The University is committed to Equity in Education. It supports a range of systemic initiatives and programs designed to increase the access and participation of the designated equity target groups in proportions equal to their representation in the wider community.

Arising from the Mission and Values statement, Curtin’s commitment is embedded in its Strategic Plan 1999 - 2003 (Refer http://www.curtin.ed.au/curtin/dept/planstats/plan/pplan.htm) Section 6.3.

The University Equity Plan has been updated in 1998. The Plan embodies the Commonwealth Government’s blueprint "A Fair Chance for All"(DEET:1990) and the subsequent update "Equality, Diversity and Excellence : Advancing the National Higher Education Equity Framework"(HEC:1996).

This Equity Plan is an abstract of the 1998-2001 Plan, which has been prepared by the Ethics, Equity and Social Justice Committee. (Refer http://www.curtin.edu.au/curtin/dept/eesj/).

NB: The Aboriginal Equity Plan is separately documented.

Infrastructure

The portfolio for Ethics, Equity and Social Justice is under the leadership of the Senior Deputy Vice-Chancellor. Equity in Education resides within the portfolio. A total of five full-time positions are involved in the overall co-ordination, promotion, policy development and evaluation of equity and equal opportunity. Collectively, this resource, with the addition of two project officers, ensures that the University commitment to Equity and Social Justice is carried through into operational units.

Consultative Mechanisms

A hierarchical consultative mechanism exists to ensure inclusivity of all interests as follows:

• Committee on Ethics, Equity and Social Justice (EE&SJ) at a high level chaired by the Senior Deputy Vice-Chancellor. It comprises all teaching divisions, a representative of each sub-committee for the target group, for ethics, equal employment opportunity, and environmental and occupational safety.
• Sub-committee for each of the target groups. These provide input into the strategic planning process as well as advice on the operational aspects of targeted programs. Each group prepares an Implementation Plan.
• Network system for each target area comprising individuals interested in promotion of target groups. These networks are a source of ideas, resource for operational activities and a source for input into the planning process.

Evaluation and Monitoring

The overall Equity Plan has provision for an annual monitoring process. Divisional representatives provide links to the teaching areas to ensure the uptake of equity initiatives. School annual reports are scanned to provide qualitative data on equity. These in turn are used by the subcommittees to refine the target group plans.

The University has taken a decision to provide for all equity groups. However within equity groups, relative priorities are set using evidence of institutional performance and external benchmarks. The University uses the DEETYA/Martin indicators to measure performance as opposed to measuring performance against each strategy.

Persons with Disabilities

The strategies for the next triennium are fully specified in the Disability Services Plan (http://www.curtin.edu.au/curtin/dept/las/policies/sectiona/a75.html). This covers barriers, strategies, timelines and responsibilities across four broad areas, namely:

•  
• Direct Services to students
• Buildings and Facilities design standards
• Information and Alternative Formats
• Staff Education

Improvement in statistical recording and identification of students has been considered a top priority. Without this, it is difficult for the University to accurately monitor and report its performance in this area.

Persons from Non-English Speaking Backgrounds (NESB)

The Cross-Cultural Implementation Plan is being revised in 1998 and the following strategies are being pursued:

• Targeted enhancement of post-graduate supervision, and communication-in-context projects
• Curriculum enhancement project (incorporating inclusivity)
• Staff education and training
• Sensitising Curtin students (focusing on the Residential College Program).

NESB figures are sensitive to Government migration policies. Curtin’s superior performance will level off in future. However, international commitments will continue to make cross-cultural services vital to University success.

Women in Non-traditional Areas (NTA)

During the triennium a strategic plan will be developed and will include the following strategies:

• Promote curriculum review with gender inclusivity as a major aim (linked with NESB above)
• Review subject prerequisites and provide alternative pathways for admissions
• Undertake needs assessment of women entering higher degrees
• Promote collaboration between University and secondary schools to encourage teachers, parents and students to see science, technology and engineering as important tertiary study choices
• Continue the University’s support of employers and professional bodies such as the Institution of Engineers, Australia, to promote careers for females
• Extend education programs for staff and students on principles of equity in education and disciplines that are overwhelmingly male oriented
• Develop a support centre, particularly for women re-entering higher education.

