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Indigenous Education Strategies in Higher Education 2001-2003

Flinders University

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

A statement of goals and objectives for Flinders University is outlined in its Statement of Intent. This statement forms the basis for all policy and planning undertaken within the University at a central and localised level. Flinders University aims to be a "user-friendly" institution that has a strong commitment to its community and operates under the principles of equity and social justice.

Yunggorendi First Nations Centre for Higher Education and Research was established as part of the university’s commitment to providing equity for Aboriginal and Torres Strait Islander peoples and is responsible, in conjunction with the university community, for implementing the following objectives.

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Objectives

The general university objectives for Indigenous education include:

• Ensuring that our education and employment policies are carried out in a fair and non-discriminatory manner by observing at all times the principles of equal opportunity;
• Ensuring the effective application of equal opportunity and affirmative action principles in student selection, education and support;
• Achieving, within its overall student population, a commencing student profile, which includes appropriate participation by less advantaged groups in the community;
• Maintaining close and responsive relationships with students and the community by ensuring that the teaching and learning environment is sensitive to plurality of cultures;
• Ensuring that programs leading to the university’s awards include strong educational support for all students but particularly for less advantaged groups and Aboriginal and Torres Strait Islander students;
• Using our strengths in research and scholarship to encourage teaching which develops social and cultural understanding;
• Developing and consolidating a broad academic teaching profile with curriculum, teaching and assessment methods that recognise the needs of a diverse society;
• Cooperating with the relevant education authorities in the recruitment of students and provision of opportunities for access to higher education.

These objectives are implemented by:

• Increasing participation of Aboriginal and Torres Strait Islander students in higher education courses;
• Improving the success rates of Aboriginal and Torres Strait Islander students both in individual subject results and retention rates by the provision of additional and focused support services;
• Reviewing curriculum to find ways of integrating Aboriginal perspectives across the curriculum and ensuring that Indigenous content is incorporated into the curriculum where appropriate;
• Increasing the number of Indigenous staff employed by the university by facilitating the appointment of Aboriginal and Torres Strait Islander staff to both academic and administrative positions in the university;
• Implementing and reviewing policies in areas of Indigenous research ethics;
• Continually developing and maintaining partnerships with Aboriginal community organisations and individuals, and the secondary school system;
• Establishing a working party on Aboriginal Reconciliation to consult widely across the university regarding the Draft Document of Reconciliation, formulating a response and, more generally considering how the university might express its support for Reconciliation.
• Organising a series of community based events, in conjunction with the student body, to celebrate NAIDOC and Reconciliation Week, including seminars and lectures.
• Developing sequences, subjects and collaborations in a range of academic areas in response to Reconciliation and the last four objectives in particular.

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Consultative Mechanisms

Ninety percent of the staff within Yunggorendi First Nations Centre are Indigenous, and are strongly connected to their communities. As part of their responsibility within Yunggorendi, staff are involved with local, state and national communities and committees including:

Local:

Kokotinna ­ Cultural Awareness Through Change
Tauondi Aboriginal Community College, Port Adelaide
Milriwang Tungari Wanganeen Committee
Warriparinga Inc

State:

Australia’s Indigenous Languages ­ SSABSA
Curriculum Development Working Party (Cross-Cultural Awareness)
Research Advisory Board for the Australian Institute of Aboriginal and Torres Strait Islander Studies
Department of Human Services: Partners in Cross Cultural Awareness
Tandanya, National Aboriginal Cultural Institute
South Australian Aboriginal Education and Training Advisory Committee
Department of State Aboriginal Affairs

National:

AVCC Advisory Committee on Indigenous Higher Education
Cooperative Research Centre for Aboriginal and Tropical Health
NTEU, Indigenous Tertiary Education Policy Committee
AIATSIS Research Committee

Membership on these committees provides staff with the opportunity to consult on many levels and for Yunggorendi to remain informed and abreast of community needs. Community input is also sought in the development and delivery of course materials (eg via SAAETAC). There are also two Indigenous staff members in the Faculty of Health Sciences who similarly consult.

