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Indigenous Education Strategies in Higher Education 2001-2003

Australian Maritime College

• Objectives
• Consultative Mechanisms
• Current and Continuing Activities
• Planned New Activities
• Performance and Review
• Report on Expenditure
• Contact

The mission of the Australian Maritime College (AMC) is to provide the highest quality education, training and consultancy, and to conduct applied research of international distinction, in accord with the needs of the maritime sector. AMC is committed to the provision of services that are relevant and accessible to its customers. It aims to operate in a responsible manner, sensitive to the cultural and social needs of the community (Corporate Plan 2000-2004).

Within this context:

• AMC recognises the need to offer innovative programs, both in Australia and overseas to maintain the supply of quality officers to the shipping industry;
• there is a growing awareness of the need to improve the management of Australian commercial fisheries in a sustainable way, while safeguarding the environment. Fisheries-related courses offer important economic and ecological benefits for many coastal Indigenous groups;
• engineering courses meet the demand for expertise in innovative shipbuilding and design, offshore structures and the investigation of phenomena which affect such structures;
• training in the correct safety procedures on both large and small vessels, including watercraft in the leisure and recreation industry, has been given renewed emphasis in recent times.

The Australian Maritime College offers specialised courses in a limited number of fields of study. Some courses are particularly relevant to the interests of Indigenous Australians. AMC remains committed to the following objectives with respect to Indigenous education:

• to increase the number of Indigenous Australian students enrolling in courses at the Australian Maritime College, both in the VET sector and in Higher Education;
• to improve retention and success rates for Indigenous students;
• to increase the involvement of the Australian Maritime College in joint-venture arrangements with other institutions, which will result in the effective provision of relevant courses for Indigenous students in remote areas of Australia;
• to establish and utilise effective consultative arrangements for the participation of Indigenous Australian communities in the planning, delivery and evaluation of educational services at the Australian Maritime College.

In its operations:

• The Student Support Unit co-ordinates matters relating to the recruitment, pastoral care, academic support, reporting functions and community liaison associated with the education of Indigenous students.
• The AMC Equity Committee ensures that equity principles are applied in all aspects of the College’s operation. It has broad oversight of the implementation of policies relating to the recruitment, the provision of educational and support services and promotion of equal opportunity practices for all students, with a particular emphasis on those with specific needs.
• The Student Welfare Committee oversees the general welfare of all students, including Indigenous students, making recommendations, as appropriate, to AMC management or to external bodies on matters relating to student welfare.

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Consultative Mechanisms

Over recent years, AMC has built up a network of contacts with the Indigenous communities in various parts of Australia. This network has proved to be an effective consultative mechanism.

• The Co-ordinator of the Student Support Unit liaises with Riawunna, the Centre for Aboriginal students on the adjoining campus of the University of Tasmania.
• There is a good working relationship with the Indigenous Education Branch of the Tasmanian Office of DETYA. The manager is always willing to assist when information or advice is required.
• In early 1999, two AMC lecturers visited Torres Strait and met with community elders and local government bodies, prior to developing a Transition to Fisheries program designed specifically for Indigenous Australians. In addition, there was input from local people interested in such a course and discussions on sensitivities, training needs and appropriate processes. Initially, it was planned to conduct the course in the local area, but it was decided finally to conduct the course at the Australian Maritime College in Launceston. It was felt that the students would derive greater benefit from training conducted in a more formal educational environment with access to facilities and specialist equipment.
• The lecturer continued to liaise with the students after their return to Northern Australia. He has assisted them in formalising and implementing their skills, linking with industry and in the commercialisation of the crayfish industry. In January 2000, the lecturer was seconded to the Northern Territory University to conduct relevant short courses in the area and to continue consultations with the Indigenous communities.
• The Director and Deputy Director (Faculty of Fisheries and Marine Environment) participated in the National Indigenous Sea Rights Conference in September 1999, at which the deputy Director was an invited speaker. Both the Director and the Deputy Director have continued to work with local Indigenous groups to ensure that cultural specific components are included in modules in the Fisheries programs.
• While on campus, Indigenous students attended all Residential Students’ meetings and had a representative on the Beauty Point Student Committee. The group was accompanied by two Indigenous supervisors, who also acted as Liaison Officers.

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Current and Continuing Activities

In 1999, AMC conducted a highly successful Transition to Fisheries program funded under the VEGAS scheme. The program covered:

• Basic Dinghy and Outboard Motor Maintenance
• Basic First Aid
• Seafood Handling and Processing
• Workplace Communications
• Caring for the Coast
• Fire Fighting onboard a Vessel
• Survival at Sea
• Shipboard Familiarisation

This course will be offered again in 2000.

