opportunities for education, training and employment (formal or informal) are lacking. Where opportunities are available locally, their educational aspirations are more closely aligned to their non-Indigenous counterparts (Mission Australia 2014). Working in partnership with communities in the development of curriculum and teaching and learning strategies is particularly important where aspirations and participation are influenced by employment prospects. An example of a program at raising the educational aspirations of Indigenous youth is Central Queensland University’s (CQU) Community Aspirations Program (CAP-ED). During the program’s development, consultations were held with six communities, all of which shared common beliefs and practices, although each was unique in their development of local knowledge and customs. Through a focus on local identity, culture and aspirations, this engagement encouraged an understanding of the strengths and needs of each community. Because Indigenous culture was embedded into the program during the development phase, the resulting CAP-ED format varied slightly for each community depending on needs and — interests. Participation in study was introduced as a feasible option, with a clear path from enrolment in an enabling course to the undergraduate level (Fredericks et al. 2015). The community-focused, tailored approach used by Central Queensland University corresponds to the type of outreach highlighted in the Behrendt Review (Department of Industry, Innovation, Science, Research and Tertiary Education 2012), some of findings were flagged earlier in this paper. The many influences that could help to raise the educational aspirations of Indigenous students include: the provision of outreach as early as possible; greater mentoring pathway support and case management for Year 10—12 students better information for Indigenous students and their families better use of partnerships between institutions and governments in the delivery of outreach programs. Stronger support strategies One of the main reasons proposed for the non-completion of tertiary education relates to family, personal and cultural issues (Guenther et al. 2017). While teachers, trainers and education providers will never have the capacity to address family and personal barriers, which remain persistent interruptions to study and prevent completion, they do have a role in strengthening the support systems for students to ensure that assistance is available when required. As identified in the Behrendt Review (Department of Industry, Innovation, Science, Research and Tertiary Education 2012), supporting
opportunities for education, training and employment (formal or informal) are lacking. Where opportunities are available locally, their educational aspirations are more closely aligned to their non-Indigenous counterparts (Mission Australia 2014). Working in partnership with communities in the development of curriculum and teaching and learning strategies is particularly important where aspirations and participation are influenced by employment prospects. An example of a program at raising the educational aspirations of Indigenous youth is Central Queensland University’s (CQU) Community Aspirations Program (CAP-ED). During the program’s development, consultations were held with six communities, all of which shared common beliefs and practices, although each was unique in their development of local knowledge and customs. Through a focus on local identity, culture and aspirations, this engagement encouraged an understanding of the strengths and needs of each community. Because Indigenous culture was embedded into the program during the development phase, the resulting CAP-ED format varied slightly for each community — depending on needs and interests. Participation in study was introduced as a feasible option, with a clear path from enrolment in an enabling course to the undergraduate level (Fredericks et al. 2015). The community-focused, tailored approach used by Central Queensland University corresponds to the type of outreach highlighted in the Behrendt Review (Department of Industry, Innovation, Science, Research and Tertiary Education 2012), some of findings were flagged earlier in this paper. The many influences that could help to raise the educational aspirations of Indigenous students include: the provision of outreach as early as possible; greater mentoring pathway support and case management for Year 10—12 students better information for Indigenous students and their families better use of partnerships between institutions and governments in the delivery of outreach programs. Stronger support strategies One of the main reasons proposed for the non-completion of tertiary education relates to family, personal and cultural issues (Guenther et al. 2017). While teachers, trainers and education providers will never have the capacity to address family and personal barriers, which remain persistent interruptions to study and prevent completion, they do have a role in strengthening the support systems for students to ensure that assistance is available when required. As identified in the Behrendt Review (Department of Industry, Innovation, Science, Research and Tertiary Education 2012), supporting
Indigenous-participation-in-VET.docx