Ethnic minorities and equity strategies in tertiary education

This report examines the access and equity strategies in tertiary education affecting people of Non English Speaking Background (hereafter described as NESB). Our interest in this question grew out of a number of experiences — both Helen Meekosha and Andrew Jakubowicz had been involved in ethnic issues for a t least ten years. We had carried out consultancy research projects for governments examining access and equity programs [see Jakubowicz and Mitchell 1982, Meekosha et al. 1987] in which we had become increasingly aware th a t the language of equitable access had been perfected by government while the practice was far removed from it.