| Central Queensland University Objectives Central Queensland University (CQU) is an integrated, multi-campus university which, whilst developing its national and international roles, emphasises working in partnership with the culturally, economically and educationally diverse central Queensland region. It serves the educational needs of a diverse regional population which includes a significant proportion of Aboriginal people. In recognition of this Indigenous population, CQU's Vision Statement explicitly identifies its commitment to Indigenous education. ‘Central Queensland University ... a commitment to continue proactive roles in promoting high standards in Indigenous and international education, distance education, flexible learning, innovative teaching and quality research.’ A focus on responding to the higher education needs of Aboriginal people through development of a more inclusive University culture is embedded in the following strategic priority extracted from CQU's provisional Strategic Plan 1998–2002. ‘Enhance cross cultural awareness and the understanding of Indigenous perspectives throughout all sections of the university community and integrate this awareness and understanding into the conduct and support of teaching, research and community service.’ The University aims to provide greater higher education opportunities for Indigenous people and to improve the awareness and understanding of their educational needs on the part of the University community as a whole. It places value on promoting and communicating Indigenous knowledge as a means of achieving both these aims. CQU is thus reformulating its philosophical orientation to facilitate the advancement of Indigenous learning through the redevelopment of its Capricornia Aboriginal and Islander Tertiary Education Centre (CAITEC) to take on a broader, more inclusive role in supporting Indigenous participation in higher education. This involves: the establishment of a place of Indigenous learning, ‘Nulloo Yumbah’ (originally proposed as the Centre for Indigenous Learning and Research—CILR) the provision of resources to enable the establishment of Nulloo Yumbah, including accommodation facilities from which it can operate fostering the process of Indigenisation within the University. Strategies and Performance CAITEC is undergoing a redevelopment to enhance and broaden the service that it provides to the Indigenous students studying at CQU as well as to the Indigenous communities within the CQU catchment area. In 1998, the concept proposal for the redevelopment was endorsed by both the CQU Academic Board and CQU Council. However this endorsement is subject to resource and funding implications. In response to the requirements of the University, CAITEC staff, students and the CAITEC/CILR Management Advisory Board have subsequently undertaken a series of workshops in order to determine the vision, goals, objectives and strategies to accomplish this redirection. This is obviously a lengthy process considering that the ways of doing business with Indigenous people require consultation and negotiation. Milestones achieved thus far in the planning process are the name of the new centre, the vision, and the goals for the five years, 1999–2004: 1. Name: Nulloo Yumbah—Place of Indigenous Learning. The Darumbal peoples of the local Rockhampton area have kindly given this name to the centre. The name Nulloo Yumbah, meaning 'our place', has significance for Indigenous students because the process of learning for Indigenous peoples emanates from their connection to place. That is, Indigenous people learn more effectively from within an appropriate cultural context. Nulloo Yumbah aims to provide this to Indigenous students at CQU. 2. Vision: Nulloo Yumbah's vision is to create a place in which Indigenous beliefs, values and knowledge will assume primacy in all academic activities by providing a culturally affirming place which promotes growth and healing for Indigenous people. Nulloo Yumbah will offer Indigenous people of CQU an environment to engage in scholarly pursuits which affirm and validate their culture while promoting coexistence and reconciliation between Indigenous and non-Indigenous people. 3. Goals Goal 1: To collaborate with CQU to Indigenise the knowledge base, curriculum content, pedagogy and administrative practices. Strategy 1: Develop a cross-cultural awareness training package for CQU senior management, academic and general staff. Performance Indicators: Completion of development of training package by August 1998. Implementation of training in October 1998. Strategy 2: Indigenise University curricula and pedagogy. Performance Indicator Audit of university courses for Indigenous perspectives and delivery methods at the end of each academic year. Goal 2: To develop and deliver curriculum which:
underpins the principles of self-determination and coexistence; and is validated and respected within the knowledge base of the university. Strategy 1: Development of pre-tertiary programs for Indigenous peoples. Performance Indicators Completion of development by December 1998. Enrolment of students each year. Strategy 2: Development of Foundation Year Subjects. Performance Indicators Development of the subject Foundations for Indigenous Learning by December 1998. Delivery of Foundations for Indigenous Learning subject each academic year. Development of discipline-specific subjects by December 1999. Delivery of discipline-specific subjects each academic year. Strategy 3: Development of Indigenous Studies degree. Performance Indicators Completion and delivery of 1st level subjects in winter term 1999. Completion and delivery of 2nd level subjects in autumn term 2000. Completion and delivery of 3rd level subjects in autumn term 2001. Goal 3: To establish a research profile which:
Strategy 1: Development of Indigenous Research Management Plan. Performance Indicators Completion of Research Management Plan in July 1998. Implementation of Research Management Plan in August 1998. Strategy 2: Establishment of an Indigenous Research Reference Group Performance Indicators Formalise membership by July 1998. Terms of Reference by July 1998. Number of meetings per year. Strategy 3: Develop a code of ethics for research about Indigenous peoples and issues. Performance Indicators Consultation with Indigenous Reference Group in July 1998. Presentation of code of ethics at CQU Academic Board in September 1998. Annual review of the accuracy and timeliness of code of ethics. Goal 4: To provide a service to Indigenous students which acknowledges their cultural backgrounds, respects their individual aspirations and empowers them to take responsibility for their own scholarly pursuits. Strategy 1: Provide Indigenous students with academic support and resources. Performance Indicators The number of students accessing Aboriginal Tutorial Assistance Scheme tutoring. Retention and success rates of Indigenous students. Strategy 2: Provide Indigenous students with personal support. Performance Indicators Semester reports by Student Resource Officers. Student satisfaction surveys at the end of each semester. Retention and success rates of Indigenous students. Strategy 3: Provide a culturally affirming environment for Indigenous students. Performance Indicators The number of cultural events held each academic year. The appropriateness of the physical environment. Goal 5: To establish relationships with Indigenous communities which are underpinned by principles of reciprocity. Strategy 1: Conduct regular outreach visits to Indigenous communities within the CQU catchment. Performance Indicators The number of community visits per year. Indigenous student access rates. Strategy 2: Establish formal links with Indigenous communities within the CQU catchment area for purposes of delivering pre-tertiary programs, award courses, and training. Performance Indicators Adaptation of pre-tertiary program for distance mode in June 1999. Delivery of pre-tertiary program in distance mode in July 1999. Number of Indigenous students enrolled in distance mode pre-tertiary programs. Aboriginal and Torres Strait Islander Recruitment and Career Development Strategy CQU's Aboriginal Education Strategy 1998–2000 stated its commitment to implementation of the Aboriginal and Torres Strait Islander Recruitment and Career Development Strategy. In 1997, consultants completed an audit of Aboriginal and Torres Strait Islander employment participation at CQU. A reference group has since been established to oversee implementation of the strategy which should commence upon finalisation of the contract between CQU and DEETYA. It is envisaged that a strategy coordinator will be appointed by the end of 1998. Review of Performance Indicators The indicators for Indigenous student access, participation and retention have declined slightly since 1997. It is believed that, to a considerable extent, this decline is a result of recent changes to ABSTUDY which have adversely affected both commencing and continuing enrolments by Indigenous students within the University's rural catchment area. During the recruitment and selection process, CAITEC staff noted much anecdotal evidence of this through information volunteered by potential students. This is consistent with indications from other regional universities within Queensland that their Indigenous enrolments have similarly declined. The ABSTUDY changes are considered to have significant adverse impact on Indigenous students drawn from low SES backgrounds in rural and isolated areas of Queensland—the regional catchment from which CQU draws nearly all of its Indigenous students. Thus a regional university like CQU is believed more likely than the sector as a whole to experience some loss of Indigenous students as a result of ABSTUDY changes. It should be noted that the decline in the participation indicator (from 1.09 to 0.90) appears to be in large part an artifact of this year's revision of the Queensland benchmark, as CQU's total Indigenous enrolment has not declined. The success indicator has shown a small increase from 0.74 to 0.75, although the target of 0.76 was not quite reached. Moreover, Indigenous student load has increased from 173 EFTSU in 1997 to 185 EFTSU (31 March estimate) in 1998, although not reaching the target of 200 EFTSU. This improved performance suggests that, despite some decrease in access (commencing students) and retention, those Indigenous students who are enrolling and staying on at CQU are on the whole both taking on increased study loads and achieving improved rates of academic success. Contact Officers Professor Glenice Hancock Ms Lyn Anderson Bruce Zimmer |
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