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

Footer: Arial narrow italic 12 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 Batchelor township, named Batchelor College, Batchelor College recognised by CTG as a Higher Education institution second campus established in Alice Springs Annexes established Darwin, Nhulunbuy, Katherine Tennant Creek recommendation for independent university status 1995 Independent agency status within NTPS 1999 Institute established with ownership and governance to the Batchelor Institute Council 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 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)

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) 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 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 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 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) 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