hilary winchester - central queensland university - exploring issues surrounding equity in he
DESCRIPTION
Hilary Winchester delivered the presentation at the 2014 University Governance and Regulations Forum. The 2014 University Governance and Regulations Forum examined key developments in the Higher Education legislative and regulatory framework and how these changes impact the governance of Australian universities. For more information about the event, please visit: http://bit.ly/unigove14TRANSCRIPT
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PresentaWise
University Governance and Regulations Forum
Changing HE reform and regulations, and the impact on universities across Australia
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Exploring issues around equity in
Higher Education
Professor Hilary Winchester Provost
Central Queensland University [email protected]
16 September 2014
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Outline of presentation
Context –access and
participation 1.
Impact on individuals of
proposed HE reforms 2.
Scholarships – proposals
and possibilities 3.
Impact on institutions of
proposed HE reforms 4.
Regions – proposals and
possibilities 5.
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CONTEXT – ACCESS &
PARTICIPATION
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Equity
People (students):
• from low socio-economic backgrounds
• who are Aboriginal and Torres Strait
Islander
• from rural and isolated areas
• with a disability
• from a non-English speaking
background, and
• women in non-traditional areas of study
and higher degrees
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Bradley Review 2008
The nation will need more well-qualified people if it is to anticipate and meet the demands of a rapidly moving global economy … To increase the numbers participating we must also look to members of groups currently under-represented within the system, that is, those disadvantaged by the circumstances of their birth: Indigenous people, people with low socio-economic status, and those from regional and remote areas
Review of Australian Higher Education: Final Report, p. xi.
http://w3.unisa.edu.au/unisanews/200
8/FebMarch/images/Bradley.jpg
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Bradley reforms
• A range of reforms
• Focus on demand, equity, quality
• Targets:
By 2025, 40 per cent of all 25 to 34 year
olds will hold a qualification at bachelor
level or above.
By 2020, 20 per cent of higher education
enrolments at the undergraduate level will
be of people from a low SES background.
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Impact of the Bradley Reforms
Since 2008, student numbers have increased significantly, by a national average of more than 20 per cent, and much more at some institutions.
Many more people have the opportunity to go to university. There have been modest gains in equity, with a slight rise in the share of places for low socio-economic status students (James, 2014).
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Impact of the Bradley Reforms
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Low SES
NESB
Disability
Regional
Indigenous
Remote
Transforming Australia’s Higher Education
System report published in 2009
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Why Equity Initiatives?
To increase representation of disadvantaged and
under-represented groups
• Increase productivity
• Best use of resources
• Increase competitiveness
• Increase social cohesion
• Foster diversity
• Social justice
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Indigenous Australians in northern
Australia • Indigenous Australians have low rates of HE access,
success, retention and completion and lower rates of
workforce participation
• The rates of growth in Queensland Aboriginal and Torres
Strait Islander communities fastest in the nation (2.6%
p.a.)
• By 2050, half the population of northern Australia will be
Aboriginal and aged under 40
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Impact on individuals of proposed
reforms
• Fee deregulation
• Lower Commonwealth
contributions
• Higher individual
contributions
• Higher interest rates
• Lower threshold for
repayments
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THE INDIVIDUAL LEVEL
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Possible HELP debts at different fee
rates (Sharrock, 2014)
Course type HELP debt
2014 rates
HELP debt
2016 rates to
offset fee
rises
HELP debt if
fee rises at
30%
HELP debt if
fee rises at
30% below
international
Medicine (5 yr) $50,000 $69,000 $117,000 $203,000
Engineering (4yr) $34,000 $55,000 $86,000 $98,000
Education (4yr) $24,000 $29,000 $48,000 $73,000
Nursing (3yr) $18,000 $22,000 $39,000 $55,000
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Impact of HELP debts
• Greatest for low paid professionals (e.g. nurses, teachers)
• Women, part-time and mature age students
• Repayments at least double
• Repayment period double – up to 26 years for part-time women
• Debts may never be repaid
• Debts may hinder economic growth e.g. by reducing mortgage eligibility
• Potential adverse workforce impacts
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The Proposed Commonwealth
Scholarship Scheme
• To commence 1 January 2016
• Applies to higher education providers who receive
funding under the Commonwealth Grants Scheme
and have domestic EFTSL of 500 or more
• Providers to commit 20 per cent of additional
revenue to support student access, participation,
and success
• Will fund tailored, individualised support to
disadvantaged students
• Will complement the streamlined Higher Education
Participation Programme ($690 m)
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Some risks of the proposed
scholarships
BASIC
Risks identified in the National Centre for Student Equity in
Higher Education report include:
• Indigenous and low-SES enrolment targets removed
• The scholarship program is to be funded directly by $1 in
every $5 of increased student fees, which the NTEU argues
would be ‘making students subsidise their disadvantaged
peers by having to borrow more money under the HECS
system to cover higher fees’
• The equity funding is institution-based will not be distributed
evenly and will favour larger universities located in capital
cities, which can afford to charge higher fees
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Possible approaches to scholarships
Pooling of scholarship funds and allocation either:
• Directly to students on equity criteria
• Or to institutions with high proportions of equity students
Less severe cut to government funding
Capping of interest rates
Security rather than competition for Indigenous HE funding
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THE INSTITUTIONAL LEVEL
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2014-2015 Budget – Key Initiatives
expanded choice:
Extending the Commonwealth Grants Scheme (CGS) to higher
education diploma, advanced diploma, and associate degree
courses.
Supporting Australian students to participate in higher education at
institutions that best meet their needs: public universities, private
universities, and non-university higher education providers.
