Introducing the new SPERA Executive Members

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SPERA is delighted to welcome two new General Executive Members to the 2026 Executive Committee – Donna Ballard and Matthew Thompson.

Donna Ballard
General Executive Member
Donna Ballard is a NSW MidCoast local; her professional journey reflects a strong commitment to community, education and regional opportunity. Actively involved in local volunteer groups, Donna is dedicated to strengthening regional families and contributing to the social and economic development of the MidCoast. As CEO of Taree Universities Campus, she is passionate about removing barriers to higher education and supporting people to study locally.

Matthew Thompson
General Executive Member
Matthew Thompson has worked in outreach and widening participation since 2015, developing and delivering programs across the Macleay Valley that demystify and promote access to further and higher education. He brings a strong connection to Country and extensive experience working collaboratively with Indigenous Australian community stakeholders. Matthew has a diverse background working with industry organisations specialising in event management and holistic individual support, and draws on his lived experience as a neurodivergent learner. He is deeply committed to empowering students to pursue their aspirations and reducing barriers to educational success.

The 2026 Australian Rural Education Awards Opening Soon!

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Exciting times are ahead for Australia’s rural education community, with applications for the 2026 Australian Rural Education Awards (AREAs) opening soon.

Since 1994, the AREAs—coordinated by SPERA—have recognised outstanding individuals, institutions, organisations and industry partners who are making a real difference in regional, rural and remote (RRR) education. For more than 30 years, the awards have showcased innovation, partnership and impact, and have become a national platform for sharing excellence in rural education practice.

The AREAs are presented at the National Conference for Regional, Rural and Remote Education (NCRRRE), bringing together educators, researchers, policymakers and community leaders from across Australia. Being recognised as an AREA winner not only celebrates achievement but also amplifies great work on a national stage.

Why apply?
AREA winners receive:

  • A professionally produced short film or promotional content showcasing their project
  • The opportunity to present to the Regional Education Commissioner and Australian Government representatives
  • An invitation to present a SPERA webinar
  • A trophy and logo kit for use in communications

Most importantly, winners gain national recognition and the opportunity to inspire others working in RRR education.

Award Categories
The 2026 AREAs will recognise excellence across the following categories:

  • First Nations Education
  • Regional, Remote, Rural Partnership
  • Community Centric
  • Research Excellence
  • Innovative Project
  • Early Education

Whether you are leading a community-driven initiative, delivering innovative programs, strengthening partnerships or conducting impactful research, the AREAs provide a platform to celebrate and share your work.

Want to see the calibre of past winners? Explore previous AREA recipients and their inspiring projects.

To support potential applicants and celebrate excellence, SPERA is also launching the 2026 Webinar Series on 18 February, featuring presentations from 2024 AREA winners. These sessions will offer valuable insights into what award-winning practice looks like and how strong partnerships and innovation are shaping the future of rural education.

Registrations for the webinar series are now open: Sign up here to learn from past winners and be inspired to apply.

Applications for the 2026 Australian Rural Education Awards will open soon. Stay tuned!

Beyond the Pilot

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Uni Hub SG, in partnership with BHP and the Roxby Downs Child Care Centre, is pleased to announce the continuation of the Early Childhood Project for a further two years. Building on the strong outcomes achieved during the pilot phase, the extended project reaffirms a shared commitment to strengthening early childhood education and care in regional, rural and remote (RRR) communities.

To date, the project has supported 18 local learners to pursue formal qualifications, including 12 Certificate III in Early Childhood Education and Care, four Diploma of Early Childhood Education and Care, and two Bachelor of Early Childhood Teaching programs. These achievements represent a significant investment in both emerging and existing educators, creating clear and sustainable education-to-employment pathways within the local community.

The continuation of the project has further increased the capacity of the local workforce by upskilling current educators while enabling new entrants to begin or progress their careers without having to leave the region. Importantly, the initiative ensures that high-quality early childhood education remains a priority in RRR communities, where access to training and professional development opportunities can be limited.

The success of the Roxby Downs Early Childhood Project has also created a scalable model, enabling other RRR communities to explore and implement similar initiatives. By addressing barriers to access for further education, including vocational education and training (VET), the project demonstrates how strong partnerships can deliver lasting workforce and community impact well beyond the pilot phase.

