2017 - Indigenous Education Statement Final · 1. Establish effective arrangements for the...
Transcript of 2017 - Indigenous Education Statement Final · 1. Establish effective arrangements for the...
INDIGENOUSEDUCATIONSTATEMENT-OVERVIEWTheDepartmentofthePrimeMinisterandCabinet(PM&C)requiresinformationfromUniversitiesrelatingtothe2016outcomesandfutureplanstomeettheirongoingresponsibilitiesforAboriginalandTorresStraitIslanderstudentachievementinhighereducation.TheseresponsibilitiesincludeassessingandreportingonprogresstowardsimprovededucationaloutcomesforAboriginalandTorresStraitIslanderpeoplesassetoutinthegoalsoftheNationalAboriginalandTorresStraitIslanderEducationPolicy.TheIndigenousEducationStatementhas,inthepast,beenusedtodetermineUniversity’seligibilityforIndigenousSupportProgramme(ISP)funding.PleaserefertotheHigherEducationSupportAct2003–OtherGrantsGuidelines(Education)2008whichdetailsISPgrantconditions.TherearethreeconditionsofeligibilityforISP-TableAUniversitiesmustdemonstratetoPM&Cthatthey:
• Haveimplementedstrategiesforimprovingaccess,participation,retentionandsuccessofAboriginalandTorresStraitIslanderstudents;
• HaveincreasedparticipationofAboriginalandTorresStraitIslanderpeoplesintheUniversity’sdecision-makingprocesses;and
• HaveanAboriginalandTorresStraitIslanderemploymentstrategy.UniversitiesinreceiptofISPfundingduring2016arerequiredtoprovidePM&Cwithareportontheexpenditureofthegrantamount.Theexpenditurereportfor2016ISPfundsisincludedwithinthisdocument.Pleaseprovideasmuchinformationaspossible.ThecertificationpageisrequiredtobesignedbytheUniversity’smostseniorfinancialmanager.Thispagedoesnotrequireanexternalauditor’scertification.ItisrecommendedthattheformatfortheIndigenousEducationStatementisfollowedtoensureUniversitiesreportagainstallrelevantcriteria.However,thisshouldnotlimitUniversitiesthatwishtoreportonawiderrangeofmatters.InaccordancewiththeGuidelines,theIndigenousEducationStatementisduetobesubmittedandacceptedbytheDepartmentonorbefore31May2017.PleaseallowsufficienttimeforfollowupdiscussionsbetweenPM&CandtheUniversitytoavoidanypossibledelayto2017ISSPprogresspayments. Pleasenotethatfrom2017,theISPwillbeincludedintheIndigenousStudentSuccessProgram(ISSP).ISSPreportingfor2017fundingwilloccurin2018viaasimilarreportingprocessastheISPIndigenousEducationStatement.Furtherinformationwillbecirculatedduring2017. Pleasesubmitsignedelectronicdocumentsbyemailto:[email protected]&Ccontactofficers: GlenHansen,Director MarissaBooth,AssistantDirectorTertiaryEducationTeamPhone:0261523126Email:[email protected]
TertiaryEducationTeamPhone:0261523194Email:[email protected]
JoshBowman,ProgramOfficer MichaelJohnson,ProgramOfficerTertiaryEducationTeam TertiaryEducationTeamPhone:0261523658Email:[email protected]
Phone:0261523181Email:[email protected]
FORMATFORINDIGENOUSEDUCATIONSTATEMENT
WhileitisrecommendedthatthisformatisfollowedtoensureUniversitiesreportagainstallrelevantcriteria,Universitiesareinvitedtocommentonawiderrangeofmatters.
EdithCowanUniversity...................................................................................................................................KurongkurlKatitjin,CentreforIndigenousAustralianEducationandResearch…................................SECTION1 ACHIEVEMENTOFNATIONALABORIGINALANDTORRESSTRAITISLANDER
EDUCATIONPOLICY(AEP)GOALSIN2016ANDPLANSFORFUTUREYEARSPleaseprovideevidenceof:• strategiesyouhaveimplementedwhichseektoachievetheAEPgoalsandyourassessmentof
whetherthesestrategiesareworking;• constraintsonyourabilitytoachievetheAEPgoals;and
• plansforfutureimprovementofexistingstrategiesorimplementationofnewstrategiestomeeteachoftheAEPgoalsrelevanttohighereducation.
TheAEPgoals(paraphrased)relatingtohighereducationareto:
1 EstablisheffectivearrangementsfortheparticipationofAboriginalandTorresStraitIslanderpeoplesineducationaldecision-making.
2 IncreasethenumberofAboriginalandTorresStraitIslanderpeoplesemployed,asAcademicandProfessionalstaffinhighereducationinstitutions.
3 EnsureequitableaccessofAboriginalandTorresStraitIslanderstudentstohighereducation.
4 AchievetheparticipationofAboriginalandTorresStraitIslanderstudentsinhighereducation,atratescommensuratewiththoseofallotherAustralians.
5 EnableAboriginalandTorresStraitIslanderstudentstoattainthesamegraduationratesfromawardcoursesinhighereducationasforotherAustralians.
6 ToprovideallAustralianstudentswithanunderstandingofandrespectforAboriginalandTorresStraitIslandertraditionalandcontemporarycultures.
1. EstablisheffectivearrangementsfortheparticipationofAboriginalandTorresStraitIslanderpeoplein
educationaldecision-making.
Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:
• The number of Aboriginal and Torres Strait Islander people involved in institutional governance anddecision-makingbodiesandprocessesandthenatureoftheir involvement, i.e.membershipsonboards,committeesetc.
• If there isnoAboriginal andTorres Strait Islandermembershiponkeygovernanceanddecisionmakingbodies,pleaseprovideanexplanation.
• TherolesandresponsibilitiesofAboriginalandTorresStraitIslanderleaderswithinyourinstitution.
ECUstrategiesandevidence
ECU continues to provide significant opportunities for the participation of Aboriginal and Torres StraitIslanderpeople ingovernance,managementanddecision-makingat all levelsof theUniversity.Key tothisisanIndigenousConsultativeCommittee(ICC),whichprovidesadvicetoECU’sVice-ChancellorandtotheEquityandDiversityCommitteeonmatterswhichimpactonECU’sserviceprovision,outcomesandreputationinrelationtoAboriginalandTorresStraitIslanderpeoples.
In 2016, the Indigenous Consultative Committee met on a regular basis and all positions on thecommittee are currently filled. The University provided interim Chair arrangements pending theappointmentofanewexternalchair–whowillbeanAboriginaland/orTorresStraitIslanderperson.
Inadditiontothe ICC, the IndigenousEmployment (Developmentand Implementation)Sub-Committee(IEDISC)providesadvicetotheEquityandDiversityCommitteeinrelationtoECU’sprevious IndigenousEmploymentStrategyandtheIndigenousAustralianEmploymentActionPlan.Thissub-committeeoftheEquityandDiversityCommittee ismandatedby theUniversity’sCollectiveAgreementandcomprisesaquorumofatleast50%ofAboriginalandTorresStraitIslanderstaff.
