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INDIGENOUS EDUCATION STATEMENT

2013

Contact:

Associate Professor Simon Forrest

Director, Centre for Aboriginal StudiesTelephone: (08) 9266 7091Facsimile: (08) 9266 2888

Email: [email protected]

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mailto:[email protected]

CURTIN UNIVERSITY (trading as the Curtin University of Technology)

INDIGENOUS EDUCATION STATEMENT 2013

THE CENTRE FOR ABORIGINAL STUDIES

SECTION 1 OBJECTIVES FOR INDIGENOUS HIGHER EDUCATION

What is your approach to improve higher education outcomes for Indigenous Australians, and how is this being implemented?

Curtin University (Curtin) is Western Australia’s largest university with more than 40,000 students from around the world. Curtin embraces its cultural diversity by actively encouraging and fostering acceptance and understanding across its community.

Important to Curtin is the importance of reconciliation between Indigenous and non-Indigenous Australians, and the significance of the learning and consultation process necessary to move towards a future of genuine equity, equality and understanding.

Curtin’s long standing commitment towards reconciliation, Indigenous education and culture is evident by a number of significant steps and actions taken. These include:

The establishment 30 years ago of the Centre for Aboriginal Studies, an Indigenous-led and managed academic school;

The Nyungar Welcome to Country given at Curtin staff inductions; The ongoing appointment of a Nyungar person as Professor of Writing; The acknowledgment of the Traditional Owners of the Land at all official occasions and

conferences; Flying the Aboriginal and the Torres Strait Islander Flags permanently on flag masts outside

the Centre for Aboriginal Studies and flying the Aboriginal Flag at all times on one of the four main flag masts together with the national and state flags;

The appointment of an Indigenous Employment Consultant to Staff Services; The appointment of an Indigenous Equity Officer; The appointment of an Indigenous Customer Service Officer in Student Central; Cultural awareness and competency training available to all university staff through the

“Ways of Working” program run by the Centre for Aboriginal Studies; The continuing highly successful partnership with the Centre for Aboriginal Studies and the

Faculty of Health Sciences co-teaching and Indigenous culture and health unit delivered to all first year health students;

The continuing successful partnership with the School of Education whereby the Centre for Aboriginal Studies is wholly responsible to the teaching of third year core unit Indigenous Australian Education.

The continued work and relationship with the Martu people in Wiluna and the Faculty of

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Health Sciences and the Centre for Aboriginal Studies; The inclusion of Indigenous perspectives in units in the areas of Education and Social Work; The development of a Pre-Engineering course for Indigenous students as a pathway into

Engineering; The Curtin Volunteers! Laverton project and work with the Wongutha people. The monitoring and continued advancement of Curtin’s Reconciliation Action Plan. The highly successful partnership with the Centre for Aboriginal Studies and the Faculty of

Science and Engineering in establishing and delivering the annual Indigenous Science and Engineering Summer School for senior highs school students.

How are Indigenous perspectives embedded in your strategic plan and/or other key institutional documents?

Curtin University continues to implement its Reconciliation Action Plan launched on 27th May 2008, which is now live on the Reconciliation Australia website and on Curtin’s website. This promotes Curtin University of Technology’s vision and process for reconciliation: that it be a place of learning that respects Indigenous culture and diversity and a place where Indigenous and non-Indigenous people come together to learn their chosen discipline contextualised within Indigenous culture and history.

Responsibility for the implementation of RAP lies within the DVC Education’s portfolio with Responsible Officers comprising senior executive and management staff. Leadership and implementation of the RAP in the Centre for Aboriginal Studies and the four Faculties, lies with the Director and the PVCs; rollout is at different stages within the Faculties. The DVC Education chairs a bi-monthly RAP Working party, comprising staff (including Centre for Aboriginal Studies [CAS] staff) and student guild members, to address RAP actions. This is an advisory working party of the Curtin Indigenous Policy Committee (CIPC) responsible for advising the Vice Chancellor and the Planning and Management Committee (PMC) on the implementation and review of the University’s policy on Indigenous Governance. CIPC meets each semester and reports annually to the PMC.

Curtin also has a contracted part-time RAP Facilitator position.