Highlights from the 2025 National RUSH Widening Participation Forum

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SPERA is proud to acknowledge the leadership of our President & Advocacy Director, Chris Ronan, who recently contributed to the 2025 National RUSH Widening Participation Forum hosted by Country Universities Centre at the Australian National University.

The Forum brought together 151 participants from across Australia, uniting practitioners, researchers, policy leaders, Regional University Study Hub teams, and community partners to share ideas, tools, and inspiration for improving equitable education pathways in regional, rural and remote communities.

Across two energising days, attendees engaged with:

  • Keynote speakers and a sector panel exploring the future of widening participation
  • 15 EARUCP sub-project presentations, showcasing innovation and evidence-led practice
  • Six hands-on workshops, each focused on strengthening place-based solutions
  • Discussions on how collaboration can drive stronger outcomes for regional learners

The event highlighted the growing momentum of the RUSH network and the critical role regional study hubs play in improving access to tertiary education. SPERA extends its congratulations to Country Universities Centre and all contributors for their generosity, openness and commitment to collective impact.

Northam Regional Study Hub Officially Opened by Minister Jason Clare

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SPERA was pleased to see regional higher education in the spotlight with Minister Jason Clare officially opening the new Regional Study Hub in Northam, Western Australia — the fifth hub established by the Lumen Wheatbelt Regional University Study Hubs.

SPERA Secretary Natalie Nelmes attended the event alongside local council leaders, community members, WA universities, and RUSH teams from Albany and Geraldton.

During the ceremony, Northam Study Hub Coordinator Lisa Astle delivered an inspiring speech about her own journey as a mature-aged university student, sharing how access to local study support transformed her life. She spoke about the potential the hub now offers others in the region seeking to pursue tertiary education without leaving their community.

This opening marks another milestone in expanding regional study access and strengthening pathways for rural learners across Australia. SPERA congratulates the Lumen Wheatbelt RUSH team and all community partners involved.

Wanted: AIJRE editorial team and advisory board members!

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The Australian and International Journal of Rural Education (AIJRE) is one of the few publications that focus on rural education research, and it is perhaps the only one with an international focus. The AIJRE is building its international reputation and improving its standing as a quality journal. Over the last few years, citation rates for articles in the journal have been steadily increasing, and in the previous year, the number of submissions received doubled. The quality improvement and increased demand for the journal have meant that the workload for editors and reviewers has increased.

Therefore, the editorial team is working on building and diversifying the editorial team and the editorial advisory board. We are looking for people who can commit to editorial processes, and we are looking for board members who come from increasingly diverse geographic and disciplinary contexts to support the Journal’s review needs. These two roles provide an exciting opportunity for rural professionals, researchers, and experienced practitioners to play a role in the dissemination of articles that reflect high-quality research and good practice in rural education. If you are interested in one of these roles, you can have a look at the current membership and roles for editors here and for the advisory board here. Expressions of interest can be sent to john.guenther@batchelor.edu.au. Include your CV and an outline of why you are interested.

AIJRE Issue: Reimagining mobility in rural education: Challenges, opportunities, and paths forward

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This special issue explores the complex intersections of mobility and rurality across diverse global contexts. The contributing articles by up-and-coming rural scholars reveal how mobility encompasses multifaceted social, emotional, and cognitive transitions that shape rural individuals’ lived experiences and imagined futures. AIJRE Vol. 35 No. 3

Building the Early Childhood Workforce in Port Augusta

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Building on the success of the Roxby Downs Early Childhood Project in 2024, The Strengthening Futures: Early Childhood Workforce Project, Port Augusta is a collaborative, locally-driven initiative addressing the shortage of qualified early childhood educators and teachers in Port Augusta and the Upper Spencer Gulf region. Led by Uni Hub Spencer Gulf in partnership with Central Queensland University, and funded by the Port Augusta City Council and the Office for Early Childhood Development, the project is a model of community-based workforce development.

By focusing on local talent and fostering clear pathways from school to employment, the project supports regional learners with personalised assistance, mentoring, and access to a dedicated study hub. Wraparound services—including literacy, study skills, and wellbeing support—are tailored to address the unique barriers faced by rural and remote students.

Key outcomes to date include 18 local participants entering early childhood education study and employment, a regional mentoring program, and the creation of sustainable career pathways within the community. Importantly, the initiative delivers broader benefits: children gain improved access to quality early learning, parents are better supported to return to work or study, and local residents access stable, meaningful careers.

