About the research Vocational education, Indigenous students and the choice of pathways Susan Bandias, Don Fuller and Steven Larkin, Charles Darwin University This report looks at the pathways that Indigenous students in the Northern Territory take between vocational education and training (VET) and higher education. The study explores the perspectives of students studying at higher-level VET (certificate IV and above) and higher education qualifications. The study aims to gain an understanding of the pathways adopted by Indigenous students, as well as their motivations for study and their experiences while studying. The project adopts a mixed methods approach and draws on enrolment data from Charles Darwin University to get a perspective on Indigenous students’ enrolment and completion rates. The study also used focus groups with 29 Indigenous tertiary education students from Charles Darwin University, Batchelor Institute of Indigenous Tertiary Education and two private providers. Key messages For students from Charles Darwin University who had completed a higher-level VET course, the pathway from VET to university is a viable option, with around 17% of Indigenous admissions to higher education based on previous VET. However, due to the low number of graduates at the certificate IV, diploma and advanced diploma levels, this pathway is available to relatively few students. The students who made the transition from VET to higher education felt their VET study was relevant to their higher education study. However, some students were unprepared for the more academic environment of higher education and the emphasis on online learning. The majority of students were satisfied with the quality of their course, particularly the quality of teachers and tutors, and the cultural appropriateness of the course. However, some students felt there was a lack of Indigenous teachers. All students received some level of financial assistance. Other types of support available to the students include: assistance with books, computers, transport, food and accommodation; childcare facilities; time off work; cultural leave; and additional time to complete the course. Some students were dissatisfied with the extent of the financial assistance and available childcare facilities, as well as with the lack of culturally appropriate places to study on campus. Some students from remote communities who had moved to urban locations to study felt socially isolated and had difficulties communicating in English. Despite the support that Indigenous students receive to assist them with their study, they continue to face considerable disadvantage. This suggests that lack of social support, language issues and limited access to tertiary education still act as barriers to participation and completion.
About the research Vocational education, Indigenous students and the choice of pathways Susan Bandias, Don Fuller and Steven Larkin, Charles Darwin University This report looks at the pathways that Indigenous students in the Northern Territory take between vocational education and training (VET) and higher education. The study explores the perspectives of students studying at higher-level VET (certificate IV and above) and higher education qualifications. The study aims to gain an understanding of the pathways adopted by Indigenous students, as well as their motivations for study and their experiences while studying. The project adopts a mixed methods approach and draws on enrolment data from Charles Darwin University to get a perspective on Indigenous students’ enrolment and completion rates. The study also used focus groups with 29 Indigenous tertiary education students from Charles Darwin University, Batchelor Institute of Indigenous Tertiary Education and two private providers. Key messages For students from Charles Darwin University who had completed a higher-level VET course, the pathway from VET to university is a viable option, with around 17% of Indigenous admissions to higher education based on previous VET. However, due to the low number of graduates at the certificate IV, diploma and advanced diploma levels, this pathway is available to relatively few students. The students who made the transition from VET to higher education felt their VET study was relevant to their higher education study. However, some students were unprepared for the more academic environment of higher education and the emphasis on online learning. The majority of students were satisfied with the quality of their course, particularly the quality of teachers and tutors, and the cultural appropriateness of the course. However, some students felt there was a lack of Indigenous teachers. All students received some level of financial assistance. Other types of support available to the students include: assistance with books, computers, transport, food and accommodation; childcare facilities; time off work; cultural leave; and additional time to complete the course. Some students were dissatisfied with the extent of the financial assistance and available childcare facilities, as well as with the lack of culturally appropriate places to study on campus. Some students from remote communities who had moved to urban locations to study felt socially isolated and had difficulties communicating in English. Despite the support that Indigenous students receive to assist them with their study, they continue to face considerable disadvantage. This suggests that lack of social support, language issues and limited access to tertiary education still act as barriers to participation and completion.