UA Indigenous Strategy 2017-2020
•Download as PPTX, PDF•
1 like•218 views
Universities Australia UA Indigenous Strategy 2017-2020
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to UA Indigenous Strategy 2017-2020
Similar to UA Indigenous Strategy 2017-2020 (20)
More from SAAETCC
More from SAAETCC (16)
Recently uploaded
Recently uploaded (20)
UA Indigenous Strategy 2017-2020
- 1. THE UA INDIGENOUS STRATEGY NATSIEC 19 November 2018
- 2. The UA Indigenous Higher Education Strategy: What is it? • Developed in collaboration with NATSIHEC, UA launched a sector-wide strategy in 2017. • The strategy builds on previous work. • It sets clear targets – and commits to report on progress to achieve them – for Aboriginal and Torres Strait Islander participation and success in higher education. • Broadly, the strategy commits our 39 universities to build on the gains of the past decade and make further progress on: Participation and performance Engagement with indigenous knowledge and culture Improving the university environment.
- 3. The UA Indigenous Higher Education Strategy: How does it work? • The Strategy binds all public universities and UA, as peak body, to meet ambitious targets and to undertake regular actions – performance will be reviewed annually • A key principle underpinning the strategy is: Universities are accountable to Aboriginal and Torres Strait Islander people on education and the use of Indigenous knowledge and culture • Noteworthy long-term targets include: Maintaining growth in Indigenous enrolments at 50-100 per cent above non-Indigenous growth; and aiming to achieve equal completion rates by field of study by 2028.
- 4. Actions: for universities Through Universities Australia’s Indigenous strategy, members commit to the following actions: • include Indigenous higher education, research and employment as priority areas in core policy documents, including institutional strategic and business plans; • have Indigenous Research Strategies in place by 2018; • ensure that implementation of these plans and policies is devolved through the university’s faculties, schools and units; • ensure that additional workload expected of Aboriginal and Torres Strait Islander staff is recognised in workload planning and in performance assessments and promotions processes; • build robust, respectful and collaborative partnerships between themselves and the Aboriginal and Torres Strait Islander communities that they serve; • take a community leadership role in promoting Indigenous higher education and building opportunities for wider community engagement in it; • have current executive staff and all new senior staff complete cross-cultural training programs from 2018; and • have processes that ensure all students will encounter and engage with Aboriginal and Torres Strait Islander cultural content as integral parts of their course of study, by 2020.
- 5. Actions and processes: UA Universities Australia committed to the following actions: • regularly include Aboriginal and Torres Strait Islander observers at Plenary meetings of Vice-Chancellors; • hold roundtables between the Universities Australia Board of Directors and the Indigenous academy and leadership to discuss progress against this strategy and relevant sectoral policy matters; • maintain formal ongoing dialogue with NATSIHEC and other Aboriginal and Torres Strait Islander university leaders; • develop, through the four Deputy Vice-Chancellor Committees, agreed sector-wide initiatives which will be implemented in common across all member universities; • include Indigenous higher education issues in all relevant submissions it makes and advocacy work it undertakes; • increase the profile of Indigenous higher education in public events such as the Universities Australia Higher Education Conference; • continue to advocate for increased Government investment in specific Indigenous higher education initiatives and for related outreach and participation programmes; • develop, by 2018, a platform or mechanism to identify and share good practices; and • obtain annual feedback from universities on their progress towards meeting the commitments they have made in this strategy, and publicly releasing annual reports.
- 6. Implementation • Lines of responsibility: universities are responsible for striving to meet the targets outlined in the Strategy and submit annual information to UA to enable the sector to publicly report on progress UA, the UA Board and UA committees are responsible for the implementing, monitoring and evaluating the Strategy NATSIHEC, NIRAKN and Government agencies also have a role: providing input, advice and shared leadership as we seek to make progress together.
- 7. Governance • Annual joint Board meetings between UA and NATSIHEC • The UA Plenary has appointed two Aboriginal and Torres Strait Islander observers to attend two meetings a year • All four UA Deputy Vice Chancellor (DVC) committees have specific tasks under the strategy on Indigenous higher education.
- 8. Integration with UA’s work • The Strategy commits UA to actively seek opportunities to advocate for Indigenous higher education issues. In recent years, this has included highlighting Indigenous policy issues through: UA submissions on Government proposals Our advocacy on the impact of the current funding freeze Future advocacy on income support 2018 UA Higher Education Conference 2018 UA Marketing Communications and Development Conference.
