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RATEP – community
                 based teacher
                   education


                     Adelaide, Tues 10 July 2012

Gail Mitchell - RATEP State Coordinator, Queensland
Department of Education Training and Employment

Mark Linkson - Coordinator, RATEP Diploma of Education
(ATSI) 39241QLD, Tropical North Queensland TAFE
My journey so far…
RATEP – community
  based teacher
    education
 1. Define RATEP: its aims, rationale,
 structure and procedures

 2. Explore the cultural contexts of
 TAFE RATEP delivery

 3. Identify barriers to study success
 and delivery positives from TAFE
 RATEP student destinations survey
What is RATEP?
  RATEP is a community based
Aboriginal and Torres Strait Islander
    teacher education program
Rationale for RATEP
              RATEP originated in 1990 as a direct response
              by government to the wishes of many remote
              QLD Indigenous communities for teacher
              training.

Given isolation, dispersed nature and the small
size of many remote Indigenous communities
(and the likelihood of low numbers of students
seeking enrolment in the program), a unique
model of access and delivery was developed by
EQ, JCU and Cairns TAFE. It was known as
RATEP. The Remote Area Teacher Education
Program. (York & Henderson: 2003)

                            Poruma, Torres Strait
Rationale for RATEP
Since 1990, RATEP has produced over
800 TAFE graduates and 150 JCU B.Ed.s!




        TNQTAFE graduation 2010
Aims of RATEP
• To increase access to further and higher
education for Aboriginal and Torres Strait
Islander people
• To increase the number of Aboriginal &
Torres Strait Islander teachers in Qld
schools




▲ RATEP Diploma Graduate     ▲ Justin working as a classroom teacher.
   2003, Justin Washington       He is now Principal of Thallon SS.
Key Performance Indicators

Similar to any long term strategic planning
process and are frequently monitored:


   •   Participating student numbers
   •   Number of sites
   •   Retention rates
   •   Exiting student numbers / proportion
   •   Increased employment of Indigenous
             registered teaching staff.
Structure of RATEP
Certificate III in Education (ATSI)
  TNQTAFE – Years 11 & 12 (2 yrs)
                                          Students
                                         enter at the
Certificate IV in Education (ATSI)       appropriate
   TNQTAFE - 8 months (Mar-Nov)              level
                                        depending on
                                          ability and
  Diploma of Education (ATSI)
                                          intention.
 TNQTAFE - 1 year fulltime (Jan- Dec)


                        Bachelor of Education (Primary)
                             JCU – 3.5 years full time
OFF-SITE MODEL OVERVIEW
• Certificate IV in Education
• Targeted at currently employed Teacher Aides
• Small student cohort
• ‘Elluminate’ training & use
• Online assessment – training & use
• ‘Linked school’ commitment
• Part-time Support Tutor access
• Dedicated Teacher Coordinator(distance)
• Set block residential workshops
• If pilot year successful, may expand to Diploma in 2013
Teacher Coordinators
          (TCs)
DETE employs qualified teachers at each site who
support students:
• Teaching
• Course Organisation
• Administration
• Student Support

TCs are pivotal to the success of RATEP
Boigu Is.

                                        Poruma


                                  Bamaga         Remote

 Some         Aurukun
                                    Lockhart River
                                                                    RATEP site with TC



past &
                                                                    Visiting TC


                            Kowanyama



presen       Doomadgee
                                                  Innisfail

                                                                            Regional
   t        Dajarra


RATEP                                                         Rockhampton



 sites
                                                         Woorabinda

                                        Rural
          Birdsville
                                                                       Maryborough

 1990 -
 2012
How does RATEP work?
                                  Teleconferences
                                  Virtual classrooms
                                  Residentials
                                  Printed learning guides
                                  Online chats and forums
                                  On-site teachers / tutors
                                  Practicums
                                  Field trip




Most RATEP sites are in primary
schools, some in high schools
Indigenous cultures intrinsic
Our stakeholders expect and demand that RATEP
graduates will bring more to their communities, schools
and classrooms than just effective teaching practices
and curriculum knowledge.