AnelevatedVice-Chancellor’sReconciliationCommitteehelditsinauguralmeetinginMarch2016withafurtherthreemeetingsheldthroughouttheyearinaccordancewiththeVice-ChancellorendorsedTermsofReferencefortheCommittee.Followinganopennominationsprocess,allAboriginalstaffandstudentswho expressed an interest in participation were invited to attend all Committee meetings, therebymaximising the contributions of Aboriginal and Torres Strait Islander staff and students to theCommittee’s business anddecision-making. TheCommitteeChair is external to theUniversity and is arespected Aboriginal community member. The Committee has a significant role in monitoring theReconciliationActionPan2015-2018androutinelyreviewsprogressoftheSevenRAPThemesindetail.
Professor Colleen Hayward AM, Head of Kurongkurl Katitjin, Centre for Indigenous Education andResearch,continuedintheroleofPro-Vice-Chancellor(EquityandIndigenous)throughout2016. Inthiscapacity, Professor Hayward also continued as a member of the University Executive, the key seniorleadership group at ECU, providing strategic advice directly to the Vice-Chancellor. Professor HaywardpresentsanannualprogressreportontheRAPtoECU’sgoverningCouncilandengagesCouncilmembersindiscussionaboutcurrentandfutureReconciliationefforts.
In addition, Professor Hayward chaired the University’s Equity and Diversity Committee and theIndigenousEmployment (Developmentand Implementation)Sub-Committee.ProfessorHaywardwasakey member of the Vice-Chancellor’s Reconciliation Committee and also sat on the IndigenousConsultativeCommittee,temporarilyprovidingtheChairfunctionspendingapermanentappointmenttothatrole.
Kurongkurl Katitjinworks across theUniversity, playing a lead role in ECU’s decision-makingprocessesthroughmembershipofitsstaffonarangeofinternalcommitteesincluding:
• UniversityExecutive• AcademicBoard• BoardofExaminers• ResearchandHigherDegreesCommittee
ActionstoincreaseAboriginalandTorresStraitIslanderrepresentationondecision-makingbodiesduring2016wereasfollows:
• OnememberofCouncil,whoidentifiesasAboriginal,serveduntilthecessationoftheirtermofofficeinOctober2016.Apotentialmemberpool forappointments toCouncilandcommitteesofCouncilhasbeendevelopedandasfuturevacanciesarise,appointmentsfromthislistwillbeconsidered,inorder to strengthen ECU’s relationshipwith its Aboriginal and Torres Strait IslanderAlumni and toprovideformoreinclusivedecision-making.
• The Human Resources Service Centre has introduced a register of Aboriginal and Torres StraitIslanderstaffandstudentswhohaveexpressedaninterestinparticipatinginUniversitycommittees.
• The Vice-Chancellor’s Reconciliation Committee, established in 2016, has representation fromAboriginalstaffandstudents.NominationsformembershipfromAboriginalandTorresStraitIslanderstaff and students exceeded the two places originally made available on the committee. All fournomineeswereacceptedforcommitteemembership.
• The Aboriginal Inclusivity Working Group in the School of Nursing and Midwifery had Aboriginalstudentmembership,representingallyearsoftheundergraduateprogram.KurongkurlKatitjin,ECU’sCentreforIndigenousAustralianEducationandResearchisalsorepresentedonthisgroup.
• One of the three School of Medical and Health Sciences representatives on the Vice-Chancellor’sStudent Advisory forum identifies as Aboriginal. A further two Aboriginal representatives on thisgrouparenominatedthroughKurongkurlKatitjin.
• TheSchoolofNursingandMidwiferyConsultativeCommitteecomprisedindustryleadersinNursingandMidwifery,oneofwhomisanAboriginalpersonfromDerbarlYerriganHealthService.
• All Consultative Committees in the School of Medical Sciences have Aboriginal representation, asdoestheStudentLiaisonCommittee.
ConstraintsonECU’sabilitytoachievethisgoal
ECU’sAboriginalandTorresStrait Islanderstaff facemanydemandsontheir timetoengagewiththeircommunities.Committeemembership,recruitmentactivitiesandcommunityparticipationcanoftenbedemandingactivities,thoughessentialtoadvanceAboriginalandTorresStraitIslanderparticipationandsuccessinhighereducation.ThebreadthofthisworkplacesadditionalpressureonAboriginalandTorresStraitIslanderstaff,overandabovethatrequiredofnon-Aboriginalcolleaguesinsimilarpositions.
ECU’splansforfutureimprovement
ECU’s Reconciliation Action Plan is the key element of ECU’s plans for future improvement inparticipationindecision-making.TheCouncilapprovedRAP2015-2018identifiesactionsanddeliverablesgroupedaroundsevenkeythemesthatbuildon,andextend,ECU’spreviousReconciliationefforts.
ECU’sRAP2015-2018(interalia)seeksto:
• maintainastrong,effectiveandrelevantIndigenousConsultativeCommittee;• maintainthehighlevelVice-Chancellor’sReconciliationCommitteetomonitorRAPimplementation;• supportAboriginalstaff,buildingcapacityandleadershippotential;and• improve the representation of Aboriginal and Torres Strait Islander students, staff and community
membersinECU’sdecisionmakingprocesses.
It is the responsibility of the Vice-Chancellor’s Reconciliation Committee to monitor the University’sprogress in the implementationof theRAP2015-2018. In2016annual reportsonprogressagainstRAPinitiativeswereprovidedtotheICC,theEquityandDiversityCommittee,UniversityExecutive,UniversityCouncilandexternallytoReconciliationAustralia.
2. IncreasethenumberofAboriginalandTorresStraitIslanderstaffemployedasAcademicandProfessionalstaffinhighereducationinstitutions.
Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:
• AnoutlineofyourcurrentAboriginalandTorresStraitIslanderEmploymentStrategyincludingdetailsonitscurrentstatus,whohasresponsibilityforitsimplementation,howisprogressmeasured,howandwhenisprogressreviewedorevaluated.
• InformationonyourstrategiesforincreasingnumbersofAboriginalandTorresStraitIslanderstaffemployedatyourUniversity.(PleaseprovidealinktoyourEmploymentstatement).
• ThenumberofIndigenous-specificpositionsatyourUniversity,detailedbyoccupationandlevel.
• ThecurrentnumberofAboriginalandTorresStraitIslanderstaffatyourUniversityandtheirrolesacrosstheUniversity(includingnumbersinacademicandProfessionalroles,andbylevel).
ECU’sstrategiesandevidence
TheECUandCommonwealth-fundedAboriginalandTorresStrait Islander ‘cohort’EmploymentProgramcontinuedin2016.Thevarious‘cohorts’withintheprogramare:
• Trainees–fivepositionswerefilled,meetingtarget.
• Cadetships/Internships (preferablyECUstudents)–onepositionwas retained inHealthInfoNetandone filled in theMarketingandCommunicationsServicesCentre.TheFinanceandBusinessServicesCentretraineeshipremainedvacant.
• Meritselectionand12monthssupportedappointments(localcatchmentarea).
• 50 D roles (Aboriginality as a job requirement) - all 50D positions were maintained into 2016followingECU’sAcademicReorganisationin2015.
• Professionalappointments.
• Academicappointment(includingresearchers).
• ECUstudentsincasualworkengagementstosupporttheirstudy,progressandworkreadiness.Twostudentswereincasualworkcontracts.
In2016, following increasedengagementby theHumanResourcesAdviser (AboriginalandTorresStraitIslanderEmployment)withECUcentresandschools,thetargetoffillingfivetraineeshipswasachieved.
In this reporting period Aboriginal and Torres Strait Islander employee levels were 1.9% (n = 20) forprofessionalstaffand1.2%(n=4)forAcademicstaff.
