Indigenous Education Statement Return 2012
Higher Education Provider: University of South Australia
Indigenous Education Unit: David Unaipon College of Indigenous Education and Research (DUCIER)
SECTION 1: OBJECTIVES FOR INDIGENOUS HIGHER EDUCATION
Since its foundation in January 1991, the University of South Australia has remained committed to equity and Indigenous education. This commitment is enshrined in the University Act of Establishment which states that ‘the University will provide tertiary education programmes as the University thinks appropriate to meet the needs of Aboriginal people.’
UniSA’s commitment to educational equity is emphasised in the institution’s Vision UniSA will be a leading contributor to Australia having the best higher education system in the world, supporting the world’s best educated and most innovative, cohesive and sustainable society and in its Mission UniSA educates professionals and citizens to the highest standards; creates and disseminates knowledge; and engages with our communities to address the major issues of our time.
The University’s Values include a commitment to reconciliation with Indigenous Australians that builds social cohesion by achieving equitable educational access and outcomes across our diverse student community. .The institutional values of engagement, sustainability and openness give effect to the many relationships UniSA has with Indigenous communities.
UniSA’s approach to improving higher education outcomes for Indigenous Australians and how this is being implemented.
The University contributes to the achievement of national reconciliation between Indigenous and non-Indigenous Australians through objectives and priorities to improve equality of access, participation and outcomes for Indigenous students. UniSA’s research focuses on the ‘big issues’ of a changing world including improving health and health care for all and building just, resilient and inclusive democratic societies.
UniSA’s approach to improving higher education outcomes for Indigenous Australians includes:
· Extending the quality and range of programs offered across the University to attract and support Aboriginal and Torres Strait Islanders as students and employees
· Ensuring that UniSA’s curricula are inclusive of the experience of Indigenous Australians
· Raising retention and completion rates for Aboriginal and Torres Strait Islander students towards University-wide average rates
· Promoting and supporting programs to heighten the research profile of Aboriginal and Torres Strait Islander staff and students within the University
· Promoting and supporting postgraduate and research degrees amongst Indigenous Australians
· Extending the breadth and scope of collaborative research with Indigenous communities.
How Indigenous perspectives are embedded in strategic planning and other key institutional documents.
In September 2010, UniSA released Horizon 2020 which defines the University’s aspirations for the next decade. Horizon 2020 acknowledges UniSA’s commitment to Indigenous Australians and includes the aspiration that by 2020, this commitment will be given expression across the University’s activities in the curriculum of its educational programs, in improved graduate outcomes in a range of professions where Indigenous people are currently under-represented, and in UniSA’s staffing profile, where Indigenous employees will be represented among both academic and professional staff.
Taking the aspirations outlined in Horizon 2020, UniSA’s Corporate Plan 2011-2015 defines a number of priority areas to position the University to respond to, and achieve these aspirations. The Corporate Plan contains specific priorities to increase access of Indigenous students to UniSA programs. It is informed by Plans prepared by each of the University’s Divisions which respond to progress against priority areas and set targets against each of the University’s Key Performance Indicators (KPIs). Highlighted in the Corporate Plan is the University’s performance against future targets for each of its KPIs including number of commencing Indigenous students and number of Indigenous student completions.
The following governance groups have in their Terms of Reference, specific responsibility to monitor benchmark and report on student recruitment, achievement and retention of equity groups including a focus on Indigenous students:
· Academic Board
· Academic Standards and Quality Committee
· Student Experience Committee.
· Indigenous Participation Education and Employment Group (IPEEG)
Indigenous Participation Education and Employment Group (IPEEG)
Reporting directly to the Vice Chancellor and SMG through the PVC: Education, Arts and Social Sciences (Chair – IPEEG), IPEEG receives reports from the Chair: Indigenous Employment Working Group (IEWG), a sub-committee of IPEEG in order to provide strategic advice to the University on participation, education and employment issues that affect Indigenous staff and students.
Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander peoples in educational decision-making.
The number of Aboriginal and Torres Strait Islander Australians involved in institutional decision-making processes and the nature of their involvement.
