Regional student reaches for the skies

2022 Year 12 graduate Gwyneth will be making the big move from Port Douglas to Brisbane to follow her dream of becoming an airline pilot. Gwyneth received an offer from Griffith University for her first preference, the Bachelor of Engineering (Honours)/Bachelor of Aviation. She said that what attracted her to that particular course was that it offered the engineering qualifications along with the aviation ones in the double degree. It was the actual course, more so than the university, that was most important to her. Although, if she had not got into her first preference, she was positive about the alternatives, “I would’ve still been excited to be going to uni and studying what interests me.” 

 

Gwyneth’s offer came in November 2022 as an early offer, before the major offer rounds in December. With the numbers of early offers1 being made by institutions in Queensland on the increase, receiving an early offer can be a great relief to students because it takes some of the pressure off during the final months of Year 12. Early offers are generally conditional, however, and students still have to focus on their final exams, meeting those course prerequisites, and getting good QCE results and their ATAR.  

There are always other opportunities, your ATAR isn’t everything. Just work hard, be organised and especially make sure you have fun.

When asked what motivated her during her senior studies Gwyneth replied, “the thought of retiring young and earning lots of money!” She added, “my Year 12 year was challenging and really busy at times, but also rewarding. I learned to prioritise well. I can’t think of anything I’d change about my Year 12 year. While it had both good and bad moments but I made the most of the experience.”

Gwyneth acknowledges her family as being her greatest support during Year 12. While regional students might face the challenge of more limited facilities and resources in their schooling, what comes through strongly from the student experience is that by staying at home during  Year 12,  students reap the benefits of that all-important support from family and their school community. 

As a hardworking, motivated and organised student, getting her black belt in judo during her senior school years is an achievement Gwyneth is particularly proud of. She was also able to make use of this sporting achievement in her QTAC application by applying for the Elite Athlete Adjustment Scheme. The scheme is one of many ways some institutions recognise the impact of an applicant’s sporting demands on their educational outcomes. This is usually done by adding adjustments to a student’s selection rank to help them meet the course threshold rank. 

Gwyneth is preparing for university and looking forward to meeting new people and learning about things that interest her. Her parting advice to other regional students who are looking to achieve well to follow reach their study goals, “take every opportunity.” 

 

If you have an inspiring and interesting story to share about how you (or someone you know) got to university or further study, or how your study went – we’d love to hear from you. 

First-in-family students pave the way to university success

With the start of the new academic year, across Queensland thousands of students will be starting university for the first time. Many high-achieving Year 12 graduates from 2022 will be reaping the rewards of their academic success and taking up a place in one of the sought-after, high-demand courses or their ‘dream’ course.  Others may not have topped their class or achieved a high ATAR, but with hard work and dedication have graduated high school and secured a place in their preferred university course. We will also see non-school leavers who have been in the workforce for a while, courageously returning to study to get them that step closer to reaching their educational and career ambitions.  

I started studying Social Science online… at the start of this year, mainly because I’ve long been interested in helping people and I thought that if I don’t do this now I never will.

Joe (58)*

Entering university for the first time is a big step for anyone, but for one group it can be even more daunting. These are the ‘first in family’ students who will become the first members of their immediate family to go to university, thus gaining ‘first-generation’ status. First in family is defined as someone who does not have a parent/guardian who already holds a university-level qualification and who also may not have any siblings or relatives who have gone to university. 

So, who are our first in family students and where do they come from? Only about one-in-four Australian adults hold a bachelor-level or higher qualification and a young person with a university-educated parent is twice as likely to enrol in university than someone who does not. 

There wasn't a lot of talk about university in my home growing up… and the general view in my circle was that uni was good if you were super brainy.

Melinda (33)*

In 2022 between 13% and 55% of new undergraduates in Australia were the first in their families to go to university, depending on where they enrolled (Patfield, 2022). Some regional universities enrolments are made up of over 55% of first in family while the metropolitan universities tend to have fewer. First in family students are more likely to be Indigenous and are more likely to come from socio-economically disadvantaged communities and/or rural and remote areas. 