They want competent teachers who are strong in
pedagogy and also strong in culture.

RATEP graduates should be secure in their identities;
and able to use and promote the use of Indigenous
understandings and ways of knowing.

RATEP delivery must affirm that “the education
system” values their cultures and ways of knowing.
Valuable Indigenous
community input
•Applicant interview panels
    (EQ + TAFE + community)

•Site Advisory Committees
     (EQ + RATEP students + community)
•Community Advisory Board
         (TAFE + EQ + community)
•Course Development Advisory Committee
          (all partners incl. community)
•RATEP Management Committee
   (all partners incl. community)
Cultural contexts at TAFE
TAFE RATEP aims to deliver Indigenous
people the skills and knowledge to work as
culturally relevant and aware teachers. We
do this through:
• Three teacher education themed VET
level courses initiated by Qld Indigenous
education stakeholders
• Indigenous specific units
• Culturally relevant delivery
• Continuous improvement
TAFE RATEP awards
           We deliver specifically created VET level
           programs of study:

        39239QLD Certificate III in Education (ATSI)
        39240QLD Certificate IV in Education (ATSI)
        39241QLD Diploma of Education (ATSI)

These three awards were initiated by Indigenous
education stakeholders in 2002 and written specifically
for Indigenous people wishing to become teachers.
RATEP                     Vs           Education Support
        Certificate III in Education                  Certificate III in Education Support
        Certificate IV in Education                   Certificate IV in Education Support
          Diploma of Education                          Diploma of Education Support

 1. Aims to increase the number of Indigenous      Aims to increase the number of trained teacher
teachers in Queensland government schools.         aides in Australian schools

 2. Delivers and assesses the skills of teaching   Delivers and assesses the skills of teacher
                                                   aiding
 3. Targets Indigenous people in order to
                                                   Targets all Australians wishing to work in
respond to government policies that look to
                                                   schools as Teacher Aides
improve workplace participation of Indigenous
Australians.

4. Indigenous identity and cultural perspectives   Indigenous identity and cultural perspectives are
are intrinsic to many of the core competencies     available in some elective competencies
(pre-fixed AIED) and some of the electives
RATEP                      Vs            Education Support
         Certificate III in Education                   Certificate III in Education Support
         Certificate IV in Education                    Certificate IV in Education Support
           Diploma of Education                           Diploma of Education Support

5. Indigenous identity and culture is embraced       Indigenous identity and culture is not a priority
and referenced throughout the courses including
assessments and vocational placements
(practicums). Indigenous knowledge is valued.

6. Literacy and numeracy units are CORE. The       Literacy and numeracy units are ELECTIVES.
teaching and learning of literacy and numeracy Students of CHC08 may complete their studies
must be a priority for any program aiming to train without explicit attention to, or improvement of,
future classroom teachers.                         their own literacy and numeracy skills.

7. A Community Advisory Board comprising             No CAB
Indigenous stakeholders MUST convene
regularly to consider the cultural appropriateness
of all aspects of delivery.
Indigenous specific
units of competency
Cert IV in Education
AIED403B Develop and apply knowledge of
science

    Task 1: Demonstrate understanding
of two Indigenous science concepts

  Employment of an Elder as informant
    and assessor is encouraged
AIED504B Develop and apply
                    knowledge of alternative educational
                    pedagogies         Student
                     e, w
                     nc
                         hen        I gai
                                          ned
                                                 comments
                erie al             mys         a lot
             exp igin                    elf. T       , I fo
          at
     e th h Abor rs, ab ;out       cultu       he N          und
I us wit           k e      s           rally         T trip out mo
      lk
 I ta ation    wor struggle up English and rew was ey re abou
                                            reall          a          e         t
  Ed   uc eople’s t to give                      y is a rding to -openin
         e p ou no        It made me r                     seco      see      g
    som es y                           ealise there is          nd la    that
        ach              more to teac                                ngua
     te                               hing than jus                       ge
                         teaching…                       t

        The NT trip was a life changing experience, I realised
        that what I went through was trivial. Was inspiring
Culturally relevant delivery
    • Indigenous staff as teachers / support officers
    provide role models and mentors for students

  • Indigenous specific units of competency

• Learning Guides written by experienced, culturally-aware
teachers that include references to diverse Indigenous
lives and contexts. Regularly reviewed by the CAB.

