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Indigenous Education Strategies in Higher Education 2001-2003

Royal Melbourne Institute of Technology

• Objectives
• University Strategies
• Strategies and Performance
• Future Goals and Ongoing Commitments
• Strategies for Facilitating Transition
• Performance and Review
• Report on Expenditure
• Contact

Objectives

The major objective of RMIT University’s Indigenous Education Strategy is to provide an institutional learning environment in both vocational education and training and higher education that caters to the needs of Aboriginal and Torres Strait Islander students in general and the Victorian ATSI community in particular. This objective is implemented through consultation with both the students and the community through the Aboriginal and Torres Strait Islander Support and Liaison Unit, and the Aboriginal Development Unit within the Faculty of Art, Design and Communication.

Whilst DETYA may regard the vocational education and training component of the University’s Indigenous Education Strategy as not relevant to higher education, it is nevertheless an important component of the University’s approach to client-centred teaching and learning and articulation between vocational education and training and higher education. Based on extensive knowledge of the University’s student catchment area and ongoing consultation with local ATSI communities, RMIT University has found the Aboriginal and Torres Strait Islander communities demand education and training relevant to their needs. These needs fall into two categories:

• relevance in terms to content, which can range across traditional vocational education and training/higher education boundaries, and across traditional boundaries within either sector; and
• relevance in terms of providing pathways which may begin at a vocational education and training level and lead onto higher education opportunities.

Consequently, both RMIT University and the Aboriginal and Torres Strait Islander communities, with which it liaises, regard the University’s vocational education and training programs as a significant pathway into higher education and therefore relevant in context of improving access, participation, success and retention of Aboriginal and Torres Strait Islander students in higher education at RMIT University.

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RMIT University’s goal is to create and sustain a distinctive world-class University at the forefront of technical and professional education and real-world research, through continuous improvement and with staff committed to quality management processes. Institutional strategies which are relevant to the University’s Indigenous Education Islander Strategy include:

• To be more responsive to changing education and training client requirements for tailored, convenient, culturally sensitive, applicable and cost-effective education;
• To encourage successful participation by a diverse range of students from all social, cultural and economic groups;
• To improve responsiveness to client needs and timeframes; and
• Implementing the institutional objectives and strategies, which relate to:
  • providing a total system of education in support of life long learning;
  • continuing to be a mass provider of education in a range of places and modes;
  • continuously improving a student-centred approach to education and training; and
  • further developing programs to recruit and support disadvantaged groups of students.

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A working party was established in 1999 to examine RMIT’s recent performance and provide advice on a future role, including a consideration of resource implications. The working party met throughout 1999 and identified a wide array of existing and potential initiatives.

During its exploration of a suitable framework and its drafting of a set of recommendations that aim to add value to all aspects of ATSI education at RMIT, the group considered a wide range of issues. These recommendations cover the following:

• Providing advice to senior management regarding ATSI issues;
• Developing ongoing relationships with ATSI communities and peak bodies;
• Representing ATSI concerns at the level of Council;
• Coordinating educational programs for ATSI students;
• Meeting the special educational needs of ATSI students;
• Maintaining and expanding support programs for ATSI students;
• Ensuring that RMIT graduates are sensitive to ATSI issues;
• Including explicit concern for ATSI issues in policies and strategic planning;
• Publicising RMIT’s ATSI education initiatives; and
• Ensuring adequate resources to support ATSI educational and support programs.

A range of strategies has already been developed and implemented by the Aboriginal and Torres Strait Islander Support Liaison Unit that have been effective in improving success and retention of Aboriginal and Torres Strait Islander students at RMIT University. The following list of positive outcomes from the Unit’s activities highlights the effectiveness of the strategies used:

• The establishment of an ATSI Support and Liaison Unit on the Bundoora Campus. This Unit provides a quiet study area with computer and photocopy facilities. The Unit is currently staffed two days per week.
• Significant changes have occurred throughout the 1999-2000 period with newly appointed staff (including a specialist projects officer) with a brief to implement recommendations leading from the review of the RMIT ATSI Education Strategy Plan.
• The re-auditing and reporting of statistics of those students identified as Aboriginal and Torres Strait Islander across VET and Higher Education programs at RMIT, enabling the ATSI Support and Liaison Unit and RMIT to provide improved services and support.
• The refurbishment of the RMIT ATSI Support and Liaison Unit to provide Aboriginal and Torres Strait Islander staff and students with a more culturally supportive and conducive working environment.
• The implementation of a specific Aboriginal and Torres Strait Islander student recruitment/marketing strategy and the production of high quality recruitment and marketing products including the redesign of the RMIT Aboriginal and Torres Strait Islander Website.
• Design and implementation of the RMIT Aboriginal Employment Career Development Strategy.
• Successful enrolment of six ATSI students in MBA courses as at first semester, 2000.

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• Design and implementation of the RMIT Aboriginal Cultural Awareness Training package.
• Review and implement student support services to RMIT ATSI students studying at our regional sites.
• Further develop education transition links between RMIT and a number of secondary schools enrolling significant numbers of ATSI students.
• Explore the possibility of creating an RMIT ATSI Education Centre.
• To further explore, develop and target specific scholarships for RMIT Aboriginal and Torres Strait Islander students.
• Further explore and assist in the development of academic programs for ATSI people by way of partnership and fee for service agreements.
• Develop links for consultancy with other organisations with the aim to develop education pathways for ATSI people to RMIT University.
• Explore the delivery of education programs to remote and rural ATSI communities.
• Address where possible the factors that inhibit ATSI people considering higher education as a viable option; and improve pathways for ATSI people into RMIT University programs.
• Facilitate transition to full engagement with the learning community at RMIT University and enhance success and retention while at RMIT University.

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The ATSI Support and Liaison Unit is working closely with Faculties in helping to work through issues pertaining to retention rates of students. Corporate sponsorship and corporate scholarship support are ways in which the Unit is aiding in this area. The ATSI unit is also working closely with the RMIT 101 Transition program.

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Part of the difficulty with the above data is that it is based on very small numbers and even a small change can lead to rather wild swings between years. For example, the drop in participation rates between 1998 and 1999 can, in part, be accounted for by a number of students completing in 1998, and the increase again in 2000 reflects the increased access in 2000.

Access remains of concern particularly given the relatively small numbers of ATSI students completing Year 12 in Victoria. It is hoped that the strategy of further development of links between TAFE and Higher Education will lead to an increase in these figures.

Strategies involving enhanced support both from the ATSI Support and Liaison Unit and other support areas in the University are designed to enhance both success and retention.

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It has been the policy of the University that all funds allocated by DETYA for Aboriginal Support activities will be spent on those activities. In 1999 funds allocated to Aboriginal Support Funds by DETYA amounted to $131,000. Of these funds $118,000 was allocated to the ATSI Support and Liaison Unit, $97,000 for salaries and $21,000 for operating expenses including computing equipment and conference attendance. The balance of the funds - $13,000 was allocated to a range of projects directly related to the needs of ATSI students.

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Contact

Mr Stuart MacFarlane
Aboriginal and Torres Strait Islander Support and Liaison Unit
Tel: (03) 9925 4886
Fax: (03) 9925 4887
Email: stuart.mcfarlane@rmit.edu.au

Mr Geoff Pope
Director Student Affairs & Academic Registrar
Tel: (03) 9925 2900
Fax: (03) 9925 5074
Email: geoff.pope@rmit.edu.au

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