A ‘Growing Our Own’ initiative is currently being pursued with funding sought. This initiative displaysECU’s multi-faceted approach to increasing support for Aboriginal and Torres Strait Islander staffemployment.Theprogramwillassiststudentsintransitioningfromundergraduatetopostgraduatestudyandintoanacademiccareer.
The new Aboriginal and Torres Strait Islander Employment Strategy and Action Plan 2016-2018 wasapprovedbyUniversityExecutivein2016andarticulatesannualtargetsforincreasedrepresentationandimproved distribution of Academic and Torres Strait Islander staff across Academic and Professionalpositions. The Plan specifies outcomes, targets, responsibility and timeframes and is aligned with theUniversity’sReconciliationActionPlan2015-2018.AllDeansandCentreDirectorshaveresponsibility foritsimplementation.ProgressagainsttheRAPActionswasreportedtotheVice-Chancellor’sReconciliationCommittee, Equity and Diversity Committee and the Indigenous Employment (Development andImplementation)SubCommittee(IEDISC).AboriginalandTorresStraitIslanderemploymentinformationisreportedannuallytoUniversityExecutive,governingCouncilandexternallytoReconciliationAustralia.
Throughout 2016, the IEDISC provided advice to the Equity and Diversity Committee in relation toAboriginal and Torres Strait Islander employment and participated in the development of ECU’s newAboriginalandTorresStraitIslanderEmploymentStrategyandActionPlan2016-2018.
TheIEDISCmembershipcomprises:
• thePro-Vice-Chancellor(EquityandIndigenous);
• HeadofKurongkurlKatitjin(ornominee);• electedAboriginaland/orTorresStraitIslanderstaffrepresentatives;• amemberoftheEquityCommittee;• theHumanResourcesAdviser(AboriginalandTorresStraitIslanderProgrammes);and• otherstaff.
TheIEDISCrequiresatleast50%ofstaffattendingtobeAboriginalorTorresStraitIslanderforquorumtobeachieved.
TheUniversityhad16AboriginalandTorresStraitIslanderspecificpositions(50D)in2016asthefollowingtabledetails.
PositionTitleNumberofPositions
EmploymentClassification Level
Head,KurongkurlKatitjin 1 Academic LevelEProfessor
SeniorResearchFellow 1 Academic LevelC
Elder-in-Residence 3 Professional HEW9
HRAdviser-AboriginalandTorresStraitIslanderEmployment 1 Professional HEW6/7
CulturalAwarenessOfficer 2 Professional HEW6
Communications&EventsOfficer 1 Professional HEW6
StudentInformationOfficer 4 Professional HEW4
SeniorStudentAdviser 2 Professional HEW4/5
StudentRecruitmentOfficer 1 Professional HEW6
Table1andTable2detailthenumberofstaffemployedatECUwhoidentifyasAboriginaland/orTorresStraitIslanderasat25March2016.
Table1–Permanentpositions
Faculty/Institute/Section Academic/Professionalbylevel Positiontitle
SchoolofNursingandMidwifery Professional Coordinator
KurongkurlKatitjin AcademicPro-Vice-Chancellor(EquityandIndigenous)andHead
ofCentreKurongkurlKatitjin Academic Professor
KurongkurlKatitjin Academic SeniorLecturer
KurongkurlKatitjin Academic Lecturer
KurongkurlKatitjin Professional Officerx3
KurongkurlKatitjin Professional ResearchOfficer
KurongkurlKatitjin Professional AdministrationOfficer
KurongkurlKatitjin Professional AdministrationAssistantWesternAustralianAcademyofPerformingArts Professional ExecutiveOfficer
HumanResourcesServiceCentre Professional HRAdviser
FacilitiesandServices Professional CleaningSupervisor
FacilitiesandServices Professional Cleanerx2
LibraryServicesCentre Professional CoordinatorMarketingandCommunicationServicesCentre Professional Officer
OfficeofResearchandInnovation Professional Coordinator
StudentServicesCentre Professional Coordinator
StudentServicesCentre ProfessionalStudentInformationOfficer
x3
StudentServicesCentre Professional TeamLeader
Total TotalAcademic:4TotalProfessional:20
Source:EIM–asat24March2016
Table2-CasualpositionsFaculty/Institute/Section Academic/Professionalbylevel Positiontitle
KurongkurlKatitjin Academic AcademicCasualx3
KurongkurlKatitjin Professional ResearchAssistantx5
SchoolofArtsandHumanities Academic AcademicCasualx3
SchoolofEducation Academic AcademicCasualSchoolofMedicalandHealthSciences Professional ResearchAssistant
SchoolofNursingandMidwifery Professional AcademicCasual
SchoolofScience Academic AcademicCasual
SchoolofScience Professional GeneralCasualWesternAustralianAcademyofPerformingArts Academic AcademicCasualx3
CentreforLearningandTeaching Academic AcademicCasual
FacilitiesandServices Professional SportandRecreationMarketingandCommunicationServicesCentre Professional GeneralCasual
StrategicandGovernanceServices Professional GeneralCasual
TotalTotalAcademic:13TotalProfessional:10
Source:EIM–asat24March2016
ConstraintsonECU’sabilitytoachievethisgoal
ECU,likeotheremployers,isawarethattheparticipationofAboriginalandTorresStraitIslanderpeopleinemployment is impacted by demographic (skewing towards school age or elderly persons in thepopulation) and/or socio-economic factors, including greater, and better rewarded, employmentopportunities inothersectorsofthe labourmarket.Thedemographicsandeducationaldisadvantageofmany Aboriginal people mean that the number of competitive Aboriginal candidates, particularly foracademic roles is small. The employment strategy as it has evolved therefore focuses on supportedpathwaysutilisingtraineeships,internships,cadetshipsandalsolookingtoconnecttoourownstudentsinwork/studymodels.
ECU’splanforfutureimprovement
ECU’sReconciliationActionPlanandECU’snewAboriginalandTorresStraitIslanderEmploymentStrategyandActionPlan2016-2018remainkeyelementsofECU’splansforfutureimprovementinparticipationinemployment.Progresscontinuestowardsimprovingprocessesinrecruitment,workplacementoringandcareer development forAboriginal and Torres Strait Islander people.A ‘GrowingOurOwn’ initiative tosupportAboriginalandTorresStraitIslanderstudentsfromundergraduatetopostgraduatestudyandintoanacademiccareeriswelldeveloped.
ECU’scommitmenttotherecruitment,developmentandretentionofAboriginalandTorresStraitIslanderpeopleisarticulatedonthewebpages.
3. EnsureequitableaccessofAboriginalandTorresStraitIslanderstudentstohighereducation.
Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:
• CommencingAboriginalandTorresStraitIslanderstudentnumbersfor2016(accessrate)ascomparedto2015(pleaseprovideanallstudentcomparison).
• Programmesrun,bytheUniversity,toimproveaccessbyAboriginalandTorresStraitIslanderstudents.
• Detailsonoutreachactivitiesandtheireffectiveness,inattractingAboriginalandTorresStraitIslanderstudents.(Seetablebelow).
• DetailsofIndigenous-specificandotherscholarshipsofferedbyyourUniversity.(Seetablebelow).
• PromotionofscholarshipstoAboriginalandTorresStraitIslanderstudentsandtake-uprates,includingreasonsforlowtake-upofavailablescholarships.
• IndigenousEducation/SupportUnit’srole.
