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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.

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preparation for tertiary success

Preparation for Tertiary Success

Batchelor Institute


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
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
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 success1

Preparation for Tertiary Success

Photo caption: Arial 10

what the research says about enabling programs
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
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 threecapitals 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
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 learningstrong identity & resilience (lifelong learning) language, literacy and numeracy skillsconstructivist enquiry based

PTS Course Design

both ways learning
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’