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