- 9. State of play There is still much work to do: • Participation continues to increase • Completion rates still need significant improvement • Research pathways have traditionally been limited • Staff numbers are growing, but from a very low base
- 10. Aboriginal and Torres Strait Islander enrolments 0 5000 10000 15000 20000 25000 30000 35000 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Source: 2017 Department of Education and Training (DET) Annual Student Data
- 11. Proportion of domestic enrolments 0.0% 0.2% 0.4% 0.6% 0.8% 1.0% 1.2% 1.4% 1.6% 1.8% 2.0% 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Taken from 2017 Department of Education and Training (DET) Annual Student Data
- 12. Taken from 2017 Department of Education and Training (DET) Annual Student Data Enrolment by broad field of study 1,081 391 462 232 251 4,001 2,592 2,127 6,280 1,467 114 896 97 Broad Field of Education Natural and Physical Sciences Information Technology Engineering and Related Technologies Architecture and Building Agriculture, Environmental and Related Studies Health Education Management and Commerce Society and Culture Creative Arts Food, Hospitality and Personal Services Mixed Field Programs Non-award courses
- 13. Taken from 2017 Department of Education and Training (DET) Annual Student Data 13,648 901 4487 592 1750 97 Bachelor Other undergraduate Postgraduate coursework Higher degree research Enabling Non-award course Enrolments by course level
- 14. 0 500 1000 1500 2000 2500 3000 3500 4000 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Aboriginal and Torres Strait Islander completions Taken from 2017 Department of Education and Training (DET) Annual Student Data
- 15. Indigenous completions (over a four year period) 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Completed (in any year) Still enrolled at the end of the 4 year cohort period Re-enrolled, but dropped out Never came back after the first year Taken from 2017 Department of Education and Training (DET) Annual Student Data – Completion Rates Cohort Analysis, 2005-2017
- 16. Non-Indigenous completions (over a four-year period) 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0% 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Completed (in any year) Still enrolled at the end of the 4 year cohort period Re-enrolled, but dropped out Never came back after the first year Taken from 2017 Department of Education and Training (DET) Annual Student Data – Completion Rates Cohort Analysis, 2005-2017
- 17. Graduate outcomes 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 Series1 Series2 Extract from QILT Graduate Outcomes Survey Data: Table 4 Undergraduate employment outcomes by demographic group, 2016 and 2017 (%)
- 18. Aboriginal and Torres Strait Islander staff 0 200 400 600 800 1000 1200 1400 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Taken from 2017 Department of Education and Training (DET) Annual Student Data
- 19. Share of Aboriginal and Torres Strait Islander Staff 0.00% 0.20% 0.40% 0.60% 0.80% 1.00% 1.20% 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Taken from 2017 Department of Education and Training (DET) Annual Student Data
- 20. Partnership and Accountability • A key feature of the strategy is partnership with Aboriginal and Torres Strait Islander peoples. • Universities have committed to report annually on the progress under the strategy via UA. • Universities submit annual survey responses to UA to enable this public reporting of progress.
- 21. Survey of UA members Survey structure: • Seven main action areas of the survey • Qualitative and open ended questions to encourage story telling • Statistical data is sourced from DET • Intention was to collect ‘baseline’ information to track progression for future years • Valuable information – but LOTS of it • UA will continue to work with PM&C: crossovers with ISSP reporting
- 22. Results • The introduction of the ISSP is good news. • Most universities have Indigenous education policies/targets reflected in their most important strategic documents. • Universities are developing stronger ties with community. • Most universities did not have an Indigenous research strategy in place at the time of the survey. • 20 universities do not yet have a senior executive Aboriginal and Torres Strait Islander at their university (19 do). • Almost all universities undertake cultural competency training. • The mechanism for sharing best practice is still under consideration but will not a website in isolation.
- 23. Further information, questions, discussion Please contact me: Mike Teece Policy Director, Academic Universities Australia m.teece@uniaus.edu.au (02) 6285 8106
Editor's Notes
- The UA Indigenous Strategy 2017-20 is a sector-wide initiative that commits all universities together to ambitious targets with common goals in relation to Aboriginal and Torres Straight Islander participation and success in higher education. The strategy builds on previous work, notably the 2012 Review of Higher Education Access and Outcomes for Aboriginal and Torres Straight Islander People and the 2011 National Best Practice Framework for Indigenous Cultural Competency in Australian Universities and an identified gap in setting and reviewing targets for Aboriginal and Torres Straight Islander participation and success in higher education. Broadly, the strategy commits universities to improve historical underperformance in relation to their obligations to Australia’s Aboriginal and Torres Straight Islander people to: Improve enrolments and performance for students, academics/researchers and staff Increasing the engagement of non-indigenous people with indigenous knowledge, culture and educational approaches, and Improve the university environment for Aboriginal and Torres Straight Islander people.
