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Want to enrol and keep Indigenous university students? Then look to what already works Want to enrol and keep Indigenous university students? Then look to what already works
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While we struggle with what does and doesn’t work to overcome Indigenous disadvantage, every time an Indigenous person graduates with a tertiary degree we see someone who is transforming their own socio-economic position and that of their family and community. While we struggle with what does and doesn’t work to overcome Indigenous disadvantage, every time an Indigenous person graduates with a tertiary degree we see someone who is transforming their own socioeconomic position and that of their family and community.
In 2011, I chaired a review into Indigenous higher education for the federal government. The sector exhibited signs that are not unusual in Indigenous affairs – there was a lot of good will, some programmes at a local level worked really well, but those led from the top down were not as effective as they could have been if there was more scope to adapt them to differing circumstances. In 2011, I chaired a review into Indigenous higher education for the federal government. The sector exhibited signs that are not unusual in Indigenous affairs – there was a lot of goodwill, some programs at a local level worked really well, but those led from the top down were not as effective as they could have been if there was more scope to adapt them to differing circumstances.
One of the most marked discoveries was that universities with good results had usually made a commitment at the highest levels to achieving in the area. Institutions that did well on the number of Indigenous students enrolled – and then did well on keeping them and graduating them – did not just rely on resources allocated to Indigenous education from the government but added to that commitment with undertakings of their own, allocating their own resources towards programmes and activities for Indigenous education. These included the allocation of additional support for scholarships, employment opportunities, accommodation, counselling and cultural activities. One of the most marked discoveries was that universities with good results had usually made a commitment at the highest levels to achieving in the area. Institutions that did well on the number of Indigenous students enrolled – and then did well on keeping them and graduating them – did not just rely on resources allocated to Indigenous education from the government but added to that commitment with undertakings of their own, allocating their own resources towards programs and activities for Indigenous education. These included the allocation of additional support for scholarships, employment opportunities, accommodation, counselling and cultural activities.
The review directed half of its recommendations towards the government in terms of ways in which it could better direct resources within the sector. It didn’t need to ask for more resources; the resources allocated just need to be used more effectively.The review directed half of its recommendations towards the government in terms of ways in which it could better direct resources within the sector. It didn’t need to ask for more resources; the resources allocated just need to be used more effectively.
The other recommendations were directed at the sector. Although not a recommendation, there was some discussion that perhaps, over time, universities that continued to underperform should have Indigenous programme money taken from them so it could be directed to those institutions doing well. This approach was mooted with a proviso that regional universities play a special role in the pathway. The other recommendations were directed at the sector. Although not a recommendation, there was some discussion that perhaps, over time, universities that continued to underperform should have Indigenous program money taken from them so it could be directed to those institutions doing well. This approach was mooted with a proviso that regional universities play a special role in the pathway.
Students from rural areas often enrol in the early parts of their degrees in a regional university and transfer to a city-based or more prestigious university as they grow more confident and perhaps get more ambitious – say switching from nursing to medicine. This would show up negatively on the figures of the regional university as simply a loss of a student, when in fact the institution had played a critical role in the education pathway.Students from rural areas often enrol in the early parts of their degrees in a regional university and transfer to a city-based or more prestigious university as they grow more confident and perhaps get more ambitious – say switching from nursing to medicine. This would show up negatively on the figures of the regional university as simply a loss of a student, when in fact the institution had played a critical role in the education pathway.
Reaching the recommended target of 2.2% of Indigenous students so that student numbers reflect the population percentage has been a struggle for the tertiary sector. Although Indigenous people now make up around 3% of the total population, the Indigenous community is statistically young, so the percentage in the age brackets that would access higher education is lower.Reaching the recommended target of 2.2% of Indigenous students so that student numbers reflect the population percentage has been a struggle for the tertiary sector. Although Indigenous people now make up around 3% of the total population, the Indigenous community is statistically young, so the percentage in the age brackets that would access higher education is lower.
The tertiary sector has currently achieved an Indigenous student population of 1.3% and raising it is a challenge. Universities will point to a “pipeline” problem – there are not enough Aboriginal and Torres Strait Islander students coming through high school to meet the numbers needed to make the benchmark. Many universities offer scholarships to top Indigenous students as they graduate high school and there is fierce competition for them.The tertiary sector has currently achieved an Indigenous student population of 1.3% and raising it is a challenge. Universities will point to a “pipeline” problem – there are not enough Aboriginal and Torres Strait Islander students coming through high school to meet the numbers needed to make the benchmark. Many universities offer scholarships to top Indigenous students as they graduate high school and there is fierce competition for them.
