The MATSITI-ACDE Engagement and Success Project

More Aboriginal and Torres Strait Islander Teachers Initiative

The Engagement and Success Project

Presenter: Professor Toni Downes



Higher Education Contexts

Guiding Principles for Developing Indigenous Cultural Competency in Australian Universities. UA, 2011.

Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Behrendt, 2012.

Aboriginal and Torres Strait Islander Education Action Plan 2010–2014 (Australian Gov).



Embed Indigenous knowledges and perspectives in all university curricula to provide students with the knowledge, skills and understandings which form the foundations of Indigenous cultural competency.

Include Indigenous cultural competency as a formal Graduate Attribute or Quality.

Incorporate Indigenous Australian knowledges and perspectives into programs according to a culturally competent pedagogical framework.

Train teaching staff in Indigenous pedagogy for teaching Indigenous Studies and students effectively, including developing appropriate content and learning resources, teaching strategies and assessment methods.

Create reporting mechanisms and standards which provide quality assurance and accountability of Indigenous Studies curricula.

UA Report, T&L Recommendations Pg 9



Aims of the Engagement and Success Project To improve the engagement and success of

Aboriginal and Torres Strait Islander students undertaking initial teacher education programs; and

To close the gap in retention and graduation rates for Indigenous and non-Indigenous students.



PHASE ONE OF THE PROJECT - OUTCOMES[completed in 2012 – 2013]

Research project undertaken by QUT and publication of report

National forum attended by Deans/Heads of Faculties/ Schools of Education and Heads of Indigenous Higher Education Centres

Institutional Action Plans Scoping Items



Participation (in 2011) about 1600 Indigneous Students (2%): 600 commencing, 800 continuing, 200 graduating. ECE – 20% Primary – 50% Secondary – 30% Female – 80% School leavers – 10% (Doubled since 2007) On- Campus – 800, Off-Campus 500 ATAR Basis of Entry - <10%

QUT Report, Pg s 21-29

Report into the Retention and Graduation of Aboriginal and Torres Strait Islander Students enrolled in Initiation Teacher Education. QUT, 2012 (accessible at: www.acde.edu.au)



Attrition and Completion rates: 68% attrition rates 36% completion rates

Four themes around Retention and Graduation rates institutional structures/procedures personal, social, academic and financial support coursework mode of study

QUT Report, Pg 27-36



Walking points – the critical times when Aboriginal and Torres Strait Islander students are more likely to drop out: First year of study Assessment and

Exams Professional Experience; Cultural safety

Partnerships between Faculties and Indigenous Student Services Units

QUT Report, Pg 38-44

Student Journeys



Analysis of the 2013 Action Plans

Developed categories of actions – Scoping items – drawing on Institutional Plans and Behrendt Report

Grouped into: General Student Specific



GENERAL ITEMS Public/explicit commitment to Indigenous

Reconciliation/Education Aboriginal and Torres Strait Islander Peoples’ representation

on Faculty Leadership and Governance groups and committees

Standing Committees for educational issues relating to Aboriginal and Torres Strait Islander Peoples

Internal partnership with Indigenous Support/Education Units

External partnership with Aboriginal and Torres Strait Islander elders, Aboriginal Education Consultation Groups, Indigenous Education Boards etc.

Teacher education curriculum that includes relevant Aboriginal and Torres Strait Islander content/units developed and taught in consultation/ collaboration with relevant Aboriginal and Torres Strait Islander staff/ community

External partnerships for building aspirations/capabilities



GENERAL ITEMS Public/explicit commitment to Indigenous

Reconciliation/Education Aboriginal and Torres Strait Islander Peoples’ representation

on Faculty Leadership and Governance groups and committees

Standing Committees for educational issues relating to Aboriginal and Torres Strait Islander Peoples

Internal partnership with Indigenous Support/Education Units

External partnership with Aboriginal and Torres Strait Islander elders, Aboriginal Education Consultation Groups, Indigenous Education Boards etc.

Teacher education curriculum that includes relevant Aboriginal and Torres Strait Islander content/units developed and taught in consultation/ collaboration with relevant Aboriginal and Torres Strait Islander staff/ community

External partnerships for building aspirations/capabilities



STUDENT SPECIFIC ITEMS

Student Experience Academic Services Academic Programs Scholarships and Prizes Employer Sponsorships/Cadetships Policies And Practices Culturally Safe Environment and Spaces



STUDENT SPECIFIC ITEMS

Student Experience Academic Services Academic Programs Scholarships and Prizes Employer Sponsorships/Cadetships Policies And Practices Culturally Safe Environment and Spaces



PHASE TWO OF THE PROJECT –PARTICIPATING INSTITUTIONS

Australian Catholic University

Central Queensland University

Charles Darwin University Charles Sturt University Deakin University Flinders University Griffith University James Cook University Macquarie University Murdoch University

Queensland University Sunshine Coast University University of New England University of Newcastle University of NSW University of South Australia University of Southern

Queensland University of Technology Sydney University of Western Sydney Wollongong University



PHASE TWO OF THE PROJECT –OBJECTIVES

Engagement and partnership with Indigenous Education Units

Review of Action Plans to reflect situation as at 2014 Collection of baseline data to enable review of

progress against targets Identification of Effective/Best Practice Institutional Buddies Ongoing Communication F2F workshop on 17 November 2014 and in April

2015



Workshops

PROPOSED STRATEGIES Analysis of the Action Plans Communication Review of Progress against targets Annual meeting and planning for next stage of

institutional work.



ANY QUESTIONS?

Anne Szadura – Project Officer ACDE [email protected]