A Game-Changer for Care-Experienced Youth in Victoria's Tertiary Sector

In a significant step towards educational equity, the Australian Federal and Victorian State governments have jointly committed over $2 million to the Raising Expectations program. This funding injection, announced in April 2026, will sustain and expand the initiative through to December 2028. Delivered by the Centre for Excellence in Child and Family Welfare, the program targets young people with out-of-home care experience—those in foster care, kinship care, or residential placements, as well as care leavers transitioning to independence. These individuals often face substantial barriers to post-secondary education, including instability, financial hardship, and limited family support networks.

The Raising Expectations program bridges these gaps by coordinating tailored support across community organizations, vocational education and training (VET) providers like TAFEs, and universities. TAFE, or Technical and Further Education, offers practical, job-ready qualifications from certificates to diplomas and advanced diplomas, while universities provide bachelor's and postgraduate degrees. Together, they form Australia's tertiary education landscape, where participation rates for care-experienced youth have historically lagged far behind the general population.

Understanding the Challenges: Why Care Leavers Need Targeted Support

Young people leaving out-of-home care represent a profoundly disadvantaged group. Nationally, only 1-3% of care leavers progress to university, compared to around 40% of the general population aged 25-35. In Victoria, the picture was even starker when the program launched in 2015: fewer than 45 care-experienced students were enrolled across just two universities. Factors contributing to this include frequent moves disrupting schooling, mental health issues stemming from trauma, lack of financial resources for fees or living costs, and low educational aspirations reinforced by limited role models.

Step-by-step, the journey for a care leaver typically involves exiting care at 18, navigating Centrelink payments or casual work, and confronting HECS-HELP debt fears or application complexities. Without intervention, dropout rates soar due to isolation on campus. The Raising Expectations model addresses this holistically: from pre-enrollment outreach in schools and youth services, to ongoing mentoring and advocacy during studies.

The Program's Core Components: From Mentoring to Scholarships

At its heart, Raising Expectations offers peer mentoring by care-experienced alumni, who provide relatable guidance on everything from course selection to time management. Scholarships cover tuition, laptops, textbooks, and accommodation—critical for students without family safety nets. Academic support includes tutoring, study skills workshops, and priority access to orientation programs tailored for their needs.

• Financial Aid: Bursaries up to full course fees, plus living stipends.
• Personal Mentoring: One-on-one matching with mentors for emotional and practical advice.
• Professional Development: Training for university staff and carers to better understand care experiences.
• Events: Customized open days, like RMIT's planned 2026 event with dedicated hubs.

These elements create a 'wrap-around' service, ensuring students not only enroll but thrive, with higher retention and completion rates.

Proven Partners Driving Change: Universities and TAFEs United

The program's strength lies in its collaborative network. Founding partners Federation University Australia and La Trobe University paved the way, now joined by Deakin University, Monash University, RMIT University, Swinburne University of Technology, University of Melbourne (new in 2026), and Victoria University. TAFE partners include Melbourne Polytechnic, with expansion targeting standalone regional TAFEs.

The University of Melbourne's entry exemplifies institutional commitment. Professor Gregor Kennedy, Deputy Vice-Chancellor (Education), emphasized equal access: "Widening participation for all talented domestic students, regardless of background, is vital." RMIT reports 460 care-experienced students in late 2025—about one-third of Victoria's total.

Photo by KOBU Agency on Unsplash

Real Impact: Statistics and Success Metrics

By 2025, nearly 1,400 care-experienced students were studying at Victorian TAFEs and universities—a dramatic rise from pre-program levels. Since 2020, almost 1,000 have completed qualifications. An evaluation by the Australian Council for Educational Research (ACER) highlighted improved engagement, retention, and outcomes. Historical data shows a 15-fold enrollment increase in early years.

These figures underscore the program's role in equity, aligning with national goals under the Universities Accord.

Life-Changing Stories: Care Leavers Who Thrived

Meet Reggie, a non-binary former foster care youth now working at the Centre while pursuing studies. Or Cinder, who realized a childhood dream of psychology at university through peer mentoring. Claire at La Trobe credits her Golden Lanyard Scholarship for sustained engagement. Kayden, an RMIT engineering technology student, praises mentor connections: "Having that ongoing support has been incredibly helpful." These narratives illustrate resilience, with program aid turning potential into achievement.

Cultural context in Victoria: Amid rising out-of-home care numbers (projected 24,000 by 2026 nationally), such stories inspire systemic change.

Government Backing: Tied to National Skills Agreement

This funding stems from the National Skills Agreement, with $61.5 million to Victoria for VET improvements. Victoria's Improved Completions Plan (March 2025) prioritizes at-risk learners, channeling resources to standalone TAFEs and regional access. Federal Minister Andrew Giles noted: "This expansion will provide tailored support... ensuring no student is left behind." Victorian Minister Colin Brooks echoed: "We're backing these students to build strong futures."

Future Outlook: Regional Expansion and Beyond

With funding secured to 2028, expect growth in regional TAFEs, more university partnerships, and data-driven enhancements. Challenges remain—scalability, sustained funding post-2028—but the model offers a blueprint for national rollout. Implications for Victoria's higher ed: diverse cohorts enrich campuses, boosting innovation and social mobility. Actionable insights for educators: Embed trauma-informed practices; for students: Seek program referrals via partners.

Photo by Haithem Ferdi on Unsplash

Stakeholder Perspectives: A Unified Call for Equity

Dr. Michele Lonsdale, CEC&FW Interim CEO: "Raising Expectations works because it provides practical, academic, and personal support." RMIT's Sherman Young: "Ongoing support is essential." National Children’s Commissioner Deb Tsorbaris advocates expansion. Multi-perspective views affirm the program's evidence-based approach, per ACER and reports like Andrew Harvey's "Out of Care, Into University."

In Australia's cultural context, where VET and uni pathways diverge yet complement, this bridges both for vulnerable groups.