Equitable Learning Facilitator (Equity) - University of New South Wales
Employment information: Full Time (35 hours per week), fixed term until March 2028; Level 7 from $113,926k + 17% superannuation & leave loading; Location: Kensington NSW
As an Equitable Learning Facilitator, you will play a meaningful role in supporting students from diverse backgrounds to fully participate in their education, helping to remove barriers and foster a sense of belonging. This position supports students with neurodiversity, mental health conditions, long-term health concerns, or carer responsibilities that may impact their participation in education, by coordinating and implementing appropriate educational adjustments.
The role is responsible for assessing and coordinating students’ adjustment needs, while also developing a strong understanding of intersectionality across diverse student cohorts. In addition, the Equitable Learning Facilitator provides expert advice and advocacy to support inclusive practices.
Accountabilities
- Work closely with students to develop, negotiate and implement educational adjustments and services that consider the impacts of their disability, long-term health concern or mental health condition.
- Manage outreach and communication with equity cohort students so that they can readily register with ELS services.
- Manage a caseload and maintain accurate and professional case notes, data and statistics using appropriate client and student management systems, data and reporting tools.
- Provide support, expert advice and resources in relation to the implementation of educational adjustments, inclusive practice and relevant regulatory and legislative requirements to academic and frontline staff, to build the UNSW community’s capacity to include students living with a disability in education and University life.
About You
- Relevant tertiary qualification with subsequent relevant experience or equivalent competence gained through any combination of education, training and experience relevant to educational programs and initiatives.
- Demonstrated experience working with students living with diverse lived experience impacting their learning journey (including long term health concerns, mental health conditions, disabilities, neurodiversity and caring responsibilities. Experience working with students from equity backgrounds is also an advantage), using person-centered, strengths-based approaches to foster self-advocacy and independence.
- Demonstrated understanding of the key issues currently impacting accessibility to education across a diverse range of students, coupled with knowledge and understanding of inclusive practice and equal opportunity principles and policies and a commitment to their application in a learning and teaching context.
- Demonstrated ability to use sound judgement and assess the learning impact of studying with a range of disabilities, long term health concerns and/or mental health conditions and to determine individualised educational adjustments.
- Understanding of application and use of inclusive (assistive) technologies to support learning and independence for students living with a disability.
- Strong student focussed service orientation together with excellent interpersonal and communication skills including the ability to influence, negotiate and resolve conflict to build and maintain positive professional relationships across diverse groups of people, both internally and externally.
- Proven ability to work both independently and collaboratively and to contribute positively and proactively to the team’s work. Demonstrated organisational skills, self-motivation, initiative and judgement and the ability to work well under pressure and manage multiple tasks with competing deadlines.
- Working knowledge and understanding of the legislative context including: Disability Discrimination Act (1992), Disability Standards for Education 2005, and Privacy legislation. Capacity to apply this knowledge in the Higher Education environment. Understanding of the UNSW Gateway Equity Target is also required.
Applications close: Monday 6 April 2026