This place-based approach prioritises internal capacity-building over external recruitment, reinforcing the social and economic fabric of Port Augusta. Strong partnerships—with the Pt Augusta City Council, local schools, child care centres, and universities—have been central to its success.

More than a workforce solution, Strengthening Futures is a scalable model for community development across regional South Australia, proving that investing in people and place leads to generational impact and stronger, more resilient communities.

Uni Hub Spencer Gulf is incredibly proud to be supporting and leading a number of projects delivering regional workforce solutions.  Strengthening Futures is a scalable model for community development across regional South Australia, proving that investing in people and place leads to generational impact and stronger, more resilient communities.

Celebrating Community-Led Change in Regional Higher Education

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SPERA is proud to acknowledge the Eastern Australia Regional University Centre Partnership (EARUCP) for receiving national recognition for its bold reimagining of university outreach in regional, rural and remote communities.

Led by the University of Technology Sydney (UTS) and the Country Universities Centre (CUC), the partnership spans 25 universities and 14 Regional University Centres across Queensland, New South Wales, Victoria and the ACT. Unlike traditional outreach models, EARUCP works hand-in-hand with local communities to co-design initiatives that respond directly to each region’s unique needs and educational landscape.

Chris Ronan, SPERA CEO and Country Universities Centre CEO, emphasised the power of this approach:

“When communities define their own needs, build their own programs, and deliver them consistently with local people, then incredible impact can happen. We hope that Regional University Study Hubs across Australia will soon be able to build off this initial project and develop their own widening participation activities from 2026.”

The success of EARUCP demonstrates what’s possible when universities and communities collaborate for long-term, sustainable impact. Since its launch, the initiative has reached thousands of students, parents, teachers, and Indigenous Elders through mentoring programs, immersive career experiences, and culturally embedded micro-credentials.

Funded through the Australian Government’s Regional Partnerships Project Pool Program, the initiative is now informing a national roadmap for place-based equity in higher education – an achievement that aligns closely with SPERA’s mission to advance education opportunities for rural, regional and remote Australians.

Highlights from The Australian Student Equity Symposium

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SPERA’s Chris Ronan and Natalie Nelmes attended the Australian Centre for Student Equity and Success, ‘Student Equity in an Era of Change 2025: The Australian Student Equity Symposium’ in September. 

The Symposium focused on student equity in this era of change, commencing with the perspectives of higher education students with a diversity of backgrounds. It also offered panels on everything from funding, AI and data to pathways, and, of particular interest to SPERA members, regional students. 

Natalie was a panel member on the “What works for regional student outcomes”, highlighting the role the Regional University Study Hubs play in supporting regional students to succeed and provided insights from her own centre in Geraldton. 

The importance of place-based support for regional students was highlighted across the panel.

Awards were also presented at the Symposium dinner, with the Collaboration and Stakeholder Engagement award going to the Eastern Australian Regional University Centre Partnership for expanding pathways to higher education for regional students using co-design and community-first approaches.

AIJRE Issue: Improving Rural and Regional Student Experiences

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This issue of the Australian and International Journal of Rural Education, explores the challenges and opportunities for researching and reporting student experience in rural and regional education. The articles in this issue illustrate how the voices of students can be and are represented through research. AIJRE Vol. 35 No. 2

2024 NCRRRE Wrap Up

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The full program and abstracts from the 2024 National Conference for Regional, Rural and Remote Education is now available.

Many thanks to all our presenters, attendees and sponsors for making this conference such a success.
We look forward to seeing you again in 2026!

SPERA talks Higher Education

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SPERA developed a unique submission to the Australian Universities Accord featuring a series of rural case studies.

Through these examples, SPERA hope to highlight the very real challenges that students from RRR areas
face in pursuing higher education and the importance of providing targeted support to help them achieve their goals.

SPERA believe that by sharing these stories we can raise awareness about the unique challenges faced by students in RRR communities and inspire policymakers, universities, and other stakeholders to take action to address these challenges.

Read our submission here.

SPERA-ACCORD-Submission-5Download

Australian Rural Education Awards

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Australian Rural Education Awards (AREAs) have been awarded annually since 1994 to recognise excellence in rural education in Australia.