Strengthened support for VET students
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Issues Facing Regional Universities
• Potential loss of regional students to
capital city universities which will have
more funds available for scholarships
• Potential loss of revenue as regional
universities will not be able to increase
fees to the same extent as the élite
providers
• Higher infrastructure and research costs
than non-university HEPs
• Potential adverse impact on regional
sustainability, since regional universities
make ‘significant and diverse contributions
to the social, cultural, environmental and
economic development of their regions’
(Regional Universities Network Regional
Impact Study, June 2013).
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Issues Facing Regional Universities
Students with multiple layers of equity challenges
Low SES, mature-age, Indigenous, first-in-family, part-time – juggling study, work and family commitments – are concentrated in regional and outer metropolitan areas
Thin regional markets
Greater support needs; higher attrition rates
75% students who study in the regions stay there to work; of those who study in the city 25% return.
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Higher Education Attainment
Region % population aged 25-64
with a bachelor degree
Major city 31%
Inner regional 18%
Outer regional 15%
Remote 12%
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Regional Universities - Attrition
0.00
5.00
10.00
15.00
20.00
25.00
30.00 C
DU
CQ
U
USQ
SCU
UN
E
Swin
bu
rne
USC
JCU
UTA
S
CSU
Mu
rdo
ch
FUA
ECU
VU
Un
iSA
Flin
der
s
Gri
ffit
h
Can
ber
ra
Cu
rtin
New
cast
le
AC
U
UW
S
Ad
ela
ide
Dea
kin
La T
rob
e
QU
T
RM
IT
Mac
qu
arie
Wo
llon
gon
g
UQ
UTS
UW
A
AN
U
Mo
nas
h
Syd
ney
UN
SW
Me
lbo
urn
e
HEIs that are members of the Regional Universities Network (RUN) HEIs with headquarters in regional areas HEIs with metropolitan headquarters
Attrition Rate (adjusted) for domestic commencing bachelor students by HEI in 2012 Appendix 4 – Attrition, Success and Retention (Department of Education, 2013)
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Regional Universities –remote/rural
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Regional Universities – remote/rural
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Possible approaches to institutional
disadvantage
A Competitive Regions Fund
Targeted to providers with above-
average intakes from regional,
rural and remote areas
Avoids the definition of ‘regional’
universities
Recognises the financial and
community cost of loss of
students to major cities
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A Possible Competitive Regions Fund
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
18.00
20.00
HEIs that are members of the Regional Universities Network (RUN) HEIs with headquarters in regional areas
Allocation in $m from a possible fund based on weighted share of all domestic u/g
$m
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Opportunities
• New pathways for students through the extension of the demand
driven system to include all HE registered providers delivering any
accredited undergraduate course (diploma, advanced diploma,
associate degrees and bachelor degrees - an estimated 80,000
additional students in higher education by 2018).
• Continuation of the demand driven system, which has been shown
to improve access for students from low SES backgrounds
• Continuation of Higher Education Participation should benefit
universities with high numbers of low-SES enrolments – potential to
use extra funds for scholarships
• Universities which do not increase fees substantially may be
attractive to students reluctant to pay the higher fees that may be
imposed by metropolitan universities
• New opportunities for dual sector institutions
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THANK YOU TIME FOR DISCUSSION & QUESTIONS
Exploring issues around equity in
Higher Education
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References
• Australian Institute of Health and Welfare (2014). Towards a
Performance Measurement Framework for Equity in Higher
Education. Cat. no. IHW 129. Canberra: AIHW.
• Bradley, D., Noonan, P., Nugent, H. and Scales, B. (2008).
Review of Australian Higher Education: Final Report.
Canberra: Commonwealth of Australia.
• Budget 2014-15: Budget Paper No. 2: Budget Measures
2014-15. Canberra: Commonwealth of Australia.
http://www.budget.gov.au/2014-15/content/bp2/html/index.htm
• Completion Rates of Domestic Bachelor Students: A Cohort
Analysis (2014). Commonwealth of Australia: http://docs.education.gov.au/node/35829
• Harvey, A. (2014). Equity Package is No Gift for Regionals.
The Australian, July 09, 2014.
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References
• Higher Education Equity in the 2014 Budget (2014). National
Centre for Student Equity in Higher Education. http://www.ncsehe.edu.au/higher-education-equity-2014-budget/
• Kelly, M. (2014). Commonwealth Scholarships Trashed.
National Tertiary Education Union. http://www.nteu.org.au/degreemortgage/article/Mary-Kelly%3A-
Commonwealth-scholarships-trashed-16468
• Kemp, D. and Norton, A. (2014). Review of the Demand
Driven System. Australian Government, Department of
Education. https://education.gov.au/report-review-demand-driven-
funding-system
• King, C. And James, R. (2013). Creating a Demand Driven
System. In S. Marginson (Ed.). Tertiary Education Policy in
Australia. Centre for the Study of Higher Education.
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References
• Lee, P. (2014). Regional students will be poorly served if
universities compete solely on price. http://theconversation.com/regional-students-will-be-poorly-served-if-
universities-compete-solely-on-price-29533
• National Commission of Audit. Towards Responsible
Government. Phase One (2014). Canberra: Comm. of Australia.
• Regional Universities Network: Engaging with Regions, Building
a Stronger nation (2013). http://www.run.edu.au/cb_pages/news/RUN_regional_impact_study.php
• Riddle, S., Schmidt, B., Chapman, B., Zyngier, D., Byrne, E.,
Turner, G. and Pitman, T. (2014). Federal budget 2014:
Education Experts React. http://theconversation.com/federal-budget-
2014-education-experts-react-2664
• Transforming Australia's Higher Education System (2009).
Canberra: Commonwealth of Australia.