Indigenous Australians and Higher Education: The Contemporary Policy Agenda

2016 ◽  
pp. 221-239
Author(s):  
Ian Anderson
Keyword(s):  
Higher Education ◽  
Indigenous Australians ◽  
Policy Agenda

Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

2020 ◽  
pp. 1-7 ◽  
Author(s):  
Stacey Kim Coates ◽  
Michelle Trudgett ◽  
Susan Page
Keyword(s):  
Higher Education ◽  
Indigenous Education ◽  
Indigenous Australians ◽  
Access To Higher Education ◽  
Public Schooling ◽  
Indigenous Students ◽  
Early Experiences ◽  
Commonwealth Government ◽  
The 1960S ◽  
Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

scholarly journals On ‘being first’: the case for first-generation status in Australian higher education equity policy

2021 ◽  
Author(s):  
Sally Patfield ◽  
Jennifer Gore ◽  
Natasha Weaver
Keyword(s):  
Higher Education ◽  
Low Socioeconomic Status ◽  
Higher Education Policy ◽  
First Generation ◽  
Policy Framework ◽  
Indigenous Australians ◽  
Government Schools ◽  
Generation Status ◽  
Educational Disadvantage ◽  
Equity Policy

AbstractFor more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of university agendas, this policy framework has fostered a somewhat narrow conceptualisation of how educational disadvantage should be addressed. Responding to calls for reform, this paper draws on survey data from 6492 students in NSW government schools to examine the extent to which a new category warrants inclusion in the national framework: first-generation status. We illustrate how being the first in a family to attend university brings distinct equity status and argue for a revision of the national equity framework to recognise and support students who are ‘first’.

Certification marks for Australian native foods: A proposal for Indigenous ownership of intellectual property

2021 ◽  
pp. 1037969X2098271
Author(s):  
David J Jefferson
Keyword(s):  
Intellectual Property ◽  
Cultural Knowledge ◽  
Indigenous Australians ◽  
Policy Agenda ◽  
Commercial Products ◽  
Trade Marks ◽  
Native Foods ◽  
Certification Mark

Recently, interest in ‘bush tucker’ foods has surged. Indigenous Australians should be empowered to determine how their knowledge is used when these products are commercialised. To exercise control over the development of the native foods industry, Indigenous Australians could establish a certification regime to ensure that their knowledge is appropriately converted into commercial products. This could be done through the strategic use of intellectual property, specifically through certification trade marks. Creating a certification mark for native foods could represent an important part of a decolonial policy agenda aimed at reimagining the regulation of native biodiversity and cultural knowledge in Australia.

Closing Gaps in Indigenous Undergraduate Higher Education Outcomes: Repositioning the Role of Student Support Services to Improve Retention and Completion Rates

2017 ◽  
Vol 48 (01) ◽  
pp. 1-11 ◽  
Author(s):  
Martin Nakata ◽  
Vicky Nakata ◽  
Andrew Day ◽  
Michael Peachey
Keyword(s):  
Higher Education ◽  
Support Services ◽  
Student Support Services ◽  
Indigenous Education ◽  
Student Support ◽  
Individual Student ◽  
Indigenous Australians ◽  
Completion Rates ◽  
Contributing Factors ◽  
Australian Universities

The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit ‘the gaps’ that exist between the performance of Indigenous and all other domestic students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to individual student needs in more effective and timely ways. These are illustrated using examples from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.

scholarly journals A Policy Agenda for Legal Education and Training and the Fourth Industrial Revolution: The Case of England and Wales

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Andra Le Roux-Kemp
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Industrial Revolution ◽  
Legal Education ◽  
Education And Training ◽  
Policy Agenda ◽  
England And Wales ◽  
Fourth Industrial Revolution ◽  
And Training

While the full impact of the Fourth Industrial Revolution remains uncertain, it is by now generally accepted that highly intelligent technologies and their applications – such as robotics, artificial intelligence (AI), machine learning, digitialisation, and big Data – will continue to fundamentally transform all aspects of our occupational and personal lives. Yet, in the realm of higher education policy and specifically with regard to non-STEM disciplines like law, thorough-going engagement with this most recent wave of technological development remains lacking. It is the aim of this article to set a policy agenda for legal education and training that is sensitive to the opportunities and potential negative outfall of the Fourth Industrial Revolution (now exacerbated by COVID-19), while also taking into consideration the distinctive nature of legal education and training in England and Wales. Set against the higher education policy landscape of England and Wales, a number of concrete recommendations are made for bringing legal education and training into the age of the Fourth Industrial Revolution. These include, for example, a call for the radical transformation of the traditional, linear, and monodisciplinary LLB degree, addressing current and projected skills gaps and skills shortages by way of, inter alia, curriculum reform, and working towards greater mobility of law graduates between different legal jurisdictions and also within one jurisdiction but amongst different roles. These changes are necessary as legal education and training in England and Wales currently leave law graduates ill-equipped for the future labour market and do not adequately value and build on the job-tasks that legal professionals uniquely supply.

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