• All students have at least 2 teachers allocated to their
studies, their EQ TC and the TAFE Coordinator of their
course + subject teachers.

• All the latest communication technology: SMS, online
task submission and Elluminate (Blackboard)
Continuous improvement




OUTCOME: In 2012, improved results reported by JCU for
screened Diploma graduates entering B.Ed course.
Recruitment
Potential RATEP students can include high school
students, EQ staff (mostly Teacher Aides) and
members of the local Indigenous Australian
community.

•RATEP TC promotes within their community
and school
•Word of mouth from students, families, school
staff and community members
•Jobs Expos and school careers nights
•Advertising in local newspapers
•TAFE RATEP always fielding enquiries
•Systemic news items and publicity
Recruitment
For 2012, TNQTAFE accepted over 200
applications for Cert III, IV and Diploma.

All applicants must sit a Literacy and
Numeracy pre-assessment. Levelled to
ACSF Levels 3 and 4.

Of those, over 150 were interviewed.
Interviews occurred mainly face-to-face with
TAFE and local school staff including a
community member.

Of those, around 100 were offered places.
Destinations survey
           TNQTAFE graduates CIII, IV, Dip
           Six years from 2005 - 2010
•   298 graduates who received 374 awards
•   197 Diplomas, 124 Cert IV, 53 Cert III
•   9 gained 3 awards, 58 gained 2 awards and 124 singles
•   88% female (262), 12% male (36)
•   Half were over 30yrs old when first enrolled

June 2012: 25 B.Ed. (4 more by end of year).

This gives a B.Ed. success rate for Diploma graduates
         of approximately 15%
Destinations survey
      TNQTAFE graduates CIII, IV, Dip
      Six years from 2005 - 2010

298 graduates: 124 participated in the survey.

Significantly for the B.Ed. success rate, how many
decided to access the guaranteed articulation pathway
to JCU?

124 interviewed: 56 began JCU studies (about half)

This gives a B.Ed. success rate for those TAFE
graduates who decide to continue studies with JCU of

          approximately 30%
Destinations survey
            B.Ed. success rate of 30%

     How acceptable is this figure of 30% success for
     all TAFE graduates who attempt JCU studies?


25 Qld Indigenous adults living in rural, regional and
remote areas have gained their B.Eds since 2009.

Without RATEP this number may well have been zero.
Therefore the success rate of RATEP must be judged
against the alternative; which for most of our students
means NOT studying.
Destinations survey




        2011 JCU RATEP B.Ed. graduates
Pamai Gimini of Badu Island (Cert IV 2006, Diploma 2007) and
MaryAnn Tamwoy of Darnley Island (Cert III 2005, Cert IV 2006,
Diploma 2007).              NB: nine other graduates in 2011
JCU Graduates
        Where are they now?
Roles                          Number of people
Teacher                               85

Principal / Head of Campus /          10
Deputy Principal

Project roles                         6

Other Ed Qld roles                    6

Other                                 44

Total                            151 graduates
Destinations survey
          B.Ed. success rate of 30%

Factors which must be taken into account when
assessing this success rate:

3.Many students will take longer than 3.5 years to
complete the B.Ed., so 2010 Diploma graduates may not
complete until 2015+
4.There are many barriers to success for our students
which make this rate quite reasonable
5.Some Diploma graduates deferred – which means
   they may still eventually graduate
4. Some Diploma graduates enrolled in other Bachelor
             level courses (and lower) elsewhere
Destinations survey

 Barriers which inhibit success for our TAFE
 students furthering their studies to JCU


  1.   Family responsibilities
  2.   Financial difficulties
  3.   Literacy and numeracy challenges
  4.   Community responsibilities
  5.   Attending residentials

73% of students worked while studying; this is
probably the most significant factor in slowing or
        stopping successful study.
Destinations survey
               TNQTAFE graduates CIII, IV, Dip
               Six years from 2005 - 2010


       What happened to the other half of the TAFE graduates
       who did NOT attempt to go onto further tertiary studies?