The research shows that first in family students often face complex and multiple forms of disadvantage that shape their schooling and transition to university. Going to university can be daunting new territory for these students, their families and even their communities.  

I really wanted generational change… to show my kids by example.

Ryan (35)*

The Australian government is starting to recognise the importance of broadening access to higher education by offering funding to universities to support the inclusion of first in family students. To help address the challenges that first in family students experience, and to provide an equal opportunity, some universities offer selection rank adjustments for first in family applicants. These adjustments are university and course-specific, so applicants should check with their institution or QTAC before making an application. To assist first in family students in their transition to tertiary study, universities also offer support services such as accommodation services, language support, counselling services, learning and study workshops, and financial support. 

Government-supported national research projects have explored how universities can support first-in-family students more effectively and has led to the development of useful resources, such as the First-in-Family website which has some motivational stories. 

Our grandson Paulo has just started university. He is the first of all the children and the grandchildren to come to university and we are very, very proud of him.

Nonna (67)*

Despite the move to mass higher education, university access continues to be strongly associated with parental education level. While first in family status is becoming more recognised and supported, recent research makes a case for the inclusion of first-generation status as a targeted equity group (Patfield, Gore & Weaver, 2022).

*You can read our students’ full inspirational stories from the First-in-Family research website.

Author: Dr Janet Buchan

 

Sources:
  • Jaremus et al. (2022) Aspirations, equity and higher education course choice: The path travelled. NCSEHE. Curtin University. Perth. Available from https://www.ncsehe.edu.au/wp-content/uploads/2022/04/Jaremus_UON_Final.pdf.
  • Patfield, S. (2022) ‘They don’t expect a lot of me, they just want me to go to uni’ ‘: December 16 2022. The Conversation.
  • Patfield, S., Gore, J. & Weaver, N. (2022) On ‘being first’: the case for first-generation status in Australian higher education equity policy. Aust. Educ. Res. 49, 23–41 (2022). https://doi.org/10.1007/s13384-020-00428-2.
  • First in Family (2023) First in Family students and stories. University of Wollongong. Available from http://www.firstinfamily.com.au/stories.php.

2022 ATAR Report release

The 2022 ATAR Report was published by QTAC on 31 January 2023 and is now available on the QTAC website. Download your copy here.  

The annual ATAR Report provides an overview of the calculation of the ATAR and scaling outcomes for the previous year’s Year 12 student cohort. In line with the 2020 and 2021 ATAR Reports, the 2022 Report contains a summary of subject enrolments, the outcomes of the inter-subject scaling process for each subject, as well as the allocation of students to ATAR bands. The format and overall content of the report has been kept the same as in previous years to make it easy for people to follow trends and to make comparisons across the years.  

For more information about the calculation of the ATAR, see the Calculating the ATAR in Queensland: Technical Document available on the QTAC website.  

2022 ATAR Insights at a glance 

The summary below compares key ATAR statistics for the 2020, 2021 and 2022 Year 12 cohorts – the first three years of the introduction of the Queensland ATAR.

27,245 students qualified for a Queensland ATAR in 2022. At 52.9%, this was marginally higher than in previous years. 

Qualifying for the ATAR

From 2020 to 2022 there has been an increase in the number of students qualifying for the ATAR on schemes other than with 5 General subjects. The number of Year 12’s qualifying for an ATAR through the schemes  4 General + 1 Applied subject is up 1.38%, and those getting their ATAR under the 4 General + 1 VET qualification is up 2.49%. 

8,548 students, or 31.3% of the ATAR-eligible cohort, received an ATAR based on their VET or Applied subject in combination with 4 General subjects. There has been a corresponding decrease in those qualifying with 5 General subjects. This is a positive indication that the ATAR scheme is encouraging students to follow study pathways other than with only General subjects. 

