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Indigenous Education Strategies in Higher Education 2001-2003

Macquarie University

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

Preamble

Macquarie University is geographically located in the northern suburbs of Sydney and has a significantly lower than national or metropolitan average number of Indigenous Australian people reside. In spite of this, Macquarie University has developed academic programs designed to provide higher education for Indigenous people, programs which draw students from all parts of New South Wales and from interstate. These programs are delivered in block release and composite mode to meet the demands, trends and cultural obligations of Indigenous communities.

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Objectives

The University’s education mission statement makes reference to promoting "access to high quality tertiary education" and to removing "barriers to participation" while at the same time being "an exemplary provider of modern education, based on research and innovative teaching and designed for graduates for the 21^st Century".

These statements, while general in character, in fact form the foundation of the University’s strategies for Indigenous higher education. It is from these statements that Indigenous higher education development in teaching, research and community outreach reflect the strategic intent of the University.

To achieve better outcomes in Indigenous education, it is proposed to establish Warawara, The Department of Indigenous Studies, under the leadership of an Indigenous person as Director, which will encompass Warawara, Aboriginal and Torres Strait Islander Programs Unit and the Institute of Aboriginal Studies and Research.

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Consultative Mechanisms

(i) The Vice-Chancellor’s Advisory Committee of Indigenous Higher Education, scheduled to commence in 2000 will play a major role in the development of the Department of Indigenous Studies. Membership of this committee will be obtained from the Indigenous community, the higher education sector, the Indigenous student body, staff members of the University, including Warawara, government agencies and Indigenous organisation, in particular the NSW Aboriginal Education Consultative Group. It will be important for committee members to have an induction to the University to emphasise the importance of the University’s commitment to Indigenous education and establish the jurisdiction of committee members.

The Committee will provide advice to the Vice-Chancellor on the following:

• the operation and continued development of Warawara and associated programs to identify and promote appropriate support and resource strategies:
• Indigenous higher education policy development which reflects Aboriginal and Torres Strait Islander community needs in light of government policy and private industry development;
• Indigenous higher education research and industry needs, and academic program development which reflect the changing needs and aspiration of Aboriginal and Torres Strait Islander communities and organisations;
• implementation strategies on Indigenous education policy;
• recommendations from other committee’s and/or individuals within the University;
• consultative processes within other government and non-government agencies and organisations in relation to Aboriginal and Torres Strait Islander education, and
• professional development activities for university staff in Indigenous cross-cultural education across the university.

(ii) The Aboriginal Studies Committee was established in November 1988 as a Committee of Academic Senate to advise Academic Senate on the development of a teaching program in Aboriginal Studies. The terms of reference and composition of the Committee is as follows:

1. to co-ordinate and advise Academic Senate on teaching in Aboriginal Studies across the university;
2. To liaise with appropriate bodies including Aboriginal organisations regarding the best means of contributing to professional and community education in Aboriginal Studies
3. Investigate and report on the best means of fostering Aboriginal participation in tertiary studies or in conjunction with Macquarie University

1. A Chairperson appointed by Academic Senate
2. At least one member from each School concerned with teaching in Aboriginal Studies (normally there would not be more than four members from any one School)
3. Two or three members of the Aboriginal Community
4. At least one student member

(iii) The Advanced/Diploma in Community Management (A/DCM) Advisory Committee was established in 1992 to act as an advisory body to oversight the development and implementation of the A/DCM. Its charter is as follows:

• oversight of the development and implementation of the A/DCM;
• determination of policy matters concerning all aspects of the A/DCM, for example student selection, course structure;
• report to, and be accountable to the Aboriginal Education Policy Committee

• members to include those individuals and office holders at the University and in the community, most able to contribute to the purposes of the committee;
• maximise effective Aboriginal membership
• membership to be for a three-year term which may be extended. Attempt to ensure that there will always be an on-going core of experienced members;

• Deputy Vice-Chancellor (Academic) [Chairperson]
• Director, Warawara, Aboriginal and Torres Strait Islander Programs Unit
• Executive Officer, Warawara, Aboriginal and Torres Strait Islander Programs Unit
• Co-ordinator, Advanced/Diploma in Community Management
• Academic Student Support Officer, A/DCM

• English and Linguistics
• Education
• Behavioural Sciences
• Graduate School of Management
• Economics and Finance
• History, Philosophy and Politics

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Current and Continuing Activities

Warawara facilitates and conducts the technical administrations of two identified programs, the Advanced Diploma in Community Management [ADCM] and the Bachelor of Teaching (Early Childhood: 0-5 yrs)[BTeach]. Warawara’s support infrastructure is designed to accommodate the participation and success of Indigenous students within these programs, which have attained national significance in terms of performance. Warawara also provides support to all Aboriginal and Torres Strait Islander students enrolled at the University who require academic and cultural support. The support charter also extends to all staff and students of the University as well as to people from the Indigenous and non-Indigenous community. Additional Warawara roles include:

