship between social exclusion and education, with a focus on VET and higher education.

There is no clear definition of social exclusion, and the terms ‘social exclusion’, ‘poverty’ and ‘deprivation’ are often confused. Poverty also has many definitions and lots of debate, but is often referred to as a lack of access to resources that is sustained over time, but some definitions incorporate aspects of social exclusion (e.g. access to services). Deprivation could be said to be caused by poverty, and social exclusion can be both a cause and a consequence of poverty and deprivation, and overlaps them both.

The term ‘social exclusion’ is a useful concept for social policy researchers because it draws attention to the social aspects and consequences of poverty and gives a stronger emphasis to the multiplicity of factors that contribute to disadvantage and to the need for coordinated initiatives to address them.

Education in social inclusion policy has so far tended to focus on school achievement (especially literacy and numeracy), school retention and skills for employment. There has been little to no attention on post-secondary education. Low levels of education and skills are both a cause and consequence of social exclusion. The social exclusion indicators are factors that restrict people’s access to services, opportunities, resources and social networks that are regarded as essential for full participation in society, such as food, shelter, education, health, and social contact.

The research will go on to explore the relationship between disadvantage and the completion of VET and higher education qualifications, with results analysed by geographical region, age and gender. Recommendations for action will then be developed.

The Annual Conference of the Monash University-ACER Centre for the Economics of Education and Training (CEET) was held in Melbourne on 31 October. CEET is a joint venture of Monash University - Faculty of Education and Faculty of Business and Economics - and the Australian Council for Educational Research (ACER).

The Centre undertakes research, training, consultancies and dissemination on the economics and finance of education and training. More information about this paper, and others from the CEET conference, is available at <www.education.monash.edu.au/centres/ceet/>

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