Abstract
The Bradley Report calls for increases in the percentage of the population aged 25-34 years old achieving higher education degrees, and for an increase in the percentage of university students who are from low socio-economic backgrounds. Furthermore, it advocates that there should be no separate funding for community engagement, but rather it should be integrated into the teaching and research functions of universities. This article describes a number of University-community collaborations carried out at the University of Western Sydney that are embedded in credit-bearing teaching programs. Each of these illustrates in practical and proven ways how the Bradley participation targets might be met. These community-based academic subjects involve students in mentoring, tutoring, and other support programs that enhance the educational participation and outcomes of targeted equity groups. They are based on University community collaborations that are supported entirely within the teaching function of the university.
Original language | English |
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Pages (from-to) | 20-27 |
Number of pages | 7 |
Journal | The Australian Journal of Community Engagement |
Volume | 4 |
Issue number | 1 |
Publication status | Published - 2009 |
Keywords
- higher education
- teacher education