Objectives for Aboriginal and Torres Strait Islander Education

The University of Western Australia's overall objective is ‘to achieve equity for Aboriginal and Torres Strait Islander people in all aspects of the University’. This means:

• equitable access to, participation in, and graduation from the full range of courses and research opportunities available at the University;

• equitable participation in teaching and research;

• effective participation in the educational decision-making processes;

• equity in employment at the University; and

• full participation in the community and cultural life of the University.

The University recognises and values the unique contribution that Aboriginal and Torres Strait Islander peoples can make to the University and is committed to:

• developing programmes and research initiatives which will add to the body of knowledge and experience of Indigenous peoples;

• highlighting Aboriginal issues and concerns within the University and supporting the development of Indigenous higher education in all its dimensions at state, national and international levels; and

• ensuring all students and staff develop an awareness and understanding of Aboriginal and Torres Strait Islander history, culture, and identity.

The University has established three centres to enable its objectives to be met: the Centre for Aboriginal Programmes (CAP), with responsibility for the overall coordination and monitoring of the University's Indigenous Education Strategy; the Centre for Aboriginal Medical and Dental Health (CAMDH); and the Centre for Indigenous History and the Arts (CIHA). The Centres are co-located and work collaboratively providing a central reference point for the University, Aboriginal and Torres Strait Islander students and staff, communities, and a wide range of interested groups and organisations. The University, through its Aboriginal Centres, sees itself in partnership with the Aboriginal community to develop and implement appropriate programmes leading to successful outcomes. The Centres are characterised by a high degree of autonomy and control by Indigenous people (80% of staff are Indigenous) ensuring that Aboriginal and Torres Strait Islander education is integrated into mainstream educational activities while maintaining processes and mechanisms which recognise Aboriginal rights to self-determination and cultural affirmation. The University is committed to ensuring its Centres are properly resourced and maintained to effectively develop and implement the Indigenous Education Strategy.

Strategies and performance

Goal: To increase the number of Aboriginal and Torres Strait Islander people gaining entry to and graduating from all courses at UWA; and to ensure Aboriginal and Torres Strait Islander students are culturally affirmed and graduate with an enhanced understanding of Indigenous issues

The University is seeking increased students and graduates in the following key areas: Law, Medicine, Dentistry, Social Work, Architecture, and postgraduate studies. Strategies include:

1. Recruitment and selection programmes that are culturally appropriate and Statewide, including schools programmes designed to encourage Aboriginal and Torres Strait Islander secondary school students to see Tertiary Entrance Examination (TEE) and university as viable study options, including the Aboriginal Students Year 12 and a four-day residential programme to promote Medicine and allied health professions to Year 10 and Year 11 Aboriginal students.
   
2. Alternative entry to all degree courses at the University. Aboriginal and Torres Strait Islander applicants can apply on the basis of work experience or previous education (TAFE or bridging). School leavers can apply for special consideration of their Tertiary Entrance Score. This enables students who do not meet the minimum cut-off for UWA to gain entry to a degree course at UWA, or to enter a course requiring a higher TEE score than that gained.
   
3. Study courses which provide greater access to degree studies, but also contribute to increased student success and retention by equipping students with the appropriate skills and knowledge for their chosen field of study. These include: the Aboriginal Orientation Course which provides a one year preparation for degree studies (including Medicine) and includes a wide range of science electives; the Aboriginal Pre-Law Programme which is a five-week intensive preparatory course providing entry to, and enhanced study preparation for, Law School (LLB); and the Pre-Medicine Summer School which provides entry to the MBBS and, from 1999, to Dentistry.
   
4. A Student Resource Centre which offers a high level of support to Indigenous students including: computers, a photocopier, a resource library, study rooms, and a common room; academic, administrative, and personal counselling services; tutorial assistance through the Aboriginal Tutorial Assistance Scheme; support to the Western Australian Students Aboriginal Corporation (WASAC); designated staff within faculties and departments to support Aboriginal students; liaison with government departments, Aboriginal organisations, and employer groups; information and assistance with sponsorship, cadetships, scholarships, and employment; support to attend conferences in higher education on Indigenous issues; four scholarship schemes for Aboriginal students; and two houses to provide accommodation for Aboriginal students.
   
5. Postgraduate initiatives including targeted recruitment, scholarships, and the development of Indigenous studies at graduate and postgraduate levels in History, Medicine, Law, and Education.

