Indigenous Education Strategies in Higher Education 2001-2003
(Internet Only Publication)
- Overview
- Access by Indigenous Australian Students to Higher Education Institutions (%)
- Participation of Indigenous Australian Students in Higher Education Institutions
- Retention of Indigenous Australian Students by Higher Education Institutions
- Success of Indigenous Australian Students at Higher Education Institutions
Overview
Institutions receiving Commonwealth operating grants under the Higher Education Funding Act 1988 have a basic obligation to promote equity. Section 2A of that Act defines ‘a higher education system … characterised by … equity of access’ as one of its objects. Equity of access for Indigenous Australians is an important part of this obligation.
As a part of the educational profiles process established under the Act, institutions are required to develop Indigenous education strategies. They are also required to expend Commonwealth grants in accordance with their profiles, so that equity for Indigenous people becomes an institutional goal as well as a Commonwealth one. Within this framework, annual publication of institutional Indigenous education strategies by the Commonwealth is a significant accountability measure.
The links below connect to the institutional documents outlining Indigenous education strategies provided in 2000, covering the 20012003 triennium. These demonstrate the commitment of university staff, particularly those of the Indigenous support units at each university, and the liaison officers, to improved outcomes for Indigenous students.
The documents show how each university supports the general needs of Indigenous students, many of whom have suffered educational disadvantage or who face financial difficulty, as well as the challenge of cultural difference experienced by many in university life. In addition, the documents show how universities endeavour to meet the particular needs of the Indigenous students they support. For example, some institutions cater for large numbers of rural and remote students studying externally; others, for the needs of students studying for professional qualifications.
Institutional Indigenous education strategies outline the wide range of activities used to facilitate greater participation and improved outcomes for Indigenous students. These include promotional and recruitment activities, special entry arrangements, support services for students (social, administrative, and academic), individualised academic advice and monitoring, financial assistance, course and curriculum development, and cultural awareness activities. Each of the institutional strategies presents a different selection of measures from these various categories. It is also worth noting a few specific examples that illustrate the continuing process of strategic innovation to improve student outcomes.
Raising the Profile of Higher Education
People who have experienced educational disadvantage frequently do not recognise the opportunities of higher education or its benefits to the community. Several measures in the strategies presented here raise the profile of higher education in the Indigenous community. Deakin University, for instance, has incorporated Indigenous employment initiatives, supported by programmes of the Department of Employment, Workplace Relations and Small Business, into its Indigenous education strategy. The University of Wollongong uses activities funded through the Vocational and Education Guidance for Aboriginals Scheme to recruit Indigenous students. Approaches such as these have the potential to contribute to wider recognition of the links between higher education and employment. Other distinctive approaches include:
- Swinburne University of Technology’s use of sporting activities, such as a football clinic developed in conjunction with the Hawthorn Football Club for junior secondary students, to raise awareness of higher education;
- the University of Ballarat’s establishment of a network of community-based flexible learning centres at six locations in Victoria; and
- the University of Western Sydney’s establishment of an Aboriginal postgraduate student group as an enhancement of their mechanisms for consulting with Indigenous people.
Systematic Planning
Some notable examples of the more systematic approach to planning evident in some of the strategies here include:
- Central Queensland University’s implementation of a Corporate and Community Development structure to investigate community needs and develop industry links;
- Griffith University’s detailed analysis of performance outcomes, as illustrated with graphs in the strategy document published here; and
- the planning by La Trobe University for a Centre of Indigenous Research Partnerships/Aboriginal Reciprocal Research to promote links between research and the needs of Indigenous communities.
