In 2011, the Australian Council of Deans of Education (ACDE) formed a partnership with the MATSITI Project Team to build institutional leadership and capacity throughout Australian schools and faculties of education in order to improve the retention and graduation of Aboriginal and Torres Strait Islander students studying initial teacher education (ITE) programs.
The 2012 ACDE Research Report of this work led by Queensland University of Technology is now available.
The research component of the ACDE project consisted of analysis of enrolment and programmatic data, identification of data gaps and small focus groups and interviews at a range of Australian universities that have initial teacher education programs.
This research culminated in a one-day forum at which deans of schools and faculties of education met alongside heads of Indigenous Higher Education Centres to develop institutional action plans.
These plans, many of which include memorandums of agreement, formalise internal institutional strategies that target the retention, success and graduation rates of Aboriginal and Torres Strait Islander teacher education students.
The work to date has identified the importance of stemming the attrition rate and increasing completion rates of Aboriginal and Torres Strait Islander students in preservice education courses. This requires urgent action and attention from the Deans and Heads of Schools of Education and Aboriginal and Torres Strait Islander Higher Education Centres.
The findings presented in the report have highlighted that strategically working together to provide more focused support within the education faculties and schools of education provides capacity to improve the learning experience of Aboriginal and Torres Strait Islander teacher education students.
Professor Peter Buckskin, MATSITI | Professor Toni Downes, ACDE
The MATSITI Project will continue to work with the ACDE and member institutions in 2013 to continue these important reforms.
MATSITI articles on the ACDE Initiative »