For many Australians, the idea of returning to education later in life can feel daunting, especially without a traditional ATAR score. However, two students at the University of New England (UNE) are living proof that age and past academic results are not obstacles to university success.
Indigenous Pathway Opens Doors
Brooke Herczeg, an Aboriginal woman and mature-aged student, found her route to higher education through the TRACKS Indigenous Foundation Program. Nearly a decade after leaving school, Brooke was inspired to study after seeing her partner thrive in UNE's medicine program.
"I've always wanted to study at university," Brooke said. "Since I didn't finish year 12, I needed a different way in and that's where I found the TRACKS program which felt perfect for me as an Aboriginal woman."
She describes the program as a supportive, fee-free pathway designed specifically for Aboriginal and Torres Strait Islander students who may not have an ATAR or prior degree. Initially nervous about returning to study, Brooke soon realised her life experience was a significant asset.
Now pursuing a Sport and Exercise Science degree, with an interest in human anatomy and potential careers in teaching or physiotherapy, Brooke has a clear message for others: "Don't let your high school results define who you are. Uni isn't just for school leavers, it's for anyone wanting to learn and build a future."
Foundation Program Provides Lifeline During Crisis
Carla Penny's journey to UNE began during a particularly challenging period. Having left school in Year 9, she was later a mother and wife dealing with a new diagnosis of thyroid cancer when the COVID-19 shutdowns hit.
"I was a bit lost," Carla admitted. "I needed something to keep my mind active and engaged." Studying online from her home in Nowra became her lifeline, with UNE's flexible Foundation Program (formerly the Pathways Enabling Course) providing the perfect entry point.
Carla credits Unit Coordinator Kate Pardy with helping her build confidence and tailor her study path. "Having that confidence allowed me to reach out and request this path," she explained.
Education as a Family Legacy
The impact of Carla's decision extends beyond her own life, significantly influencing her daughter's perspective on education. Her daughter, who is AuDHD, found relief in seeing that university could be an option later in life without the pressure of achieving a high ATAR score immediately after school.
"She went from being sad and stressed at school to being relieved that she can still have a university experience. Just a little later," Carla said, highlighting how her studies modelled that education is a journey, not a race.
Both programs underscore UNE's commitment to accessible education. As Carla reflects, "Our needs and abilities change as we age. I don't think I'd have enjoyed university at 19. I love university at 42."
For mature-aged Australians considering university, these stories demonstrate that with the right supportive pathways, past educational experiences need not determine future potential.