Subjects and Qualifications studied

The most studied subjects in 2022 for each subject type were English (General), English and Literature Extension (General Extension), Chinese (Senior External Examination) and Essential English (Applied). The most frequently completed VET qualifications for each AQF Level were the Certificate III in Fitness, the Certificate IV in Crime and Justice Studies, the Diploma of Business and the Advanced Diploma of Professional Dance (Elite Performance). 

Summary of key statistics across the first three years of the ATAR in Queensland 
ATAR Distribution

During the ATAR calculation process the allocation of ATARs to different bands is done according to the set formula. As can be seen from the table below, the ATAR distribution is similar year on year, and the small changes in numbers of students fitting into the different ATAR distribution bands reflect the changing population of ATAR–eligible students.  

ATAR Scaling

When compared against the previous two years, the 2022 scaling outcomes for individual subjects confirm that the cohort achievement and scaling for subjects changes from year to year and to varying degrees. The Distribution of Raw and Scaled Results for all subjects in 2022, as presented in Tables 7, 8 and 9 in the ATAR Report, show that while there is similarity in scaling outcomes across the years, there is no set pattern or ‘predictability’ in how different subjects might scale when compared to previous years.  

**When reading this report and interpreting the data, it is imperative to observe the following: 

  • Inter-subject scaling is the process undertaken to map each QCAA subject and completed VET qualification to a common scale. This allows raw results in different subjects to be compared fairly. 
  • Subject Scaling is a comparative measure based on actual subject achievement data and is expected to be different from one year to the next based on the capability of the student cohort for each year. QCAA subject results are the true achievement levels. 
  • The performance of students in each subject, each year determine the scaling of a subject. Students should not select subjects based on predicted scaling outcomes but should choose subjects they enjoy, are good at and which meet any prerequisites for courses they want to apply for. 
  • QTAC does not endorse any ATAR calculators to help identify whether a student is on track to receive a particular ATAR. Calculating the ATAR is a data-driven process and schools need to be wary of calculators, as those calculators will not have access to the actual data which is used to calculate final ATARs. Although trends will form, schools, students and parents are advised not to use historical scaling data to predict future outcomes. 

Applicant Spotlight: Regional Year 12 graduate overcomes challenges to achieve study goals

Regional students face unique challenges not usually experienced by those living in major cities. Leanne, one of our QTAC applicants and a 2022 Year 12 graduate from Innisfail in Far North Queensland, shares her story as an inspiration to other regional students. Leanne’s hard work at school and her excellent Year 12 results paid off when she received an offer for her first preference course, the Bachelor of Medicine, Bachelor of Surgery at James Cook University in Townsville. 

Having experienced first-hand the limited health services in rural areas, Leanne says she always wanted to make a difference in rural communities. It is also why her first preference was a medicine course with a focus on rural health. “For me the course was more important than the university. If I had received my second or third preference, I would still be happy since the end goal of becoming a health professional in order to help others in times of need would be more important to me than the university.”  

One of Leanne’s biggest motivations for study during Year 11 and Year 12 was her desire to pursue a degree in health. Noting that, if she had missed out on an offer for medicine this year, her Plan B was to study Pharmacy as a pathway to Medicine. 

Studying at a small school in a regional area can be more challenging since there is often less availability of services, resources, and teachers. Leanne’s message to other rural students is that, despite the challenges you can still do well in your studies. “It is not impossible. You are more capable than what you think you are!”  

What I achieved is far greater than what I thought was possible. You are much greater than you think you are.

Regional students face unique challenges not usually experienced by those living in major cities. Leanne, one of our QTAC applicants and a 2022 Year 12 graduate from Innisfail in Far North Queensland, shares her story as an inspiration to other regional students. Leanne’s hard work at school and her excellent Year 12 results paid off when she received an offer for her first preference course, the Bachelor of Medicine, Bachelor of Surgery at James Cook University in Townsville. 

