Abstract
Education has long been seen as a crucial factor to the economic wellbeing and achievement of people and localities. Therefore, inequality of educational attainment often precedes inequalities in other aspects of life. Although Australia mandates compulsory secondary education, the outcomes vary nationwide. Concern has been expressed about the gap in educational achievement between rural and urban areas. This study analyses regional inequalities of secondary school education outcomes by examining spatial disparities among smaller spatial units and how factors contributing to secondary school education outcomes perform regionally. The results confirm a rural–urban disparity, reveal disparities within regional capital cities and indicate that some rural areas, especially in Victoria, perform relatively well. Disparities are triggered by socio-economic conditions and by the quantity of resources devoted to school systems. Wealthier areas generally provide better resources.
| Original language | English |
|---|---|
| Pages (from-to) | 1-22 |
| Number of pages | 22 |
| Journal | Applied Spatial Analysis and Policy |
| Volume | 12 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Sep 2018 |
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Measuring Spatial Distributions of Secondary Education Achievement in Australia. / Vidyattama, Yogi; Li, Jinjing; Miranti, Riyana.
In: Applied Spatial Analysis and Policy, Vol. 12, No. 3, 09.2018, p. 1-22.Research output: Contribution to journal › Article
TY - JOUR
T1 - Measuring Spatial Distributions of Secondary Education Achievement in Australia
AU - Vidyattama, Yogi
AU - Li, Jinjing
AU - Miranti, Riyana
PY - 2018/9
Y1 - 2018/9
N2 - Education has long been seen as a crucial factor to the economic wellbeing and achievement of people and localities. Therefore, inequality of educational attainment often precedes inequalities in other aspects of life. Although Australia mandates compulsory secondary education, the outcomes vary nationwide. Concern has been expressed about the gap in educational achievement between rural and urban areas. This study analyses regional inequalities of secondary school education outcomes by examining spatial disparities among smaller spatial units and how factors contributing to secondary school education outcomes perform regionally. The results confirm a rural–urban disparity, reveal disparities within regional capital cities and indicate that some rural areas, especially in Victoria, perform relatively well. Disparities are triggered by socio-economic conditions and by the quantity of resources devoted to school systems. Wealthier areas generally provide better resources.
AB - Education has long been seen as a crucial factor to the economic wellbeing and achievement of people and localities. Therefore, inequality of educational attainment often precedes inequalities in other aspects of life. Although Australia mandates compulsory secondary education, the outcomes vary nationwide. Concern has been expressed about the gap in educational achievement between rural and urban areas. This study analyses regional inequalities of secondary school education outcomes by examining spatial disparities among smaller spatial units and how factors contributing to secondary school education outcomes perform regionally. The results confirm a rural–urban disparity, reveal disparities within regional capital cities and indicate that some rural areas, especially in Victoria, perform relatively well. Disparities are triggered by socio-economic conditions and by the quantity of resources devoted to school systems. Wealthier areas generally provide better resources.
KW - Australia
KW - Education
KW - Measurement
KW - Spatial distribution
KW - Urban-rural inequality
UR - http://www.scopus.com/inward/record.url?scp=85042174528&partnerID=8YFLogxK
UR - http://www.mendeley.com/research/measuring-spatial-distributions-secondary-education-achievement-australia
U2 - 10.1007/s12061-018-9252-z
DO - 10.1007/s12061-018-9252-z
M3 - Article
VL - 12
SP - 1
EP - 22
JO - Applied Spatial Analysis and Policy
JF - Applied Spatial Analysis and Policy
SN - 1874-4621
IS - 3
ER -