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Indigenous Education Strategies in Higher Education 2001-2003

University of Technology, Sydney

• Objectives for Indigenous Education
• Consultative Mechanisms
• Major Achievements to Date - Current and Continuing Activities
• Planned New Activities
• Performance and Review
• Report on Expenditure
• Contact

Objectives

The vision of UTS through its Faculties and Jumbunna Centre for Australian Indigenous Studies, Education and Research (CAISER), responsible directly to the Vice-Chancellor (Academic), is:

To contribute to the understanding, quality and enjoyment of life through learning and sharing Indigenous Australian cultures and associated issues, and through supporting the educational pursuits of Indigenous Australian students.

UTS objectives for Indigenous higher education are reflected in the UTS Strategic Plan and form an integral element of the key focus areas: research, internationalisation, flexible learning, work based learning, and organisational development. In summary, Indigenous higher education objectives at UTS are to continue to:

• broaden awareness and acceptance of Indigenous Australian cultures, achievements/contributions, and contemporary issues amongst non-Indigenous sector;
• improve accessibility of Indigenous Australians to tertiary studies;
• increase retention and graduation rates of Indigenous Australians;
• involve Indigenous Australians in institutional decision-making and consultative structures, academic policy development and curriculums, and strengthen collaboration between educational institutions and advisory groups;
• broaden economic, social and political opportunities for Indigenous Australians, in particular expanding employment and income opportunities;
• improve accountability methods and mechanisms to identified clients;
• provide effective consultation and decision making structures and processes for the involvement of Indigenous Australians and their priorities into institutional discussions, academic policies and curriculums;
• unify relationships and strengthen collaboration between Indigenous educational institutions and advisory groups, and with non-Indigenous groups; and
• raise public awareness of past and present achievements and contributions of Indigenous Australians.

The UTS Reconciliation Statement states:

"The University of Technology, Sydney acknowledges the Eora and Guring-gai peoples, on whose lands the University is located and who were dispossessed by European colonisation more than two hundred years ago.

The University recognises that today's social and political marginalisation of Indigenous Australians and the racism they experience have their roots in Australia's history, which has included dehumanising policies and practices towards Indigenous Australians. This statement of Reconciliation demonstrates the University's commitment to creating an educational environment that is genuinely inclusive of Indigenous perspectives and experiences.

As part of its commitment to the Reconciliation process, UTS will build on and continue to seek innovative ways to implement the following strategies:

• ongoing development and implementation in all faculties of subjects / courses which recognise Indigenous knowledge and experience, and are developed in collaboration with Indigenous people; increasing the representation of Aboriginal and Torres Strait Islander staff and students throughout the University, through the active implementation of the Aboriginal Education Strategy and the Wingara Employment Strategy and through other strategies as required;
• developing a supportive organisational culture which values and respects Indigenous culture and accommodates cultural differences wherever possible within the University's policies and practices;
• supporting activities and programs which explore contemporary social justice issues and which foster communication and collaboration between Indigenous and non-Indigenous staff and students;
• establishing relationships with Indigenous staff and students based on the principles of self-determination, social justice, equal partnership, and equity.

We recognise the rights of Indigenous Australians to live according to their own values and culture. We accept responsibility to develop an awareness and appreciation of Indigenous history and society in our community, and to protect and preserve the environment and significant sites.

We will share the values of respect and tolerance for one another in "a united Australia which respects this land of ours; values the Aboriginal and Torres Strait Islander heritage; and provides justice and equity for all."

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Consultative Mechanisms

Key consultative mechanisms are:

• Links within the UTS: The UTS Aboriginal Board of Studies is a subcommittee of the UTS Academic Board and reports to the University Council. It provides a consultative mechanism for the exchange of information among groups involved in Indigenous educational policy development within New South Wales Aboriginal communities. The Director of Jumbunna CAISER is also an ex-officio member of the UTS Academic Board.
• Links with Indigenous communities: The Jumbunna Management Advisory Council provides both a consultative forum and management direction for discussion of Indigenous cultural, social and education issues. All members of the Council are Indigenous people who represent key organisations in Indigenous issues.
• Links with peak Indigenous organisations: Interaction with the NSW State Aboriginal Education Consultative Group (AECG), other tertiary institutions and government agencies ensures that UTS remains abreast of broad Indigenous higher education issues and maintains effective working relationships with other higher education bodies.
• Links with international universities: This involves maintaining close working relationships with international universities sharing common principles and delivering related Indigenous courses.

