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Indigenous Education Strategies in Higher Education 2001-2003

University of Western Sydney

• Introduction
• Objectives
• Consultative Mechanisms
• Current and Continuing Activities
• Planned Changes and Future Goals
• Planned New Activities
• Performance and Review
• Arrangements for Future Monitoring and Evaluation
• Report on Expenditure
• Contact

Introduction

The University of Western Sydney is committed to the provision of quality education for Indigenous Australian students. At present, it has three Aboriginal Education Centres, Wyung Indigenous Australian Unit at UWS Hawkesbury, Goolangullia Aboriginal Education Centre at UWS Macarthur and Durali Aboriginal Centre at Nepean. These Centres operate independently within the federated structure of the University and this has necessitated a somewhat fragmented approach to Indigenous education. However, in 2000 UWS has established an Indigenous Australian Education Work Group to develop proposals and make recommendations for a new integrated structure for Indigenous Education at UWS. The unified UWS will be in place in 2001 and will present greater opportunities to advance strategies that will enhance the education of Indigenous students from Greater Western Sydney and beyond.

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Objectives

The University is now in the third year of its Indigenous Australian Education Strategic Plan 1998-2000 in which the following objectives were set:

• To integrate equity planning and implementation into the academic and management systems of the University
• To improve the representation of higher education in Indigenous Australian communities with emphasis on the Greater Western Sydney Region
• To provide and maximise a learning environment which encompasses and encourages the acceptance of cultural and social diversity
• To enhance graduate outcomes for Indigenous Australian students in terms of opportunity for employment, higher education and life-long learning
• To nurture and enable Indigenous Australian students to achieve their full academic and personal potential

These objectives are consistent with the University’s mission to provide excellence in higher education, research and associated community service within Greater Western Sydney, and the Indigenous Australian Education Plan is an integral component of the overall planning for UWS.

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Consultative Mechanisms

All three Centres have Advisory Committees and processes that provide advice and support and foster partnerships with Indigenous communities. Staff at the Centres work closely with academic and administrative units to ensure the best possible outcomes for Indigenous Australian students. UWS has regular consultations with TAFE, including representation on joint Committees, which have resulted in articulation arrangements for Indigenous Australian students. The establishment of a UWS "Aboriginal Postgraduate Student Group" in Spring semester 1999 provides a mechanism for the University to effectively consult with their PG students. The implementation of the UWS Aboriginal Recruitment and Career Development Strategy involves frequent consultation with Indigenous communities in Greater Western Sydney.

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Current and Continuing Activities

• Partnerships have been formed between Faculties/Schools and Centres to develop projects
• The large increase in non-Indigenous students taking majors in Indigenous studies is making inroads into achieving changes in the organisational culture, effecting a more welcoming environment for Indigenous Australian students
• The policy on inclusive curriculum adopted by the University has led to an increasing number of courses which include Indigenous perspectives
• Collaborative initiatives with Student Administration and Student Services have increased the quality of services to Indigenous Australian students, including a team approach to the delivery of enabling courses by Learning and Aboriginal Education Centres
• UWS conducts special events for Unity Week, Reconciliation Festival and Sorry Day, and continues to present the Yarramundi Lecture each year. In 1999 this lecture was given by Dr Marcia Langton. All events are extremely well attended by the UWS community of staff and students

• The establishment of a Community Partnership role within Goolangullia: an Indigenous Australian academic staff member has the responsibility for making the community links and coordinating a response to identified community needs
• Goolangullia staff are working with Fairfield and Liverpool Aboriginal Advisory Group (FLAAG), conducting cultural awareness programs for all local service providers
• UWS was successful in obtaining a grant from the Department of Immigration under the Living in Harmony scheme with its submission entitled "Partnerships in Cultural Change: Reconciliation and Diversity". The Directors of Durali and Goolangullia, who have been involved in this project since its inception, will give support to the appointed project officer and Indigenous staff will be implementing the program.

The new Director of Wyung (appointed mid 1999) has been working on maintaining and building on the previous Director’s links with the various Indigenous Hawkesbury/Blacktown communities.