- The strategy binds all public universities and UA, as peak body, to ambitious targets and to undertaking regular actions. Universities are requires to submit annual survey responses to UA in order to see how they are tracking against the targets. The intention is to publish an annual report which shares success stories and highlight areas that require improvement from members. The strategy is underpinned by a number of key principles, developed in close consultation with NATSIHEC, including: Universities are accountable to Aboriginal and Torres Straight Islander people on education and the use of Indigenous knowledge and culture The full list of targets are detailed on the next page, however key long term targets relate to: surpassing Aboriginal and Torres Strait Islander peoples’ growth in higher education compared to non-indigenous domestic growth by 2025 and aiming to achieve equal completion rates by field of study by 2028.
- Governance mechanisms are spread across universities, and the UA structure to ensure all core functions performed by UA are actively considering UA’s indigenous strategy and the performance of universities against their targets as well as share best practice. The first joint meeting of the NATSIHEC executive and the UA Board was held on 30 November 2017. The second one is scheduled for 7 February 2019 (as there would not have been enough Board members here in person for the December Board meeting). The UA Plenary has appointed two Indigenous observers for a period of two years. The first Plenary meeting that was attended by one of the appointed Indigenous observers was the last one, held on 30 October. Professor Mark McMillen, Deputy Pro-Vice-Chancellor (Indigenous Education and Engagement) RMIT attended. Professor Bronwyn Fredericks Pro-Vice-Chancellor (Indigenous Engagement) UQ was an apology. Under the Terms of Reference they will be invited to two meetings a year – May and November. The primary purpose of the Standing Group is to lead the collective DVC Academic effort to advance the objectives of the Strategy. In particular, the Standing Group: identifies initiatives on matters relevant to the DVC Academic portfolio that advance the objectives of the UA Indigenous Strategy; Develops agreed sector-wide principles for ensuring that all university course accreditation processes formally involve Indigenous consultation and input; Identifies cross-portfolio initiatives that the DVCA Committee should work collaboratively with other UA Committees or structures; and Gathers case studies of successful initiatives in Indigenous higher education and share these with DVCs A. Note: DVCR – ‘they have taken less of a project focus and are focusing more on institutional success and stories (given the role of ACGR that recently published Best Practice Guidelines etc). Indigenous research strategies are a regular agenda item and the 2018 research strategy target has been a point of regular discussion’.
- Submissions on government proposals – for example in relation to changes to the ISSP (do we have an example of a non-directly related submission where we have considered the direct/potential impacts on Aboriginal and Torres Straight Islanders?) Impacts of the funding freeze – refer to Catriona’s public comments and media interviews on 28 October 2018 where she discussed the disappointing reduction in number of applications from indigenous Australians (fell by 5.2% in 2018). Advocacy in income support – project ensures Aboriginal and Torres Straight Islanders are specifically covered in the assessment of current income support and their adequacy; this may present an opportunity to advocate in the future. 2018 Higher Education Conference - two indigenous focused sessions were held; what does indigenous higher education look like in 2025? AND Overcoming barriers to indigenous mobility. 2018 UA Marketing Communications and Development Conference - two indigenous focused sessions were held; growing indigenous opportunity partnerships AND Why marketing and comms teams need to tell indigenous stores, promote indigenous voices and include indigenous perspectives in marketing and comms plans.
- Siwei Data
- Siwei Data
- DET Data: 2017 Section 6 Indigenous students Society and culture subjects are the dominate field of study, following by Health and then education.
- There has been a recent spike in enabling courses, which will hopefully translate into higher completion rates across the board. HDR commencements are also increasing.
