1.
CRICOS Provider Code 00301J

2.
1.00pm Welcome to Country –
Professor Simon Forrest, Curtin University Elder in Residence
1.10pm Welcome to Curtin University
Curtin University Provost Professor John Cordery
Overview and Background
NCSEHE Director Professor Sue Trinidad
Minister’s Address – The Hon. Dan Tehan MP
NCSEHE Chair Erin Watson-Lynn

3.
In over 90% of countries in the world we have evidence of
inequalities in participation in higher education by social
background.
By 2030, countries should provide equal access for all women and
men to affordable and quality technical, vocational and higher
education, including university
-UNESCO Sustainable Development Goal

4.
CRICOS Provider Code 00301J

5.
Damon Stevens

6.
CRICOS Provider Code 00301J

7.
CRICOS Provider Code 00301J

8.
0
0.2
0.4
0.6
0.8
1
1.2
1981 1990 1995 2000 20005 2010 2016
Chart 1. Public Funding of Universities: Australia
1981 - 2016 (share)
public private

9.
0
400
800
1,200
1,600
20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65+
Age
Weeklyincome($)
University VET No qualifications

10.
• Allocate universities all present block and competitive government
research funding as a block grant and increase it by 50%
• Provide new block grant funding for applied research through the
TAFE system, just as government does already in other massive
areas of public R&D funding such as DSTO, BoM etc.
• Institute a revenue contingent loan scheme for innovation based on
private research partnerships with universities and TAFES etc.
• Advance universities’ pedagogy by an Enhanced Teaching Fund
that would show how rigorous content can be integrated with
generic skill development.

11.
18
• Lift the National Academies grant by 50% and ensure consultations for
the Academic Freedom and National Interest Reviews.
• Establish a full and integrated independent review of Australian Tertiary
education, reporting to the Council of Australian Governments.
• Undertake a thorough review of tertiary student income support including
examining the possible the extension of HECS to also permit borrowing
for living costs.
• Provide government support for Australian participation in the World
Bank’s Global Development Learning Network.

12.
CRICOS Provider Code 00301J

13.
•
•
•

14.
Savickas 2009, 2012, 2018

15.
Archer et al. 2002, p. 106

16.
See Raydugin 2016; Slovic 2016; Weber 2002

17.
N = 177 N = 396 N = 1177

18.
Antecedent Personal Attributes and Characteristics
CrystallisationofOccupationalSelf
ExplorationofOccupation
Aspiration Locus
Primary
Appraisal
Perceived Risks
Shortcut Decision
Postpone
Decision
Satisficing
Adaptive Response
Making Decision to go (or not) to University
Maladaptive Response
Secondary Appraisal

19.
LSES high school students perceptions of functional risk, social risk and
overall risk can predict when they intend to go to university.
LSES high school students are more likely to be Risk Averse than their
OSES counterparts.
LSES high school students who are Risk Seekers leapfrog steps faster
than their OSES counterparts.

20.
Risk Neutral LSES high school students are more careful and considered
way than their OSES counterparts in their decision process.
LSES high school students are slower to progress to the exploration
of occupations.
LSES high school students who perceive going to university as risky are
less likely to postpone the decision.

21.
LSES high school students are slower to progress to decision shortcutting.
The parents of Risk Averse LSES high school students underestimate how
much their child is concerned about going to university.

22.
There are 10 types of risk that young people from LSES backgrounds
perceive as being associated with the decision to go (or not to go) to
university.
The perspectives of LSES high school students and the parents of LSES
high school students are very different.
LSES high school students respond in three different ways to the dilemma
of deciding whether or not to go to university.

23.
CRICOS Provider Code 00301J

24.
“
Australia’s future depends on all its people,
whoever and wherever they are,
being enabled to successfully engage in
beneficial lifelong learning.
Contributing to:
A fair, democratic, prosperous,
and enterprising nation;
Reconciliation with Indigenous
Australia; Cultural, civic and
intellectual life.
Achieved by:
An inclusively designed system
with multiple entry and exit
points, proactive removal of
barriers to participation, and
tailored support where needed.
Accountable through:
An integrated approach to
measuring success at
institutional and national
levels to align performance
with policy objectives.

25.
Equity
Fellows
Legacy
Workshops
Research
Grants
Research
PracticePolicy
The Best Chance
For All
#WAHED 2018
#StudentEquity2030
NCSEHE
Roundtables
Written
Submissions
Discussion
Paper

26.
Participants
June Building Legacy and Capacity Workshop: Equity 2030
Building Legacy and Capacity Webinar: Equity 2030
28
49
Sept Student Equity 2030: A long-term strategic vision for
student equity in higher education – Release of Discussion Paper
Roundtable Discussions: Adelaide, Perth 21
Oct Roundtable Discussions: Brisbane, Canberra, Darwin, Launceston,
Melbourne, Sydney, Webinar, Wodonga
95
~140
__________
> 330
Nov World Access to Higher Education Day
The Best Chance For All

27.
“
All members and groups in society will have access to high quality
learning opportunities aligned with their aspirations and which allow
them to fulfil their potential.
Contributing to:
Advancing social wellbeing,
improving economic
productivity, and promoting
cultural and intellectual life.
Achieved by:
Anticipating the diverse
learning and support
needs of all groups and
communities with targeted
additional policies on
individuals whose specific
needs cannot be readily
addressed by inclusive
system design.
Accountable through:
Collecting relevant data,
monitoring against sector
standards, implementing
a nationally consistent
approach to evaluation to
inform continuous quality
improvement processes.