RAP’s impact on the CU community: everyday awareness is not high, but there are areas of significant change due directly to RAP. The Indigenising the curriculum commitment is most apparent in the Faculty of Health Sciences where the inaugural common first year Indigenous unit for all 1400 commencing students started in S1 2011; the successful residential Science and Engineering Summer Schools for prospective Indigenous students is now an annual event; funding for Indigenous-related research projects steadily increases; the Student Guild is now fully engaged; the TL Robertson Library has committed itself to leadership amongst its national peers with regard to support for Indigenous students, staff and visitors; staff education (WOW) attendances have markedly increased and the program bookings are now organised and part-funded by the Curtin Organisational Development Unit (ODU) in conjunction with CAS.

Momentum is rapidly growing with plans in place to significantly raise the RAP’s profile. To this end a non-Indigenous staff member within the Office of Teaching and Learning has taken on a part time role within the Deputy Vice Chancellor’s (Education) Office as the Reconciliation Action Plan Co-ordinator.

While not explicit in the Strategic Plan the supporting Teaching and Learning Plan is explicit in embedding Indigenous cultural competencies across the University curricula (in accordance with the Indigenous cultural competence framework).

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Curtin’s Graduate attribute number 8 states: Demonstrate cultural awareness and understanding; Respect individual human rights; Recognise the importance of cultural diversity particularly the perspective of Indigenous Australians; and Value diversity of language.

If you have developed an Indigenous education strategy, we invite you to include a copy in this statement, or provide the web address.

See attached: Centre for Aboriginal Studies Faculty Plan 2009 – 2013

SECTION 2 ACHIEVEMENT OF NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION POLICY (AEP) GOALS IN 2012 AND PLANS FOR FUTURE YEARS

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

The Centre for Aboriginal Studies (CAS) representatives continue to serve on university-wide and Faculty committees, including the Academic Board.

The Curtin Indigenous Policy Committee (CIPC) is chaired by the Deputy Vice-Chancellor – Education, and draws membership from CAS and senior University officers across Faculties and Areas. The CIPC reports to the Planning and Management Committee, with appropriate referral of academic issues to the Academic Board. The CIPC has responsibility for monitoring the achievement of the Policy objectives outlined in Section 1 across the University and reporting on these matters to the University’s Planning and Management Committee.

An Aboriginal community member on University Council.

The Centre for Aboriginal Studies aims to promote increased participation of Aboriginal and Islander people in tertiary studies, to ensure this education is culturally appropriate, and to create new ways of learning and working or the benefit of all people. In pursuance of this aim, CAS offers courses predominantly for Aboriginal and Islander people. These courses focus on increasing the skills and abilities needed when working within both the Aboriginal community and non-Aboriginal community.

Additionally, CAS is actively engaged in educating non-Aboriginal people about the diverse and rich culture and history of Aboriginal people, and about the social and political issues that affect and concern them. It is committed to fulfilling its mission of excellence and leadership in representing and empowering Indigenous Australians which includes the promotion of intellectual engagement with a diversity of Indigenous and community-based cultural knowledge and concepts and a commitment to quality teaching and learning and research.

Aboriginal communities throughout Western Australia have input into, and co-operate with, CAS in working towards these goals. Through an Aboriginal Advisory Committee and other mechanisms, CAS strives to be responsive to the needs of Aboriginal communities.

How many Aboriginal and Torres Strait Islanders are involved in institutional decision

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making processes? What is the nature of their involvement?

Aboriginal staff (10) in the university are members of the following University boards and committees:

o University Academic Boardo Curtin Indigenous Policy Committeeo Academic Services Committeeo Curtin Marketing Working Group o Health Faculty’s Advisory Group of Indigenous Health Outcomeso Health Faculty’s Academic Boardo Curtin University’s Participation, Equity and Partnerships Groupo University Teaching and Learning Committeeo Academic Workload Management System Working Groupo Nyungar Consultative Committee

The Director of CAS reports to the Deputy Vice-Chancellor- Education. The CAS remains a stand-alone teaching and research centre and is one of the five teaching areas (faculties) within the university.

What are the roles and responsibilities of Aboriginal and Torres Strait Islander Australian leaders in your institution?

The principle that the Centre for Aboriginal Studies is headed by an Indigenous person is maintained.