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Major Achievements to Date - Current and Continuing Activities

Despite reductions in staff Jumbunna CAISER continues to provide a quality support service to its students.

• In 1997, 230 students were enrolled, and 46 (20%) of these graduated at the end of the year;
• In 1998, 245 students were enrolled, generating 105 EFTSU Special entry and 54 EFTSU other entry;
• EFTSU enrolments of 159 were achieved in 1998;
• Students commencing in 1998 comprise 45% (89) of all 1998 Indigenous student enrolments;
• In 1999, 279 students were enrolled with 71 Mainstream undergraduate, 74 mainstream postgraduate, 107 Block release undergraduate and 27 Block release Postgraduate.

Jumbunna CAISER has expanded its operations in the student support area to include a community based admissions program. This particular program is an expansion of the current Annual Admissions program through which the academic ability to undertake tertiary studies of year 12 and mature age applicants are assessed. The community based assessment program aims to take the University of Technology, Sydney through Jumbunna CAISER to communities to offer the Admissions program to community people who may not be able to travel to Sydney for whatever reason to participate in the admissions program.

Activities expected to continue into the 2001-2003 triennium:

• Networking ­ Ongoing networking with other tertiary institutions and potential student groups to remain abreast of academic preferences, preferred learning methods and future scope for partnership arrangements.
• Course development ­ Liaise with Faculties across UTS in the development of Australian Indigenous course segments.
• Recruit Australian Indigenous lecturers, where possible, for delivery of Australian Indigenous course units. Train existing staff into lecturing roles.
• Maintaining the student data base ­ Examine specific traits and needs of Aboriginal and Torres Strait Islander student groups.
• Promotion of courses ­ Ongoing promotion of Jumbunna CAISER as a quality provider of academic courses and as a student support centre for Australian Indigenous students.
• Continue to undertake formal research into study patterns, impacts, and outcomes for Australian Indigenous students and communities. Promote results of research undertaken.
• Continue developing information and study aids for existing and potential Australian Indigenous students.
• Evaluate quality of course content and delivery through periodic student surveys.
• Review existing course delivery methods for Australian Indigenous units of Degree, Diploma and Postgraduate courses across UTS Faculties.
• Continue to review the research function within Jumbunna CAISER to further improve research methods and to maximise effectiveness of research projects.

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Planned New Activities

The University of Technology is currently adopting recommendations from a proposal for an "Indigenous House of Learning". The working title "Indigenous House of Learning" may change in consultation with the UTS Indigenous community. The recruitment of a new Director to lead the "Indigenous House of Learning" is expected to be finalised within the next few months.

The Indigenous House of Learning will comprise essentially of an Indigenous Student Support Unit, an Academic Unit and a Consultation Unit which is to provide cultural support and consultation in the wider Indigenous community.

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Performance and Review

Reviews of continuing and new strategies are periodically conducted. There have been slight changes to the strategies however implementation of these strategies are still in the early phases and their full impact will not be determined for a period of at least two years.

Ongoing analysis of student data has continued to provide additional information and understanding of Jumbunna’s client base, which has been a focus of recommendations and changes in strategies in the operational planning in the student support area.

2000 Student Statistics

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Report on Expenditure

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Contact

Larissa Behrendt
Director
Tel: (02) 9514 1902
Email Larissa.Behrendt@uts.edu.au

Lorraine Efeturk
Assistant Director
Tel: (02) 9514 1907
Fax: (02) 9514 1467
Email Lorraine.Wicks@uts.edu.au

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