The divide between public and private schools in Victoria, Australia, is stark when it comes to the VCE (Victorian Certificate of Education) subjects offered to students. While government schools are providing a diverse range of subjects, some private institutions are seemingly falling behind in this regard. This disparity is particularly evident in the state's top-performing schools.
One of the key findings from a recent analysis is that nine out of the top 10 schools for subject choice are government-run. The government's Virtual Schools Victoria takes the lead by offering an impressive 99 VCE subjects in 2025, the highest number statewide. This is closely followed by Mildura Senior College, which offered 86 subjects, and Templestowe College, which also provided 86 subjects.
Belinda Hudak, the president of the Victorian Association of State Secondary Principals and a former principal of Mildura Senior College, explains this phenomenon. She suggests that government schools, catering exclusively to students in years 11 and 12, can allocate their teacher resources more effectively. This approach allows for a broader range of subjects to be offered, catering to various student interests and career paths.
Hudak emphasizes the importance of providing students with a wide array of options beyond just ATAR (Australian Tertiary Admission Rank) pursuits. She advocates for supporting students in fields like performing arts, sociology, psychology, and the sciences. This approach ensures that students have a more holistic education, preparing them for a diverse range of careers.
Ringwood Secondary College, another top performer, offers 78 subjects, with a significant portion of students engaging in vocational subjects. Principal Rosina Fotia highlights the school's commitment to access and equity, stating that their role is to facilitate student choice rather than dictate it. She believes that student interest drives the subject offerings, and early exposure to VCE units in year 10 can ensure a smooth transition to more specialized subjects in year 12.
Fotia also mentions the importance of budgeting for subjects, ensuring that even less popular options like drama and French are available. Miranda Wainwright, a year 12 student, appreciates the school's ability to cater to a broad range of interests, including academic subjects and vocational majors.
In contrast, select-entry government schools and some high-fee private schools offer a lower ratio of subjects to students. These schools tend to focus on traditional academic subjects like maths, history, languages, and English, with fewer vocational offerings. Melbourne High School, for instance, offers 50 VCE subjects, with a strong emphasis on subjects that align with students' interests and future academic pursuits.
Education Minister Ben Carroll highlights the state's commitment to providing a wide range of VCE studies, including vocational education and training (VET) options. The government aims to maximize the number of subjects available, ensuring students can choose career pathways that suit their aspirations, whether it's university or TAFE (Technical and Further Education).
This analysis underscores the importance of subject diversity in education, particularly in government schools, which seem to be leading the way in offering a comprehensive range of VCE subjects. It raises questions about the role of private schools in adapting to meet the evolving needs of students and the potential implications for educational equity in the state.
