In this essay, 2020 E.G. Whitlam Fellow, Dr Alexandra Coleman, offers some policy options for consideration about how to ensure a person’s tertiary education experience and academic achievement enriches themselves, their lives and communities.

The COVID-19 pandemic has resulted in an unprecedented disruption to schools and learners in England. This research identifies three areas where the pandemic has the potential to open up new conversations about the future of schooling in England.

Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice.

This discussion paper expands on the NCSEHE’s recent submission to the 2020 Review of the Disability Standards for Education (2005). It examines issues that the standards were developed to address, including institutional responses to disability, the identification of disability, curriculum development, accreditation and delivery, student support services, and harassment and victimisation.

Motivating students to achieve is one of the major challenges teachers face in the classroom. Teachers provide their students with a plethora of learning opportunities in the hope of spurring enthusiasm, sparking curiosity and capturing and inspiring interest to pursue goals for their future aspirations.