RECONCILIATION ACTION PLANMay 2018 to April 2021

In 2015, ECU officially opened the Ngoolark building, named after the Noongar word for the Carnaby’s Black-Cockatoo. The opening heralded the introduction of the Joondalup Narla Karla rooms for use by Aboriginal and/or Torres Strait Islander students.

ContentsOur vision for reconciliation 6Foreword 9 Message from committee 10 Message of support 11Our business 13Guiding documents 14Our RAP journey 16Our progress 17Our learning 18Reconciliation successes 20This RAP 22Theme One: Leadership and Governance 28Theme Two: Cultural Understanding 32Theme Three: Community Partnerships 36Theme Four: Aboriginal and/or Torres Strait Islander Students 38Theme Five: Aboriginal and/or Torres Strait Islander Staff 40Theme Six: Teaching and Learning 44Theme Seven: Research 46Tracking progress and reporting 50Acronyms 51

Kurongkurl Katitjin is ECU’s Centre for Indigenous Australian Education and Research and supports the University to provide excellence in teaching, learning and research in a culturally inclusive environment that values the diversity of Aboriginal and/or Torres Strait Islander histories and cultural heritage.

4

Edith Cowan University acknowledges and respects its continuing association with the Noongar People,

the Traditional Custodians of the lands upon which its campuses stand.

In particular, acknowledgement is made that ECU’s Joondalup and Mount Lawley campuses stand in the area of the Whadjuk clan, while the

South West Campus stands in the area of the Wardandi clan.

Our vision for reconciliationEdith Cowan University’s vision for reconciliation is:

“to provide an environment that values Aboriginal and/or Torres Strait Islander peoples and knowledges, and which contributes to a society in which Aboriginal and/or Torres Strait Islander peoples have equal and

equitable opportunities as other Australians and which respects diversity, equality and equity, and the contributions of all its citizens”.

The University recognises the significant social, political, economic and educational inequalities and inequities experienced by many Aboriginal and/or Torres Strait Islander people and acknowledges the continued strength and resilience of Aboriginal and/or Torres Strait Islander people and cultures in the face of such inequality.

We believe that knowledge and understanding is crucial to addressing the gap in life expectancy, health, economic, social, and employment outcomes between Aboriginal and/or Torres Strait Islander peoples and other Australians.

ECU is committed to working in partnership with Aboriginal and/or Torres Strait Islander communities, towards reconciliation. This partnership extends to Aboriginal and/or Torres Strait Islander students and staff of the University, Aboriginal and/or Torres Strait Islander communities more broadly, and to non-Indigenous people.

Through our ongoing learning and engagement with Aboriginal and/or Torres Strait Islander peoples, cultures, and knowledge, we will continue to take determined action to achieve equality and equity for Aboriginal and/or Torres Strait Islander peoples. We acknowledge the importance of reconciliation and value the benefits that reconciliation brings for all Australians.

6

Noongar culture permeates all aspects of the University’s work and presents opportunies for further learning within ECU’s communities.

PICTURED: Noongar artist Dr Richard Walley OAM embracing ECU Elder Dr Noel Nannup.

8

Kaya. Edith Cowan University (ECU) is a proud supporter of the national reconciliation movement and as such, it is my privilege to present this Reconciliation Action Plan (RAP), ECU’s fourth RAP, for 2018-2021.

ECU’s commitment to reconciliation flows from the University’s high level Strategic Plan, 2017-2021 - World Ready, where we have set clear targets in relation to our reconciliation efforts and specifically for our RAP.

As a place to study and work, we recognise the important role our University has in working towards unity in an Australian society that recognises and values Aboriginal and/or Torres Strait Islander peoples, culture and heritage as a proud part of our shared national identity.

In this RAP, we reflect on our many and varied achievements to date, which provide the springboard for our future actions. We are determined to embed reconciliation into our everyday business of education, research, employment and community engagement.

This RAP has been endorsed by Reconciliation Australia, in recognition of our strong approach to advancing reconciliation at ECU.

We are implementing longer term strategies and working towards defined, measurable targets and goals that will benefit Aboriginal and/or Torres Strait Islander peoples and non-Indigenous Australians.

I would like to thank the Reconciliation Committee and broader ECU community who have been involved in developing this RAP.

Our ongoing liaison with Reconciliation Australia is also acknowledged and we anticipate strengthening that relationship as we implement this RAP.

Please join with me as, collectively, ECU’s students, staff and broader communities continue our reconciliation journey together.

Professor Stephen Chapman CBEVice-Chancellor

ForewordECU Vice-Chancellor

9

In November 2010, when Edith Cowan University (ECU) published its first Statement of Commitment to Indigenous Australians, we imagined, but could not have anticipated how far ECU would come in seven years of reconciliation efforts.

Since its inception, we have seen the profile of, and engagement with, each plan increase significantly across the University, resulting in a number of high impact outcomes.

Crucially, these include increasing understanding and respect across the University for Aboriginal and/or Torres Strait Islander peoples, history, culture and knowledges.

While our achievements have been notable, there is more for our University to learn and do, so we have reinvigorated our strategies to advance reconciliation at ECU and in our broader communities.

It is exciting to see ECU’s fourth RAP receive approval from our governing Council and formal endorsement by Reconciliation Australia.

The seven inter-connected themes in this RAP publicly articulate ECU’s approach to reconciliation between Aboriginal and/or Torres Strait Islander peoples and non-Indigenous Australians.

On behalf of the Vice-Chancellor’s Reconciliation Committee, I take this opportunity to thank all of those involved in the ECU journey for your continued support and commitment to making ECU a place of which we all, Aboriginal and/or Torres Strait Islanders and non-Indigenous Australians, can be equally proud.

I also thank you in advance for all the good work ahead, as ECU, in partnership with our communities, moves us closer to being a truly just, equitable and reconciled Australia.

Professor Colleen Hayward AMPro-Vice-Chancellor (Equity and Indigenous)Member of ECU’s Vice-Chancellor’s Reconciliation Committee

Message from committeeECU Pro-Vice-Chancellor (Equity and Indigenous)

10

Reconciliation Australia congratulates Edith Cowan University (ECU) on its past successes and continued commitment to reconciliation as it implements its fourth Reconciliation Action Plan (RAP).

I am proud to see ECU continue its reconciliation journey, which has spanned seven years since implementing its first RAP in 2011.

In 2018, ECU has not only re-committed to driving reconciliation in the education sector, but has adopted a comprehensive three-year RAP, with responsibilities being shared more broadly across the organisation.

There are currently over 1,000 RAP organisations nation-wide, and through this Stretch RAP, ECU is once again demonstrating its dedication to delivering effective outcomes across the three pillars of reconciliation: relationships, respect and opportunities.

ECU’s dedication to fostering positive relationships with Aboriginal and Torres Strait Islander peoples is not only evident in the collaborative initiatives it has undertaken with local organisations and community groups, but is also demonstrated by its ongoing engagement with its own Elders-in-Residence, with whom it works consultatively to effectively communicate cultural learnings.

As an organisation that has a demonstrated track record of promoting teaching and learning outcomes for Aboriginal and Torres Strait Islander peoples, ECU is well-placed to embed understanding and respect for First Nations cultures, peoples and histories into its everyday business practices.

ECU’s RAP also includes commendable employment goals. Creating new industry partnerships in order to drive opportunities for Aboriginal and Torres Strait Islander people will certainly contribute favourably to the achievement of these targets.

On behalf of Reconciliation Australia, I commend ECU on its ongoing dedication to reconciliation, and look forward to following its continued achievements.

Karen MundineChief Executive OfficerReconciliation Australia

Message of supportCEO, Reconciliation Australia

11

12

Edith Cowan University’s purpose is to transform lives and enrich society through education and research. ECU is a progressive university with a reputation for teaching excellence. Our dedicated staff and state-of-the-art facilities provide a supportive learning environment for the delivery of world ready graduates and leading-edge research.

