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Indigenous Education Strategies in Higher Education 2001-2003

University of South Australia

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

The University of South Australia’s leading role in Indigenous higher education is confirmed in our Act of Establishment (1991). The Act gives the University a unique charter in terms of responsibility for meeting the educational needs of Aboriginal and Islander people. Our Statement of Strategic Directions confirms our continuing commitment to Indigenous education.

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Objectives

The current objectives outlined below remain the core of the University’s Indigenous Education Strategy and will drive the University’s planning in Indigenous education throughout the academic divisions and support units for the next twelve months.

Objective 1: Enhance those University programs specifically designed to attract and support Aboriginal and Torres Strait Islander people as students and employees.

Objective 2: Provide the opportunity for University programs to incorporate curricula that are inclusive of the experience of Indigenous Australians.

Objective 3: Improve retention and completion rates for Aboriginal and Torres Strait Islander students to University-wide average rates.

Objective 4: Promote and support programs to heighten the research profile of Aboriginal and Torres Strait Islander staff and students within the University.

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Consultative Mechanisms

The University’s approach to equity planning is unique in that responsibility for equity is embedded within mainstream University processes and the use of equity data at course, school, division, and University levels is an integral part of equity planning, with overall direction and coordination given by the University’s Equity Thematic Plan. This Indigenous Education Strategy is thus abstracted from the University’s Equity Thematic Plan, the 1999 reviews of the University’s Divisions and Portfolios, and these organisational units planning for 2001­2003.

University responsibility for development and monitoring of the Indigenous Education Strategy lies with the University’s Equity Plan and Indigenous Education Strategy Committee, chaired by the Pro Vice Chancellor (Equity and Development). Membership includes representation from the College of Indigenous Education and Research, the Deans (Teaching and Learning), Heads of School and Divisional Pro Vice Chancellors. A small working party, chaired by the Pro Vice Chancellor of the Division of Education, Arts and Social Sciences, and consisting of senior Indigenous staff in the University (Dean of the College of Indigenous Education and Research; Director of the Aboriginal Research Institute; and Manager, Aboriginal and Islander Support Unit), and the Head of the Unaipon School, together with the Executive Officer of the Division of Education, Arts and Social Sciences was responsible for preparing this document.

The University is in the process of establishing an Indigenous Advisory Committee to the College of Indigenous Education and Research. Membership of the Advisory Committee will include Ms Shirley Peisley, an Indigenous, external member of Council. The Advisory Committee will in future years play an important role in the finalisation of the Indigenous Education Strategy.

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Current and Continuing Activities

These activities are listed under the objectives specified above.

• Increased the number of Indigenous academic staff members within the Unaipon school during 1999 from 2 to 4.
• The Indigenous Employment Strategy has employed 19 Indigenous people as trainees, 1 of which was an academic trainee. 10 trainees will complete the training of which 8 have gained further employment in the University.
• AISU, the Unaipon School and the ARI actively seek to fill vacant positions with Indigenous staff where possible.
• The Unaipon School offers a range of articulated programs from Diploma to PhD in Aboriginal Studies, Australian Studies and in Aboriginal Affairs Administration for over 200 Indigenous students. These programs allow students without the usual higher education prerequisites to commence at a sub-degree level, from where they are able to move to degree and postgraduate levels study, many to courses in other schools of the University.
• In collaboration with the other universities in the State, the State Education Department and the Secondary Schools Assessment Board of South Australia (SSABSA), the University continues its involvement in a project to investigate and improve secondary school retention rates and tertiary education pathways for Indigenous secondary students. Only about 11% of Indigenous students at this university are admitted through the successful completion of Year 12 studies. The three universities continue to work on a joint strategy with the secondary education sector to improve these rates, and thus the progression rates to tertiary education.
• The University’s College of Indigenous Education and Research continues to provide leadership within the Indigenous community, such as the Aboriginal Summer School for Excellence in Technology and Science (ASSETS), which brings outstanding young Indigenous secondary school students from all over Australia to Adelaide to improve their chances of gaining University entrance. 2000 was the ninth year of operation for this program which has had considerable success, with a number of students going on to pursue higher education courses.
• A one year bridging course at the Levels campus prepares Indigenous students for entry into Environmental Management and Conservation and Park Management. This course has been operating since 1990 and to date approximately 12 students have come through the bridging course and gone on to complete degrees in these fields.

• The link persons established in each division continue to work closely with the AISU to ensure that academic course development and review are inclusive of the Indigenous experience and that curriculum methodology is inclusive.
• Inclusion of core subjects in Aboriginal Studies in a wide range of undergraduate courses. Courses outside of the Unaipon School that offer compulsory Indigenous subjects are (1) Bachelor of Education Primary/Junior Primary; (2) Bachelor of Nursing; (3 Bachelor of Psychology; (4) Bachelor of Engineering (Mining Engineering); and (5) Bachelor of Applied Science (Conservation and Park Management).
• Aboriginal Studies electives are available in most undergraduate courses in virtue of the University’s Broadening Undergraduate Education Policy.