Linking to Wider Agendas
Several higher education institutions have made potentially significant efforts to link their Indigenous education activities to wider educational agendas. Examples include:
- Monash University’s pursuit of specific international opportunities in North America and elsewhere, in collaboration with the university’s International Marketing and Recruitment Office, for example at Spellman College, the University of Arizona (where the ATSIC Fulbright scholar, a Monash PhD student, is residing during 20002001);
- a national project on positive self-identity of Indigenous school students conducted by the Queensland University of Technology;
- the cross-sectoral focus evident at the Royal Melbourne Institute of Technology in the articulation of its activities for Indigenous students across both higher education and TAFE; and
- the University of Melbourne’s intention to link the exploration of Indigenous cultures to a broader philosophical framework based on concepts of ‘Aboriginality’ and ‘Whiteness’.
Respecting Indigenous Culture
The purposes of Indigenous education can only be assisted by appropriate respect for Indigenous culture on its own terms. Efforts in this direction include:
- the introduction at Murdoch University of a Nyungar language unit, to be taught by a Nyungar elder; and
- the establishment by the University of Adelaide of an Indigenous Elders’ Council.
Integration with the Life of the Institution
Some institutions have made noteworthy efforts to integrate Indigenous education across the full range of the institutions’ activities. Examples include:
- the inclusion of a specific Indigenous sub-unit in the University of Newcastle’s student survey;
- the Aboriginal Reconciliation Gathering held as part of the 50th Anniversary Festival at the University of New South Wales;
- the designation in each academic division at the University of South Australia of a ‘link person’ to the Aboriginal and Islander Support Unit; and
- the adoption of Indigenous-inclusive curriculum for each faculty at Victoria University of Technology.
Consultative Mechanisms
Another important feature of all Indigenous education strategies, which contributes to all the themes mentioned above, is the establishment of some mechanism for consulting the Indigenous community. The involvement of Indigenous people in educational decision-making is a crucial factor in any strategy for improving Indigenous education. Links with Indigenous communities through purpose designed consultative mechanisms can assist in raising the profile of higher education, refining the planning process, and demonstrating respect for Indigenous culture. They can also be used to systematise planning and to integrate Indigenous education with the life of the institution. Details of the specific consultative arrangements at each institution are discussed as elements of their respective Indigenous education strategies.
Commonwealth Support
The Commonwealth Government, as part of its commitment to Indigenous education, provides supplementary financial support for institutional activities in this area through the Indigenous Support Funding (ISF) programme. The institutional strategy documents published here, having been prepared in 2000, report on the ways in which institutions have expended their ISF allocations for 1999, in which year the Commonwealth provided a total of $22,192,000 through this programme. In 2000, the Commonwealth provided $22,720,000 in ISF, and the total 2001 allocation is $23,211,000.
The Commonwealth has also, from time to time, provided financial support to higher education institutions to support Indigenous participation through a number of other programmes. Since 1996, the Commonwealth has provided a total of $11,811,000 for the establishment of six Indigenous Higher Education Centres to foster research and advanced teaching. Host institutions for these have included some information about them in the documents published here. The six Centres and their host institutions are:
- Aboriginal Research Institute Centre of Excellence (University of South Australia);
- Centre for Indigenous Health Education and Research (consortium of Queensland University of Technology and University of Queensland);
- Centre for Indigenous History and the Arts (University of Western Australia);
- Centre for Indigenous Natural and Cultural Resource Management (Northern Territory University);
- Curtin Indigenous Research Centre (Curtin University of Technology); and
- Umulliko Centre (University of Newcastle).
Another important form of Commonwealth support for Indigenous education is the ABSTUDY programme, which provides income support and related assistance to Indigenous students in secondary and tertiary education. A number of institutions refer in the strategy documents published here to the possible effect of changes in ABSTUDY on Indigenous participation.
Changes to ABSTUDY that came into force on 1 January 2000 were intended to bring about a better targeting of funding to improve educational outcomes. They did not represent a reduction in the Commonwealth’s financial commitment to Indigenous education.
Payment rates and eligibility for ABSTUDY income support have been aligned with other income support programmes. Additional assistance available under other programmes has become available to ABSTUDY recipients for the first time, while supplementary ABSTUDY benefits not available under other programmes have been retained.
