Australian Government

Department of the Prime Minister and Cabinet

INDIGENOUS EDUCATION STATEMENT- OVERVIEW

The Department of the Prime Minister and Cabinet (PM&C) requires information from Universities relating to the 2016 outcomes and future plans to meet their ongoing responsibilities for Aboriginal and Torres Strait Islander student achievement in higher education.

These responsibilities include assessing and reporting on progress towards improved educational outcomes for Aboriginal and Torres Strait Islander peoples as set out in the goals of the National Aboriginal and Torres Strait Islander Education Policy.

The Indigenous Education Statement has, in the past, been used to determine University's eligibility for Indigenous Support Programme (ISP) funding. Please refer to the Higher Education Support Act 2003-Other Grants Guidelines (Education) 2008 which details ISP grant conditions. There are three conditions of eligibility for ISP- Table A Universities must demonstrate to PM&C that they:

• Have implemented strategies for improving access, participation, retention and success of Aboriginal and Torres Strait Islander students;

• Have increased participation of Aboriginal and Torres Strait Islander peoples in the University's decision-making processes; and

• Have an Aboriginal and Torres Strait Islander employment strategy.

Universities in receipt of ISP funding during 2016 are required to provide PM&C with a report on the expenditure ofthe grant amount. The expenditure report for 2016 ISP funds is included within this document. Please provide as much information as possible.

The certification page is required to be signed by the University's most senior financial manager. This page does not require an external auditor's certification.

It is recommended that the format for the Indigenous Education Statement is followed to ensure Universities report against all relevant criteria. However, this should not limit Universities that wish to report on a wider range of matters.

In accordance with the Guidelines, the Indigenous Education Statement is due to be submitted and accepted by the Department on or before 31 May 2017. Please allow sufficient time for follow up discussions between PM&C and the University to avoid any possible delay to 2017 ISSP progress payments.

Please note that from 2017, the ISP will be included in the Indigenous Student Success Program (ISSP). ISSP reporting for 2017 funding will occur in 2018 via a similar reporting process as the ISP Indigenous Education Statement. Further information will be circulated during 2017.

Please submit signed electronic documents by email to: ISSP@pmc.gov.au

PM&C contact officers:

Glen Hansen, Director Tertiary Education Team Phone: 02 6152 3126 Email: ISSP@pmc.gov.au

Josh Bowman, Program Officer Tertiary Education Team Phone: 02 6152 3658 Email: ISSP@pmc.gov.au

Marissa Booth, Assistant Director Tertiary Education Team Phone: 02 6152 3194 Email: ISSP@pmc.gov.au

Michael Johnson, Program Officer Tertiary Education Team Phone: 02 6152 3181 Email: ISSP@pmc.gov.au

FORMAT FOR INDIGENOUS EDUCATION STATEMENT

While it is recommended that this format is followed to ensure Universities report against all relevant criteria, Universities are invited to comment on a wider range of matters.

SOUTHERN CROSS UNIVERSITY

[Indigenous Education Unit Name].GNIBI COLLEGE OF INDIGENOUS AUSTRALIAN PEOPLES (GNIBI}

SECTION 1 ACHIEVEMENT OF NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION POLICY (AEP} GOALS IN 2016 AND PLANS FOR FUTURE YEARS

Please provide evidence of:

• strategies you have implemented which seek to achieve the AEP goals and your assessment of whether these strategies are working;

• constraints on your ability to ach ieve the AEP goals; and

• plans for future improvement of existing strategies or implementation of new strategies to meet each of the AEP goals relevant to higher education.

The AEP goals (paraphrased} relating to higher education are to:

1 Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander peoples in educational decision-making.

2 Increase the number of Aboriginal and Torres Strait Islander peoples employed, as academic and non-academic staff in higher education institutions.

3 Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education.

4 Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of all other Australians.

5 Enable Aboriginal and Torres Strait Islander students to attain the same graduation rates from award courses in higher education as for other Australians.

6 To provide all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures.

1. Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander people in educational decision-making.

Your response to this goal needs to address but is not limited to the following points:

• The number of Aboriginal and Torres Strait Islander people involved in institutional governance and decision-making bodies and processes and the nature of their involvement, i.e. memberships on boards, committees etc.

• If there is no Aboriginal and Torres Strait Islander membership on key governance and decision making bodies, please provide an explanation.

• The roles and responsibilities of Aboriginal and Torres Strait Islander leaders within your institution.

Southern Cross University's (SCU) Gnibi College of Australian Indigenous Peoples (Gnibi) is responsible for delivering culturally safe, dynamic and innovative Indigenous studies courses. Gnibi has been operating as a centrally-funded unit since 2013, so as to provide SCU's other academic Schools with a positive incentive to use Gnibi-taught units, thereby integrating Indigenous perspectives into their courses.

The position of Director, Gnibi, is an Indigenous senior position. The Director (Professor Norm Sheehan) is responsible for the ongoing management, performance and progression of Gnibi. From November 2016, Professor Sheehan reported directly to the Vice Chancellor (VC) and is a member ofthe Vice Chancellor's Executive Group"' Extended (VCG-E).

During 2016 work commenced on the development of a new Indigenous Education and Research Strategy and governance structures in line with the revised ISSP Program and Guidelines; these developments are being managed by Professor Sheehan. A key focus will be on ensuring the voice of SCU's Elders and Community Advisory Group, with initial planning to hold a joint University Council and Elders meeting in 2017.

In addition to VCG-E, other key advisory and/or decision-making bodies with Aboriginal and Torres Strait Islander representation and participation include:

• Academic Board: 2 representatives

• Accreditation Committee: 1 representative

• Academic Standards and Quality Committee: 1 representative

• School of Arts and Social Sciences (SASS) and Gnibi School Board: 3 representatives. The Director, Gnibi, is also a member ofthe School's Committee of Examiners (which includes monitoring student progression across student cohorts).

