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It traces the growth in Indigenous enrolment and completion over recent decades, while explaining why policy implementation remains constrained by parallel economic and socio-political forces. The analysis highlights ongoing disparity versus non-Indigenous outcomes and evaluates how institutional strategies evolved under shifting policy frameworks, deregulation, and demands for outcomes, performance, and accountability.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-historical-overview-of-responses-to-indigenous-higher-education-policy-in-the-nt/594801/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-historical-overview-of-responses-to-indigenous-higher-education-policy-in-the-nt/594801.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define and apply the term \"policy\"?","Question",{"text":112,"@type":113},"It emphasizes that policy can be interpreted in different ways and frames analysis around policy as structured interaction, produced through compromise among multiple interests. This approach guides how Indigenous higher education responses are interpreted.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper argue that policy success depends on implementation?",{"text":117,"@type":113},"It notes that Indigenous enrolment, success, and completion remain below parity, and links this disparity to how well policy is translated into institutional action. The implementation process is presented as a key determinant of impact.",{"name":119,"@type":110,"acceptedAnswer":120},"Which institutions are central to higher education provision in the Northern Territory?",{"text":121,"@type":113},"Charles Darwin University (CDU) and Batchelor Institute of Indigenous Tertiary Education are identified as the primary institutions responsible for providing higher education in the Territory and for implementing Indigenous higher education strategies locally.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594801,1792172019,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nA historical overview of responses to Indigenous higher education policy in the NT  \nProgress or procrastination?  \nCatherine Street, James A. Smith, Kim Robertson, Shane Motlap, Wendy Ludwig & Kevin Gillan  \nCharles Darwin University  \nJohn Guenther  \nBatchelor Institute of Indigenous Tertiary Education  \nThe number of Indigenous people enrolling in and completing higher education courses in the Northern Territory slowly continues to climb. Since the first policies supporting the Australian Government’s self-determination policy that encompassed training of Indigenous teachers in the Northern Territory, Charles Darwin University and Batchelor Institute of Indigenous Tertiary Education have played vital roles in increasing opportunities for Indigenous people to participate and succeed in higher education across all industries. From a policy perspective, these institutions are responsible for implementing Indigenous higher education policies at the local level in order to ensure that practice is guided by policy. Yet, there are other factors at play when considering policy implementation. This paper will provide a historical narrative around the institutional responses to national Indigenous higher education policies and summarise how implementation has often been constrained by parallel economic and socio-political forces.  \nKeywords: Indigenous, education, higher education, policy, history, Northern Territory, university.  \nIntroduction  \nOver the last fifty years, the number of Indigenous people enrolling in and completing higher education courses nationally has steadily increased (Department of Education and Training, 2015; Pechenkina, Kowal, & Paradies, 2011) . Some measures emerging from higher  \neducation policies that have assisted in this include financial and academic support, enabling and bridging courses, aspiration building and orientation programs, increasing the Indigenous academic and professional workforce, and strengthening Indigenous governance within universities (Behrendt,Larkin,Griew,& Kelly,2012) . A vast array of national and state or territory government policies have been developed and implemented over time  \n38 A historical overview of responses to Indigenous higher education policy in the NT Catherine Street et al. vol. 60, no. 2, 2018  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nto direct action within the institutions responsible for higher education delivery. However, Indigenous higher education student enrolment, success and completion figures are still well below parity with those of the nonIndigenous population (Department of Education and Training, 2015) .  \nThe ongoing disparity highlights that a vital part of policy success is dependent on the policy implementation process. In the Northern Territory, the Indigenous population constitutes approximately 30 per cent of the total population (Australian Bureau of Statistics, 2017) . The higher education system in the Territory, therefore, has an important role to play in supporting and enabling Indigenous higher education aspirations and outcomes. It would be telling, then, to investigate how higher education institutions have endeavoured to translate national and Northern Territory government policy into action. In the Northern Territory, two institutions are primarily responsible for providing higher education – Charles Darwin University (CDU) and Batchelor Institute of Indigenous Tertiary Education. Although CDU and Batchelor Institute have different histories, student cohorts and programs, they have both played a significant role in providing higher education opportunities for Indigenous people in the Northern Territory. This paper will outline the evolution of CDU and Batchelor Institute’s strategies for Indigenous higher education over the past fifty years and how they have been influenced by national and Northern Territory government policy frameworksand contexts.","cbCaioVLteCnk7pM","https://ap.wps.com/l/cbCaioVLteCnk7pM","pdf",170217,11,"English","# Introduction\n# Background\n## Charles Darwin University\n## Policy analysis framework\n## Institutional strategies and policy influences\n# Conclusion","[{\"question\":\"How does the paper define and apply the term \\\"policy\\\"?\",\"answer\":\"It emphasizes that policy can be interpreted in different ways and frames analysis around policy as structured interaction, produced through compromise among multiple interests. This approach guides how Indigenous higher education responses are interpreted.\"},{\"question\":\"Why does the paper argue that policy success depends on implementation?\",\"answer\":\"It notes that Indigenous enrolment, success, and completion remain below parity, and links this disparity to how well policy is translated into institutional action. The implementation process is presented as a key determinant of impact.\"},{\"question\":\"Which institutions are central to higher education provision in the Northern Territory?\",\"answer\":\"Charles Darwin University (CDU) and Batchelor Institute of Indigenous Tertiary Education are identified as the primary institutions responsible for providing higher education in the Territory and for implementing Indigenous higher education strategies locally.\"}]","A historical overview of responses to Indigenous higher education policy in the NT | PDF",1792079876,28]