As a result of these changes, some Indigenous students may not be receiving as high a level of income support as they did previously. However, by far the majority of Indigenous students will be financially better off, or not worse off.
The Commonwealth has monitored patterns of Indigenous educational participation over time. The number of Indigenous tertiary students receiving ABSTUDY benefits increased in 2000, with numbers going up substantially in vocational education and training (VET). ABSTUDY benefits for VET students are equivalent to those for higher education students. This piece of evidence tends not to support the view that the recent changes to ABSTUDY have had a negative effect on Indigenous participation. The Commonwealth will continue to monitor patterns of Indigenous educational participation in the future.
Outcomes
Indigenous education strategy documents also report on the success of the strategies of the previous triennium with particular reference to equitable participation and outcomes.
Indigenous Participation in Higher Education, a recent DETYA publication in the Higher Education Division’s Occasional Paper Series, provides a statistical overview of outcomes for Indigenous people, including the aggregate national pattern, changes over time, and institutional comparisons. A general conclusion of that paper is that there are still significant disparities between the higher education experience of Indigenous students and the experience of non-Indigenous students, even though some of the gaps have been reduced over the last decade or so. This suggests that, while recognising the important gains that have been made, there is a need for continued and increased efforts by institutions in the area of Indigenous education.
Among the outcome measures frequently used in institutional strategy documents are four standardised indicators of access, participation, retention, and success. The tables below show movements in these indicators at the institutional and national levels since 1995. Higher education institutions, because of their different geographical locations and different course offerings, serve Indigenous communities with different characteristics. For this reason, it is important to avoid facile comparisons between institutions. For example, past analysis has shown that there is a tendency for ‘access’ and ‘success’ to be negatively related. In other words, institutions that admit only small proportions of Indigenous students typically show comparatively higher rates of academic progress by those students than do institutions that admit larger proportions of Indigenous students. However, the tables below show that at least some institutions, such as the Australian Catholic University and the University of Tasmania, have good records for both access and success. Although the experience of one institution can never be fully transferable to another, this suggest that there is some scope for all institutions to learn valuable lessons from studying the successful approaches of others. The Commonwealth has consistently encouraged such cross-fertilisation of ideas, and this publication is intended to be another contribution to this process.
Projects and Equity Unit
Information and Analysis Group
Higher Education Division
DETYA
August 2001
Access (a) by Indigenous Australian Students to Higher Education Institutions (%)
|
Institution |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
