MATSITI - ACDE ProjectRole and Tasks of Lead Institution - QUT            Presentation 16 March 2012                      ...
Indigenous students in Higher Education             and teaching• In 2005 there were 2178 Indigenous Educators employed in...
In general,• Indigenous students enter university in a variety  of ways• Course completion rates are lower• High enrolment...
Specific debates in literature around:• Quality teaching as related to Indigenous teachers;  graduate attributes• Leadersh...
Issues around retention and success     can loosely be divided into•   Course related issues•   Social and cultural suppor...
Course related issues• Indigenous perspectives in coursework  (compulsory or elective units and embedded  perspectives)• I...
Social and cultural support• Family and community support• Relationships with and attitudes of faculty and peers  (formal ...
Financial and academic support• Presence of Indigenous academics/community• Timely academic, personal and financial suppor...
Institutional matters•   Support for bureaucratic requirements•   Supportive institutional environment•   Community partne...
Queensland University of       Technology Faculty of Education                                     R a university for the ...
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MATSITI QUT Pre-service initial literature review

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MATSITI QUT Pre-service initial literature review

  1. 1. MATSITI - ACDE ProjectRole and Tasks of Lead Institution - QUT Presentation 16 March 2012 R a university for the real world CRICOS No. 00213J
  2. 2. Indigenous students in Higher Education and teaching• In 2005 there were 2178 Indigenous Educators employed in Australian schools (not all fully accredited as teachers)• In 2008, only 1% of teaching staff in government schools were Indigenous• Indigenous students choosing higher studies only make up 1.3% of all students• Decline of Indigenous students entering Education noted R a university for the real world CRICOS No. 00213J
  3. 3. In general,• Indigenous students enter university in a variety of ways• Course completion rates are lower• High enrolments not equated with high completions R a university for the real world CRICOS No. 00213J
  4. 4. Specific debates in literature around:• Quality teaching as related to Indigenous teachers; graduate attributes• Leadership capacity for Indigenous teachers• Tertiary preparation/ bridging/ academic support• Improving take-up of scholarships, etc• Transitions and pathways R a university for the real world CRICOS No. 00213J
  5. 5. Issues around retention and success can loosely be divided into• Course related issues• Social and cultural support• Financial and academic support• Institutional matters R a university for the real world CRICOS No. 00213J
  6. 6. Course related issues• Indigenous perspectives in coursework (compulsory or elective units and embedded perspectives)• Indigenous knowledge systems; culturally appropriate pedagogy• In-service or prac support R a university for the real world CRICOS No. 00213J
  7. 7. Social and cultural support• Family and community support• Relationships with and attitudes of faculty and peers (formal and informal)• Mentoring, counselling• Understanding of local needs – no one size fits all R a university for the real world CRICOS No. 00213J
  8. 8. Financial and academic support• Presence of Indigenous academics/community• Timely academic, personal and financial support• Support at key juncture points (e.g. after first year, during assessment periods, before and after prac)• Flexibility (inc. recognition of family and community responsibilities) R a university for the real world CRICOS No. 00213J
  9. 9. Institutional matters• Support for bureaucratic requirements• Supportive institutional environment• Community partnerships and engagement• Strong presence of institutional policy and prioritising R a university for the real world CRICOS No. 00213J
  10. 10. Queensland University of Technology Faculty of Education R a university for the real world CRICOS No. 00213J
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