Rural and Isolated

A comprehensive plan for Rural and Isolated areas is currently being developed. This may result in a review of the objective set for this target group.

Strategies include:

Extend Curtin Learning Link to further meet needs of distance learners; reviewing of distance education materials; increasing number of units available through the virtual campus delivery, and providing more units under open and flexible arrangements

Maintain an on-campus support program for rural / isolated students, through "buddy" system, first year experience project and induction camps

Extend the range of courses in the Kalgoorlie-Esperance region

Increase the stock of student housing available to rural / isolated students

Better marketing of Curtin in regional Western Australia.

Low Socio-Economic Disadvantaged Backgounds

The University’s efforts in this area continue to be directed to giving generic support. Strategies include:

Better early identification of students vulnerable to withdrawal

Support for Special First Year Experience (FYE) program.

Performance Indicators

The University’s performance indicators and relative performance against external benchmarks are shown in Tables 1 & 2 for Access and Participation. Comparisons with State, National and the Australian Technology Network (ATN) institutions are shown for the purpose of benchmarking. The changes from the previous year are all consistent with the objectives set for each equity target group although in most areas the University has still to match State and National ratios. In the case of NESB, access and participation exceed State and National averages. Future targets projected in the tables show an improvement rate of between 5 – 10 percent per year.

Table 1 : Access

Table 2 : Participation

Success and Retention

Success and retention rates available to DEETYA indicate that, in general, the University’s performance is comparable to State and National performances.

Disability figures for 1998 are comparable to State/National averages though below the DEETYA Reference value.

NESB figures show that Curtin’s performance in ‘success’ is above that of the National figure and about the same as the State figure. Curtin retention is significantly better than the National and State figures.

Although Curtin success and retention figures for rural and isolated students are marginally better than National and State figures, there is concern that much more effort needs to be undertaken to attain better performances. The University is pleased with the success and retention rates of women in non-traditional areas, as these are better than that for the male population and higher than the State and National means.

REPORT ON MERIT BASED EQUITY SCHOLARSHIPS (MBES)

Commonwealth allocations of MBES were 27 (1997) and 29 (1998) respectively.

The University has decided to reserve 12 scholarships each year for Aboriginal and Torres Straits Islanders, consistent with the high University priority for the area. Last year, for TEE students, the top 300 students were identified and invited to apply if they were eligible. In 1998, following a major review, the procedures were changed. Of the 27 students granted MBES, 23 (85%) continued on to second semester, and 21(77%) continued into 1998. The vacated scholarships were given to other students on the reserve list.

The principles behind the Scholarship scheme for 1998 are as follows:

• targeting educational disadvantage within each equity category
• aligning scholarship allocations to priority categories as identified within the Equity Plan
• increasing transparency in the publicity and selection device.

The 1998 MBES were advertised in the local newspapers as well as through information being sent out to students with letters of offer of places.

A specially designed form to ensure eligibility (eg Health care card, residency status, enrolment match regarding target categories), and a questionnaire were completed. A total of 220 applications were received of which 190 were eligible. A points system was used to assess the top 50 applications. These were then independently assessed on the basis of the completed questionnaire to determine level of educational disadvantage, distinguishing past disadvantage from current disadvantage. A further weighting was applied on the basis of priorities set out in the Equity Plan. Indigenous applicants were ranked by a committee on the basis of prior achievements, services to community, commitment, motivation, support network, prior experience, goals and type of career choice.

Although final selections represent multiple target groups the primary affiliations were indicated below.

Table 3 Distribution of MBES on the Basis of Target Groups

Email: deSousaa@decaf.curtin.edu.au

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