Preparation for Tertiary Success

Batchelor Institute

of

Indigenous Tertiary Education

Claire Kilgariff Head of Faculty Education Arts and Social

Science

Michaela Wilkes Senior Lecturer Preparation for Tertiary

Success

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Batchelor Institute:  a site of national significance in Indigenous education-strengthening identity, achieving success and transforming lives.

1960s small annexe of Kormilda College-programs for Aboriginal teacher aides and assistants in community schools.

1974 -Batchelor township, 1982- named Batchelor College, 1988 -Batchelor College recognised by CTG as a Higher

Education institution. 1990-second campus established in Alice Springs Annexes established Darwin, Nhulunbuy, Katherine Tennant

Creek. 1994 recommendation for independent university status 1995 Independent agency status within NTPS 1999 Institute established with ownership and governance to the

Batchelor Institute Council. 2009 Reviewed NT and Australian Governments - CDU

collaboration BIITE maintain is status as an independent tertiary Institution

Strategic Context for Today

Bradley Review of Higher Education Low SES participation and achievement targets

Northern Territory Public Sector Indigenous Employment and Career Development Strategy 2010-2012

key focus are 3 retention: An increased representation of Indigenous Australians across all employment occupational groups, levels, locations and employment

BIITE and Charles Darwin University Collaboration

Australian Centre of Indigenous Knowledges and Education “Creating presence by respecting the past and

looking to the future’

To empower and inspire Aboriginal and Torres Strait Islander peoples to realise their full potential, participation and contribution

within Australian society.

Australian Centre of Indigenous Knowledges and Education ( ACIKE) A new $30 M facility at Casuarina campus Collaboration at the Desert Peoples Centre All under graduate and postgraduate

course work taught through the collaboration

Preparation for Tertiary Success a flagship program

Preparation for Tertiary Success

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What the research says about enabling programs

human capital (skills, knowledge and experience )

social capital (endeavours and goals that are developed within the context of interpersonal relationships)

identity capital (development of self-image, motivation, hopes, expectations and fears).(Klinger & Murray 2009, )

Barriers to Indigenous participation in Higher Education

Prior experiences of learning Lack of clear pathways Little access to a second chance

learning opportunities Lack of recognition of Indigenous

knowledges and ways of learning Deficit models of enabling programs Support structures Culture of mainstream academic education Managing study as mature learners(Nakata 2008, Foley)

Access and smooth transition to undergraduate study at BIITE, CDU or other tertiary institutions

Develop and strengthen the threecapitals Human, Social and Identity

AQF level 5/6 IELTS band 6 in reading & writing ACSF 4 (learning, reading, writing, numeracy, oral)

Preparation for Tertiary Success

PTS student outcomes development of lifelong learning skills: change,

meaning making, inquiry, creativity, relationships, resilience, strategic awareness

confident speaking and listening, reading and writing

applied numeracy, mathematics and practical science

practical applications of ICT and information literacy

articulation of own Indigenous perspectives alongside the context of the western academic standpoint. ‘both ways’ approaches to knowledge, skills and life experiences;

Evidence and research based course design

Teaching & Learning principles:

“both ways”

adult learning

strong identity & resilience (lifelong learning)

language, literacy and numeracy skills

constructivist enquiry based

PTS Course Design

Both-ways learning

both-ways education isboth-ways education is

““an approach where two traditions of an approach where two traditions of knowledge meet to negotiate meaning knowledge meet to negotiate meaning and understanding which can be and understanding which can be applied to teaching and learning.”applied to teaching and learning.”

The philosophy of the both-ways approach to The philosophy of the both-ways approach to education is emphasised in:education is emphasised in:

- management and governance, - management and governance,

- curriculum negotiation and development and - curriculum negotiation and development and

- course delivery and assessment.- course delivery and assessment.

NT Public Sector

‘Preparation for Tertiary Success’

Program

PTS 2 Advanced Level: Course Structure Unit Name Unit Type Credit

points

Timing* Out-of-class

assistance

PTS001 Learning Identity (one week face-to-face workshop, followed by online study)

Core unit 10 early Aug. Individual and group mentoring, coaching and tutoring provided throughout the program

PTS004 Discipline Enquiry (three days face-to-face workshop, followed by online study)

Core Unit 10 mid Aug.

PTS003 Learning in CommunitiesPTS006 Ways of KnowingPTS007 Introduction to MathematicsPTS008 Advanced MathematicsPTS009 Introduction to Science(all electives consist of three days face-to-face workshop, followed by online study)

Choose two electives

20 early Sept.mid Sept. early Oct.mid Oct.early Nov.

Total credit points required to complete Advanced Level 40

*Timing of unit workshops is open to negotiation.

PTS Course Structure

Questions