Preparation for Tertiary Success

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Preparation for Tertiary Success
Batchelor Institute of Indigenous Tertiary
Education
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• 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.
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• 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

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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

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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.

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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

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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, )

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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)

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Preparation for Tertiary Success

• 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)

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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

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PTS Course Design

• Evidence and research based course design
• Teaching Learning principles both
  waysadult learningstrong identity resilience
  (lifelong learning) language, literacy and
  numeracy skillsconstructivist enquiry based

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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.
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NT Public Sector Preparation for Tertiary
Success Program
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PTS Course Structure
PTS 2 Advanced Level Course Structure PTS 2 Advanced Level Course Structure PTS 2 Advanced Level Course Structure PTS 2 Advanced Level Course Structure 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. Individual and group mentoring, coaching and tutoring provided throughout the program
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. Individual and group mentoring, coaching and tutoring provided throughout the program
Total credit points required to complete Advanced Level Total credit points required to complete Advanced Level 40
Timing of unit workshops is open to negotiation. Timing of unit workshops is open to negotiation.
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Questions