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Indigenous Education Strategies in Higher Education 2001-2003

The University of Sydney

• Objectives
• Consultative Mechanisms
• Current and Continuing Activities
• Planned New Activities
• Performance and Review
• Outcomes of Specific Reviews and Evaluations Undertaken in 2000
• Report on Expenditure
• Contact

Objectives

The University of Sydney is committed to the empowerment and self-determination of Indigenous Australian people through education. The specific strategies for Indigenous education are:

The Indigenous education strategy is incorporated in the University of Sydney Strategic Plan 1999-2004 in Major Goal Number 2 - Diversity, Access and Equity ­ which states that the University 'will continue to provide access to tertiary study and appropriate support for students from a diversity of backgrounds'. Under this goal the University seeks to 'encourage and support the participation and success of Indigenous Australian students by increasing opportunities for them to participate in the University as students, educators, administrators and researchers and by providing mechanisms to ensure successful outcomes'.

The Teaching and Learning Operational Plan from the Office of the Pro-Vice- Chancellor (Teaching and Learning) identifies the objective need for of the University in the provision of'to provide the best possible physical, social and learning support environment which incorporates extensive opportunities for access to information technology and recognition of the multicultural nature of Australian society' (Objective 5). Strategies Four and Five of the plan require student support services that are accessible, equitable, and focussed on student needs, and support services for special interest groups such as first generation students. Performance indicators require that student experiences are to be reported on annually, and that stakeholders will be surveyed as to the quality and appropriateness of the delivery of support services.

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Consultative Mechanisms

One of the major mechanisms by which Aboriginal and Torres Strait Islander education goals and strategies are developed, reviewed and evaluated within the context of the University’s institutional-wide planning arrangements is the Policy Advisory Committee. The Committee, which meets four times annually, is made up of the Pro-Vice-Chancellor (Teaching and Learning), the Director of the Koori Centre and the Head of Yooroang Garang, the Dean of the Faculty of Education, the Director of Student Services, student representatives, community representatives and representatives from the NSW Aboriginal Education Consultative Group (AECG), the NSW Department of Education and Training, DETYA and ATSIC.

The University also consults widely with Aboriginal professional and community groups. The NSW AECG is the peak consultative and advisory body on Aboriginal education within NSW and is therefore a major contributor to Aboriginal policy formulation and implementation within the University. The AECG is represented in the following activities: employment selection panels; research committees; curricula review committees; and the Board of Studies in Indigenous Studies. Other groups consulted with by the University on a regular basis include the Aboriginal Development Division of NSW Department Education and Training, the NSW Department of Health, Aboriginal graduates of the University of Sydney, Aboriginal area health consultative committees, Aboriginal Medical Services and the NSW Aboriginal Education Council. Selected individuals and organisations are also co-opted on the basis of their expertise and ability to contribute to specific issues.

Aboriginal staff of the University are involved in a number of Aboriginal and Torres Strait Islander educational activities and have membership on various Aboriginal and Torres Strait Islander organisations including the NSW AECG, the NSW Higher Education Network, the Coalition of Indigenous Australian Directors of Higher Education, the Aboriginal Education Council, the NSW Department of Education and Training and the NSW Office of the Board of Studies.

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Current and Continuing Activities

• Indigenous enrolments show a continuing upward trend, distorted by the unusually high level in 1999 (see below). The University will seek to maintain this trend over the next triennium through improved selection procedures, a re-focussing of its efforts towards the recruitment of better prepared students, and the provision of more financial support to students.

• The University has the on-going aim of increasing retention and success rates for Indigenous students. While figures fluctuate markedly from year to year, the University is aware of the underlying issues and will continue to monitor outcomes. Strategies for improving retention and success include:
  • Continued provision of a comprehensive system of academic, social and cultural support including off-campus support for students in flexible delivery programs.
  • On-going provision of academic support through ATAS.
  • Provision of culturally appropriate orientation, counselling and pastoral care.
• 2000 has seen 25 new scholarships for undergraduate and postgraduate students funded through the Colleges. Further increases are planned.
• There has been an increase in the numbers of graduates, and increased retention of Indigenous PG research and honours students. Strategies to improve retention should result in a further increase in graduates, while more resources will be directed towards honours and postgraduate students.

