Notes

For example, in 1998 DETYA commissioned a review of the current methodology, in response to dissatisfaction with it, which found that correlations with socio-economic status determined by postcode are low across a range of individual level measures. See Martin, 1994. Most recently another Department of Education, Science and Training (DEST) commissioned analysis of the equity groups in higher education over the last decade concluded that, in order to advance the equity policy framework, a more accurate and complex approach should be used to define low SES students, noting that while the current post code definition has been cost effective and “adequate until now” for monitoring, such “a location based measurement is blunt and inadequate for measuring both the aggregated patterns and the potential educational disadvantage of some individuals”. See James et al 2004, p.19
In terms of previous educational attainment, UniSA-PAL have the lowest levels and those in Enabling Program funded courses have the highest for the cohorts of students being compared in this research.
38 per cent of the PAL students’ parents appear not to have had any post secondary education or training, which confirms their level of socio-economic disadvantage, but there is no comparable data available for students in the University’s access Diploma or in Enabling Program courses nationally.
Half of the 2002 cohort at Para West had an income in the range $10,000-$20,000, over 80 per cent of the four 2003 PAL cohorts had incomes of $30,000 or less, with the majority of them in the ranges $5,000 to $20,000. As with parents’ educational qualifications, there is no comparable data available for students in the University’s access Diploma or students in Enabling Program courses.
In 2002 the retention rates of the students in the first year of the pilot course were 65 per cent based on apparent enrolment, and 71 percent based on actual commencers. Use of the terms “apparent enrolment” and “actual commencers” is explained below (see p.36).
79.5 per cent.
The final 2003 retention rates for the four schools, taken together, was 83% of actual commencers and 75% of those initially enrolled (or apparent enrolment, as explained at p.36). The rates across the four schools were consistently high, 79-92 percent for actual commencers, and 65-79 per cent based on apparent (initial) enrolment.
Mid-year 2003 the four schools estimated retention rates of 60-70 per cent overall, using actual commencers and rounded figures, whereas together they achieved an 83% retention rate for their actual commencing students and 75% of all initial enrolled students.
Students in successive cohorts of the Diploma in University Studies have had an average retention rate of 50 per cent between 1996 and 2002.
2002 UniSA-PAL students had success rates of 56.5 per cent at worst and 71 per cent at best, based on apparent enrolment and actual commencers respectively, with the final success rates of the larger 2003 cohort ranging from an extremely high 81 per cent at Para West to 46 per cent at Thebarton, or an average of 64 per cent overall.
Success rates for successive cohorts of Diploma in University Studies students have averaged at 66.4 per cent for commencing and 69.1 per cent for continuing students between 1996 and 2001.
The non-completing UniSA-PAL students gained admission to the University by means of the Special Tertiary Admissions Tests (STAT)
Para West is located in Elizabeth, ranked 288 out of 290 national rankings for tertiary participation rates by the1999 DETYA study published as Occasional Paper 99-B.
The first agreement concerning the initial pilot involving only one of the schools is at Appendix 1. The second agreement with respect to the expansion of the pilot to the four adult re-entry schools is at Appendix 2. The agreements were signed by different ministers – the Hon. Malcolm Buckby and the Hon. Trish White - as the South Australian Government changed from a Liberal Coalition to a Labor Government during the intervening period.
DETYA, 1990
Martin, 1994
NBEET/HEC, 1996
See Table 4, p.65, James, 2002
NBEET/HEC op.cit, p. 45
From 14.7 percent to 14.6 percent against a reference value of 25 percent. See Table a11 Proportion of Domestic Students by Equity Group, p.59. Nelson, Hon. Dr. Brendan, April 2002
James et al, 2004
In South Australia, by means of the Special Tertiary Admissions Test (STAT)
The Enabling Program, DETYA, 2001
See for example University of South Australia, 2001
Ibid, p.2
See for example ANTA /AVCC, 1999, and Ramsay et al, 1997
ANTA/AVCC op. cit.