Having experienced first-hand the limited health services in rural areas, Leanne says she always wanted to make a difference in rural communities. It is also why her first preference was a medicine course with a focus on rural health. “For me the course was more important than the university. If I had received my second or third preference, I would still be happy since the end goal of becoming a health professional in order to help others in times of need would be more important to me than the university.”  

One of Leanne’s biggest motivations for study during Year 11 and Year 12 was her desire to pursue a degree in health. Noting that, if she had missed out on an offer for medicine this year, her Plan B was to study Pharmacy as a pathway to Medicine. 

Studying at a small school in a regional area can be more challenging since there is often less availability of services, resources, and teachers. Leanne’s message to other rural students is that, despite the challenges you can still do well in your studies. “It is not impossible. You are more capable than what you think you are!”  

When asked about her Year 12 experience, Leanne said, “overall, it was quite an enjoyable year. As a regional student, studying locally meant that I got to spend my final year with the support of my family, friends, teachers, and my lovely school community at Good Counsel College, Innisfail.” 

Leanne was quick to note that she couldn’t have achieved her goal without the support of family. “My sisters were always the first to hear about my day, to kindly remind myself to keep studying and made sure that I was taking care of myself and give me a hug if I needed it. Even though my older sister was away at university, she sorted out everything for my Year 12 formal – dress, shoes and makeup!” 

Playing the piano for a school audience is daunting at the best of times, but playing for her College Masses and other events was a particularly important achievement for Leanne, who is largely self-taught player. “I began teaching myself piano from Grade 9 since my older sister, who was the main musician for the College, graduated, and so the College needed someone to fill her shoes. Music lessons were quite expensive and living in a rural area meant that there were not many music teachers available. I took up the challenge of teaching myself piano and began by choosing it as a subject in Grade 9. After learning theory and practising at home, I eventually became good enough and was able to play in front of other people for College Masses and on show days.”

Leanne will be making the big move away from home in Innisfail to Townsville to take up her place in her medicine course in February 2023. “What I’m looking forward to most is being with like-minded people and studying a course that I am passionate about. It will be amazing to hear other students’ stories and I’m looking forward to making life-long friendships.” 

High school isn't everything, and that one number (your ATAR) doesn't determine your worth as a person or the great things that you have in mind to achieve. ‘No’ just means ‘next option’ and ‘fail’ means ‘first attempt in learning’.

If you have an inspiring and interesting story to share about how you (or someone you know) got to university or further study, or how your study went – we’d love to hear from you. 

So you’ve finished Year 12. Where to from here?

So, you’ve finished year 12 and have received your QCE and ATAR results

Congratulations. No matter your pathway, achieving your ATAR and/or VET qualification is a significant achievement for those looking to study further after school.  

To help you keep on track with your QTAC application and upcoming offer rounds we’ve put together a summary of some key information. 

 

Offer Round dates 

You may have already received an early offer, or early conditional offer, from an institution. Keep an eye out for further communications about what to do with that offer. If you’re a QTAC applicant waiting for your offer, the 22 December 2022 is the first offer round where current Year 12 applicants can be considered for an offer based on their ATAR. 

Please note:  Not all courses will be participating in this offer round. If your course isn’t offered in December, don’t worry as most courses will participate in the 12 January 2023 Offer Round. 

For information on individual institutions’ course offer dates and vacancies please refer to the institutions’ Course Offer Dates page. If you don’t get an offer on 12 January, you have the option to change your preferences and try for something different in the offer rounds throughout January and February 2023. 

 

What to do if you get your offer 

Make sure you respond to your offer by the date given with your offer. Remember, you may lose your offer if you allow your offer to expire, or if you receive a new offer for the same semester. The QTAC Offers webpage steps you through how to respond to your offer and how to log in to QTAC Application Services. 

 

Did you get the ATAR you had hoped for or needed? 

If you did, that’s great news!  It’s not long to wait now for offers to be released. 

