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The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. 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.

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You are reading: NCSEHE briefing note: Equity student participation in Australian higher education 2013–2018

Paul Koshy, National Centre for Student Equity in Higher Education

Introduction

This NCSEHE briefing note reports on domestic undergraduate equity student participation in Australian higher education from 2013 to 2018. It focuses on trends among domestic undergraduate enrolments in Table A Provider institutions in identified equity groups:

  • Low socioeconomic status (Low SES) students
  • Students with Disability
  • Indigenous students
  • Women in Non-Traditional Areas (WINTA) students
  • Regional students
  • Remote students
  • Non-English Speaking Background (NESB) students, also referred to as ‘Culturally and Linguistically Diverse’ (CALD) students.

All student data reported or derived for the purposes of this document are sourced from the Australian Government Department of Education (Australian Government Department of Education, 2019).

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Disability General Indigenous International Low SES Regional, rural and remote Women in Non-Traditional areas Publications Briefing notes
NCSEHE briefing note: Equity student participation in Australian higher education 2013–2018
P Koshy, 2019
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