DETYA, March 1999
See NBEET/HEC, 1996, pp. 7-9
DETYA, 1990
Currently DEST
Arising from Martin, 1994
NBEET/HEC, 1996, p.67
The DEST Analysis of Equity Groups Research Project was conducted by Richard James, of the Centre for the Study of Higher Education, at The University of Melbourne. See James et al 2004.
The review included consultations and submissions in response to Minister Nelson’s April 2002 Ministerial Discussion Paper Higher Education at the Crossroads, and the Government’s blueprint for changes to the sector was announced by the same Minister in the May 2003 report Our Universities: Backing Australia’s Future
See the 1964 Report of the Martin Committee on the Future of Tertiary Education in Australia (Commonwealth of Australia, 1964) and of the 1979 Williams Committee of Enquiry into Education and Training (Commonwealth of Australia, 1979)
Commonwealth of Australia, 1987 and 1988
See NBEET/HEC, 1996, pp.9-12
For example, Ramsay et al, 1998, pp.15-19
See NBEET/HEC op. cit., pp.13-21, and Ramsay 1995 and 1997
NBEET/HEC, 1996, p.xiii
Ibid
Nelson, Hon. Dr. Brendan, May 2003. See for example p.11 re “targeted intervention measures and new approaches to student financing…to encourage participation and retention of under-represented groups.”
Ibid
James et al, 2004
An increase of almost 40 per cent from the current allocation of $6.024 million to $8.324 from 2005
Nelson, Hon. Dr. Brendan, May 2003, pp.26 and 34-36
See NBEET/HEC op. cit, p.9
Ibid
See table a11 p. 59 of Nelson, Hon. Dr. Brendan, April 2002, and for example, the 1995-6 review of higher education equity progress, and submissions to the 2002-2003 Ministerial enquiry (available from the DEST website).
James, 2002
See for example James, op. cit.
NBEET/HEC, 1996, p.xiii
See for example James, 2002, p.2
Nelson, Hon. Dr. Brendan, April 2002
James, 2001, quoted in Nelson, Hon. Dr. Brendan, April 2002, p.21
As permitted by the legislative changes foreshadowed in the 1996 budget
Chapman and Ryan, April 2003, p.iii
Chapman and Ryan, August 18, 2003
Andrews, 1997, p.14
James et al, 1999 cited in James, June 2002, p.1
James, 2002
James, June 2002, p.2
Nelson, Hon. Dr. Brendan, April 2002, p.22
Nelson, Hon.Dr.Brendan, May 2003, p.11
See for example, Heagney, 1995, and Devlin, 2003
See for example, James’ and Devlin’s submissions, available from the DEST website via Our Universities: Backing Australia’s Future.
Cited in Ramsay, November 1997
Chapman and Ryan, April 2003, p.28, footnote 42
DETYA, 2001
The term “equity characteristics” is used in preference to the more commonly used term “equity groups” as it avoids the nonsensical notion of multiple equity group membership by repositioning the students themselves at the centre of the conceptual and analytical stage, and reminding us that they have a range of characteristics which may include one or more of those relevant to equity of access and outcomes in education. For further analysis see Dobson, Sharma and Ramsay, 1998
Martin, 1994, and NBEET/HEC 1996 pp. 21-2
Relevant factors include adult re-entry students’ previous level of schooling, their parents’ educational level (in broad terms), and whether or not they are School Card holders (the latter being an income determined South Australian scheme which exempts disadvantaged students from school fees based ).
McInnis and Hartley, 2002
ABS, 2002, cited in Te Riele, K., 2003
King, 1999, referred to in Te Riele, K., 2002 and 2003
At a minimum two years full time, but typically three to four years
Senior Secondary Assessment Board of South Australia (SSABSA)
See recommendation 4 on page 66
See Appendix 3
See Appendix 4
Except for the UniSA-PAL Coordinator in the University, it was not possible to interview the academics involved in the pilot in its second year due to time constraints imposed by the requirement to complete and report on the research by mid 2003.
