attainment were lifted to the Council of Australian Governments (COAG) The long- target of halving the proportion of Australians aged 20—64 years without term benefits qualifications at certificate III level and above between 2009 and 2020. to increasing Because education and skills is one of the domains of multidimensional educational social exclusion, increasing educational attainment directly increases attainment can inclusion. However, because the contribution of the education and skills help improve domain to overall social exclusion is only about 12%, this immediate impact multidimensional is relatively modest. Alternatively, a longer-term view can be taken: if it is social exclusion. accepted that, with increased educational levels, other variables such as health, income and labour market outcomes will also change, then the How impact on the education multidimensional exclusion measure is stronger, resulting in a reduction of can help the measure of social exclusion of approximately 30%. Note ‘headcount’ improve that the change in the variables will, on average, take on the levels social inclusion observed for current school completers. It might be considered this is mainly due to assuming higher incomes Simulating (‘material resources’) in tandem with assuming higher education levels. This what would is not the case, as the income poverty headcount ratio barely changes. It is happen to the other dimensions, such as health, personal safety and employment, and exclusion in particular their combined impact, which reduce multidimensional social rates if exclusion under the COAG scenario. Australia’s educational For further information about the Brotherhood of St Laurence Social Exclusion Monitor and to see the latest research based on its data, go to w monitor/>.
The long- term benefits to increasing educational attainment can help improve multidimensional social exclusion. How education can help improve social inclusion Simulating what would happen to exclusion rates if Australia’s educational attainment were lifted to the Council of Australian Governments (COAG) target of halving the proportion of Australians aged 20—64 years without qualifications at certificate III level and above between 2009 and 2020. Because education and skills is one of the domains of multidimensional social exclusion, increasing educational attainment directly increases inclusion. However, because the contribution of the education and skills domain to overall social exclusion is only about 12%, this immediate impact is relatively modest. Alternatively, a longer-term view can be taken: if it is accepted that, with increased educational levels, other variables such as health, income and labour market outcomes will also change, then the impact on the multidimensional exclusion measure is stronger, resulting in a reduction of the ‘headcount’ measure of social exclusion of approximately 30%. Note that the change in the variables will, on average, take on the levels observed for current school completers. It might be considered this is mainly due to assuming higher incomes (‘material resources’) in tandem with assuming higher education levels. This is not the case, as the income poverty headcount ratio barely changes. It is the other dimensions, such as health, personal safety and employment, and in particular their combined impact, which reduce multidimensional social exclusion under the COAG scenario. For further information about the Brotherhood of St Laurence Social Exclusion Monitor and to see the latest research based on its data, go to w monitor/>.
can-vet-create-a-more-inclusive-society-2817.docx