Australian Rural Education Awards Categories

Regional, Remote, Rural Partnership Award
Demonstrating a successful partnership for students outcomes in a RRR community of praxis

Community Centric Award
Recognition of a person/project/organisation who have placed a RRR community at its’ centre

First Nations Education Award
Recognising excellence in Aboriginal & Torres Strait Islander RRR education

Research Excellence Award
Recognising significant contribution to the Australian RRR education discourse

Innovative Project Award
Innovative programs and practices in RRR education

2022 Australian Rural Education Awards

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Since 1994, Australian Rural Education Awards (AREAs) have been awarded annually to an individual, institution, organisation or industry to recognise excellence in rural education in Australia.

Presented by the Hon. Fiona Nash, Regional Education Commissioner, and SPERA President Chris Ronan, the 2022 AREAs were recently announced at the National Conference for Regional, Rural & Remote Education conference dinner Barossa Valley on the 13th of October 2022.

Congratulations to all of the AREA 2022 awardees!

Regional, Remote, Rural Partnership Award 
Demonstrating a successful partnership for students outcomes in a RRR community of praxis
Winner: HarvestEd Student Agricultural Program – QLD Virtual STEM Academy & Asia Education
Winner: Wuyagiba Study Hub – Wuyagiba Bush Hub Aboriginal Corporation

Highly Commended: Learning Skills Advisor Program – CUC Far West
Highly Commended: Learn2Learn
Highly Commended: RESN Help, Live and Wiki

Community Centric Award 
Recognition of a person/project/organisation who have placed a RRR community at its’ centre
Winner: Geraldton Universities Centre
Highly Commended: Discover Your Future – CUC Far West
Highly Commended: Rural and remote team – QLD Department of Education

First Nations  Education Award 
Recognising excellence in Aboriginal & Torres Strait Islander RRR education
Winner: Speaking in Colour – Cherie Johnson
Highly Commended: First National Education – CQU

Research Excellence Award  
Recognising significant contribution to the Australian RRR education discourse
Winner: Associate Professor Hernan Cuervo
Highly Commended: Dr Mollie Dollinger
Highly Commended: Dr Karen Peel

Innovative Project Award 
Innovative programs and practises in RRR education|
Winner: Social Enterprise Schools – Australian Centre for Rural Entrepreneurship (ACRE)

Highly Commended: Learning Skills Advisor Program – CUC Far West
Highly Commended: Learn2Learn
Highly Commended: RESN Help, Live and Wiki

Contact Details
All 2022 AREA finalists have now been published as 2022 AREA Case Studies.

2022 AREA Case Studies

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SPERA is thrilled to publish the 2022 AREA Case Studies!

Check out fantastic rural education projects from across the country,  
proud finalists of the 2022 Australian Rural Education Awards.

Photograph of a canola field in Katanning.

2021 Rural Education Research Portal

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Launched at the 2021 National Conference for Regional, Rural & Remote Education (NCRRRE) Webinar, this resource combines 58 rural education abstracts and author contacts, recordings of the Rural Education Webinar and video resources previewed, Heywire vids and 2021 Australian Rural Education Award winning projects.

2021 Rural Education Webinar Monday 24 May 2021 – Recording

Heywire Videos – Inspirational Regional Voices
Brielle: “Going deaf is not a burden”
Zurack: “I knew I needed to step up my game”


Rural Education Abstracts and Author Contacts – NCRRRE 2021 Download

2021 Australian Rural Education Award Winning ProjectsDownload

International School Leadership Project Documentary
International Rural Schools share their learnings during COVID

NCEHE – National Centre for Equity in Higher Education Research – Regional Rural and Remote

AIJRE – the Australian & International Journal of Rural Education.

Class photo 1933 class at Newcastle East Public School

AIJRE Journal No 2 2020 – Boarding Schools for rural and remote families: panacea or problem?

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The Australian and International Journal of Rural Education has just released Vol 30 No 2 (2020): Boarding Schools for rural and remote families: panacea or problem?