Aboriginal and Torres Strait Islander leaders at CU work together to:

o achieve the desired excellence in teaching, research and administration. In particular, implement the Aboriginalisation employment process within CAS and participate in its implementation across the University.

o establish and maintain strong, collaborative relationships between CAS and other areas of Curtin to maximise teaching and learning and research and development outcomes for the Centre and the university.

o develop and maintain effective communication with government, the education sector, business and industry, and the wider community to promote the interests of CAS and the University.

o provide leadership to facilitate appropriate organisational change.o ensure that the University develops and monitors strategies that foster Indigenous

governance (eg. Policy on the Role of the Centre for Aboriginal Studies).o advocate, implement and monitor appropriate policy and processes for the

Aboriginalisation of CAS and University positions.o ensure appropriate Indigenous community input to CAS and University policy through

the Aboriginal Advisory Committee and other community mechanisms.o provide Indigenous managerial focus and support for the deliberations of the Curtin

Indigenous Policy Committee.o foster and facilitate a scholarly culture that encourages participation by all staff

(particularly Indigenous staff) in the context of CAS strategic priorities.o encourage a high profile in the Indigenous research through the activities of the

Centre.o Facilitate and participate in the development and review of CAS academic programs

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to ensure they remain academically sound, culturally appropriate and responsive to the changing needs of students and the Indigenous and wider communities.

o develop, manage and review student support systems to ensure Aboriginal students are empowered to maximise the educational opportunities provided by the University.

o maintain and develop supportive networks with Indigenous community leaders and groups to collaborate on issues associated with social change.

o foster CAS’s collaboration with local elders and advisory groups to develop and promote understanding of cultural protocols.

What is the role of the Aboriginal and Torres Strait Islander Education Unit in decision making processes?

The Centre for Aboriginal Studies is represented on all major University decision making committees

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

Please outline your active Aboriginal and Torres Strait Islander Employment Strategy – How was it authored? When was it last updated? Is it publicly accessible on the internet?The Curtin University Aboriginal and Torres Strait Island Employment Strategy 2007-2012 is embedded in both of the University’s enterprise agreements:

Curtin University Academic Staff Enterprise Agreement 2009-2012 (Clause 10); and Curtin University General Staff Enterprise Agreement 2009-2012 (Clause 10)

What are your strategies for increasing the number of Aboriginal and Torres Strait Islander Australians employed at your university? When was it last updated? (Please provide a link to your current employment statement).Curtin’s Reconciliation Action Plan (RAP) and updated progress plan for 2011 can be found at https://planning.curtin.edu.au/strategic/reconciliation.cfm The RAP details the actions, measurable targets and timelines for increasing the number of indigenous staff at Curtin.

The employment of indigenous staff is covered under Curtin’s Recruitment, Selection and Appointment Policy, Appointment of Fixed-Term and Continuing Staff Procedures and Guidelines.

The recruitments strategy for increasing A&TSI Australians are as follows: Curtin has formed a partnership with Ochre Personnel Pty, a 100% Indigenous owned

and operated, recruitment staffing agency to source Aboriginal and Torres Strait Islanders for employment at the University. The partnership includes membership of the preferred supplier list for the provision of temporary staff and a separate MOU for the provision of Fixed-term and Continuing Staff.

The Appointment of Fixed-term and Continuing Staff Guidelines provide hiring managers with sourcing strategies for employing EEO Target Groups (A&TSI) and offers exemptions from selection by a competitive process for (Indigenous Australians).

Request from Director, Corporate Values and Equity | Ethics, Equity and Social Justice for Hiring Managers to dedicate at least 1 (GJ04) position to an Aboriginal and Torres Strait Islander Indigenous Australian.

How many Aboriginal and Torres Strait Islander identified positions are there at your university? (Please detail by occupation and level).Employment in the Centre for Aboriginal Studies is covered in the enterprise agreements:

Curtin University Academic Staff Enterprise Agreement 2009-2012 (Clause 18); and

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http://hr.curtin.edu.au/local/docs/Appt_of_Fixed-Term_and_Continuing_Staff_Guidelines_MAY_2012.pdf

http://policies.curtin.edu.au/policies/viewpolicy.cfm?id=49c35d45-5d12-11e1-b5ab-71457ab4c34e

http://policies.curtin.edu.au/policies/viewpolicy.cfm?id=86934169-5d11-11e1-838f-71457ab4c34e

http://policies.curtin.edu.au/policies/viewpolicy.cfm?id=86934169-5d11-11e1-838f-71457ab4c34e

https://planning.curtin.edu.au/strategic/reconciliation.cfm

Curtin University General Staff Enterprise Agreement 2009-2012 (Clause 18) How many Aboriginal and Torres Strait Islander staff are currently employed at your

institution? What is their spread across the university? (Please note this includes both academic and general staff by level). See table below

