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This paper assesses the magnitude of the non-Indigenous/Indigenous test-score gap for third-year and fourth-year primary school pupils in Peru, in relation to the main family, school and peer inputs contributing to the test-score gap using the estimation method of feasible generalized least squares. The article then decomposes the gap into its constituent components using the traditional Oaxaca-Blinder decomposition method, as well as a modified decomposition method based on the estimation of a cognitive achievement production function. The decomposition results from both decomposition methods suggest that almost all of the test-score gap is explained by various peer, student, family and school characteristics. The peer characteristics used in the regression are the main contributors to the gross test-score gap, comprising between 58% and 71% of the language test gap and 45-62% of the mathematics test-score gap, depending on the decomposition method used.

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Aboriginal and Torres Strait Islander students are still grossly under-represented in Higher Degrees by Research (HDRs) when compared to non-Indigenous students. Developing the pipeline of Indigenous students from undergraduate to postgraduate study remains key to increasing the number of Indigenous students undertaking HDRs. While much of the existing work has historically focused on explaining failure, more recent research has argued that the focus should instead be on deepening our understanding of the factors contributing to Indigenous student success. This paper reports on findings from a National Teaching Fellowship that explored how universities can increase the number of Indigenous students transitioning from undergraduate study to HDRs. Drawing on interviews with Indigenous HDR graduates, key success factors to enter into a HDR are examined. The paper also discusses outcomes from the fellowship that include strategies for successful pathways into HDRs for Indigenous students for university Faculties/Schools, individual staff, Indigenous Centres, and Graduate Research Schools. By knowing and acting upon the kinds of mechanisms that can assist Indigenous students to pathway into HDRs, universities can build successful strategies to increase Indigenous HDR enrolments across Australia and stimulate change in universities to implement stronger research pathways from undergraduate to postgraduate study for Aboriginal and Torres Strait Islander students.

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The first recorded Aboriginal person to graduate with an undergraduate qualification from any Australian university was Aboriginal woman Margaret Williams-Weir in 1959 (Melbourne University, 2018). Williams-Weir graduated with a Diploma in Education. There have now been six decades of graduating Indigenous Australian women in the discipline of education, and many other disciplines. In this article, we explore Indigenous women's presence in higher education through the narratives of our lives as Aboriginal women within education and the lives of other Indigenous women, noting their achievements and challenges. We acknowledge that while the number of Aboriginal and Torres Strait Islander women participating in university study and becoming engaged in education as a discipline at undergraduate and postgraduate levels has increased, we are still significantly underrepresented. Similarly, while we have seen increases in Indigenous university staff within the education discipline, the employment of Indigenous academics has not reached parity with non-Indigenous academics levels and too few are employed in the professoriate and in senior management positions. We will show how we would not have been able to develop our education careers within higher education without the bridges built by those like Dr Williams-Weir and others who went before us. We will share how we have worked to establish the footings for those Indigenous women who will follow us and others. In this way, we work within the context that is for the now and the future.

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This document provides detailed statistics and analysis for enrolments in TAFE New South Wales (NSW) in 2005-2007. Highlights include: TAFE NSW recorded a total of 497,747 enrolments and delivered 104.6 million hours of training during 2007; courses in the Access and General Education Curriculum Centre recorded the largest number of enrolments in 2007 with 128,382 enrolments (25.8 per cent of total enrolments), while Business, Arts and Information Technology delivered the largest number of training hours (30.0 million hours or 28.6 per cent of total hours); students aged between 15 and 19 years account for 27 per cent of enrolments in TAFE NSW, with this age group recording 135,124 enrolments in 2007; most students enrol in TAFE NSW on a part-time basis; enrolments in metropolitan institutes accounted for 49.6 per cent of total enrolments and 57.4 per cent of annual student hours in 2007. Show less

This document provides detailed statistics and analysis for enrolments in TAFE New South Wales (NSW) in 2001-2003. Highlights include: total enrolments in TAFE NSW in 2003 were 541,970, an increase of 15,887 or 3.0 per cent over 2002 and 37,474 or 7.4 per cent over 2001; total Annual Student Hours in TAFE NSW in 2003 were 104 million, an increase of 0.8 million or 0.8 per cent over 2002 and 4.0 million or 4.1 per cent over 2001; the main areas of enrolment growth from 2001 to 2003 were in the Construction and Transport Division (up 14.2 per cent), with a corresponding growth in Annual Student Hours of 6.9 per cent, and in the Manufacturing and Engineering Division (up 14.0 per cent); although the number of female enrolments has increased from 239,389 in 2001 to 255,496 in 2003 (an increase of 6.7 per cent) the proportion has declined from 47.5 per cent in 2001 to 47.1 per cent in 2003; there was an increase in enrolments in all age groups, except for those under 15 years of age, from 2001 to 2003; the proportion of female enrolments in the male dominated division of Construction and Transport has gone up from 5.3 per cent in 2001 to 8.8 per cent in 2003; enrolments in country area Institutes increased by 9.5 per cent and Annual Student Hours by 5.6 per cent from 2001 to 2003. Show less

