GIE and ICSEI invite academics, educators, government officials and postdoctoral scholars from around the world to UNSW Sydney for up to 6-weeks in 2020 to collaborate and conduct research on a topic of interest.
There are significant patterns of disadvantage evident in the school achievement data (particularly the ATAR) that suggests schools are responsible for 30% of the variation in university completion (Lim, 2015).
As with the strong focus of federal policy and funding on low socioeconomic status (SES) students, there is a large body of literature that attends specifically to the experiences of low SES students, and the challenges/ barriers to learning that they face.
The Gonski Institute for Education is pleased to announce the award of a $100,000 research grant to UNSW School of Education researchers, Associate Professor Terry Cumming and Associate Professor Iva Strnadová.
The Gonski Institute for Education has awarded UNSW Social Policy Research Centre academics Dr Jennifer Skattebol, Dr Megan Blaxland and Dr Elizabeth Adamson a research grant for a their project titled ‘Equitable Access to High Quality Childhood Education’.
There is a notable silence in the literature regarding equity at the postgraduate level, both internationally and in the Australian context. A key issue that serves to hide the equity agenda in the postgraduate context is the limited amount of available data on postgraduate students, which makes it difficult to adequately represent their equity story.
The changing work landscape of rural Australia has significant consequences for rural and remote students. These changing times have eroded a traditional sense of direction and purpose for young people living in rural areas, meaning that higher education has taken on new importance for these communities.
While it is true that first generation students are not an identified equity group, and they do not receive explicit attention in federal policy or funding, they are a significant focus in both the Australian and the international equity literature.
The focus on aspirations for higher education began with the 1990 Green Paper 'A Fair Chance for All' which was the result of the Labour government’s reforms to higher education, and identified aspirations for higher education as a key focus for work with low SES communities.
The literature that attends to issues of admissions and selection criteria focuses predominately on the efficacy, transparency, predictive validity and equity of the Australian Tertiary Admissions Rank (ATAR) as the principal form of currency for entering undergraduate studies in Australia.
Attrition and retention of students are common foci in the equity-related research literature. Many of the findings suggest that there are strong relationships between equity group students and an increased likelihood of, or actual attrition.
The literature on outreach and equity in higher education discussed here focuses on initiatives implemented by universities to foster beneficial relationships with primary and secondary schools whose students come from underrepresented equity groups.