|
Australian Catholic University |
1.56 |
2.30 |
1.90 |
2.33 |
2.80 |
2.69 |
|
Australian Maritime College |
n/a |
n/a |
0.90 |
1.63 |
5.69 |
1.56 |
|
Australian National University |
0.88 |
0.95 |
0.87 |
1.85 |
0.56 |
1.03 |
|
Central Queensland University |
2.84 |
2.19 |
2.65 |
2.53 |
1.99 |
2.17 |
|
Charles Sturt University |
2.49 |
1.82 |
1.77 |
1.63 |
1.81 |
1.12 |
|
Curtin University of Technology |
3.97 |
3.72 |
4.00 |
3.82 |
4.21 |
3.64 |
|
Deakin University |
0.87 |
0.87 |
1.28 |
1.18 |
1.16 |
1.01 |
|
Edith Cowan University |
1.98 |
3.45 |
6.26 |
6.03 |
6.85 |
6.40 |
|
Flinders University of South Australia |
0.56 |
0.52 |
0.69 |
0.91 |
1.31 |
1.19 |
|
Griffith University |
1.33 |
1.19 |
1.33 |
1.56 |
1.49 |
1.14 |
|
James Cook University |
7.47 |
6.64 |
6.46 |
4.66 |
5.22 |
3.34 |
|
La Trobe University |
0.14 |
0.18 |
0.34 |
0.26 |
0.42 |
0.50 |
|
Macquarie University |
1.60 |
1.79 |
1.75 |
2.46 |
1.94 |
0.67 |
|
Monash University |
0.95 |
0.87 |
0.71 |
0.44 |
0.31 |
0.27 |
|
Murdoch University |
1.22 |
0.94 |
0.99 |
1.56 |
1.83 |
2.22 |
|
Northern Territory University |
7.19 |
6.12 |
5.97 |
6.72 |
7.88 |
5.60 |
|
Queensland University of Technology |
1.06 |
0.73 |
0.84 |
0.98 |
0.91 |
0.87 |
|
Royal Melbourne Institute of Technology |
0.04 |
0.13 |
0.09 |
0.09 |
0.11 |
0.25 |
|
Southern Cross University |
2.38 |
1.57 |
2.40 |
2.72 |
2.87 |
1.99 |
|
Swinburne University of Technology |
0.19 |
0.53 |
0.43 |
0.25 |
0.43 |
0.38 |
|
University of Adelaide |
1.38 |
1.06 |
1.46 |
1.85 |
1.78 |
1.18 |
|
University of Ballarat |
0.39 |
0.11 |
0.42 |
0.82 |
0.51 |
0.63 |
|
University of Canberra |
1.30 |
0.99 |
1.90 |
1.70 |
1.38 |
1.25 |
|
University of Melbourne |
0.37 |
0.36 |
0.50 |
0.52 |
0.44 |
0.97 |
|
University of New England |
1.14 |
1.27 |
1.12 |
1.30 |
1.42 |
2.53 |
|
University of New South Wales |
0.54 |
0.47 |
0.50 |
0.44 |
0.38 |
0.19 |
|
University of Newcastle |
1.57 |
1.30 |
1.44 |
1.29 |
1.47 |
1.23 |
|
University of Notre Dame, Australia (b) |
n/a |
n/a |
n/a |
n/a |
22.41 |
8.82 |
|
University of Queensland |
0.79 |
0.63 |
0.73 |
0.76 |
1.06 |
0.91 |
|
University of South Australia |
3.04 |
1.79 |
1.67 |
2.18 |
1.67 |
1.64 |
|
University of Southern Queensland |
1.62 |
2.30 |
1.85 |
1.69 |
1.36 |
1.78 |
|
University of Sydney |
0.83 |
0.90 |
0.90 |
1.33 |
1.85 |
1.12 |
|
University of Tasmania |
1.75 |
2.45 |
2.54 |
1.99 |
2.69 |
1.94 |
|
University of Technology, Sydney |
1.42 |
1.16 |
1.33 |
1.16 |
1.78 |
1.35 |
|
University of the Sunshine Coast |
n/a |
n/a |
n/a |
n/a |
0.44 |
0.70 |
|
University of Western Australia |
2.05 |
1.34 |
1.95 |
1.93 |
1.65 |
1.43 |
|
University of Western Sydney |
1.76 |
1.13 |
0.75 |
1.71 |
1.12 |
0.83 |
|
University of Wollongong |
3.04 |
1.79 |
1.21 |
1.18 |
1.09 |
1.08 |
|
Victoria University of Technology |
1.04 |
0.22 |
0.25 |
0.57 |
0.56 |
0.30 |
|
NATIONAL (c) |
1.47 |
1.33 |
1.75 |
1.73 |
1.75 |
1.51 |
(a) The access indicator shows the number of commencing Indigenous Australian students as a percentage of the total commencing (non-overseas) students.
(b) Statistics for the University of Notre Dame, Australia, relate only to Commonwealth-funded places at that institution.
(c) The national indicators take account of figures for the Batchelor Institute of Indigenous Tertiary Education. The standardised indicators are not otherwise used for this institution because all its students are Indigenous.
