Project summary
Background
- Australia requires major growth in tertiary‑educated workers; projections indicate 80% of working‑age adults will need a tertiary qualification by 2050.
- Access to tertiary education remains highly inequitable in Regional Rural and Remote (RRR) and low Socio-Economic Status (SES) areas.
- Northwest Tasmania has a low tertiary education attainment rate (33.9%).
These inequities undermine national skills targets and regional economic development.
The Local Learning Leaders Project
The Local Learning Leaders (LLL) project partnered with community sporting clubs in Northwest of Tasmania to increase:
- participants' knowledge of learning pathways,
- their engagement in learning-focused conversations with community members, and
- the likelihoods that they will enrol in an education program or unit.
Delivery included workshops with facilitated activities, practical learning resources.
A snapshot about the project
- 34 partnerships with individual sports clubs
- Sports included: Football, Soccer, Surf Life Saving, Basketball, Swimming, Hockey, Running, Cricket, Badminton, Golf & Netball
- 572 individuals registered to participate in the research
- 17 workshops delivered in community over 17 weeks to 278 participants
- Participants were aged between 15 and 92
- Workshop content covered the changing nature of the workforce, career and learning pathway options, and guidance on how to facilitate and best support others in career and learning pathway conversations
A cluster‑randomised trial allocated 19 clubs to treatment and 15 to control. Data sources included:
- Baseline & follow‑up surveys (four-week interval)
- Nine focus group interviews
Final dataset: 838 cleaned observations. Analysis used unconditional comparison, post treatment comparison, before‑after comparisons, and Difference‑in‑Differences (DiD) modelling.
Thematic analysis was employed to analyse the data from the focus group interviews
1. Significant Improvements in Learning Pathway Knowledge
Quantitative results (Difference in Difference (DiD) estimator) show the intervention produced statistically significant gains in knowledge of learning pathways (effect sizes 0.15–0.19 SD, p<0.01).
Qualitative data from the focus group interviews confirms the quantitative result. Emerging themes from the interviews show that the participants:
- discovered flexible and local study options,
- corrected misconceptions about tertiary entry,
- recognised new pathways for career change, upskilling, or personal interest,
- valued the workshop resources as practical tools for themselves and their communities.
2. Increased Frequency and Confidence in Education‑Focused Conversations
In the focus group interviews, participants reported:
- more conversations with family, students, teammates and colleagues,
- greater confidence using tools like ALTER,
- reduced hesitation to initiate discussions about careers or study.
Some clubs already had informal guidance networks, while others required culture‑shifting due to norms that sport is a “break from life” and people would avoid talking about education.
Quantitative results using unconditional comparison show that engagement in supporting learning pathways score statistically significantly rose in the treatment group (4.24 vs. 3.66, p < 0.01). This indicated a stronger willingness and confidence to mentor and guide others after the intervention. However, DiD regression method shows statistically insignificant change.
3. Mixed Impacts on Enrolment Intentions
Findings from focus group interviews present mixed impact on enrolment intention, a portion of participants reported increased likelihood of enrolling in TAFE or short courses. Others faced persistent barriers (time, caring responsibilities, financial constraints, lack of transport, difficulty choosing courses). For some participants, their age had a direct influence on their interests and likelihood to enrol in learning pathways. Older participants tended to lack an interest in enrolment, stating that they were “too old” and that it generally just did not appeal to them and their circumstances.
Quantitative results using unconditional comparison showed positive shifts for the treatment group at the follow-up. Interest in pursuing further education and likelihood of enrolling in tertiary programs both increased statistically significantly (p < 0.05). However, DiD estimator presents statistically insignificant changes in enrolment intentions.
These findings suggest that the intervention did not yet produce statistically significant gains in intentions or concrete pathway choices within the observed timeframe. This is consistent with the expected sequence: knowledge/preparedness/engagement move first, while intentions and actions require more time. In addition, engagement actions and enrolment intentions or action require application eligibility, enrolment scaffolding, and barrier reduction (financial constraints, administrative complexity, timing, and family responsibilities etc.).
4. Sporting Clubs
Qualitative themes highlight that clubs provide:
- strong community belonging,
- emotional and practical support networks,
- role modelling for youth,
- opportunities for skill development, volunteering, and leadership,
- environments that promote mental and physical wellbeing.
These attributes make sporting clubs an effective and scalable platform for community‑based learning outreach.
Based on the findings, the following recommendations are proposed for policymakers, institutions, and community partners.
1. Extend the intervention and evaluation timeframe
Future iterations of the LLL model should incorporate medium‑ and longer‑term follow‑up points (e.g., 3, 6 and 12 months) to capture changes in:
- enrolment intentions,
- applications and offers,
- actual enrolments into VET, TAFE, short courses, or university pathways.
This would allow programs to be assessed against outcomes that are realistically achievable within appropriate time horizons.
2. Layer practical scaffolding onto knowledge‑building
To convert readiness into action, outreach initiatives should be complemented by targeted, practical supports, such as:
- application and enrolment workshops,
- mentoring or peer navigation schemes,
- financial information sessions (HECS‑HELP, subsidies, employer support),
- guidance on flexible study options for carers, workers and mature learners.
