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ACDE Response to MATSITI
MATSITI FORUM 17 June 2016
ACDE MATSITI PROJECTS
Retention and Graduation of Aboriginal and Torres Strait Islander Students in
Initial Teacher Educat...
Retention and Graduation of Aboriginal and Torres Strait
Islander Students in Initial Teacher Education (Phase 1)
$872,272...
DELIVERABLES
• Audit of current context, practices and outcomes for
Aboriginal and Torres Strait Islander students in
Aust...
PHASE 1: EVALUATION 2014
Four themes emerged as areas for improvement:
• institutional structures and procedures
• persona...
PHASE 1 EVALUATION RECOMMENDATIONS
• involve Aboriginal and Torres Strait Islander people at all stages
• communicate all ...
Engagement and Success (Phase 2) –
2014-2015, $191,670
Phase 2 project aims
• improve the engagement and success of
Aborig...
PHASE 2 OUTCOMES
• establishing communication networks of staff in
universities with responsibility for the project
• Impr...
SOME DETAILS
• 75% of participating universities had submitted their revised action
plans to MATSITI.
• national conversat...
MORE TO DO!
• Only 25% of respondents believe they have well
established processes in place to ensure a
culturally safe en...
ACDE Project OUTCOMES
• Brought Centres and Schools/Faculties together
around Teacher Education
• Changed some practices t...
MATSITI EVALUATION FOUND
• a commitment to the project’s sustainability
beyond the funding period and is evidenced by:
• i...
WHAT NEXT FOR ACDE?
• Still not enough!
• Schools/Faculties build sustainable strong and
continuing partnerships with Cent...
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ACDE response to MATSITI initiative; Final stakeholder forum, Adelaide, 16 June 2016

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An overview of the ACDE's MATSITI projects - their aims and achievements.

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ACDE response to MATSITI initiative; Final stakeholder forum, Adelaide, 16 June 2016

  1. 1. ACDE Response to MATSITI MATSITI FORUM 17 June 2016
  2. 2. ACDE MATSITI PROJECTS Retention and Graduation of Aboriginal and Torres Strait Islander Students in Initial Teacher Education (Phase 1) ($872,272) Engagement and Success (Phase 2) – 2014-2015 ($191,670) And we wish: Establishment of Australian Indigenous Lecturers in Teacher Education (AILITEs) Association ($50,000)
  3. 3. Retention and Graduation of Aboriginal and Torres Strait Islander Students in Initial Teacher Education (Phase 1) $872,272, 2013-2015: QUT lead University This project’s aim • increase the number of Aboriginal and Torres Strait Islander teaching graduates from 2013 to 2020, • improve retention, success and graduation rates of current and prospective Aboriginal and Torres Strait Islander teacher education students.
  4. 4. DELIVERABLES • Audit of current context, practices and outcomes for Aboriginal and Torres Strait Islander students in Australian teacher education institutions • Background scan, literature and data • Report of factors relating to successful course completion and early career experiences as perceived by current students • Build networks of senior teacher educators and other relevant institutional leaders • Establish institutional plans for teacher education to improve retention, success and graduation rates.
  5. 5. PHASE 1: EVALUATION 2014 Four themes emerged as areas for improvement: • institutional structures and procedures • personal, social, academic and financial factors • course work • cohort models.
  6. 6. PHASE 1 EVALUATION RECOMMENDATIONS • involve Aboriginal and Torres Strait Islander people at all stages • communicate all information to all players and invite feedback • improve data gathering through greater consultation with Aboriginal and Torres Strait Islander staff and community • strengthen partnerships with Aboriginal and Torres Strait Islander Programs staff • research international perspectives on Aboriginal and Torres Strait Islander student retention and graduation which are transferrable to the Australian context and ensure they inform action plans • nurture and strengthen relationships with community Elders • consult with Indigenous Education Consultative Bodies (IECBs) at national and state levels • define institutional racism as a factor impacting on Aboriginal and Torres Strait Islander students’ participation and success
  7. 7. Engagement and Success (Phase 2) – 2014-2015, $191,670 Phase 2 project aims • improve the engagement and success of Aboriginal and Torres Strait Islander students in initial teacher education programs; and • close the gap between the retention and graduation rates of Indigenous and non- Indigenous students.
  8. 8. PHASE 2 OUTCOMES • establishing communication networks of staff in universities with responsibility for the project • Improve and implement action plans and collecting baseline data to identify good practice • national meetings to showcase achievements to date, evaluate action plans and plan for 2016 • developing mechanisms for future sustainability.
  9. 9. SOME DETAILS • 75% of participating universities had submitted their revised action plans to MATSITI. • national conversation about issues encountered by Aboriginal and Torres Strait Islander students in initial teacher education • inclusion in ACDE’s Strategic Plan 2016-2018 for a continued commitment to Aboriginal and Torres Strait Islander Peoples’ education • ensuring greater Indigenous representation as central to ACDE activities via the inclusion of an Aboriginal and Torres Strait Islander Peoples’ representative on the ACDE Board (Professor Peter Buckskin) • establishment of an Aboriginal and Torres Strait Islander Peoples’ Advisory Committee • sponsorship and involvement by ACDE in MATSITI’s OurMobTeach 2015 Conference
  10. 10. MORE TO DO! • Only 25% of respondents believe they have well established processes in place to ensure a culturally safe environment for Aboriginal and Torres Strait Islander students and staff, a further 63% are implanting measures to achieve this, indicating a significant increase in awareness and acknowledgement of the importance of cultural safety and competence. Such measures include the introduction of cultural competence and awareness training for all staff.
  11. 11. ACDE Project OUTCOMES • Brought Centres and Schools/Faculties together around Teacher Education • Changed some practices to provide culturally safe environments. • New curriculum making Indigenous knowledge and culture explicit – see Respect, Relationships and Reconciliation rr.edu.au/unit/module-1/ (refreshed 17th June 2016) • Phase 2: Engagement and Success • MUST sustain the work and relationships
  12. 12. MATSITI EVALUATION FOUND • a commitment to the project’s sustainability beyond the funding period and is evidenced by: • inclusion in ACDE’s Strategic Plan for 2016-2018 • Aboriginal and Torres Strait Islander’ representative on ACDE Board • establishment of an Aboriginal and Torres Strait Islander Peoples’ Advisory Committee • plans to disseminate the outcomes of the Engagement and Success project
  13. 13. WHAT NEXT FOR ACDE? • Still not enough! • Schools/Faculties build sustainable strong and continuing partnerships with Centres and Institutes and Communities • Conscious inclusion of knowledge and culture • Create safe environments - physically and cultural safe • Increase employment for Aboriginal and Torres Strait Islander Teachers and include representation in Teacher Education at all levels – the Board is not enough. • Become academic leaders of changing University and community practices – in all universities.

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