Participation (a) of Indigenous Australian Students in Higher Education Institutions
|
Institution |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
|
Australian Catholic University |
1.46 |
1.55 |
1.27 |
1.37 |
1.64 |
1.77 |
|
Australian Maritime College |
n/a |
n/a |
0.22 |
0.36 |
1.64 |
0.60 |
|
Australian National University |
1.98 |
1.81 |
1.09 |
1.50 |
1.05 |
1.41 |
|
Central Queensland University |
1.12 |
1.09 |
0.90 |
0.90 |
0.79 |
0.81 |
|
Charles Sturt University |
1.84 |
1.38 |
0.95 |
0.92 |
0.97 |
0.82 |
|
Curtin University of Technology |
1.01 |
1.04 |
0.93 |
0.90 |
0.97 |
0.94 |
|
Deakin University |
1.83 |
1.74 |
2.11 |
2.37 |
2.50 |
2.52 |
|
Edith Cowan University |
0.90 |
1.20 |
1.66 |
1.76 |
2.06 |
1.80 |
|
Flinders University of South Australia |
0.40 |
0.41 |
0.43 |
0.55 |
0.75 |
0.73 |
|
Griffith University |
0.52 |
0.54 |
0.49 |
0.51 |
0.53 |
0.51 |
|
James Cook University |
2.35 |
2.37 |
2.37 |
1.76 |
1.66 |
1.31 |
|
La Trobe University |
0.33 |
0.40 |
0.48 |
0.55 |
0.74 |
0.92 |
|
Macquarie University |
1.09 |
1.09 |
0.91 |
1.05 |
1.04 |
0.52 |
|
Monash University |
1.60 |
1.44 |
1.34 |
0.93 |
0.69 |
0.59 |
|
Murdoch University |
0.39 |
0.35 |
0.37 |
0.46 |
0.50 |
0.66 |
|
Northern Territory University |
0.26 |
0.25 |
0.21 |
0.23 |
0.26 |
0.22 |
|
Queensland University of Technology |
0.42 |
0.39 |
0.34 |
0.35 |
0.35 |
0.39 |
|
Royal Melbourne Institute of Technology |
0.26 |
0.32 |
0.32 |
0.18 |
0.20 |
0.28 |
|
Southern Cross University |
1.74 |
1.31 |
1.17 |
1.31 |
1.32 |
1.36 |
|
Swinburne University of Technology |
0.39 |
0.71 |
0.72 |
0.69 |
0.80 |
0.71 |
|
University of Adelaide |
1.19 |
0.98 |
0.75 |
0.83 |
0.90 |
0.73 |
|
University of Ballarat |
0.83 |
0.53 |
0.64 |
1.13 |
0.94 |
1.08 |
|
University of Canberra |
2.26 |
1.88 |
1.36 |
1.41 |
1.32 |
1.29 |
|
University of Melbourne |
0.92 |
1.01 |
0.84 |
0.81 |
0.72 |
1.18 |
|
University of New England |
1.02 |
0.88 |
0.68 |
0.79 |
0.80 |
1.08 |
|
University of New South Wales |
0.04 |
0.39 |
0.30 |
0.29 |
0.25 |
0.21 |
|
University of Newcastle |
1.14 |
0.96 |
1.14 |
0.80 |
0.82 |
0.84 |
|
University of Notre Dame, Australia (b) |
n/a |
n/a |
n/a |
n/a |
12.22 |
5.11 |
|
University of Queensland |
0.32 |
0.30 |
0.32 |
0.28 |
0.35 |
0.33 |
|
University of South Australia |
2.17 |
1.65 |
1.22 |
1.27 |
1.19 |
1.18 |
|
University of Southern Queensland |
0.59 |
0.72 |
0.52 |
0.50 |
0.44 |
0.54 |
|
University of Sydney |
0.58 |
0.67 |
0.50 |
0.57 |
0.77 |
0.62 |
|
University of Tasmania |
0.87 |
1.09 |
0.72 |
0.62 |
0.71 |
0.67 |
|
University of Technology, Sydney |
1.03 |
0.99 |
0.71 |
0.62 |
0.79 |
0.80 |
|
University of the Sunshine Coast |
n/a |
n/a |
n/a |
n/a |
0.25 |
0.26 |
|
University of Western Australia |
0.52 |
0.41 |
0.50 |
0.48 |
0.41 |
0.39 |
|
University of Western Sydney |
1.28 |
1.12 |
0.83 |
1.06 |
0.81 |
0.62 |
|
University of Wollongong |
0.74 |
1.04 |
0.73 |
0.65 |
0.72 |
0.66 |
|
Victoria University of Technology |
1.76 |
0.79 |
0.60 |
0.85 |
0.76 |
0.73 |
|
NATIONAL (c) |
0.61 |
0.58 |
0.69 |
0.71 |
0.72 |
0.68 |
(a) The participation indicator is calculated by first taking the number of Indigenous Australians as a percentage of total (non-overseas) students, and then dividing this by the percentage of Indigenous Australians in the relevant age group in the relevant State or Territory.