• Several new programs, such as the Bachelor of Education (Secondary) (Aboriginal Studies), have been introduced that continue to recognise the University’s traditional strengths in providing high quality flexible delivery programs in Indigenous education and health. Some consolidation is required as these courses expand to their full extent in terms of the range of entry and exit points they offer students.

• Indigenous perspectives are being increasingly introduced across all disciplines on an on-going rather than ad hoc basis through the introduction of new subjects available to all students. This has been brought about by holding cross-cultural awareness workshops for staff and students across the university.
• The University continues to strengthen the promotion and understanding of Indigenous cultures through the increased participation of Indigenous elders and community members in teaching activities, in regular cultural ceremonies and events, and through the involvement of Indigenous communities in decision-making processes.

• The University continues to facilitate research activity and output by Indigenous academics, as well as increased Indigenous student research activity in a dynamic and creative research environment that is responsive to the needs of Indigenous communities.
• The University promotes ethical research on Indigenous issues.

• Increased numbers of appropriately qualified Indigenous staff have been appointed to academic and general staff positions.
• Support is provided for Indigenous academic staff to complete higher degrees.
• Provision of opportunities for staff development in teaching for Indigenous academics. Involvement of Indigenous communities in the decision-making processes of the University. Increased research by Indigenous academics within the University.

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Planned New Activities

• Development of faculty level action plans to recruit and mentor Indigenous students as an integral component of faculties' normal strategic planning process.
• Development of an action plan designed to attract and recruit more young Indigenous students into the full range of undergraduate programs in the University, using the resources of the Student Recruitment Unit.
• Implementation of outreach programs that target educational institutions, Indigenous organisations and communities.
• An integrated marketing strategy for the promotion of the University, its courses, access programs and cultural and academic support for Indigenous people.

• Provision of increased levels of personal support for students through access to appropriate counselling services, advocacy, and financial assistance, and the provision of additional assistance to students in critical areas of need, particularly housing and finance.
• Improved communication and liaison with employers of block mode students.
• Enhanced communication between Indigenous students, communities and academic staff through the provision of electronic networks and print media.
• Development of student leadership through mentoring and support to student associations.
• Provision of on-going in-service training for academic and general staff in relation to the University’s Cadigal Program and strategic plan.
• Provision of additional training and cross-cultural awareness workshops for ATAS tutors.

• Improved and expanded on-line delivery of courses.
• Improved collaborative links with Indigenous communities, industry, Universities and Government.

• Facilitation of forums which increase collaboration between Indigenous Australians and the wider University community.
• Organisation of gatherings of Indigenous graduates of the University.
• Conducting conferences and seminars that promote Indigenous education and culture.

• Increased numbers of research grant proposals by Indigenous academics and the development of the research expertise of Indigenous staff to a level at which they can compete for competitive funding.
• The development of team and individual research projects involving collaboration between Indigenous and non-Indigenous researchers in collaboration with communities.
• Providing effective research training for Indigenous Postgraduate students.

• Review ways in which all Australian Indigenous academic staff employed by the University can receive appropriate mentoring and structured staff development to ensure their teaching, research, supervisory and administrative skills are enhanced effectively.
• Employ increased number of senior Indigenous academic staff and staff with research experience and qualifications.

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Performance and Review

Performance is examined in terms of the 'Lin Martin' indicators, and over time. Except for participation, there are no discernable trends.

The success indicator has declined from 0.91 in 1998 to 0.78 in 1999. This is largely attributable to the performance of students in Indigenous Health and Education, the areas of major focus for Indigenous students in the University. These are the areas which experienced the most dramatic growth in enrolments between 1998 and 1999, and the rapid growth and poorer performance are probably related, possibly reflecting a less well-prepared group of students. Recruitment strategies are being examined, with a view to focussing on intakes of students who are better prepared for University study either through TAFE courses or more general enabling courses.

The change in the retention indicator from 0.86 to 0.76 partly reflects the lower success rates as discussed above. Other factors influencing retention are:

• Low retention in a large Diploma course, due to increased competition at this level from TAFE and other University providers. The University plans to compensate for this decline in enrolments with a mid-year intake into years 1 and 3 of the Bachelor program with which the Diploma is articulated.
• Administrative problems with the enrolment of Indigenous students, resulting in 7 students not being identified as Indigenous (a problem recognised after the indicators were produced), and a further 10 ­ 20 students being dis-enrolled, although they are still attending class. The University is taking steps to rectify these problems.

