TAFE QLD NORTH RATEP OFFSITE MODEL EXPANSION - FINAL REPORT TO MATSITI

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1 TAFE QLD NORTH RATEP OFFSITE MODEL EXPANSION - FINAL REPORT TO MATSITI Friday 5 December 2014 Introduction MATSITI funding was provided to support the continuation and planned expansion of RATEP s relatively new OFF- SITE DELIVERY MODEL within the Certificate IV in Education and Diploma of Education courses. The model allowed non-qualified Aboriginal and Torres Strait Islander people to study from a school location where an on-site RATEP centre does not exist. The model incorporated interactive virtual classroom e-sessions, online assessment/course content and developing mobile technologies. Teacher-learner relationships were enhanced by off-site students having regular access to a full time, Department of Education, Training and Employment (DETE) Off- Site Teacher Coordinator who provided additional tutorial, pastoral and administrative support to off-site students. Schedule of project activities: Project Deliverables and Milestones Completion Additional 20 off-site student places allocated January 2014 Offer to students in Diploma course February 2014 Offer to students in Certificate 1V course March 2014 Progress Report 31 July 2014 Course completions Stakeholder feedback Course review of offsite delivery Final Report and Financial Statement Progress to date November December 2014 Following financial support for TAFE Queensland North s offsite model from MATSITI for 2014, recruitment for offsite students proceeded late last year with the goal to maximise the number of students 1

2 (and locations) across our two courses for adult learners this year. From the recruitment campaign, 30 student applications for offsite study were received: Course Number of Applicants Applicant Location Number of Offers (after literacy & numeracy assessment and interview) Certificate IV in Education (ATSI) 12 Diploma of Education (ATSI) 18 Babinda Darnley Island Mt Morgan Murgon Poruma Island Springfield Lakes (Brisbane) Yarraman Acacia Ridge (Brisbane) Caboolture Cairns Chinchilla Elanora Gordonvale Hervey Bay Inala (Brisbane) Irvinebank Laura Moa Island Murgan Serina Strathpine (Brisbane) Winton 7 11 (includes 2 offered Cert IV instead of Diploma) Totals *30 applicants 23 locations 18 offers *From the 30 applicants, 5 did not complete the application process ( no shows ) and 2 withdrew their applications prior to completion of the application process. All 18 successful applicants accepted their offers to study through the program as below: Certificate IV in Education (ATSI): 9 students Full time Diploma of Education (ATSI): 4 students +1 to continue next year Continuing Part time Diploma of Education (ATSI): 1 student New Part time Diploma of Education (ATSI): 3 students Total: 18 students Retention of students was relatively steady throughout the TAFE Queensland North RATEP study year. By year s end: 5 out of 9 Certificate IV in Education (ATSI) offsite students fully completed the course on time and graduated. Four more will continue their studies with a planned completion of end of semester 1, 2015 due to extenuating circumstances beyond their control. Of the 5 Full Time Diploma of Education offsite students, 3 fully completed the course on time and graduated. One student who deferred her studies this year due to serious illness has resumed studied last month and plans to complete the Diploma in Another student was unable to complete this year due to a transfer to Canberra for a full time government promotional position. 2