• The UWS Hawkesbury Faculty of Social Inquiry and UWS Nepean School of Community & Organisational Studies have collaborated in the development of a major/degree in Indigenous Australian Studies.
• Wyung and the Faculty of Environmental Management & Agriculture have been having discussions in relation to the development of Cultural Tourism studies for Indigenous Australian students.
• Two Indigenous Australian academics have been appointed to UWS Hawkesbury through the UWS Aboriginal Employment Strategy - one in the Faculty of Social Inquiry and the other in the Faculty of Health.
• The Bachelor of Teaching (Primary) (Aboriginal Regional Education Program ­ AREP), which was transferred from the Faculty to Goolangullia in 1999, is enjoying continued success and is undergoing some change without detracting from its academic rigour. An increased number of Aboriginal academics are teaching in this program.
• A new degree course has been developed for offer in 2000 ­ the Bachelor of Welfare (Aboriginal Community Studies) (AREP). This course gained accreditation from The Australian Institute of Community and Welfare Workers and is creating interest in Aboriginal communities.

• A designated enrolment staff member conducts analysis and consultation with students and other stakeholders which has resulted in changes to award programs which will greatly enhance graduate outcomes. There are high employment outcomes for students in AREP courses which have a vocational emphasis

• A University skills subject to assist in students’ introduction to academia is included in first year of the Diploma in Indigenous Australian Community Studies. Entry requirements into programs are more rigorously enforced, and the majority of Indigenous students receive tutoring.

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Planned Changes and Future Goals

The organisational structure and campus locations of the new integrated Centre for Indigenous Studies will be finalised by mid-2000 and the appointment of the Director of the new Indigenous Education Centre will herald a new era for UWS in terms of opportunities for initiatives in Indigenous studies and research. Academics may opt to be located either in the Centre or in a School in one of the four new Colleges. The Director will hold a senior position with a direct report to the Deputy Vice Chancellor, Education and Equity and will have strong links with College Deans, the Pro Vice Chancellor, Research and Boards of Studies to facilitate a holistic approach to Indigenous education and research at UWS. In addition, an Indigenous Advisory Council will be established with mostly external membership, with a direct report to the Board of Trustees via its Chair.

The Indigenous Australian Education Work Group, which has been established as part of the Change Management process, has audited current staffing levels and functions as wells as programs, services, projects and activities. It will be recommending a new organisational structure, integrated policies and procedures for Indigenous education, accommodation and staff training needs.

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Arrangements for Future Monitoring and Evaluation

It is envisaged that the current monitoring and evaluation processes in place at each Member will be reviewed during the latter part of 2000 and the first half of 2001, with a view to implementing best practice across the University.

Planned New Activities

A range of new activities will be possible upon the establishment of an integrated Centre. Those listed below were in the pipeline at the beginning of 2000:

1 Goal  To develop a UWS Social Justice Strategy that recognises social justice as a critical element of the University’s vision, identity and public image  

Activity Project to develop a strategy, building on some preliminary work done before the restructuring process began  

Monitoring and Evaluation: Development of policies/processes for implementation

1. Core unit entitled "Issues in Aboriginal Education" in the Bachelor of Education (Primary) course
2. Guest lectures by staff from the Centres in Schools and Faculties throughout the University 

Monitoring and Evaluation: Student evaluation questionnaires, placement reports

3 Goal To broaden the scope of Indigenous academic programs  

Activities  

1. The development of a major and degree in Indigenous Australian Studies
2. The development of a Diploma in Indigenous Australian Community Studies (Nursing) in AREP mode which will articulate with the Bachelor of Nursing

Monitoring and Evaluation: Accreditation and implementation of new course

4 Goal To extend support services to Indigenous Australian students

Activities  

1. To staff the new Indigenous support service annexe at Campbelltown 5 days a week from 9am to 5pm
2. To make available computers in the Centres, including the provision of appropriate software and technical support
3. To provide a culturally supportive space for Indigenous Australian students on both the Blacktown and Richmond campuses  

Monitoring and Evaluation: Records of usage, feedback from students

Performance and Review

The review of Indigenous education, which was commenced in 1999, was put on hold when the restructuring process began in October 1999. The Work Group has audited the programs and services in preparation for the review, but the evaluation will be conducted when the new integrated structure has been implemented. The statistics measuring the performance in Indigenous education for UWS in 1999 show that fewer Indigenous Australian students commenced studying in 1999 than in 1998, reflecting the tightening up of entry standards. Participation and success rates remained fairly steady, but there was a marked improvement in the retention rate, almost equalling that of non-Indigenous students at UWS. An analysis of performance 1997-99 using the Lin Martin indicators follows.