What is the role of the Aboriginal and Torres Strait Islander Education Unit or Support Centre in improving Aboriginal and Torres Strait Islander employment at your institution? The Centre for Aboriginal Studies provides a consultation point for all Indigenous employment

across the university and has close links with the officer responsible for the implementation of the Indigenous Employment Strategy. The Centre for Aboriginal Studies has representation in the continuing development and ongoing evaluation and monitoring of the Indigenous Employment Strategy.

Continuing and Fixed term positions

Faculty/Institute/SectionStaf

f Academic Professional

Totals

Table 2 - Casual positions

Faculty/Institute/SectionStaf

f AcademicProfessio

nal

Totals

Indigenous staff as at 30/07/2013

Count of Employee NoEmp Status

Faculty ACLTMACTE

N CASGSLT

MGSPE

R SESSGrand Total

Centre for Aboriginal Studies 10 6 5 5 1 27Curtin Business School 1 2 3Curtin Information Technology Services 1 1Faculty of Humanities 3 1 7 11Faculty of Science & Engineering 1 1 1 3Health Sciences 6 1 3 1 1 3 15University Properties 3 3Vice Chancellory 3 1 4Grand Total 19 7 8 8 11 14 67

ACLTMAcademic Fixed Term

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ACTENAcademic Continuing

CAS General Casual

GSLTMGeneral Fixed Term

GSPERGeneral Continuing

SESS Sessional

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

How many commencing Aboriginal and Torres Strait Islander students were there for 2012 as compared to 2011? (Please provide an all student comparison.)

Commencing Aboriginal and Torres Strait Islander students*

2011 2012Aboriginal and Torres Strait Islander students 293 232Non Aboriginal and Torres Strait Islander students 10998 11397

Commencing ATSI student headcounts = CAS and Main Stream programs Commencing student headcounts = Domestic students from all Faculties and Centres Exclude students enrolled in OUA programs

What programs were implemented, to improve access of Aboriginal and Torres Strait Islander students to your institution?




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What outreach activities did you undertake, and how successful were they in attracting Aboriginal and Torres Strait Islander students?

Curtin LinkUp program aims at linking High School students with Curtin University. We offer an exciting and innovative program from year 8 to year 12 aiming at helping the student to consider university as an option when they leave school. All students in the Curtin LinkUp program visit the CAS and are addressed by Aboriginal staff and students.

Curtin University again hosted an Indigenous Australian Engineering Summer School (IAESS) in January 2012. Held at Curtin’s Bentley campus, the program was in its second year following the success of the program in 2010. IAESS aims to give Indigenous Year 11 and 12 students an insight into university life and pursuing engineering as a career. Students were from across Australia lived at Curtin’s Bentley campus and took part in a six-day program, which included talks by visiting engineering companies, site visits to major local projects and engineering operations, and taking part in hands-on engineering activities on campus. A pathway developed as part of this program and implemented in 2012 is a Pre-engineering course for Indigenous students.

The Centre for Aboriginal Studies together with Curtin LinkUp has been developing a strategic alliance with Clontarf Aboriginal College which is on close proximity to the Bentley Campus of Curtin University. Clontarf Aboriginal College desires to improve their students’ academic success particularly improving numbers of students moving on into tertiary study. To this end Clontarf College senior students have visited the campus on a number of occasions to develop their understanding of what is available to them. The Centre for Aboriginal Studies and Curtin LinkUp have facilitated meetings of Clontarf College staff and relevant Curtin University staff to develop ideas and strategies where Curtin University may work in further partnership with Clontarf College. To this end the Director of the Centre for Aboriginal Studies has become a member of the Clontarf College Board.

What Aboriginal and Torres Strait Islander specific scholarships are offered by your university?Curtin University provides a wide range of scholarship opportunities to potential and/or enrolled Indigenous students throughout the year. Full details of each scholarship are provided below.