The teaching staff in the first year of the pilot were invited to keep reflective notes of their experiences in teaching the course, but this proved impractical given the other additional demands on their time arising from the pilot and was not attempted in the second year.
See Lawless 1997, School of International Studies 1998, and Wache 1998
Ramsay et al, 1996
The legislation establishing the University of South Australia includes reference to meeting the needs of the Indigenous population and other members of the community which the University considers disadvantaged.
Phil Cashen
This model was devised by Professor Michael Rowan, Pro Vice Chancellor of the Division of Education, Arts and Social Sciences, the academic division responsible for the Diploma in University Studies.
As listed in the South Australian Tertiary Admissions (SATAC) Guide each year in the section on Special Entry
See Appendix 5
Professor Michael Rowan, the Pro Vice Chancellor for Education, Arts and Social Sciences, the academic Division in which the Diploma is located, Professor Eleanor Ramsay, the (then) Pro Vice Chancellor, Equity and Development, and Professor Kym Adey, the (then) Pro Vice Chancellor, Access and Learning Support. The latter two have subsequently left the University, Professor Adey into retirement and Professor Ramsay into an adjunct professorship in the Hawke Research Institute following the abolition of her Equity Pro Vice Chancellor position at the end of 2001.
The list of descriptors which has replaced the Diploma’s age requirement includes such factors as having been long-term unemployed, gained other life experiences, and experienced a period outside of education since leaving school.
The concept of the program was influenced by northern Queensland’s Remote Area Teacher Education Program (RATEP) which is a teacher education award designed for Torres Strait Islander paraprofessionals working in the schools on the islands of the Torres Strait. It is delivered by James Cook University in collaboration with Cairns TAFE and the public schooling system. As a result of this successful program, the majority of the teachers in these schools are now local Indigenous people, whose qualifications were obtained without them having to leave their island homes.
The description of the Diploma’s structure refers to the period from its introduction until 2004 when significant structural changes were introduced
Less in Full Time Equivalents (FTEs)
Ramsay et al, 1996
Ibid, p.78
See Lawless, 1997; School of International Studies, 1998; Wache, 1998; and Parker 2002
Parker, 2002, Figure 1, p.7
Parker, 2002
New South Wales and Queensland each have only two adult re-entry high schools.
Elizabeth West High School
According to the ABS’ Socio Economic Index for Areas (SEIFA96), Elizabeth is ranked with the five most disadvantaged of all of Australia’s statistical areas in terms of the Index of Disadvantage, based on data re low income earners, relatively low educational attainment, high unemployment, rented dwellings, and people lacking fluency in English.
Higher Education Division, DETYA, May 1999
PAL Program – Pilot Agreement, p.1. See Appendix 1 for the full text of the agreement
Brenda Harris
Ibid, p. 1
Ibid, p.1
Equivalent Full Time Student Units
See recommendation 2 on page 65
The 2004 commencing cohorts at the four adult re-entry schools reflect the same size relativities as in 2003; 31 at Hamilton, 27 at Marden, 19 at Para West, and 15 at Thebarton.
Megan Pattrick-Rolf
See recommendation 5 on page 66
Mike Elliott
See recommendation 6 on page 66
SSABSA
See Ramsay et al, 1996; Lawless, 1997; School of International Studies, 1998; Wache, 1998; and Parker, 2002
Averaged through the addition of the numbers in each of the four age ranges, using the age in the middle of each range
King, op. cit.
Martin, 1994
Western et al, 1998, cited in Jones, 2002, op. cit.
Based on data provided in the returned questionnaires, which in both years achieved a very high return rate. The rest of the PAL data in this section is from the schools’ data records and includes the whole of each cohort.
See for example, Western et al, op. cit.
62 per cent of the 2003 PAL students overall were in the income range $5,000 to $20,000, 81 per cent at Hamilton, 72 per cent at Marden, 60 per cent at Thebarton, and 49 per cent at Para West if the students in the next two lowest ranges are also included for the latter.