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Current and Continuing Activities

Yunggorendi First Nations Centre is continuing to consolidate its activities in the area of teaching, research and support. There has been an increase in staffing levels from seven to eleven (nine of whom are Indigenous). Activities undertaken during 1999 and to date in 2000 include:

• Implementing a peer tutor scheme to provide peer support to students;
• Providing casual employment opportunities for postgraduate students;
• Increasing the retention rates for students by consolidating services offered by the student support area including the appointment of an additional academic adviser and administrative assistant;
• Assisting students to apply for scholarships and cadetships;
• Involvement in South Australian initiative "Experience Uni" for Indigenous upper secondary students;
• Establishing a data base for student record keeping purposes;
• Establishing a new subject, Reconciliation and Indigenous Knowledges;
• Establishing a minor in Indigenous Studies across two faculties;
• Delivering guest lectures at the university and in the community;
• Co-supervision of honours and postgraduate students;
• Presentation of papers by staff and interstate and international conferences;
• Developing a research strategy;
• The appointment of Dr Lowitja O'Donoghue, AC, CBE as a visiting fellow;
• Membership of university committees (eg Board, School of Education; EO Ctee);
• Enrolment of staff in higher degrees and graduate certificates (five).

For the remainder of 2000 Yunggorendi will continue to consolidate its research, teaching and community service. In addition to this, the following activities are planned:

• Celebrating ten years of Yunggorendi;
• Hosting the 2000 Duguid lecture in conjunction with the University of South Australia;
• Coordinating a community week of panel discussions, seminars and lectures in conjunction with Yunggorendi's 10^th anniversary celebrations;
• Participating in NAIDOC week;
• Assisting with community celebrations and commemorations;
• Delivering papers at international conferences;
• Developing an international teaching exchange agreement;
• Improving student facilities including the upgrading of computer equipment.

It is imperative to the success of Yunggorendi First Nations Centre that it continues to monitor and evaluate it activities. Yunggorendi and the university have set in place several formal mechanisms for this purpose including:

• Student attendance at staff meetings: This provides students with the opportunity to raise any issues of concern on a weekly basis.
• Student support: Students are invited annually to complete an evaluation of the student services area. Feedback is taken on board and appropriate changes implemented.
• Orientation program: Students are provided with an opportunity to feedback on the aspects of the orientation program which is conducted prior to first semester. Appropriate feedback is incorporated and the program is amended to meet changing needs.
• Teaching: All subjects taught by Yunggorendi staff are evaluated through the Student Evaluation of Teaching on an annual basis. Once again, feedback is used to improve the course structure and content.
• Staffing: Academic staff are required to undertake a performance review on an annual basis. The aim of the review is to assist staff to develop excellence in teaching, research, administration, professional activity and service to the community.
• Collaboration: Subject and sequence initiatives are discussed with and evaluated by a range of faculty boards and committees.

In addition to this, the Centre holds an annual review at which all staff are required to be present. The purpose of the review is to assess the Centre's performance in the areas of teaching; research; student support; and administration and to set strategic direction for the coming year.

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Planned New Activities

Proposed activities for the 2001 - 2003 triennium are to:

Yunggorendi will continue to monitor and evaluate its activities through the aforementioned mechanisms including: student evaluation of students services; student evaluations of teaching; peer review; performance appraisals; direct student feedback and board representation.

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Performance and Review

Yunggorendi has reached its 10^th year of operation. During this time it has achieved its goals in establishing a centre whose goal it is to "impart knowledge, to communicate and to inform" both to Indigenous communities and to the university community. It has achieved success by:

• the recruitment and retention of Indigenous students (see Tables 1 and 2);
• development of specialist subjects and the inclusion of these subjects in a range of awards;
• articulation of teaching and research activities within mainstream university practice through association with Faculties in the university;
• positioning itself strategically in terms of being a substantial player in state and national Indigenous education at the secondary-tertiary interface;
• connecting with AIATSIS, the NTEU and other educational/professional bodies and establishment of international contacts particularly in Canada, New Zealand, USA and Europe.

Yunggorendi's network and reputation is extensive, effective and growing. It will continue to reassess its goals in relation to national objectives and work to serve the Indigenous and non-Indigenous communities.

The following table reflects the shift in Yunggorendi's focus from recruitment to retention of students, hence the stabilisation in numbers. It should also be noted that all Indigenous students at Flinders University are enrolled in mainstream degrees.

Table 2: Number of students undertaking Yunggorendi subjects at university

*First offered 2000

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Report on Expenditure

The total operating budget of Yunggorendi in 1999 was $490,000. This amount comprised $211,000 from DETYA Indigenous Support Funding and $279,000 from the University's operating budget. This funding was committed in the following way:

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Contact

Professor Paul Hughes
Director, 2001
Yunggorendi First Nations Centre for Higher Education and Research
Tel: (08) 8201 3033
Fax: (08) 8201 3935
Email: Paul.Hughes@flinders.edu.au

Professor Anne Edwards
Vice-Chancellor
Tel: (08) 8201 2061
Fax: (08) 8277 2534
Email: Anne.Edwards@flinders.edu.au

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