Evaluation

The Schools programmes have reports including student evaluations; an extension of support to Year 8 students by the end of the triennium is planned. The success of the Orientation, Pre-Law, and Pre-Medicine courses is principally measured by the numbers of students: completing the course and proceeding to degree studies at UWA; enrolling in degree studies at other institutions; or obtaining employment. Establishment of CAMDH and Pre-Medicine courses has resulted in increased enrolments and significantly improved student performance (80% pass rate) and progression in the MBBS. The success of the Orientation Course can be seen in good transition rates to degree studies (60% of students) and enhanced employment outcomes (28% of Orientation graduates gain employment). Orientation course graduates are also studying in a wide range of course including BA, MBBS, LLB, BSc, BArch, and BSocWk. The Law Strategy has been particularly successful with 30% of total degree enrolments now in the LLB as a result of good progression rates (70%) from Pre-Law.

In relation to student services, currently 85% of Indigenous students on campus regularly use the Centres. Postgraduate enrolments are increasing and expected to double over the triennium. CAP maintains a Graduate register and surveys indicate 100% of graduates since 1995 are working in their chosen field.

To enable all students and staff to develop an awareness and understanding of Aboriginal and Torres Strait Islander history, culture, and identity

The Centres have been developing Indigenous teaching initiatives across the University that incorporate Indigenous perspectives developed and delivered in partnership with Indigenous peoples. These will be implemented through the triennium and include: Aboriginal health curriculum in the undergraduate medical and dental courses; the Diploma of Public Health (Aboriginal Health); the Certificate in Aboriginal Health; 'Underlying Issues in Aboriginal Health' within the Master’s in Public Health; Aboriginal history units at first year and second/third year levels; the Master’s in Applied History (Aboriginal History); Aboriginal Art; Aboriginal Design Studio; a new Social Work curriculum, including Aboriginal History 100 as a compulsory first year unit for all students and Aboriginal Social Work units in all years; and compulsory Aboriginal studies in the Graduate Diploma of Education (currently elective). UWA is developing a Cross-Cultural Education Policy for the University and provides cross-cultural awareness training for staff. Events on campus include Indigenous visual and performing arts, University-wide recognition of NAIDOC, Sorry Day and Reconciliation Week, and forums on Indigenous issues. Ongoing projects include a Nyungar interpretation of the campus.

Evaluation

The number of courses and units incorporating Indigenous perspectives through review of curriculum; increase in the number of students enrolled in courses and units; number of staff and departments undertaking cross-cultural training; events on campus.

Goal: To develop a research environment at the University that is culturally sensitive, responsive to Indigenous communities, and recognises and enhances Indigenous research

The Centre for Indigenous History and the Arts was established to prioritise and coordinate the development of research programmes and initiatives in key areas of Oral History, Performing and Visual Arts, and Law. Strategies include:

1. developing Oral History projects and Arts programmes particularly in regional areas. These are in conjunction with local Indigenous communities and organisations including Language centres;
2. facilitating research partnerships between Indigenous communities and University departments;
3. establishing cultural protocols for researchers in all disciplines;
4. informing Indigenous communities of research initiatives across the University through a register of relevant projects and a newsletter;
5. providing opportunities for Indigenous students, staff, and communities to assist in research;
6. developing training programmes to improve the general level of research skills within Indigenous communities and promote interest in research; and
7. establishing an Indigenous Imprint for UWA Press and an Indigenous Writer's Award.

Evaluation

The progressive implementation of research protocols; the nature and success of Oral History and Arts projects; increase in the publication of materials by Indigenous peoples; formal evaluations and reporting outcomes built into each project.

Goal: To increase Aboriginal involvement in educational decision-making

The University has established formal and informal links with Indigenous communities and organisations to enable effective consultation and advice. This includes: Indigenous representation on University committees, boards and reviews by the Indigenous centres; the development of new initiatives in consultation with relevant Aboriginal agencies, organisations, communities, and the Aboriginal Education and Training Council; and Aboriginal Advisory Boards for the Centres with representation from key Aboriginal organisations and community groups and from regional areas. The University supports the involvement of the Indigenous centres in the WA Aboriginal Council on Higher Education and the Indigenous Australian Higher Education Association to promote and develop Indigenous higher education.

