This report focuses on changes in the mode of attendance among Australian domestic undergraduate students over the past four years, with a focus on the 2024 period. It explored whether students were studying on-campus (internal), online (external), or through a mix of both (multi-modal), and how this varied across equity groups.

The study provides insight into the pathways and approaches to university by First Nations students and the role that a university centre designed specifically to support First Nations students can have on building success for students. It recommends that with appropriate resourcing, First Nations Centres can provide the necessary culturally sensitive support to First Nations...

This systematic review synthesises global evidence from academic and grey literature published between 2015 and 2025, examining effective policies and interventions aimed at increasing early childhood care and education participation across diverse country contexts, with a focus on equity dimensions such as gender, disability, socio-economic status and geographic location.

Online learning has increased significantly. Using Tasmanian data, this report outlines how a lack of pedagogical support for students studying online disproportionately impacts on students from disadvantaged backgrounds, including lower course completion rates and a reduced sense of place and belonging. It provides recommendations aimed at teachers, university leaderships and policymakers.

School attendance in Australia is a big and growing problem. Federal, state, and territory Education Ministers have committed to getting school attendance back to pre-pandemic rates by the end of the decade. However, this analysis shows there is a long way to go. The brief proposes that governments should take five key first steps.