Of the 124 interviewed, 91 were currently employed and 7
were seeking employment. 50 of those were working with
Education Queensland. That’s an employment rate of 75%


       This is a fantastic result for an initiative which at its core
       is an employment program!
Destinations survey
       Positive factors assisting study
1. Support from family and friends
2. One-on-one support from TC
3. Proximity to the RATEP site

       Motivations to study
1.   Desire to become a teacher
2.   Want to do their jobs better
3.   Get a job
4.   Attain permanency in the school
5.   Act as a role model
6.   Earn more income
Destinations survey
       Positive impact of RATEP studies

•   Improvement in self-confidence
•   More employable
•   Increased professionalism (in education)
•   Positive attitude to further study
•   Developed a broader understanding of the world
•   Increased community capacity building
•   Positive intergenerational impact (role models)
•   Combatted stereotypes
•   Improved parenting
Success factors in RATEP
1. On-site teachers (or at the very least tutors) based
in the communities

2. Students have multiple layers of support (family, TC,
peers at site, peers around the state, teachers and
support officers)

3. Indigenous community aspirations and interests are
central to all aspects of delivery and management

4. Overt documented school and community support
before and during the life of each community site

5. Quality of the learning materials, delivery teams and
approaches used (culturally relevant and academically
                    rigorous)
Micheal Beale
Graduate teacher 2011
Issues for discussion
   • financial support for students is critical but highly
  complex to administer and potentially very expensive

  • RATEP predominantly attracts women in the middle
 years of life: how do we encourage younger people and
especially males?
• what actions could address the 50% of TAFE graduates
who do not continue their studies?
• how might VET competency based training be tailored to
mimic the academic study approaches of university?

• how does the assumed 30% B.Ed. success rate for TAFE
graduates compare with results for similar programs
               elsewhere?
Student Residentials
                  Teacher –
                  directed
                  and
                  learner -
                  centred
                  workshops

with time to
enjoy various
tasks and
form bonds
with students
and staff.
Classroom Experiences
RATEP Diploma field
trip Thursday Island
and Badu Island 2011
To learn more about RATEP

         You can contact the project team:

Gail Mitchell                 Helen McDonald
State Coordinator RATEP, DETE Director RATEP, JCU
Gail.Mitchell@dete.qld.gov.au Helen.McDonald@jcu.edu.au

Ian Hodges                    Mark Linkson
Coordinator RATEP, TNQTAFE    Coordinator Diploma, TNQTAFE
Ian.Hodges@dete.qld.gov.au    Mark.Linkson@dete.qld.gov.au


                www.ratep.eq.edu.au
Quality Indigenous teacher edn.
           is evidenced by an institution that:
        • has Aboriginal and Torres Strait Islander people in
          positions relating to governance, leadership and
          management
    • provides academic support for students
   • provides financial support for students, including
      scholarships
  • provides personal support for students through
     counselling and advisory services
 • provides a culturally safe place to study
 • has high pass and retention rates that are the same for
     Aboriginal, Torres Strait Islander and other students
• has Aboriginal and Torres Strait Islander cultures as
   highly visible and valued parts of the Institution
 • employs Aboriginal and Torres Strait Islander staff
  • employs and trains skilled staff to be culturally
             competent.          (M.Bat, PhD thesis 2011)
Quality Indigenous teacher edn.
             is evidenced by a curriculum that:
         • is accredited by the appropriate authority
        • has alternative entry pathways
      • has equitable entry selection processes
    • enrols people who are suitable to become teachers
   • has self-determination and emancipation as key
       outcomes
  • caters to a diverse range of Aboriginal and Torres Strait
     Islander Australians
• is distinctly different from other degrees
• is designed to be equitable in delivery not just in graduate
   outcomes
• connects with the community at all levels of development
    and delivery
 • includes innovative practices that are aimed to increase
     engagement
              • is adequately resourced (M.Bat, PhD thesis 2011)
Quality Indigenous teacher edn.
          is evidenced by curriculum content that:
       • has Aboriginal and Torres Strait Islander
         knowledges and cultures at its core
     • has Aboriginal and Torres Strait Islander languages
as
       part of the instruction
    • has a good balance between theory and practice
   • is focused on pedagogy
  • has a strong emphasis on curriculum planning and skills
     for reflection on practice
• has a strong emphasis on literacy
• teaches both phonics and whole language approaches to
     reading
• has a strong emphasis on numeracy
• has a strong emphasis on assessment
 • has a strong emphasis on teaching skills
   • has a strong emphasis on classroom management
Recruitment
Recruitment

