| University of Technology, Sydney Objectives for Aboriginal and Torres Strait Islander
Education
The vision of the University of Technology, Sydney
(UTS), through its Faculties and Jumbunna Centre for Australian Indigenous Studies,
Education and Research (CAISER), housed within the Faculty of Education, is:
To contribute to the understanding, quality and
enjoyment of life through learning and sharing Indigenous Australian cultures and
associated issues, and through supporting the educational pursuits of Indigenous
Australian students.
UTS objectives for Indigenous higher education are
reflected in the UTS Strategic Plan 1998–2000 and form an integral element of the key
focus areas: research, internationalisation, flexible learning, work-based learning, and
organisational development. In summary, Indigenous higher education objectives at UTS are
to continue to:
broaden awareness and acceptance amongst
non-Indigenous people of Indigenous Australian cultures, achievements/contributions, and
contemporary issues;
improve accessibility of tertiary studies to
Indigenous Australians;
increase retention and graduation rates of
Indigenous Australians;
involve Indigenous Australians in institutional
decision-making and consultative structures and academic policy development and curricula,
and strengthen collaboration between educational institutions and advisory groups;
broaden economic, social and political
opportunities for Indigenous Australians, in particular expanding employment and income
opportunities; and
improve accountability methods and mechanisms to
identified clients.
Strategies and Performance
Past Year in Review
Despite significant reductions in staff during
1997–98 arising from budget cuts of almost 13%, Jumbunna continued to provide a
quality support service to its students:
in 1997, 230 students were enrolled, and
forty-six (20%) of these graduated at the end of the year;
in 1998, 245 students are enrolled, generating
105 EFTSU special entry and 54 EFTSU other entry;
student load of 159 EFTSU was achieved in 1998;
students commencing in 1998 constitute 45%
(eighty-nine) of all 1998 student enrolments; and
51% (101) students are currently enrolled in the
Faculty of Education.
UTS is well known for successes in its Adult
Education program: 39% of all UTS Indigenous graduates have attained this degree, and it
boasts a retention rate of almost 100%.
Successes for Aboriginal education are largely due
to the refreshing culturally inclusive curricula, participative student consultation
practices in place, and available preparatory study courses. In 1997, a student diary was
developed (and funded partly through sponsorship), which provided students with useful
information about who did what, where, what was on, how to get assistance, etc. The
Supplementary Course for Aboriginal and Torres Strait Islander Students (SCATS) program
was also extended.
Key Strategies
UTS through Jumbunna is committed to providing
ongoing effective support services to its students within the constraints of
ever-decreasing financial resources. Key strategies during 1999–2001 include:
continued introduction of culturally inclusive
curricula throughout all Faculties within the UTS;
further expansion of the SCATS preparatory study
scheme;
ongoing participation and involvement of
students and community advisers in Jumbunna’s operations;
ongoing lobbying and networking within and
outside of UTS, and presentation of papers at national and state conferences; and
joint research and exchange projects with
national and international educational institutions.
Mechanisms for Review, Consultation, and
Involvement
Community consultation—Jumbunna Management
Advisory Council, NSW Aboriginal Education Board of Studies, national networking and
lobbying;
Student consultation—Bi-annual Planning Day
with students;
External evaluations commissioned by
Jumbunna—in 1997–98 ‘Factors Contributing to Attrition and Retention of
Indigenous Students at UTS’, conducted by Eleanor Bourke, University of South
Australia;
Internal monitoring—analysis and
interpretation of student data; and
Participation in other external
reviews—1997–98 ABSTUDY review.
UTS Indigenous Education Strategies 1999–2001
The table below outlines key objectives,
strategies, desired outcomes, and methods of achieving those outcomes.
| Objectives |
Strategies |
Outcome Goals |
Goal Activity |
Evaluation Methods |
| Broaden awareness and acceptance amongst
non-Indigenous people of Indigenous Australian cultures, achievements, contributions, and
contemporary issues. |
a) Liaise with Faculties to develop
culturally inclusive curricula. b) Professional development
of teaching and research staff. |
a) Culturally inclusive curricula in
place. b) Increased capacity to share Indigenous knowledge
and experiences. |
a) i) Networking with other Faculties. a) ii) Lobbying by Director and Board of Studies with UTS Academic Board.
b) i) Staff involvement in further study and research.
b)ii) Attendance, and delivery of papers, at conferences. Expanded
teaching opportunities. |
a) i) Outcomes of Jumbunna Management
Advisory Council and Board of Studies meetings. a) ii)
Periodic student satisfaction surveys.
b) Staff involvement in teaching, public speaking, and research. |
| Improve accessibility of tertiary
studies. |
a) Ongoing monitoring of student group
needs, and impact of government policy and funding. b)
Continued involvement of students in planning exercises. |
a) Ongoing provision of relevant
services. b) Increased relevance and ownership of
strategies. |
a) i) Ongoing consultation, analysis,
and lobbying. a) ii) Public debate of political and economic
trends jeopardising access.
b) Student involvement in bi-annual planning day, and in course
development. |
a) i) Student data analysis. a) ii) Public debate and discussion.
b) Monitoring student involvement in planning and coordination of
tasks. |
| Increase retention and graduation rates. |
Broaden existing SCATS program to enable
students to better handle academia. |
Improved retention and graduation rates. |
Broadening student enhancement program. |
i) Analysis of academic results and
retention rates. ii) Coordination of and/or participation in
periodic external evaluations. |
| Involve Indigenous Australians in
decision-making and academic policy and curriculum development, and strengthen
collaboration between educational institutions and advisory groups. |
Ongoing meetings of Jumbunna Management
Advisory Council, Board of Studies, and Director with UTS Academic Board. |
Real and perceived incorporation of
Indigenous interests and concerns in UTS decisions, academic policy, and curricula. |
i) Involvement of Director, Aboriginal
Education Board of Studies, and Jumbunna Management Advisory Council with UTS Academic
Board and Faculties. ii) Networking with NSW Aboriginal
Education Consultative Group and other community groups.
iii) Liaison with related national and international universities. |
i) Periodic reviews and community
surveys. ii) State, national and international networks. |
| Broaden economic, social, and political
opportunities for students and expand employment and income opportunities. |
Explore possibilities of corporate
sponsorship and work experience positions. |
Healthy employment rate of UTS
graduates, and healthy participation within community. |
i) Coordination of work experience
positions. ii) Involvement of students in community
activities/events. |
i) Industry networks and work experience
vacancies. ii) Student roles in community events. |
| Improve accountability mechanisms. |
a) Maintain open and effective
communication within and outside UTS. b) Promulgate student
achievements and student profile data. |
a) i) Key decisions made within
consultative framework. a) ii) Efficient and effective use
of funds.
b) Transparent reporting process to all client groups. |
a) i) Liaison with UTS management and
faculty areas and DEETYA. a) ii) Monitor funding and
expenditure.
b) Annual analysis of student data. |
a) i) Internal monitoring controls. a) ii) Public and government scrutiny of reporting.
b) i) UTS reporting mechanisms.
b) ii) Periodic student surveys and reviews. |
Contact Officer
Dr Bob Morgan
Director, Jumbunna CAISER
University of Technology, Sydney
Telephone: 02 9514 1907
Facsimile: 02 9514 1467 |