The financial barrier to tertiary education is a recognised human rights issue (Human Rights and Equal Opportunity Commission (HREOC) 2000). Literature confirms that many regional young people cannot access Youth Allowance income support due to stringent eligibility criteria, suggesting causation to low regional tertiary participation.
Congratulations to the following EOPHEA members for being recognised by the Australian Teaching and Learning Council an receiving a Citation for Outstanding Contributions to Student Learning:
The resource contains papers from the 17th Annual Conference of the European Access Network, 2008. The EAN annual conference in Berlin in 2008 addressed an issue which is becoming increasingly important in the world today, that of migrating populations and their need of higher education.
The WA branches of the Australia and New Zealand Student Services Association (ANZSSA) and ISANA International Education Association cordially invite you to our 9th Duty of Care conference.
The Australian Government’s NDCO Program targets the barriers that people with disability face in successfully accessing and completing post-school education and training and subsequent employment. A national network of NDCOs works within 31 specific regions across Australia to improve the coordination and delivery of support services to help make it easier to enrol or participate in post-school education, training and employment.
This resource addresses these challenges for people with disabilities, employers and educators. The website provides substantial information about options and pathways that people with disabilities can use in disclosing their disability in post secondary education and employment environments. The website also articulates the role and responsibilities of employers and educators in relation to disclosure .
The aim of the research project is to provide information on the experience of first year undergraduate students on the Applied Social Studies Programme. The objective was to gain an understanding of factors that contribute to the support, development of learning, progression and retention of a diverse range of non-traditional entry first year students in order to be able to create appropriate and meaningful changes to our learning and teaching and support for learning strategies.
