Quality Early Education for All

a recent evaluation of an education justice initiative in Victoria, which found that nearly 40 per cent of youth
justice clients aged 12-16 years were not involved in any education. Those who were involved attended
infrequently (Te Riele and Rosauer, 2015). Quality early education helps build the social and emotional skills that
act as key protective factors for preventing early disengagement (Fox et al, 2015).
The Business Council of Australia estimates that GDP would increase by $1.8 billion over 20 years if school
completion rates increased from 80 per cent to 90 per cent, with a rate of return on investment of 8-10 per cent.
Currently, around 21 per cent of young people leave school early (Deloitte Access Economics, 2012). While this
may yield short-term savings to governments the economic and social benefits of school completion are far
greater (Te Riele, 2013). School completion is an important indicator as it predicts the longer-term employment
and life prospects for young people.
Supporting increased participation
Families who are less likely to be participating in ECEC services are most often represented among disadvantage
groups. 14 Wong et al (2014) found that children with multiple indicators of disadvantage were more likely to be in
exclusive parental care, with rates of preschool attendance declining as levels of disadvantage increased (Figure
11).
Figure 11: Use of early education services by level of disadvantage
Source: Wong et al, 2014
Disadvantaged families often experience concurrent barriers to participating in and accessing early education
(Carbone et al, 2004; CCCH, 2009; Baxter and Hand, 2013; Grace and Bowes, 2010). Families consistently highlight
a number of structural and contextual factors that impact the decision to participate in early education services:
14 This includes families from low socio-economic backgrounds, single-parent families, young parent families, Aboriginal and
Torres Strait Islander families, some CALD communities, families living in remote communities, families experiencing issues
with housing, domestic violence or who have had contact with Child Protection, and families with a child or parent who has a
disability or mental health issues (Carbone et al, 2004; Centre for Community Child Health, 2009; Baxter and Hand, 2013).
Quality Early Education for All 32