The University has three Western Australian campuses at Joondalup, Mount Lawley and Bunbury. ECU’s Centre for Indigenous1 Australian Education and Research, Kurongkurl Katitjin, is headquartered on the Mount Lawley Campus, with offices and student spaces on all three campuses.

ECU is proud that its cultural work enables a greater depth of understanding about the traditional naming of its campuses with Joondalup meaning the ‘place of the long white hair that shimmers in the moonlight’, Mount Lawley traditionally known as Jinjeejerdup meaning the ‘place of the honey eater’, and Bunbury also known as Goomburrup, signifying a resting place of the Waugul or Rainbow Serpent, the creation being for Noongar Country.

In 2017, over 30,000 students were enrolled at ECU, including some 6,000 international students originating from 120 countries and 1871 staff were employed at the University. Of these, 410 students and 25 staff identified as Aboriginal and/or Torres Strait Islander, numbers that the University is keen to grow.

ECU is committed to providing equal and equitable educational opportunities and outcomes and our school and community outreach activities, multiple entry pathways, and flexible learning options support our students to reach their potential.

We connect with Aboriginal and/or Torres Strait Islander communities to promote reconciliation, through programs that build intercultural understanding, and we provide significant educational and employment opportunities in a supportive study and work environment.

Our business

1 From March 2014, on the advice of the University’s Indigenous Consultative Committee, Edith Cowan University uses the preferred term Aboriginal and/or Torres Strait Islander in its publications. Indigenous is used only where this is consistent with previous naming conventions or those used by other organisations, including governments.

ECU’s RAP is guided by the following key documents:

Edith Cowan University Strategic Plan, 2017-2021Our work is guided by our ECU Strategic Plan, 2017-2021 - World Ready.

Our visionECU’s vision is to be recognised for our world ready graduates and leading-edge research.

Our purposeECU’s purpose is to transform lives and enrich society through education and research.

Our Values• Integrity – being ethical, honest and fair• Respect – considering the opinions and values of others• Rational inquiry – motivated by evidence and reasoning• Personal Excellence – demonstrating the highest personal and professional standards.

ECU is an ethical and responsible organisation and our strong values are owned and demonstrated by the whole University community. These values influence how we work and flow to the University’s reconciliation commitments.

The State of Reconciliation in Australia – Reconciliation AustraliaReconciliation Australia’s 2016 The State of Reconciliation in Australia report.

The actions in ECU’s RAP 2018-2021 will contribute towards addressing the five interrelated dimensions of reconciliation, as identified by The State of Reconciliation in Australia report (2016). These dimensions are: race relations; equality and equity; unity; institutional integrity; and historical acceptance.

Guiding documents

14

Universities Australia Indigenous Strategy 2017-2020ECU is a member of Universities Australia (UA) and our commitment to reconciliation is augmented through our support for the Universities Australia Indigenous Strategy 2017-2020. The actions set down in the UA Strategy are incorporated into ECU’s RAP 2018-2021, with activities to both meet the shorter timeframe UA targets and make a significant contribution to the achievement of UA’s longer-term targets, beyond the timeframe of this RAP. In affirming ECU’s position on reconciliation, the University fully endorses the following UA principles:

• That Australia’s universities exist on the traditional lands of Aboriginal and Torres Strait Islander peoples across the continent.

• That Aboriginal and/or Torres Strait Islander people hold unique knowledge and knowledge systems which are foundational and fundamentally important to Australia’s intellectual, social and cultural capital.

• That universities are accountable to Aboriginal and/or Torres Strait Islander people on education and the use of Indigenous knowledge and cultures.

• That true partnerships between universities and the Aboriginal and/or Torres Strait Islander communities within and outside the university are essential to deliver the best outcomes.

• That such partnerships should be conducted in a spirit of reconciliation which gives voice to Indigenous people in decision making that affects Indigenous communities.

• That social justice requires universities to implement effective policies and practices that recognise the contribution, potential and insight of Aboriginal and/or Torres Strait Islander staff and students, and respond to Indigenous community needs.

• That parity of opportunity and outcome is a central objective of policy and practice.• That universities control the resources and processes required to achieve these aims, and are

committed to using them effectively.

Source: Universities Australia Indigenous Strategy 2017-2020.

SAGE Athena SWANECU is also committed to equality and equity in the workplace for Aboriginal and/or Torres Strait Islander people and non-Indigenous people of all genders to support and progress their chosen careers. ECU is participating in the Science in Australia Gender Equity (SAGE) Pilot of the Athena SWAN Charter in Australia.

This Charter recognises that Indigenous Australians face multifaceted and ongoing discrimination that can impact their ability to access the required training and support to achieve success particularly in Science, Technology, Engineering, Mathematics and Medicine (STEMM). ECU is striving to remove barriers to gender equity by making improvements to our practices and organisational culture in order to attract and retain Aboriginal and/or Torres Strait Islander students and staff, including those who have chosen a STEMM pathway, and to incorporate more Indigenous knowledges into STEMM teaching, research and practice.

Source: Equality Challenge Unit (2015). Athena SWAN, ECU Gender Charter.

ECU’s RAP journey began in 2010. A proposal for a Reconciliation Action Plan (RAP) was developed by ECU’s Indigenous Consultative Committee (ICC), and was subsequently approved by the Vice-Chancellor and the University’s governing Council. A small project team was established to manage the development of the RAP, guided by the then Pro-Vice-Chancellor (Engagement, Equity, and Indigenous) and Professor Colleen Hayward, Head, Kurongkurl Katitjin, Centre for Indigenous Australian Education and Research.

Comprehensive consultation was undertaken with a wide range of internal and external stakeholders in the development of ECU’s initial RAP for 2011-2012 and was launched during Reconciliation Week, 2011.

An extensive review of progress and consideration of the future direction of ECU’s reconciliation journey resulted in the implementation of a new three year plan for 2012-2015. RAP actions were assigned to relevant senior staff and executives of the University, with support, advice and guidance available from Kurongkurl Katitjin.

Progress against the 2012-2015 RAP was monitored closely and detailed half yearly and annual performance reports, including ‘traffic light dashboards’ of year on year change, were provided to ECU’s Senior Leadership Team and governing Council.

ECU’s third RAP, for 2015-2018, was developed in consultation with internal stakeholders and key external stakeholders through the previous RAP Working Group; and Reconciliation Australia.

ECU’s commitment to reconciliation was expressed through 35 actions, each with a set of deliverable targets, grouped around seven key themes; the number seven having particular significance in Noongar culture. These actions built on, and further extended, ECU’s previous reconciliation efforts.

The RAP was approved by the University’s governing Council in April 2015 and was endorsed at Stretch level by Reconciliation Australia.

Our RAP journey

16

Our progress

Progress against the specific measurable targets articulated in the 2012-2015 and 2015-2018 Reconciliation Action Plans (RAPs) were collated from evidence submitted by staff identified in the RAP as responsible for progressing RAP actions and reported to the Reconciliation Committee (or previous RAP Working Group), Senior Leadership Team and Governing Council.

A summary of the ‘traffic light’ ratings for these RAPs is shown below.

RAP 2012-2015 RAP 2015-2018

Objectives Year 1 Year 2 Year 3 Year 1 Year 2 Year 3Red Objectives not achieved; require additional focus

6(27%)

0(0%)

0(0%)

1(3%)

2(6%)

3(8%)

Amber Some objectives achieved; require additional focus

8(36%)

9(41%)

9(41%)

15(43%)

11(31%)

8(23%)

GreenActivities are on track

8(36%)

13(59%)

13(59%)

19(54%)

22(63%)

24(69%)

TOTAL 22 22 22 35 35 35

SUPPORTER STATEMENT

“ECU is proud of its commitment to social justice, articulated through our purpose, vision and values. The Reconciliation Action Plan is a framework to guide the University’s reconciliation journey and assists us in building positive relations in our communities and in embedding Aboriginal and/or Torres Strait Islander knowledges and cultures in our teaching, learning and research.”

