Author Description

Indigenous engagement with vocational education and training (VET) has improved significantly, but successful Indigenous completion rates are lower nationally when compared to the overall population. This report, based on an action research project, examines intra-institutional factors at four Queensland TAFE (technical and further education) institutes to better understand and take action on issues affecting Indigenous completion rates. At policy level, the authors conclude mainstream programs require examination at three levels--intellectual, cultural and social--to develop effective responses to facilitate successful Indigenous completion rates. At organisation level, the authors recommend examination of organisational culture for consistency of values and beliefs, and practices in terms of content, teaching, support, and collaboration. Appended are: (1) Action research for change; (2) Barrier Reef Institute of TAFE case study; (3) Central Queensland Institute of TAFE case study; (4) Mt Isa Institute of TAFE case study; (5) Tropical North Queensland TAFE case study; and (6) Interview schedules. (Contains 7 tables.) [This study was made possible by the cooperation of the action research team members and management of the Barrier Reef Institute of TAFE, the Central Queensland Institute of TAFE, the Mt Isa Institute of TAFE and Tropical North Queensland TAFE.].