(b) Statistics for the University of Notre Dame, Australia, relate only to Commonwealth-funded places at that institution.
(c) The national indicators take account of figures for the Batchelor Institute of Indigenous Tertiary Education. The standardised indicators are not otherwise used for this institution because all its students are Indigenous.
Retention (a) of Indigenous Australian Students by Higher Education Institutions
|
Institution |
1995 |
1996 |
1997 |
1998 |
1999 |
2000 |
|
Australian Catholic University |
0.72 |
0.77 |
0.98 |
0.89 |
0.95 |
0.99 |
|
Australian Maritime College |
n/a |
n/a |
0.13 |
0.00 |
0.75 |
0.76 |
|
Australian National University |
0.93 |
0.90 |
0.84 |
0.92 |
0.90 |
0.89 |
|
Central Queensland University |
0.76 |
0.84 |
0.87 |
0.84 |
0.84 |
0.88 |
|
Charles Sturt University |
0.83 |
0.82 |
0.84 |
0.82 |
0.87 |
0.83 |
|
Curtin University of Technology |
0.76 |
0.75 |
0.76 |
0.69 |
0.70 |
0.75 |
|
Deakin University |
0.70 |
0.80 |
0.87 |
0.87 |
0.90 |
0.86 |
|
Edith Cowan University |
0.69 |
0.72 |
0.61 |
0.68 |
0.67 |
0.52 |
|
Flinders University of South Australia |
0.66 |
0.80 |
0.94 |
0.92 |
0.83 |
0.68 |
|
Griffith University |
0.85 |
0.83 |
0.86 |
0.78 |
0.81 |
0.83 |
|
James Cook University |
0.60 |
0.58 |
0.64 |
0.71 |
0.70 |
0.71 |
|
La Trobe University |
0.63 |
0.39 |
0.88 |
0.83 |
0.89 |
0.90 |
|
Macquarie University |
0.73 |
0.76 |
0.87 |
0.85 |
0.83 |
0.89 |
|
Monash University |
0.85 |
0.80 |
0.82 |
0.76 |
0.78 |
0.81 |
|
Murdoch University |
0.81 |
0.69 |
0.76 |
0.94 |
0.74 |
0.61 |
|
Northern Territory University |
0.71 |
0.64 |
0.67 |
0.74 |
0.71 |
0.73 |
|
Queensland University of Technology |
0.92 |
0.79 |
0.84 |
0.82 |
0.83 |
0.86 |
|
Royal Melbourne Institute of Technology |
0.96 |
1.38 |
0.89 |
0.69 |
0.77 |
0.71 |
|
Southern Cross University |
0.70 |
0.79 |
0.77 |
0.81 |
0.71 |
0.87 |
|
Swinburne University of Technology |
1.11 |
0.95 |
1.05 |
0.86 |
0.97 |
0.87 |
|
University of Adelaide |
0.93 |
0.74 |
0.61 |
0.64 |
0.70 |
0.70 |
|
University of Ballarat |
0.98 |
0.95 |
0.74 |
1.02 |
0.96 |
0.98 |
|
University of Canberra |
0.76 |
0.81 |
0.78 |
0.73 |
0.69 |
0.80 |
|
University of Melbourne |
0.87 |
0.86 |
0.87 |
0.87 |
0.71 |
0.72 |
|
University of New England |
0.77 |
0.82 |
0.84 |
0.95 |
0.83 |
0.81 |
|
University of New South Wales |
0.85 |
0.80 |
0.77 |
0.85 |
0.80 |
0.83 |
|
University of Newcastle |
0.88 |
0.85 |
0.85 |
0.90 |
0.84 |
0.93 |
|
University of Notre Dame, Australia (b) |
n/a |
n/a |
n/a |
n/a |
n/a |
1.21 |
|
University of Queensland |
0.85 |
0.90 |
0.88 |
0.93 |
0.93 |
0.78 |
|
University of South Australia |
0.70 |
0.68 |
0.75 |
0.74 |
