Introduction

Edith Cowan University through Kurongkurl Katitjin, School of Indigenous Australian Studies, is strongly committed to the educational advancement of Indigenous Australians, and this commitment is articulated through the University’s Strategic Plan 1998–2002 (1998), Kurongkurl Katitjin’s Strategic Plan 1998–2002 (1997), and the University’s Reconciliation Statement (1998). The University is also committed to implementing appropriate recommendations and strategies in national reports on Indigenous higher education.

Objectives

Access and participation

Curriculum and Awareness

Retention and Success

Strategies and Performance

In the 1999–2001 triennium the University will realise the objectives listed above through the following strategies, activities and methods of evaluation of its success.

1. Access and Participation

• The development and dissemination of information about pathways to higher education to Aboriginal organisations, communities and schools;

• The provision of flexible delivery enabling programs to Indigenous students living in metropolitan, rural, and remote areas;

• The establishment of a third regional support centre in semester 2, 1998 (currently assessing Geraldton, Roebourne and Northam as possible locations);

• The provision of customised induction programs for Indigenous people, including block attendance programs for external students;

• The use of systematic and comprehensive testing and assessment programs to identify the level of student preparedness for university study, and the support needs of individual students; and

• Collaboration with Aboriginal organisations and other educational institutions and between Schools within the University in the development and delivery of enabling and award courses to local and remote Indigenous students.

• The level of demand from organisations, communities, and schools for information on study opportunities at the University;

• The number of new enquiries from Indigenous students seeking access to enabling or award courses;

• The number of students enrolling in courses in which Indigenous students traditionally have been under-represented, eg Marketing and Tourism;

• The number of secondary schools with an Aboriginal population which access the counselling and advisory services of Kurongkurl Katitjin;

• Student evaluations of induction programs, internal and external units, and support processes; and

• The number of students enrolled in both enabling and award courses.

This information will be collected and analysed by Kurongkurl Katitjin staff. Results will be considered during subsequent Kurongkurl Katitjin planning.

2. Curriculum and Awareness

• The provision of a major in Aboriginal Studies from semester 2, 1998, to be jointly offered by Kurongkurl Katitjin and the School of Social and Cultural Studies;

• Expansion of the number of undergraduate awards with an Aboriginal perspective;

• Collaboration between Kurongkurl Katitjin and other Schools within the University on the development of curriculum materials which include an Aboriginal perspective;

• Continued discussion with Batchelor College (Northern Territory) on the viability of offering teacher education training to remote Aboriginal communities in Western Australia;

• The active involvement of Indigenous staff in the development of the University’s programs, policies, and recruitment strategies;

• The participation of academic and general staff in Aboriginal cross-cultural training programs; and

• University wide commitment to acknowledge and celebrate Indigenous Cultural days, eg NAIDOC week.

• The number of students enrolling in a major in Aboriginal Studies;

• The number of students accessing one or more units in Aboriginal Studies;

• The number of awards which reflect an Aboriginal perspective in their unit content;

• The number of Indigenous staff participating on the policy making bodies of the University; and

• The number of staff participating in Aboriginal cross-cultural training programs.

3. Success and Retention

• A major review of the external Aboriginal University Orientation Course (AUOC) in 1998. The review will result in the provision of more flexible delivery modes including on-line units, CD-ROM support materials, more relevant course content, and appropriate assessment procedures. The necessary technological and academic support will be provided through the regional centres;

• Implementation of a student assignment and assessment tracking database (Yandi). The Yandi system is used to record incoming assessment items, receipt dates, turn over time, marks, and return-by dates. The system will flag students who have fallen behind in their assessment and can be used to produce status reports on any student. Such status reports indicate due dates of assessment, marks achieved to date, overdue assessments, lecturers’ responses, and comments;

• The development of pre-tertiary courses which acknowledge the diverse educational and employment background of Indigenous students and recognise and credit prior learning;

• The establishment of five satellite regional centres in strategic locations around Western Australia. These satellite centres will be additional to the regional centres currently operating in Broome and Katanning. These centres will provide academic and technical support, counselling and study skills;

• The provision of specialist support services including Student Support Centres on each campus, counselling services for Indigenous students, accommodation assistance and childcare;

• The provision of tutorial assistance;

• Regular and systematic visits by Regional Centre coordinators to students within their region, and monitoring of students’ attendance at Regional Centres;

• Provision of timely and relevant feedback to students on their performance and progress;

• The use of exit surveys and interviews to identify those factors which lead to student withdrawals; and

• The provision of scholarships for Indigenous students at all levels from enabling to postgraduate courses.

• The number of Indigenous students successfully completing the enabling program and enrolling in award courses;

• The number of Indigenous students completing award courses;

• A retention rate which matches the national norm for Indigenous students; and

• A success rate in award courses which matches the University’s rate for non-Indigenous students.

4. Aboriginal & Torres Strait Islander Consultative Mechanisms.

The University’s Aboriginal Consultative Council (ACC) is consulted and advises the School and the University on all Aboriginal issues and activities including: proposed School budgets; courses with Aboriginal units; support programs for Aboriginal students; and new initiatives and developments. It comprises fourteen Indigenous members—eleven from the various regions of the state, an Executive Officer (Head of School), and a staff and student representative. The chairperson is elected from the community membership and meetings are conducted in metropolitan and regional areas of the state. The ACC also provides information to the University on the educational needs of Aboriginal people from communities throughout the state.

Aboriginal enrolments at Edith Cowan University have increased dramatically since 1996, with 655 EFTSU enrolled at 31 March, 1998. This represents an increase of 100 EFTSU on 1997 figures and the achievement of an access indicator of 6.03%, well above the national average of 1.48%. Whilst the University is pleased with the growth in Aboriginal enrolments, the fall in success rates from 0.78 (which equalled the national average) in 1996 to 0.54 in 1997 is disappointing. Major factors contributing to the fall in success rates include:

1. Over-enrolment—the University’s EFTSU target figure for 1997 of 330 was exceeded by 231. The unexpected increase in enrolments had a major impact on the support services which the School could provide to Aboriginal students as the allocation of support funds provided by DEETYA is calculated on target enrolment figures outlined by the University in the Educational Profiles document.
   
2. External mode enrolment—up to 80% of Indigenous students at ECU are enrolled in external enabling courses and traditionally external enrolments have a higher attrition rate, both nationally and internationally.
   
3. ABSTUDY changes—changes to ABSTUDY allowances, ie means testing, and the ceasing of rental assistance through Aboriginal Hostels have also contributed to student withdrawals due to financial hardships.

Yandi database—Yandi has had immediate success since being introduced late in 1997. There has been substantial improvements in the following areas: (i) the number of assignments being submitted by external AUOC students has increased by approximately 25%—Yandi has assisted in the processing of 2137 pieces of assessment so far this year; (ii) contact between staff and students on study related issues; and (iii) the turn-around rate of assignments. An evaluation is currently being conducted on the resources that are now required as a result of these increases.

Kurongkurl Katitjin, together with Curtin University, is currently undertaking a major analysis of performance indicators in the domain of measuring success of Indigenous students.

Contact Officer

Mr Graeme Gower
Head of School
Kurongkurl Katitjin
School of Indigenous Australian Studies
Mount Lawley Campus
Telephone: 08 9370 6558
Facsimile: 08 9370 6055
Email: g.gower@cowan.edu.au