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This paper reviews the authors' joint equity-related research as well as related individual research by both authors. The first equity research project was a national longitudinal study of access, participation and outcomes from vocational education and training (VET). A stocktake of recent literature on five groups in VET (women, Aboriginal and Torres Strait Islander peoples, people with a disability, people from non-English speaking backgrounds and residents in rural and remote communities) is described. A joint project comprising a national study of the delivery of vocational education by adult community education (ACE) providers is briefly discussed. The authors' individual projects are briefly touched on. The joint research so far described has been premised on the assumption that improved learning opportunities resulting in enhancement of equity and the removal of inequity can be achieved through such measures as identifying and addressing key factors in VET and in the community which predispose individuals, groups and communities to disadvantage. The limits and strengths of current VET policy are briefly described and priorities for future research are identified.

This paper offers reflections on the author's research into equity in vocational education and training (VET). The author interprets 'research' to include her political-personal work such as the advocacy involved in equity work as well as more traditional academic notions of research. It is suggested that equity is complex, highly political and a site of contestation, crossing boundaries between the economic, social, cultural and political. The author discusses her approach to equity work in VET from the perspectives of: VET reform agendas; an educative approach to VET research; a collaborative and participative approach to VET research; the sharing of findings as widely as possible; and a 'state of the art' knowledge approach.

In this paper the author reviews the equity studies she has undertaken during the last decade, looking at issues of gender, disability and poverty. The problems with confining equity research and policy to a 'target group' approach are discussed and the author offers as an alternative a managing diversity strategy for VET underpinned by an accompanying policy-focused research strategy.

This paper outlines the Aboriginal and Torres Strait Islander Peoples' Training Advisory Council (ATSIPTAC) priorities for 1999. The priorities and recommendations flow directly from community consultations and research as authorised and disseminated through its State and Territory councillors and their respective community networks. Three priority areas are identified: (1) Indigenous children in school; (2) Aboriginal and Torres Strait Islander people (including juveniles) in custody; and (3) Indigenous learners at risk of being by-passed by the potential benefits of information technology. Priorities for future research are also offered.

This paper provides lists and provides information about the more than 30 current and recent projects which relate to equity and which are being conducted for the National Research and Evaluation Committee (NREC) or by the National Centre for Vocational Education Research (NCVER). In order to place them in context the paper includes a brief summary of: key definitions that relate to equity; and the national approach to equity in vocational education and training (VET). The projects are organised according to whether they are consolidation studies or major studies and are listed under the following headings: women; students with disabilities; Indigenous students; young people; remote and rural students; students from non English speaking backgrounds; and students in correctional institutions.