Professor Arshad Omari, Senior Deputy Vice-ChancellorMember of the Vice-Chancellor’s Reconciliation Committee

Year 1

Year 2

Year 3

0% 25% 50% 75% 100%

RAP 2012-2015

Year 1

Year 2

Year 3

0% 25% 50% 75% 100%

RAP 2015-2018

17

As a university, we understand the importance of providing an environment that supports, encourages and promotes student and staff learning and that recognises that we might make mistakes; but that we are able to correct and learn from the mistakes, as well as enjoy our successes.

Routine monitoring of progress against previous RAPs has highlighted not just our achievements, but also areas where our outcomes have not reached the desired level. Our review process has been robust and has been strengthened year-on-year requiring solid evidence of achievements and this contributed to an increase in ‘red’ ratings. The actions with previous ‘red’ ratings are included in this RAP and are subject to additional focus.

We have learned the importance of having a number of separate, but inter-connected themes and importantly, to have these aligned with our Strategic Plan and organisational goals in order to achieve sustainable cultural, attitudinal and practical change consistent with our institutional integrity.

As the number of actions and targets in each RAP has increased over time, ownership and commitment to the work has increased. More people are engaged with and confident in the reconciliation space - confident to ask questions, to try; confident to ‘push the envelope’; and confident to explore options for deeper and broader engagement with the RAP actions, so that improved outcomes for Aboriginal and/or Torres Strait Islander peoples are achieved, for the benefit of all members of the University community.

We understand how important it is for us to grow our Aboriginal and/or Torres Strait Islander employment and support equal and equitable educational participation, retention and success rates for Aboriginal and/or Torres Strait Islander students.

All of our students, Aboriginal and/or Torres Strait Islander and non-Indigenous students should have the opportunity to respectfully experience and engage with Aboriginal and/or Torres Strait Islander cultures and knowledge, and therefore we need to further embed these cultures and knowledges in our teaching and research. The themes in this current RAP have been structured in a way that will drive our efforts to achieve that and to progress reconciliation in partnership with our communities.

Our Learning

18

We are proud to have an Aboriginal Elder-in-Residence on each of our three campuses and are privileged to learn from their insights and wisdom.

PICTURED: Dr Noel Nannup

Reconciliation successesThere have been a number of other high impact outcomes as a direct result of implementing ECU’s RAPs. The depth and breadth of these can be attributed to increased engagement of staff and students with the RAPs and increased and more effective internal and external partnership working. A few highlights are provided here.

• The University’s ECU Strategic Plan 2017-2021 was launched in 2017 and for the first time, articulates a strong commitment to reconciliation. The Strategic Plan sets a target of 3% FTE for Aboriginal and/or Torres Strait Islander employment by 2021.

• Our Australian Indigenous HealthInfoNet has continued its delivery of twenty years of high quality research outcomes and has been recognised worldwide for their contribution in helping to close the gap in Aboriginal and/or Torres Strait Islander health.

• We have introduced and applied Aboriginal and Torres Strait Islander Research and Study Protocols at ECU.

• We are developing an Aboriginal and/or Torres Strait Islander Health Research Steering Group, to be led by the Pro-Vice-Chancellor (Equity and Indigenous) and with representation from HealthInfoNet and the Office of Research and Innovation.

• We are building on the successful Aboriginal led project “Embedding Indigenous Perspectives in the Curriculum” and are working to ensure that all our students will encounter and engage with Aboriginal and/or Torres Strait Islander content and perspectives as integral parts of their course of study by 2020.

• In 2016, our Vice-Chancellor’s award scheme introduced and presented specific awards to staff and students to recognise their Contribution to Aboriginal and/or Torres Strait Islander advancement. These are now available annually.

• We are establishing a voluntary network of RAP Champions across various academic and professional staff levels and work areas. This network will be proactive in supporting and promoting our reconciliation efforts.

• Through investment from our Strategic Research Fund, we are members of the Lowitja Institute’s Cooperative Research Centre for Aboriginal and Torres Strait Islander Health and we support an Australian Aboriginal and/or Torres Strait Islander Research Fellow at ECU.

• A first ever dedicated RAP Values Workshop, facilitated by The Cultural Connection Code - an Aboriginal led organisation was held in June 2016 targeted towards our University Executive. All recommendations arising from the workshop report were endorsed and are being implemented through the RAP.

• ECU is leading a national working party to embed principles related to working with Aboriginal and/or Torres Strait Islander peoples within the speech pathology curricula throughout Australian. As a result, professional accreditation of speech pathology programs will require universities to provide evidence of how their speech pathology programs develop graduates’ capabilities in speech pathology practice with Aboriginal and/or Torres Strait Islander people.

20

• We annually commission new Aboriginal and/or Torres Strait Islander Artworks for NAIDOC Week. In 2016, three new artworks by prominent Western Australian artists, Dr Richard Walley OAM, Clifton Biuendurry and Peter Farmer, were unveiled as part of NAIDOC Week celebrations and have been added to ECU’s Aboriginal and/or Torres Strait Islander art collection. In 2017, artworks aligned to the NAIDOC theme Our Languages Matter, featured a collaboration between Noongar artist Rod Garlett (artwork as pictured) and Cuban artist Carlos del Toro. The ideas of languages and communication were pivotal to this project as well as the potential for cultural exchange and artistic collaboration across the globe. Our ambition was for the creation of works that exemplified each country whilst effectively communicating across language barriers.

• We arranged a high impact placement in the Parliament of Western Australia for our Aboriginal Artist-in-Residence Dianne Jones. Various works from ECU’s Aboriginal and/or Torres Strait Islander Art Collection have been loaned to the Parliament of Western Australia and other national institutions.

• In the submission to a review by the Council of Australian Governments (COAG) of the National Registration and Accreditation Scheme, ECU called for the inclusion of core curricula in Aboriginal and/or Torres Strait Islander health and cultural competence in a common accreditation framework. ECU proposed that Aboriginal and/or Torres Strait Islander health organisations, universities, accreditation bodies and governments work in partnership to develop a national strategy to address the inequalities and inequities in health status for Aboriginal and/or Torres Strait Islander people through accreditation.

This Reconciliation Action Plan (RAP) 2018-2021 provides an independently endorsed confirmation of the University’s public commitment to reconciliation.

The RAP embeds and extends Edith Cowan University’s commitments and activities on our reconciliation journey. We are building on our many achievements and, at the same time, are increasing our determination and our efforts to be a significant contributor to a reconciled Australia.

ECU’s RAP includes 36 actions, each with a number of deliverable targets that are aligned to the RAP framework’s three key pillars: Relationships; Respect; and Opportunities.

• build intercultural understandings, trust and respect;• enable greater collaboration and sustainable mutually beneficial partnerships;

• build connections and relationships locally and nationally which create meaningful opportunities;

• build pride and confidence and willingness to respectfully share ideas and knowledge; and

• understand the historical, intergenerational and current context of inequalities and inequities and be better informed and equipped to develop appropriate responses.

• encourages intercultural understanding, pride and honest conversations;

• builds Aboriginal and/or Torres Strait Islander and non-Indigenous Australians’ knowledge, confidence and ability to communicate with a greater level of cultural safety, respect and responsiveness;

• values and empowers people and encourages personal excellence; and

• reminds us all of our diverse and shared histories and reaffirms Aboriginal and/or Torres Strait Islander peoples as the First Peoples of our lands and waterways across the Australian continent.