• Equity and Diversity Committee: 1 representative

The Director of Gnibi and his staff contribute to Indigenous initiatives across SCU, including briefing relevant Heads of Schools, research areas and Executive members on matters relating to Indigenous issues and takes a leading role in promoting community engagement across the University's three campuses at Lismore, Coffs Harbour and Tweed Gold Coast. See section 6 for more details about curriculum developments during the year.

The roles and responsibilities of other Indigenous leaders at SCU include Deputy Head of School (Gnibi) and a range of academic roles across the University (including accreditation, course coordination and professoriate positions) as well as professional staff in areas such as student support and human resources.

Aboriginal and Torres Strait Islander people in positions of leadership at Southern Cross actively participate in a range of academic, administrative and workplace activities. Examples include the

development of SCU's Reconciliation Action Plan (see section 6); teaching and learning (ie curriculum development) initiatives; research and HDR initiatives/projects; community engagement initiatives (internal and external to SCU) and academic and governance responsibilities.

SCU's student administration policies and procedures are coordinated and operationalised by the Student Administration Services. This team includes the Indigenous Australian Student Services (lASS) unit, staffed by Aboriginal and Torres Strait Islander personnel.

*****

2. Increase the number of Aboriginal and Torres Strait Islander staff employed as academic and non-academic staff in higher education institutions.

Your response to this goal needs to address but is not limited to the following points:

• An outline of your current Aboriginal and Torres Strait Islander Employment Strategy including details on its current status, who has responsibility for its implementation, how is progress measured, how and when is progress reviewed or evaluated.

• Information on your strategies for increasing numbers of Aboriginal and Torres Strait Islander staff employed at your University. (Please provide a link to your Employment statement).

• The number of Indigenous-specific positions at your University, detailed by occupation and level.

• The current number of Aboriginal and Torres Strait Islander staff at your University and their roles across the University (including numbers in academic and non-academic roles, and by level).

Table 1- Permanent positions

Faculty /Institute/Section

Gnibi College Indigenous

Australian Peoples

School of Health and Human

Sciences

School of Business and Tourism

SCU Health Clinic

Indigenous Australian Student

Experience Team

Student Administration Services

Shared Services Hub Gold Coast

HR Services

Office of the DVC (Academic)

Office of Vice Chancellor

Facilities Management & Services

Total

Academic I Non­Academic by level

Academic

Academic

Non academic

Non Academic

Non Academic

Non Academic

Non Academic

Position title

Associate Lecturer (Teaching Scholar)*

Senior Lecturer*

Lecturer*

Lecturer

Lecturer (Teaching Scholar)

Director, GNIBI*

Associate Professor

Professional Experience Administration

Assistant

Administration Support Officer*

Student Counsellor

Student Management Off - IASET*

Student Management Off- lASS*

Student Management Officer

Student Services Officer*

Team Leader - lASS*

Senior Student Management Officer

Student Liaison Officer*

Student Liaison Officer*

Non Academic Shared Services Hub Adviser*

Non Academic Manager, Workplace Relations

Non Academic Student Engagement & Retention Advisor

Non Academic Project Coordinator

Non Academic Gardener

Total Academic: 7 Total Non-Academic: 16

Table 2 - Casual positions

Faculty/Institute/Section Academic I Non-

Position title Academic by level

Gnibi College Indigenous Academic Casual Academic Australian Peoples

Non Academic Administration Assistant Research Assistant Research Assistant

School of Health & Human Academic Consultant- VIC Health Project

Sciences

School of Environment, Science & Academic Associate Professor (Adjunct)

Engineering

School of Education Academic

Casual Academic

Professional Experience Advisor Environmental Analysis

Non Academic Laboratory Assistant Laboratory

Indigenous Australian Student Academic Tutor x 7

Experience Team

Student Administration Services Non Academic Student Ambassador

Shared Services Hub Coffs Non Academic Shared Services Advisor

Harbour

Total Total Academic: 12 Total Non-Academic: 6

There are 12 identified indigenous positions at SCU {marked with * in the table above) currently occupied with an additional 3 identified Indigenous positions which are currently not occupied.

The details of occupation and level of these positions are as follows:

Academic Academic Level C 1 Academic Level B 1 Academic Level A 1

Non Academic Higher Education Worker, Level 3 1

Higher Education Worker, Level4 5 Higher Education Worker, Level 5 1

Higher Education Worker, Level 6 1

As at 2 February 2017, SCU employed 41 employees who identify as being an Indigenous Australian: 19 academic employees and 22 professional employees.

Academic

ACADA 1 1

ACADB 1 2 3

ACADC 1 1

ACADO 1 1

ACADE 1 1

Casual Academic 4 1 5

Tutor 7 7

Non Academic

CAS11 1 1

CAS23 1 1

CAS32 1 1

CAS41 2 2

CAS61 1 1

HEW3 2 2

HEW4 8 8

HEWS 2 2

HEW6 2 2

HEW7 1 1

HEW8 1 1

Grand Total 20 3 17 1 41

Southern Cross University has in place an Aboriginal and Torres Strait Islander Employment Strategy 2016-2020. The Strategy was developed by a working group comprising academic and professional employees including Aboriginal and Torres Strait Islander employees. Consultation on the draft Strategy occurred with Aboriginal and Torres Strait Islander Elders and community members across the University' s footprint.

While the development of the Strategy has been coordinated by HR Services, responsibility for its implementation and success sits with all senior managers of the University under the leadership of the Vice Chancellor and Executive members. HR Services has operational responsibility for ensuring that the actions of the Strategy are monitored, coordinated, implemented and evaluated. All actions have clear and measurable Performance Indicators with specific timelines for completion.

