Making the invisible, visible: a twenty-first century approach to tertiary preparation, attainment and access for student equity

Emlyn Dodd*, Sarah Ellis, Sonal Singh

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

The U@Uni Academy provides a case study of a composite preparation and access programme, integrating key elements of widening participation, alternate entry and enabling schemes. It is offered to students from a low socioeconomic background and focuses on non-traditional indicators of attainment in order to prepare for, access and successfully transition from secondary school to higher education. This article outlines the methodological and theoretical approach, purpose, and context surrounding the programme, as well as its significance within the contemporary Australian and international education systems. The strengthening momentum of alternate entry and enabling schemes within the context of equity and diversity in higher education is illuminated, highlighting the need for innovative approaches in this sector. Such a perspective invites the international education community to reframe how they approach attainment, admissions and success, shifting from a traditional focus on high-stakes, single-mark assessment, to a rich, layered and contextualised representation of a student’s skills and, through this, revealing the often invisible potential of a student. This is timely within the global context of future-focused tertiary education and debate surrounding admissions processes across the Australian higher education sector. Its significance is underscored by potential to influence the landscape of university admissions on a broader scale.
Original languageEnglish
Number of pages21
JournalInternational Journal of Inclusive Education
DOIs
Publication statusE-pub ahead of print - 13 Oct 2020

Keywords

  • Access
  • alternative entry
  • assessment
  • capabilities
  • student equity
  • widening participation

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