0.74 |
0.74 |
|
University of Southern Queensland |
0.57 |
0.64 |
0.50 |
0.52 |
0.61 |
0.69 |
|
University of Sydney |
0.74 |
0.86 |
0.98 |
0.81 |
0.85 |
0.75 |
|
University of Tasmania |
0.94 |
0.95 |
0.83 |
0.79 |
0.86 |
0.84 |
|
University of Technology, Sydney |
0.87 |
0.91 |
0.97 |
0.71 |
0.79 |
0.83 |
|
University of the Sunshine Coast |
n/a |
n/a |
n/a |
n/a |
0.82 |
0.84 |
|
University of Western Australia |
0.82 |
0.58 |
0.69 |
0.66 |
0.67 |
0.64 |
|
University of Western Sydney |
0.82 |
0.81 |
0.91 |
0.73 |
1.00 |
0.89 |
|
University of Wollongong |
0.70 |
0.68 |
0.88 |
0.67 |
0.91 |
0.81 |
|
Victoria University of Technology |
0.96 |
0.90 |
0.89 |
0.94 |
0.71 |
0.77 |
|
NATIONAL (c) |
0.76 |
0.77 |
0.76 |
0.74 |
0.79 |
0.73 |
(a) The retention indicator is calculated by first determining the apparent retention rate (ARR) for Indigenous students by taking the number of Indigenous students who re-enrol at an institution in a given year and dividing by the number of Indigenous students who were enrolled in the previous year and did not complete their course that year, and then dividing by the ARR for non-Indigenous (non-overseas) students.
(b) Statistics for the University of Notre Dame, Australia, relate only to Commonwealth-funded places at that institution.
(c) The national indicators take account of figures for the Batchelor Institute of Indigenous Tertiary Education. The standardised indicators are not otherwise used for this institution because all its students are Indigenous.
Success (a) of Indigenous Australian Students at Higher Education Institutions
|
Institution |
1995 |
1996 |
1997 |
1998 |
1999 |
|
Australian Catholic University |
0.81 |
0.95 |
0.91 |
0.95 |
0.93 |
|
Australian Maritime College |
n/a |
0.66 |
1.03 |
0.56 |
0.89 |
|
Australian National University |
0.89 |
0.98 |
0.92 |
0.92 |
0.87 |
|
Central Queensland University |
0.72 |
0.74 |
0.75 |
0.77 |
0.80 |
|
Charles Sturt University |
0.87 |
0.84 |
0.80 |
0.85 |
0.83 |
|
Curtin University of Technology |
0.78 |
0.82 |
0.81 |
0.75 |
0.76 |
|
Deakin University |
0.81 |
0.72 |
0.79 |
0.76 |
0.70 |
|
Edith Cowan University |
0.78 |
0.54 |
0.55 |
0.55 |
0.42 |
|
Flinders University of South Australia |
0.74 |
0.81 |
0.72 |
0.75 |
0.73 |
|
Griffith University |
0.84 |
0.78 |
0.79 |
0.84 |
0.87 |
|
James Cook University |
0.51 |
0.69 |
0.67 |
0.79 |
0.71 |
|
La Trobe University |
0.89 |
0.97 |
1.00 |
0.92 |
0.93 |
|
Macquarie University |
0.93 |
0.95 |
0.97 |
0.87 |
0.93 |
|
Monash University |
0.93 |
0.90 |
0.84 |
0.80 |
0.92 |
|
Murdoch University |
0.71 |
0.88 |
0.86 |
0.68 |
0.65 |
|
Northern Territory University |
n/a |
0.65 |
0.70 |