Engaging with Aboriginal and/or Torres Strait Islander peoples and communities and building respectful relationships between Aboriginal and/or Torres Strait Islander peoples and non-Indigenous Australians is integral to ECU’s core business of teaching, learning and research. Positive relationships also help us to:

This RAP

22

Relationships

RespectRespect is one of ECU’s values and is crucial in helping to create a place of learning that values individual differences and diversity and considers the opinions and values of others. Respect for Aboriginal and/or Torres Strait Islander peoples, cultures, country, and histories is key to the creation of this learning and working environment as it:

• empowering individuals and communities;

• helping to raise aspirations at individual, organisational and community levels;

• increasing community knowledge and understanding of Aboriginal and Torres Strait challenges and achievements;

• influencing policy and decision makers; and

• contributing to improved health and economic opportunities and outcomes and social well-being in Aboriginal and/or Torres Strait Islander communities.

OpportunitiesECU’s purpose is to transform lives and enrich society through education and research. Providing more inclusive and supportive opportunities is mutually beneficial, as it promotes ECU as a university of choice to the broader Australian community, respects Aboriginal and/or Torres Strait Islander peoples and creates opportunities by:

The RAP addresses Relationships, Respect and Opportunities through seven themes.

The number seven is significant in Noongar culture, and is a recurrent feature in a number of Noongar Dreaming stories. Significantly, ECU’s Joondalup Campus is the only university campus in Western Australia on lands that still carry their traditional name.

The campus is close to Lake Joondalup, the seventh fresh-water lake north of the Derbarl Yerrigan (Swan River) created by the Waagul (Rainbow Serpent).

The lake, the campus name and grounds, as well as more cultural stories of creation and place, have been shared by Noongar Traditional Owners who have given permission for the RAP to link with, reinforce and celebrate particular elements of Noongar culture.

Presenting the RAP in seven themes demonstrates how Noongar culture permeates all aspects of the University’s work and presents another opportunity for further learning within ECU’s communities.

23

Seven Themes

1. Leadership and Governance – (Relationships and Respect) managing and governing the University to drive change through reconciliation and establish ECU as an exemplar of good practice and institutional integrity in reconciliation for our communities and partners.

2. Cultural Understanding – (Relationships and Respect) supporting cultural understanding, trust and respect and celebrating Aboriginal and/or Torres Strait Islander as part of our shared, national story and identity.

3. Community Partnerships – (Relationships and Respect) building strong relationships and partnerships with our communities.

4. Aboriginal and/or Torres Strait Islander Students – (Relationships, Respect and Opportunities) providing meaningful opportunities for Aboriginal and/or Torres Strait Islander students throughout their academic journey.

5. Aboriginal and/or Torres Strait Islander Staff – (Relationships, Respect and Opportunities) providing economic and social benefits through Aboriginal and/or Torres Strait Islander employment and career development.

6. Teaching and Learning– (Respect and Opportunities) embedding Aboriginal and/or Torres Strait Islander content and perspectives and providing significant educational opportunities for all members of the ECU community.

7. Research– (Respect and Opportunities) embedding cultural competence and providing significant research opportunities.

Each of the seven themes is underpinned by a suite of actions and specific deliverable targets to guide our reconciliation efforts. In addition, these actions and targets address the UA Indigenous Strategy themes:

• Aboriginal and Torres Strait Islander student enrolments, retention and success rates;• whole-of-university approaches;• embedding Indigenous education, research and employment in core documents; policies and plans;• community partnerships;• research strategies;• cultural training for executive staff; and • cultural capabilities of all students.

This RAP was approved by the ECU Council on 3 May 2018 and has been conditionally endorsed by Reconciliation Australia as a ‘Stretch RAP’, effective 25 May 2018.

24

Our Cultural Reflection Spaces continue to be developed across each of our campuses with Noongar knowledge and ways of seeing the environment being incorporated by our Cultural Ambassador and Cultural Awareness Officers. These are special places for quiet contemplation and reflection that are open to the whole community and provide opportunities to learn some Noongar knowledge.

SUPPORTER STATEMENT

ECU’s Reconciliation Action Plan (RAP) reminds us that action towards reconciliation is an important part of our core business. It allows us to focus on what we plan and what we do every day. The RAP provides the framework that helps us to build on our past successes and guides all of us at ECU to keep taking the next steps in our reconciliation commitments for the benefit of our whole University community.

Professor Moira Sim, Executive Dean, School of Medical and Health SciencesMember of the Vice-Chancellor’s Reconciliation Committee

25

Our Old Ways New Ways Science Outreach Team were finalists in the WA Premier’s Science Awards for Engagement in 2016 and 2017 for developing a multi-award winning outreach program that engages and inspires students to study science at tertiary level. The program links Aboriginal cultural competency and the ‘old ways’ of Aboriginal science with the current or ‘new ways’ of scientific knowledge. In 2017, the program was a Finalist in the WA Premier’s Science Awards, in the category Chevron Science Engagement

PICTURED: Dr Magdalena Wajrak, Jason Barrow, Dr Kristina Lemson and Caroline Bishop

26

27

Theme One

Action Deliverable Target Timeline Responsibility1. Maintain an effective structure and mechanism to develop, monitor, promote and report on ECU’s Reconciliation Action Plan.

a) All committee positions filled and Vice-Chancellor’s Reconciliation Committee (VCRC) and Kudjukat Wow-r-ing (Noongar meaning ‘Future Making’) consultative committee positions achieve quorum.

All meetings held in accordance with Committee Schedules and Terms of Reference.

Each year D SGSCPVC (EI)

b) RAP development, endorsement, launch, implementation and progress reporting is overseen by the VCRC.

Each year VCRCD SGSC

c) ECU’s RAP and annual progress summary are published prominently on the ECU website and more widely via relevant and appropriate ECU social media platforms to reach broader communities.

Sep each year

D BM

d) Deliver one presentation a year on ECU’s RAP progress to our communities, with a live stream and a recording made available online.

Sepeach year

SDVCPVC (EI)D BM

e) Develop a network of RAP Champions across the University to assist with promoting the RAP and ECU’s reconciliation efforts.

Each year PVC (EI)D SGSC

2. Include Aboriginal and/or Torres Strait Islander higher education, research and employment as priority areas in core policy documents, including institutional strategic, business, operational and work plans.

a) Continued annual reporting to University Executive and Council on progress against the Strategic Plan’s KPI for Aboriginal and/or Torres Strait Islander employment and Strategic Goal for sustainability.

Each year D SGSCSDVC

b) Develop guidelines on ECU’s planning and reporting framework, including on incorporating RAP actions into school and centre operational plans and reporting mechanisms.

Dec 2018 D SGSC

c) Incorporate RAP actions and targets into University Executive and Professional Services Leadership Group member’s KPIs.

Apr 2019 D HRSC

d) Review school and centre operational plans to assess incorporation of RAP actions.

Dec 2019 D SGSC

Leadership and Governance

28

The previous RAP Working Group was elevated to the Vice-Chancellor’s Reconciliation Committee, with staff, student and community representation. The Committee has a significant role in monitoring ECU’s Reconciliation Action Plan.

Action Deliverable Target Timeline Responsibility3. Explore the feasibility of applying the WA Department of Education Aboriginal Cultural Standards Framework at ECU.

a) Review the WA Department of Education’s Aboriginal Cultural Standards Framework for potential application in a higher education setting.

Nov 2018 H KKD SGSC

b) Adapt and implement the Standards Framework at ECU if appropriate.

May 2019 SDVCUECDs

4. ECU Council and University Executive continue to broaden and deepen their knowledge of Aboriginal and/or Torres Strait Islander cultures, Country and histories.

a) In consultation with the Cultural Ambassador and Elders-in-Residence, one cultural immersion journey ‘on Country’ to be held annually for ECU’s governing Council and University Executive.

Each year VCD SGSC

b) Include a reconciliation-focused session in one Council Retreat scheduled within the RAP timespan.

2019 VCD SGSCPVC (EI)

c) Ensure RAP material is included in induction/orientation information for new members of Council and its committees.

