Resources

The National Regional, Rural and Remote Tertiary Education Strategy final report, prepared by the Regional Education Expert Advisory Group. The Strategy builds on the Government's response to the Independent Review into Regional, Rural and Remote Education (the Halsey Review).

The purpose of this document is:

to inform applicants about the 2018 Regional Study Hubs Program Expression of Interest (EOI) process.

to answer questions that have been frequently asked by the stakeholder on the Application Guide for the Regional Study Hubs Program.

Discussion Paper on Implementation of Regional Study Hubs Initiative

Implementation of Regional Study Hubs letter from Robert Latta

This fact sheet is from the Australian Skills Quality Authority and provides information on choosing a training or education provide.

Author: ACER, 2011

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. It outlines some of the themes that have emerged in the growing global discourse of Indigenous education in the higher education sector. The past decade and a half have seen increased numbers of Indigenous students and academic staff in universities, a proliferation of publications exploring Indigenous issues in the academy, and heightened interest in the nature and meaning of Indigenous knowledges and studies.

Author: Ridgeway, A, 2012

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Cox Inall Ridgeway, a specialist Indigenous consultancy, was engaged by the review panel to conduct consultations with the non-academic sector. Sixteen organisations and peak bodies took part in the consultation process. The report provides feedback from participants on the issues of cultural awareness, student support, coordination between secondary and tertiary education, and course structure.

Author: Warrior, R, 2012

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. It focuses on higher education programs for Indigenous peoples of continental United States and Canada. It reviews prevailing discourses around historical failure to address the needs of Native higher education, and discusses alternatives that have emerged over the past four decades. The report highlights existing successful programs and emerging innovative approaches.

Author: Brady, W, 2012

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. It reviews the range of approaches to Indigenous support taken by Australian universities. Success is not only measured by the number of Indigenous students who enrol but also on the quality of the support they receive throughout their studies. The paper points to a number of success factors, including: the quality of support provided by staff and tutors; the cultural awareness of academic staff; recognition within the university of the importance and expertise of Indigenous support centres, and teaching and research centres; and engagement of local communities in the work of the university and Indigenous units. The report concludes that the effectiveness of programs is highly dependent on the level of assistance and recognition they receive from their university

Penetito, WT, 2011

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. It examines models in New Zealand for increasing the participation of Māori in higher education, and identifies elements that could be applied in the Australian context. It canvasses the effect, for example, that existence of a treaty has had on the provision of higher education for Māori.

Authors: Wilson, A & Battiste, M, 2011

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. It provides an introduction to Canadian approaches to post-secondary education designed to improve access, retention and success for First Nations (Indian), Inuit and Métis students. It discusses six broad approaches adopted by institutions: assimilation and disenfranchisement; student support; dual programming; distributed education; systemic change; and community-based models. It concludes with a review of promising practices and new directions, and consideration of how these might be replicable in other nations.

Author: The Aurora Project, 2011

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. It examines factors affecting the transition of Aboriginal and Torres Strait Islander students from high school to university. It provides an overview of key student data, including how Aboriginal and Torres Strait Islander students compare to non-Indigenous students on high school completions, university eligibility, university enrolment and university completions.  It also provides a review of the international literature on factors influencing student transition and success, and concludes with a review of academic enrichment programs in the United States. The report highlights current gaps in the provision of academic support programs for Aboriginal and Torres Strait Islander students in Australian higher education.

Authors: Moreton-Robinson, A, Walter, M, Singh, D & Kimber, M, 2011

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Its purpose was to inform the Review panel‘s deliberations by evaluating university governance performance. The authors canvass two research questions: How well do universities incorporate Aboriginal and Torres Strait Islander participation into their structures of governance, and how efficacious is the governance of programs to build Aboriginal and Torres Strait Islander student and staff participation and cultural presence within universities?

Author: Rodgers-Falk, P, 2011

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. It explores initiatives in the Australian higher education sector designed to grow the number of Aboriginal and Torres Strait Islander law graduates. It identifies lessons to be learnt from these initiatives and recommends an approach to applying them to other areas of study.

Authors: Pechenkina, E, & Anderson, I, 2011

This research report was commissioned by the panel for The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People. Its purpose was to provide an overview of the current trends and issues in Indigenous higher education and contribute to a discussion of possible solutions. The report found that education is a powerful tool in achieving better economic outcomes and is considered one of the main strategies for addressing Indigenous disadvantage in Australia. The higher education sector, in preparing educated people for leadership roles, has a vital role to play in raising the health, education and economic outcomes for the Indigenous community overall. The report concludes that increasing Indigenous participation in higher education is one of the crucial factors in reducing Indigenous disadvantage.