澳大利亚维多利亚州大学本科招生中，来自低社会经济背景的学生比例出现明显下降1。该比例从2018年的15.3%跌至2024年的12.2%，反映出高等教育入学机会差距扩大的趋势1。ACSES项目主任蒂姆·皮特曼指出，"低社会经济地位学生总体上会最后加入、最先离开各部门"1，说明这一群体在高等教育中的流失问题突出。
为应对这一挑战，维多利亚大学推行了块模式教学改革，即学生一次专注学习单一科目四周1。这一举措取得显著成效：低社会经济背景学生的完成率从2018年的82.75%提升至2024年的90.82%1。改革后这类学生在STEM科目的不及格率下降46.4%，获得高级区分的学生增加82.3%1。维多利亚大学副校长亚当·舒梅克解释了引入该模式的初衷，表示"来自各种背景的人没有足够快、足够好、足够强地成功"1，说明块模式旨在为学生提供更有针对性的支持。
The proportion of students from low socioeconomic backgrounds among undergraduate places at Victorian universities has declined significantly, falling from 15.3% in 2018 to 12.2% in 2024 1. This downturn reflects broader challenges facing disadvantaged learners seeking higher education access, driven by rising living costs and increased tuition fees 1.
In response to these pressures, Victoria University has implemented structural reforms designed to support struggling students. The institution introduced a block-mode teaching system, where students concentrate on a single subject for four weeks at a time, which has yielded measurable improvements 1. Completion rates among low socioeconomic status students rose from 82.75% in 2018 to 90.82% in 2024 under this model 1. The changes have also strengthened academic performance: failure rates in STEM subjects among disadvantaged students declined by 46.4%, while the proportion achieving high distinctions increased by 82.3% 1.
According to Tim Pitman, director of the ACSES program, students from low socioeconomic backgrounds "are typically the last to join and the first to leave different departments" 1. Victoria University Vice-Chancellor Adam Shoemaker highlighted the rationale for adopting block-mode teaching, noting that "people from all backgrounds are not succeeding quickly enough, well enough or strongly enough" under traditional structures 1.
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