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Centre for University Pathways and Partnerships

Social Inclusion – the UTAS context Prof Sue Kilpatrick & Dr Susan Johns. Centre for University Pathways and Partnerships. Centre for University Pathways and Partnerships. Defining social inclusion for UTAS. Building aspirations, Providing opportunities, and

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Centre for University Pathways and Partnerships

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  1. Social Inclusion – the UTAS context Prof Sue Kilpatrick & Dr Susan Johns Centre for University Pathways and Partnerships

  2. Centre for University Pathways and Partnerships Defining social inclusion for UTAS • Building aspirations, • Providing opportunities, and • Creating a supportive environment • in which all students with the ability to succeed at university are enabled to realise their potential

  3. Centre for University Pathways and Partnerships Purpose of social inclusion To build connections, networks and cultural capital to assist individuals with successful transition, participation, retention, and outcomes Access to networks and social cohesion promote better socio-economic outcomes for individuals (Coleman 1990), communities and regions (Putnam1993)

  4. Centre for University Pathways and Partnerships Imperatives for UTAS • Tasmania is a low SES state with low rates of participation in higher education • single university in the state - UTAS responsibility to increase educational attainment, address disadvantage • grow UTAS, generate critical student mass • include and support success of international students

  5. Centre for University Pathways and Partnerships Imperatives for UTAS • Australian government agenda: • Focus on target groups – disadvantaged, such as SES, disability, Indigenous, rurality • National targets for increased participation in higher education (Bradley Report - 20% low SES enrolments in higher education by 2020; 40% of 25-34 year olds to have Bachelor or above by 2025)

  6. Centre for University Pathways and Partnerships Considerations for developing a social inclusion strategy • Strengths-based • Social inclusion is more than access • engagement, empowerment • Range of activities • aspiration building, pathways, curriculum renewal, staff PD, etc. • Requires community engagement and collaboration

  7. Centre for University Pathways and Partnerships UTAS ‘social inclusion’ agenda 2009-2011 Equity and Diversity Plan (covered staff and students) • UTAS statement of values 2011 • Strategic Plan for Learning and Teaching 2012-14 • March 2012: Social inclusion discussion paper • August 2012: commenced development of support plan (student focus) • Open to Talent: Strategic plan 2012-onwards • Relevant policy and legislation, eg. disability, equal employment opportunity

  8. Centre for University Pathways and Partnerships Open to Talent: Strategic Plan 2012 - onwards Students - expand and diversify student cohort (high achievers, non traditional, international) - renewed curriculum (cultural competence, pathways) - student experience (equitable and inclusive environment)

  9. Centre for University Pathways and Partnerships Open to Talent: Strategic Plan 2012 – onwards Community • engage with Aboriginal community/culture People and culture • workplace: justice and fairness of opportunity, equitable Campuses and infrastructure • campus-specific strategies … leverage local potential and match local needs

  10. Centre for University Pathways and Partnerships Responsibility for social inclusion Responsibilities for staff and student social inclusion are split • Staff equity & diversity policy, plans, programs: Human Resources • Student social inclusion: the Faculties and various units in Division of Students and Education; overarching role of CUPP

  11. Centre for University Pathways and Partnerships Framework for social inclusion support plan Student lifecycle framework: • Access (aspiration, pathways, recruitment & selection), • Retention (transition, orientation, preparation, foundation, engagement & support), • Career (assisting into careers)

  12. Centre for University Pathways and Partnerships Stages in development of the plan • Identify existing programs and learning and teaching support mechanisms etc. • Look for gaps • Recommendations and plan to fill gaps • Circulate for comment to appropriate UTAS internal Committees and external groups and committees

  13. Centre for University Pathways and Partnerships Issues • Resourcing • Embedding in structures/processes to ensure the plan is implemented • Building a socially inclusive culture – leadership roles • Connecting staff and student social inclusion plans and strategies

  14. Centre for University Pathways and Partnerships Questions to think about… • Social inclusion: • A basic human right? • A strategy to increase educational attainment and upskill the workforce? • A strategy to ensure the viability of UTAS? • Are these mutually exclusive? • How to be Open to ALL Talent? • Short term Australian government incentives for engaging ‘disadvantaged’ groups • Long term advantages of engaging and enriching a wider pool of talent

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