Low Socio-Economic Status Students

I hope for further progress in obtaining a Bachelors in Computer Science by studying at the host university in addition to language courses if possible. In researching QUT and what it has to offer, I was thrilled to find that it had a large number of computer science classes I could take, many of which I have already fulfilled the prerequisites. I was also surprised to see the multiple courses they offer on Artificial Intelligence, a field I have been interested in for some time now. With so many classes to take, it took some time to figure out what worked for me and my interests as well as my degree. Being able to apply another point of view on software and technology different from our own is something I believe to be invaluable. In moving from my home in Southern California to study at San Jose State in Northern California, I found that the emphasis placed on certain areas of technology both in and out of schools is different. This change occurs within the same state, so I’m sure that in going to Australia I will see this as well, possibly to an even greater

Access to education is a crucial human right that is universally recognised and is presented within the Universal Declaration of Human Rights, which means that everyone in Australia is entitled to access of education. However, the inequality in Australian education displays a comprehensive breach between Indigenous and Non-Indigenous Australians. This is due to complications in socio-economic status and geographical location where Australians in urban areas are more likely to complete school than Australians in country and rural areas. Currently this is a problem within the Australian education system between Indigenous and Non-Indigenous Australians where the notion of equality is being defied in Australia, meaning that Indigenous Australians

AIM: To provide information and sources in order to understand the perspective of the inequalities within higher education and it’s impacts on society in regard to politics and income.

All students deserve to receive an education that is equal and of high quality. This is stated by the Australian Curriculum, Assessment and Reporting Authority (ACARA, n.d.), along with the entitlement all students have to “rigorous, relevant and engaging” education that caters for students “individual learning needs” (ACARA, n.d. [a]). However in classrooms across Australia this is not realistic. Students do not all learn the same therefore for education to be delivered equally and of high quality educators need to develop an inclusive and adaptive philosophy to cater for all students inclusive of Aborignial and Torres Strait Islanders. The Australian Curriculum identified a learning gap between Aboriginal and Torres Strait Islander students and non-Indigenous students and have incorporated Aboriginal and Torres Strait Islander histories and cultures into the cross curriculum to bridge this gap (ACARA, n.d. [b]). Furthermore ACARA states in their measurement framework for schooling in Australia 2015 that a key performance measurement is equity with a focus on Indigenous status (ACARA, 2015, p.

When it comes to overseas education whether to have a bachelor’s degree or a master’s qualification certificate, Australia is the first choice of many aspirants to be considered as an education destination.

International education has been an expanding industry in Australia over the past decade, generating a considerable amount of economic revenue in the education sector. Australia has been recognised as being the top 4 most popular destination for international students pursing outbound tertiary education. Having said that Australia is also deemed as one of the most expensive countries for overseas students to study in, with the high and increasing cost of living as well as the inflated tuition fees, significant finical burdens are placed upon overseas students. As they are neglected of the benefits and financial assistance received by domestic students.

Australian universities continually receive growing number and diversity of students from a range of cultures and academic backgrounds. Wang and Cross (2005) argue that new strategies are required for tertiary education, as Chinese students have become a major international student source, 21% of the total international students in Australia in 2004. By analysing the issues that Chinese students are facing, this paper provides Australian universities recommendations on Chinese students’ participation and integration in both academic and local communities.

In today’s modern societies one of the major concerns is to ensure increased access to higher education, and to include members of formerly under represented social groups and categories, such as women, ethnic and racial minorities as well as people who live in distant, rural disadvantaged areas or who have to combine their studies with full or part time employment. In order to accomplish this goal many institutions of higher learning have been hearten to diversify their methods of delivery.

Historically, working class groups have been excluded from participating in higher education. For the last couple of decades, there have been noticeable changes towards a more inclusive system of higher education, but statistics show that the participation of working - class in higher education remains persistently low. Can higher education be seen as unattractive for the working class, or are the fees charged by institutions used as a tool to exclude students from working-class backgrounds? This essay examines issues related to access to higher education by students from different social classes, the costs involved and the value of education to people coming from various backgrounds.

Despite being a first world country, Australia has many families living in poverty. Ewing (2013) quotes that “poverty is perhaps the strongest indicator of social disadvantage” (p. 76). Many families have children in the schooling system impacted by education inequity. Education inequity is the lack of equal learning experiences provided to all children regardless of their backgrounds (O’Donnell et. al., 2016). Ewing (2013, pp. 77-79) stated that studies by Australian Council of Social Service [ACOSS] revealed that in 2010, children almost made up fifty percent of Australia’s homeless population, and one in six children were living in poverty. Siraj-Blatchford and Clarke (2004, p. 22) suggest that ethnic backgrounds can also be a significant indicator of social disadvantage. Significant figures are also evident in regards to multicultural families in Australia, Lawrence, Brooker and Goodnow (2012, p. 75) state that 44% of Australian residents or their parents were born overseas. This highlights the common realities educators will encounter in the classroom and the importance of accepting and supporting the diverse population. In such a culturally diverse country, an educator can expect to have children from

This table presents the percentage of applicants accepted to higher education degree courses from seven socio-economic classifications from 2002-2008. The ‘lower managerial’ category had the highest percentage of accepted applicants, with an average of 36.23% per year. In contrast, the ‘lower supervisory’ background averages on 4.73%. It is fundamental to recognise that these categories

When considering the situation of disadvantaged students, it is first important to determine the factors that prescribe them as “disadvantaged”. There are some that may be clearer than others such as, disabilities, and their rural location. However, some should not be a disadvantage, for example, a student’s socio-economic status. Australia is said to be the land of opportunities with equal rights for everyone, then there is the education system, which funds private schools and catholic schools and lastly their own public schools. So why should students who come from low socio-economic status background trickle through the system, how is the system helping them, or how can they help themselves. It is hard to promote equal opportunities to

Education in Rural Australia is not necessarily valued or available in the same way it is in metropolitan areas. Many children need to travel great distances or live away from home to access secondary and particularly tertiary education. The high cost of living away from home, lack of effective financial support from

In recent years, there are efforts from countries all over the world to ensure each member of their community has access to education. The efforts also take account that we live in a globalized era, where the boundaries of “traditional” community become less visible. This means that the diversity of our community has in term of race, culture, language, religion, ability, physical and mental condition, socio-economy status is far more compound than ever before. Governments, along with researchers and practitioners in the educational field called the efforts as inclusive education or inclusion (Carrington et al., 2012). The question arises whether countries, particularly their educational provision are readily available to respond such change.

There seem to be persistent inequalities in Australian higher education participation. Over the last two decades the participation numbers for low socio-economic status group have only slightly improved despite improvements in access (Centre for the Study of Higher Education, 2008, p. 15). After the Bradley report which was written following the review of higher education system in 2008, the Australian government has introduced many policies and financial assistance for this demographic in hope of increasing the participation rates to 20 per cent by 2020 (Department of Education, Employment, and Workplace