Evidence shows there are specific, often overlapping, demographic groups who consistently bear the brunt of education inequity, perpetuated by interconnected and often discriminatory social forces, such as race, class, and gender.
The COVID-19 crisis has further perpetuated existing inequities in our education systems.
Belonging to a particular demographic group does not in itself equate to poor academic performance, nor is it a barrier to achieving successful educational outcomes. Rather, a range of societal and system factors can create structures that hinder the potential and growth of each student, independent of their capability or circumstances.
The Amplify Insights: Education Inequity report utilises an inclusive, evidence based systems approach to propose changes in practice and policy making to remove education inequity in the early, middle and senior years of learning. Part One (available to download below) of the report identifies key drivers of inequity both inside and outside education settings for the selected demographic groups.
Part Two (available in late 2021) examines levers of change, drawn from successful and promising evidence-based initiatives and sets out recommendations that act as a call for action to stakeholders.
Together, the reports highlight where more needs to be done to create equitable opportunities and positive learning experiences for each child to thrive within and beyond education settings.
Authors: Meera Varadharajan (Centre for Social Impact), Kristy Muir (Centre for Social Impact), Tim Moore (MCRI), Diana Harris (ARACY), Barbara Barker (ARACY), Penny Dakin (ARACY), Kevin Lowe (UNSW School of Education), Catherine Smith (Melbourne Graduate School of Education), Sally Baker (UNSW School of Education & Gonski Institute) and Adrian Piccoli (Korn Ferry)