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RATEP - a community based teacher education program

  • 1. RATEP – community based teacher education Adelaide, Tues 10 July 2012 Gail Mitchell - RATEP State Coordinator, Queensland Department of Education Training and Employment Mark Linkson - Coordinator, RATEP Diploma of Education (ATSI) 39241QLD, Tropical North Queensland TAFE
  • 2. My journey so far…
  • 3. RATEP – community based teacher education 1. Define RATEP: its aims, rationale, structure and procedures 2. Explore the cultural contexts of TAFE RATEP delivery 3. Identify barriers to study success and delivery positives from TAFE RATEP student destinations survey
  • 4. What is RATEP? RATEP is a community based Aboriginal and Torres Strait Islander teacher education program
  • 5. Rationale for RATEP RATEP originated in 1990 as a direct response by government to the wishes of many remote QLD Indigenous communities for teacher training. Given isolation, dispersed nature and the small size of many remote Indigenous communities (and the likelihood of low numbers of students seeking enrolment in the program), a unique model of access and delivery was developed by EQ, JCU and Cairns TAFE. It was known as RATEP. The Remote Area Teacher Education Program. (York & Henderson: 2003) Poruma, Torres Strait
  • 6. Rationale for RATEP Since 1990, RATEP has produced over 800 TAFE graduates and 150 JCU B.Ed.s! TNQTAFE graduation 2010
  • 7. Aims of RATEP • To increase access to further and higher education for Aboriginal and Torres Strait Islander people • To increase the number of Aboriginal & Torres Strait Islander teachers in Qld schools ▲ RATEP Diploma Graduate ▲ Justin working as a classroom teacher. 2003, Justin Washington He is now Principal of Thallon SS.
  • 8. Key Performance Indicators Similar to any long term strategic planning process and are frequently monitored: • Participating student numbers • Number of sites • Retention rates • Exiting student numbers / proportion • Increased employment of Indigenous registered teaching staff.
  • 9. Structure of RATEP Certificate III in Education (ATSI) TNQTAFE – Years 11 & 12 (2 yrs) Students enter at the Certificate IV in Education (ATSI) appropriate TNQTAFE - 8 months (Mar-Nov) level depending on ability and Diploma of Education (ATSI) intention. TNQTAFE - 1 year fulltime (Jan- Dec) Bachelor of Education (Primary) JCU – 3.5 years full time
  • 10. OFF-SITE MODEL OVERVIEW • Certificate IV in Education • Targeted at currently employed Teacher Aides • Small student cohort • ‘Elluminate’ training & use • Online assessment – training & use • ‘Linked school’ commitment • Part-time Support Tutor access • Dedicated Teacher Coordinator(distance) • Set block residential workshops • If pilot year successful, may expand to Diploma in 2013
  • 11. Teacher Coordinators (TCs) DETE employs qualified teachers at each site who support students: • Teaching • Course Organisation • Administration • Student Support TCs are pivotal to the success of RATEP
  • 12. Boigu Is. Poruma Bamaga Remote Some Aurukun Lockhart River RATEP site with TC past & Visiting TC Kowanyama presen Doomadgee Innisfail Regional t Dajarra RATEP Rockhampton sites Woorabinda Rural Birdsville Maryborough 1990 - 2012
  • 13. How does RATEP work? Teleconferences Virtual classrooms Residentials Printed learning guides Online chats and forums On-site teachers / tutors Practicums Field trip Most RATEP sites are in primary schools, some in high schools
  • 14. Indigenous cultures intrinsic Our stakeholders expect and demand that RATEP graduates will bring more to their communities, schools and classrooms than just effective teaching practices and curriculum knowledge. They want competent teachers who are strong in pedagogy and also strong in culture. RATEP graduates should be secure in their identities; and able to use and promote the use of Indigenous understandings and ways of knowing. RATEP delivery must affirm that “the education system” values their cultures and ways of knowing.
  • 15. Valuable Indigenous community input •Applicant interview panels (EQ + TAFE + community) •Site Advisory Committees (EQ + RATEP students + community) •Community Advisory Board (TAFE + EQ + community) •Course Development Advisory Committee (all partners incl. community) •RATEP Management Committee (all partners incl. community)