This document provides detailed statistics and analysis for enrolments in TAFE New South Wales (NSW) in 2005-2007. Highlights include: TAFE NSW recorded a total of 500,410 enrolments and delivered 105 million hours of training during 2006; courses in the Access and General Education Curriculum Centre recorded the largest number of enrolments in 2006 with 121,918 enrolments (24.4 per cent of total enrolments), while Business, Arts and Information Technology delivered the largest number of training hours (30.6 million hours or 29 per cent of total hours); students aged between 15 and 19 years account for one in four enrolments in TAFE NSW, with this age group recording 133,656 enrolments in 2006; most students enrol in TAFE NSW on a part-time basis; enrolments in metropolitan institutes accounted for 49.2 per cent of total enrolments and 56.9 per cent of annual student hours in 2004; across institutes, Western Institute recorded the highest enrolment growth over the period 2004 to 2006 (6.6 per cent), while North Coast Institute recorded the highest growth in annual student hours (14.9 per cent). Show less

This document provides detailed statistics and analysis for enrolments in TAFE New South Wales (NSW) in 2002-2004. Highlights include: TAFE NSW recorded a total of 506,930 enrolments and delivered almost 99 million student hours during 2004; between 2002 and 2004, course enrolments decreased by 3.6 per cent, while total annual student hours decreased by 3.8 per cent; students aged between 15 and 19 years account for one in four enrolments in TAFE NSW; part-time enrolments represented 93.1 per cent of total enrolments and 73.5 per cent of student hours during 2004; in 2004, courses in the Business, Arts and Information Technology area attracted the largest number of females (32.5 per cent of female enrolments), while the most popular courses for males were in the Manufacturing, Engineering, Construction and Transport areas (35.3 per cent of male enrolments); enrolments in metropolitan area institutes accounted for 49.2 per cent of total enrolments and 56.9 per cent of the total Annual Student Hours in 2004. Show less

This document provides detailed statistics and analysis for enrolments in TAFE New South Wales (NSW) in 2003-2005. Highlights include: total enrolments in TAFE NSW in 2005 were 513,070; Total Annual Student Hours in TAFE NSW in 2005 were 104.6 million, an increase of 5.7 million or 5.7 per cent over 2004 and an increase of 1.0 million or 0.9 per cent over 2003; the main areas of enrolment growth from 2003 to 2005 were in Primary Industries and Natural Resources (up 5.4 per cent) with a corresponding growth in Annual Student Hours of 11.6 per cent, Access and General Education (up 3.4 per cent) with a corresponding growth in Annual Student Hours of 3.2 per cent and Manufacturing, Engineering, Construction and Transport (up 2.1 per cent) with a corresponding growth in Annual Student Hours of 6.1 per cent; there has been an increase in enrolments in entry-level and short courses such as Statement of Attainment, TAFE Statement and College Statement for the period from 2003 to 2005; there has been a decrease in enrolments in all other qualification levels; there was an decrease in enrolments in all age groups, except for the under 15 years of age and the 50 years of age and over groups, from 2003 to 2005; enrolments in distance education at the Open Training and Education Network (OTEN) decreased from 37,857 in 2003 to 35,838 in 2005, a decrease of 5.3 per cent with an increase in Annual Student Hours of 4.3 per cent from 2003 to 2005. Show less

Population growth means an increasing number of young people are likely to want to enrol in bachelor degree study. However, constrained government finances have led to the government capping funding. The result is that many education providers are restricting entry to courses. One way to restrict entry is to set academic requirements that are higher than the university entrance requirements. However, institutions, as well as many people in wider society, recognise the need to support diversity and social justice within education and ensure no groups are significantly under-represented. While this paper is built around the question of whether European men have shifted from over-representation to under-representation in bachelor degree study, ultimately it is about identifying which groups face the greatest barriers to bachelor level study. Historically, those groups most under-represented in bachelor degree study were women, Maori, and Pasifika. Now, women are significantly over-represented in most areas of study. Overall, women have higher levels of academic achievement, so are more likely to gain entry to bachelors study than men. However, Maori and Pasifika women remain significantly under-represented on some measures and European men are either strongly or slightly under-represented depending on what measure is used. The groups most clearly under-represented on all key measures are Maori and Pasifika males.

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This document provides detailed statistics and analysis for enrolments in TAFE New South Wales (NSW) in 1994. Highlights include: total enrolments in TAFE NSW in 1994 were 416,029, a decrease of 1.8 per cent over 1993; the areas of enrolment growth in 1994 were Information Technology, previously Computing and Information Services, and Foundation Studies; there was an increase in enrolments of six per cent in the higher award level courses of Diploma and Associate Diploma; the proportion of female enrolments increased from 46.7 per cent in 1993 to 47.2 per cent in 1994; non-English speaking background (NESB) enrolments accounted for 23.3 per cent of total enrolments and Aboriginal and Torres Strait Islanders accounted for three per cent of enrolments. Show less