Reviews on achievements will occur annually and be reported to the Vice Chancellor's Executive. All staff ofthe University will also be advised of annual progress and our achievements.

The University has two formal commitments setting out an aim to increase Aboriginal and Torres Strait Islander staff numbers- within the SCU Enterprise Agreement 2016 (at Clause 66) and within the Strategy.

The Strategy has specific actions to increase the recruitment of Aboriginal and Torres Strait Islander staff to both academic and professional positions, and to develop and provide career success to employees once employed . In addition, the Strategy sets out a stronger and practical commitment to developing a culturally safe workplace for Aboriginal and Torres Strait Islander staff members which is intended to assist in the retention and career success of employees.

The SCU Aboriginal and Torres Strait Islander Employment Strategy 2016-2020 is available at: htt12 :LLscu .ed u .a uLadmi nLh r Lindex.12h !2L72L

3. Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education.

Your response to t his goal needs to address but is not limited to the following points:

• Commencing Aboriginal and Torres Strait Islander student numbers for 2016 (access rate) as compared to 2015 (please provide an all student comparison).

• Programmes run, by the University, to improve access by Aboriginal and Torres Strait Islander students.

• Details on outreach activities and their effectiveness, in at t racting Aboriginal and Torres St rait Islander students. (See table below).

• Details of Indigenous-specific and other scholarships offered by your University. {See table below).

• Promotion of scholarships to Aboriginal and Torres Strait Islander students and take-up rates, including reasons for low take-up of available scholarships.

• Indigenous Education I Support Unit's role.

Commencing Aboriginal and Torres Strait Islander students

Aboriginal and Torres St rait Islander students Non Aboriginal and Torres Strait Islander students (Domestic students only):

Programs to improve access

Program Name Target audience Outline of Program

2015 2016 294 290

5800 5660

Outcome I

Access rates: The University's access rate for commencing Aboriginal and Torres Strait Islander students continues to be around 4.8% of all domestic students. While there is little change in the number of commencing Aboriginal and Torres Strait Islander students between 2015 and 2016, there had been a period of sustained increase in the preceding years, with a 35% increase since 2013.

Given the University's demographics, strategies to improve access and participation (including outreach activities) for all students are expected to support improving outcomes for Aboriginal and Torres Strait Islander students.

Programs which include a focus on improving access and participation by Aboriginal and Torres Strait Islander students include:

SCU College: Is aimed at providing a high level of support for students wanting to transition to higher education studies. In 2016, 91 Aboriginal and Torres Strait Islander students were enrolled in SCU College programs, mainly in the preparatory program Preparing for Success {PSP). SCU College enrols 17% of all Aboriginal and Torres Strait Islander students at the University.

Australian Indigenous Mentor Experience {AIME): SCU partners with AIME across the Lismore, Coffs Harbour and Gold Coast campuses and in 2016, became AIME's biggest university site. There has been measurable success in improving educational outcomes for the students who have participated in this program.

During 2016, 1003 Aboriginal and Torres Strait Islander high school students participated in t he AI ME program across SCU. 873 students remained engaged throughout the year, of these students, 834 are included in report ing below.

• 100% of year 7 students transitioned into year 8 {196 from 196 participants)

• 100% of year 8 students transit ioned into year 9 {186 I 186)

• 100% of year 9 students transitioned into year 10 {139 I 139)

• 97.3% of year 10 students transitioned into year 11 {142 I 146)

• 98% of year 11 students transitioned into year 12 (97 I 99)

• 98.5% of year 12 students attained a year 12 qualification (67 I 68). Of those:

12 students progressed to university

20 progressed to other further education and training

16 progressed to employment pathways

2 were undecided

17 were not able to be determined

STAR Entry Scheme {Year 12 students): The STAR Entry Scheme enables Year 12 students to gain

an early offer to study based on their school Principal's recommendation. The scheme matches an individual student to a particular SCU course based on their likelihood of success in their chosen I discipline. Most SCU undergraduate courses are available; the few exceptions are mainly those

courses with very limited places due to industry placements.

Outreach activities

Outreach activity Target audience Outline of Program Outcome

In 2016, SCU's UNI-BOUND Program grew to partner with 20 secondary schools (up from 19 in

2014) and expanded the UNI-BOUND Primary program to include 27 program partner schools.

A total of 85 UNI-BOUND Outreach programs were delivered across the year, including school­based workshops and visits to SCU's three campuses at Lismore, Coffs Harbour and the Gold Coast. There was over 1257 participants in the Primary program and 2842 participants in the program designed for high schools.

While the provision of demographic data was voluntary, around 55% of participants provided data. Of those who responded, participation by Aboriginal and Torres Strait Islander students was as follows:

Year 5 cohort : 62 students (17%) Year 6 cohort: 35 students {12%) Year 7 cohort: 188 students (8%) Year 8 cohort: 34 participants (9%) Year 9 cohort: 55 participants {10%)

Stellar: The University partners with the Clarence Valley Industry and Education Forum (CVIEF) via Stellar, an initiative to improve the participation rates of students from communities under­

represented in higher education . The focus of Stellar is the Clarence Valley in northern NSW. The Stellar program works through a whole of community approach to support students to reach their goals. The program targets primary and high school students, their school communities and families from low SES backgrounds, Aboriginal and Torres Strait Islander backgrounds and from regional areas.

In 2016, 2765 students in years 6-10 participated in 32 Stellar school events. Stellar participated in NAIDOC activities, subject selection evenings, teacher presentations and family and community

events.