  • 16. Cultural contexts at TAFE TAFE RATEP aims to deliver Indigenous people the skills and knowledge to work as culturally relevant and aware teachers. We do this through: • Three teacher education themed VET level courses initiated by Qld Indigenous education stakeholders • Indigenous specific units • Culturally relevant delivery • Continuous improvement
  • 17. TAFE RATEP awards We deliver specifically created VET level programs of study: 39239QLD Certificate III in Education (ATSI) 39240QLD Certificate IV in Education (ATSI) 39241QLD Diploma of Education (ATSI) These three awards were initiated by Indigenous education stakeholders in 2002 and written specifically for Indigenous people wishing to become teachers.
  • 18. RATEP Vs Education Support Certificate III in Education Certificate III in Education Support Certificate IV in Education Certificate IV in Education Support Diploma of Education Diploma of Education Support 1. Aims to increase the number of Indigenous Aims to increase the number of trained teacher teachers in Queensland government schools. aides in Australian schools 2. Delivers and assesses the skills of teaching Delivers and assesses the skills of teacher aiding 3. Targets Indigenous people in order to Targets all Australians wishing to work in respond to government policies that look to schools as Teacher Aides improve workplace participation of Indigenous Australians. 4. Indigenous identity and cultural perspectives Indigenous identity and cultural perspectives are are intrinsic to many of the core competencies available in some elective competencies (pre-fixed AIED) and some of the electives
  • 19. RATEP Vs Education Support Certificate III in Education Certificate III in Education Support Certificate IV in Education Certificate IV in Education Support Diploma of Education Diploma of Education Support 5. Indigenous identity and culture is embraced Indigenous identity and culture is not a priority and referenced throughout the courses including assessments and vocational placements (practicums). Indigenous knowledge is valued. 6. Literacy and numeracy units are CORE. The Literacy and numeracy units are ELECTIVES. teaching and learning of literacy and numeracy Students of CHC08 may complete their studies must be a priority for any program aiming to train without explicit attention to, or improvement of, future classroom teachers. their own literacy and numeracy skills. 7. A Community Advisory Board comprising No CAB Indigenous stakeholders MUST convene regularly to consider the cultural appropriateness of all aspects of delivery.
  • 20. Indigenous specific units of competency Cert IV in Education AIED403B Develop and apply knowledge of science Task 1: Demonstrate understanding of two Indigenous science concepts Employment of an Elder as informant and assessor is encouraged
  • 21. AIED504B Develop and apply knowledge of alternative educational pedagogies Student e, w nc hen I gai ned comments erie al mys a lot exp igin elf. T , I fo at e th h Abor rs, ab ;out cultu he N und I us wit k e s rally T trip out mo lk I ta ation wor struggle up English and rew was ey re abou reall a e t Ed uc eople’s t to give y is a rding to -openin e p ou no It made me r seco see g som es y ealise there is nd la that ach more to teac ngua te hing than jus ge teaching… t The NT trip was a life changing experience, I realised that what I went through was trivial. Was inspiring
  • 22. Culturally relevant delivery • Indigenous staff as teachers / support officers provide role models and mentors for students • Indigenous specific units of competency • Learning Guides written by experienced, culturally-aware teachers that include references to diverse Indigenous lives and contexts. Regularly reviewed by the CAB. • All students have at least 2 teachers allocated to their studies, their EQ TC and the TAFE Coordinator of their course + subject teachers. • All the latest communication technology: SMS, online task submission and Elluminate (Blackboard)
  • 23. Continuous improvement OUTCOME: In 2012, improved results reported by JCU for screened Diploma graduates entering B.Ed course.
