Abstract
In recent years full-time bridging or ‘continuing’ education programs for Aboriginal adults have been developed in technical colleges throughout Western Australia. These programs, known as TAFE Aboriginal Access Courses, have expanded rapidly and in 1981 were catering for over 200 Aboriginal students in seven technical colleges. Among the findings of a recent evaluation of these courses (Goldsworthy et al, 1981) was that a large number of students wanted an increased Aboriginal component within their courses.While issues of specific interest to Aboriginal students permeate the entire Aboriginal Access programs, it was felt that the development of a unit of Aboriginal Studies for inclusion in the Access Courses would be the most pragmatic way of meeting this student need. A steering committee was formed to develop this unit comprising two educators of Aboriginal descent, an Aboriginal Access Curriculum Officer and a lecturer from one of the TAFE Aboriginal Access Courses.
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