UniSA has strong Aboriginal and Torres Strait Islander Australian representation on key University decision making committees including:
· Indigenous Participation, Education and Employment Group
· Student Experience Committee
· Pathways Working Group
· Domestic Student Recruitment Working Party
· Student and Academic Services Committee
· University and Division Teaching and Learning Committees and School Boards
The University Council, and the Advisory Committee to the David Unaipon College of Indigenous Education and Research (DUCIER) includes Indigenous academic staff and senior members of the South Australian Indigenous community.
In 2011, the Dean: DUCIER and Portfolio Leaders maintained membership on various Division based and University committees including the Human Research Ethics Committee and Divisional and University Research Groups.
Indigenous staff play a key role in both providing guidance and leadership in matters relating to Indigenous Australian issues across the University and also contribute to the broader teaching and learning, research and research education and community engagement business of the University.
The roles and responsibilities of Aboriginal and Torres Strait Islander leaders at UniSA
· Indigenous leaders at UniSA contribute to the strategic direction of DUCIER within the parameters of Horizon 2020 and the University’s Corporate Plan. They advise the Divisions, Schools, Units and Senior Management on matters relating to Indigenous Education, and report on factors impacting on Indigenous trends, access, retention, success and completions. All Indigenous leaders engage in research, and maintain an extensive community engagement and/or industry connection.
· Other roles and responsibilities include program development, research development planning and human/financial/resources and strategic management.
The role played by UniSA’s IEU (Aboriginal and Torres Strait Islander Education Unit) in decision making processes
The University’s Indigenous Student Services (ISS) unit provides advice and guidance on matters relating to Indigenous education, admissions and recruitment. Positioned within DUCIER, the ISS unit contributes to the business of the College Board and working parties in Teaching and Learning and Research.
Indigenous Academic Advisers and/or a Project Officer (Equity - Indigenous) are located on each of the five UniSA campuses, and work closely with Aboriginal and Torres Strait Islander students and Divisions to assist in the implementation of the Indigenous aspects of the Corporate and Division Plans.
Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education.
Commencing Aboriginal and Torres Strait Islander student numbers (access rate)
· All Divisions of the University are required to set targets for Indigenous student numbers. Target setting involves identification of discipline areas and programs which address particular needs of Indigenous and wider communities, and goes beyond the more traditional areas of study for Indigenous students. These targets are supported by Divisional scholarships. In 2011 for example, the Division of Health Sciences spent over $100K on Indigenous scholarships and $38K in the Division of Business.
· Alternative modes of delivery, use of learning technologies and mixed modes of education have been further developed. Developments in the online learning environment are ongoing and include improving online interactivity in order to overcome many of the disadvantages of remote area learning experienced by Indigenous students who may study at one of seven regional locations.
· Through the combined efforts of Indigenous Student Services and Divisional staff, UniSA continued to attract the greatest share of Indigenous first preference applications to the South Australian Universities.
Access Rates (%) Indigenous Commencing Students
(source 2008, 2009, 2010 IPP)
Group / 2008 / 2009 / 2010 / 2011 preliminaryUniSA / 1.38 / 1.57 / 1.29 / 1.54
State – SA / 1.29 / 1.35 / 1.39 / n.y.a
Sector / 1.58 / 1.63 / 1.59 / n.y.a
Commencing students provided for 2011 is preliminary, access rate comparisons not available until 2011 IPP issued in 2013
Programs run, through the IEU (Aboriginal and Torres Strait Islander Education Unit) or otherwise, to improve access of Indigenous students.
· The University’s ISS Unit engages each year in a range of marketing and recruitment activities with the aim of improving access rates for ATSI students. The ISS team maintain strong community, industry and organisation links and use these to promote University study to Indigenous peoples generally.
· The University continues to accept the Indigenous Special Entry Package as an additional pathway for Indigenous students who do not meet the normal entry requirements for admission to some programs. The ISS team manage this process and make appropriate recommendations to the Divisions.
· In 2011, Health Sciences staff worked with ISS to develop a Special Entry pathway for Indigenous students seeking to enter the Bachelor of Midwifery.
· A preparation program for potential and commencing students in Health Sciences has been developed by the Division of Health Sciences as a jointly funded program for induction of Indigenous students.
· Pathway arrangements have been negotiated with TAFE, and the USANET special access scheme awards bonus points to all current students.