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Access

127 Indigenous Australian students commenced at UWS in 1999, representing 1.12% of all commencing students. This compared with 1.71% in 1998 and 1.34% in 1997. This appears disappointing at first glance, but it reflects the concerted effort that has been made to enforce entry standards. This will ensure that only those students who have the potential to succeed will enrol, and others will be encouraged to take TAFE or bridging courses to improve their academic skills, rather than lose confidence and self-esteem by attempting a course they are not ready for. The new enrolments were clustered in the Arts, Humanities, Social Sciences and the Education fields of study, in contrast to the 1998 intake which was spread over a more diverse range. The new organisational structure will facilitate an analytical, focussed and cost-effective approach to Indigenous student recruitment which has not been possible up to now and access rates would be expected to improve markedly by 2002.

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Participation

Participation rates for 1999 were adversely affected by the lower number of commencing students but boosted by the improved retention rate. The net result was lower than 1998, when a significant rise was noted, but an improvement on 1997. The ratio of Indigenous Australian UWS students to Indigenous people in the 15-64 range in NSW was 0.82 compared with 1.06 in 1998 and 0.78 in 1997. This was above both the national and state indicators for 1999 (each 0.78). There were 336 Indigenous students at UWS in 1999, which as a percentage of all UWS students represented a fall to 1.21% from 1.58% in 1998 but a rise from 1.15% in 1997.

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Success

The Student Progress Rate for 1998 to 1999 was 0.73, compared with 0.80 for non-Indigenous students at UWS, a ratio of 0.91. This was almost the same as 1998: 0.75 compared with 0.81 for non-Indigenous students, a ratio of 0.92. This compares extremely favourably to the national indicator of 0.74 and the NSW indicator of 0.85. The University-wide Aboriginal Tertiary Preparatory Program is widely acclaimed and has made a significant contribution to the success of the students who subsequently take degree courses at UWS.

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Retention

The retention rate for UWS in 1999 was 0.786 for Indigenous Australian students, almost identical with the rate for other students of 0.788: a ratio of 0.998. This compared with the national indicator of 0.767 and the NSW indicator of 0.846. The ratio represented an outstanding improvement from 0.92 in 1998 and 0.906 in 1997. A number of factors are considered to have contributed to this result, including: the benefits of the preparatory program; curriculum development which is inclusive of diverse cultures; the provision of quality support services for Indigenous students from committed staff; a more welcoming environment as cultural awareness increases - more non-Indigenous students are taking Indigenous studies; and a greater awareness of prominent Indigenous issues such as reconciliation and the stolen generations both via debate in the University and in the media.

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Report on Expenditure

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Contact

Dr Lesley Lynch
Director, Strategy and Review
University of Western Sydney
The Chancellery
PO Box 1000
St Marys 1790
Tel: (02) 9678 7841
Fax: (02) 9678 7880
Email: l.lynch@uws.edu.au

Ms Wendy Holland
Head, Wyung Indigenous Australian Education Unit
UWS Hawkesbury
Locked Bag 1
Richmond 2753
Tel: (02) 4570 1912
Fax: (02) 4570 1606
Email: wa.holland@uws.edu.au

Ms Ann Flood
Director, Goolangullia Aboriginal Education Centre
UWS Macarthur
PO Box 555
Campbelltown 2560
Tel: (02) 9772 9889
Email: a.flood@uws.edu.au

Ms Janice Dennis
Head, Durali Aboriginal Centre
UWS Nepean
PO Box 10
Kingswood 2747
Tel: (02) 9678 7129
Fax: (02) 9678 7120
Email: j.dennis@uws.edu.au

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