During the year, consultations were undertaken with Aboriginal Education Officers, Aboriginal Educational Workers and the Aboriginal Community Liaison Officer from Primary and Secondary schools in Grafton, Maclean and Yamba. These meetings discussed how Stellar could best provide

information to Aboriginal parents/caregivers and the wider community about the opportunities offered at university.

As a result of these discussions, two university visits were arranged. Parents, Elders and community members visited the Lismore campus on Wednesday 21st September and the Coffs Harbour campus on 12th October. On these days, University staff and students presented short sessions providing information on University courses and services and the scholarships available for Aboriginal and Torres Strait Islander students. There was plenty of time factored into the day for discussion and questions and visiting different facilities across the campuses.

The SCU Head-Start program (introduced in 2012) is designed to provide improved pathways to

university for students from low socio-economic backgrounds and students who may be first in their family to attend university. Head-Start provides high-achieving year 11 and 12 students with the opportunity to study a university unit as part of their year 12 completion. Admission into these programs is merit based and Indigenous students are encouraged to apply. In 2016 there were four Aboriginal and Torres Strait Islander students participating in the program.

Indigenous Education Unit's role: Southern Cross University Indigenous Events Coordinating Committee (SCUIECC) is a broadly inclusive group with open membership and includes representation from a cross-section of groups on and off-campus. Consultation occurs regularly within the University community including staff and student groups, local Indigenous communities, Aboriginal Interagency Committees, Elders, schools and local government and non-government organisations. SCUIECC aims to develop the groundwork for a substantial cultural development program in a regional area with a large Indigenous population . See part 6 for more details about SCUIECC.

Scholarship details Government/

Private/University

Indigenous Specific Scholarships: New

Indigenous Commonwealth Education Costs Scholarship (ICECS) Indigenous Commonwealth Accommodation Scholarship {ICAS)

Indigenous Access Scholarship (lAS)

Indigenous Enabling Commonwealth Education Costs Scholarship (IECECS)

Indigenous Enabling Commonwealth Accommodation Scholarship (IECAS) Kennelly Construction Aboriginal Education Scholarship

Indigenous Australian Student Support Scholarships*

Government

Government

Government

Government

Government

Private Donor

University

Scholarships details

No. Allocated

Cost

38 $72,772.00 28

6 $33,793.50 7

23 $68,656.00 14

6 $10,396.00 6

2 $2,559.50 1

1 $20,000.00 1

25 $58,750.00 25

No. I

Awarded Comments

Matched allocation in 2015

Improved understanding by students of the Commonwealth Scholarship availability

Reduced support to commencing external students. In line with the Guidelines for this scholarship

Improved

Improved

For a Bundjalung student of Engineering.

Due to budget constraints smaller than previous year

Indigenous Australian University 63 $9,450.00 63 Due to budget

Student Support Book constraints smaller

Bursaries* than previous year

Indigenous Australian University 17 $10,200.00 17 Due to budget

Student Support constraints smaller

Technology Bursaries* than previous year

*Funded by ISP funding

Other New Scholarship Recipients

Southern Cross University 139 $180,000.00 139 1 Bestowed on

University Equity Australian Indigenous Scholarships# students.

Compared with 7 in 2015

Southern Cross University 173 $86,500.00 173 2 Bestowed on

University Equity Book Australian Indigenous

Bursary# students. Compared with 13 in 2015.

SCU Strengthening University 5 $40,000 5 1 bestowed on an Participation Aboriginai/Torres Strait Scholarship Islander student

WIL Grant Scheme University 11 $11,000 11 1 bestowed on an Aboriginai/Torres Strait Islander student

Feros Care Podiatry Private Donor 1 $5,000.00 1 Scholarship Summerland Credit Private Donor 1 $15,000.00 1 Union Scholarship

Vice Chancellor University 6 $110,000.00 6 Scholarships Far North Coast Law Private Donor 2 $5,000.00 2 Society The Lord's Taverners Private Donor 1 $15,000.00 1 (Northern NSW) University Scholarship Mayor of Lismore Private Donor 3 $15,000.00 4 1 place was shared Scholarship for between two students Outstanding Academic Achievement Scholarships SCU Bowen Scholarship Private Donor 2 $5,000.00 2

Twin Towns Services Private Donor 3 $35,000 3 Club Scholarship Louise Morgan Head Private Donor 5 $10,000.00 5 Start Scholarships Rous Water Private Donor 1 $5000.00 1 Scholarship Rowe Scientific Private Donor 1 $5000.00 1 Chemistry Honours Scholarship Diabetes QLD Private Donor 2 $3,660.00 2 Postgraduate Educators Scholarship

Jim Dickenson Private Donor 1 $5,000.00 1 Environmental Science Scholarship SCU Alumni Private Donor 1 $4,500.00 1 Postgraduate Scholarship scholarship Funded by

SCU Alumni

Southern Gold Coast Private Donor 2 $5000.00 1 The restrictive criteria Tourism and made it difficult to fill. Convention and Event Management Scholarship SCU Associate Alumni Private Donor 1 1 Southern Gold Coast Private Donor 1 1 In addition to Chapter of SKALA scholarship payment scholarship student receives free

admission to seven club breakfast meetings

Richmond Valley Private Donor 1 $35,000.00 1 Council Scholarship approx. North Coast Institute of Private Donor 1 $1,2500.00 1 T AFE Pathway Scholarship OPEM Psychology Private Donor 1 $1000.00 1 Honours Scholarship

Rebecca Coyle Private Donor 1 $5,000.00 1 Memorial Honours Scholarship Neil Leiper Honours University 1 $5,000.00 1 Bestowed on an Scholarship Aboriginai/Torres Strait

islander student. Prof. Peter Baverstock University 1 $5,000.00 2 Two half scholarships Research Career Path Honours Scholarship The School of Arts and University 1 $5,000.00 1 Social Sciences Honours Scholarship

Education Honours University 2 $2000.00 3 Total scholarship pool Scholarship divided equally

between three recipients

Mary Dent Music Private Donor 1 $7500.00 1 Scholarship

Uni Life Awards University 9 $4,500.00 9 International Exchange University 128 $175,500.00 128 Special Project Funds. Scholarships 4 bestowed on

Aboriginal and Torres Strait Islander identifying students.

