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		The Pipeline Project: An Investigation of Local Infrastructures to Educate Aboriginal Professionals for Community, Professional and Industrial Organisations in the Illawarra and Surrounding Regions
		97/6 Russell Gluck Kim Draisma
		University of Wollongong
		Evaluations and Investigations Program Higher Education Division Department of Employment, Education, Training and Youth Affairs

ã Commonwealth of Australia 1997

ISBN 0 642 23643 7

This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Australian Government Publishing Service. Requests and inquiries concerning reproduction and rights should be addressed to the manager, Commonwealth Information Services, Australian Government Publishing Service, GPO Box 84, Canberra ACT 2601.

This report is funded under the Evaluations and Investigations Program of the Department of Employment, Education, Training and Youth Affairs.

The policies and views expressed in this report do not necessarily reflect those of the Commonwealth Government or the Department of Employment, Education, Training and Youth Affairs.

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Contents [Next Chapter] [Top]

• List of Acronyms
• Abstract
• Acknowledgments
• 1. Introduction to the Field and Scope of Investigation
• 2. Educational Theory Underpinning the EIP Project
• 3. Pipeline, Community Development and Networking
• 4. Case Studies
• 5. Utilising the Nursing Pipeline Experience to Develop Learning Environments
• 6. Conclusion
• Appendix 1: Scenario—the Fledgling Advanced Flying Company
• Appendix 2: Students’ Issues With Their Learning Environment
• Appendix 3: Joint Faculty/AEC Learning Research Proposal
• Appendix 4: Excerpt from TAFE Handbook 1997—Aboriginal Community Education, Health
• References

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List of Acronyms [Next Chapter] [Contents]

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Abstract [Next Chapter] [Previous Chapter] [Contents]

This EIP project reports on an investigation of infrastructures necessary to educate Aboriginal professionals for community, professional and industrial organisations in the Illawarra and surrounding regions. Continua, in the report described as ‘pipelines’, were established to align processes that facilitated the connection of community need for Aboriginal professionals, with education and employment. Development of multiple entry and exit points to the continuum of education and employment was a key focus.

Action research methodology was used to investigate the effectiveness of establishing a pilot pipeline that connected Enrolled Nurse and Registered Nurse education with professional employment as Enrolled Nurses and Registered Nurses. Pipelines for the fields of Mental Health, Education, Law and Engineering were also investigated.

Development of learning environments that facilitated learning is a major focus of the report. The process of shifting the tertiary education focus along the continuum from teaching/instruction to learning is addressed. Collegiate power, staff development and fear of change by students, teachers and researchers—central to the change process, are addressed. Theories of community development, socio-technical change and action science provided the tools for this part of the investigation.

The pilot pipeline project provided evidence of how learning research could be used to align the needs of students, researchers and teachers. The report defines cooperative, collaborative, structural and organisational spaces from which the learning research process can be initiated, developed, supported and delivered to students. This work provides a useful model for valuing and utilising the contribution of equity groups to the evolution of social arrangements that drive structural and systems change and benefit mainstream learning. It concludes that equity students’ learning needs provide a window to mainstream learning issues, facilitate quality learning environments and provide directions for research into learning at the tertiary level.

This EIP report concludes that in educating Aboriginal people for professional roles in the Aboriginal and wider community, infrastructures need to be put in place that facilitate the connection between the various stakeholder groups. For tertiary education the implications are clear: quality learning environments that support students through the various stages of learning, from assisted to independent and collaborative learning, rather than environments that seek to overcome student deficits, need to be established if the number of Aboriginal graduates, and therefore Aboriginal professionals, is to be increased.

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Acknowledgments [Next Chapter] [Previous Chapter] [Contents]

This project could not have taken place without the patience and willingness of a number of people. The Burrill Lakes Aboriginal Education Consultative Group were instrumental in raising areas for investigation. They were willing to discuss their ideas and persistently pursued creative directions, particularly in Law and Education. Nel Mooney requires special mention.

Members of the Illawarra Area Health Service, in particular, John Layhe, Nan Head, Iris McLeod, Joyce Donovan and Fay Allen, provided contributions to the establishment and implementation of an agreement that connected education and employment in nursing for Aboriginal people.

The Illawarra Institute of Education (previously TAFE) conducted the pre-vocational component of the pipeline. In particular, Judy Spooner provided the energy and focus required when establishing this new direction for education. Without her input the pre-vocational component of the pipeline may not have come into existence. Errolyn Strang, Chris Noel, Sandra Bolak and Dirk Stuber assisted in the conduct of the first pre-vocational course. Denise Lutui continues to develop and operate the program.

At the University of Wollongong, Brian Cambourne, Jan Hancock and Wilma Vialle were instrumental in nurturing a new direction of enquiry for teaching and learning. Irene Stein, assisted by Marian Martin, was a key partner in the development of the Nursing pipeline. Rodney Vickers, Will Price and Roger Kanitz were invaluable in their development of the Physics and Chemistry learning environments for Nursing. Peter Thomas and Jenny Budd were instrumental in developing the learning environment in Acute Care Nursing. Sue Curtis provided critical reflection on perceptions of teaching and learning and on the final draft of this document. Heather Spence played a key role in focusing reflection on a workshop which provided a basis for widening the project within the University community. Brian Gillett acted as a statesman in smoothing difficult relationships between a range of interest groups across education, employment and professional cultures.

The relationship between Kim Draisma and myself provided a basis for fusing a range of theories on learning, community development and management of change for the conduct of this action research project. She was a key partner in the process of restructuring both the Science for Nursing and Acute Care Nursing learning environments and was joint author of this report.

Murat H. Polat introduced the theoretical perspective of Argyris and Schön (1974) and provided detailed review of Chapters 5 and 6 of this report. His input stimulated flagging energy as the project drew to an end.

Three Aboriginal students of Nursing were at the focus of this project. Without them a pipeline would neither have been developed nor confirmed as an effective strategy for addressing community need. Their reflections on learning environments and their preparedness for self-exposure, throughout the project, continue to enrich the learning environment of the University community.

Scholarships for Aboriginal students in Nursing were funded by the B’NAI B’RITH Anti Defamation Unit and the Uniting Church Ministry for the Ageing. Soroptimists International Harbour View Club also provided funds for student team development.

Without her insights into team work and relationship development networks, and the care of my partner, Cecily Boas, this project would not have begun, nor would it have been completed.

Russell Gluck (Project Director)

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