Families living in rural and remote communities often face a difficult choice when their children reach high school age. When there is no local high school, or what is available does not meet their children’s educational needs, one option is to send them to boarding school, which are usually located a long way from home. This is not easy for parents or children. The research presented in this special edition highlights some of the dilemmas and challenges, but also the opportunities that arise as a result of these forced choices.

https://journal.spera.asn.au/index.php/AIJRE

 

2018 Annual General Meeting

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AIJRE Journal No 1 2020 – The Importance of Community

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The Australian and International Journal of Rural Education, Vol 30 No 1 (2020)

Global to Local Policy and Practices: The Importance of Community

This edition positions communities of practice as a significant place-based enabler for successful placements, partnerships and practices in rural and remote contexts.

 

Vol 30 No 1 (2020): Global to Local Policy and Practices: The Importance of Community

2019 EPHEA/NAEEA Conference – Enabling Excellence through Equity

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In November 2019 equity practitioners and researchers gather in Wollongong to attend the biennial Equity Practitioners in Higher Education in Australasia (EPHEA) and  National Association of Enabling Educators in Australia (NAEEA). This was a key professional development forum for equity and enabling practitioners in a wide range of fields to highlight best student and staff practices in higher education. Practitioners and researchers specialising in enabling and equity across the higher education sectors in Australia, New Zealand/Pacific and internationally were invited to participate.

The theme for the 2019 conference was ‘Enabling Excellence through Equity’ with workshops and presentations exploring these sub-themes:

  • Diverse genders, sexes and sexualities
  • Aboriginal & Torres Strait Islander, Maori, Pacific Islander, First Nations and First Peoples
  • Intersectionality
  • Disability, ability, accessibility and mental health
  • First-in-Family
  • Refugee and culturally and linguistically diverse backgrounds (CALD).

The conference focused on these sub-themes through the following streams:

  • Pre-Access and Widening Participation
  • Access and Enabling: Exploring Teaching, Learning (including TEL) and Co-Curricular experiences
  • Employability
  • Leadership, organisational development and workplace diversity
  • Transition and Engagement
  • Collaboration and Partnership: Between staff and students, across the organisation, with community organisations etc.

Read more here

Rural Education International Research Alliance

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Professor Simone White (Faculty of Education, Office of International and Engagement (Education) launched the new Rural Education International Research Alliance (REIRA). REIRA is the go to place to find up to date scholarly information about rural education people, places, projects, publications and partnerships. This is an international research alliance dedicated to improving the learning, teaching and wellbeing of all rural students, their families and communities (extract from website). Educators, researchers and interested key stakeholders are encouraged to engage with REIRA including membership, contribution and collaboration. For more information, please see the website link. The co-leaders and curators of this initiative are Professor Simone White (Queensland University of Technology) and Associate Professor Dr. Jayne Downey (Montana State University).

Website access: https://reira.co/

Photograph of a canola field in Katanning.

Australian and International Journal of Rural Education – November edition

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The Australian and International Journal of Rural Education (AIJRE) [Online ISSN 1839-7387; Print ISSN 1036-0026] is an international medium for educators with an interest in the provision of education in rural contexts. The Journal is interdisciplinary and publishes  integrative reviews, scholarly accounts of educational research relevant to rural education, research reports, book reviews and feature articles likely to be of interest to the readership. The focus of the Journal is on addressing issues, challenges, developments and opportunities in rural education globally.

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Attracting Teachers to Schools in Rural and Remote Areas in Australia

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Image of the word Australia written in red dirt and rocks

Region-related disparities are among the main factors that explain differences in access and equity in education (Lee, 2001). Schools in remote and rural areas often have difficulty in recruiting and retaining staff with certain qualifications and experience, and preparing them to address the educational complexity in these areas, such as multi-grade settings and specific student groups (OECD, 2018). The challenge of attracting teachers with experience is particularly severe in Australia, where the proportion of secondary teachers with five years or less of teaching experience in areas of 15 000 people or fewer is the second highest among countries participating in TALIS – 26% compared to an average of 18%. (OECD, 2014). In the Australian context, as distance from metropolitan centres increased, student performance as measured by PISA decreased, with students from metropolitan schools achieving significantly higher than those from provincial or remote schools (Thomson, De Bortoli and Underwood, 2016). Importantly, the terms rural and remote need to be understood as they relate to a specific context. For example, rural areas close to cities and remote rural areas can show different trends in the share of population, and very particular ways of capitalising on natural environments and strategic economic sectors (OECD, 2017).