These components directly address the structural barriers consistently identified by participants.
3. Formalise the role of local learning leaders
Institutions should consider developing a light‑touch, supported “learning leader” model, providing:
- curated, up‑to‑date pathway resources,
- simple conversation guides,
- ongoing points of contact within universities or training providers.
This would enable community members to sustain learning‑focused conversations beyond the life of a single workshop.
4. Invest in flexible, culturally responsive delivery
Programs should remain adaptive to local community contexts, including:
- sporting seasons and workloads,
- age and life‑stage composition of clubs,
- local labour market opportunities and training provision.
Supporting facilitators to tailor delivery while preserving core program principles will maximise relevance and engagement.
5. Position community‑embedded outreach as core equity infrastructure
Equity funding and strategy should explicitly recognise community partnerships as essential infrastructure. This includes sustained funding for relationship‑building, coordination, and evaluation, rather than short‑term or pilot‑only investments.
Overall, the Local Learning Leaders Project shows that equity work is most effective when it starts where people already belong. By building knowledge, confidence and social permission to talk about education within trusted community spaces, the initiative lays critical groundwork for longer‑term participation and success. Scaling such models while extending timelines and strengthening support structures offers a credible pathway to improving tertiary education equity in regional and remote Australia.
The Theory of Change for the LLL Project outlines a staged pathway from community engagement and capacity building to increased participation in tertiary education. It begins with key inputs, such as staff, funding, community partnerships, technology and research evidence. These inputs support activities such as stakeholder engagement, partnership development, workshop delivery, resource design, and data collection.
The immediate outputs include workshops, trained participants and resources. These are expected to increase local knowledge of learning pathways for the local learning leaders, strengthen engagement with the university, and enhance connections across communities.
Over time, these changes are intended to generate more frequent and confident learning-focused conversations, greater community support for education, and increased interest in tertiary study.
The long-term goal is higher enrolment in tertiary education, stronger partnerships between UTAS and local communities, and increased participation from regional, rural and remote communities in North West Tasmania.
The trial was designed and delivered by University of Tasmania
The trial was funded by Australian Centre for Student Equity and Success (ACSES)
For Participants
Planning your learning pathway 
If you are visiting this page, there is a good chance that you have been talking with one of our wonderful Local Learning Leaders. On behalf of the University of Tasmania's Local Learning Leaders team, welcome! We are so glad that you have found your way here.
You might be thinking about starting a new career. Or perhaps, you want to refresh your current skillset. Some of you may be looking to upskill or extend your knowledge base. No matter where you find yourself on your lifelong learning journey, it can often be confusing (and a little scary) when you try to navigate your way towards a new learning pathway.
The frustration of not knowing where to begin can sometimes be enough to stop you from taking that first step. That is why we have created a list of useful links to help kickstart your pathway planning journey. Whether you are a rookie or a veteran, we've got you covered!
Start at the beginning!
Australia's national career information service is called myfuture. It is the perfect starting point for planning a learning pathway. Discover new opportunities while exploring pathways and tools that will help you with career decision-making.
Explore your career. Search industries, occupations and study options to find a career that's right for you and what you can do to get there.
Explore the Australian Apprenticeships website for all the information you need to start an apprenticeship or traineeship pathway.
If you are building your career, changing direction, or want to become better at what you already do, TasTAFE might have the course to help you achieve your career goals!
You're already on the our website, but go to the starting at the university page to explore your next steps. Whether you're just beginning your post-school learning journey, looking for a short course, starting your first degree, or looking at a postgraduate career, there are so many options for you at the University of Tasmania.
Open Universities Australia (OUA) is a gateway to universities all across the country, partnering with many higher education providers to deliver subjects and degrees in the online environment. No matter where you live, you can access your university studies through OUA.
Support and assistance
A free nationwide service to help adults improve their reading, writing and basic maths. Find teachers and classes close to you. Go the website to get in touch or call 1300 6 555 06.
Help for all Tasmanian adults with reading, writing and everyday maths. Go to the website for more information or call 1300 00 2610.
FindHelpTAS is a free online directory of community services for all Tasmanians. You can find advice, counselling, support groups, food relief, local community activities and everything in between — online, over the phone or face-to-face. There are over 900 programs listed from more than 400 community service organisations.
Lifeline Australia is a national charity providing all Australians experiencing emotional distress with access to 24-hour crisis support and suicide prevention services. Call 13 11 44 to talk with a crisis supporter, chat confidentially online, or text anything that's on your mind to 0477 13 11 14.
Information on support and financial assistance can be found on Services Australia's website. Find out what support and payments you can access while studying, retraining or completing an apprenticeship.
Financial support and advice
Almost ALL Universities and training organisations offer scholarships and prizes to support eligible students with costs related to the learning journey. Search for 'Scholarships' on their websites, or call them directly to ask for more details. Check out the Scholarships and Prizes available at UTAS to get an idea of what's on offer.
Go to Study Assist to discover how student loans work for eligible Australian citizens and residents.
An overview of payments available to students and Australian apprentices from the Department of Social Services.
Find budgeting support and tips at the Australian Government's moneysmart website to help make every dollar count while you are studying.
Explore the visa options for studying in Australia if you are not an Australian citizen or permanent resident.