Each year D SGSC

5. Improve the representation of Aboriginal and/or Torres Strait Islander students, staff and community members in ECU’s decision-making processes.

a) At least annually, Governance and Nominations Committee to consider a list of potential Council, Council Committee or Board candidates who identify as Aboriginal and/or Torres Strait Islander.

Each year D SGSC

b) Elections for student, staff and alumni positions on Council to be promoted to potential Aboriginal and/or Torres Strait Islander candidates via suitable forums.

Each year D SGSC

c) At least one Aboriginal and/or Torres Strait Islander member appointed or elected to Council (or to a Committee or Board reporting to Council) for the whole duration of the RAP.

Each year CouncilD SGSC

6. Increase the representation of Aboriginal and/or Torres Strait Islander suppliers on ECU’s procurement database.

a) Achieve the target 2.5% annualised growth in for spend with Aboriginal and/or Torres Strait Islander suppliers on ECU’s Finance and Business Services procurement spend dashboard.

Each year D FBSC

Theme OneLeadership and Governance

30

Action Deliverable Target Timeline Responsibilityb) Investigate Supply Nation’s services and consider their potential value add to ECU’s supplier diversity strategies.

Dec 2019 VP (CS)D FBSC

c) Develop policy and guidance notes on the identification of, and engagement with, Aboriginal and/or Torres Strait Islander business owners for procurement of goods and services.

Sep 2019 VP (CS)D FBSC

d) At least one new contract in place with an Aboriginal and/or Torres Strait Islander provider where value for money has been demonstrated.

Dec 2019 VP (CS)D FBSC

7. Recognise student and staff leadership in achieving ECU’s vision for reconciliation.

a) Continue to recognise students and staff through the annual VC’s Reconciliation Awards for individuals or teams:

• 1x VC’s Staff Excellence Award for Aboriginal and/or Torres Strait Islander Advancement;

• 1x VC’s Student Reconciliation Award.

Each year VCSDVCD HRSC

8. Support the development of external RAP networks.

a) Consult with Universities Australia (UA) on their support for communication between tertiary institutions implementing the UA Indigenous Strategy 2017-2020.

Nov 2018 PVC (EI)D SGSC

b) Consult with Reconciliation Australia and Reconciliation WA on a practical framework for establishing and maintaining a collaborative WA RAP Industry Network Group (RING).

Mar 2019 PVC (EI)D SGSC

c) Investigate RING practice in other states and territories and explore the feasibility of a WA network.

Dec 2019 PVC (EI)D SGSC

d) Actively participate in an established RING as appropriate.

Each year PVC (EI)UE

9. Actively support and promote campaigns in our communities that are consistent with the RAP intentions.

a) Continued support for the Australian Human Rights Commission’s Racism. It stops with me campaign.

Each year D SGSC

b) Promote the Commission’s campaign through posters featuring high profile Aboriginal and/or Torres Strait Islander supporters at relevant ECU events including Harmony Day.

Each year D BM

31

Action Deliverable Target Timeline Responsibility11. Routinely acknowledge Aboriginal and/or Torres Strait Islander peoples, Country, cultures and histories as a way of building relationships between Aboriginal and/or Torres Strait Islander Peoples and non-Indigenous students, staff and wider University community.

a) Continued implementation of ECU’s Policy on Recognising Aboriginal and Torres Strait Islander Peoples and Country, through routine communication channels and professional development, including staff and student orientation.

Each year D HRSCDVC (E)D BMD SLUE

b) Welcome to Country or Acknowledgement of Country to take place at all significant events including student orientation, consistent with ECU policy.

Each year UECDs

c) Continued application of ECU’s Flags Policy prescribing permanent display of the Aboriginal flag on all three campuses and the Torres Strait Islander flag during NAIDOC Week, National Sorry Day and National Reconciliation Week.

Each year D FSC

d) Consistent application of preferred terminology to denote Indigeneity i.e. being Aboriginal and/or Torres Strait Islander, in all ECU reports, publications and website content.

Each year D BMCDsWeb Authors

e) Review HR policies and procedures to ensure there are no barriers to staff participating in NAIDOC Week.

Each year D HRSC

f) In consultation with Aboriginal and/or Torres Strait Islander peoples, hold an internal or public NAIDOC Week event.

Each year PVC (EI)D BM

g) Register all NRW events via Reconciliation Australia’s NRW website.

Each year UEVCRC

h) Encourage staff and senior leaders to participate in external events to recognise and celebrate NRW.

Each year UEVCRCCDs

i) Increase student and staff attendance at events held during National Reconciliation Week and NAIDOC Week.

Each year D BMUECDs

j) Ensure our Reconciliation Committee members participate in one external NRW event each year.

Each year UEVCRC

k) Continued application of ECU’s protocols for involving Aboriginal and/or Torres Strait Islander people in ECU wide events in particular, NAIDOC Week and National Reconciliation Week.

Each year D BMD HRSC

Theme TwoCultural Understanding

32

Kurongkurl Katitjin held a Black Moon Breakfast in October 2016 as part of ECU’s 25th Anniversary celebrations. The event acknowledged 25 people who had made significant contributions to the advancement of Aboriginal and/or Torres Strait Islander peoples and culture at ECU during the past 25 years. A specially designed commemorative, handmade pin was presented to each person to mark ECU’s appreciation of their efforts.

Action Deliverable Target Timeline Responsibility12. In consultation with ECU’s Cultural Ambassador and Elders-in-Residence, expand all ECU campuses welcoming, inclusive and educative spaces that celebrate Aboriginal and/or Torres Strait Islander cultures and Country.

a) Complete two additional Cultural Reflection Spaces at:

• South West Campus; and

• Joondalup Health Sciences Building (JO 21).

2018-2019 VP (CS)D FSCD SWCA

13. Continue a program of Elder and community informed events to celebrate Aboriginal and/or Torres Strait Islander cultures and art.

a) Hold one major on-campus event and art exhibition during NAIDOC celebrations each year and at least one other event at the campuses not hosting the NAIDOC exhibition.

May annually

D BMPVC (EI)Art Curator

b) Develop an annual acquisition plan for the purpose, purchase and commissioning of Aboriginal and/or Torres Strait Islander art, including at least one new commissioned work by a Noongar artist each year for NAIDOC Week.

Dec each year

Art CuratorED SAH

c) Introduce a virtual ‘walking tour’ of ECU’s Aboriginal and/or Torres Strait Islander art collection (including documentary footage of the artists’ journeys) in preparing the annual ECU commissioned NAIDOC work.

Dec 2019 Art CuratorED SAH

d) Hold at least one RAP-focused event during National Reconciliation Week.

May each year

D BMPVC (EI)

e) Aboriginal and/or Torres Strait Islander cultures widely promoted across ECU and externally at events, activities and programs, including staff and student orientation.

Each year D HRSCD SL

f) Community groups invited to all on and off campus art exhibitions and appropriate cultural/community events.

Each year ED SAHH KK

Theme TwoCultural Understanding

34

Action Deliverable Target Timeline Responsibility14. Increase the cultural competence of the workforce by providing professional development opportunities for all levels of staff that extend beyond cultural awareness at orientation.

a) Research and develop a new ECU specific compulsory online Aboriginal and/or Torres Strait Islander Cultural Awareness module for staff.

Dec 2018 D HRSC

b) Incorporate ECU’s compulsory online module into the Role Based Development Framework and MPS Framework.

Dec 2019 D HRSC

c) Target of 50% of all academic and professional (fixed-term and ongoing) staff to complete the online ECU module in its first year of delivery. Thereafter, 90% of staff are compliant with module completion requirements.

Each year from Jan 2019

UECDs

d) To meet UA and Athena SWAN targets, all current Executive staff, all new senior staff, and leaders in STEMM disciplines, complete cross-cultural training programs from 2018.