The number of Indigenous Australian students at the University of Sydney continues to grow steadily. 1999 saw a particularly dramatic increase, with the introduction of a number of new courses targeted to the particular needs of Indigenous students. The total number of students dropped between 1999 and 2000, although the 2000 figures are understated by at least 17, as indicated above. It should be noted that the major decline was at the enabling course and sub-bachelor levels.

Some reasons for the decline in students are:

• The decline in enrolments in the Diploma course mentioned above.
• The discontinuation of a bridging course with 30 enrolments in 1999. This is to be replaced in 2001 by a new bridging course providing access to a wider range of degree programs.
• Fewer enrolments in a bridging course which articulates with a DipEd/BEd (Aboriginal Studies). In 2000 most applicants were considered suitable for entry directly into the Diploma. As numbers in the Diploma are limited, this did not result in a net increase in enrolments.

The decline in enrolments at the postgraduate level is being investigated. Steps will be taken to reverse the trend in the future.

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Outcomes of Specific Reviews and Evaluations Undertaken in 2000

In 1998 a major review of Aboriginal Education was set up to ‘review the current provision of Aboriginal education and educational support services within the University of Sydney and make recommendations to the Vice-Chancellor which are designed to ensure that the University:

• offers support for Aboriginal students to undertake existing University programs adapted to the particular education, training and leadership needs of both urban and rural Aboriginal communities;
• develops appropriate equity initiatives to support Aboriginal students and aligns those initiatives so as to fulfil its equity requirements agreed with DETYA’.

The committee met throughout 1999. The final report and recommendations of the review have been forwarded to the Vice-Chancellor and have recently been considered by Senate.

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Report on Expenditure

Prior to 1999 all identified Support and Teaching funds available to the University from DETYA for Indigenous students were added together and distributed between the Koori Centre and Yooroang Garang on the basis of projected student load (EFTSU). This was in the order of $2.3 million per annum. Since 1999 a new method of funding coupled with an increase in funding for Indigenous education has been adopted.

Funds for Teaching and Research

Funding for teaching and research is distributed via the main University funding model. All load taught by each Centre to both Aboriginal and non-Aboriginal students is included in the model. In 2000 a total of $1,074k was distributed in this way, up from $830k in 1999.

Funds for Support Activities

Distribution of funding for support activities takes place outside the funding model and takes into account:

• Support activities (based on the number of Aboriginal students). The DETYA support funding is distributed on this basis. This amounted to $914k in 2000, down from $1,075k in 1999; and

• Other support activities e.g. community outreach programs, ad hoc teaching in other programs, based on actual cost data as supplied by the Centres. Funds under this heading are negotiated each year. In 2000 the amount distributed under this heading was $654k. This amount is showing some decrease as more of the ad hoc teaching becomes part of the regular curriculum and hence is funded through the University funding model.

Additional earmarked funding ($3,000 per Indigenous EFTSU, for student load not generated in either of the two Indigenous Education Centres) is distributed each year to the three Colleges into which the academic elements of the University are divided. The purpose of aggregating these funds to College level (rather than department or faculty) is to provide a sufficiently large pool to provide some benefit to Indigenous students. These funds are available to be spent on:

• curriculum development (academic);

• cultural awareness; and

• financial support for Aboriginal and Torres Strait Islander Students.

These funds must be spent in consultation with the Head of either the Koori Centre or of Yooroang Garang. In 2000 a total of $427k was distributed via this mechanism, up from $298k in 1999.

The funds for 1999 were spent as follows:

Using the mechanisms described above, the University has allocated a total of $3,065k for Indigenous education in 2000. Beyond this, the University will receive a total of $523k under the Aboriginal Tutorial Assistance Scheme (ATAS) and $785k under the Indigenous Education Strategic Initiatives Strategy (IESIP). All of this money is either under the direct control of the Heads of the Indigenous Education Centres, or is to be spent in consultation with those Heads. The University charges no overheads to these Centres.

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Contact

Professor Paul Ramsden
Pro-Vice-Chancellor (Teaching and Learning)
Tel: (02) 9351 3517
Fax: (02) 9351 2433
Email: P.Ramsden@vcc.usyd.edu.au

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