We need to be innovative and consistent in meeting the needs of Indigenous Australian students in enabling programs

In the changing education environment we need to maintain consistency with programs that deliver based on evidence and that meet the complex learning styles and needs of our learners. All the while we also need to be innovative in how we utilise technology and in the adaption and implementation of new forms of learning and teaching and guidelines and policies for programs. This presentation will provide a case study approach to how one university based Enabling Program has changed, modified and adapted to be consistent and innovative in its approach. The Tertiary Entry Program (TEP), offered by the Office of Indigenous Engagement at CQUniversity, was a face-to-face on campus enabling/bridging program offered to Aboriginal and Torres Strait Islander students in Central Queensland. It is now an external, flexible, on-line learning program offered to Indigenous Australians in urban areas, regional and remote communities and in correctional centres. The recent changes to TEP will result in a new improved and more dynamic program which will continue to deliver to Aboriginal and Torres Strait Islander peoples. This presentation will not only highlight demonstrate how Indigenous learners are using digital technology to study from within their communities, but are progressing successfully from their enabling program through to graduation. Its consistency is rooted in the aim of developing confidence, affirming identity and encouraging students to take pride in being who they are as Indigenous peoples and leaders of the future. While the innovation rests solidly in its approach to Indigenous learning.