Higher Education Review Process

Achieving Equitable and Appropriate Outcomes: Indigenous Australians in Higher Education

1. introduction

1     In its submission to this Review, the Australian Vice-Chancellors’ Committee Advisory Group on Indigenous Higher Education said:

… there is no more important an issue facing Australian higher education than the participation and whole-hearted involvement of Aboriginal and Torres Strait Islander students and staff within the sector.
(Submission 81, p.1)

2     In 1989 Commonwealth and State governments and representatives of the Indigenous Australian community laid out a path, which it was hoped would lead to real improvement in education at every level for Indigenous Australians. That path was called the National Aboriginal and Torres Strait Islander Education Policy (AEP). Educational outcomes were seen to be a crucial factor in creating a cohesive Australian society in which Indigenous people were no longer separated from the rest of the community by unacceptable levels of health, mortality, incarceration and employment.

3     This paper outlines the performance of the higher education sector with regards to the participation of Indigenous Australians in light of the major programmes funded by the Commonwealth to effect successful outcomes. Indigenous people are participating in higher education in greater numbers, they are studying at higher levels than a decade ago and more are completing degrees and gaining employment along with other Australian graduates. At the same time Indigenous participation in vocational education and training is rising sharply. However, the number of Indigenous people achieving success still falls short of the level envisaged in the AEP of thirteen years ago.

4     Long-term goals for Indigenous education in all sectors were set out in the AEP and have been reaffirmed since. The four key long-term goals are: 

• involvement of Indigenous people in educational decision-making;

• equality of access to educational services;

• equity of educational participation; and

• equitable and appropriate educational outcomes.

5     The underlying long-term goals of 1989 remain relevant to higher education today. This paper examines whether programmes to meet these objectives are being delivered in the most effective and appropriate ways. It discusses possible further initiatives by government, higher education institutions and professional/business organisations, which might further improve the positive outcomes for Indigenous people in higher education.

6     The paper concludes by listing some questions to stimulate discussion on the issues raised. It is not intended to be an exhaustive list. Further comments and proposals are welcome.

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