Aboriginal and Torres Strait Islander Higher Education Advisory Council Indigenous Leaders Forum Broadening Indigenous participation across the disciplines:

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Presentation transcript:

Aboriginal and Torres Strait Islander Higher Education Advisory Council Indigenous Leaders Forum Broadening Indigenous participation across the disciplines: Australian Council of Deans of Science Executive Meeting 29 September 2014 Professor Ian Anderson Co-Chair Aboriginal and Torres Strait Islander Higher Education Advisory Council

Aboriginal and Torres Strait Islander Higher Education Advisory Council

ATSIHEAC policy development framework 1.Broadening access across the disciplines 2.Whole of University Strategy 3.Academic Workforce 4.Sustainable financing 5.System level performance monitoring

Broadening participation across the disciplines 11% of Indigenous people are employed in professional occupations, compared to 20% of non-Indigenous people Most common occupation group for employed people: For Indigenous people - Labourer (24%) For non-Indigenous people - Professional (20%) Drawn from Census data 2006 and 2011

Source: Thomson, S. et al 2014, Indigenous Student Performance on Standardised Tests, (draft report to ATSIHEAC) PISA 2012 science literacy proficiency

Source: Thomson, S. et al 2014, Indigenous Student Performance on Standardised Tests, (draft report to ATSIHEAC) PISA 2012 mathematical literacy proficiency

Science Literacy and Science Interest Retrospective analysis of PISA 2006 (McConney et al 2011): Indigenous science literacy lags non-Indigenous literacy by about 83.5 points (0.76 standard deviation units) Indigenous science interest led that of non-Indigenous students by 10 points (0.1 SD) Regression modelling: Reading Literacy accounted for 62 per cent of science literacy variance

Implications for schools There is a gap in achievement (science literacy) The gap is not a result of lower interest in science but instead mainly associated with reading literacy Use interest in science to improve reading literacy Recognise that science is more than facts and definitions and knowledge in science can build on what students know

Science Engagement and Literacy Analysis of 2006 PISA Indigenous/Non-Indigenous Australian and NZ Students (Woods-McConney et al., 2013): There is a gap in achievement (science literacy) The gap is not a result of lower interest in science but instead mainly associated with reading literacy Use the interest in science to improve reading literacy Recognise that science is more than facts and definitions and knowledge in science can build on what students know

Implications for practice Relationship among factors in science literacy and engagement not completely understood Engagement in science not always associated with high science literacy Engagement in science is valuable on its own, not only as a precursor to science literacy Connecting out-of-school activities to ‘school science’ may help improve engagement in science for all students

Indigenous participation in science - enrolments

Indigenous participation in science - completions

Areas where Deans can make a difference 1.Outreach 2.Pedagogy 3.Curriculum 4.Preparation 5.Accountability 6.Pathways 7.Network 8.Sharing information

What can Deans do?

Supporting student success [Ian: do you have an image we could use in this slide – one of students doing STEM- related studies - one that you have permission to use?]