Resource type: Report

Australia’s early childhood education and care (ECEC) policy and funding settings have driven strong growth in childcare places for relatively low public investment. But the way the sector has grown matters.

How is Australia tracking in meeting its educational goals of excellence and equity? How well are our school systems supporting schools to meet the needs of disadvantaged students?

Mitchell Institute report explores ATAR’s changing role in school-to-university transitions and its impact on equity and opportunity.

In their new report, the Mitchell Institute calls for full-service school models as a purpose-built solution to Australia's growing educational inequality.

Disadvantaged children who perform well at a very young age are overtaken by their peers from more advantaged backgrounds as they move towards school age.

Victoria University's (VU) Mitchell Institute has re-examined accessibility to childcare across Australia, using the most recent available data.

Our latest report calls for education and immigration policy innovation to reach a healthy and sustainable international education sector.

This report explains the purpose, development, structure and use of the Resources’ Attributes for evidence-informed Practice Tool (RAPT).

In this report, we examine how Australian federal policies related to place-based approaches frame these four practices.

This commissioned report identifies programs in Hume City related to employment and education.

The future of Australian education must move beyond post-COVID recovery to reinvigoration.