Overview of national data scan and presentation of research findings

Action Planning Day Deans of Education and Heads of Aboriginal and Torres Strait

Islander Higher Education CentresSydney 26 September 2012

MATSITI/ACDE Project (6 stages)

1. ACDE/MATSITI meeting of Deans of Education (Sydney 16th March 2012)

2. Institutional scans (both qualitative and quantitative across 34 institutions offering ITE)

3. Literature Review

4. State meetings with Faculty/Schools of Education and Aboriginal and Torres Strait Islander Higher Education Centre staff (QLD, Vic/Tas, SA/NT, WA & NSW)

5. Interviews and data collection at key sites

6. Institutional Action Planning (today)

2006 2007 2008 2009 2010 2011 20120.00%

0.50%

1.00%

1.50%

2.00%

2.50%

3.00%

Percentage Indigenous students studying ITE

QLDNSWVic & TasSA & NTWAAustralia

Year

Perc

enta

ge

Summary of scan data

2007 2008 2009 2010 20110

100

200

300

400

500

600

700

Indigenous ITE Students Completions (Australia Wide)

CommencingCourse Completions

30% completing their ITE courses (2007-2011)

Summary of Interview process/data

• Total of 70 interviews from 20th June – present• Arranged by School/Faculty of Education, Aboriginal and

Torres Strait Islander Higher Education Centre or combination of both + snowball referrals

• Mainstream, Cohort & Residential/block• Urban, Regional, Remote• Selected on the basis of a significant number of Aboriginal

and Torres Strait Islander pre-service students or a distinctive program within a particular institution,

(a summary of the findings from these interviews has been distributed in the conference material)

Themes emerging from the data

Narrative 1: (Remote, block) Grace

Narrative 2: (Urban, Mainstream) Julie

Narrative 3: (Remote, block) Sissy

Narrative 4: (Urban, mainstream) Jack

What we can learn from GracePersonal and economic pressures can be partially alleviated with personal support from both School/Faculty and Centre Personal relationships make the difference whether from Centre or Faculty, ideally both

Flexibility often makes it possible for students to complete

Online study on its own can be a deterrent - but can be alleviated by personal contact

Academic needs should be addressed at critical points, such as first year of study

What we can learn from Julie?Mainstream Aboriginal and Torres Strait Islander students

may be invisible to School/Faculty

Scholarships need regular review and scholarship students need support from within School/Faculty

Indigenous knowledges crucial for all students, but different issues arise; Indigenous students want to see more Aboriginal and Torres Strait Islander presence

Centres and ITAS tutors are often crucial to student support

What we can learn from Sissy?Aboriginal and Torres Strait Islander students often have triple the pressures on them compared to non-Indigenous mainstream students

Without flexibility students will drop out because of overload

Field experience offices need to understand issues related to practicum: financial pressures, loaded responsibilities, racism

When Schools/Faculties genuinely value cultural knowledge, students know it and feel supported

To improve support and graduation rates, especially from remote communities, language (both English and academic language) , literacy and numeracy needs should be supported initially and throughout program

What we can learn from Jack?Personal relationships often make the difference

Flexible pathways , exit and re-entry points can allow students to return when ready and supported

Relationships between Schools/Faculties and Centres may provide timely support

Mentoring makes a difference

Schools/Faculties can provide avenues for students to reflect and debrief on things such as racism