The University is in the embryonic stages of its development of Aboriginal and Torres Strait Islander Education Strategies. Access for Indigenous students as a percentage of all commencing students at the March Census date was 1.28% or fifteen students, whereas there were three students enrolled in the previous year. Three students are currently undertaking postgraduate studies. Two students commenced undergraduate study in semester 2, 1998. The total EFTSU for 1998 is 12.25. All students are enrolled in degree programs through mainstream admission procedures. The University currently employs one Indigenous person.

During 1998, academic and personal support has been provided to students through a mainstream approach, including access to Peer Advisers, Learning Skills support, workshops, Peer Mentors, Counsellors, and academics.

1. To develop and implement policies and programs for access, participation, and success of Aboriginal and Torres Strait Islander students and staff in conjunction with appropriate resources, facilities, staff, and curricula;
2. To develop a framework for planning, review, and evaluation within the University on curricula, academic support, research, inclusiveness, and cross-cultural awareness; and
3. To consult with Indigenous groups and individuals, education providers, government officials, business organisations, and other relevant stakeholders about Indigenous education, economic development issues, and research, particularly within the catchment area* of the University.

*The catchment area is defined as the rural Sunshine Coast region bounded by Gympie in the north and Caboolture (including Burpengary, Deception Bay, and Morayfield) in the south. Western towns such as Murgon/Cherbourg, Kilcoy, and Kenilworth are also targeted.

Strategies

The strategies for achieving these objectives are to employ a Project Officer to:

1. Undertake a needs analysis of higher education requirements of Indigenous people within the University catchment area. A Steering Committee will be set up under the umbrella of the Equity Committee to provide advice, assistance, and direction to the Project Officer.
2. Undertake consultations with key stakeholders, internal and external to the University, to develop an appropriate framework for planning, reviewing, and evaluating policies and programs to provide access, participation, success, and retention of students and employment of staff.
3. Improve awareness of academic programs and support for students at the University through liaison with Indigenous people, schools, Cooloola Sunshine Institute of TAFE, government, businesses, and community organisations.
4. Raise awareness within Indigenous communities about financial support available to assist students to undertake a degree, including the Aboriginal Tutorial Assistance Scheme, Merit-Based Equity Scholarships, Maroochy Shire Scholarships, and ABSTUDY.
5. Develop an Aboriginal Tutorial Assistance Scheme (ATAS) for enrolled Indigenous students.

In addition to the employment of a Project Officer, the University has further strategies to meet the stated objectives. These are:

6. Developing academic, cultural, and personal support programs for Indigenous students in addition to ATAS.

Developing a range of activities which provides cross-cultural awareness for staff and students.

6. Consulting with Personnel Services staff to develop processes for encouraging and supporting employment of Aboriginal and Torres Strait Islander people in academic (teaching and research) and general (administrative, professional, and technical) positions.
7. Encouraging and supporting research or consultancy activities collaboratively, or on behalf of, Indigenous groups and individuals, education providers, government officials, community groups, business organisations, and other relevant stakeholders.
8. Implementing the accepted recommendations from reports prepared by the Project Officer.

Evaluation of Strategies

Strategy 1

• Performance indicators for access, participation, retention, and success of students.

Strategy 2

• Appropriate consultations are undertaken and mechanisms are established.

• There are already some processes in place to ensure representation on University Committees. To date there is an Indigenous representative on the University Council, and an Indigenous student representative on the Equity Committee.

Strategies 3–5

• The Project Officer develops and facilitates links between staff from faculties and departments, students at the University, and Indigenous people within the community, schools, Cooloola Sunshine Institute of TAFE, government, businesses, and community organisations.

• Performance indicators for access, participation, retention, and success of students.

• An Aboriginal Tutorial Assistance Scheme is established.

Strategies 6–7

• Academic, cultural, and personal support programs are developed and implemented for undergraduate and postgraduate students.

• Cross-cultural awareness programs are developed and implemented for students and staff.

Strategy 8

• Information about employment opportunities is provided to community contacts and Indigenous people are encouraged to apply for positions.

• Indigenous staff are employed in academic and general positions.

Strategy 9

• Collaborative research and consultancy activities are identified in consultation with staff and students.

• Staff and students are already involved in collaborative research and consultancy activities within Indigenous communities. Two undergraduate Indigenous students are undertaking externally funded research activities within their own communities.

Strategy 10

• Processes are in place for planning, review, and evaluation within the University on curricula, academic support, research, inclusiveness, and cross-cultural awareness.

Performance Indicators

Note: These indicator values should be interpreted with care, as the numbers from which they are calculated are small. The total EFTSU on which the success value is calculated is 1.00.

Contact Officers