But the tertiary sector owes greater duty to Indigenous students in high school and to the development of the pipeline. Firstly, rather than simply targeting top students in their final years, nurturing interest in English, maths, science and other subjects from an earlier age and cultivating an interest in a university pathway should be undertaken more actively from the beginning of high school or even in primary school.But the tertiary sector owes greater duty to Indigenous students in high school and to the development of the pipeline. Firstly, rather than simply targeting top students in their final years, nurturing interest in English, maths, science and other subjects from an earlier age and cultivating an interest in a university pathway should be undertaken more actively from the beginning of high school or even in primary school.
This is the approach taken by The Aspiration Initiative, which understands that by the beginning of high school, Indigenous students are statistically behind their non-Indigenous counterparts in literacy and numeracy and that gap deepens through each subsequent year of high school. This is the approach taken by the Aspiration Initiative, which understands that by the beginning of high school, Indigenous students are statistically behind their non-Indigenous counterparts in literacy and numeracy and that gap deepens through each subsequent year of high school.
Similarly, there are plenty of professional firms who would be happy to employ Indigenous graduates, especially as part of a Reconciliation Action Plan. But perhaps the roles of professions in supporting Indigenous students could begin much earlier. For example, camps for science and engineering in the early stages of high school, and scholarships and cadetships to assist with studies could be much stronger ways to support students into professional careers.Similarly, there are plenty of professional firms who would be happy to employ Indigenous graduates, especially as part of a Reconciliation Action Plan. But perhaps the roles of professions in supporting Indigenous students could begin much earlier. For example, camps for science and engineering in the early stages of high school, and scholarships and cadetships to assist with studies could be much stronger ways to support students into professional careers.
The work done by the Australian Indigenous Doctors Association is an example of best practice. They encourage young people into the profession, provide support, mentoring and activities to engage medical students, work with the council of Australian medical deans to ensure that all doctors who graduate are competent to treat the specific health problems of Indigenous Australians and thereby set a much more holistic pathway for students.The work done by the Australian Indigenous Doctors Association is an example of best practice. They encourage young people into the profession, provide support, mentoring and activities to engage medical students, work with the council of Australian medical deans to ensure that all doctors who graduate are competent to treat the specific health problems of Indigenous Australians and thereby set a much more holistic pathway for students.
The other place where the tertiary sector can contribute to the pipeline is in improved teacher education. Developing teachers who have a deep and practical understanding of the needs of Indigenous children in the classroom is critical. Research into factors that account for Indigenous truancy include poor teacher education and an unengaging curriculum.The other place where the tertiary sector can contribute to the pipeline is in improved teacher education. Developing teachers who have a deep and practical understanding of the needs of Indigenous children in the classroom is critical. Research into factors that account for Indigenous truancy include poor teacher education and an unengaging curriculum.
The 2.2% figure could be achieved by tapping into potential students that the tertiary sector often overlooks. There are large pools of Aboriginal and Torres Strait Islander people who work in the public sector and community organisations who are skilled, literate and have important life experience. Finding better pathways for this group of people to pursue higher education ambitions is another way for the sector to increase its numbers.The 2.2% figure could be achieved by tapping into potential students that the tertiary sector often overlooks. There are large pools of Aboriginal and Torres Strait Islander people who work in the public sector and community organisations who are skilled, literate and have important life experience. Finding better pathways for this group of people to pursue higher education ambitions is another way for the sector to increase its numbers.
Some universities do well in enrolling large numbers of students but then have a high number drop out. During the consultation process of the review, students identified three key issues in determining their ability to continue studying: financial support, especially for students with dependants; academic support, through tutoring; and cultural support, a space on campus that felt “safe” and where students could create a peer environment. Some universities do well in enrolling large numbers of students but then have a high number drop out. During the consultation process of the review, students identified three key issues in determining their ability to continue studying: financial support – especially for students with dependants; academic support through tutoring; and cultural support – a space on campus that felt “safe” and where students could create a peer environment.
It is in relation to these areas that Indigenous student centres provide an important part of the success in retaining Indigenous students. There was no evidence from the extensive consultations undertaken by the review that student centres were ghettos.It is in relation to these areas that Indigenous student centres provide an important part of the success in retaining Indigenous students. There was no evidence from the extensive consultations undertaken by the review that student centres were ghettos.
The move by a few universities to close or mainstream their Indigenous student support services runs contra to the evidence presented to the review panel. There are, of course, many students who do not choose to use those centres, but the ones who do find them invaluable in navigating their pathway through higher education.The move by a few universities to close or mainstream their Indigenous student support services runs contra to the evidence presented to the review panel. There are, of course, many students who do not choose to use those centres, but the ones who do find them invaluable in navigating their pathway through higher education.
During the work of the review it became clear that there is plenty of evidence of what is working in the sector. Meeting the goals of 2.2% participation will only be achieved if that evidence is utilised and built upon. During the work of the review it became clear there is plenty of evidence for what is working in the sector. Meeting the goals of 2.2% participation will only be achieved if that evidence is utilised and built upon.