Currently, two AMC lecturers have been seconded to the Northern Territory to conduct Coxswain and Master V courses and provide engineering, fishing technology and navigation training in the local area. Indigenous persons are among the participants in the courses; many are already employed as Parks and Wildlife Officers or in the fishing industry. While funded by the Australian Maritime College, one lecturer conducts courses through the Northern Territory University, while the other is based in Darwin and services areas on the Western seaboard from Darwin to Fremantle.

Recently, a Coxswains course was conducted at Catherine Gorge for Nitmuluk Tours, which is operated by the Jawon people.

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Planned New Activities

The Australian Maritime College recognises the importance of offering a range of educational and training options to meet the needs of Indigenous Australians. This range will include introductory enabling courses, short competency-based courses with an emphasis on the acquisition of practical skills and formal award courses in the VET and Higher Education sectors. AMC will continue to adapt short courses to local needs and conduct these courses both at the College and in the local area. Plans are in process to conduct the highly successful Transition to Fisheries program again in 2000.

Within the formal courses, the curriculum includes culturally-sensitive material and Indigenous methods. The subject, Indigenous and Customary User Issues, is now available in the Post-graduate Fisheries Program.

Every effort will be made to provide appropriate academic and personal support for Indigenous students, especially those in the higher education sector.

Performance and Review

The Performance Indicators do not reflect an accurate picture of the situation, as students enter the College at different points throughout the year; some of the courses in which the students participate are of short duration and others include a sea-time component or industrial experience before competency is attained. For example, a student who completed the Transition to Fisheries course in Semester 2, 1998 returned in 1999 to undertake the engineering component of a Coxswain Course. After gaining the necessary seatime experience, he successfully completed the course in Semester 1, 2000 and is currently undertaking Certificate II in Aquaculture. Such situations are not adequately reflected in the statistics. Retention figures in particular are skewed by these situations.

Examination of enrolment trends over recent years reveals a gradual improvement in access and participation rates for Indigenous students. Past experience demonstrates the value of articulated programs that enable students to progress through the different levels of training at their own rate. They attain competency in particular skills and implement these skills in the workplace before continuing to the next level of training. In some cases, students have moved from VET sector courses into higher education courses, though additional academic support is usually required.

The February 1999, intake A, of the Certificate 1 in Fishing Operations contained five students who had participated in a VEGAS program in 1998; seven Indigenous students enrolled in Certificate 11 in 1999.

Twenty-seven students successfully completed the 1999 Transition to Fisheries course and subsequently enrolled in the Certificate 1 of Fishing Operations, intake B; ten students proceeded to the Coxswains course.

Currently, four Indigenous Australian students are enrolled in Higher Education courses; two of these students participated in the 1998 Transition to Fisheries program:

Bachelor of Engineering (Naval Architecture) 1
Bachelor of Engineering (Ocean Engineering) 1
Bachelor of Applied Science (Fisheries) 3

Retention and success rates in VET sector courses, where the emphasis is on the acquisition of practical skills, is pleasing. Indigenous students successfully completed 578 out of 587 units for which they were enrolled, giving a success rate of 98.5%. Indigenous students in the Higher Education sector are doing less well; three students in 1999 completed a total of 14 out of 36 units (success rate = 38.9%). In part, this result is due to motivational problems and some weaknesses in educational background.

In June 1999, the Director (Corporate Services) initiated a review into the delivery of Indigenous programs at AMC. Following the review:

• responsibility for Indigenous Education was assigned to the Student Support Unit;
• a working party was set up to assist Indigenous students in the transition to tertiary education in general, and into the residential situation in particular. The majority of Indigenous students are enrolled in the vocational sector courses conducted at the Beauty Point campus. It is necessary and desirable that they live on campus in the Hall of Residence for the duration of their course, however, there have been some problems associated with this arrangement.

The Australian Maritime College continues to explore means to strengthen educational and training opportunities for Indigenous students.

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In addition, the following amounts were expended on Indigenous programs and support in 1999, under the VEGAS and IESIP schemes. In both cases, the payments have been audited and acquitted:

Contact

Dr Elizabeth Vagg
Co-ordinator Student Support Unit
Tel: (03) 6335 4792
Fax: (03) 6326 6493
Email : E.Vagg@corp.amc.edu.au

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