May 2019 D HRSCAll EDAll CDs

e) Continue delivery of at least six face-to face Cultural Awareness sessions per year and achieve the target of 5% of all academic and professional staff to undertake training annually.

Each year D HRSC

f) Provide guidance to managers on including discussion of cultural competency as part of the Management for Performance system.

Dec 2018 D HRSCUE CDs

g) Cultural Awareness Dashboard to be made available to UE and PSLG to monitor take up of courses and take remedial action.

Dec 2018 D FBSCD HRSC UECDs

35

Action Deliverable Target Timeline Responsibility15. Build robust, respectful and collaborative partnerships with Aboriginal and/or Torres Strait Islander peoples, organisations and communities.

a) List of ECU’s partnerships with Aboriginal and/or Torres Strait Islander communities and organisations is maintained and is readily available to all staff.

Each year

Maintained & confirmed in Aug

DVC (SP)

b) ECU will invite Aboriginal and/or Torres Strait Islander organisations and representatives to participate in ECU activities and events.

Each year D SLD BM

c) Explore and provide, as appropriate, in kind/pro bono support for Aboriginal and/or Torres Strait Islander 0. organisations and communities.

Each year UE

d) Explore opportunities for new relationships/partnerships with Aboriginal and/or Torres Strait Islander communities and organisations and create one new formal partnership.

Each year UE

16. Take a community leadership role in promoting Aboriginal and/or Torres Strait Islander higher education and building opportunities for wider community engagement in it.

a) Maximise opportunities in partnerships, including the Joondalup Learning Precinct and utilising Commonwealth equity programs to promote Aboriginal and/or Torres Strait Islander higher education within the wider community.

Each year DVC (SP)EDs

b) Effectively communicate and share ECU’s teaching and learning and research outcomes with Aboriginal and/or Torres Strait Islander communities and vice-versa, guided by ECU’s Elders-in Residence.

Each year UEEIR

17. Identify and engage with ECU’s Aboriginal and/or Torres Strait Islander alumni to inform content of alumni programs.

a) Aboriginal and/or Torres Strait Islander alumni records, at all levels of qualification, identified and regularly maintained in alumni record management systems.

Each year D ODAR

b) Survey Aboriginal and/or Torres Strait Islander alumni to establish baseline measures of attitudes and opinions on continued engagement with ECU.

Each year D ODARD SGSC

c) In consultation with Aboriginal and/or Torres Strait Islander alumni, identify actions in response to survey findings.

Each year D ODARD SGSC

d) ECU’s Aboriginal and/or Torres Strait Islander alumni are routinely consulted to inform alumni programs.

Each year D ODARD SGSC

Theme ThreeCommunity Partnerships

36

Our Rock Solid Foundations tribute acknowledges and pays tribute to all our Aboriginal and/or Torres Strait Islander graduates from the first in 1951 to the present day.

Action Deliverable Target Timeline Responsibility18. Implement marketing and recruitment strategies for Aboriginal and/or Torres Strait Islander students to further improve access and increase participation in ECU courses.

a) Program of outreach and engagement activities includes a focus on high schools, Registered Training Organisations and communities with high numbers of Aboriginal and/or Torres Strait Islander students.

Each year D BGDD SW

b) Continued annual delivery and increased student participation in all on and off campus educational and development opportunities, initiatives and events.

Each year D SLD BGD

c) Marketing and student recruitment strategy for Aboriginal and/or Torres Strait Islander students reviewed, implemented and reported on annually.

Each year D BGDEDs D GRS

d) Information about community networks, student ambassadors and student testimonials included in marketing and recruitment communications.

Each year D BMPVC (EI)

e) Directly promote ECU’s Elite Athlete Program (and its partnerships with State and national sporting clubs) to Aboriginal and/or Torres Strait Islander athletes and provide assistance with enrolment procedures.

Each year D BGDD SLED SMHS

f) Identify additional (to e above) specific courses to feature in targeted recruitment campaigns.

Each year EDsD BGD

g) Aboriginal and/or Torres Strait Islander alumni profiles displayed on ECU’s website.

Each year D ODARD BMCDsEDs

h) Further explore industry scholarship and cadetship opportunities for Aboriginal and/or Torres Strait Islander students.

Each year DVC (SP)D SL D SAD ODAR

19. Increase the enrolment of Aboriginal and/or Torres Strait Islander students at ECU including in pathway programs.

a) Improved Aboriginal and/or Torres Strait Islander student participation and success in UniPrep and other pathway programs.

Each year DVC (E)Dean SW

b) Increase the number of Aboriginal and/or Torres Strait Islander students participating in undergraduate courses by 5% in each year of the RAP.

Each year UE

Theme FourAboriginal and/or Torres Strait Islander Students

38

Action Deliverable Target Timeline Responsibility20. Develop an agreed whole of institution approach to supporting the success of Aboriginal and/or Torres Strait Islander students throughout the student life cycle from the time of enrolment to graduation and beyond.

a) Undertake a review of take up of existing mainstream and specific Aboriginal and/or Torres Strait Islander student support services to identify and address gaps.

Each year DVC (E)

b) Benchmark ECU’s Aboriginal and/or Torres Strait Islander student support programs with other Australian institutions to ensure quality and responsive practice.

Dec 2018 DVC (E)H KK

c) Develop and implement a set of recommendations to increase opportunities to engage with the full range of culturally-sensitive student support services including tutoring support, study skills, workshops and mentoring and scholarships.

Dec 2019 D SL D SADVC (E)H KK

d) Increased international experience of Aboriginal and/or Torres Strait Islander students by promoting and encouraging participation in international student mobility programs (student exchange, study abroad, study tours and internships).

Each year D SL D SADVC (I)

21. Aim for improvements in retention and success rates for Aboriginal and/or Torres Strait Islander students equal to those of domestic non-Indigenous students in the same fields of study.

a) Implement ECU’s Student Success Blueprint and report against the retention and employability outcomes for Aboriginal and/or Torres Strait Islander students.

Each year DVC (E)

b) Increase the success rate of Aboriginal and/or Torres Strait Islander students (units passed/attempted) by 5 percentage points over the life of the plan.

Each year DVC (E)

c) Increase completions by Aboriginal and/or Torres Strait Islander students by 10% per annum over the life of the plan. Work towards achieving equal completion rates by field of study for Aboriginal and/or Torres Strait Islander non-Indigenous students by 2028.

Each year DVC (E)EDs

d) Review and report on Aboriginal and/or Torres Strait Islander student experiences of, and outcomes from, all courses and campuses to inform further improvement.

Nov 2018 DVC (E)

e) Promote and monitor student take up of support, services and workshops provided by Careers and Leadership Services.

Each year D SL

39

Action Deliverable Target Timeline Responsibility22. Continue the implementation of a targeted staff recruitment and development program for Aboriginal and/or Torres Strait Islander people.

a) Achieve the Aboriginal and/or Torres Strait Islander employment stategies and targets set out in the ECU Aboriginal and Torres Strait Islander Employment Strategy and Action Plan:

• 3 % overall.

• 3.5% for professional staff.

• 2.5% for academic staff.

• 3% for sessional and casual staff.

Dec 2018 D HRSCUECDs

b) A Guide to Recruiting and Developing Aboriginal and/or Torres Strait Islander Staff is developed and provided to all recruitment managers.

May 2019 D HRSC

c) Voluntary separation rates for Aboriginal and/or Torres Strait Islander staff do not exceed those of non-Indigenous people.

Each year UE

d) Incorporate gender reporting requirements to identify and respond to the unique intersecting barriers experienced by Aboriginal and/or Torres Strait Islander women.

Each year D HRSC

e) Consult on and develop a targeted gender equity career development and support strategy for ECU’s Aboriginal and/or Torres Strait Islander sessional academic staff.

