Higher Education Review Process
Achieving Equitable and Appropriate
Outcomes: Indigenous Australians in Higher Education
© Commonwealth of Australia 2002
ISBN 0 642 77274 6
ISBN 0 642 7728 0 0 (Electronic version)
DEST No. 6895.HERC02A
This work is copyright. It may be reproduced in whole or in part for study or training purposes subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for purposes other than those indicated above, requires the prior written permission from the Commonwealth available from the Department of Communications, Information Technology and the Arts. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, GPO Box 2154, Canberra ACT 2601 or email
commonwealth.copyright@dcita.gov.au
The views expressed in this report do not necessarily reflect the views of the Department of Education, Science and Training.
Contents
foreword
purpose of issues papers
submissions
executive summary
1. introduction
2. background
3. key government support
a. indigenous support funding
b. the aboriginal tutorial assistance scheme
c. enabling courses
d. away-from-base: indigenous education strategic initiatives programme
e. arc discovery–indigenous researcher development
f. centrelink abstudy payments
g. pensioner education supplement
h. other commonwealth support
4. how well are the key goals of the aboriginal education policy being met?
a. access to higher education
b. educational outcomes
c. involvement in education decision-making
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
6. practical ways to move forward
a. seeking the advice of indigenous educators
b. overcoming cultural isolation and prejudice
c. maximising the financial position of indigenous students
d. effective support funding
e. overcoming early educational disadvantage
f. encouraging retention at award level
g. increasing indigenous professionals
h. new courses and pathways
i. opening more opportunities for indigenous researchers
appendix a -
indigenous students by level of course, 1992 to 2001
appendix b -
calculation of benchmark for indigenous students in higher education
references
tables and figures
tables
table 1. students receiving ABSTUDY allowances, 1999 to 2001
table 2. all indigenous and domestic students by broad level of course
table 3. progress rates for commencing and continuing students, 2001
table 4. progress rates, 1995 to 2001
table 5. proportions of respondent graduates in full-time (f/t) work, 1999 to 2001
table 6. FTE for full-time and fractional full-time indigenous staff by current duties classification 1996 to 2001
table 7. proportions of award course completions by broad field of study, 2000
table 8. indigenous students in higher research degrees, 1990 to 2001
table a1 indigenous students by level of course, 1992 to 2001
figures
figure 1. indigenous commencing students in higher education, 1992 to 2001
figure 2. indigenous award course completions in higher education, 1991 to 2000
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