Queensland

1. MATSITI - ACDE Project
Role and Tasks of Lead Institution - QUT
Presentation 16 March 2012
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a university for the real world CRICOS No. 00213J

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
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a university for the real world CRICOS No. 00213J

3. In general,
• Indigenous students enter university in a variety
of ways
• Course completion rates are lower
• High enrolments not equated with high
completions
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a university for the real world CRICOS No. 00213J

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. Issues around retention and success
can loosely be divided into
• Course related issues
• Social and cultural support
• Financial and academic support
• Institutional matters
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a university for the real world CRICOS No. 00213J

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
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a university for the real world CRICOS No. 00213J

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
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a university for the real world CRICOS No. 00213J

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)
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a university for the real world CRICOS No. 00213J

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. Queensland University of
Technology
Faculty of Education
R
a university for the real world CRICOS No. 00213J