Preparation for Tertiary Success Batchelor Institute of Indigenous

Preparation for Tertiary Success Batchelor Institute of Indigenous

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 Batchelor Institute: a site of national significance in Indigenous education-strengthening identity, achieving success and transforming lives. Footer: Arial narrow italic 12

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 Photo caption: Arial 10 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) Preparation for Tertiary Success Access and smooth transition to undergraduate study at BIITE, CDU or other tertiary institutions Develop and strengthen the three capitals Human, Social and Identity AQF level 5/6

IELTS band 6 in reading & writing ACSF 4 (learning, reading, writing, numeracy, oral) 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; PTS Course Design 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 Both-ways learning both-ways education is an approach where two traditions of knowledge meet to negotiate meaning and understanding which can be applied to teaching and learning. The philosophy of the both-ways approach to education is emphasised in: - management and governance, - curriculum negotiation and development and - course delivery and assessment. NT Public Sector Preparation for Tertiary Success Program

PTS Course Structure PTS 2 Advanced Level: Course Structure Unit Name Unit Type Credit Timing* points PTS001 Learning Identity

(one week face-to-face workshop, followed by online study) Core PTS004 Discipline Enquiry (three days face-to-face workshop, followed by online study) Core PTS003 Choose Learning in Communities PTS006 Ways of Knowing

PTS007 Introduction to Mathematics PTS008 Advanced Mathematics PTS009 Introduction to Science (all electives consist of three days face-to-face workshop, followed by online study) Total of unit workshops is open to negotiation. Unit two 10 class assistance early

10 mid 20 early electives credit points required to complete Advanced Level *Timing unit 40 Out-of-

Aug. Aug. Sept. mid Sept. early Oct. mid Oct. early Nov. Individua l and group mentoring, coaching and tutoring provided

throughout the program Questions

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