Indigenous Performance in
Western Australia Universities
Reframing retention and success
Roz Walker
Curtin Indigenous Research Centre
Curtin University of Technology
00/12
August 2000Evaluations and Investigations Programme
Higher Education Division(C) Commonwealth of Australia 2000
ISBN 0 642 44513 3
ISBN 0 642 44514 1 (Online version)
DETYA No.
6572.HERC00AThis work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without permission from Ausinfo. Requests and inquiries concerning reproduction and rights should be addressed to the Manager, Legislative Services, Ausinfo, GPO Box 84, Canberra ACT 2601.
The report is funded under the Evaluations and Investigations Programme of the Department of Education, Training and Youth Affairs.
The views expressed in this report do not necessarily reflect the views of the Department of Education, Training and Youth Affairs.
Foreword
This report calls for a reframing of Indigenous progress in higher education so that due emphasis can be placed on the very remarkable achievements of the many Indigenous people who have eagerly grasped the opportunity to experience university studies. The report shows that many of these students have overcome historical education disadvantage, as well as cultural, and in many cases financial and geographic barriers to achieve academically. Others have discovered that university life is not for them, but have left with greater self-confidence and an increased ability to interact positively both in Indigenous and mainstream communities.
The findings show that despite government advice about HECS, freely available in institutions, many students fail to appreciate the income contingent nature of the HECS-related loans, that HECS fees are deferrable and what happens to the HECS debt in the event that a student dies. In fact, people on low incomes benefit from deferred HECS repayment arrangements because they either never repay or they may benefit from an interest free loan. In addition, there are specific exemptions from compulsory repayments for people on low family incomes as well as provisions for financial hardship. DETYA's publication Does HECS Deter?, has found no empirical evidence to suggest that low SES groups are more debt adverse than other groups.
The findings also show confusion about matters relating to ABSTUDY. Erroneous understandings about ABSTUDY allowances appear to be common within the Indigenous higher education community and there does not appear to be an appreciation that overall ABSTUDY is more generous than either Youth Allowance or Austudy in recognition of the educational disadvantage of Indigenous students. To date, as the report acknowledges, there is no evidence of a decline in overall student numbers following changes to ABSTUDY. The Department continues to closely monitor outcomes in this regard.
Higher Education Division
April 2000