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    Rethinking equity in tertiary education: why we need to think as one sector and not two

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    Rethinking equity in tertiary education: why we need to think as one sector and not two (80.91Kb)

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    Author
    Wheelahan, Leesa
    Date
    2010
    Source Title
    VET research: leading and responding in turbulent times: AVETRA 13th Annual Conference
    Publisher
    Australian Vocational Education and Training Research Association (AVETRA)
    University of Melbourne Author/s
    Wheelahan, Leesa
    Affiliation
    Melbourne Graduate School of Education, LH Martin Institute
    Metadata
    Show full item record
    Document Type
    Conference Paper
    Citations
    Wheelahan, L. (2010). Rethinking equity in tertiary education: why we need to think as one sector and not two. In VET research: leading and responding in turbulent times: AVETRA 13th Annual Conference, Gold Coast, Queensland.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/28890
    Description

    This is a publisher's version of a paper from VET research: leading and responding in turbulent times: AVETRA 13th Annual Conference published by Australian Vocational Education and Training Research Association (AVETRA). This version is reproduced with the permission of AVETRA. http://avetra.org.au

    Abstract
    Equity policy in Australian tertiary education is differentiated by educational sector, with the higher education and vocational education and training sectors having different policies, and in some cases, different definitions of equity groups. This is problematic because pathways from VET to higher education are meant to act as an equity mechanism by providing students from disadvantaged backgrounds with access to higher education. This presentation examines equity policies and definitions in both sectors, and it examines data on student pathways within VET and between VET and higher education. It finds that, apart from students with disabilities, students from disadvantaged backgrounds are over- represented in VET and under-represented in higher education. However, students from disadvantaged backgrounds are over-represented in lower-level VET qualifications and under-represented in higher-level qualifications, particularly in diplomas and advanced diplomas. This matters because diplomas are the ‘transition’ qualification which VET students use as the basis for admission to higher education. The presentation argues that the diploma is the key qualification for equity policy in both VET and higher education. Rather than separate VET and higher education equity policies and separate sectoral policies that mean pathways are of some importance only ‘at the borders’, a tertiary education policy framework will be needed that considers equity outcomes and pathways within and between sectors and places these outcomes as key concerns of both sectors. The presentation first problematises the extent to which pathways are able to act as a mechanism to support students from disadvantaged backgrounds to access higher level studies. Second, reasons why we need to consider equity from a post-compulsory or tertiary education perspective are presented, and it argues that the diploma is the key qualification for pathways and thus for equity policy. This is followed by an analysis of the relative position of equity groups in VET. Finally, the presentation considers the implications for equity policy.
    Keywords
    higher education; vocational education; equity; socioeconomic background; disadvantaged; pathways in education; Australia

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