1. Lin Martin Vice-President, Deakin University

2. Low SES, regional and remote and Indigenous students TAFE will not help improve higher education equity problems Equity group 2006 Participation rate % 2001 census data reference values % 2006 participation ratio NESB3.54.10.85 Students with disabilities441.00 Rural/regional17.929.30.61 Isolated/remote1.12.50.44 Low SES14.6250.58 Indigenous1.22.40.50

3.  Vision The Australian higher education system will …provide opportunities for all capable people to participate to their full potential and support them to do so  Strategic goal A national system of higher education which supports access for all those who are capable - better financial support for students - better support for institutions to assist students from a wide range of backgrounds, particularly the four groups most under-represented

4.  A step change improvement in the low participation rates for some groups  A more sophisticated approach to improving access  Recognition of the levels of support required for a more diverse student profile and provision of the necessary funding  Removing financial barriers for students from low socio-economic status backgrounds  Funding equity at appropriate levels  A monitoring and reporting framework to ensure that equity is taken seriously and that there is appropriate accountability  Collaboratively working with other higher education and TAFE providers in a broad tertiary sector to ensure the best participation solutions are found  Performance measures to assess progress at achieving targets

5. If the recommendations of the Bradley review are adopted by Government, the new national equity framework will involve:  Commitment of institutions to social inclusion– understanding of structural disadvantage  Comprehensiveness of approach – all institutions involved  Definition and measurement will still be a focus  Stronger emphasis on institutional performance  Targeted effort on under-represented groups  Collaborative solutions – all education sectors and outside  Organisational and cultural change – understanding a diverse student population’s needs  Transparency of outcomes

6.  Greater prominence for student equity in policy and funding terms through the social inclusion and productivity agendas of the Government  New approaches to defining the low SES group and identifying individual student status  National equity participation target for low SES students  Recognition of the need for better multi-sector outreach activity  Much improved funding arrangements - quantum of 4% of CGS - contestable outreach funding - loading to address cost of support for low SES (regional and remote to be dealt with through rural funding arrangements)  Equity to be a central part of overall performance funding in addition to equity funding changes  Greater public scrutiny of equity performance records  More targeted financial assistance for students in need

7. 3. Measurement of low SES participation in terms of individual student characteristics 4. 20% target for enrolments from low SES students by 2020 5. Changes to student income support scheme – particularly independence criteria 16. Changes to the regional loading approach 30. Review of measures to improve Indigenous access and outcomes 31. Increase equity funding to 4% of total teaching grants – outreach program and loadings for low SES 32.Performance loading of 2.5% – one measure relates to participation of equity groups along with teaching and research Findings Public reporting of equity outcomes National participation targets for access, retention and success