Fostering Equality in Australian Higher Education

Despite over three decades of policy reform and substantial public investment, disparities in university education persist within Australia.

A government review of Australian higher education, initiated in 2022, provides a critical opportunity to design a more equitable system.

The primary objective of this review is to establish a long-term plan aimed at enhancing the quality, accessibility, affordability, and sustainability of Australia’s universities and higher education system.

Ultimately, the goal is to move towards a more equitable Australian higher education framework.

Historical Underrepresentation in Australia’s Higher Education System

In the period preceding 1989, the overall higher education participation rates in Australia were notably low.

Despite the abolishment of tuition fees in 1974, only 12% of young adults held a bachelor’s degree or higher qualification.

Recognizing this disparity, in 1988, the Australian government initiated efforts to combat the underrepresentation in universities.

Underrepresentation is identified when the proportion of university students from a specific group is lower than that group’s population share.

In a landmark 1990 policy discussion paper titled “A Fair Chance for All,” six such groups were highlighted. This identification led to the establishment of national objectives targeting policy reforms and local institutional approaches to achieve equity goals.

In 2008, a further Federal higher education review identified three particularly underrepresented groups: students from low socioeconomic status (SES) backgrounds, Aboriginal and Torres Strait Islander students, and individuals from regional and remote areas.

The review developed formal definitions for these categories and acknowledged the underrepresentation of people with disabilities, women in non-traditional areas of study, and students from non-English speaking backgrounds.

Recommendations included monitoring their participation in higher education and funding programs tailored to address this underrepresentation effectively.

A subsequent review commissioned by the Australian Government in 2018 recommended retaining the categories for Indigenous, low SES, and disability groups while suggesting modifications for others.

Additionally, it recommended developing a strategy to address early-in-life educational inequalities contributing to higher education underrepresentation.

However, as of 2023, Australia still lacks a comprehensive strategy focusing on these educational inequalities, spanning from early childhood through post-secondary education.

Addressing Inequities in Australian Higher Education Today

Today, government policies aimed at promoting opportunities for underrepresented groups in universities encompass various discrete programs designed to address inequities in access, participation, and attainment.

Financial assistance is provided to underrepresented students, with substantial support for research on the causes and patterns of university underrepresentation.

Additionally, there are ongoing efforts to monitor system performance concerning these groups’ access, participation, and attainment.

However, the pertinent question remains: Does the current Australian educational policy effectively address higher education inequities?

Government statistics, including equity group reporting and academic research, confirm that individuals from equity backgrounds remain underrepresented.

Aboriginal and Torres Strait Islander students, students from low SES backgrounds, and those from regional and remote Australia remain the most underrepresented.

Access, participation, and university graduation rates for these groups show inconsistent trends, with some improvements in certain years followed by declines in others.

The persistent underrepresentation can be attributed to several factors.

The pathway that leads to university participation and graduation is intricate, involving successful transitions through primary and secondary school, university admission processes, and ultimately, graduation.

For students from equity group backgrounds, navigating this pathway can be especially challenging.

They are often less likely to progress through these educational stages, making them more prone to exiting the educational system prematurely.

Bridging Early Educational Inequities to Enhance Higher Education

A crucial aspect of addressing higher education inequities involves tackling early educational inequalities and systemic features underpinning higher education design.

The Australian Government is currently reviewing the early childhood education and care sector and the school sector alongside the higher education sector.

Collectively, these reviews offer the opportunity to establish a consistent policy framework across the Australian educational landscape that advances educational equity.

In July 2023, the Australian Government released an Interim Report reviewing the current higher education system.

This report consists of immediate actions endorsed by the Government and ongoing investigations into other areas of consideration.

While the ideas presented in the report do not constitute an integrated design for the higher education system, they hold the potential to enhance equity within the redesigned framework.

For instance, the report projects that to achieve 55% of Australians aged 25-34 years holding a university qualification by 2050, the domestic student population would need to grow by a third by 2035.

Achieving this growth would necessitate drawing a majority of new students from equity backgrounds.

Strategies and Recommendations for Equity Enhancement

The Interim Report proposes several strategies that could reshape higher education to be more inclusive.

These include setting targets for underrepresented students to achieve population parity by 2035 and creating a universal learning entitlement.

This entitlement would allow Australians to gain various academic and vocational credentials throughout their lives, ensuring eligibility for government-funded university places and additional financial support.

The initiative aims to enhance preparatory programs and manage student debt burdens effectively.

A suite of measures also addresses the underrepresentation of Aboriginal and Torres Strait Islander students.

A new policy, already legislated, requires universities to report on policies that identify and support at-risk students.

Envisioning a More Inclusive Higher Education System

While the ideas in the Interim Report highlight a renewed focus on enhancing higher education equity, achieving a truly equitable system will require embedding equity as a core design principle within Australian higher education.

This involves delineating its essential elements and framing recommendations cohesively around these elements.

Elements implied in the report include lifelong learning, better integration of post-secondary education systems for academic and vocational education, flexibility in the definition of ‘universities’ to include various types of institutions, recognition of the role of networks and partnerships, and student-centered policy designs.

Lifelong learning through the “universal learning entitlement” could provide government support for students to acquire university and vocational qualifications throughout their lives, offering greater flexibility along the student pathway by creating re-entry opportunities.

Moreover, integrating vocational and academic sectors could promote a more flexible pathway for students transitioning between universities and vocational institutions.

This integration might involve mutual recognition of qualifications, unified data systems, and harmonized government funding, fostering an environment conducive to opportunity pluralism.

Promoting Diverse Educational Pathways and University Models

The current model for Australian universities, which requires institutions to offer both undergraduate and postgraduate degrees and conduct research, might not be sufficient to accommodate a diverse student population.

Therefore, diverse university models, including specialist undergraduate teaching institutions and advanced vocational training centers, could better cater to varying needs.

Furthermore, fostering partnerships across universities and with employers can enhance equity.

Collaborative efforts between regional and metropolitan universities, along with partnerships in internships and work-integrated learning placements, can address financial barriers and dislocation challenges faced by underrepresented students.

Conclusion: Towards a More Equitable Future

Collectively, these equity-enhancing principles broaden the opportunity structure within higher education and create a more inclusive system that respects the strengths and aspirations of a diverse student body.

By accommodating both growth and representation, these initiatives expand opportunities, fostering a more inclusive academic landscape that aligns with Australia’s long-term educational and socioeconomic goals.

As the Australian government continues its review and implements policy changes, the path towards an equitable higher education system will require a sustained commitment to these foundational principles.