Compares with 5 in 2014 and none in 2015. (This program was expanded in 2016- 128 compared to 57 in 2015)

OS_HELP Government 104 $717,693 104 2 bestowed on Aboriginal and Torres Strait Islander identifying students Compare this to 201S when there were 3. (104 places in 2016 compared to 113 in 2015}

Prizes University & 69 $22,000 69 3 bestowed on Private Donors Aboriginal and Torres

Strait Islander identifying students.

University Medals

Vice Chancellors Recognition of Academic Merit

University 7

University 715 Medall ion No monetary value-recognition bestowed on Australian Higher Education Graduation Statement.

7 715

Similar to 2015 where 4 students received academic prizes.

17 bestowed on Aboriginal and Torres Strait Islander identifying students. (Similar to 2015, with 17 recipient s) 2.34% of places bestowed.

#The application process for general equity scholarships {& book bursaries) is shared with that for Commonwealth Scholarships. There was a better process for identifying Commonwealth eligible recipients in the General equity report. Commonwealth scholarships are more generous than the general Equity Scholarships.

Promotion of Scholarships

The Scholarships team continued to work closely with the Stellar (Clarence Valley) project coordinated by the Equity and Diversity office; with scholarships to support the visit to the Coffs Harbour and Lismore campuses by the Maclean group of parents to make sure that information about scholarship opportunities was available. A new flyer was developed which demystified the application process which has been rolled out to general Orientation programs coordinated by the lASS team . This has resulted in an improved standard in applications.

Some problems persist with students being unaware they are in receipt of Student Start Up payments. When offered the opportunity to transfer to Indigenous Commonwealth Education Costs Scholarships (ICECS), some students remained reluctant to do so as they did not wish to take on additional Centrelink debt; while other students prefer to retain the Student Start-Up due to its earlier payment.

The Process for Special Consideration which is offered to Commonwealth Scholarship students who do not meet the immediate grounds for financial disadvantage was improved. A precedent library for decisions under this rule has been developed and has seen more students access support on the grounds of the Guidelines for Commonwealth Scholarships.

Southern Cross University instituted improved screening of the General Equity Scholarship applications and worked closely with Aboriginal and Torres Strait Islander students to encourage them to access the Commonwealth and other scholarship programs available to them . There was an issue with students not completing the application by supplying the necessary declaration relating to their Australian Indigenous identity. This was due to a lack of awareness relating to the requirement to download and submit this form.

Due to funding constraints, the 2016 Budget available for the lASS Scholarship and bursary program was limited to $80,000 compared with an available budget of $100,000 in 2015. The program continues to meet a need in the student population.

4. Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of all other Australians.

Your response to this goal needs to address but is not limited to the following points:

• The total number of Aboriginal and Torres Strait Islander student enrolments for 2016, compared to 2015 (please provide an all student comparison).

• Details of your Universities' strategies to address Aboriginal and Torres Strait Islander student participation.

• Indigenous Education I Support Unit's role.

The total number of Aboriginal and Torres Strait Islander student enrolments is as follows:

2015 2016 Aboriginal and Torres Strait Islander students: 519 543

Non Aboriginal and Torres Strait Islander students (Domestic students only): 12010 12525

Participation rates: Aboriginal and Torres Strait Islander students comprised 4.2% of all domestic students in 2016, equivalent to the previous year and are represented across all academic Schools as seen in the table below.

In 2016, just over half of all Aboriginal and Torres Strait Islander students were enrolled in the School of Health and Human Sciences, SCU College and the School of Education. Two schools with substantial increases in the numbers of Aboriginal and Torres Strait Islander students were the School of Health and Human Sciences (26% increase) and SCU College (21% increase).

Student Count- 2016- %of all % domestic students only Indigenous Indigenous Indigenous

students enrolments in each School

-School of Health & Human

110 20.25%

3.5% Sciences -SCU College 91 16.75% 8.5%

School of Education 77 14.00% 3.4%

School of Arts & Social Sciences 72 13.25% 4.4%

School of Business & Tourism 60 11 .00% 2.4% School of Law & Justice 56 10.50% 4.3% GNffil College of Indigenous

46 8.50%

39.3% Australian Peoples School ofEnvironment, Science

19 3.50%

2.5% & Engineering Other School (Misc. etc.) -t 12 2.25% 5.4%

By Course School 543 100% 4.2%

Strategies to address participation include:

The SCU UniMentor program connects new students with a second or third year mentor studying the same (or similar) course. UniMentors are in touch with the academic and social challenges of university life, as they've been through it themselves. More commencing Aboriginal and Torres Strait Islander students requested a mentor in 2016 (6, up from 42 in 2015). This was achieved through a partnership with the lASS team, and represents 17% of commencing Aboriginal and Torres Strait Islander students. 90% of these students stayed past census date.