• All Indigenous students, including isolated external students, in the University are assigned to a staff member of the AISU through a ‘home based’ system of support. This provides counseling support, assistance in arranging tutoring, and liaison and advocacy services for students, while staff submit quarterly reports on the retention, progress and well-being of their group of students.
• The AISU manages the Early Intervention Strategy, particularly for the large number of external students which enables the anticipation of student needs for assistance and support, and to ensure ongoing contact and support. This strategy links with the University’s review of student progress.
• The AISU continues the management of the provision of the Aboriginal Tutorial Assistance Scheme (ATAS). This provides one to one assistance to students, through the hourly-paid hiring of tutors for specific assistance in students’ work, such as clarifying academic issues, assisting students in constructing projects and essays, and generally assisting students to work to a time-line.
• The Unaipon School continues to increase the range of its subjects available online to assist the access, participation, retention and success rates of Indigenous students studying both at a distance and locally.
• Extended study time through negotiated incomplete (I) grades allow for students experiencing difficult circumstances to extend their period of study without increasing their HECS debt. This is particularly significant for students in the remote areas of Anangu Tertiary Education program (AnTEP).

• Prominent Indigenous academic, Dr Martin Nakata, has been appointed to lead the Aboriginal Research Institute.
• In 1999, government funding received by the ARI (as a designated Indigenous Higher Education Centre) enabled the appointment of two Indigenous administrative staff within which enhanced the research profile of Indigenous issues in education, health and executive management areas.
• Within the Unaipon School there are two PhD enrolments of non-Indigenous students. The range of postgraduate offerings are being reviewed in 2000.
• The ARI continues to provide leadership in Indigenous education and research and in 2000 is moving towards a concentration in: Indigenous educational research, On-line curriculum development and postgraduate studies. The Kaurna Higher Educational Journal in 2000 is being prepared as a refereed journal for all Indigenous issues. The Institute is also looking to develop in 2000 an electronic clearing house, for teachers, researchers and Indigenous communities, resources on Indigenous education and research.

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Planned New Activities

Activity: Within the recent review of the Human Resources Unit, it is proposed that an Indigenous Human Resource Project Officer position be established with responsibility for Indigenous employment. (Obj 1,4)

Intended Outcome: Increased interest from Indigenous people and/or appointment of Indigenous people to University positions.

Activity: The appointment of the Business Development Manager (Indigenous Education and Marketing) in 2000 to build relationships with the local Indigenous community, secondary schools and TAFE, research consultancy opportunities as well as establish appropriate benchmarks. This position will also work with the Senior Marketing Officer, Equity and Development to develop Indigenous marketing and liaison strategies to improve Indigenous access. (Obj 1,4)

Intended Outcome: Enhanced relationships with local Indigenous community, secondary schools and TAFE; and increased research opportunities. Increase in Indigenous access.

Activity: During 2001-2003, the College of Indigenous Education & Research will work closely with the Flexible Learning Centre and divisional personnel to ensure Indigenous perspectives are incorporated in aspects of the curricula for all undergraduate courses. The inclusivity indicators of the University’s Graduate Qualities will provide a focus for this systematic Indigenisation of curricula. (Obj 2,3)

Intended Outcome: Progressive systematic Indigenisation of the curricula.

Activity: Introduction of double degrees with the Unaipon School and other UniSA schools. Two double degrees are currently under development with Social Work & Social Policy. Further degrees are being negotiated in Business and Visual Arts. (Obj 1,2,3)

Intended Outcome: Wider enrolment of Indigenous students.

Activity: Restructure postgraduate awards. (Obj 4)

Intended Outcome: Courses better targeted to market needs.

Activity: Develop target enrolment quotas for a range of courses in each Division and associated marketing strategies. (Obj 1)

Intended Outcome: Increased Indigenous access and enrolments, University-wide.

Activity: Identify opportunities across UniSA for inclusion of Indigenous subjects in specific courses, working with divisions to ensure incorporation of these subjects. (Obj 1,2)

Intended Outcome: Greater number of courses that incorporate curricula that are inclusive of the experience of Indigenous Australians.

Activity: Development of a research interns scheme, in association with undergraduate research methods subjects. (Obj 1,4)

Intended Outcome: Increased interest in and enrolments of research studies by Indigenous students.

Activity: Development of joint courses with the Division of Business & Enterprise. (Obj 1,2,3)

Intended Outcome: Increased Indigenous access and enrolments across UniSA courses.

Activity: Establishment of a College of Indigenous Education & Research Open Day for the Indigenous community. (Obj 1,4)

Intended Outcome: Strengthened and increased relationships with Indigenous community; increased student and staff access to UniSA programs and employment.

Activity: Liaise with other divisions to contribute to ASSETS. (Obj 1,2)

Intended Outcome: Increased Indigenous enrolments across range of UniSA courses.

Activity: Unaipon School and AISU will undertake an analysis of students who have gained entry via the Special Entry Test scheme to see whether the test is a good predictor of success and explore other avenues for providing Indigenous students with special entry to Uni SA eg development of a further feeder course. (Obj 1,3)

Intended Outcome: Increased participation of Indigenous people in UniSA courses.

