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Indigenous Performance in Western Australia Universities: Reframing retention and success
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Indigenous Performance in Western Australia Universities: Reframing retention and success

Roz Walker
Report. Evaluations and Investigations Programme of the Department of Education, Training and Youth Affairs
DETYA No. 6572.HERC00A, Department of Education, Training and Youth Affairs.
2000
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Abstract

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 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. DETYA's publication Does HECS Deter?, has found no empirical evidence to suggest that low SES groups are more debt adverse than other groups.

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