First Home Buyer Residential Zones: Reducing Intergenerational Housing Inequality in Victoria Assessment

Assignment 

We need to develop a 2,000-word policy brief that proposes and argues for an evidence-based, politically durable policy addressing intergenerational housing inequality in Victoria.

Furthermore, we also need to present and justify the “First Home Buyer Residential Zones” policy by using Piketty’s theories, data visualizations, and at least 20 scholarly sources in APA 7th format, following the ANU policy brief structure and addressing political feasibility, clarity of target group, and potential economic impacts.

Assignment Brief

Below i have attached the policy that im focussing on and the rubric and some notes and readings that have to be used.I have made a presetation as well for an assignment - i will be attaching that below as well.

My policy ( focused on resolving the intergernational inequality with housing - addtionally - if you think you can make this policy better by focusing on the examiners feedback for the presentation please do so ) :

The Victorian Government could implement a policy to establish "First Home Buyer Residential Zones." This initiative would require housing developers to allocate specific land parcels in designated growth areas for the exclusive development and sale of residential properties to eligible first-home buyers under the age of 35. The policy would aim to directly increase the supply of housing and influence pricing in favor of this specific demographic,thereby improving their access to the property market.

Purpose: to consolidate learning on creating evidence-based, just and political durable policy responses to inequality. It is also a chance to practice writing using a policy brief format and demonstrate your competence at generating and analysing data in visual forms.

Assessment Summary and Mentor-Guided Approach

The given assessment required the development of a 2,000-word evidence-based policy brief focused on addressing intergenerational housing inequality in Victoria. The task demanded the proposal of a politically durable policy that demonstrates a strong theoretical foundation, data-informed arguments, and practical feasibility.

Key requirements included:

• Policy Proposal: Design and justify a sustainable policy intervention in this case, the “First Home Buyer Residential Zones” policy.
• Application of Theory: Use Piketty’s theories on inequality and capital accumulation to frame the policy rationale.
• Data Visualization: Include relevant graphs, charts, and data insights to strengthen the evidence base.
• Scholarly Research: Integrate insights from at least 20 peer-reviewed academic sources formatted in APA 7th style.
• Policy Brief Structure: Follow the ANU Policy Brief framework, ensuring clarity of objectives, evidence, policy options, recommendations, and conclusion.
• Political Feasibility: Assess how the policy aligns with current political, social, and economic conditions in Victoria.
• Target Group Clarity: Identify and justify the focus on young first-home buyers under the age of 35.

The ultimate objective was to combine theoretical understanding, data analysis, and policy communication skills to create a coherent and politically feasible response to housing inequality.

Mentor-Guided Approach and Step-by-Step Process

The academic mentor guided the student through the policy development process in a structured and iterative manner, ensuring both conceptual clarity and technical accuracy.

Step 1: Understanding the Policy Brief Framework

The mentor began by explaining the ANU policy brief format, emphasizing the importance of concise, evidence-based writing and a clear narrative flow. Together, the student and mentor reviewed exemplar briefs to understand how to structure sections such as Problem Definition, Evidence Overview, Policy Options, and Recommendations.

Step 2: Refining the Policy Concept

Through one-on-one discussions, the mentor helped refine the proposed idea the First Home Buyer Residential Zones. The mentor encouraged the student to clarify the policy’s mechanism (land allocation for first-home buyers) and its intended outcomes (improved access and affordability). Feedback from the student’s presentation was used to strengthen the argument’s focus and practicality.

Step 3: Linking to Theoretical Foundations

The mentor guided the student in connecting the proposed policy to Thomas Piketty’s theories of capital accumulation and wealth inequality. This theoretical underpinning added depth and academic rigour, explaining how unequal asset ownership perpetuates generational inequality and how the proposed zones could counter this imbalance.

Step 4: Integrating Data and Visualizations

Using official Victorian housing data and ABS statistics, the mentor demonstrated how to create data visualizations that reveal trends in affordability, ownership rates, and intergenerational disparities. These visual aids were positioned strategically to strengthen evidence-based reasoning in the policy brief.

Step 5: Addressing Political and Economic Feasibility

The mentor guided a detailed analysis of political feasibility identifying potential stakeholders, interest groups, and trade-offs. This step ensured that the policy was not only idealistic but also implementable within Victoria’s current political and economic context.

Step 6: Ensuring Scholarly and Structural Compliance

The mentor emphasized academic integrity and proper citation through APA 7th referencing, helping the student critically select and integrate over 20 scholarly sources. The student also revised drafts to align with the ANU policy brief structure, ensuring clarity, conciseness, and professionalism.

Step 7: Reviewing and Finalizing the Brief

In the final review, the mentor and student conducted a critical self-assessment of the brief against the marking rubric. Focus was placed on coherence, originality, data accuracy, and policy justification. The student refined the executive summary and conclusion to succinctly highlight how the policy could deliver measurable reductions in housing inequality.

Final Outcome and Learning Achievements

By the end of the assessment, the student successfully produced a well-structured, evidence-based, and politically viable policy brief proposing the First Home Buyer Residential Zones as a solution to intergenerational housing inequality.

Learning outcomes achieved included:

• Demonstrated understanding of policy development and evaluation frameworks.
• Applied economic and sociological theory (Piketty) to real-world policy issues.
• Enhanced data analysis and visualization skills to support policy arguments.
• Practiced academic writing and referencing consistent with professional policy standards.
• Strengthened ability to assess political feasibility and stakeholder dynamics in public policy design.

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