School retention for people with disability varies by remoteness. Of working-age people who acquired disability before age 15, more than 1 in 6 (17% or 47,000) living in Major cities left school before age 16. This is lower than for those living in Inner regional areas (31% or 30,000) and Outer regional and remote areas (36% or 11,000) (ABS 2019).
How is remoteness defined?
The remoteness categories used in the ABS SDAC are defined by the Australian Statistical Geography Standard Remoteness Structure (ABS 2016) which divides Australia into 5 classes of remoteness on the basis of a measure of relative access to services. Very remote areas are out of scope for the SDAC.
School retention also varies by disability group. Of working-age people who acquired disability before age 15, more than 1 in 3 (37% or 12,000) people with head injury, stroke, or acquired brain injury left school before age 16. This is double that of those with sensory and speech disability (18% or 20,000) (ABS 2019).
Disability group
Disability group is a broad categorisation of disability. It is based on underlying health conditions and on impairments, activity limitations and participation restrictions. It is not a diagnostic grouping, nor is there a one-to-one correspondence between a health condition and a disability group.
The ABS SDAC broadly groups disabilities depending on whether they relate to functioning of the mind or the senses, or to anatomy or physiology. Each disability group may refer to a single disability or be composed of a number of broadly similar disabilities. The SDAC identifies 6 separate groups based on the particular type of disability; these are:
- sensory and speech (sight, hearing, speech)
- intellectual (difficulty learning or understanding)
- physical (including breathing difficulties, chronic or recurrent pain, incomplete use of limbs and more)
- psychosocial (including nervous or emotional conditions, mental illness, memory problems, and social or behavioural difficulties)
- head injury, stroke or acquired brain injury
- other (restrictions in everyday activities due to other long-term conditions or ailments) (ABS 2019).
Highest level of education
Completion of Year 12
Around 1 in 3 (34% or 1.2 million) people with disability aged 20 and over, and 1 in 4 (27% or 261,000) with severe or profound disability have completed year 12 or equivalent. This was much lower than the 2 in 3 (66% or 9.7 million) people without disability in this age range (ABS 2019).
While the completion of year 12 for those with and without disability has increased in the last decade, this increase was not as pronounced for people with disability.
Whether a person has completed year 12 varies by age, with those in the older age ranges less likely to have done so. Among people aged:
- 20–24, 68% (or 90,000) of people with disability had completed year 12 or equivalent, compared with 85% (or 1.3 million) of people without disability
- 50–54, 38% (or 99,000) compared with 56% (or 694,000)
- 85 and over, 15% (or 43,000) compared with 20% (or 20,000) (ABS 2019).
These figures reflect changing patterns of education in Australian society where completion of year 12 is becoming increasingly common.
Highest level of education attained
In the last decade, the highest level of educational attainment for people with disability has improved, but is still generally lower than for people without disability. For example, the highest level of educational attainment was a bachelor’s degree or higher for:
- 17% (or 614,000) of people with disability aged 20 and over
- 11% (or 107,000) of those with severe or profound disability in the same age range.
This compared with 35% (or 5.0 million) of people without disability (ABS 2019).
Other sources of data on non-school qualifications
Data from the National Centre for Vocational Education Research’s (NCVER) Total Vocational Education and Training (VET) Student Outcomes Collection and Department of Education, Skills and Employment (DESE) Higher Education Student Data Collection and Graduate Outcomes Survey also have information on students with disability studying for a non-school qualification.
These sources define disability differently from each other and from the ABS SDAC. They also rely on self-disclosure of disability. Because of this, figures vary between sources.
Higher Education Student Data Collection
In this collection, students with disability are those who ‘have indicated that they have a disability, impairment or long-term medical condition which may affect their studies. It shows that in 2019:
- 6.7% of domestic students disclosed disability
- 6.1% of students who completed a course in 2019 have disability
- Students who have disability have lower success rates (82%) than the wider domestic student population (88%). Success rates compare the number of students who passed with the number of students who attempted the course (DESE 2020a, 2020b).
Graduate Outcomes Survey
DESE’s Graduate Outcomes Survey (GOS) contains information on employment outcomes and salaries for undergraduate and postgraduate coursework and research graduates. Data from the 2020 GOS show that graduates from:
- undergraduate courses who reported they had disability (79%) were less likely than those without disability (86%) to be employed
- postgraduate coursework courses who reported disability (85%) were less likely than those without disability (92%) to be employed
- postgraduate research courses who reported disability (85%) were less likely than those without disability (90%) to be employed
- undergraduate courses who were in full-time employment and who reported disability ($64,800) had similar median full-time salaries to those without disability ($64,700)
- postgraduate coursework courses who were in full-time employment and who reported disability ($78,500) had lower median full-time salaries than those without disability ($88,000)
- postgraduate research courses who were in full-time employment and who reported disability ($92,000) had similar median full-time salaries to those without disability ($93,000) (QILT 2020a).
Graduate Outcomes Survey – Longitudinal
The Graduate Outcomes Survey – Longitudinal (GOS-L) is completed by graduates of Australian higher education institutions approximately 3 years after completing their studies. The GOS-L supplements the GOS by measuring graduates’ medium-term employment outcomes and further study activities.
Data from the 2020 GOS-L show for graduates from 2017:
- from undergraduate courses
- 80% of those who reported disability were employed in 2017 and 87% in 2020, compared with 87% and 94% respectively for those without disability, for those who were available for any work
- 64% of those who reported disability were employed full-time in 2017 and 83% in 2020, compared with 74% and 91% respectively for those without disability, for those who were available for full-time work
- median salaries of those who reported disability rose from $61,800 in 2017 to $73,100 in 2020, compared with $60,000 and $75,000 respectively for those without disability, for those who were employed full-time
- from postgraduate coursework courses
- 86% of those who reported disability were employed in 2017 and 90% in 2020, compared with 93% and 96% respectively for those without disability
- 72% of those who reported disability were employed full-time in 2017 and 87% in 2020, compared with 87% and 94% respectively for those without disability
- median salaries of those who reported disability rose from $74,000 in 2017 to $89,500 in 2020, compared with $83,500 and $98,500 respectively for those without disability
- from postgraduate research courses
- 87% of those who reported disability were employed in 2017 and 89% in 2020, compared with 92% and 93% respectively for those without disability
- 74% of those who reported disability were employed full-time in 2017 and 94% in 2020, compared with 82% and 90% respectively for those without disability
- median salaries of those who reported disability rose from $89,500 in 2017 to $102,000 in 2020, compared with $89,500 and $103,000 respectively for those without disability (QILT 2020b).
Total VET Student Outcomes Collection
In this collection, disability refers to whether the student self-identifies as having a disability, impairment or long-term condition. Data from the 2020 collection found that vocational education and training (VET) graduates with disability were:
- less likely (37%) to report improved employment status after training than those without disability (58%)
- less likely (45%) to be employed after training than those without disability (71%)
- more likely (40%) to be enrolled in further study after training than those without disability (32%)
- about as likely (87%) to report being satisfied with overall quality of training as those without disability (89%)
- less likely (75%) to report having achieved main reason for doing the training than those without disability (85%)
- less likely (68%) to report main reason for undertaking training to be employment-related than those without disability (76%) (NCVER 2021).
Almost one-quarter (23%) of graduates with disability who were not employed at the start of training reported being employed after training, compared with 39% without disability (NCVER 2021).