0.68 |
0.75 |
|
Queensland University of Technology |
0.76 |
0.80 |
0.79 |
0.82 |
0.83 |
|
Royal Melbourne Institute of Technology |
1.08 |
0.85 |
0.92 |
0.85 |
0.92 |
|
Southern Cross University |
0.82 |
0.68 |
0.80 |
0.78 |
0.82 |
|
Swinburne University of Technology |
1.09 |
0.95 |
0.96 |
0.98 |
1.05 |
|
University of Adelaide |
0.49 |
0.59 |
0.57 |
0.62 |
0.65 |
|
University of Ballarat |
0.79 |
0.89 |
0.98 |
0.95 |
0.84 |
|
University of Canberra |
0.78 |
0.91 |
0.69 |
0.76 |
0.79 |
|
University of Melbourne |
0.51 |
0.84 |
0.89 |
0.82 |
0.76 |
|
University of New England |
0.80 |
0.81 |
0.76 |
0.73 |
0.66 |
|
University of New South Wales |
0.83 |
0.80 |
0.78 |
0.79 |
0.82 |
|
University of Newcastle |
0.87 |
0.83 |
0.87 |
0.87 |
0.87 |
|
University of Notre Dame, Australia (b) |
n/a |
n/a |
n/a |
n/a |
0.95 |
|
University of Queensland |
0.90 |
0.88 |
0.91 |
0.88 |
0.82 |
|
University of South Australia |
0.69 |
0.78 |
0.70 |
0.64 |
0.63 |
|
University of Southern Queensland |
0.51 |
0.36 |
0.42 |
0.54 |
0.54 |
|
University of Sydney |
0.84 |
0.89 |
2.70 |
0.91 |
0.78 |
|
University of Tasmania |
0.91 |
0.82 |
0.68 |
0.83 |
0.85 |
|
University of Technology, Sydney |
0.89 |
0.80 |
0.75 |
0.80 |
0.74 |
|
University of the Sunshine Coast |
n/a |
n/a |
n/a |
n/a |
0.99 |
|
University of Western Australia |
0.77 |
0.74 |
0.71 |
0.68 |
0.60 |
|
University of Western Sydney |
0.85 |
0.80 |
0.87 |
0.92 |
0.91 |
|
University of Wollongong |
0.69 |
0.86 |
0.81 |
0.85 |
0.89 |
|
Victoria University of Technology |
1.01 |
0.96 |
0.94 |
0.71 |
0.59 |
|
NATIONAL (c) |
0.78 |
0.78 |
0.73 |
0.74 |
0.72 |
(a) The success indicator is calculated by first determining the student progress rate (SPR) for Indigenous students by dividing the total EFTSU (equivalent full-time student unit) value of all units of study successfully completed by Indigenous students by the total EFTSU value of all units of study for which a completion status (pass, fail, withdraw) is available, and then dividing by the SPR for non-Indigenous (non-overseas) students.
(b) Statistics for the University of Notre Dame, Australia, relate only to Commonwealth-funded places at that institution.
(c) The national indicators take account of figures for the Batchelor Institute of Indigenous Tertiary Education. The standardised indicators are not otherwise used for this institution because all its students are Indigenous.
Any comments or queries should be sent to: highered@dest.gov.au
This page was
last updated on Tuesday, 04 December 2001
Department of Education, Science and Training
Copyright © Commonwealth of Australia
DEST Web Site Privacy Statement
Disclaimer