CommencingAboriginalandTorresStraitIslanderstudentsStudentload(EFTSL)data
2015 2016AboriginalandTorresStraitIslanderstudents 115 134NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 5,898 6,181Note:2016dataextractedfromECU’sEIM(24/4/2016)Studentenrolmentdata
2015 2016AboriginalandTorresStraitIslanderstudents 200 221NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 9,922 10,162Note:2016dataextractedfromECU’sEIM(24/4/2016)
ThetotalnumberofcommencingAboriginalandTorresStraitIslanderstudentsincreasedbetween2015and2016 from 200 (2.0% of all commencing domestic students) to 221 (2.2% of all commencing domesticstudents).ECUcontinuestoworkwithhighschools,othereducationalorganisations,andlocalcommunitiestoimprovehigher education access for Aboriginal and Torres Strait Islander students through a range of outreach,engagementandeducationalactivitiesandprojects.Theseprogramsandoutreachactivities,someofwhichare funded through the Higher Education Participation and Partnerships Program, are listed in the tablebelow.
Programstoimproveaccess
ProgramName Targetaudience OutlineofProgram OutcomeOldWaysNewWays
PrimaryandSecondaryschoolstudentsacrosstheState:metro,regionalandremote
CurrentlythereisasignificantdisproportionbetweenAboriginalandnon-Aboriginalstudentsstudyingscience/mathsunits/coursesatsecondaryandtertiarylevels.Throughtheuseofpeer-supportedlearning,demonstratortrainingandrelativehandsonscienceactivities,thefollowinglearningoutcomeswereaddressed:
1. scienceknowledgea. traditionalAboriginal
scienceknowledgeb. contemporaryscience
knowledgec. linkbetweenthem
In2016,theprogramexpandeditsoutreachbybuildingonrelationshipswithexistingschoolpartners,andincludingnewschoolsintheprogram.Ourschoolpartnersincreasedto6metropolitanand4rural/remoteschools,andduetoincreaseddemand,anadditionalECUlecturerhasdeliveredtheprogram,DrKristinaLemson,whohasintroducedadditionalscientificprinciplesinplantbiology.Overall,in2016,theprogramdeliveredworkshopsto342highschool
2. communicationskillspresentationskills
3. leadershipskills
studentsand16teachers;307primaryschoolstudentsand26teachers,deliveredcommunityinitiativessuchastheWadjakCommunityScienceDaywhichhadapproximately350participantsandorganisedtheTimHarrisonpresentation,whichhadparticipationfromapproximately340highschooland330primaryschoolstudents.
StudyHard,PlayHard
SecondaryschoolstudentsacrossthePerthmetropolitanregion
ThisprojectcombinessportandeducationalactivitiestoboostaspirationforAboriginalandnon-Aboriginalstudentsatthesecondarylevel.Theprogramincludesguestspeakersessionsandmentoringbyeliteathletes.Appliedsportsscienceequipment,skillsandtechniquesareusedtodemonstratethesciencebehindsportaswellasfutureemploymentopportunities.Lecturesandlaboratories/workshopsexposestudentstoeducationalactivitiesthattheycouldexpectiftheyattenduniversity.
In2016,over24sessionswereheldbytheprogram,withparticipationfromstudentsfrom14metropolitanschools.Participantsweresurveyed,and31%saidthattheyknewmoreaboutuniversityafterparticipatingintheprogram,andonequarterofthestudentswereinspiredtoattenduniversity.
CreatingCommunitySpaceatGirrawheenSeniorHighSchool
FemaleAboriginalandTorresStraitIslanderstudentsinyears7-12atGirrawheenSeniorHighSchoolandtheirfamilies.
TheCreatingCommunitySpaceprojectisacollaborativecommunitypartnershiptotransformanexistingdemountableclassroomontheschoolsiteintoasitespecificallyforfemaleAboriginalstudents,asthemaleAboriginalstudentsarealreadypartoftheClontarfAcademyontheschoolgrounds.TheprojectisdesignedtoenhancesupportforAboriginalfemalestudentsinmaintainingapositiveattendanceatschoolandinspecialistprojects.
In2016,theprojecttransformedanexistingdemountable,althoughnottheoneinitiallyproposedfortheproject.Thenewspaceismorecentralwithintheschool.ArtworksproducedthroughaspecialistprojectwithintheprogramhadasuccessfulexhibitioncalledYokayiWaarbinyWerMalayinDjin-Djin(CelebrateArtandCulturalSpirit),whichwasattendedbyover350peopleandwillbecomeanannualevent.Anapplicationtocontinuethisprojectin2017withtheWADepartmentofEducationiscurrentlybeingconsidered.
Hot‘n’DeadlyHealth‘n’Science
Aboriginaland/orTorresStraitIslandersecondaryschoolstudentsinYears8-12.
TheHot‘n’DeadlyHealth‘n’ScienceprogramconsistsofpracticalworkshopsatECUcampusesoverfourdaystogivestudentshands-onexperienceinhealthandscience.
In2016,theprogramwasheldon23&24November2016attheECUSouthWestCampus.56AboriginalandTorresStraitIslanderhighschoolstudentsfromBunbury,Harvey,MargaretRiverandCapeNaturalisteparticipated.
Outreachactivities
Outreachactivity Targetaudience OutlineofProgram OutcomeEdmundRiceMulti-culturalCentre
Community Avarietyofcommunitybasededucativeprogramshavebeenfundedandsupported.Theseinclude:• MoorditjKoolanga:
Aboriginaland/orTorresStraitIslanderafterschoolclub(forages7-11)
• Computerliteracyclasses:heldatWadjakNorthsideCommunityCentreinBalga,anddeliveredbyanAboriginaltutor.
• AFLclubs:SpecificinitiativeshavebeenestablishedforyoungpeopleofculturallyandlinguisticallydiversebackgroundsusingAFLasamediumforengagement.
• MoorditjKoolanga:Averageattendancefortheyearwas15students.Otheractivitiesundertakenduring2016includedfamilyfundays,activitiesencouragingteam-workandexcursions.
• ComputerLiteracyclasses:During2016,18coursesof9weeksdurationwereheld,with170studentsparticipating.StudentsincludedthosewithEnglishasasecondlanguagebackgrounds,jobseekersandseniorcitizens.
• AFLClubs:ThisprogramwasrunthroughtheERCLionsandButlerFalcons.TheERCLionshad65participants,andtheButlerFalconshad25participantsduring2016,
DreamtimeProject YoungAboriginaland/orTorresStraitIslanderWomen
Usingtheplatformofmodellingandfashion,theDreamtimeProjectengagesgirlsinwaysthathelpthemincreasetheirconfidence,self-worthandself-imagethroughworkshopsandactivities.
104womenparticipatedintheprogramin2016,anincreasefrom34in2015.Ofthese,54tookpartinthemetropolitanbasedprogram,20inKalgoorlie-Boulderand30inPortHedland.Keyoutcomesincludedimprovementsinself-confidence,positiveattitudestowardsfutureoutlook,jobprospectsandaccesstofurthereducation.
WadjakNorthsideCommunityScienceExchange
AboriginalandTorresStraitIslandercommunitiesinnorthernPerth
TheeventaimstoencourageAboriginalandTorresStraitIslanderstudentstostudyandworkinSTEM-relatedareasandtoredressunderrepresentationintheseareas.
Activitiesincludedbasketweaving(sustainability),toolmaking(chemistry),boomerangthrowing(physicsofflight)andincorporatedelementsofcontemporaryscience–suchasmicroscopediscovery,rocketsandrobots.
