Search

Print ready version of Disability Awareness eLearning training postcard.

HECS‑HELP is a loan scheme for eligible students enrolled in Commonwealth supported places to pay their student contribution amounts. 

Eligible students can apply for a loan to pay for their fees up to capped amounts through the Commonwealth Government’s VET Student Loans scheme. The loan applies to eligible courses at the Diploma level or above. Further information is available at: www.education.gov.au/vet-student-loans.  

VET Student Loans commenced on 1 January 2017 and replaced the VET FEE-HELP scheme.

Apple devices are built with powerful assistive technology. Including:

Switch Control that lets you use switches, a joystick or another adaptive device to control what’s on your screen.

Live Listen lets you use your Made for iPhone hearing aids and iPhone to hear more clearly in loud places. Move your iPhone closer to the people who are speaking, and the built-in microphone will pick up what they’re saying.

VoiceOver can describe what’s on your screen, even while you’re taking a photo.* And when you’re looking back at pictures, it can recognise things like facial expressions, scenes and specific objects.

If you have a learning disability like dyslexia, features such as Speak Screen, Speak Selection, Typing Feedback and Predictive Text can help by adding an auditory element to reading or writing email messages, blog posts and long documents.

Information on the QILT website about graduate employment outcomes is sourced from the Graduate Destinations Survey (GDS) for 2015 and the Graduate Outcomes Survey (GOS) for 2016 and 2017.  The GOS is funded by the Australian Government Department of Education and Training and in 2016 and 2017 was administered by the Social Research Centre. The GDS was a forerunner survey to the GOS which up to 2015 was administered by Graduate Careers Australia.

Both the GDS and the GOS have been completed by graduates of Australian higher education institutions approximately four months after completion of their courses. They provide information on the labour market outcomes and further study activities of graduates.

Improving the educational outcomes of the various disadvantaged groups, such as Indigenous Australians, people with a disability, learners with low prior educational attainment and individuals from non-English speaking backgrounds, is a focus of many government policy initiatives centred on social inclusion.

This research takes a regional approach to investigate the educational outcomes for disadvantaged groups, to account for variation in the characteristics of local populations, industries, infrastructure and communities, and then identifies effective practices for improving outcomes for disadvantaged learners.

(March 2018.Stephen Lamb, Quentin Maire, Anne Walstab, Graeme Newman, Esther Doecke, Merryn Davies)

Levels of mental illness, mental distress and low wellbeing among students in higher education in the UK are increasing, and are high relative to other sections of the population.  Around three-quarters of adults with a mental illness first experience symptoms before the age of 25.

Over the past 10 years there has been a five-fold increase in the proportion of students who disclose a mental health condition to their institution. The higher education sector and government both have an interest in helping to improve the mental health and wellbeing of students. Universities should make the issue a strategic priority and adopt a ‘whole-university’ approach based on prevention and promotion, early intervention and low-level support, responding to risk and crisis management, and referral into care and treatment. 

This series contains statistics relating to students enrolled in higher education courses in each Australian Higher Education Provider. Appendix 5 contains Equity Performance Data

This website provides both general guidelines to follow when describing STEM images and many examples of how the guidelines can be implemented. Including information on how to describe Bar Charts, Line Graphs, Venn Diagrams, Scatter Plots, Tables and Math Equations.

The first part of these Guidelines covers description guidelines that apply to any type of image. The second part covers guidelines for describing images within specific types of categories, such as:  Art, Photos & Cartoons; Chemistry;  Diagrams;  Graphs; Maps;  Mathematics and Tables.  Guidelines developed by the DIAGRAM center and National Center for Accessible Media at (NCAM).