3 The 1 Continuing Part Time Diploma offsite student who originally planned to complete her second/final year of study this year had a relocation of residence and employment but intends to complete her studies in early Of the 3 New Part Time Diploma offsite students, 2 are on-track and plan to complete on time in 2015 whilst the other did not reach subject assessment requirements but plans to re-enrol in the subjects in An original Certificate IV offsite graduate from the small community of Mutchilba completed her Diploma through the offsite model as well, and has now successfully transferred to on-campus Bachelor of Education study at JCU. (This student embarked in her offsite studies having exited Year 12 at Mareeba State High School. She was also a recipient of the Pearl Duncan Scholarship earlier this year.) Offsite students accessed regular support from their offsite Teacher Coordinator Leigh Payne and TAFE Teachers through a variety of technology including, , landline and mobile phone devices as well as weekly online sessions via Blackboard Collaborate. The technology coupled with the human resource expertise contributed in large measure to the students success through offsite studies. Issues and risks No issues, risks or variations to original plans arose throughout the project. The only lesson learned is for key stakeholders to continue with the project in Project Outcomes Quality of partnerships, Indigenous leadership and engagement RATEP is a community based Indigenous teacher education program, comprised of highly skilled teaching and management personnel from TAFE Queensland North (TQN), James Cook University (JCU) and the Department of Education, Training and Employment s State Schooling division who work in close partnership with Indigenous community organisations. The collaboration s core business is to provide direct pathways of study in regional, rural and remote areas of Queensland in order to increase the pool of registered Aboriginal and Torres Strait Islander teachers and paraprofessionals across the state school system. All RATEP staff have extensive experience in working with Indigenous adult learners in the area of teacher education within Australia, and the program s Strategic Plan is testimony to the partnership s commitment to Aboriginal and Torres Strait Islander teacher education in Queensland. Since its inception in 1990, the partnership underpinning RATEP has strengthened, and screening and delivery processes matured. A RATEP Management Committee comprising of key stakeholders oversees the general effectiveness of the program, including the off-site delivery model in Gail Mitchell, State Coordinator, RATEP from the Department of Education, Training and Employment s State Schooling division and descendent of the Gudjal nation from Charters Towers in Northern Queensland has extensive networks across Indigenous communities and schools throughout the state. Gail has liaised with key personnel, including off-site applicants and students throughout the project. TAFE Queensland North RATEP has an Indigenous Portfolio Manager (Leanne Bell), a cultural units teacher (Lynley Halliday) within our courses, and an Indigenous Student Support Officer (Carlene Oliver) in our Portfolio of Aboriginal and Torres Strait Islander Studies. All three personnel were actively involved in the management and/or operations of the off-site delivery model this year. 3

4 The TAFE Queensland North Community Advisory Board (CAB) has an Indigenous only membership and acts as a consultative agent for our course delivery including input into this year s off-site delivery model. Numbers of current or prospective Indigenous teachers supported Please see information on 2014 numbers in the above Progress to date section within this final report. Round 1 offsite applications to date for 2015 are listed below and these figures are expected to double by the end of Round 2 in early March 2015: 2015 Course Number of Round Applicants Applicant Location Certificate IV in Education Bowen 4 (ATSI) Laura Brisbane Cairns Doomadgee Diploma of Education (ATSI) 10 Hervey Bay Maryborough Merryburn Mt Morgan Bachelor of Education 4 Brisbane Caboolture Melbourne Totals 18 applicants 12 locations Degree of reform and innovation of the initiative The offsite model has been highly successful in 2014 and plans for its continued availability in 2015 have spread throughout the state in Aboriginal and Torres Strait Islander communities whereby enquiries have transformed into formal applications as above. Achievements against success measures provided in project proposal Please see information on 2014 numbers in the above Progress to date section within this final report. Sharing of project successes and challenges within and beyond the organisation The project s successes have been shared within the organisation through internal correspondence amongst key stakeholders. Furthermore, the project s outcomes have been highlighted in local media as well as the recent graduation ceremony held at TAFE Queensland North s Cairns campus. Further promotion of the offsite model s success this year through MATSITI support is planned via an online article to be submitted to MATSITI for the organisation s website as well as TAFE Queensland North on Facebook and DETE s State Schooling website. Sustainability - lasting benefits after completion of the Project MATSITI s support for the offsite model this year has enabled it to be successfully promoted, implemented and expanded in a wide variety of locations. This has allowed it to gain traction and sustainability as a viable model of teacher education for Aboriginal and Torres Strait Islander people unable to attend a study site near their place of residence. 4

5 Differentiation from existing programs The offsite model combines the professional and technical expertise and resources through the RATEP partnership that are usually not available through other delivery models within teacher education in Australia. Value for money In view of the low attrition numbers, completion on time rate, and growth and sustainability of the offsite model, MATSITI s financial support to the model in 2014 has provided excellent value for money in helping address the goal of more Aboriginal and Torres Strait Islander teachers in Australia. Report recommendations For the continuation of the offsite model within the RATEP partnership due to: the successful outcomes achieved as detailed in this final report and the earlier progress report the wide variety of locations from which the model has reached in order to support Aboriginal and Torres Strait Islander peoples in their quest to become fully qualified teachers and/or paraprofessionals in schools the sustainability of the model into the future through key stakeholders support given throughout this year and their commitment for the model into Ian Hodges Program Coordinator TAFE Queensland North RATEP Leigh Payne Offsite Teacher Coordinator State Schooling - DETE 5