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Indigenous Education Strategies in Higher Education 2001-2003

The University of New South Wales

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

Introduction

The Aboriginal Education Program (AEP) is committed to the promotion of equity and excellence for Indigenous students at the University of New South Wales (UNSW) and across the Australian higher education sector.

A framework has been developed at UNSW to ensure the continued development of strategic partnerships that strengthen the integrity of Aboriginal and Torres Islander culture and heritage across the higher education spectrum.

This strategic framework will continue to serve as a mechanism through which such alliances and partnerships will best serve the interests and needs of Aboriginal and Torres Strait Islander Peoples’ growing and diverse population.

The recent appointment of Professor Adrian Lee as Pro-Vice-Chancellor (Education) with direct responsibility for the Aboriginal Education Program will more fully integrate the AEP with the University’s overall education strategies and will ensure special care will be taken to guarantee the quality of the education experience provided to our Indigenous students.

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Mission and Objectives

The mission and objectives of the AEP at UNSW are:

Consistent with the fully integrated approach to planning at UNSW, the Indigenous education strategies form an independent plan to substantiate the key goals relating to Indigenous education contained within the UNSW Strategic and Operational Plans. Specifically, the Indigenous education strategies support and extend the university-wide goals to:

• Work towards a positive future for Indigenous students within the national education system
• Seek to play a leading role in relation to Reconciliation with Australia’s Indigenous communities through education and employment programs for Aboriginal and Torres Strait Islander peoples
• Seek to play a leading role in relation to Reconciliation with Australia’s Indigenous communities through taking account of symbolic activities and other means that promote understanding of Indigenous Australian communities.

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UNSW uses a range of formal and informal networks to consult with Indigenous people. At the formal level UNSW is represented by Associate Professor Wendy Brady, the Director of the University’s Aboriginal Research and Resource Centre, and who is also closely associated with the AEP. The AEP also has an advisory committee chaired by Aunty Jean Carter from the La Perouse Community, which acts as a consultative group on any issues affecting the AEP.

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Current and Continuing Activities

During the 2001-2003 triennium the AEP will continue to pursue a range of activities appropriate to the strategies listed below which directly contribute to the attainment of the AEP’s objectives at an institutional and broader societal level.

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Strategies

Infrastructure

• Enhance adequate infrastructure support for effective education outcomes
• Conduct case studies for improving educational infrastructure for Indigenous students

• Assist Indigenous students with applications to courses
• Disseminate information about opportunities and support
• Provide support from full time resource personnel

• Provide Skills Development training for AEP staff
• Participate in the development of mainstream academic programs to ensure cultural inclusivity

• Continue to develop and maintain an analytical data base of Aboriginal and Torres Strait Islander students and programs
• Initiate, in partnership with relevant stakeholders, applied research projects advancing the cultural and educational outcomes of Indigenous Peoples
• Ensure the integrity of cultural practices in the development of research and teaching through the promotion of community centred and ethical professional practice (Code of Ethics)

• Develop and implement a media awareness strategy for the promotion of the particular interests and achievements of Aboriginal and Torres Strait Islander students and staff
• Respond to, and participate in, activities with different government and non-government agencies in advancing the interests of Aboriginal and Torres Strait Islander students and staff

• Continue to develop and implement a publication strategy (brochures, posters, reports, occasional papers, policy positions document, and newsletter).
• Promote the activities and projects of Indigenous students in mainstream professional practice through exhibitions, seminars and conferences and professional and employer placements
• Assist in the development of educational technologies to ensure the best educational outcomes for Indigenous students

• Establish strategic relationships with key government and non-government cultural agencies for advancing the educational interests and cultural rights of Aboriginal and Torres Strait Islander People
• Develop and implement a productive diversity strategy, through appropriate partnerships with business and industry to maximise the participation of Aboriginal and Torres Strait Islander Peoples
• Develop initiatives for taking advantage of special events and opportunities within the wider Sydney and Australian context (eg 2000 Olympics and Corroboree 2000)

• Advocate the rights of Aboriginal and Torres Strait Islander Peoples for equitable participation in the educational and cultural life of UNSW
• Ensure the accountability of all educational and cultural agencies in the development and reporting of transparent and outcomes oriented access and equity strategies
• Promote the understanding of the basic philosophy of participatory democracy in both community and institutional frameworks.

Major achievements in 1999 and to date in 2000

• Advancing cultural understanding, reconciliation, sensitivity and awareness of Aboriginal and Islander heritage through activities of major symbolic importance. One of the most significant events held during UNSW's 50th Anniversary Festival in 1999 was the Aboriginal Reconciliation Gathering. The event provided an opportunity for the entire UNSW community to join together with local, UNSW and national Indigenous and community leaders to make a strong and meaningful collective statement regarding land rights, racism and other Indigenous issues. It included the reading of a formal statement from the University, taking a stand on Indigenous reconciliation and the traditional ownership of University land.
• Continued success of the UNSW Indigenous Pre-Law Program in increasing number of participants (17 in 1999 and 20 in 2000) and in preparing participants for admission to UNSW and other tertiary institutions (76% admissions in 1999 and 85% in 2000).
• Securing private funding to support the Pre-Law Program as well as providing unique work experience opportunities for Indigenous law students at UNSW through the law cadetship program.
• Expansion of successful alternative entry schemes to the field of engineering through the establishment of the Indigenous Australian Engineering Summer School Program for secondary school students. This program assisted two Indigenous students gain admission to UNSW and another is studying at the University of Southern Queensland.

