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

Objectives

The University of Ballarat is the only regionally based dual sector tertiary institution in Australia, a product of the merger with the then Wimmera Institute of TAFE and the School of Mines and Industries, Ballarat, on 1 January 1998. The merger continues to have significant and positive impacts on program development and recruitment.

Indigenous education is overtly embedded in the University of Ballarat’s statements and strategic plans for 2001-2003 triennium. The University's Mission Statement enables students to engage in scholarship, education and training at international standards, promotes the prosperity of the people and communities of Western Victoria and beyond, and demonstrates an exemplary standard of ethical conduct. The University develops life-long capacity for intellectual enquiry and creatively fulfilling vocational aspirations through providing a stimulating and supportive educational environment. As a result, graduates are self-directed learners, multi disciplinary team members, problem solvers and effective communicators who are competent in their disciplines.

The following University of Ballarat objectives are significant to the Aboriginal Education Strategy Plan 2001-2003:

• Provide a supportive and developmental learning environment that is stimulating, inclusive and diverse which attracts a representative range of Australian and international students
• Involve itself in partnerships with industry, government, education and community groups
• Provide leadership in economic, cultural and community development within the region.

Equally as important is the Statement of Reconciliation, formally adopted by University Council in May 1999, as a policy of the University, which states:

The University of Ballarat is proud to be the first Victorian tertiary institution to award an Honorary Doctorate to a Victorian Aboriginal Women (May 2000).

It is envisaged that the University will continue to recognise outstanding achievements by Australian Indigenous peoples through the provision of such awards.

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The mechanism for consultation with Indigenous people is two-fold:

• Formal and informal participation of Aboriginal Education Centre (AEC) staff with Indigenous forums/committees/groups, etc;
• Through the Indigenous members of the Aboriginal Education Management Committee (AEMC) the University actively seeks formal and informal views/comments on a range of education, training and socio-economic issues pertinent to Indigenous people and the wider university

The AEMC has the power to make representations/submissions to the University’s Academic Board, Board of Studies (TAFE), TAFE Management Committee, Vice-Chancellors Advisory Forum and University of Ballarat Council.

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Current and Continuing Activities

The Aboriginal Education Centre will continue to act as a point of contact, information and referral both internally and externally, for Indigenous and non-Indigenous interests. Additional specific strategies to meet the University’s overall objectives include:

• liaison with Indigenous Communities;
• liaison with Schools in the region and beyond to raise the general awareness about Indigenous education issues, and to raise awareness among Indigenous students about higher education opportunities;
• development and implementation of continuing education programs for Indigenous people;
• reviewing and monitoring entry policies and procedures;
• advertising and coordinating Aboriginal Admissions Policy;
• increase Indigenous input into decision making throughout the university;
• provide professional development activities to sensitise academic and general staff to the needs and values of Indigenous students;
• co-ordinate the delivery of the Aboriginal Junior University Program which brings year ten to year twelve Indigenous secondary students into the university for six days of orientation to tertiary life;
• ongoing implementation of the Indigenous Mentor Program;
• ongoing implementation of an Aboriginal Scholarship Program; and
• responding to various reviews and inquiries on Indigenous issues
• ongoing implementation of the Indigenous sports and recreation tertiary education and career orientation program ( a five day residential orientation to the tertiary education and career opportunities available to Indigenous peoples in the sport and recreation professions); and
• ongoing implementation of the Indigenous Distributed Learning Network (creation of six Indigenous community based flexible learning centres), increasing access to tertiary education.

Monitoring and evaluation occurs through the Aboriginal Education Management Committee

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Planned Activities

• Development of Indigenous inclusive curriculum and research guidelines (improving inclusiveness and consideration of Indigenous issues in curriculum and research at the University of Ballarat)
• Community awareness initiatives (continued improvement of the relationship between the University and the Indigenous community)
• Further development and implementation of an Indigenous cadetship/
  scholarship program (a joint initiative of the University of Ballarat, Private and Public sectors)
• Development and implementation of an Aboriginal study/research skills program to further enhance the access, participation, retention and successful outcomes of Aboriginal and Torres Strait Islander people

Monitoring and evaluation occurs via the AEMC

Performance and Review

The AEMC meets every six weeks and monitors, reviews and evaluates all strategies through involvement in all planning, management and decision-making processes concerning Indigenous programs and initiatives in the University. The AEMC continues to be the major consultative mechanism for the Indigenous community at the University of Ballarat.

The management structure also reflects the Aboriginal Tertiary Education Agreement between the University of Ballarat and the Victorian Aboriginal Education Association Incorporated (VAEAI). The Agreement saw the introduction of the management structure for Indigenous education and training through the establishment of the Aboriginal Education Management Committee. This committee provides greater participation in the decision-making structures of the institution, as well as reflect the regional nature of the newly merged University.

Aboriginal Education Management Committee Membership:

• 2 Ballarat Aboriginal Education Consultative Group Representatives
• 2 Horsham Aboriginal Education Consultative Group Representatives
• 2 Victorian Aboriginal Education Association Incorporated Representatives
• An Aboriginal Chair independent of the institution
• Aboriginal student representative

• Deputy Vice-Chancellor
• Chair of Academic Board
• Chair of Board of Studies (TAFE)

The committee is able to co-opt two additional members if it requires and the AEMC has the power to make representations/submissions to the University’s Academic Board, Board of Studies (TAFE), TAFE Management Committee, Vice-Chancellors Advisory Forum and University of Ballarat Council.

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Statistical Data

Only brief comment is provided. Because of the small sample size any conclusions reached must be treated with care.

*Due to systems and process delay we were unable to finalise the confirmation of Aboriginality checks we conduct in time to validate enrolment numbers and EFTSU. As a result, 21 enrolments, in 1998, are identified the actual (after checks completed) was 14.

*Total as at 31^st August, 1999

The University plans that once a student is enrolled at the University they will have a success rate and retention rate that is the same as the students who are not in the equity group.

The University of Ballarat targets potential Indigenous students from across Victoria, both school leavers and those re entering the education field. With the new University of Ballarat, greater opportunities exist to enhance educational opportunities for Aboriginal and Torres Strait Islanders people. In particular the opportunity to provide pathways for the Indigenous students enrolled in the TAFE campuses of the University of Ballarat extends the potential student base for the University.

It should be noted that Indigenous students, on average, access higher education five years later than their non-Indigenous counterparts. This five year difference, together with the impact of the withdrawal of the Equity Scholarships and DETYA changes to ABSTUDY have the potential to reduce the prospects of both attracting and improving the pathway opportunities for non-school leaving Indigenous people. The abatement rate introduced to calculate living allowance and dependant spouse allowance will have the effect of gradually reducing assistance to Indigenous students at an early of point than previously was the case. ABSTUDY changes will also impact on the number of qualifications any one person can gain while receiving ABSTUDY assistance.

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The University of Ballarat as a part of its ongoing commitment to Aboriginal & Torres Strait Islander education and training, provides funds (100% of the salary and on-costs from its mainstream operational budget) for the position of Manager, Aboriginal Education Centre.

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Contact

Wayne Muir
Manager, Aboriginal Education Centre
Tel: (03) 5327 9795
Fax: (03) 5327 9545
E-mail: w.muir@ballarat.edu.au

Phil Candy
Deputy Vice Chancellor (Scholarship)
Tel: (03) 5327 9200
Fax: (03) 5327 9544
E-mail: p.candy@ballarat.edu.au

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