Indigenous performance in Western Australia universities: reframing retention and success

This report calls for a reframing of Indigenous progress in higher education so that due emphasis can be placed on the very remarkable achievements of the many Indigenous people who have eagerly grasped the opportunity to experience university studies. The report shows that many of these students have overcome historical education disadvantage, as well as cultural, and in many cases financial and geographic barriers to achieve academically. Others have discovered that university life is not for them, but have left with greater self-confidence and an increased ability to interact positively both in Indigenous and mainstream communities. The findings show that despite government advice about [Higher Education Contribution Scheme] HECS, freely available in institutions, many students fail to appreciate the income contingent nature of the HECS-related loans, that HECS fees are deferrable and what happens to the HECS debt in the event that a student dies. In fact, people on low incomes benefit from deferred HECS repayment arrangements because they either never repay or they may benefit from an interest free loan. In addition, there are specific exemptions from compulsory repayments for people on low family incomes as well as provisions for financial hardship. The findings also show confusion about matters relating to ABSTUDY. Erroneous understandings about ABSTUDY allowances appear to be common within the Indigenous higher education community and there does not appear to be an appreciation that overall ABSTUDY is more generous than either Youth Allowance or Austudy in recognition of the educational disadvantage of Indigenous students. To date, as the report acknowledges, there is no evidence of a decline in overall student numbers following changes to ABSTUDY. The Department continues to closely monitor outcomes in this regard.

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