Morethan350peopleattendedtheeventexposingfamiliesandthecommunitytoscienceandthepossibilitiesofeducationwithinafamiliarculturalcontext.
Programstoimproveeducationalachievements
ECUhasa significantpartnershipwithAIME (Australian IndigenousMentoringExperience), anot-for-profitorganisationdeliveringan intensivementoringprogramtoAboriginalandTorresStrait Islanderstudents inYears9-12 inECU-nominatedhighschools.TheprogramisdesignedtoprovideAboriginalandTorresStraitIslanderstudentswiththeskills,opportunities,beliefandconfidencetofinishschoolatthesamerateastheirnon-Aboriginal peers. In late 2016, Professor Colleen Hayward AM joined the Board of a not-for-profitorganisationbuildingaspirationandeducationalachievementthroughsport,specificallynetball.
Scholarships
ECU also has a range of financial support options for prospective and current Aboriginal and Torres StraitIslanderstudents.Thetablebelowlistsscholarshipsofferedandawardedin2016.
Scholarshipsdetails
ScholarshipdetailsGovernment/
Private/UniversityNo.
Allocated CostNo.
Awarded
Comments
IndigenousCommonwealthAccommodationScholarship(ICAS)
Commonwealth 4 $5,199 2 Numberawardedrepresentsnumberofstudentsreceivingscholarshippayments.Somestudentsmayhavereceivedpaymentforasinglesemester.
IndigenousCommonwealthEducationCostsScholarship(ICECS)
Commonwealth 6 $2,599 5
IndigenousAccessPayment Commonwealth 8 $4,904 4
ECUAboriginaland/orTorresStraitIslanderScholarship
ECU 5 $3,000 5 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.
ECUVice-ChancellorsAboriginaland/orTorresStraitIslanderScholarship
ECU 1 $5,000 1 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.
ECUEquityScholarship ECU 25 $3,000 2 AvailablebutnotlimitedtoAboriginaland/orTorresStraitIslanderstudents.Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.
PerthAirportIndigenousScholarship
Donor 2 $5,000 2 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.
DorotheaSwiftNursingScholarship
Donor 2 $8,000 2 AvailablebutnotlimitedtoAboriginaland/orTorresStraitIslanderstudents(wherepossible,1scholarshipisawardedtoanAboriginaland/orTorresStraitIslanderstudents.and1scholarshipisawardedtoaruralstudent).
ECUDepartmentofHealth(WA)AboriginalScholarship
Donor 7 $5,000 2 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.
DepartmentofFire&EmergencyServices(DFES)Aboriginaland/orTorresStraitIslanderScholarship
Donor 1 $5,000 1 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.
KalyagoodKadedjinyScholarship
Donor 1 $8,000 0
WesternPowerAboriginalandTorresStraitIslanderScholarship
Donor 1 $10,000 0
ECUusesvariousmethodsofadvertisingscholarshipstostudents.AllscholarshipinformationandassociatedapplicationprocessesareprominentlydisplayedonECU’swebsite.TargetedmarketingofthefullsuiteofscholarshipsavailabletoECUstudentsisundertakenbySSC,towardsstudentslikelytomeeteligibilitycriteria.KurongkurlKatitjinassistswiththepromotionofscholarshipsbyincludingscholarshipinformationinaweeklymail-outtoallstudents.IndigenousEducation/SupportUnit’sRoleKurongkurlKatitjinisECU’sCentreforIndigenousAustralianEducationandResearch.ThecentreplaysavitalroleinassistingtheUniversitytomeetitscommitmenttoIndigenouspeoplesthroughsupportofUniversity-wideactivitiesandprograms,aswellasactivitiesspecifictoIndigenousAustralianpeopleandtheircultures.Thisincludes:• EngagingcloselywithIndigenouspeopleandcommunities;• AssistingIndigenousstudentsandstafftorealisetheirfullpotential;• Ensuringthatindividualdifferencesanddiversityarerespected;and• ContributingtoIndigenouscommunitydevelopmentandsustainabilitythroughourstudents,staffand
graduates.SomemorespecificwaysinwhichKurongkurlKatitjinassistsinensuringtheequitableaccessofAboriginalandTorresStraitIslanderstudentstohighereducationinclude:• Promotionofscholarshipopportunitiesinourweeklymail-outtostudents.• Involvementonselectionpanelsofdonor-sponsoredscholarships.• ProvidingassistancethroughtheAboriginalandTorresStraitIslanderTutorialandMentoringProgram(ATMP)
tutorstostudentsinthecompletionoftheirscholarshipapplications.• Theimplementationoftwocash-prizestoassistwithstudyrequirements–thisisundertheauspiceofthe
IndigenousConsultativeCommittee.In2016itwasdecidedtoincreasethenumberofprizesfromtwotothree,forimplementationin2017.
• KurongkurlKatitjinstaffleadorareotherwiseinvolvedinanumberofHEPPP-fundedprograms,aswellasleadingECU’sinvolvementwithAustralianIndigenousMentoringExperience.
4. AchievetheparticipationofAboriginalandTorresStraitIslanderstudentsinhighereducation,atratescommensuratewiththoseofallotherAustralians.
Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:
• ThetotalnumberofAboriginalandTorresStraitIslanderstudentenrolmentsfor2016,comparedto2015(pleaseprovideanallstudentcomparison).
• DetailsofyourUniversities’strategiestoaddressAboriginalandTorresStraitIslanderstudentparticipation.
• IndigenousEducation/SupportUnit’srole.
ThetotalnumberofAboriginalandTorresStraitIslanderstudentenrolmentsisasfollows:Studentload(EFTSL)data
2015 2016AboriginalandTorresStraitIslanderstudents: 210 242NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 14,285 14,632Note:2016dataextractedfromECU’sEIM(24/4/2016)
Studentenrolmentdata
2015 2016AboriginalandTorresStraitIslanderstudents: 351 392NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 22,795 23,131Note:2016dataextractedfromECU’sEIM(24/4/2016)
ECU’sstrategiestoaddressparticipation
ThetotalnumberofAboriginalandTorresStraitIslanderstudentsincreasedbetween2015and2016from351(1.5%ofallenrolleddomesticstudents)to392(1.7%ofallenrolleddomesticstudents).
WorkhascontinuedacrosstheUniversitytoincreaseparticipationofAboriginalandTorresStraitIslanderstudents.ECU’sKurongkurlKatitjinhasavitalroleinassistingtheUniversitytoincreasetheparticipationof Aboriginal and Torres Strait Islander people in higher education. Kurongkurl Katitjin’s purpose is to“provideexcellenceinteachingandlearningandresearchinaculturallyinclusiveenvironmentthatvaluesthediversity of IndigenousAustralianhistory and cultural heritage”. Consistentwith this purpose, theCentreprovidessupportandacademicpathwaysforAboriginalandTorresStraitIslanderstudents.
In 2016 Kurongkurl Katitjin staff continued to provide a high level of pastoral care and liaison toAboriginal and Torres Strait Islander students across ECU, to provide a culturally-supportive learningenvironment.ThiswasachievedthroughactivitiesincludingtheorganisationofkeyeventsofimportancetoAboriginal andTorres Strait Islanderpeoples, celebratedacross all campuses for staff and students,andinitiativessuchasECU’sCulturalAmbassadorInitiative.