• Teaching and Research
• Providing resources and specialised support for all Indigenous students
• Coordinating identified programs ­ currently ADCM and BTeach
• Providing access to Indigenous contacts, experts, teaching/learning materials, resources of all sorts, sources, etc. for students and staff across the University
• Advising university administration about inclusive procedures for Indigenous staff and students

The Advanced Diploma in Community Management has an articulation process that provides the opportunity for Indigenous students to enter into an undergraduate degree. The course itself is designed to provide an innovative and responsive distance education program in management of Aboriginal and Torres Strait Islander community organisations, delivered in block release and composite mode over a period of three years. Admission to the ADCM is by Higher School Certificate, Tertiary Preparation Certificate, or by relevant personal knowledge and experience.

Listed below is the retention rate of the Advanced Diploma in Community Management students as they progressed from year 1 to graduation.

* Includes three students graduating with a Diploma in Community Management

The Bachelor of Teaching (Early Childhood Education: Birth to Five Years) [BTeach] was first offered in 1998. The first cohort of students are now half way through the five-year program. The retention rate is high at 75%, averaged over the 3 years of the program. It is expected that an even higher retention rate will result from the latter part of the program.

The BTeach program targets an industry specific need which matriculates Indigenous employees in early childhood settings (such as preschools, childcare centres) into an undergraduate degree to give them a professionally recognised teaching qualification. The course has received national recognition for its unique mode of delivery, discipline and targeted client base.

In 2001, there will be another intake in this program. The university is moving to a pattern of intakes to build on the success and national profile of this course.

Indigenous students who have successfully completed the Advanced Diploma in Community Management are eligible to enroll in the Masters in Commercial Law [MComLaw]. Three graduates from the ADCM, who had to attend two-hour classes two nights per week, have graduated with the MComLaw; two in 1997 and one in 1998. In 1999, the mode of delivery was changed to a block release and distance mode for Indigenous students who were required to attend two weekends each semester. In 1999 the MComLaw attracted 11 Indigenous students seven of whom were ADCM graduates. In 2000 the course was offered to both Indigenous and non-Indigenous students on a block release and distance mode. Four ADCM graduates enrolled.

In response to the finding of a University review the offerings and status of Aboriginal Studies on campus, the Institute of Aboriginal Studies and Research was formed in 1977 to provide a mechanism for other Departments to become involved in Aboriginal Studies. The Institute has since been encompassed inWarawara, the Department of Indigenous Studies. However, the three foundational units provided by the Institute, Introduction to Aboriginal Studies; Contemporary Issues in Aboriginal Studies and Indigenous Voices and Perspectives are now delivered through the Department of Indigenous Studies. There has been a significant increase in student numbers within the three units, which indicate the interest, success, uniqueness and popularity of the courses. The significant amount of research and development funding attracted by the Institute will continue reflecting the expertise, capacity and commitment of staff within the Aboriginal Studies and Research units.

The Student Services Coordinating Committee (a university committee) recently agreed to establish a mature age special entry scheme for Indigenous students. The scheme is modeled on an existing mature age entry scheme, however, it was identified that there was the need to create a scheme that specifically targets Aboriginal and Torres Strait Islander students. Students entering this scheme have the opportunity to enroll in a multitude of undergraduate programs offered by Macquarie University. It is also planned to seek permission for the use of an Aboriginal name from the traditional custodians, the Darug people, for the scheme to further reinforce Indigenous inclusively.

Three post-graduate scholarships are offered to Indigenous students of Macquarie University each year.

1. Macquarie University Postgraduate Representative Association (MUPRA) Award offered to Indigenous students continuing study at the University.
2. The Fred Roberts Memorial Award, sponsored by Students At Macquarie (Student Union), for graduates of the ADCM who have demonstrated outstanding achievements and want to further their education at the University.
3. The Karen Lynch Foundation Scholarship. In 1998 this significant scholarship, of $10,000-00 was introduced for an Indigenous students studying at, the University of New South Wales, the University of Sydney or Macquarie University. Each university may nominate a student for the scholarship. The successfully recipient is determined by the Foundation’s Board who take into consideration the nominee’s academic merit, their financial need and the nominee’s contribution to the community. In 1998 and 1999 the recipient of the scholarship has been the nominee from Macquarie University. Both had been enrolled in the Master in Commercial Law.