Jun 2019 D HRSC

f) Explore establishing an innovative merit-based “third way” of recruitment and selection of Aboriginal and/or Torres Strait Islander women and men that is more flexible than current, standard academic or professional staff recruitment processes.

Jun 2020 D HRSC

23. Strengthen and implement the ‘Grow Our Own’ initiative to mentor and support ECU’s Aboriginal and/or Torres Strait Islander graduates into academic positions at the University.

a) At least one scholarship allocated annually to a masters by research Aboriginal and/or Torres Strait Islander student.

Dec 2018 and each year thereafter

D ODARPVC (EI)

Theme FiveAboriginal and/or Torres Strait Islander Staff

40

ECU’s Aboriginal and Torres Strait Islander Employment Strategy and Action Plan articulates annual targets for increased representation and more even distribution of Aboriginal and/or Torres Strait Islander staff across academic and professional positions.

PICTURED: Nigel Andrews, HR Adviser ( Aboriginal & Torres Strait Islander Employment Programmes)

41

Action Deliverable Target Timeline Responsibility24. Support Aboriginal and/or Torres Strait Islander staff, building capacity and leadership potential.

a) Create at least one new industry employment-training partnership each year to create potential employment opportunities for Aboriginal and/or Torres Strait Islander people.

Each year DVC (SP)PVC (EI)

b) Implement a twelve-month mentoring program for all new Aboriginal and/or Torres Strait Islander staff.

Each year D HRSC

c) Continue ‘Mentoring for our Mob’ for Aboriginal and/or Torres Strait Islander staff.

Each year D HRSC

d) Recruit at least two new Aboriginal and/or Torres Strait Islander staff mentors through connections with the Aboriginal and/or Torres Strait Islander communities.

Each year D HRSC

e) Develop pathways for sessional lecturers, tutors, technical and professional staff to progress through to postgraduate coursework and higher degrees by research programs.

Each year EDsD HRSC

f) 100% of Aboriginal and/or Torres Strait Islander staff are fully briefed on available professional and career development opportunities and are fully supported to access PD offerings.

Each year D HRSC

g) Aboriginal and/or Torres Strait Islander staff participate in ECU’s mainstream leadership development programs.

Each year EDsCDs

h) Study options and goals for Aboriginal and/or Torres Strait Islander staff are incorporated in Management for Performance discussions.

Each year EDsCDs

i) Staff scholarships/study support is directly promoted to Aboriginal and/or Torres Strait Islander staff and take up is monitored.

Each year D SAEDsCDs

j) Promote and increase take up of study leave by Aboriginal and/or Torres Strait Islander staff.

Each year EDsCDs

Theme FiveAboriginal and/or Torres Strait Islander Staff

42

Action Deliverable Target Timeline Responsibility25. Support Aboriginal and/or Torres Strait Islander staff to participate in cultural events.

a) Support 100% of Aboriginal and/or Torres Strait Islander staff to participate in events to celebrate NAIDOC week in their communities through cultural and ceremonial leave provisions in the Collective Agreement.

Annually in July

UE

26. Ensure that any additional culture focused workload undertaken by Aboriginal and/or Torres Strait Islander staff is accurately recognised in workload planning and in performance assessments and promotions processes.

a) Workload planning, performance assessments and promotion processes recognise appropriately staff workload, tasks, and responsibilities.

Each year EDsCDs

b) Develop a set of guiding principles on supporting Aboriginal and/or Torres Strait Islander staff culture to ensure an inclusive and respectful workplace for all ECU staff.

May 2019 D HRSC

NOTE: Aboriginal and/or Torres Strait Islander staff (non 50D roles) are not expected to disproportionately undertake culture-focused work. Non-Indigenous staff will be supported to effectively work in a cross-cultural context.

27. Maintain an Aboriginal and/or Torres Strait Islander staff network.

a) Aboriginal and/or Torres Strait Islander Staff Network (Yarning) maintained to enable Aboriginal and/or Torres Strait Islander staff to meet, share information and provide peer support.

Each year D HRSC

28. Maximise the impact of the role of the Human Resources Adviser (Aboriginal and/or Torres Strait Islander Programmes).

a) Initiatives and achievements led by the Human Resources Adviser (Aboriginal and/or Torres Strait Islander Programmes) are widely promoted across ECU’s communities using routine communication channels.

Each year D HRSCD BM

43

Action Deliverable Target Timeline Responsibility29. Support staff in ECU schools to explore and engage students with Aboriginal and/or Torres Strait Islander cultural content and perspectives in appropriate ways within the curriculum and ECU school contexts.

a) Establish one ECU-wide dedicated position to support academics to deliver a curriculum that ensures all students engage with Aboriginal and/or Torres Strait Islander cultural content and perspectives as an integral part of their courses of study.

Dec 2018 DVC (E)PVC (EI)

b) Audit and identify school support needs and solutions (resources, activities, tools, structures, standards, guidelines, cultural support) in UE endorsed Action Plan.

2019-2021 DVC (E)PVC (EI)UE

c) Actively promote staff engagement and partnerships with Aboriginal and/or Torres Strait Islander cultural content in all professional learning activities.

Each year DVC (E)CLT

d) All teaching and learning materials, including those available through Blackboard, contain an appropriate Welcome/Acknowledgement of Country.

Each year DVC (E)ADTs CCs

e) Maintain and monitor usage of “Kadadjinny” the online repository of teaching support materials.

Each year DVC (E)CLT

f) Hold at least one workshop per year to support all academic staff to engage with Aboriginal and/or Torres Strait Islander curriculum content.

Each year DVC (E)CLT

g) Feature examples of Aboriginal and/or Torres Strait Islander content embedded in curriculum and taught in ECU units, annually at ECulture.

Each year DVC (E)CLT

h) Allocate up to $25,000 per annum to support:

1. Aboriginal and/or Torres Strait Islander staff in their teaching; and

2. Non-Indigenous staff working in partnership with Aboriginal and/or Torres Strait Islander staff to develop/deliver curriculum content that meaningfully embeds Aboriginal and/or Torres Strait Islander histories, cultures and contributions.

Criteria and process for determining and administering grants developed. 100% take up of grants annually with outcomes met and reported.

Each year VP (CS)DVC (E)PVC (EI)

Theme SixTeaching and Learning

44

Action Deliverable Target Timeline Responsibilityi) Continue academic governance requirements to ensure appropriate cultural content – and content pertaining to Aboriginal and/or Torres Strait Islander peoples and perspectives more widely – is reviewed during the course proposal and approval system.

Each year D SGSC

j) All undergraduate courses have units taught by Aboriginal and/or Torres Strait Islander teachers from and/or with Kurongkurl Katitjin.

2020 SDVCDVC (E)EDs

k) Invite Aboriginal and/or Torres Strait Islander guest lecturers to supplement in-house teaching and course content.

Each year CCs

30. Increase Aboriginal and/or Torres Strait Islander representation on Consultative Committees.

a) Review Course Consultative Committee representation and aim to have a minimum of one Aboriginal and/or Torres Strait Islander representative on each committee (staff or student or community/industry representative) to influence curriculum development.

Dec 2019 D SGSCEDsCCs

31. Identify and include Aboriginal and/or Torres Strait Islander organisations to provide work integrated learning and practicum opportunities.

a) Provide opportunities for practicum placements with Aboriginal and/or Torres Strait Islander organisations and for learnings to be shared as appropriate.

Each year ADs (TL)CCs

45

Action Deliverable Target Timeline Responsibility32. Develop Aboriginal and/or Torres Strait Islander research objectives as integral to the University’s future research direction.

a) ‘Aboriginal Culture, Education and Health’ continues to be a priority research theme at ECU for proactive, positive inquiry.

Each year DVC (R)ADs (R)D ORI

b) Clearly articulate ECU’s commitment to, and expectations in, Aboriginal and/or Torres Strait Islander research as objectives in ECU’s research plan.