KurongkurlKatitjincontinuedthedistributionof‘studentpacks’.ThesepackswereofferedtoallenrolledAboriginal andTorresStrait Islander students,providingbasic stationery inpreparation for the startofeachsemester.
Further engagement with ECU Aboriginal and Torres Strait Islander students occurred, with studentsemployedonacasualbasisinstudentrecruitmenttoassistwithfuturestudentenquiriesfromAboriginalandTorresStraitIslanderstudentsandtargetedpromotionalevents.
TheDreamtimeProjectcontinuedin2016.ThisprojectcommencedinSeptember2014andisdesignedtostrengthen the capacity of Aboriginal and Torres Strait Islander young women and girls throughinspiration,encouragementandempowermentforaculturallystrongfuture.TheenrolmentofXXyounggirlsintotheDreamtimeProjectinSemester2,2016isaXX%increaseonthesametimelastyear.
An Aboriginal Student Recruitment Officer was appointed in 2016 located within the University’sMarketingandCommunicationsServicesCentre.Wheresimilarpositionshavebeeninplacepreviously,suchpositionswereHEPPP-funded.This2016appointmentisECU-fundedtoensurecertaintyaroundtheactivitiesoftheposition.TheOfficerundertookstudentrecruitmentactivitiesforprospectiveAboriginaland Torres Strait Islander students including specific ‘Drop In Sessions’ for Aboriginal students seekingcourse information or entry advice, Follow The Dream ECU Explore events, yarning sessions and
numerousinter-varsitypresentationswithMurdochandCurtinUniversities.ECU’sStudentServicesCentreensuredthatalternativeentrypathways informationwasprovidedtoallAboriginalapplicantswheredirectentrytoBachelorcourseswasnotmet.AllnewAboriginalandTorresStraitIslanderstudentswerealertedtoavailablespecialistsupportprogramssuchastutorialassistance.
Also in2016,Kurongkurl Katitjin continued toprovide Indigenous-specific testing as analternateentrypathwayforAboriginalandTorresStraitIslanderprospectivestudents.Additionallytheprevioustutorialassistanceschemewasenhancedtoencouragetutorstoalsomentorstudents.ThenewprogramiscalledtheAboriginalTutorialandMentoringProgram(ATMP).
Strategiestoaddressparticipation
Strategies Outlineofstrategies Outcome
AustralianIndigenousMentoringExperience(AIME)
In2013,ECUformedapartnershipwithAIMEtoimplementtheirdynamiceducationalprogramthatprovidesAboriginalandTorresStraitIslanderhighschoolstudentswiththeskills,opportunities,beliefandconfidencetofinishschoolatthesamerateastheirpeers.
Inmid-2015,AIMEexpandeditsprogramtoincludeECU’sSouthWest,with9Bunburyschoolsparticipatingintheprogramduring2016.During2016,316AboriginalandTorresStraitIslanderHighSchoolstudentsparticipatedintheprogramfrom16schools.Mentornumbersincreasedto148,whichisa60%increasefrom2015mentornumbers.
AboriginalStudentIntakeTest
Thisisacustomdesignedtesttoassessapplicantsforentryandprovideprospectivestudentswithameanstoidentifycoursesthatsuittheirneedsandinterests.
ToenablecapableAboriginalandTorresStraitIslanderprospectivestudentsgainentrytoECUbridgingorundergraduateprograms.In2016,thetestwasheld4times,twiceatthebeginningofeachsemester.
IndigenousUniversityOrientationCourse
TheIUOCisa12-monthbridgingcourseforAboriginalandTorresStraitIslanderstudents.Thecoursewasreviewedin2012toensureitseffectivenessinpreparingstudentsforuniversitystudy.
TopreparestudentswhohaveYear10equivalentqualificationsforentrytoECU’sundergraduateprograms.During2014,theIUOCwasintegratedwithintheUniversityPreparationCoursewithadditionalstudentsupportasneeded.
AboriginalTutorialandMentoringProgram
TheATMPaimstoimprovetheeducationaloutcomesofAboriginalandTorresStraitIslanderstudentsbyprovidinguptotwohourstutorialassistancepersubjectperweek,plussupplementedhoursforexampreparation.Mentoringhasbeenintroducedintotheprogram,tocreatearelationshipoftrustbetweentutorsandstudents.Studentsareencouragedandenabledtocontinuetheirstudiesastutorsassistwitharangeofissues,whichmayaffecttheirsuccess.
In2016,77studentsaccessedindividualtutorialsupport.Inadditiontothistutorialsupport,groupworkshopswereavailabletostudents.Theseworkshopscoveredsubjectsincluding:timemanagement;communication;writingskills;andexampreparation.Theprogramassistedstudentstoachievean87%passrateinSemester2,2016
ConstraintsonECU’sabilitytoachievethisgoal
The limited number of Aboriginal and Torres Strait Islander students completing secondary school,decreasedmature-agedenrolmentsandthedispersedAboriginalandTorresStraitIslanderpopulationinWestern Australia has meant that the most accessible pool of prospective students had been largelyexhausted,requiringgrowthinECU’snewerstudentrecruitmentfoci.
ECU’splansforfutureimprovement
ECU’sReconciliationActionPlanprovidestheUniversitywithongoingactionsandmeasurabletargetstoimproveaccessforAboriginalandTorresStraitIslanderpeople,includingactionsto:
• implement appropriate and supportive application, admission and enrolment procedures toimprove pathways for Aboriginal and Torres Strait Islander students in order to increaseAboriginalandTorresStraitIslanderuniversitystudentenrolments.
• reviewmarketingandrecruitmentstrategiesforAboriginalandTorresStraitIslanderstudentstoimproveaccessandincreaseparticipationinECUcourses.
5. EnableAboriginalandTorresStraitIslanderstudentstoattainthesamecompletionratesfromawardcoursesinhighereducationasforotherAustralians.
Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:
• ThetotalnumberofAboriginalandTorresStraitIslanderstudentcompletionsatBachelorlevelandabovein2016,comparedto2015(pleaseprovideanallstudentcomparison).
• SupportmechanismsyouhaveinplacetoassistAboriginalandTorresStraitIslanderstudentstocompletetheirstudy.
• IndigenousEducation/SupportUnit’srole.
2015 2016AboriginalandTorresStraitIslanderstudents:(HigherDegree) 6 3NonAboriginalandTorresStraitIslanderstudents:(HigherDegree) 468 449AboriginalandTorresStraitIslanderstudents:(Otherpostgraduate) 9 9NonAboriginalandTorresStraitIslanderstudents:(Otherpostgraduate) 1,177 1,056AboriginalandTorresStraitIslanderstudents:(Bachelordegree) 22 30NonAboriginalandTorresStraitIslanderstudents:(Bachelordegree) 2,483 2,476
ThetotalnumberofAboriginalandTorresStrait Islanderstudentcompletions increasedbetween2015and2016from37to42.