This grant is for the establishment of a cooperative national interactive site, focused on developing and strengthening links amongst staff working in Indigenous higher education. This site is to be managed by a consortium of (in the first instance) three Universities ­ University of Sydney, University of Newcastle and led by Macquarie University. It is intended that on-line resources and activities will provide a range of professional development experiences that are culturally appropriate and closely aligned with the unique needs and opportunities in Indigenous higher education.

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Planned New Activities

To develop innovative Teaching and Learning activities for Indigenous Australians

• provide academic and communication skills development within the Indigenous identified programs;
• Promote inclusion of Aboriginal and Torres Strait Islander and international Indigenous perspectives in programs across the University;
• Promote and legitimise the status of Aboriginal and Torres Strait Islander social and cultural studies and heritage as fields of study at a higher education level;
• Support the provision of Indigenous perspectives to the teaching of programs and units offered across the University where appropriate;
• Continue the technical administration, coordination and teaching within the current academic programs profile;
• Coordinate any alternative entry schemes specifically for Aboriginal and Torres Strait Islander students.

• Maintain and increase the academic programs and Indigenous Australian student profiles throughout the University;
• Monitor and facilitate the incorporation Indigenous Australian perspectives within academic programs throughout the University where appropriate.

To initiate, develop and maintain Research activities that reflect Indigenous Australian community needs.

• develop and extend existing links between researchers at Macquarie University and Aboriginal and Torres Strait Islander communities in order to form an effective cooperative network, capable of responding effectively and sensitively to the research and information requirements of Aboriginal and Torres Strait Islander communities, the wider Australian community and international Indigenous communities;
• Conduct research and foster development in Aboriginal and Torres Strait Islander Studies and any other Indigenous identified programs;
• Develop and support undergraduate and postgraduate programs;
• Promote multi-disciplinary and interdisciplinary activity in such research;
• develop, model and promote alternative research paradigms;
• Undertake contract research and development projects;
• Support seminars, workshops and the dissemination of research at the University, through publications and conferences.

• promote training of the research process in order to strengthen the capacity of Indigenous groups and communities to plan, commission, or undertake research themselves, and to extend their ability to interpret, evaluate and apply research results as well as to monitor the effectiveness of development programs and other initiatives;
• Provide training in research and development skills.

• Maintain and increase the academic programs and Indigenous Australian student profiles throughout the University;
• Monitor and facilitate the incorporation Indigenous Australian perspectives within academic programs throughout the University where appropriate.

Goal Three

To develop links with Indigenous Australian communities as process of Community Outreach initiatives

• Establish strategic alliances with key education providers, government agencies and private industry;
• Establish links with Aboriginal and Torres Strait Islander communities on a local, regional and national basis;
• Conduct collaborative research between the University and private industry to address research and educational needs for Aboriginal and Torres Strait Islander communities;
• Establish collaborative and strategic links between Aboriginal organisations, Indigenous education units within higher education, government organisations and TAFE Institutions.

The establishment of strategic and collaborative links with communities and organisations that facilitate the advancement of Indigenous higher education at Macquarie University and Aboriginal and Torres Strait Islander communities

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Performance Review

Targets are set for the mature-age open entry scheme and for declared equity groups. Targets for special admissions were achieved in 1998, with a significant over-enrolment of Aboriginal & Torres Strait Islander students. This was a result of two factors: (a) the increasing reputation of the Advanced Diploma in Community Management and (b) the 1998 introduction of a Bachelor of Teaching (Early Childhood Education) targeted to Aboriginal & Torres Strait Islanders. Total 2000 figures are approx. 350 Indigenous students. Not only is this is above target, but also Macquarie University scores above average on all of DETYA's Indigenous higher education indicators such as participation and course completion. Advanced/Diploma in Community Management figures continue to be strong. This time due to specialised targeting efforts backing up the positive reputation of the course and the quality of the support provided. A major new postgraduate initiative for 1999 was the specialised recruitment of Indigenous students into the Master in Commercial Law. For 1999 12 students enrolled and are continuing in this course. In 2000, four Indigenous students enrolled in the course, all graduates of the Advanced Diploma in Community Management. A key attraction being the on-campus residential school mode of delivery.

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Report on Expenditure

Note 1 : The project entitled `Aboriginal Research Grant has commenced in 1999. Expenditure will be incurred in 1999 and 2000.

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Contact

Mr Noel Leslie
Acting Director ­ Warawara
The Aboriginal and Torres Strait Islander Programs Unit
Macquarie University
North Ryde 2109
Tel: (02) 9850 9970
Fax: (02) 9850 7735
Email: Noel.Leslie@mq.edu.au

Mr Brian Spencer
Registrar and Vice-Principal
Macquarie University
North Ryde 2109
Tel: (02) 9850 7300
Fax: (02) 9850 9476
Email: brian.spencer@mq.edu.au

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