The most common scholarships Indigenous students applied for are the various Commonwealth Scholarships offered at Curtin University. There are three scholarships which are available to assist students from low socio-economic backgrounds to undertake a full-time enabling or bachelor degree leading to a higher education award. These are the Commonwealth Education Cost Scholarship, Commonwealth Accommodation Scholarship, and Indigenous Access Payment.

Curtin scholarships available are;

Aileen Plant Memorial Scholarship is for an Indigenous student who has demonstrated an interest in health sciences, particularly in Australian Indigenous public health issues.

BHP Billiton Indigenous Scholarship Program is for Indigenous students who demonstrate academic potential and financial hardship. This scholarship program is for Curtin’s Indigenous students enrolled or who have received an offer of place in an associate or bachelor degree at Curtin University across all faculties.

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Chris Lewis Scholarships is for Indigenous students who have demonstrated commitment to the Indigenous community and show academic potential across all faculties of Curtin University.

Curtin Business Indigenous Australian Scholarship is for an Indigenous Australian committed to pursuing a career in business.

Curtin Star Awards are for students who can demonstrate financial hardship. Factors taken into consideration will be applicant’s socio-economic status, cultural, geographic and personal circumstances that might otherwise prevent them from undertaking university studies.

Lillian Passmore Donovan Scholarship is for an Indigenous Australian committed to pursuing a career in social work.

Mediserve Training Scholarship is for an Indigenous Australian committed to pursuing a career in nursing.

B and E Donohue Scholarship is for an Indigenous female studying at post graduate level.

Other scholarships offered through external agencies but are available when studying at Curtin are;

Aboriginal and Torres Strait Islander Pharmacy Scholarship for students who demonstrate an understanding of rural health issues.

Centrelink Indigenous Cadetship Program will be determined by DEEWR if students are eligible after registration.

Eveline Rosina Henty Scholarship for students who demonstrate financial hardship, academic merit and other related factors.

Gloria Brennan Scholarship for students who demonstrate academic merit in their university studies.

Indigenous Youth Leadership Program Tertiary Scholarship Students must be enrolled or accepted their offer to study from a higher education institute.

Neville Bonner Memorial Scholarship for students who demonstrate academic merit in their university studies and undertake an honours topic relevant to Indigenous studies.

Puggy Hunter Memorial Scholarship Scheme selection is based on interest and experience in Aboriginal and Torres Strait Islander health, leadership qualities and financial need.

How are Aboriginal and Torres Strait Islander scholarships promoted? What are the take up rates? If any, what reasons are there for low take-up?

Scholarship information and brochures are displayed throughout the Centre for Aboriginal Studies and distributed to potential students of CAS and also at community activities such as; Curtin Open Day, Canning Coalition Indigenous Leadership Expo, Future Footprints Expo, Year 10 and 12 Parent evenings held at Curtin, Follow the Dream Programs, Curtin Link-Up Events, NAIDOC Week information stalls, and high school visits to the Centre.

All potential students who attend the Centrelink Assessment and Testing Workshop at the end of each year are encouraged to apply prior to enrolling in their respective courses.

Curtin University also has its scholarship information relevant for Indigenous students published in ‘The Indigenous students’ guide to undergraduate scholarships in Australia and overseas. 2011/2012 Edition’.

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What role has your Aboriginal and Torres Strait Islander unit played in seeking to improve Aboriginal and Torres Strait Islander access to your institution?

Kamberang Day is aimed to raise the educational aspirations of young Indigenous students. The day is presented by Curtin’s Centre for Aboriginal Studies (CAS), and is named after the Nyungar season which signifies October and November. Students are treated to a range of activities and enjoy interactive activity sessions and be provided with insights into the many university degrees available. This motivational program hopes to inspire young Indigenous students to commit to their studies and set goals for entry into tertiary education.

Curtin LinkUp program aims at linking High School students with Curtin University. We offer an exciting and innovative program from year 8 to year 12 aiming at helping the student to consider university as an option when they leave school. All students in the Curtin LinkUp program visit the CAS and are addressed by Aboriginal staff and students.