- Siwei Data
- DET Data: Completion Rates of Higher Education Students- Cohort Analysis, 2005-2017 Note this looks at completions over a four year period. Completions data is also available over the six and nine year periods but this means we are not able to results for the students who have more recently commenced their course. Over a nine year period – latest available data indicates Indigenous completion rates range from 16% to
- DET Data: Completion Rates of Higher Education Students- Cohort Analysis, 2005-2017
- Extract from QUILT Graduate Outcomes Survey Data: Table 4 Undergraduate employment outcomes by demographic group, 2016 and 2017 (%) Employed Indigenous graduates were less likely than non- Indigenous graduates to report that their skills or education were not being fully utilised with 33.8 per cent compared with 41.2 per cent of employed non-Indigenous graduates. In 2017, Indigenous undergraduates continued to earn more than their non-Indigenous counterparts immediately upon graduation, with median salaries of $62,600 and $60,000 respectively. In 2017, Indigenous undergraduate overall satisfaction with their course was 80.4 per cent which was higher than the 79.4 per cent for non-Indigenous undergraduates.
- Siwei Data Note; all universities are required to have indigenous workforce plans in place through the UA Strategy and ISSP requirements. These are new initiatives and it will take a bit of time before this will translate into better workforce figures (including employee satisfaction). Some states, such as Victoria, are at a disadvantage due to the general lower Aboriginal and Torres Straight Islander peoples in that state. The targets are aspirational however and even if it is a difficult task, UA would expect all universities are doing their best to grow their numbers through both recruitment and other practices which make universities an attractive workplace for indigenous peoples. Currently, there are 19 Indigenous specific PVC positions. This (and cultural competency training) is discussed in further detail in the survey results page.
- Siwei Data
- A key feature of the Strategy is accountability of UA and universities to Aboriginal and Torres Straight Islander peoples on education, including performance, and the use of indigenous knowledge and culture. UA will report annually on the Strategy (the first report will be available in late 2018 or early 2019. The delay is due to a change in staffing and the nature of the detailed responses requiring significant time to review and evaluate). The report will not sugar-coat areas that still require substantial improvement or further commitment from the sector.
- Seven main action areas Qualitative and open ended questions to encourage story telling of the survey – 1)Undergrad enrolment, retention and success 2)Indigenising central policy 3) A whole of university approach 4) Sharing the workload 5)Building effective and robust community partnerships 6)Indigenous Research Strategies 7)Overall perspective on the indigenous strategy Statistical data is sourced from DET – this means we have consistency figures. Intention was to collect ‘baseline’ information to track progression for future years – future years may focus on different themes and be less burdensome on universities Valuable information – but LOTS of it; the delay in public reporting has been due to the voluminous information we have collected from universities. We are trying to ensure that we make the most of the information and do justice to the universities who have gone to the effort of responding. UA will continue to work with PM&C to ensure consistency and usefulness of survey responses – we may look to align our reporting timeframes for example to make it easier for universities and also look at how we can best share our information (subject to privacy issues etc). The majority of universities have responded – the CEO will be actively following up those who have yet to respond (you could say this if you need)
- The introduction of the ISSP is good news. The ISSP allows universities (by offering key funding) to implement strategies to achieve goals for enrolment, retention and success. Some of the strategies include school outreach programs, dedicated student support teams offering mentoring and pastoral care, indigenous tutorial assistance and indigenous scholarships. However, it may take some years until the benefits of these strategies and the additional flexibility of the ISSP to translate into completion results. Most universities have indigenous education policies/targets reflected in their most important strategic documents. There has been a noticeable increase in the number of indigenous education strategies, RAPs and other key university documents in recent years. Setting targets and KPIs ensures universities are adapting their business models in order to achieve these targets. Whilst some universities have targets and policies spread across multiple documents instead of a single location, the trend is a positive one. Universities are developing stronger ties with community. This is clearly evident in the survey responses as universities develop partnerships with elders, community organisations, indigenous entities, schools, AIME, sporting clubs etc. Again, the benefits of these formal relationships will be fully realised in the years to come. Most universities did not have an indigenous research strategy in place at the time of the Survey. The strategy commits universities to having one in place by 2018 and despite not having them in place at the time of the survey (March) most universities appear to be making efforts to achieve this. 20 universities do not a senior executive Aboriginal and Torres Strait Islander at their university (19 do). Note; ISSP Guidelines require universities to have plans in place to achieve this. Almost all universities undertake cultural competency training. Whilst not always mandatory, cultural competency online modules and face-to-face workshops appear to be offered regularly across universities. Despite this, the union results published recently that suggested indigenous staff at universities continue to experience racism are very concerning and demonstrate improvement in cultural competency must still be improved. The mechanism for sharing best practice is still under consideration. Survey responses demonstrated that multiple mechanisms to share best practice would achieve the best results. For example this could include an online platform (OLR), UA’s comms team routinely sharing best practice, Board, Plenary and DVC meetings and regular indigenous specific workshops at conferences.