  • 24. Recruitment Potential RATEP students can include high school students, EQ staff (mostly Teacher Aides) and members of the local Indigenous Australian community. •RATEP TC promotes within their community and school •Word of mouth from students, families, school staff and community members •Jobs Expos and school careers nights •Advertising in local newspapers •TAFE RATEP always fielding enquiries •Systemic news items and publicity
  • 25. Recruitment For 2012, TNQTAFE accepted over 200 applications for Cert III, IV and Diploma. All applicants must sit a Literacy and Numeracy pre-assessment. Levelled to ACSF Levels 3 and 4. Of those, over 150 were interviewed. Interviews occurred mainly face-to-face with TAFE and local school staff including a community member. Of those, around 100 were offered places.
  • 26. Destinations survey TNQTAFE graduates CIII, IV, Dip Six years from 2005 - 2010 • 298 graduates who received 374 awards • 197 Diplomas, 124 Cert IV, 53 Cert III • 9 gained 3 awards, 58 gained 2 awards and 124 singles • 88% female (262), 12% male (36) • Half were over 30yrs old when first enrolled June 2012: 25 B.Ed. (4 more by end of year). This gives a B.Ed. success rate for Diploma graduates of approximately 15%
  • 27. Destinations survey TNQTAFE graduates CIII, IV, Dip Six years from 2005 - 2010 298 graduates: 124 participated in the survey. Significantly for the B.Ed. success rate, how many decided to access the guaranteed articulation pathway to JCU? 124 interviewed: 56 began JCU studies (about half) This gives a B.Ed. success rate for those TAFE graduates who decide to continue studies with JCU of approximately 30%
  • 28. Destinations survey B.Ed. success rate of 30% How acceptable is this figure of 30% success for all TAFE graduates who attempt JCU studies? 25 Qld Indigenous adults living in rural, regional and remote areas have gained their B.Eds since 2009. Without RATEP this number may well have been zero. Therefore the success rate of RATEP must be judged against the alternative; which for most of our students means NOT studying.
  • 29. Destinations survey 2011 JCU RATEP B.Ed. graduates Pamai Gimini of Badu Island (Cert IV 2006, Diploma 2007) and MaryAnn Tamwoy of Darnley Island (Cert III 2005, Cert IV 2006, Diploma 2007). NB: nine other graduates in 2011
  • 30. JCU Graduates Where are they now? Roles Number of people Teacher 85 Principal / Head of Campus / 10 Deputy Principal Project roles 6 Other Ed Qld roles 6 Other 44 Total 151 graduates
  • 31. Destinations survey B.Ed. success rate of 30% Factors which must be taken into account when assessing this success rate: 3.Many students will take longer than 3.5 years to complete the B.Ed., so 2010 Diploma graduates may not complete until 2015+ 4.There are many barriers to success for our students which make this rate quite reasonable 5.Some Diploma graduates deferred – which means they may still eventually graduate 4. Some Diploma graduates enrolled in other Bachelor level courses (and lower) elsewhere
  • 32. Destinations survey Barriers which inhibit success for our TAFE students furthering their studies to JCU 1. Family responsibilities 2. Financial difficulties 3. Literacy and numeracy challenges 4. Community responsibilities 5. Attending residentials 73% of students worked while studying; this is probably the most significant factor in slowing or stopping successful study.
  • 33. Destinations survey TNQTAFE graduates CIII, IV, Dip Six years from 2005 - 2010 What happened to the other half of the TAFE graduates who did NOT attempt to go onto further tertiary studies? Of the 124 interviewed, 91 were currently employed and 7 were seeking employment. 50 of those were working with Education Queensland. That’s an employment rate of 75% This is a fantastic result for an initiative which at its core is an employment program!
  • 34. Destinations survey Positive factors assisting study 1. Support from family and friends 2. One-on-one support from TC 3. Proximity to the RATEP site Motivations to study 1. Desire to become a teacher 2. Want to do their jobs better 3. Get a job 4. Attain permanency in the school 5. Act as a role model 6. Earn more income