This is a substantial increase from 2014, where only 4.8% of commencing Aboriginal and Torres Strait Islander students requested a mentor. Regular meetings with a UniMentor helps new Indigenous students to connect, make friends and gain positive, empowering advice and support from someone who has 'been there' and 'done that'. It integrates well with the University's partnership with AIME (see Programs to Improve Access section).

lASS provides a full range of student services to Aboriginal and Torres Strait Islander students in a culturally safe and friendly environment. Accessible at all three campuses, students studying externally can also access lASS services via email, Skype, telephone and via SCU's interactive learning environment Collaborate. The principal objective of lASS is to provide students with the services and support they need from enrolment on through to graduation. Some of these services include:

• the Testing and Assessment Program (T & A) which is an alternative entry pathway for Aboriginal and Torres Strait Islander applicants;

• tutorial support via the Australian Government's Indigenous Tutorial Assistance Scheme (IT AS);

• access to scholarship information; • dedicated, complimentary computing facilities and tutorial space; • organisation of Indigenous Australian sporting, social and cultural events such as the

National Indigenous Tertiary Student Education Games, Orientation activities, Graduation breakfasts and student BBQs;

• assistance for Aboriginal and Torres Strait Islander students to attend compulsory placements (including intensive on campus classes) as a core component of their course via the Centrelink administered Away From Base Scheme; and

• support for SCU's Indigenous Events Coordinating Committee (SCUIECC).

5. Enable Aboriginal and Torres Strait Islander students to attain the same completion rates from award courses in higher education as for other Australians.

Your response to this goal needs to address but is not limited to the following points:

• The total number of Aboriginal and Torres Strait Islander student completions at Bachelor level and above in 2016, compared to 2015 (please provide an all student comparison).

• Support mechanisms you have in place to assist Aboriginal and Torres Strait Islander students to complete their study.

• Indigenous Education I Support Unit's role .

2015 2016 Aboriginal and Torres Strait Islander students: (Higher Degree) 0 1 Non Aboriginal and Torres Strait Islander students: (Higher Degree) 46 29 Aboriginal and Torres Strait Islander students: (Other postgraduate) 4 7 Non Aboriginal and Torres Strait Islander students: (Other postgraduate) 467 391 Aboriginal and Torres Strait Islander students: (Bachelor degree) 34 35 Non Aboriginal and Torres Strait Islander students: (Bachelor degree) 1252 1186

Aboriginal and Torres Strait Islander students comprised just under 3% of bachelor degree completions in 2016.

Support mechanisms

Support mechanisms Description Constraints Outcome I

Through the lASS team, SCU provides tutorial assistance to eligible students with a qualified

tutor to assist with: understanding course content; researching skills; developing assessments;

time management and examination preparation. Eligible students (including external students)

are matched with face-to-face tutors wherever possible, with alternative arrangements available

where this is not viable. There is dedicated space for student group work within lASS in a

culturally safe and well equipped place. Planning is underway to enhance and expand the

tutoring and academic support services; however, the University's capacity to build on this is

constrained by limited government funding.

PSP and SCU College (discussed under the Access section) and UniMentor (discussed under the

Participation section) are key mechanisms also aimed at improving student success and retention

across SCU, including among Indigenous students.

Initiatives to support Indigenous students during their studies are also in place at a School level.

For example, during 2016 a HEPPP funded project was undertaken, aimed at supporting the

progress of Aboriginal and Torres Strait Islander students enrolled in the School of Law and Justice.

This project forged a link with the OLT-funded national project, Indigenous Cultural Competency

for Legal Academics Project {ICCLAP}. A Southern Cross law student was named the 2016 National

Indigenous Law Student of the Year by the Attorney-General's Department.

6. To provide all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures.

Your response to this goal needs to address but is not limited to the following points:

• Details of how and to what extent Indigenous perspectives are reflected in curriculum at your University.

• How the University addresses the cultural competency of its staff and students.

• The University's involvement with Indigenous community members in working toward this goal.

• Indigenous Education I Support Unit's role.

The University's Graduate Attribute 7 specifically references Indigenous Cultural Competency. At Southern Cross University, this translates to:

• Informed understanding of Indigenous Australian cultures, histories and current realities.

• Awareness of Indigenous protocols and preferences. • An ability to engage with and work effectively in Indigenous contexts, in line with the

expectations of Indigenous Australian peoples.

Within Graduate Attributes are nested Course and Unit Learning Outcomes so the material is subject-specific but sharing a common philosophy. We encourage teaching staff to reflect on the history oftheir discipline in relation to marginalised cultural groups, especially Indigenous Australian Peoples. This can· inform learning design in units or courses, day to day teaching, and assist students to become culturally competent professionals and practitioners.

During 2016 Gnibi continued to deliver two specific undergraduate programs; the Bachelor of Indigenous Studies (offered by distance education and at the Lismore campus) and the Bachelor of Trauma and Healing (offered at the Lismore campus). Gnibi also delivers undergraduate units with an indigenous perspective across the University.

The Doctor of Indigenous Philosophies (DindigPh) is also delivered by Gnibi at Lismore or externally. The Doctor of Indigenous Philosophies, first offered in 2014, was reviewed and refreshed in 2016. It is a program that combines coursework and a research thesis designed to provide high-level, ethical and methodologically valid research skills for future Indigenous researchers and for all researchers interested in careers in the Indigenous Australian sector.

During the year, Gnibi completed extensive course evaluation, review and Aboriginal community consultation and commenced a renewal of its undergraduate offerings. The previous Bachelor of Indigenous Studies has been revised and renamed The Bachelor of Indigenous Knowledge and was offered from 2017. This program offers a focus on Indigenous business and community development.

A review of previous Bachelor of Trauma and Healing was commenced, with the aim of amending the program to provide a greater inter-disciplinary focus on Aboriginal health care. The revised program will be specifically designed to build students' theoretical and practical capacity in clinical and behavioural discipline areas relevant to Aboriginal health practice. The inter-disciplinary focus provides students from all backgrounds with skills and practices in cultural competence and cultural strength approaches in the service of Aboriginal and Torres Strait Islander individuals, families and community groups.

