The Australian Centre for Student Equity and Success acknowledges Indigenous peoples as the Traditional Owners of the lands on which our campuses are situated. With a history spanning 60,000 years as the original educators, Indigenous peoples hold a unique place in Australia. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.

You are reading: NCSEHE 2019 Annual Report

Director’s Report by Professor Sue Trinidad

The NCSEHE had another productive year in 2019—as evidenced here in our sixth Annual Report—continuing to provide a strong networking function between student equity policymakers, researchers and practitioners.

The Centre has—under the new contract from the Australian Government Department of Education, Skills and Employment for 2019–21—continued its operations to provide ongoing national leadership in student equity in higher education by connecting research, policy and practice.

The Centre’s mission is to improve participation and success in higher education for marginalised and disadvantaged people. This is achieved through key priorities including strengthening Australia’s student equity in higher education research quality, capability and capacity; supporting the building of a robust evidence base; informing institutional best practice and enhancing on-the-ground delivery of equity measures; and informing evidence-based public policy design and implementation.

With a focus on these priorities throughout 2019, the Centre managed and led research projects; provided leadership and commentary across the nation; provided universal access to student equity data; and continued to connect and engage with stakeholders through events and media communications.

Continue reading the full report:

 

NCSEHEAnnual Report 2019 Cover

Featured publications
A case study documenting the transition of one Indigenous student, Robbie, from an underprivileged school located in the Western suburbs of Sydney to an urban Australian university.
The Critical Interventions Framework Part 3 (CIF 3) focuses on evaluative studies which provide details of the impacts of specific interventions on equity groups in relation to access to and success in higher education.