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Planned New Activities

UNSW will replicate the successful alternative admission schemes for Indigenous people to provide access to a wider range of UNSW courses. Pre-entry programs are planned for introduction in the areas of business studies and commerce during 2001. This is in response to a specific request from the ATSIC Queanbeyan Regional Council based on acknowledgement of UNSW’s reputation in the pre-law program. One of the major skills lacking in Aboriginal communities was identified as the ability to effectively manage community organisations in the area of business and commerce. Preceding programs in architecture are also planned.

The goal of such programs is to successfully prepare five Indigenous students for admission to UNSW or other institutions in the first year of operation, and double this figure in the subsequent year. Students will be targeted through the NSW Aboriginal Education Consultative Group as well as through other established community networks. The availability of scholarships for full-time study at UNSW will enhance the attractiveness of the programs. Success and retention rates will be closely monitored and programs and support adjusted if necessary.

UNSW will also be investigating ways to promote and encourage greater Indigenous student involvement in postgraduate study through a range of initiatives including partnership arrangements and scholarship packages.

Specific measures targeting rural and isolated communities and which lessen the financial and geographic disincentive to study at UNSW will be introduced in 2001 as part of a range of strategies called UNSW Bush. Although not specifically targeting Indigenous students, the planned activities have the potential to positively impact on some Indigenous students.

The AEP will continue to encourage academically talented Indigenous students from local primary and high schools in pursuing their studies through the presentation of achievement awards.

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Performance and Review

UNSW has long been committed to the provision of, and support for Indigenous students in mainstream degree programs rather than in targeted enabling or sub-degree programs. Alternative admission requirements are in place in recognition of the disadvantages in education and opportunity experienced by many Indigenous people, with the pre-law and pre-medicine programs being the flagship alternative entry programs.

The enrolment of over 40% of UNSW’s Indigenous student population in law or medicine clearly demonstrates the effectiveness of these two programs. However, this also signals the urgent need for UNSW to broaden the range of programs available to encourage more representative participation across all offerings, a strategy to be pursued as the highest priority in the 2001-2003 triennium.

Total enrolments of Indigenous students decreased in 2000 as a result of the sharp decline in commencing student enrolments. Several factors contributed to this result, including the resignation during 1999 of the AEP’s high profile director and the on-going impact of government changes to Abstudy, which has noticeably affected UNSW’s recruitment of older Indigenous students as well as students from out of the Sydney metropolitan area. The success of alternative entry programs indicate the attractiveness of UNSW as a place to study, but the subsequent enrolment of some students at other institutions shows the competitive disadvantage UNSW faces because of the prohibitive cost of living in metropolitan Sydney.

Success and retention outcomes have improved in 2000 reflecting the high quality of UNSW support services and facilities. The AEP remains focussed on successful outcomes, and not merely on access. While the 2000 intake of Indigenous students was disappointing and will be addressed as an urgent priority, the UNSW and AEP approach is to ensure that access leads to success.

Table 1 provides details of actual enrolments of Indigenous students at UNSW over the last three years together with projected EFTSU for the coming triennium. Table 2 provides details of access, participation, success and retention performance in terms of the Lin Martin Indicators.

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Report on Expenditure

In 1999 the amount of Government Indigenous Support Funding received by UNSW was $328,000. The amount allocated to and expended on overall support activities was far in excess of that amount and apart from the DETYA grant, was resourced from the UNSW general operating grant, from ATAS funding, and from a range of other earmarked non-Government funding sources.

In addition to the Aboriginal Education Program (AEP), which provides the main support services for Indigenous students at UNSW, funding is provided by the University for the Pre-Medical, Pre-Law and Pre-Engineering programs conducted in those faculties.

Since the 1999 allocation to the AEP alone was more than double the amount provided through the Indigenous Support Funding grant, the amount of expenditure on the central support services significantly exceeded the size of the grant and was not identified by specific funding source.

The following provides an analysis of the expenditure patterns for 1999 by the Aboriginal Education Program of its total allocation of $616,000:

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Contact

Executive responsibility
Professor Adrian Lee
Pro Vice-Chancellor (Education)
Tel: (02) 9385 3511
Fax: (02) 9385 1039
E-mail: a.pettigrew@unsw.edu.au

Senior Officer
Paula Dewis
Acting Director
Aboriginal Education Program
Tel: (02) 9385 3805
Fax: (02) 9398 4363
E-mail: p.dewis@unsw.edu.au

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