ECU’sstrategiesforimprovingcompletionratesIn2016,KurongkurlKatitjinstaffcontinuedtoprovideahighlevelofcultural,academicandpracticalsupportforAboriginalandTorresStraitIslanderstudentsacrossECU.KurongkurlKatitjinregularlyinvestigatesandseeksfeedbackfromstudentstoinformnewandimprovedsupportmechanismsthatwillincreaseachievementlevelsamongstAboriginalandTorresStraitIslanderstudents,includingincreasedrecordingandmonitoringofstudents’performanceandidentifyingstudentswhowouldbenefitfromadditionalsupporttocompletetheirstudies.LocatedontheMountLawleyCampus,butoperatingacrossallECUcampuses,KurongkurlKatitjinprovidesdedicatedstudyareasandfacilitiesforAboriginalandTorresStraitIslanderstudents.Facilitiesincludeacomputerlaboratoryandcommonroomwithcomputers,ascanner,aprinterandamulti-pagephotocopier.Thestudentcommonroomhascomfortablecouches,diningtables,arefrigerator,microwaveoven,andteaandcoffeemakingfacilities.KurongkurlKatitjinalsosupportssimilarfacilitiesontheJoondalupCampusandtheSouthWest(Bunbury)Campus.ECUhasthreeElders-in-Residence,DrNoelNannup(MountLawley),MrsOrielGreen(Joondalup)andMrsLeraBennell(Bunbury).DrNannupisalsoECU’sCulturalAmbassador.AllthreeElders-in-Residencemakethemselvesavailabletostudentsandstaffbyprovidinghigh-levelculturaladviceinteaching,studentlearningandbelonging,andinresearch.AboriginalandTorresStraitIslanderTutorialandMentoringProgram(ATMP)TheAboriginalandTorresStraitIslanderTutorialandMentoringProgram(ATMP),managedthroughKurongkurlKatitjin,isakeysupportmechanismwhichaimstoimprovetheeducationaloutcomesofAboriginalandTorresStraitIslanderstudentsintertiarycoursestothesamelevelsasthoseofnon-AboriginalAustralians.Theprogramconsistsofacademicandpastoralsupporttodevelopgoodstudyhabitstoequipstudentsforsuccess.In2016,77studentsaccessedindividualtutorialsupport.Inadditiontothistutorialsupport,groupworkshopswereavailabletostudents.Theseworkshopscoveredsubjectsincluding:timemanagement;communication;writingskills;andexampreparation.Theprogramassistedstudentstoachievean87%passrateinSemester2,2016.ScholarshipsECUcontinuedtoactivelypromoteandofferscholarshipsandgrantstoAboriginalandTorresStraitIslanderstudentstoencourageaccesstohighereducationprogramsbycontributingtowardslivingand
studyexpenses.Asummaryofmechanismstosupportstudentsisprovidedbelow.
Supportmechanisms
Supportmechanisms Description Constraints Outcome
AboriginalandTorresStraitIslanderTutorialandMentoringprogram(ATMP)
KurongkurlKatitjincontinuedtosupportAboriginalandTorresStraitIslanderstudentsthroughtutorialassistance
DemandfortutorialsupportcurrentlyexceedstheCommonwealthfundsallocatedtothisactivity
Supportwasprovidedfor77students.Thesestudentsachievedan87%passrate.
Commonroomsandstudentlounges
ThestudentloungesincludesacomputerlaboratoryandcommonroomforaboriginalandTorresStraitIslanderstudentswhichcontainscomputers,scanner,printerandmultipagephotocopier.
Asenseofcollegialityhasbeenshowntoimproveretentionrates.
IndigenousStudentInformationOfficers
IndigenousStudentInformationOfficersprovidetargetedsupporttostudents.
SupportfromIndigenousStudentInformationOfficersaidsretention.
Inadditiontothedirectsupportprovidedby,KurongkurlKatitjin,initiativeshavebeendeveloped,oftenwiththesupport/advicefromKurongkurlKatitjinstaff,atschoolleveltoassistwithimprovingretentionrates,completionratesandemploymentoutcomesforAboriginaland/orTorresStraitIslanderstudents.Thisincludes:• TheSchoolofMedicalandHealthSciencesco-ordinatestheDepartmentofHealthWAfundedYirra
Djindas(RisingStars)Project.ThisaimstoBuildtheAboriginalWorkforceforaHealthierFuturebysupportingAboriginaland/orTorresStraitIslanderstudentsinhealth-relatedcoursestomanagetheirstudyandpersonalchallengesandsuccessfullytransitionintothehealthworkforce.TheprojectcommencedinMay2016andassuch,itistooearlytodemonstratemeasurableoutcomes.
• TheSchoolofMedicalandHealthSciencesemploysacurrentAboriginalhealthstudent(threehoursperweek),intheroleofAboriginalStudentAmbassador,toprovidepeer-topeersupport.
• AnannualonlinesurveyofAboriginaland/orTorresStraitIslanderstudentsintheSchoolof
MedicalandHealthSciencestoconsultonwhatsupportmechanismsstudentswouldwelcomeinthefuture.
• TheAboriginalInclusivityWorkingGroupintheSchoolofNursingandMidwiferythathasAboriginal
studentrepresentativefromeachyearoftheSchool’sundergraduateprograms.Thisworkinggrouphelpstoinformthenursingcurriculumthroughengagement,forimprovedretentionandsuccess
• TheWesternAustralianAcademyofPerformingArts(WAAPA)establishesearlyconnectionswith
Aboriginaland/orTorresStraitIslanderstudents,throughtheauditionsandinterviewprocessundertakenaspartoftheassessmentforentry.TherelativelysmallcohortsizesincoursesensurespersonalattentionandstrongpastoralcareforeveryAboriginaland/orTorresStraitIslanderstudent.WAAPAconnectsstudentsrequiringadditionalsupportstoECULearningAdvisors;tutorialassistanceandEldersupportthroughKurongkurlKatitjin.
ECU’splansforfutureimprovement
ECU’sReconciliationActionPlanprovidestheUniversitywithongoingactionsandmeasurabletargetstoimproveaccessforAboriginalandTorresStraitIslanderpeople,includingactionsto:Developaculturally-sensitive‘applicationtograduation’supportstrategyforAboriginalandTorresStraitIslanderstudentsto
increaseretentionandsuccessrates.
6. ToprovideallAustralianstudentswithanunderstandingofandrespectforAboriginalandTorresStraitIslandertraditionalandcontemporarycultures.
Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:
• DetailsofhowandtowhatextentIndigenousperspectivesarereflectedincurriculumatyourUniversity.
• HowtheUniversityaddressestheculturalcompetencyofitsstaffandstudents.
• TheUniversity’sinvolvementwithIndigenouscommunitymembersinworkingtowardthisgoal.
• IndigenousEducation/SupportUnit’srole.
Aboriginalperspectivesinthecurriculum
TheinclusionofAboriginalperspectivesinallcourseswasgivenanadditionalfocusduring2011withthedevelopment of ECU’s Curriculum Framework initiative, which identified Australian Indigenous studiesandculturalcompetenceasanimportantelementwithinallECUundergraduatecourses.
SignificantprogresshasbeenmadesincethattimetodefineandembedAboriginalculturalperspectivesinthecurriculum.ECUpolicyrequiresallundergraduatecoursestoincluderelevantAboriginalandTorresStrait Islanderknowledgesandperspectives.Existingcourseshavebeenamendedtoreflectthisandallnew courses are required to demonstrate this as part of the course approval process. The courseapproval process is overseenby ECU’sAcademic Board, onwhichAboriginal interests are representedthroughProfessorColleenHaywardAM.In2015,ECUintroducedanIndigenousAustralianResearchFellowshipforthreeyearsatAcademicLevelBandfundedaspartoftheUniversity’sresearchstrategyfunding.DrMickAdams,wasappointedtoanECU-fundedSeniorResearchFellowinHealthInfoNetandKurongkurlKatitjininMay2015.
