Tertiary Undergraduate Presentation (2010) : Future Career Success
Preparation for Tertiary Success
description
Transcript of Preparation for Tertiary Success
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