28.
1. What vision of student equity is most conducive to a high participation
higher education system that confronts rapid technological change
and continuing funding constraints?
2. Should we extend our frame of reference to develop an equity vision
for the tertiary rather than the higher education sector?
3. How do we articulate a clear and compelling narrative for student
equity with reference to overarching sector objectives?
4. Do we need a whole new student equity vision and framework, or
minor refinements to the existing vision and framework outlined in A
Fair Chance For All?

29.
5. What could a multi-dimensional concept of ‘success’ in student equity
look like?
6. How do relationships with other aspects of public policy (education and
non-education) need to be brought into alignment so as to achieve an
implementable vision for equity?
7. What changes to data collection, monitoring and evaluation
approaches, capability and infrastructure are necessary to support the
vision and ensure its continuous review?
8. How can transparency be enhanced and accountability strengthened to
ensure the vision for student equity is progressed?

30.
1. A holistic approach to student equity
2. An integrated approach to ‘success’
3. Sector differentiation and institutional diversity
4. Industry transition and lifelong learning
5. Accountability, capability and transparency
These themes were inspired by those presented in the University of Melbourne submission

31.
Research Vocational
Equity
Dimensions
Equity in
Education
& Training
Primary
Secondary
Early
Childhood
Higher
Wellbeing
Forms of
capital
Place
Learner
Supporters
Institutions
A fair, democratic, prosperous,
and enterprising nation
The
Best Chance
For All

32.
Nelson and Creagh (2015) identified social justice principles for higher education
which, if adopted as national principles, may facilitate national consistency in design
whilst allowing for local interpretation during the implementation of equity initiatives.
1. Self-determination
2. Equity
3. Access
4. Participation
5. Rights
Principles could be augmented with or be situated within national and international
reference points, including matters of Indigenous sovereignty, anti-discrimination law
and United Nations Convention.

33.
Success
Learners
Institutions
Governments
Multiple entry and exit
Removal of barriers
Tailored support
Consistent and
longitudinal evaluation
Narrative
Indicators

34.
Elite Universal

35.
Change
Education
Imperatives
Technology-driven disruption
Ageing population
Globalization
School leavers; upskilling & reskilling; career
transitions; postgraduate specialization; micro-
credentials;
exit-qualifications; recognition of prior learning.
Respect, value and know your students
Examine and challenge inequities at all levels
Flexibility, variety and informed choice

36.
Collecting the right information
• Linkages across education and social systems: Unique Student Identifier
• Longitudinal evaluations and research which span the education system
• Performance measures relevant to student cohorts and course structures
Evaluate stories and statistics
• A nationally consistent approach and capability for evaluation
• Build evaluation into equity and ATSI programs and funding
• Qualitative approach relevant to national, institutional and personal context
Evidence-based consequences
• Link program planning to outcomes and funding
• Embed an ‘equity lens’ across the sector: policy, practice, funding

37.
“
Australia’s future depends on all its people,
whoever and wherever they are,
being enabled to successfully engage in
beneficial lifelong learning.
Contributing to:
A fair, democratic, prosperous,
and enterprising nation;
Reconciliation with Indigenous
Australia; Cultural, civic and
intellectual life.
Accountable through:
An integrated approach to
measuring success at
institutional and national
levels to align performance
with policy objectives.
Achieved by:
An inclusively designed system
with multiple entry and exit
points, proactive removal of
barriers to participation, and
tailored support where needed.

38.
“
Australia’s future depends on all its people,
whoever and wherever they are,
being enabled to successfully engage in
beneficial lifelong learning.
Contributing to:
A fair, democratic, prosperous,
and enterprising nation;
Reconciliation with Indigenous
Australia; Cultural, civic and
intellectual life.
Accountable through:
An integrated approach to
measuring success at
institutional and national
levels to align performance
with policy objectives.
Achieved by:
An inclusively designed system
with multiple entry and exit
points, proactive removal of
barriers to participation, and
tailored support where needed.

39.
“
Australia’s future depends on all its people,
whoever and wherever they are,
being enabled to successfully engage in
beneficial lifelong learning.
Contributing to:
A fair, democratic, prosperous,
and enterprising nation;
Reconciliation with Indigenous
Australia; Cultural, civic and
intellectual life.
Accountable through:
An integrated approach to
measuring success at
institutional and national
levels to align performance
with policy objectives.
Achieved by:
An inclusively designed system
with multiple entry and exit
points, proactive removal of
barriers to participation, and
tailored support where needed.

40.
“
Australia’s future depends on all its people,
whoever and wherever they are,
being enabled to successfully engage in
beneficial lifelong learning.
Contributing to:
A fair, democratic, prosperous,
and enterprising nation;
Reconciliation with Indigenous
Australia; Cultural, civic and
intellectual life.
Accountable through:
An integrated approach to
measuring success at
institutional and national
levels to align performance
with policy objectives.
Achieved by:
An inclusively designed system
with multiple entry and exit
points, proactive removal of
barriers to participation, and
tailored support where needed.

41.
• Consultation as a road map for bipartisanship
• Holistic view of the core building blocks - policy, practice and
research.
• Australian Government (DET) best placed to develop and embed an
equity narrative
• Strong stakeholder support for an explicit policy statement
• To clarify ‘student equity in education’
• To mobilise activity within and beyond the sector
• To elevate importance of equity in public policy
• Progressed by State of Equity in Australian Education annual reports
• Be conscious of the moving parts!