Activity: Explore articulation with Aboriginal Health Worker Training. (Obj 1,2,3)

Intended Outcome: Model of appropriate Indigenous health worker training to which physiotherapy and podiatry will provide modules.

Activity: Discuss joint sponsorship for Indigenous student places in B App Science (Human Movement) with AFL Players Assoc and Adelaide AFL teams. (Obj 1,3)

Intended Outcome: Increased Indigenous participation from 2001 intake.

Activity: Collaborate with Aboriginal Communities and the Council of Aboriginal & Torres Strait Island Nurses to promote Nursing. (Obj 1,3)

Intended Outcome: Achieve recruitment target of 10 ATSI students in 2001 intake into B Nursing.

Activity: Identify TAFE courses with high Indigenous students and explore articulation possibilities with courses in Div Information Technology, Engineering and the Environment. (Obj 1,3)

Intended Outcome: Increased Indigenous access and participation across the range of UniSA courses.

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Performance and Review

The University’s approach to Indigenous education planning is unique in that it embeds responsibility within mainstream processes. This enables proactive engagement with Indigenous education both in its own right and as an integral aspect of the University’s core business at both the university-wide and local levels. The use of equity student data at course, school, division and university levels informs equity planning and action. Divisions and Schools develop equity plans, incorporating Indigenous education, and report against these plans, including performance against the Lin Martin indicators of access, participation, retention and success. The University-wide Equity Plan and Indigenous Education Strategy Committee monitors and evaluates progress on Indigenous education priorities. It identifies the need for and monitors the implementation of Indigenous education initiatives, particularly those of a university-wide nature, and monitors the extent to which responsibility for action has been effectively embedded throughout the University. The University-wide Teaching and Learning Committee and Research Degrees Committee are forums for the exchange of good practice across divisions.

Note: All Success figures relate to the previous year.

In 1999, the University’s performance across all indicators was either above or consistent with State averages and, with the exception of Success, higher than National averages. In 2000, access rates continued to fall, and are still below the national benchmark for 1999 (2000 benchmarking data not available). Retention rates in 2000 remained the same as for the previous two years indicating the effectiveness of the AISU. All rates will be examined thoroughly within the University’s planning and review process, with the improvement of success rates being a major priority.

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The Aboriginal and Islander Support Unit (AISU) plays a vital role in ensuring that Aboriginal and Islander people gain access to University of South Australia (UniSA) courses. AISU provides types of academic and social support which contribute to the improvement of Indigenous people’s participation and success rates. AISU strives to improve retention rates through appropriate intervention strategies and the allocation of resources to maximise successful outcomes for Indigenous people studying at UniSA: nearly six hundred Indigenous people have graduated at our University.

AISU’s primary role includes:

• to be responsive to the needs of individuals in the Indigenous communities by publicising tertiary education in schools and community organisations
• to administer a selection package for Indigenous applicants to access special entry and preparation courses, such as AISU’s Bridging Course and Summer Schools
• to be responsive to Indigenous student needs across the University through AISU’s home-base system
• to be an advocate for Indigenous students
• to provide educational support and counselling for all Indigenous students across all Divisions and in all awards.

AISU provide these services to students on all six campuses and at five off-campus Study Centres: Ceduna, Port Lincoln, Port Augusta, Alice Springs and Murray Bridge. Off-campus students are enrolled in a broad range of under- and post-graduate courses based across most Divisions. The Manager: AISU travels to each Study Centre twice each year to liaise with students, staff and the Indigenous community in each regional area.

To counter the shortfall in secondary schooling, AISU conducts a one-year Environmental Science-oriented Bridging Course at The Levels campus, but apart from this course, AISU staff are fully engaged in fulfilling the various support functions necessary for the retention, progress and graduation of Indigenous students.

In 1999, AISU allocated generous funds towards publicity and recruitment for the full range of UniSA courses. AISU also continued to upgrade IT equipment and ergonomic furniture. Two Staff Development Forums were conducted through the year.

Last year, support funds were transferred to AnTEP in order to enable that program to support Indigenous students in AnTEP’s teaching awards who were based at a number of remote centres in South Australia and Western Australia.

AISU undertook no special projects in 1999 and was not required to cover the costs of any Institutional Overheads.

The balance of funds carried forward has been allocated for Information Technology infrastructure commitments and contingency funds.

Aboriginal and Islander Support Unit Operating Income and Expenditure

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Contact

Professor Michael Rowan
Pro Vice Chancellor (Education, Arts and Social Sciences)
Tel: (08) 8302 4523
Fax: (08) 8302 4660
E-mail: Michael.Rowan@unisa.edu.au

Associate Professor MaryAnn Bin-Sallik
Dean, College of Indigenous Education and Research
Tel: (08) 8302 0915
Fax: (08) 8302 0920
E-mail: MaryAnn.Bin-Sallik@unisa.edu.au

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