The program will prepare students to work as Aboriginal and Torres Strait Islander practitioners in diverse primary health, health promotion, critical care and counselling contexts (including in urban, rural and remote areas, particularly where culturally competent counselling skills are

required to work with Indigenous clients) . Review and implementation of the revised program will be completed for 2018 students.

Through Gnibi, Southern Cross University offers a cogent and diverse range of programs that build scholarly effectiveness and professional expertise in Indigenous Knowledge and Indigenous issues. Gnibi currently teaches into all study areas through identified Units of study in Health, Education, Environmental Studies and Social Sciences and also through a University wide major in Indigenous Studies. Postgraduate Units in Master of Social Work, Health Sciences and within the Doctor of Indigenous Philosophies are also delivered by Gnibi College and attract postgraduate students and PhD candidates from across the University. The focus is on establishing and sustaining Indigenous Knowledge as an area of academic expertise vital to teaching Indigenous issues across the university at undergraduate and postgraduate levels. This practice supports the development of relevant curricula in other disciplines.

Please see the section 'Outreach' for information about Southern Cross University Indigenous Events Coordinating Committee (SCUIECC).

A demonstration of the University's commitment to Aboriginal and Torres Strait Islander cultures is evidenced by the work of Aunty Irene Harrington and Ms Virginia Ingham, Gnibi College of Indigenous Australian Peoples and their work in revitalising the Bundjalung Language and Culture through a collaborative project with the Bundjalung community and the University. This collaboration was one ofthe winners in the 2016 VC's Excellence in Engagement Awards.

Gnibi College of Australian Indigenous Peoples is coordinating the development of the University's Reconciliation Action Plan (RAP), with a focus of open consultation across the University and communities. The objective of the Plan is to provide a charter to ensure cultural safety, ethical engagement in employment and participation for Aboriginal and Torres Strait Islander staff, students and communities.

The RAP committee involves Elders, academics (including Heads of School) and professional staff across the University are collaborating in the design of the principles that underpin the policy, its areas of focus and the structuring of this plan into the operational systems of the University. Consultative processes using connective art included a survey of students during Reconciliation Week, and a separate process for each work unit. Many of the connective cards are being used as artwork for the final report, which will be released during 2017.

In 2016, SCUIECC organised a variety of commemorative events, culminating in week-long NAIDOC celebrations at the Gold Coast, Lismore and Coffs Harbour in July. Celebrations were held at each campus including; Elders Yarning Circles, cultural performances, art exhibitions and a special lecture "Education and Keeping Our Culture Alive, Cultural Awareness and Reflection" was presented by Prof Sheehan, Terry Donavan, Mark Flanders and Bee Ballangarry. Other important events included acknowledging the Anniversary of the Apology to the Stolen Generations, Close the Gap Day and National Sorry Day and Reconciliation Week.

SECTION 2 EXPENDITURE OF INDIGENOUS SUPPORT PROGRAM GRANT (Attachment 1}

Please use the financia l acquittal template attached to report on the expenditure of your University's ISP grant for2016, noting that a breakdown of expenditure is required (eg salary and travel breakdown) . Where ISP expenditure does not match t he audited annual fi nancial statements for t he year ending 31 December 2016 provided under section 19-10 of Higher Education Support Act 2003, please provide reconciliation.

This ISP report is a legislated requirement, under the Higher Education Support Act 2003-Other Grants Guidelines (Education) 2008.

SECTION 3 HIGHER EDUCATION PROVIDER'S CONTACT INFORMATION

Please nominat e contact offi cers for al l policy and operational matters regarding your Indigenous Education Statement, including name(s), position t it le, phone number and email address.

Where your Indigenous Education Unit has been consulted in the development of this Indigenous Educat ion Statement, please provide the contact details of t he relevant staff member.

University Officer

Name: Prof Norm Sheehan

Position Title: Director, Gnibi College of Indigenous Aust ra lian Peoples Phone Number: 02 6620 3959 Email: norm.sheehan@scu.edu.au

SECTION 4 PUBLICATION OF THE STATEMENT

Indigenous Education Support Unit Officer

Name: Paul Robinson

Position Title: Senior Manager, Student Management, St udent Administration Services Phone Number:02 6620 3213 Email : pau l.robinson@scu.edu.au

Following approva l of the IES by PM&C, Universities are to publish the current and the previous two IES on their website. The documents are required to be externally accessible to t he public. Please provide PM&C with a link to t hese statements.

Australian Government

Department of the Prime Minister and Cabinet

FINANCIAL ACQUITTAL

Organisation Southern Cross University

Postal Address PO Box 157, Lismore NSW 2480

Contact Person Stewart Brown

Phone 02 66203575 I Fax I 02 6620 3571 IE-mail rtewart.brown@scu.edu.au

Financial Acquittal I This financial acquittal proforma is designed to acquit all ISP Funds provided in 2016, including all interest or royalties/income derived from ISP Funds during 2016.

Attachment I Checklist

1 ! Indigenous Support Program (ISP) ~

For each Attachment:

• Part A seeks information on the GST component of funding provided to you under that element, if applicable . - If GST is paid to you, the amount of GST funding which is included in each payment is set out in a Recipient Created

Tax Invoice (RCTI} issued to you at the time of the payment. You must state whether these amounts have been remitted to the Australian Taxation Office (ATO} or committed for payment to the ATO.

- If GST is not paid to you, do not complete Part A.

• Part B seeks information about the funding received and expenditure and commitments, exclusive of any GST. Do not include the GST component of any expenditure in this part.

Certification

Complete this certification after you have completed the Financial Acquittal for any ISP funding which you have received in 2016 and after you have entered all relevant information in the Assets Register.

