Table of Contents
Key findings and results.
Implication and recommendation.
The research report highlighted the institutional factors that affect the Indigenous population in technical and further education programs. Offsite collaboration and inclusion of indigenous population in training and support system for one-one consultation will foster the diversity and inclusion at TAFE institute. This report included actions that can be undertaken for improving the inclusion of indigenous students such as infrastructural support and social support system.
TAFE institute provides education access for vocational and technical expertise. The university approach should be on support development for retention, completion and inclusion in the institute. The enrollment and drop rate has risen over the years for indigenous population, it shows the need for relevant multi-departmental action for improving institute practice for leading growth in indigenous inclusion and participation.
Q1- What practice has an institutional program taken with responding to the need of Indigenous students?
Q2- How effective is action research in changes at the institute?
Bland (2016) have produced literature on the non-completion of the course program in vocational education institute in Australia. The student’s perspective on the integration of the program and full-time school leavers in the transformation to adult life is transformed through identity formation and indigenous students suffer from racial discrimination and this affects their well-being. The indigenous students have diversity and the reskilling of staff is required for the direct or indirect experience of the culture. Indigenous students bring diversity to the institute. Frawley (2017) evaluated that a holistic system where the students respond proactively is dependent on the progress monitor with engaging them by cultural practice. The role of Indigenous structure needs to be revised for better representation in Indigenous education unit and course design at the TAFE program. Strategies for addressing the attrition rate and education unit development for the Indigenous population have to be formulated.
The action research was used in the TAFE institute, the composition of the population of the student is stated. The indigenous comprised of the Aborigines who were school leavers. The institute admitted the national trend showed that the indigenous population enrollment was low in AFQ III or higher in comparison with the overall population (NCSEHE, 2019). The key participants of the members are the core administrations with support staff, students of the indigenous community, and the facilitator of the culture. The data was used through the agenda on the action team and reports on the student survey and interviews for the project.
Th narrative analysis shows a comparison in the teams and identifying the critical development of the action team. It identifies the lack of infrastructural development by the college as a major factor in providing an environment for indigenous students to continue education. The data was collected across the survey from the students among the institute, measures were taken for comparative analysis and understanding the common problem. It is normalized with percentage in sample size.
The educational institute with the results shows that the quality of learning experience and physical environment and safety can improve the inclusion of indigenous students. The recommendation will be to create a new organizational setting and different forms of physical safety and cross-culture program awareness among university campuses. The physical location and student’s campus can be developed through the quality of teachers and the perception of students with support officers in the classroom program across the country (Ledford, 2018). The lack of community liaison caused the feeling of alienation among the staff with infrastructural facility and mentor support with major percentage as differentiator in inclusion and drop out as shown in Table 1. The flexibility of funding arrangements and learning are in course duration among the Indigenous population and have to be culturally sensitive as training packages contribute to the development of the program by the research hypothesis of planned actions. The quality of the learning and opportunity is determined by the mainstream media and relationship network among the cultural capital by the central team.
The limitations to the study are significant with results and complexity with the change in relationship for organizational practice and outcomes. The analysis can be generalized with the guidelines by action research. The student's program non-completion relates to a lack of infrastructural and financial support. Action research use collective approach for action and reflection (Baimyrzaeva, 2018).The value of the function can be accumulated in the limited time frame the data that was gathered with difficulty to comprehend direct cause and effect relationship with TAFE institute for approach to be provided to stakeholder. The research taken into account the grassroots level outcomes for the development between the organizational and outcomes. The course content through counselling (pre and post can be helpful). The social support can be improved by mentor sessions.
The operations in the institution show factors that it hinder the inclusiveness of the indigenous youth that are primarily social relationship developed and teaching staff and the learning opportunity design not centered for them in mainstream programs that led to dropping out and less participation. Improving support system for vocational course and block training will improve quality of indigenous student experience.
The risk of Indigenous population well-being and non-inclusion can be improved through infrastructural development and mainstream program for the requirements in equality by design program of even distribution of facilities. The organizational design policy through government and educational institute needs to measure their response to the learning opportunities for Indigenous students in the TAFE program. TAFE institute can collaborate with not for profit organization for maintaining crucial relationship with indigenous communities (Universities Australia, 2019). Further research can be developed through culturally related capitalization for the mainstream program by the change in cultural and everyday practice. The effective response by TAFE institute is required in mainstream programs for increasing the participation of the indigenous population. The institute does have an impact on the policy and delivery of quality training through intra institutional collaboration will promote indigenous student impact in the existing network and external assistance at grass- root level.
Baimyrzaeva, M. (2018). Beginners’ Guide for Applied Research Process: What Is It, and Why and How to Do It? Retrieved from: https://www.ucentralasia.org/Content/Downloads/UCA-IPPA-OP4- Beginners%20Guide%20for%20Applied%20Research%20Process-Eng.pdf
Bland, D. (2016). Imagination for Inclusion: Diverse contexts of educational practice NY, USA: Routledge
Frawley, J., Larkin, S., & Smith, A.J. (2017). Indigenous Pathways, Transitions and Participation in Higher Education: From policy to practice. NSW, Australia: Springer publication.
Ledford, J. R., &Gast, D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences. NY, USA: Routledge.
NCSEHE. (2016). Facilitating student equity in higher education program. Retrieved from https://www.ncsehe.edu.au/wp-content/uploads/2016/08/Facilitating-Student-Equity-in-Australian-Higher-Education.pdf
Universities Australia. (2019). Universities Australia indigenous strategy first annual report. Retrieved from https://www.universitiesaustralia.edu.au/wp-content/uploads/2019/06/20190304-Final-Indigenous-Strategy-Report-v2-2.pdf
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