Evaluation

The University is currently convening a review of Indigenous issues on campus and this will examine current consultative and advisory mechanisms to identify gaps and formally consider the effectiveness of current arrangements.

Goal: To achieve equity in employment for Aboriginal and Torres Strait Islander people

The University has been implementing its Aboriginal Employment Strategy since 1994 and has increased Aboriginal staff employed on campus from six to twenty-four in 1998, spread across a number of different areas and levels. The majority of recent appointments are to academic and research positions and this will remain a focus over the triennium with academic appointments expected to increase by ten to fifteen, including a lecturer position in the Faculty of Medicine and Dentistry and an additional position in Social Work. This will be facilitated by the development and implementation of an Academic Traineeship programme for final year and postgraduate students seeking careers in higher education.

Evaluation

The Employment Strategy is currently being externally evaluated by an Indigenous consultancy firm and a report will be available at the end of 1998. The high level of Indigenous staffing of CAP and CIHA (80%) is expected to be maintained.

Analysis of Performance

UWA has exceeded its targets for 1997 and 1998 which is a measure not just of access but continued improvement in student outcomes. Access has increased from 1.34% to 1.93% in 1998 and is expected to continue to steadily increase over the triennium. The University has set realistic targets for Indigenous education that reflect Aboriginal community priorities and which ensure participation in all fields of study. While UWA considers its catchment area to be the entire state of Western Australia, it recognises that its single campus location in Perth and present internal mode of delivery of courses present particular difficulties for Indigenous students. The targets also reflect the level of difficulty of courses, and while they appear small in some of these areas, outcomes will not be. For example, there are currently only two Aboriginal doctors in Western Australia, but by the end of the triennium we hope to have had at least three more graduate. There are currently a record thirty-one Aboriginal students in LLB, making it one of the largest Law programmes nationally. With 50% of Law students in the 3rd and 4th years of the course, graduation outcomes will be significant.

UWA intends to continue its high input and strong focus on Aboriginal secondary students as a result of CAP/CAMDH's recent study of Aboriginal TEE performance in Western Australia from 1991–1997. Aboriginal achievement levels at secondary school remain low, with only nine Aboriginal TEE students from 1997 gaining a Tertiary Entrance Score (TES) over the minimum cut-off for entry to a degree course at UWA in 1998. This figure is largely unchanged since 1993 (eight students). While 4% of 17-year-olds are Aboriginal, less than 0.2% of 17-year-olds who score above the UWA TES cut-off are Aboriginal. This emphasises the importance of UWA's TEE concessions for Aboriginal students and the critical need for the Orientation Course (50% of students are school-leavers).

In relation to the Lin Martin performance indicators, from 1996 to 1998 retention has increased (0.578 to 0.673) and success has remained constant (0.71). While participation has improved it still appears to be below State and national averages. We consider the apparent participation rate does not reflect actual achievement for UWA because of a number of contributing factors. UWA has the highest overall cut-off scores for tertiary entrance compared to all other universities in WA, and higher participation, success, and retention rates for its total student population. This masks Aboriginal performance, particularly participation. Aboriginal and Torres Strait Islander students are doing well academically in a very competitive climate, particularly given that more than 70% of degree enrolments are through alternative entry with significantly lower TEE scores or after an enabling course (this rises to 94% of enrolments in the LLB and 100% in the MBBS). More than 50% of Aboriginal students in Bachelor’s degrees are in courses that require a minimum full-time study of four to six years to complete (with many students completing a preliminary year in the Orientation Course). This requires additional support to maintain student motivation and retention. It can also be a determining factor in students choosing a course.

The University has a broad view of outcomes that takes account of qualitative and quantitative considerations. UWA has established an accurate database with 100% of Indigenous students known to and in contact with the Indigenous centres. UWA has achieved a balance of enrolments with 25% of enrolments at enabling level and 75% of enrolments in Bachelor’s degree or above. Degree students are spread across a wide range of courses and professions including: Law (30%); Science, Engineering, and Medicine (24%); Arts (26%); Architecture, Design, and Commerce (9%); and postgraduate (11%). With an increasing number of students in later years of study, the total number of graduates is expected to increase significantly over the triennium. Major developments in Indigenous teaching and research over the triennium are expected to provide the greatest increase in Indigenous involvement in the University, particularly from regional areas and communities and individuals not able to fully access current study options.

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