2022 Indigenous Education Statement

UNE is a regional university that prioritises the needs of students who live in our communities. Indigenous students at UNE are 59.27% regional and 3.86% remote. UNE has worked hard to build rapport with regional communities such as Taree, Tamworth, and Moree. The staff in these regional towns are tasked with creating a knowledge community for Indigenous participants and enhancing participation and completion of their studies. As Armidale is located within regional Australia, our primary focus of Indigenous activities remains regional and remote. Growth in students from Tamworth and Moree has been a focus of the University strategy and is reflected in the goals of ‘Future Fit’, the decadal strategic plan.

Strategies to improve access

Strategies for increasing regional and remote university access include employing Indigenous staff in the regions and undertaking promotional activities to target schools. The promotion of the TRACKS program, the alternative entry program, and the Student Experience team’s extensive recruitment and outreach are examples. Staff also met with the Murdi Paaki Regional Assembly to workshop support mechanisms for Indigenous participants. This has resulted in a deeper understanding of opportunities for members of the Murdi Paaki organisation, and students have subsequently enrolled in programs from regional NSW.

Activities

Implementing the Pathway Academy and collaborating with six regional schools addresses the social, economic, and environmental issues that keep Indigenous students from pursuing higher education. Students are prepared for higher education through a hybrid methodology, including mentoring and virtual experiences. The curriculum encourages students to attend UNE and recognises that these pathways to the university must begin in high school. The Academy also values collaborations with students, their families, communities, and Elders to strengthen cultural identity and belonging and increase educational participation.

UNE's strategic focus and goal to improve our region’s social, economic, and relational well-being includes incorporating place and identity into learning experiences. This fosters knowledge communities and increase Indigenous people's self-efficacy. Students from rural, remote, and low- income areas can experience tertiary education through the Academy's curriculum, facilities, resources, and amenities.

Table 9: By headcount – regional and remote Indigenous student commencement 2020 – 2022 (all courses types, including HDR)

Table 10: ISSP Scholarship data for remote and regional students

Table 11: Scholarships Paid to Rural and Remote Students