Richard Teese is Professor of Post-Compulsory Education and Training in the University of Melbourne. He is a specialist in school systems—how well these work, for whom, and how they might be improved.
These questions frame his research into inequalities in educational achievement and provision, and into policy and practice to raise achievement and create better opportunities for learning.
Over the last two decades, his contributions to research and theory have included Equity Outcomes (1993), Who Wins at School? Girls and Boys in Australian Secondary Education (1995), Academic Success and Social Power: Examinations and Inequality (2000)—for which he was awarded the Woodward Medal for Excellence in Humanities and Social Science publishing—and Undemocratic Schooling: Equity and Quality in Mass Secondary Education in Australia (2003). He led the preparation of the three-volume Education and Equity: International Perspectives on Theory and Policy (Springer 2007), and was contributing editor and author for School Dropout and Completion: International Comparative Studies (Lamb et al., 2011).
A comparativist, Richard Teese has been visiting scholar at the Centre de Sociologie Européenne, and in 1994 his translation of Academic Discourse by Bourdieu, Passeron and de Saint Martin was published by Polity Press and Stanford University Press. He has published widely on Catholic education in France, and prepared monographs on the French and Belgian education systems for Australian government authorities. In 2005, he was rapporteur for the OECD review of equity in Spain and in July 2005 submitted a major report on policy and performance in that country. In March 2007, he led the OECD review of school education in Scotland and was principal author of the report, Quality and Equity of Schooling in Scotland (OECD 2007). In 2010, he led the OECD team investigating equity in Ontario.
Richard Teese is the architect of the student destinations monitoring program, On Track, which surveys all school leavers in Victoria. Teese directs research into the roles of different sectors of education and training, including for people at different stages of the life course. In 2012 he oversaw a longitudinal study of 6,000 adult learners in the community sector in Victoria, examining the economic and cultural benefits of non-award (pre-accredited) courses.
In the field of policy, a major area of Teese’s work relates to how schools are funded. In 2003-2004 and again in 2007-2008 he assisted in designing and benchmarking the Student Resource Package (SRP) that allocates resources to public schools in Victoria. In 2008-2009 he investigated funding patterns in Catholic schools in Victoria in the context of a wider study of equity within that system. In 2011-2012 he reviewed the funding model of Western Australian public schools. In the context of the Gonksi review of school funding in Australia, he prepared a report for State and Territory governments on the comparative performance of public and private schools, long-term changes in social intakes, and local-area differences in enrolment patterns (From opportunity to outcomes. The changing role of public schooling in Australia and national funding arrangements).
In addition to academic monographs and journal articles, Richard Teese has authored or co-authored over one hundred research papers on schools, vocational education and training, higher education, and adult education. In 2003 he was awarded a Centenary Medal for his research services to government, and in 2010 the Minister’s Award for Significant Contributions to Victorian Education.
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The new curriculum for English in Australia and student achievement under the old curricul..
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Internal Research Grant
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Honours, Awards and Fellowships
Award for Excellence in research
Centenary Medal for research services to government
Edward Woodward Medal - award for humanities publishing
MAARED - Australian Association for Research in Education
Melbourne Graduate School Of Education
Melbourne Graduate School Of Education
Doctor of Philosophy
Bachelor of Arts