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"The key challenge for regional, rural and remote education is ensuring, regardless of location or circumstances, that every young person has access to high quality schooling and opportunities".

Independent Review into Regional, Rural and Remote Education - 2018

What we stand for

Since 1993, CEF has been working to close the gap that exists between education and training opportunities for country youth compared to their city counterparts.

Currently the gap stands at 7%, and while that might not sound like much, it represents tens of thousands of country kids who, through no fault of their own, miss out on accessing education and training.

This gap is caused by financial challenges, distance and isolation and loss of support networks – these have an enormous influence on the ability of country kids to participate in tertiary education and training.

We are working to even the playing field on both local and national levels, and do this in a number of ways.

  • We are thought leaders for rural and regional student in higher education and training.
  • We actively contribute to conversations affecting education and training, and not-for-profit sectors.
  • We actively influence and comment on closing the disparity in rural and regional higher education opportunities in the media, studies, inquiries and reports.
  • We deliver programs and resources to further better outcomes for our students.
  • We engage metropolitan and regional education partners to help us with our work and message.
  • We consistently measure our impact, and work to constantly evolve and develop new strategies.

Our Current Platforms

In 2017 CEF was excited to welcome the announcement of the Independent Review into Regional, Rural and Remote Education (IRRRRE).

This review is an essential step toward overcoming the challenges facing young people in rural, regional and remote Australia when considering participation in higher education and vocational training.

CEF was pleased with the findings of the IRRRRE review that was released in April 2018, and the subsequent federal government’s response in May 2018.

The government’s response accepted all 11 recommendations from the landmark review.

The review was commissioned by then Federal Minister for Education, Simon Birmingham and the discussion paper was prepared by Emeritus Professor John Halsey.

The paper identifies nine themes:

• Curriculum and assessment
• Teachers and teaching
• Leaders and leadership
• Information and communication technology
• Entrepreneurship and schools
• School and community
• Improving access
• Diversity
• Transitioning beyond school