Western et al, 1998
Jones, 2002, op.cit.
Born in a non English speaking country, arrived in Australia less than ten years ago, and speaks a language other than English at home
DETYA, 2001
DETYA, 1999
Using the averaged national data relied on throughout this report, in 1998 34% of the students in bridging courses and 68% in supplementary courses funded by the Enabling Program had completed year 12, and over 50% entered these course on that basis.
2002 and 2003 UniSA-PAL students at Para West Adult Campus, 2003 PAL students at all four South Australian adult re-entry schools, including Para West, University of South Australia Diploma in University Studies students 1996-2003, and students undertaking federally funded bridging programs in all universities which offered them 1998 and 1999
See Ramsay et al; 1996, Lawless, 1997; School of International Studies, 1998; Wache, 1998; and Parker, 2002
DETYA , 2001
DEST, 2001, p.14
The average retention rate for the UniSA-PAL actual commencers were 18 per cent higher in 2002 and 33 per cent higher in 2003 than the average retention rate for commencing Diploma in University Studies students 1996-2002
See Ramsay et al, 1996, pp. 70-78
The nomenclature of the course changed after the first year from Associate Diploma to Diploma, reflecting changes nationally associated with the Australian Qualifications Framework. There was no change to the level of the course.
Ramsay et al, 1996, p. 78
DEST Selected Higher Education Statistics, RFI No. 04/285
See Section 5.33 on page 47
See page 57
See recommendation 1 on page 65
Parker, 2002
Further research is required regarding the relationship between success and attrition rates of university students in general in the context of the policy expectation that tying funding to completion rates of students will increase universities’ efficiency.
See Ramsay et al, 1996, pp. 70-78
By means of the paper The Enabling Program, DEST, 2001, which was circulated to all higher education institutions in the Unified National System (UNS) for written response and further discussion during the 2001 profiles meetings between individual institutions and DEST.
See discussion of the different interpretations of the data based on “apparent enrolment” and “actual commencers” in the second paragraph in Section 5.2.1 on page 36 and the first paragraph in Section 5.2.2 on page 38.
DEST Selected Higher Education Statistics, RFI No. 04/285
Brenda Harris
The adult re-entry schools are not zoned
Two briefing documents written by the Assistant Principal, Pam Cashen
University of South Australia’ Act of Establishment, 1990
The comments in these paragraphs, except the italicised quotations, all come from an interview with Phillip Cashen, then the Principal of Para West Adult Re-entry Campus.
Ibid
The first intake into what was then called the Associate Diploma in University Studies was in 1995
Until the significant structural changes to the award introduced in 2004, stage one of the Diploma was, in effect, a credit bearing bridging program and the second stage was the first year of the students’ choice from a number of undergraduate bachelor degree programs.
Referred to as “apparent” enrolment as explained above on page 36 because of the almost instant attrition by a small number of students which is a feature of adult re-entry education
Introduction to Tertiary Learning
The Diploma in University Studies most significantly and other diploma programs designed to facilitate access
Brenda Harris
Phil Cashen
Alison Ellert, Judith Glaetzer, Brenda Harris and Arthur Poole.
Angela Scarino, Head of the School of International Studies
John Foster
Ernest Finnis
Rodney Fopp and Enza Tudini
In 1995 when it was first offered, called the Associate Diploma and thereafter the Diploma in University Studies
Robert Ellis, Rodney Fopp, Megan Pattrick-Rolf, and Enza Tudini
By email, by telephone and, in one case, by regular visits to the school
Megan Pattrick-Rolf
Presentation on UniSA-PAL at Para West by Phil Cashen at ”Making Policy Work: Pathways to Integrating Social Inclusion”, September 30 2003, a forum presented by to the Institute for Public Administration Australia (SA)
Introduction to Tertiary Learning
See recommendation 5 on page 66
Mike Elliott
Minutes of SSABSA’s Curriculum and Assessment Policy Committee, February 2, 2004
Ibid
See page 54