lin martin vice-president, deakin university. low ses, regional and remote and indigenous students...
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Lin MartinVice-President, Deakin University
Low SES, regional and remote and Indigenous students
TAFE will not help improve higher education equity problems
Equity group
2006 Participation
rate %
2001 census data
reference values %
2006 participation
ratio
NESB 3.5 4.1 0.85
Students with disabilities 4 4 1.00
Rural/regional 17.9 29.3 0.61
Isolated/remote 1.1 2.5 0.44
Low SES 14.6 25 0.58
Indigenous 1.2 2.4 0.50
Post-school destinations of Y95 cohort in 2001, by SES
6852
37 32
26
37
4745
10 15 20 26
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
High SES Mid-high SES Low-mid SES Low SES
Higher Education VET No Post School
VisionThe Australian higher education system will …provide opportunities for all capable people to participate to their full potential and support them to do so
Strategic goalA national system of higher education which
supports access for all those who are capable - better financial support for students- better support for institutions to assist students
from a wide range of backgrounds, particularly the four groups most under-represented
A step change improvement in the low participation rates for some groups
A more sophisticated approach to improving access Recognition of the levels of support required for a more diverse
student profile and provision of the necessary funding Removing financial barriers for students from low socio-economic
status backgrounds Funding equity at appropriate levels A monitoring and reporting framework to ensure that equity is
taken seriously and that there is appropriate accountability Collaboratively working with other higher education and TAFE
providers in a broad tertiary sector to ensure the best participation solutions are found
Performance measures to assess progress at achieving targets
If the recommendations of the Bradley review are adopted by Government, the new national equity framework will involve:
Commitment of institutions to social inclusion– understanding of structural disadvantage
Comprehensiveness of approach – all institutions involved
Definition and measurement will still be a focus Stronger emphasis on institutional performance Targeted effort on under-represented groups Collaborative solutions – all education sectors and
outside Organisational and cultural change – understanding a
diverse student population’s needs Transparency of outcomes
Greater prominence for student equity in policy and funding terms through the social inclusion and productivity agendas of the Government
New approaches to defining the low SES group and identifying individual student status
National equity participation target for low SES students Recognition of the need for better multi-sector outreach activity Much improved funding arrangements
- quantum of 4% of CGS- contestable outreach funding - loading to address cost of support for low SES (regional and remote to be dealt with through rural funding arrangements)
Equity to be a central part of overall performance funding in addition to equity funding changes
Greater public scrutiny of equity performance records More targeted financial assistance for students in need
3. Measurement of low SES participation in terms of individual student characteristics
4. 20% target for enrolments from low SES students by 20205. Changes to student income support scheme – particularly
independence criteria16. Changes to the regional loading approach30. Review of measures to improve Indigenous access and
outcomes31. Increase equity funding to 4% of total teaching grants –
outreach program and loadings for low SES32. Performance loading of 2.5% – one measure relates to
participation of equity groups along with teaching and research
FindingsPublic reporting of equity outcomesNational participation targets for access, retention and success