  • 35. Destinations survey Positive impact of RATEP studies • Improvement in self-confidence • More employable • Increased professionalism (in education) • Positive attitude to further study • Developed a broader understanding of the world • Increased community capacity building • Positive intergenerational impact (role models) • Combatted stereotypes • Improved parenting
  • 36. Success factors in RATEP 1. On-site teachers (or at the very least tutors) based in the communities 2. Students have multiple layers of support (family, TC, peers at site, peers around the state, teachers and support officers) 3. Indigenous community aspirations and interests are central to all aspects of delivery and management 4. Overt documented school and community support before and during the life of each community site 5. Quality of the learning materials, delivery teams and approaches used (culturally relevant and academically rigorous)
  • 38. Issues for discussion • financial support for students is critical but highly complex to administer and potentially very expensive • RATEP predominantly attracts women in the middle years of life: how do we encourage younger people and especially males? • what actions could address the 50% of TAFE graduates who do not continue their studies? • how might VET competency based training be tailored to mimic the academic study approaches of university? • how does the assumed 30% B.Ed. success rate for TAFE graduates compare with results for similar programs elsewhere?
  • 39. Student Residentials Teacher – directed and learner - centred workshops with time to enjoy various tasks and form bonds with students and staff.
  • 41. RATEP Diploma field trip Thursday Island and Badu Island 2011
  • 42. To learn more about RATEP You can contact the project team: Gail Mitchell Helen McDonald State Coordinator RATEP, DETE Director RATEP, JCU Gail.Mitchell@dete.qld.gov.au Helen.McDonald@jcu.edu.au Ian Hodges Mark Linkson Coordinator RATEP, TNQTAFE Coordinator Diploma, TNQTAFE Ian.Hodges@dete.qld.gov.au Mark.Linkson@dete.qld.gov.au www.ratep.eq.edu.au
  • 43. Quality Indigenous teacher edn. is evidenced by an institution that: • has Aboriginal and Torres Strait Islander people in positions relating to governance, leadership and management • provides academic support for students • provides financial support for students, including scholarships • provides personal support for students through counselling and advisory services • provides a culturally safe place to study • has high pass and retention rates that are the same for Aboriginal, Torres Strait Islander and other students • has Aboriginal and Torres Strait Islander cultures as highly visible and valued parts of the Institution • employs Aboriginal and Torres Strait Islander staff • employs and trains skilled staff to be culturally competent. (M.Bat, PhD thesis 2011)
  • 44. Quality Indigenous teacher edn. is evidenced by a curriculum that: • is accredited by the appropriate authority • has alternative entry pathways • has equitable entry selection processes • enrols people who are suitable to become teachers • has self-determination and emancipation as key outcomes • caters to a diverse range of Aboriginal and Torres Strait Islander Australians • is distinctly different from other degrees • is designed to be equitable in delivery not just in graduate outcomes • connects with the community at all levels of development and delivery • includes innovative practices that are aimed to increase engagement • is adequately resourced (M.Bat, PhD thesis 2011)
  • 45. Quality Indigenous teacher edn. is evidenced by curriculum content that: • has Aboriginal and Torres Strait Islander knowledges and cultures at its core • has Aboriginal and Torres Strait Islander languages as part of the instruction • has a good balance between theory and practice • is focused on pedagogy • has a strong emphasis on curriculum planning and skills for reflection on practice • has a strong emphasis on literacy • teaches both phonics and whole language approaches to reading • has a strong emphasis on numeracy • has a strong emphasis on assessment • has a strong emphasis on teaching skills • has a strong emphasis on classroom management