The Curtin University Bridging Course is specifically designed to assist Aboriginal students gain access to a range of university courses after successful completion of the course. The course is one year or six months full time depending on students skills and abilities that are assessed. The six months full time course is also available online. Currently the Centre for Aboriginal Studies is negotiating with the state government and a regional town in the south west to deliver the bridging course in their community. Negotiations have commenced with a medium security prison near to Perth about delivering the Aboriginal Bridging Course on site.

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

What is the total number of Aboriginal and Torres Strait Islander student enrolments for 2012 as compared to 2011? (Please provide an all student comparison.)

Enrolments of Aboriginal and Torres Strait Islander Students2011 2012

Aboriginal and Torres Strait Islander students: 456 412Non Aboriginal and Torres Strait Islander students: 27336 28325

Total ATSI student headcounts = CAS and Main Stream programs Total student headcounts = Domestic students from all Faculties and Centres Exclude students enrolled in OUA programs

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What strategies have been implemented by your institution to address Aboriginal and Torres Strait Islander student participation?




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

What is the total number of Aboriginal and Torres Strait Islander completions at a Bachelor level and above in 2012, as compared to 2011? (please provide an all student comparison) Number of award course completions Bachelor level and above in 2011 and 2012 are as follows:

2011 2012Aboriginal and Torres Strait Islander students: (Higher Degree) 2 -Non Aboriginal and Torres Strait Islander students: (Higher Degree)

127 143

Aboriginal and Torres Strait Islander students: (Other postgraduate)

4 8

Non Aboriginal and Torres Strait Islander students: (Other postgraduate)

1676 1609

Aboriginal and Torres Strait Islander students: (Bachelor degree) 37 15Non Aboriginal and Torres Strait Islander students: (Bachelor degree)

3351 3402

Note: Please use student numbers that you reported to HEIMS. Total ATSI student award completions = CAS and Main Stream programs Total student award completions = Domestic students from all Faculties and Centres

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Exclude students completed an OUA programs

What strategies have been implemented by your institution to improve Aboriginal and Torres Strait Islander student graduation rates?There have been a number of strategies to improve Indigenous Participation rates one includes filed visits by staff to their students at their home base. As the Centre for Aboriginal Studies attracts students from throughout Australia our main strategy to ensure that students continue their course of study and complete their course of study is via field visits. This is where staff visits their allocated students in their home location. These field visits are included in staff workload therefore, they are on duty.

Field visits are an integral part of the suite of measures undertaken at CAS, as part of its core business, to enable Indigenous students to have the opportunity to engage in tertiary study. The social benefits of each Indigenous student that participates in, and graduates from tertiary study must never be underestimated. Field visits are a 3 hour meeting with students ‘one on one’ in their work place/community.

All units taught in each semester must be covered during field visits making the tutors responsible to have an overall understanding of these. To ensure this is done effectively staff meetings are held before and after each field visits to discuss individual students and what their particular needs are for each unit. Ensuring each student is undertaking an individualised learning program. The field visits tutor is responsible for the overall academic welfare of their cohort of students.

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2.6 To provide all Australian students with an understanding of and respect for Indigenous traditional and contemporary cultures

How, and to what extent are Indigenous perspectives reflected in your institution’s curriculum?

The following CAS units are available to all university students as electives or part of an Indigenous Cultural Studies major.

o Introduction to Indigenous Australianso Indigenous Australian Spiritualityo Media and Indigenous Australian Issueso Indigenous Australian Land and Environmentso Indigenous Australian Artso Indigenous Australian Commerceo Working in Indigenous Australian Contextso Indigenous Australians in the 21st Centuryo Indigenous Australian Researcho Nyungar Culture and Identityo Indigenous Australian Sport

The CAS also is responsible for delivering the unit Indigenous Australian Education. This is a core unit in the School of Education for undergraduate Bachelor of Education and postgraduate Graduate Certificate of Education.

The CAS is also has shared responsibility for Indigenous Culture and Health unit in the Faculty of Heath Sciences. This is a core unit for all first year students studying any course within the Faculty of Heath Sciences. This model is being attempted for the first time in 2011 and if successful will be the basis for negotiating a similar approach with other faculties: Science and Engineering, Humanities and the Curtin Business School.

How does the University address the cultural competency of its staff and students?All academic staff are offered the Ways of Working package developed and delivered by the Centre for Aboriginal Studies. WOW is a cultural competency packaged developed by CAS 5 years ago and is regularly updated with appropriate information and strategies. The University’s Organisational Development Unit co-ordinates and funds the delivery of the program that is delivered in the main by a Nyungar Elder who employed at CAS. Other Aboriginal staff of CAS assists in the delivery of the program.

