Higher Education Review Process

Achieving Equitable and Appropriate Outcomes: Indigenous Australians in Higher Education

5. disadvantage that continues to impact on outcomes

• a. educational disadvantage

• b. rural and regional disadvantage

• c. low SES disadvantage

• d. cultural isolation and prejudice

58   It was noted earlier that Indigenous education policy attempts to respond to the many factors that contribute to the disadvantage faced by the Indigenous community. This section of the paper examines some of these barriers.

a. educational disadvantage

59   Indigenous students are less likely to have prior qualifications than other students, are much more likely to enter university on the basis of special entry schemes or institutional assessment and are less likely to be admitted on the basis of past higher education or school education (Encel, 2000). In 2001, 45.4 per cent of domestic students entered higher education institutions to undertake studies at bachelor level or below on the basis of satisfactory completion of the final year of secondary school and 23.0 per cent on the basis of a complete or incomplete higher education course. In contrast, only 11.3 per cent of Indigenous students were reported as entering higher education on the basis of satisfactory completion of the final year of secondary school and 13.8 per cent on the basis of a complete or incomplete higher education course. Approximately 20.1 per cent of Indigenous students gained entry on the basis of mature age or other special provisions and 24.7 per cent on the basis of examination or assessment by the institution. Only 7.8 per cent of all domestic students entered higher education on the basis of mature age or special provisions and 6.1 per cent on the basis of institutional examination or assessment. Data on highest prior qualifications show that 31.9 per cent of Indigenous students commencing in 2001 at bachelor level or below had no qualifications or certificate of attainment compared with 7.7 per cent of domestic students. 

60   There is a need for higher education institutions to balance access with capacity for success. In a submission to the Review, Clair Andersen, Interim Chairperson of the Australian Indigenous Training Advisory Council states:

Many Indigenous Australians undertake TAFE courses as a first step in re-engaging in learning to gain formal qualifications. These national qualifications once gained, are however recognised inconsistently across the nation by the various universities in each state and territory.
(Submission 4, p.1)

61   Andersen also raises the issue of entry without prior qualifications:

Some universities are flexible and offer students entry based on a weighting for this experience [that is, recognition of prior learning (RPL) and life and work experience], while others insist on formal qualifications and RPL has no value. 
(Submission 4, p.1)

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b. rural and regional disadvantage

62   It is recognised that geographical isolation contributes to educational disadvantage. In 2001, approximately 30 per cent of Indigenous higher education students were from rural areas, with an additional 15 per cent from isolated areas. 

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c. low SES disadvantage

63   Low socio-economic status (SES) background contributes to educational disadvantage. In 2001, some 32 per cent of Indigenous students were identified as having low SES backgrounds. The marginal position of Indigenous communities is highlighted by the National Indigenous Higher Education Network Committee, with reference to low average incomes, poor health, poor life expectancy and high rates of incarceration (Submission 182). Other socio-economic disadvantage is related to generational trauma, grief, loss of families and culture. The Koori Centre at The University of Sydney notes that:

Levels of disadvantage afflict Indigenous Australians who, as a population, suffer under a low socio-economic status, frequently live in isolated rural locations and have below average standards of health and life expectancy. Individual and family incomes are significantly below the Australian norm. 
(Submission 179, p.1)

64   The Australian Vice-Chancellors' Committee (AVCC) Advisory Group on Indigenous Higher Education argues that: 

Any consideration of Indigenous students within higher education needs to take into account other co-related issues to do with health, welfare, transport and the regional location of the students. This is a more complex, inter-related situation than is the case for other Australian students. 
(Submission 81, p.2)

65   A number of Indigenous educators have raised a related concern, suggesting changes to ABSTUDY and HECS, which aim to provide support for students, may have made some individuals less inclined to participate in education (Bundah and McConville, 2002). The AVCC Advisory Group on Indigenous Higher Education supports this proposition. It puts the view that a factor associated with the decline in student numbers is:

… that the number of individuals supported at least in part by ABSTUDY (or similar) grant is often greater than just the student concerned …The AVCC Group has shown that family members, other than just the student, also ‘live’ from the ABSTUDY grant, at least in part. The decline in the amount of ABSTUDY support available to any one student, although relatively small in itself, is often the trigger which necessitates the withdrawal of the student from the course of study. 
(Submission 81, p.2)

66   This is a matter that needs to be carefully monitored. At this stage DEST is of the view that claims that ABSTUDY changes have deterred Indigenous students from higher education have not been substantiated, although it may be the case that community perceptions have been affected. The changes made to ABSTUDY in 2000 were to ensure that the differences between ABSTUDY and Youth Allowance clearly reflected the particular disadvantages faced by Indigenous students. The changes included a widening of access to rent assistance, pharmaceutical and remote area allowances, all of which were not previously available under the scheme.

67   The Higher Education Contributions Scheme (HECS) is a key measure through which students can defer the payment of their contribution to the cost of their higher education until they are earning a minimum of $23 242 per year, at which time repayments begin to be made through the taxation system until the contribution is finalised. The Postgraduate Education Loans Scheme (PELS) offers interest-free loans to students to cover all or part of their tuition fees for postgraduate fee-paying non-research courses, with a repayment scheme similar to that of HECS. To further support students’ living expenses, students who are in receipt of ABSTUDY, Austudy, Youth Allowance or the Pensioner Education Supplement, may trade-in their allowance for a loan, which is received on a fortnightly basis, and repaid on an income-contingent basis.

68   It is argued that a further financial impact on students may be the accumulation of debt through the receipt of overpayments of living and other allowances under ABSTUDY, Austudy or Youth Allowance. Students receiving these allowances must advise Centrelink if they terminate their studies or vary their circumstances so that their allowance can be adjusted. In an effort to reduce overpayments, Centrelink checks the attendance of ABSTUDY recipients with institutions at the end of each semester and amends student allowances as appropriate. Any overpayments accumulate as debt and require repayment. Future ABSTUDY assistance provided to students who have an overpayment debt can be adjusted to enable repayment of that debt. It is argued that ABSTUDY allowances are moderate and reduction consequent to debt repayment may make studying difficult, and become a disincentive to return to study.

69   In 2001, ABSTUDY debt in the tertiary sector (that is higher education and VET) totalled $6 million. Sixteen per cent of tertiary students who received ABSTUDY allowances, or some 3 365 people, accrued ABSTUDY debt. Tertiary debt outstanding since before 1991 totals around $15 million.

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d. cultural isolation and prejudice

70 A number of reports have identified the feelings of cultural isolation felt by many Indigenous students attempting university studies (for example, Bourke et al, 1996; Anderson et al, 1998; and Walker, 2000). 

71   The AVCC Advisory Group on Indigenous Higher Education identifies as a factor associated with the decline in Indigenous participation: ‘a level of apparent racism on some campuses’ (Submission 81, p.2). Addressing the same issue, the Australian Council of the Deans of Education states:

The Council believes, moreover, that much of the problem arises from continued levels of prejudice and misunderstanding at the broader social level that seeps into educational settings. 
(Submission 38, p.10)

72   Attention needs to be given to ways in which universities, through the education they provide and the values that govern the campus, can help counter prejudice where it is found. Aboriginal and Torres Strait Islander students need to be provided with administrative support and have access to counselling to help them overcome the cultural isolation and behaviour they may encounter when they are removed from their network of friends, family and community.

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This page was last updated on Monday, 04 August 2008

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