If you are not sure that your ATAR will get you into your preferred course – don’t panic! You may still get an offer. Entry requirements for courses are made up of more than just ATARs and institutions’ minimum selection thresholds may not yet be decided. Play it safe, add in some back up courses and make sure you follow the QTAC preferencing advice. 

 

Check and change your preferences 

Now you have your QCE results and ATAR result, check the course entry requirements for your preferenced courses. If you don’t meet the prerequisites or minimum selection ranks, you may need to look at changing your preferences.  Just remember, you can only change your preferences for free, three times. 

 

Upgrading Pathways 

If you didn’t get the ATAR or the course offer you had hoped for by the January 12 offer round, there are many ways to achieve your goals. Check out the information on upgrading pathway options. There are many pathway options which can help you work towards getting into your dream course. This could involve bridging courses, upgrading via tertiary study or tertiary preparation courses to assist with gaining a higher rank and/ or meeting subject prerequisites.  

 

Non-ATAR pathways 

Did you know that you can gain entry into many institutions, for certain courses, without an ATAR? Using the standalone selection ranks that VET qualifications, such as Diplomas and Certificates, ca give may be a great pathway into your dream course. Check the individual institutions and specific courses for entry requirements. 

 

What about improving your ATAR if you really need to get into the course you want? 

If pathways aren’t for you, then you can consider further year 12 study. See the Factsheet on Qualifying for a New ATAR for more detail. 

 

Need assistance with your application? 

The QTAC Customer Service team are experienced in helping applicants navigate through applications and to find suitable course options and pathways. 

Call us on 1300 467 822 

Or use the QTAC Contact form to send a message to us.

IB Students and the release of the IBAS 

Congratulations to all our International Baccalaureate students on completing your IB Studies program and finishing year 12. We wish you well for your applications and for the future as you prepare for the next phase in your life.  

Here is QTAC’s latest update on the release of the IBAS. This information has also been sent out to schools.  

Early release of IBAS results to students 

IBAS results will be released to Queensland students from 12:00pm on 4 January 2023

(Previous time was 5 January 2023 from 9:00am)

QTAC is pleased to be able to offer the earlier IBAS release time to our Queensland students. This should give students time to review their QTAC applications and change their course preferences if needed. See information on Course Preferences at qtac.edu.au/preferences

Students will receive their IBAS via a personal email from QTAC.

IMPORTANT: IBAS emails will only be sent to students who have submitted a QTAC IBAS Year 12 Consent Form (to provide consent and supply their contact details) and have nominated a Tertiary Admissions Centre in their IBIS account. 

 

Students, have you submitted the QTAC IBAS Year 12 Consent Form? 

Queensland (onshore) IB students, if you want to receive your IBAS result from QTAC you will need to complete and submit the online QTAC IBAS Year 12 Consent Form before IB results are released. You also have the option to share your IBAS result with your school. 

How to get the link to the IBAS Consent Form

Contact your school’s IB Coordinator, or contact QTAC for assistance:
Email: IBenquiries@QTAC.edu.au
Call QTAC: 1300 467 822

Students, have you nominated a TAC to receive your IB results transcript? 

Please note: An IBAS cannot be calculated for anyone who has not nominated (within IBIS) a tertiary admissions centre to receive their IB results. 

Please go into your IBIS account and nominate QTAC as a recipient of your IB results. 

QTAC can only retrieve your results directly from the IBO if you nominate QTAC as a recipient of your IB results via the Results Release Service on the International Baccalaureate Information System (IBIS). This gives your permission to share IB results with QTAC (and interstate TACs) for assessing your Application. This also ensures the IBO provides IB results for the IBAS calculation.  

Useful resources: IB and your QTAC application 

Busting the Myths about Selection Ranks

Many students working hard to get into a chosen course will be aiming for that magic number – the selection rank ‘cut-off’ (or minimum selection threshold) which may make them eligible for their course.  