What is the University’s involvement with Indigenous community members in working toward this goal?


Where possible Aboriginal community members are invited to participate in the delivery of WOW through panel and discussion groups.

The Inaugural Rob Riley Memorial Lecture was held on Friday 7th May 2004, an event arranged to honour the memory of one of Western Australia's most prominent Indigenous statesmen and one who had a long association with Curtin University.

Rob Riley was an Indigenous statesmen and leader of his people whose untimely death was mourned throughout Australia. Inspired by his conviction that Australia had to confront its history of dispossession of Aboriginal people from their lands and all that has flowed from it, Riley worked tirelessly to advance social justice and reconciliation with non-Indigenous Australia

SECTION 3 EXPENDITURE OF INDIGENOUS SUPPORT PROGRAM GRANT

From 2013, Universities will be advised of their full year ISP entitlement at the start of the year, and will be expected to plan for its expenditure accordingly. The carry forward of unexpended funds will only be considered in exceptional circumstances.

Please provide a report on the expenditure of the provider’s ISP grant for 2012. Where ISP expenditure does not match the audited annual financial statements for the year ending 31 December 2012 provided under section 19-10 of Higher Education Support Act 2003, please provide an reconciliation.

This ISP report is a legislated requirement, through the Higher Education Support Act 2003 –

Other Grants Guidelines (Education) 2008. Use the following format (or similar), expanding to provide details on items where appropriate. Advice for completing items 3 below.

Indigenous higher education expenditure 2012

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INCOME for Indigenous Support Program for 20121 2012 ISP grant $1,663,000

2 Unspent 2012 ISP funds, to be carried over to 2013 – as reported in your providers audited annual financial statements. (Report expenditure separately)

$-

3 TOTAL ISP income for 2012 $ 1,663,000

4 EXPENDITURE of Indigenous Support Program (ISP) 2012 (from Item 1)4a Operating costs, including salaries, for Indigenous support services. (Itemise each line

item please)Salary $420,702

University Operating $266,921

$687,623

4b Capital Items – list any major items purchased for Indigenous student/staff use only and briefly describe how they were committed to Indigenous Education – (e.g. New computers in the ISU).IT Equipment $4,865

Minor Equipment for Resource Centre $2,979

Resource for CAS Library $44,395

$52,239

4c Higher education provider overheads. $1,141,717

4d Other Indigenous Support Program expenditure (list major items conferences, school visits, publications and program costs).Publications and Program costs $24,722

Books and Periodicals $9,269

NAIDOC Week $4,320

Follow the Dream Student Visit $362

Rob Riley Memorial Lecture $2,907

Kamberang Day $1,642

$ 43,222

4e Total Indigenous higher education expenditure for 2012 $ 1,924,801

5 EXPENDITURE of Indigenous Support Program carry over funds 2012 (from Item 2)

5a Operating costs, including salaries, for Indigenous support services. (Itemise each line item please)

$

5b Capital Items – list any major items purchased for Indigenous student/staff use only and briefly describe how they were committed to Indigenous Education – (e.g. New computers in the ISU).

$

5c Higher education provider overheads.

5d Other Indigenous Support Program expenditure (list major items conferences, school $

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visits, publications and program costs).

5e Total expenditure of carry over funds. $ N/A

* Item 4 Where possible, this expenditure report should indicate where funds were

managed by your IEU/Faculties.

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SECTION 4 HIGHER EDUCATION PROVIDER’S CONTACT INFORMATION

Please nominate contact officers for all policy and operational matters regarding your Indigenous education statement, including name(s), position title, phone number and email address.

Where your IEU has been consulted in the development of this Indigenous Education Statement, please provide the contact details of the relevant IEU staff member.

University Officer Indigenous Education Unit Officer

Name:................................. Name:...........................................

Position Title:....................... Position Title:................................ Phone Number:................... Phone Number:.............................

Email:................................... Email:.............................................

SECTION 5 PUBLICATION OF THE STATEMENT

Providers may publish the Indigenous Education Statements on their website and on publication, provide the Department of Innovation with a link to the statement.

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