Equity in higher education / Higher Education Division, Department of Education, Training and Youth Affairs
- Bib ID:
- 1428425
- Format:
- Book
- Author:
- Australia. Department of Education, Training and Youth Affairs. Higher Education Division
- Description:
-
- Canberra : Dept. of Education, Training and Youth Affairs, 1999
- viii, 63 p. ; 25 cm.
- ISBN:
- 0642238413
- Series:
- Occasional paper series (Australia. Department of Education, Training and Youth Affairs. Higher Education Division) ; 99-A.
- Summary:
-
The paper presents higher education statistics for 1997 for each university against each of the equity performance indicators (access, participation, success and retention) for each of the equity groups, and gives national and State amalgamations of the data. The paper also looks at changes in participation rates for the equity groups over the period 1991 to 1997. The main points to emerge from the data are: the overall poor rates of success and retention of Indigenous students remain a cause for concern; and other areas of concern are the continuing low participation rates of people from rural backgrounds, the low participation and retention rates of people from isolated backgrounds, and the low participation rates of people from low socio-economic status (SES) backgrounds. Other points of interest are: there appears to be a negative relationship between the number of Indigenous commencing students at a university and their success and retention, with universities with higher rates of access by Indigenous students having lower success and retention rates; universities in State capitals have much higher participation levels of people from non-English-speaking backgrounds than regional universities; the States with the highest levels of people from low SES backgrounds have the lowest rates of low SES access to higher education; there are huge variations among universities in the proportion of low SES school leavers they attract, ranging from a low of 5.4 per cent of total commencing students at one university to a high of 40 per cent at another; similarly, there are huge variations in access rates for people with a disability, ranging from 0.2 per cent of commencing students to 9.1 per cent; the participation of people from rural, isolated and low SES backgrounds has decreased slightly over the period 1991-1997; the proportion of students from a non-English-speaking background (having arrived in Australia within the previous ten years) rose rapidly between 1991 and 1995, but has since dropped away slightly; the participation of women in non-traditional fields of study has risen in all areas between 1991 and 1997, and is close to, or has exceeded, the 40 per cent mark, except in Engineering; the participation of women in higher degrees by coursework and research has risen over this period; the participation of Indigenous Australians in higher education has increased steadily during the 1990s; and a large increase in the participation of students with a disability between 1996 and 1997, the only two years for which we have data. One good aspect to emerge is that the success and retention rates of members of equity groups are, in general (excluding the Indigenous and isolated groups), on a par with, or only slightly blow, those for other (non-equity group) students. This indicates that once members of those equity groups are in the university system they can, with appropriate support, achieve outcomes little different to those of the rest of the student body.healt +A
- Full contents:
-
- 1. Introduction
- 2.Overview - 2.1. Indigenous students - 2.2. People from non-English-speaking backgrounds - 2.3. People from rural and isolated backgrounds - 2.4. People from low socio-economic status backgrounds - 2.5. Women in non-traditional courses - 2.6. People with a disability - 2.7. Time series, 1991-1997 - 3. Institutional data
- 3.1. Performance indicators for equity - 3.2. Reference values -3.3. Coveats on interpretation of the data - 3.4. Aboriginal and Torres Strait Islander students - 3.5. Students from non- English-speaking backgrounds - 3.6. Students from rural backgrounds - 3.7.Students from isolated backgrounds - 3.8. Students from low socio-economic status (SES) backgrounds - 3.9. Women in non-traditional areas
- 3.10. Women in higher degrees by research and coursework
- 3.11. Students with a disability
- 4. Equity groups time series data, 1991-1997
- 5. Conclusion.
- Notes:
- Also available online via the World Wide Web.
- Subject:
- Terms of Use:
- Commonwealth of Australia 1999.
- Copyright:
-
In Copyright
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- Reason for copyright status:
- Until 2069 [Created/Published Date + 70 Years]
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1999
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