CulturalCompetence
Developing Cultural Competence is a formal component of the professional development programofferedtoallECUstaff.ThesesessionsaredesignedtoequipECUstaffwithincreasedcapacitytomeettheneedsofAboriginalandTorresStraitIslanderstudentsandstaffby:
• developinganawarenessofthelegislativeandplanningframeworkimpactingonAboriginaland/orTorresStraitIslanderpeoples;
• reflectingonsomeoftheopportunitiesandchallengesforECUinitsworkwithstudents(nationalandinternational);
• challengingpersonalperceptionsofcross-culturalawareness;
• embeddingculturalaspects/perspectivesintothecurriculumandHRpractices.
In2016,thefollowingactivitiesonculturalcompetencewereundertaken:
• Cross-culturalAwarenesswasdeliveredto44participants;• DevelopingCulturalCompetencedeliveredto44participants;• MoorditjTeamBuildingwasdeliveredto21participants;and• Unconscious Bias (Foundation course supporting a range of Diversity initiatives with specific
references to Aboriginal and Torres Strait Islander peoples) –– 98 ECU attendees including allmembersoftheUniversityExecutive.
In addition, coaching sessions on acknowledging Aboriginal country and people have been providedacross theUniversityby theAboriginal employmentadviser. These sessionshave resulted in increasedconfidenceandtake-upofthepracticeofshowingthisformofrespect.
At the biennial Council Retreat, Members of University Council and Executive were able to view‘SynergiesWalking Together Belonging to Country’. This documentary, a collaboration between ECU,theUniversityofWesternAustraliaandMurdochUniversity,takesitsaudiencethrougha300millionyearjourney,celebrating floraand faunaand theremarkablesimilaritiesbetweenNyoongarknowledgeandWestern science. This contributed to further developing Council members’ cultural knowledge and
experienceofNyoongarhistoryandpeople,aspartofECU’sReconciliationActionPlanimplementation.
ECU’sInvolvementwiththeAboriginalandTorresStraitIslanderCommunity
Through its work, ECU seeks to raise awareness of Aboriginal and Torres Strait Islander cultures andissuesamongstthegeneralcommunity,aswellaswithECUstudentsandstaff.2016highlightsincludedthefollowingactivities:
Alumni
ECUcontinuedtoengagewithitsAboriginalandTorresStraitIslanderAlumni.TheannualECUAboriginalandTorresStraitIslanderAlumnievent-RockSolidFoundations–washeldinlateNovemberand includedascreeningofaspeciallyproducedvideofeaturingthestoryofECU’sfirstAboriginalgraduate–MrLenHayward.
Regularcommunicationsalertalumnitoevents,careerdevelopmentopportunities,andsoughtinputintothefurtherdevelopmentofthealumniprogram.PremierPartnershipECU was the first Australian University to be invited to partner with the winners of ReconciliationAustralia’sIndigenousGovernanceAwardsCorporatePartnerProgramin2016.ECUwillprovidesupportover twelvemonths to theMarninwarntikura FitzroyWomen's ResourceCentre to develop its digitalpresence, and its marketing and fundraising options, in the context of a developing and mutuallybeneficialrelationship.Keyeventsandactivities
The University continued its program of on-campus events and activities celebrating Aboriginal andTorresStraitIslanderandnon-Aboriginalcommunities,includingReconciliationWeekandNAIDOCWeek,attendedbyAboriginalElders,students,staffandbroadercommunities.
Theworkundertakenunder theauspiceof ECU’sAboriginal CulturalAmbassador Initiativecontinuedwith the support of ECU’s three Elders-in-Residence, with Mrs Oriel Green (Joondalup) andMrs LeraBennell (Bunbury) supporting Dr Nannup, and further enabling ECU representation in engagementactivities;bothwithinECUandthebroaderexternalcommunityinwhichweoperate.
AmajoreventwastheannualNAIDOCCelebrationofIndigenousArtandCultureExhibitionwiththethemeof:Songlines:thelivingnarrativeofournation.ECU’sElders-in-ResidenceandtheirstorieswerethecentralfocusofaphotographyandpaintingexhibitioncreatedbyworldrenownedphotographerandculturalnomadRussellJames.ThreecommissionedartworkswereunveiledaspartofNAIDOCWeekcelebrationswitheachpiecefocusingonanElderandstory.KurongkurlKatitjinheldaBlackMoonBreakfastinOctober2016aspartofECU’s25thAnniversarycelebrations.Theeventcelebratedandacknowledged25peoplewhohadmadesignificantcontributionstotheadvancementofAboriginalandTorresStraitIslanderpeoplesandcultureatECU,duringthepast25years.Aspeciallydesignedcommemorative,handmadepinwaspresentedtoeachpersontomarkECU’sappreciationoftheirefforts.‘NaturalElements’,ECU’ssecondCulturalReflectionSpaceontheJoondalupCampuswascompletedandofficiallyopenedbyECU'sCulturalAmbassadorandElder-in-ResidenceDrNoelNannupandVice-ChancellorProfessorSteveChapman.Thelakesidelocationofthereflectionspacecelebratestheelementsofearth(boya/stone),wood(boorn),wind(maam),water(keip)andfire(karla).ThesereflectionspacessupportECU’sRAPandprovideanopportunityforallpeopletolearnaboutvariousaspectsoftraditionalWhadjukNyoongarknowledge.TheyareintendedtobesignalpointsreinforcingthemessageofwelcometoallmembersoftheECUcommunity,especiallyAboriginalandTorresStraitIslanderpeople.
SECTION2 EXPENDITUREOFINDIGENOUSSUPPORTPROGRAMGRANT(Attachment1)PleaseusethefinancialacquittaltemplateattachedtoreportontheexpenditureofyourUniversity’sISPgrantfor2016,notingthatabreakdownofexpenditureisrequired(e.g.salaryandtravelbreakdown).WhereISPexpendituredoesnotmatchtheauditedannualfinancialstatementsfortheyearending31December2016providedundersection19-10ofHigherEducationSupportAct2003,pleaseprovidereconciliation.ThisISPreportisalegislatedrequirement,undertheHigherEducationSupportAct2003–OtherGrantsGuidelines(Education)2008.SECTION3 HIGHEREDUCATIONPROVIDER’SCONTACTINFORMATIONPleasenominatecontactofficersforallpolicyandoperationalmattersregardingyourIndigenousEducationStatement,includingname(s),positiontitle,phonenumberandemailaddress.WhereyourIndigenousEducationUnithasbeenconsultedinthedevelopmentofthisIndigenousEducationStatement,pleaseprovidethecontactdetailsoftherelevantstaffmember.UniversityOfficer IndigenousEducationSupportUnitOfficerName:MrStevenNewman Name:ProfessorColleenHaywardAMPositionTitle:Manager,StrategyandPerformance PositionTitle:Head,KurongkurlKatitjinPhoneNumber:0863042296 PhoneNumber:0893706773Email:[email protected] Email:[email protected]
SECTION4PUBLICATIONOFTHESTATEMENTFollowingapprovaloftheIESbyPM&C,UniversitiesaretopublishthecurrentandtheprevioustwoIESontheirwebsite.Thedocumentsarerequiredtobeexternallyaccessibletothepublic.PleaseprovidePM&Cwithalinktothesestatements.
ECU’s2016IndigenousEducationStatementwillbeavailableforviewingatthefollowingwebsite:
http://www.ecu.edu.au/about-ecu/indigenous-matters/statements/indigenous-education-statement