A selection rank is the rank required for eligibility for entry into a particular course of study. The selection rank is determined by using an applicant’s ATAR, qualifications and other adjustment factors. The flowchart below summarises how selection ranks are determined.  

Selection ranks and how they are used by institutions to select applicants are not simple. We asked our QTAC specialists to identify some of the most common questions they get about the selection rank processes. We’ve also included links to information on the QTAC website. 

MYTH #1 The ATAR is your selection rank 

The ATAR itself is not a selection rank. The ATAR is an achievement measure of how you ranked against all other year 12s in your cohort. As an achievement measure, it is profiled against a specific schedule to give a selection rank. It just so happens that the value of that selection rank is the same as the ATAR. For many school leavers the ATAR will be their only input into a selection rank if no other adjustments apply. 

MYTH #2 Rank adjustments are added to your ATAR to increase your ATAR 

No. Adjustments are added to the ATAR selection rank to determine the final selection rank. The ATAR itself stays the same. In the past rank adjustments were sometimes referred to as ‘bonus points’. 

MYTH #3 All institutions use the same criteria to calculate your selection rank 

No. Institutions have different rules for applying adjustments to a selection rank and adjustments are often course specific. Find out more about adjustments and the selection rank profile. 

MYTH #4 The selection rank for a course is always the same every year 

No. The published minimum selection threshold is based on the previous year’s Semester 1 intake period and varies from year to year.  
The minimum selection threshold is the minimum adjusted score (rank) that was required for an offer of a place. The minimum selection threshold was previously referred to as a ‘cut-off’. Minimum selection thresholds vary from year to year, and from offer round to offer round, depending on the number and quality of applicants a course receives. 

MYTH #5 If you do a VET subject you automatically get a certain selection rank 

Some institutions (not all) may consider completed VET qualifications, at Certificate III level and higher, as a basis of tertiary admission. The VET qualification will be assessed as a stand-alone qualification according to a schedule and given a selection rank. Find out more about VET qualifications for tertiary entrance and individual institution schedules. 

MYTH #6 Only year 12 applicants can use VET for their selection rank 

No. Anyone who applies to QTAC, including non-year 12s, will have their VET qualifications assessed as part of their application in the same way as all other applicants. Institution policies will determine how the selection rank from VET qualifications are used. 

FAQ – Where can I find out what selection rank is needed for a course? 

Use QTAC’s Course Search to find a course. Each Course Search entry shows a selection rank profile reflecting the selection rank required in the previous year’s January offer round. Information is published for every domestic entry undergraduate course that uses the selection rank wholly or partly, in the tertiary admission process. 

Contact us at QTAC for more information  

Call 1300 467 822  

Using data analytics to support EAS applicants most in need

Using data analytics to support EAS applicants most in need

Posted on Oct 10, 2022 | In Blog, Institution Staff, School Staff

It is often the most disadvantaged applicants who struggle to fully document their Educational Access Scheme (EAS) claims and face missing out on a place in their preferred course. QTAC is making innovative use of data analytics to enable our EAS team to provide targeted, individual support to those EAS applicants most in need.  

EAS is an evidence-based scheme and to be considered for a selection rank adjustment based on educational disadvantage, applicants must provide all the required supporting documents. The rate of undocumented EAS applications has been around 40% for some years (41.6% in 2022) and insufficiently documented claims often account for 15 to 20% of EAS applications.  

Data analytics allows QTAC to identify and to offer targeted help to those EAS applicants who will likely need an adjustment to be competitive. This has led to measurable improvement in EAS documentation and is helping applicants get across the line for an offer. 

About EAS 

QTAC’s Educational Access Scheme (EAS) helps tertiary applicants by providing a selection rank adjustment for eligible applicants whose recent study was impacted by financial or personal challenges.  

Before you apply:  

  • Read the EAS guidelines, FAQs and Case Studies. 
  • Check your eligibility for nominated categories. 
  • EAS is an evidence-based scheme so you must provide all the required supporting documents. 
  • If you cannot provide the documentation please submit a statement explaining why.  

