Measures proposed to achieve this include revising the guidelines for the Higher Education Participation and Partnerships Program (HEPPP) to emphasize academic skills in school. Also universities and the vocational education and training (VET) sectors should work with professional bodies and private and public sector employers on alternative pathways into higher education. It is suggested the MyUniversity website have information on scholarships. A new funding model is proposed with tutoring support for more students.
Of particular interest to me is Recommendation 15:
These measures for on-line education, education in the community and students being able to study at more than one university would be of benefit to all students, particularly those in remote areas. As a student myself, I found it useful to combine courses from different universities into the one program, using distance education and on campus courses. However, this has been a complex and expensive process.That universities consider how best to support the needs of regional and remote Aboriginal and Torres Strait Islander students, including through:
- the use of virtual networks and other technology-based solutions to provide greater access to universities by remote and regional students ...
- working with the Higher Education Standards Panel to develop quality standards for Away-from-Base education delivery
- collaboration to allow recognition of the effort of universities that may enrol students who then go on to complete their degrees at different universities.
The report discusses the use of telecommunications to improve access to education:
Access to high-speed technology and virtual networks for regional and remote students
Students from regional and remote areas require access to technology to support their distance learning. The consultations with HDR students indicated that the main forms of communication are often telephone and Skype (a voice-over-internet protocol service), but in many instances, telephone communications are considered unsatisfactory.
Distance Education is very lonely and isolating. I would definitely have enrolled as an internal student if I could have. I saw my supervisor once or twice a year.76
Students often face challenges in gaining sufficient access to university services. One student relates:
I was unaware of any scholarships as I was living out on my homeland in a remote locality.77
Virtual networks would help higher-degree students based in remote or regional areas to better access peers and academics. Suggested approaches during consultations included establishment of online forums and regionally based networks.
The National Broadband Network will play a critical role in increasing functionality of online support and the Academy of the Social Sciences in Australia has suggested that the needs of remote communities should be addressed in the rollout of the National Broadband Network (submission no. 65, ASSA, p. 6). ...
From: Final Report of the "Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People", Professor Larissa Behrendt, Professor Steven Larkin, Mr Robert Griew and Ms Patricia Kelly, July 2012
Table of Contents of the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People
- Foreword
- Executive Summary
- Recommendations
- Introduction
- Context
- Our approach: empowering communities, Closing the Gap and nation building
- Next steps
- Building on existing efforts
- Current situation
- What are we trying to achieve?
- Part I: Unlocking capacity and empowering choices
- Part II: Supporting success and releasing capability
- Introduction to Part II
- 2 Aboriginal and Torres Strait Islander student success
- 2.1 Provision of support through Indigenous Education Units and the faculties
- 2.2 Building professional pathways and responding to community need
- 3 Provision of Aboriginal and Torres Strait Islander–specific support to universities and students
- 3.1 Indigenous Support Program funding
- 3.2 Indigenous Tutorial Assistance Scheme – Tertiary Tuition
- 3.3 Support for Aboriginal and Torres Strait Islander students from regional and remote areas
- 3.4 Other non-financial support for students
- 3.5 Recognising and broadening student choices
- 3.6 Financial support for Aboriginal and Torres Strait Islander students
- 4 Aboriginal and Torres Strait Islander knowledge and research
- 4.1 Aboriginal and Torres Strait Islander knowledge and perspectives
- 4.2 Higher degrees by research and research training
- 4.3 Aboriginal and Torres Strait Islander research capability
- 5 Supporting Aboriginal and Torres Strait Islander staff
- 5.1 Growing and retaining the general Aboriginal and Torres Strait Islander university workforce
- 5.2 Building the Aboriginal and Torres Strait Islander academic and research workforce
- 6 University culture and governance
- 6.1 University culture
- 6.2 University governance
- 6.3 Parity targets to be included in mission-based compacts
- 7 The way forward: an Aboriginal and Torres Strait Islander higher education strategy and evaluation framework
- Part III: Lessons learned
- Introduction to Part III
- 8 Whole-of-university approach
- 9 Unlocking capacity and empowering choices
- 9.1 Schools
- 9.2 Vocational education and training sector
- 9.3 Aboriginal and Torres Strait Islander workforce
- 9.4 Correctional centres
- 9.5 Aspiration
- 9.6 Readiness
- 9.7 Access to information
- 10 Aboriginal and Torres Strait Islander student success
- 10.1 Student support: a case management approach
- 10.2 Regional and remote delivery
- 10.3 Financial support
- 11 Building professional pathways and responding to community need
- 11.1 Community-based approach to Aboriginal and Torres Strait Islander education
- 11.2 Professions and universities collaborating
- 11.3 Indigenous graduate attributes
- 12 Aboriginal and Torres Strait Islander knowledge and perspectives
- 12.1 Curriculum and pedagogy
- 12.2 Teacher education
- 12.3 The interface between Indigenous and Western knowledge systems
- 13 Research, research training and university workforce
- 13.1 Good practice supervision of Aboriginal and Torres Strait Islander higher degree by research students
- 13.2 Cohort support for Aboriginal and Torres Strait Islander higher degree by research students
- 13.3 Building Aboriginal and Torres Strait Islander research capacity in students and early career researchers
- 13.4 Building the Aboriginal and Torres Strait Islander higher education workforce
- 13.5 Ethical practice in research involving Aboriginal and Torres Strait Islander communities
- 13.6 University strategies to support Aboriginal and Torres Strait Islander researchers
- 13.7 Research teams and models for research success
- 14 University culture and governance
- Acronyms and abbreviations
- Glossary
- Appendices
- Appendix I: Terms of reference
- Appendix II: Review process and personnel
- Appendix III: Submissions
- Appendix IV: Consultations
- Appendix V: Commissioned research
- References
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