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Excellence & Equity in Maths, STEM and Higher Education

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Presentation at ATSIMA, Wollongong, 1st November 2016
Value Our Education, Value Our Future: Transforming Mathematics Education
2nd National Aboriginal and Torres Strait Islander Mathematics Conference

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Excellence & Equity in Maths, STEM and Higher Education

  1. 1. EXCELLENCE & EQUITY IN MATHS, STEM AND HIGHER EDUCATION Evidence, Practice and Reform Mark Tranthim-Fryer, XE Project Manager Professor Peter Buckskin, Project Director www.xe.edu.au/atsima16 Value Our Education, Value Our Future: Transforming Mathematics Education 2nd National Aboriginal and Torres Strait Islander Mathematics Conference
  2. 2. • National Aboriginal & Torres Strait Islander education partnerships • Excellence & Equity in Maths [xe] • STEM and Indigenous education evidence to date • Higher education and school initiatives • 2017 advocacy and influence
  3. 3. XE AIMS TO • Improve indigenous school student participation in and achievement in mathematics and numeracy education. • Increase the number of Indigenous young people with the aspirations and capability to undertake tertiary study in Science, Technology, Engineering and Mathematics (STEM)
  4. 4. XE PARTNERS & SUPPORTERS [xe] project schools & universities
  5. 5. XE STRATEGIES 1. National review of professional practices, resources and programs 2. Series of school cluster and university pilot studies 3. Consultation with students, Indigenous educators, STEM educators 4. Publish findings to a national Mathematics portal (from 2016) 5. Presentations of findings and resources at education events 6. Evaluation and data collection to measure project progress 7. Engagement with Chief Scientist and other AMSPP projects
  6. 6. Average total enrolment of Indigenous higher education students by field of study compared to total enrolments (2011-14) STEM-related fields of study Other fields of study Behrendt Review, 2012
  7. 7. Title • content *Includes natural and physical sciences; IT; and engineering and related technologies, Bachelor and postgraduate by coursework students. Source: Department of Education and Training: Higher Education Statistics
  8. 8. Figure 1: Achievement of Year 9 Students in Numeracy, 2015 (% of total) *National minimum standard – 48% of Indigenous students achieved above the minimum standard
  9. 9. HIGHER EDUCATION CASE STUDIES 1. CSIRO ASSETS Year 10 summer schools 2. Charles Darwin University whole of community engagement 3. Curtin University Indgenous Australian Engineering Summer School 4. University College SA STEM pathways 5. University of Newcastle school engagement programs 6. University of Western Sydney school engagement programs Strengthening Indigenous Participation and Practice in STEM, UniSA, 2016
  10. 10. www.unisa.edu.au/IT-Engineering-and-the-Environment/student-services/ Community-Service-Learning-Project/ICES/indigenous-content-in-education-symposium
  11. 11. www.nuragili.unsw.edu.au/indigenous-astronomy
  12. 12. • Clusters in metropolitan and regional locations • Junior secondary focus; students with potential for ‘higher level’ maths courses • Co-designed with schools • Engage with students, parents and community, and staff (mathematics teachers, others with role in supporting Indigenous students, school and community leaders) XE PROJECT – SCHOOLS COMPONENT
  13. 13. MAKE IT COUNT: MATHS AND INDIGENOUS LEARNERS Make It Count is for educators working with Aboriginal and Torres Strait Islander learners in mathematics education. It is a teaching and learning resource, and a professional learning tool. Make It Count is about a way of thinking – and a way of doing. http://mic.aamt.edu.au/
  14. 14. XE STRATEGIES An online portal for teachers (F–12), mathematics leaders, and others. To provide educators with quality professional learning materials and related classroom resources. [xe] resources to be hosted on Dimensions on conclusion of the project. AAMT DIMENSIONS PORTAL
  15. 15. 1. National approach to STEM learning for Indigenous students Recognition of Indigenous knowledge in curriculum Compilation of effective STEM programs and practices 2. Programs for better Indigenous student learning in STEM Transitions between school-university and education-work Industry engagement to place Indigenous students in the workforce Targeted student support structures in higher education 3. Staff professional development in STEM and Indigenous students Culturally responsive teaching in schools and universities Indigenous student engagement with scientific thinking and practices INTERNATIONAL FINDINGS www.acola.org.au/PDF/SAF02Consultants/SAF02_STEM_%20FINAL.pdf
  16. 16. STEM MYTHS 1. Science, maths, engineering – that’s whitefeller business 2. Aboriginal people are not good at maths and science 3. Science and engineering are purely Western constructs 4. STEM alienates Indigenous students from their culture 5. Science is opposed to traditional ways of knowledge Vital and ongoing engagement with all fields of STEM research is a crucial element in the empowerment and advancement of Indigenous Australia Associate Professor Rowena Ball, 2015 STEM the gap Australian Quarterly www.aips.net.au/aq-magazine/2015-special-indigenous-edition-science-belongs-to-us-mob-too/
  17. 17. Governments across Australia have agreed to take urgent action to close the gap between the life outcomes of Aboriginal and Torres Strait Islander people and other Australians. National Indigenous Reform Agreement https://www.coag.gov.au/node/145
  18. 18. 5. TRANSITION POINTS INCLUDING PATHWAYS TO POST-SCHOOL OPTIONS Aboriginal and Torres Strait Islander children and young people are supported at critical stages of their education to improve engagement, retention and attainment and develop the skills to participate fully in schooling, society and work. www.scseec.edu.au/EC-Reports-and-Publications.aspx
  19. 19. INDIGENOUS STUDENT SUCCESS PROGRAM Higher education supplementary funding $70m pa Commonwealth Scholarships Programme, Indigenous Support Programme and tutorial assistance will be combined into a single flexible program Endorsed by NATSIHEC
  20. 20. www.chiefscientist.gov.au/wp-content/uploads/STEM_AustraliasFuture_Sept2014_Web.pdf
  21. 21. 1. Increasing student STEM ability, engagement, participation and aspiration 2. Increasing teacher capacity and STEM teaching quality 3. Supporting STEM education opportunities within school systems 4. Facilitating effective partnerships with tertiary education providers, business and industry 5. Building a strong evidence base www.educationcouncil.edu.au
  22. 22. ATSIMA14 5 WAYS FORWARD 1. Culture and identity 2. Leadership 3. Transition 4. Investment 5. Quality teaching
  23. 23. What the messages?
  24. 24. . www.xe.edu.au/atsima16 stem@xe.edu.au