· The availability of the UniSA Foundation Studies (an enabling) program to which 2.82% of students enrolled identify themselves as Indigenous. In 2011 the Foundation Studies was managed and delivered by the newly formed UniSA College. The UniSA College, in partnership with DUCIER, will focus on developing action strategies to overcome barriers and challenges that Aboriginal students confront when considering participating in higher education. Pathways from the Foundation Studies Program to DUCIER’s Bachelor of Arts (Indigenous Cultures and Australian Society) are being strengthened with a view to further developing the capacity for increasing Indigenous student access in the future.
Outreach activities and their success in including and attracting Aboriginal and Torres Strait Islander students.
· Community engagement activities conducted by the ISS in collaboration with the University’s Marketing and Development Unit and the SA Education Department continued in 2011
· Career and other presentations are undertaken throughout the year including school visits and attendance at career expos.
· The Indigenous Employment Consultant engages with Year 12 and other future students throughout the year with the aim of promoting UniSA as a welcoming place of learning and research.
· The Anangu Teacher Education Program (AnTEP) is now in its 28th year of continuous operation and provides opportunities for Indigenous Australian students living in communities in the far north-west of South Australia in the APY Lands, at Yalata on the west coast of South Australia and at Oak Valley in the Maralinga Tjarutja Lands. AnTEP is a collaboration between UniSA, the Department of Education and Children’s Services and the Pitjantjatjara Yankunytjatjara Education Committee. AnTEP prepares Anangu students to become independent classroom teachers in their own community schools and also provides courses to enable Anangu Education Workers to upgrade their professional knowledge and competencies.
· The outreach program “Murras@UniSA” continued in 2011. Planned in conjunction with the University’s Marketing and Development Unit and High School Aboriginal Education Workers (AEW’s), a two day program of activities on campuses was undertaken to encourage Indigenous Year 12 students to study at UniSA. The Health Sciences Division also ran a ‘Studying in the Health Sciences’ compulsory workshop for commencing students in order to ensure that students are fully aware of the University’s expectations once they commence study.
· Academic Advisers, and the Coordinator: ISS, routinely undertake School and community visits in key metropolitan and regional locales to promote the benefits of studying at UniSA as an Indigenous student. UniSA Indigenous staff are well known in their communities and invest time throughout the year to build partnerships of trust so that study at UniSA is identified with flexibility, support and success.
· Interstate student recruitment continues to promote collaborative tutoring arrangements for students living in areas where access to ITAS tutors may not be readily available. An Academic Adviser undertakes a recruitment and promotional reconnaissance to Northern Territory, Qld and NSW areas throughout the year in order to recruit and develop these collaborative partnerships.
· At every opportunity Indigenous students are welcomed to UniSA through the Indigenous Student Services Unit. The comprehensive Tertiary Preparation Week activities, which run during the main and mid-year admissions intake, and conclude with a ‘Family and Friends Event’, encourage potential students to the University.
· Indigenous staff are well represented on a range of community, and other related bodies, conducting community events on a regular basis.
· The ‘UniCamps’ program is an initiative of the Centre for Regional Engagement that is run in partnership with the Spencer Gulf Rural Health School (SGRHS), brings students from Mimili Anangu School in the APY Lands to the Whyalla Campus for a week-long stay. The students take part in academic, career and independent living activities organised by UniSA and SGRHS. Activities are designed to boost student aspirations to finish Year 12, increase awareness of post-secondary study options, and equip students to live and study independently. Initial feedback indicates that, after three camps, the first cohort of students has strong aspirations to complete secondary school and undertake further study. Future camps will focus on developing pathways to achieving this aspiration.
· The Aboriginal Maths and Science Program aims to deepen student understanding of the maths and science disciplines and build skills and knowledge across these discipline areas. The program promotes the history, culture and achievements of Indigenous Australia in relation to maths and science, which is used as a means of demonstrating the interrelatedness of these disciplines and their importance to Aboriginal culture and history.
· Support of the Aboriginal Power Cup by the UniSA College and the ISS unit which involves high-school students in the study of a SACE unit emphasising career aspiration and leadership skills. The unit culminates with a carnival which incorporates the football competition, leadership skills, workshops and career information. In 2010, over 300 Aboriginal students from 18 school sites around the state were involved.