More details about the EAS scheme, including helpful FAQs, can be found on the QTAC website, or you can contact us at QTAC for assistance on PH: 1300 467 822. 

If you are interested in a QTAC Presentation to support Year 12 students or QTAC Applicants and you are representing a school – please email presentations@qtac.edu.au with EAS Presentation in the subject line and a team member can provide you with more information. 

Did you know that Higher Education is a Human Right?

At the 2022 UNESCO World Higher Education Conference in Barcelona in Spain in May, UNESCO’s Director General reaffirmed that higher education is not, and should not become a privilege, but is an integral part of the fundamental right to education. Countries need to promote local and global equity of university access. 

Over the past two decades there has been a major transformation in higher education across the world with a doubling in the number of students enrolled – to 235 million students – and this number is likely to double again over the coming decade. 

However, numbers in higher education are still lagging behind in developing countries, with just 10% of young people accessing higher education compared to 79% in some richer countries. Progress has been made in terms of equality between men and women, and in 2020 there were 113 women enrolled in higher education for every 100 men in the world. Sub-Saharan Africa is lagging as the only region where there are fewer female than male students in university. 

The Australian Landscape 

Australia has (relatively) good access to higher education, with ongoing initiatives driving improvement. In May 2021, of Australians aged 15-74 over two-thirds (68%) had or were studying for a non-school qualification. Half of all young women aged 25-34 years now hold a bachelor degree or above, compared with just over a quarter (26%) twenty years ago (May 2001). 

The importance of a post-school qualification can be seen in the employment statistics in Australia. As at May 2021, 78% with a non-school qualification were employed, compared with 56% of people without one.  

Lifelong learning 

Australians continue to learn throughout their lives. In 2020-21, 42% of Australians aged 15-74 years had participated in learning over the past 12 months (7.8 million people). This ranged from formal study for a qualification such as a certificate, diploma or degree, to non-formal learning such as work-related training or personal interest learning. Online learning is becoming the most common way work-related training is delivered with post-COVID rates more than doubling from 19% in 2016-17 to 55% in 2020-21. 

QTAC supporting access to higher education 

QTAC is proud to play a part in helping give people from all walks of life access to higher education. We process upwards of 70,000 applications for tertiary study per year and in the 2022 admissions year made 51,860 offers of course places in our Queensland institutions to students.  

In addition to core business, QTAC administers the Rural and Regional Enterprise Scholarships (RRES) Program funded by the Australian Government’s Department of Education. Since 2016, the RRES Program has helped give over 4,000 students in regional and remote areas access to higher education.  

The QTAC website lists a number of Assistance Schemes such as the Educational Assistance Scheme (EAS) and Rural Access Scheme. To make higher education more accessible to prospective students, our Queensland institutions offer a range of support incentives such as special admissions schemes, the Rural Access Scheme,  scholarships, residential funds, regional preference schemes and flexible modes of learning. You can find out more information on the range of special admissions schemes on the Queensland institution’s websites.   

Author: Dr Janet Buchan

 

Sources 

University World News (https://www.universityworldnews.com/post.php?story=20220520090907357 ) 

ABS Statistics (https://www.abs.gov.au/statistics/people/education/work-related-training-and-adult-learning-australia/2020-21) 

The new Australian Curriculum has had the ‘Marie Kondo’ treatment

The new Australian Curriculum (ACARA Version 9.0) was endorsed by education ministers in April 2022. After a lot of discussion and debate on key aspects of the curriculum, schools can begin teaching the content from 2023.
 
Of interest to parents, teachers, and others interested in the Australian curriculum is this ABC podcast. David de Carvalho, CEO of the Australian Curriculum Assessment Reporting Authority (ACARA), discusses the “more stripped-back and teachable curriculum” that supports deeper conceptual understanding and aims to improve performance.
 
To find out more about the ‘Marie Kondo’ treatment for curriculum, listen to the podcast (14 mins.).