May 2019 DVC (R)EDsADs (R)

c) Allocate up to $25,000 per annum to support:

1. Aboriginal and/or Torres Strait Islander post-doctoral researchers/academics to conduct research in any of ECU’s research strengths and priorities; and

2. All researchers undertaking research in the ECU research priority ‘Aboriginal Culture, Education and Health’.

Criteria and process for developing and administering grants developed. Demonstrated research outputs from the use of the funds to include appropriate research translation to Aboriginal and/or Torres Strait Islander communities.

Each year VP (CS)DVC (R)D ORIADs (R)

d) Increase the number of appropriately developed applications to grant bodies/ funding agencies for Aboriginal and/or Torres Strait Islander-specific research.

Each year D ORIADs (R)

33. Establish an Aboriginal and/or Torres Strait Islander Research Steering Committee to guide ECU researchers in the implementation of protocols, ethics, coordinate resources and support.

a) Scoping undertaken and business case developed to resource the establishment of Aboriginal and/or Torres Strait Islander Research Steering Committee.

Aug 2018 D ORI

b) Terms of reference, membership and schedule of meetings agreed.

Oct 2018 D ORI

c) Progress reported to Research and Higher Degrees Committee and through the RAP progress reporting arrangements.

Each year D ORISteering Committee Chair

34. Continued implementation of agreed protocols on Aboriginal and/or Torres Strait Islander research to ensure that research activity is informed by sound cultural-awareness and respect.

a) All research grants and projects on Aboriginal and/or Torres Strait Islander topics provide evidence to the Human Research Ethics Committee of appropriate community consultation and adherence to the University’s Aboriginal and/or Torres Strait Islander research protocols.

ECU Ethics Committee considers the mechanism for translation/transference of research to the community as an active part of research/grant applications.

Each year Chair, Human Research Ethics Committee

Theme SevenResearch

46

Action Deliverable Target Timeline Responsibilityb) At least one Aboriginal and/or Torres Strait Islander person included in the membership of ECU’s Ethics Committee.

Aug 2018 D ORI

c) Undertake at least one professional development event per year on applying protocols for new researchers planning to conduct Aboriginal and/or Torres Strait Islander related research.

Mayeach year

D ORISteering Commitee

35. Identify, undertake and promote research which focuses on Aboriginal and/or Torres Strait Islander culture and communities.

a) Where a scholarship(s) is awarded to an appropriate higher degree by research student(s) conducting research through the Australian Indigenous HealthInfoNet, provide additional research support funding.

Each year DVC (R)D GRSD AIHIN

b) Engage with Aboriginal and/or Torres Strait Islander communities, including the Kudjukat Wow-r-ing (Future Making) consultative committee to identify at least one new community driven research initiative.

Each year D ORIADs (R)KW

c) All research projects on Aboriginal and/or Torres Strait Islander topics to include collaboration with appropriate communities. Develop at least one collaborative research relationship/partnership with an Aboriginal and/or Torres Strait Islander community.

Aug 2018 Researchers

d) Increase the visibility of Aboriginal and/or Torres Strait Islander research and researchers through promotion at ECU’s annual Research Week.

Sep each year

D ORIADs (R)D GRS

e) Develop international research collaboration on Aboriginal and/or Torres Strait Islander peoples’ cultures, history and experiences.

Each year H KKD ORI

36. Build Aboriginal and/or Torres Strait Islander research capacity within ECU’s Aboriginal and/or Torres Strait Islander communities.

a) Information on available support services and strengths-based opportunities provided to all Aboriginal and/or Torres Strait Islander honours students.

Each year EDs

b) At least one ECU-funded scholarship available annually to an Aboriginal and/or Torres Strait Islander higher degree by research student enrolling in an ECU research priority area.

Each year DVC (R)

c) Continue the commitment to building research capacity by ongoing resourcing of an Aboriginal and/or Torres Strait Islander Fellowship.

Each year DVC (R)VP (CS)D HRSCD ORI

47

In 2017, ECU’s Dean of the South West Campus provided leadership and project management for the development of a joint Reconciliation Action Plan for the Bunbury Geographe Local Government areas and the South West Development Commission. A Working Group and Aboriginal Reference Group are progressing this work.

48

SUPPORTER STATEMENT

Edith Cowan University’s South West Campus is located in a natural bush setting and those of us who study and work there are fortunate to be surrounded by the bush, kangaroos, magpies, possums and other native animals. Kulbardi means magpie in Noongar language, and Kulbardi Court, in the middle of the campus, attracts many magpies and grazing kangaroos at dusk.

We are reminded daily of the Wardandi people’s long association with this land and routinely acknowledge that custodianship. A Welcome to Country from our Elder-in-Residence invites non-Indigenous people to share the richness of this heritage. We acknowledge the loss of land, language and family that the Wardandi people suffered through colonisation and support the need for all Australians to reconcile with our First Nations people.

This wholly accords with the spirit and intentions of ECU’s RAP and Reconciliation Australia’s five dimensions of reconciliation: Race Relations; Equality and Equity; Historical Acceptance; Institutional Integrity; and Unity.

I look forward to influencing and implementing this RAP for 2018-2021.

Lyn Farrell, Dean, South West CampusMember of the Vice-Chancellor’s Reconciliation Committee

49

Tracking progress and reporting

Item Target Timeline Responsibility

1 RAP 2018-2021 finalised and approved by ECU. May 2018 PVC (EI)D SGSC

2 RAP endorsed by Reconciliation Australia. May 2018PVC (EI)D SGSC

3 RAP 2018-2021 launched. May 2018 PVC (EI)

4RAP monitored and progress reported to the Vice-Chancellor’s Reconciliation Committee and key University committees and stakeholders.

As per committee schedules

VCRCKWEDCUE

5 RAP Report to Council and Reconciliation Australia. September each year

PVC (EI)D SGSC

6 Report RAP progress to Reconciliation Australia through the Annual Impact Measurement Report.

September each year D SGSC

7 Participate in the biennial RAP Australian Reconciliation Barometer. July 2020 D SGSC

50

AcronymsADs (R) Associate Deans (Research)ADs (TL) Associate Deans (Teaching and Learning)CA Cultural AmbassadorCDs Centre DirectorsCLT Centre for Learning and TeachingCCs Course CoordinatorsD AIHIN Director, Australian Indigenous HealthInfoNetD BGD Director, Business Growth and DevelopmentD BM Director, Brand and MarketingD FBSC Director, Finance and Business Services CentreD FSC Director, Facilities and ServicesD GRS Dean, Graduate Research SchoolD HRSC Director, Human Resources Services CentreD ODAR Director, Office of Development and Alumni RelationsD ORI Director, Office of Research and InnovationD SGSC Director, Strategic and Governance Services CentreD SA Director, Student AdministrationD SL Director, Student LifeD SW Dean, South West CampusDVC (E) Deputy Vice-Chancellor (Education)DVC (R) Deputy Vice-Chancellor (Research)DVC (SP) Deputy Vice-Chancellor (Strategic Partnerships)EDC Equity and Diversity CommitteeEDs Executive DeansED SMHS Executive Dean, School of Medical and Health SciencesED SAH Executive Dean, School of Arts and HumanitiesEIR Elders-in-ResidenceH KK Head, Kurongkurl Katitjin KW Kudjukat Wow-r-ing Consultative CommitteePVC (EI) Pro-Vice-Chancellor (Equity and Indigenous)SDVC Senior Deputy Vice-ChancellorUE University ExecutiveVC Vice-ChancellorVCRC Vice-Chancellor’s Reconciliation CommitteeVP (CS) Vice-President (Corporate Services)

Reconciliation Action Plan 2018-2021

For further information on ECU’s RAP, please email Strategic and Governance Services Centre at: sgscadmin@ecu.edu.au

CRICOS IPC 00279B

Every effort has been made to ensure that the information in this publication is correct at the time of production.