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.
Annual reports
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ACSES 2024 Annual Report
ACSES
,
2025
Building on a period of renewal and transition in 2023, the Australian Centre for Student Equity and Success (ACSES) entered 2024 as a re-launched What Works Centre with a strengthened focus on evidence-based action. This Annual Report outlines ACSES’s first full year of impact under its new model, highlighting progress across data, research and policy, and trials and evaluation.
NCSEHE 2021 Annual Report
NCSEHE
,
2022
Building upon the work conducted by the NCSEHE in 2020, the Centre has continued to foreground educational equity across higher education policy, practice, and research. This eighth Annual Report details NCSEHE activities designed to build the connections between equity policymakers, researchers, and practitioners as well as provide a platform for innovative and timely research within the broad equity field.
NCSEHE 2020 Annual Report
Sarah O'Shea
,
2021
The NCSEHE 2020 Annual Report details the Centre's activities, outputs and impact with a particular focus on its response to COVID-19.
NCSEHE 2019 Annual Report
NCSEHE
,
2020
The NCSEHE Annual Report 2019 summarises another productive year for the Centre, connecting student equity policy, research and practice.
NCSEHE 2018 Annual Report
NCSEHE
,
2019
National Centre for Student Equity in Higher Education (NCSEHE) Annual Report 2018.
NCSEHE 2016-17 Annual Report
NCSEHE
,
2018
National Centre for Student Equity in Higher Education (NCSEHE) Annual Report 2016-17
NCSEHE 2015-16 Annual Report
NCSEHE
,
2016
National Centre for Student Equity in Higher Education (NCSEHE) Annual report from 2015-2016.
NCSEHE 2014-15 Annual Report
NCSEHE
,
2015
The NCSEHE generates and disseminates news and contemporary evidence and research in student equity in higher education.
NCSEHE 2013-14 Annual Report
National Centre for Student Equity in Higher Education
,
2014
The 2013-14 Annual Report for the National Centre for Student Equity in Higher Education (NCSEHE) at Curtin University.
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Pathway programs and Indigenous student completion: Building the evidence
B Fredericks, K Barney, T Bunda, A Moor, K Hausia, S Parlett, N Richy, and D Taylor-Griffiths
,
2026
A Small Grants Research Program final report. The study identified and analysed the strategies used in three Group of Eight university pathway programs to support Indigenous students to successfully transition into and through university.
Increasing access and opportunity: Nesting enabling programs in senior schooling
A Jones, F Navin, S Dhondea-Tenakov, J Lisciandro, J Nieuwoudt, A Maclaurin, F Ramos, S Attree, and M Howie
,
2026
A Large Grants Research Program final report. The project is the first national, cross-institutional benchmarking and impact study of in-school enabling programs in Australia, examining models and outcomes with a focus on impact for equity groups.
“We want to build a culture of learning in our community”: The widening participation functions of the Regional University Study Hubs Program
D Keenan
,
2025
An ACSES Equity Fellowship final report. Using a mixed methods approach, this study offers new insights, including a typology of Regional University Study Hub models and key recommendations to strengthen the program’s impact on student success.
Increasing the number of Aboriginal teachers in the Northern Territory: Planning for the future
T Woodroffe
,
2025
An ACSES First Nations Fellowship final report. This project explored how teaching is perceived as a career by Aboriginal senior secondary students and current Aboriginal teachers, and examined strategies to promote teaching as a viable and appealing profession.
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