ISP FUNDING RECIPIENT'S CERTIFICATION

I, (print name of chief officer 0< equivalent)

(print position title)

certify that:

(i) the details shown in this financial acquittal form and the accompanying pages - including the details of assets acquired and disposed of- represent a complete, true and correct summary of transactions that took place during the funding year under the Indigenous Education Program (ISP);

(ii) Funds were spent on activities and initiatives to achieve the outcomes/targets indicated in the Higher Education Support Act 2003;

(iii) any interest earned or royalties/income derived from these Funds was expended on activities to advance the objects of the Higher Education Support Act 2003; and

I understand that:

(i) in the event that I have not remitted GST paid under the Agreement to the Australian Taxation Office, that it is my obligation to remit those amounts, as required under the A New Tax System (Goods and Services Tax) Act 1999;and

(i) it is an offence under the Criminal Code Act 1995 to provide false or misleading information.

Signed: Date: 118(05/ 21J17 I

Privacy Notice

The Department of the Prime Minister and Cabinet (PM&C) collects your personal information (including your name, organisation and contact details) for the purposes of administering Indigenous Education Programmes. PM&C will not otherwise use or disclose your personal information without your consent unless required or authorised by or under law.

ATTACHMENT 1 -Indigenous Support Program

Provider Name: SOUTHERN CROSS UNIVERSITY

For the 2016 funding year {1 January- 31 December 2016).

PART A- If applicable, Goods and Services Tax (GST) paid under the Agreement:

1. If applicable, GST received by you in 2016 as part of the Indigenous Support Programme funding under the Higher Education Support Act 2003. This amount $-is stated on your Recipient Created Tax Invoices (RCTis).

2. If applicable, GST remitted or committed for payment to the Australian Taxation $-

Office {ATO) (in the remittance instalments shown below) Amount remitted: $

I Amount remitted : $

I Amount remitted : $

Date remitted: I I Date remitted: I I Date remitted: I I

PART B- Acquittal Summary Details (excluding GST):

INCOME 1. Unexpended Indigenous Support Programme funds from 2015 which were

committed for expenditure prior to 31/12/2015. (+) 2. Unexpended and uncommitted Indigenous Support Programme funds from

2013 or 2014 which were approved for expenditure in 2016. (+) 3. Indigenous Support Programme funds provided in 2016. These amounts

appear on Recipient Created Tax Invoices (RCTis) or Payment Advice Letters.

(+) 4. Interest, royalties and other income derived from Indigenous Support Programme funds in 2016.

(=) 5. Total Indigenous Support Programme funds to be acquitted in 2016.

EXPENDITURE 6. Total Indigenous Support Programme expenditure in 2016, excluding any

GST. (+) 7. Unexpended Indigenous Support Programme funds which were committed

for expenditure prior to 31/12/2016.

(+) 8. Requested carryover into 2016 of unexpended Indigenous Support Programme funds which were not committed for expenditure by 31/12/2016- written approval date / .. ./2016.1

(=) 9. Total Indigenous Support Programme funds which by 31/12/2016 were fully expended and/or committed for expenditure.

10. Returns of 2016 Indigenous Support Program Funds by 31/12/2016.

11 . Balance of Funds for 2016

12. Balance of provider's Indigenous Support Programme bank account or cost centre as at 31/12/2016.

1 The Department will only approve the rollover of unspent funds in exceptional circumstances.

$-

$-

$1,053,000.00

$-

$1,053,000.00

$1,053,000.00

$0

$0

$1,053,000.00

$

$1,053,000.00

$

Section 7- Breakdown of ISP Expenditure (excluding GST):

Salaries $896,483 Scholarships $78,400 Refurbishment - Fitout of Gumbayngirr Room Coffs Harbour $26,294 Ceremonies, entertaining, publicity, sponsorships $29,776 Office equip, furniture, stationery1 other consumables $10,843 Travel $6,661 Higher Education Provider Overheads $4,543 (=) Total 20161SP Program Expenditure $1,053,000

STAFFING COSTS

Position Indigenous Centre/Faculty staff Cost

Management and administration Department staff assisting Centre $ 146,729

Team Leader X 1 FTE Indigenous Centre $ 101 ,877

Student Services Officers x 3.1 5 FTE Indigenous Centre $ 251,070

Student Liaison and Management Officers x Indigenous Centre $ 227,939 1.70FTE Casual administration x0.98FTE Indigenous Centre $ 81 '129

Casual Tutors x 0.86 FTE Indigenous Centre $ 87,739

$ 896,483

TRAVEL COSTS

Description Destination & details Cost

Staff campus meetings and visits Lismore, Coffs Harbour and Gold $ 2,264 Coast campuses - accommodation, meal costs

Vehicle running costs Lismore, Coffs Harbour and Gold $ 4,397 Coast campuses

$ 6,661

Ceremonies, entertaining, publicity, sponsorships Description Details Cost

Indigenous Marketing Material Calendar, booklet, lanyards, cups, $ 9,496 etc

Indigenous Event Catering, etc Indigenous Centre $ 8,253 Entertaining Indigenous Centre $ 2,916

Sponsorship Elders tent at Show, NITE games $ 6,955 Graduation related Honour board signage, cakes, prizes $ 1,557 Welcome to Country- Elders Sitting Fee Sitting Fees $ 600

$ 29,776

Optional Information- Breakdown of Non-ISP expenditure to support Aboriginal and Torres Strait Islander students

Gnibi College of Indigenous Australian Peoples- operating costs Salaries $ 1,435,668 Marketing and Public Relations $ 11 ,511 Travel and Accommodation $ 45,912 Software $ 2,783 Consulting Fees $ 55,390 Equipment and Furniture $2,574 Property and Facility Costs $1 ,315 Other Expenses $6,435 (=) Total of 2016 Non-ISP expenditure $1,561,588