Read more: http://www.oecdteacherready.org/promising-practice/attracting-teachers-to-schools-in-rural-and-remote-areas-in-australia/

Attracting Teachers to Schools in Rural and Remote Areas in Australia

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Image of the word Australia written in red dirt and rocks

 

Region-related disparities are among the main factors that explain differences in access and equity in education (Lee, 2002). Schools in remote and rural areas often have difficulty in recruiting and retaining staff with certain qualifications and experience, and preparing them to address the educational complexity in these areas, such as multi-grade settings and specific student groups (OECD, 2018). The challenge of attracting teachers with experience is particularly severe in Australia, where the proportion of secondary teachers with five years or less of teaching experience in areas of 15 000 people or fewer is the second highest among countries participating in TALIS – 26% compared to an average of 18%. (OECD, 2014). In the Australian context, as distance from metropolitan centres increased, student performance as measured by PISA decreased, with students from metropolitan schools achieving significantly higher than those from provincial or remote schools (Thomson, De Bortoli and Underwood, 2016). Importantly, the terms rural and remote need to be understood as they relate to a specific context. For example, rural areas close to cities and remote rural areas can show different trends in the share of population, and very particular ways of capitalising on natural environments and strategic economic sectors (OECD, 2017).

 

Read more: http://www.oecdteacherready.org/promising-practice/attracting-teachers-to-schools-in-rural-and-remote-areas-in-australia/ 

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‘Shaping the Future: Learning from Indigenous Higher Education Research in the Northern Territory’

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A presentation on research projects related to ‘Better understanding and responding to the needs of regional and remote Indigenous Higher education students in the NT’

These research projects were recently awarded a 2018 Australian Rural Education Award by the Society for the Provision of Rural Education in Australia (SPERA) for five intersecting Indigenous higher education related research projects emanating out of the Office of Pro Vice-Chancellor Indigenous Leadership CDU, over the past three years.

The award is for existing projects that demonstrate a proven link between a rural, regional and/or remote school or learning context and the local community, and benefiting a defined group.

These projects have included partnerships with BIITE, CQU and SUT and various funding bodies.

read more: https://www.cdu.edu.au/indigenous-leadership 

Developing a Rural Compass: Recalibrating for Success An overview of rural education policy in Australia

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Dr Susan Ledger’s recent article featured in spanish magazine ‘Guix – Aula d innovacion educativia’.

Although home to over 32% of the nation, regional Australia is often overlooked in terms of research, planning and investment. This is a call to recalibrate the rural compass for policy decisions in Australia. It is timely as the OECD launches Learning Compass 2030, its new ‘Global Competence Framework’ and ‘global competence’ PISA measure. It is also timely given the soon to be released Australian Independent Review into Regional, Rural and Remote Education (424)

Continue Reading: Rural Article – Guix – Aula d innovacion educativa2 (003)

Independent Review into Regional, Rural and Remote Education

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In 2017, the Australian Government commissioned an Independent Review into Regional, Rural and Remote Education (IRRRRE). The Review was part of the Australian Government’s commitment to improve the education of country students so they can reach their full potential and participate in Australia’s economy.

Emeritus Professor John Halsey from Flinders University conducted the review to examine the challenges faced by these students and find innovative solutions to help them succeed at school and beyond. Read the IRRRRE’s Terms of Reference and Discussion Paper. The Discussion Paper was supported by a Literature Review.

Continue Reading …

 

 

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The educational needs in non-metropolitan areas have been explored in a recent report.

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In 2018 the Federal Government released the Independent Review into Regional, Rural and Remote Education, commissioned in 2017 and led by Emeritus Professor John Halsey of Flinders University. Experts respond in MCERA:

Continue Reading …MCERA_Independent Review into Regional Rural and Remote Education5

Media Release: Independent Review into Regional, Rural and Remote Education

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13th April 2018

The report on an extensive review to guide efforts to overcome the educational divide between capital cities and regional and rural areas is now available to the public.
The Coalition Government today released the final report of the Independent Review into Regional, Rural and Remote Education, led by Emeritus Professor Dr John Halsey.
Deputy Prime Minister and Leader of The Nationals Michael McCormack said the Coalition understood the need to bridge the divide between education outcomes in the bush and in the city.

Continue Reading….180413 – McCormack Birmingham McKenzie McVeigh Joint Release- Independent Review into Regional, Rural and Remote Education