This study examines how assessment policies and practices around time are creating barriers for university students from equity groups. Four key recommendations and examples of high‑equity practices are provided to help universities shift away from individualised notions of “time management,” streamline adjustment processes and adopt more inclusive assessment designs that address systemic time inequities.

The Northern Territory faces a critical shortage of Aboriginal school teachers. This report presents findings from a study which explored how teaching is perceived as a career by Aboriginal senior secondary students and current Aboriginal teachers. The study also examined strategies to promote teaching as a viable and appealing profession.

This report assesses the impact on the three main goals of the Aboriginal Education Strategy. The Strategy is focused on ensuring Aboriginal children develop foundations for success in the early years of their education, stay engaged at school and have pathways to future education, training or career opportunities. The report finds it has been effective...

This research amplifies the voices of First Nations and migrant learners who have disengaged from foundation skills courses. By understanding their goals, experiences, and recommendations, ways to better support their completion are identified. It explores how these learners first encountered the courses, their motivations for enrolling, the supports available, and the barriers they continue to...

A study is being undertaken into the prevalence, nature and impact of racism in Australian universities for both staff and students at the individual and systemic level. This interim report outlines how this will be done and provides initial insights reflecting stakeholder feedback, emerging themes and early issues for consideration. It highlights a range of...