indigenous education statement - overview...indigenous education statement - overview the department...

INDIGENOUSEDUCATIONSTATEMENT-OVERVIEWTheDepartmentofthePrimeMinisterandCabinet(PM&C)requiresinformationfromUniversitiesrelatingtotheir2015outcomesandfutureplanstomeettheirongoingresponsibilitiesforAboriginalandTorresStraitIslanderstudentachievementinhighereducation.TheseresponsibilitiesincludeassessingandreportingonprogresstowardsimprovededucationaloutcomesforAboriginalandTorresStraitIslanderpeoplesassetoutinthegoalsoftheNationalAboriginalandTorresStraitIslanderEducationPolicy.TheIndigenousEducationStatementisusedtodetermineUniversity’seligibilityforIndigenousSupportProgramme(ISP)funding.PleaserefertotheHigherEducationSupportAct2003–OtherGrantsGuidelines(Education)2008whichdetailsISPgrantconditions.TherearethreeconditionsofeligibilityforISP-TableAUniversitiesmustdemonstratetoPM&Cthatthey:• Haveimplementedstrategiesforimprovingaccess,participation,retentionandsuccessofAboriginal

andTorresStraitIslanderstudents;• HaveincreasedparticipationofAboriginalandTorresStraitIslanderpeoplesintheUniversity’s

decision-makingprocesses;and• HaveanAboriginalandTorresStraitIslanderemploymentstrategy.UniversitiesinreceiptofISPfundingarerequiredtoprovidePM&Cwithareportontheexpenditureofthegrantamount.Theexpenditurereportfor2015ISPfundsisincludedwithinthisdocument.Pleaseprovideasmuchinformationaspossible.ThecertificationpageisrequiredtobesignedbytheUniversity’smostseniorfinancialmanager.Thispagedoesnotrequireanexternalauditor’scertification.ItisrecommendedthattheformatfortheIndigenousEducationStatementisfollowedtoensureUniversitiesreportagainstallrelevantcriteria.However,thisshouldnotlimitUniversitiesthatwishtoreportonawiderrangeofmatters.InaccordancewiththeGuidelines,theIndigenousEducationStatementisduetobesubmittedtoandacceptedbytheDepartmentofPrimeMinisterandCabinetonorbefore31May2016.PleaseallowsufficienttimeforfollowupdiscussionsbetweenPM&CandtheUniversitytoavoidanydelayinthepaymentofthesecondISPinstalmentdueinearlyJuly2016.Pleasesubmitsignedelectronicdocumentsbyemailto:[email protected]&Ccontactofficers: DannyHoward,Director MarissaBooth,AssistantDirectorTertiaryStrategiesTeamPhone:0261523193Email:[email protected]

TertiaryStrategiesTeamPhone:0261523194Email:[email protected]

JoshBowman,ProgrammeOfficer TertiaryStrategiesTeamPhone:0261523658Email:[email protected]

http://www.dest.gov.au/sectors/indigenous_education/policy_issues_reviews/national_goals_for_indigenous_education.htm

http://www.dest.gov.au/sectors/indigenous_education/policy_issues_reviews/national_goals_for_indigenous_education.htm

mailto:[email protected]





FORMATFORINDIGENOUSEDUCATIONSTATEMENT

WhileitisrecommendedthatthisformatisfollowedtoensureUniversitiesreportagainstallrelevantcriteria,Universitiesareinvitedtocommentonawiderrangeofmatters.

EdithCowanUniversityKurongkurlKatitjin,CentreforIndigenousAustralianEducationandResearchSECTION1 ACHIEVEMENTOFNATIONALABORIGINALANDTORRESSTRAITISLANDER

EDUCATIONPOLICY(AEP)GOALSIN2015ANDPLANSFORFUTUREYEARSPleaseprovideevidenceof:• strategiesyouhaveimplementedwhichseektoachievetheAEPgoalsandyourassessmentof

whetherthesestrategiesareworking;• constraintsonyourabilitytoachievetheAEPgoals;and

• plansforfutureimprovementofexistingstrategiesorimplementationofnewstrategiestomeeteachoftheAEPgoalsrelevanttohighereducation.

TheAEPgoals(paraphrased)relatingtohighereducationareto:

1 EstablisheffectivearrangementsfortheparticipationofAboriginalandTorresStraitIslanderpeoplesineducationaldecision-making.

2 IncreasethenumberofAboriginalandTorresStraitIslanderpeoplesemployed,asacademicandnon-academicstaffinhighereducationinstitutions.

3 EnsureequitableaccessofAboriginalandTorresStraitIslanderstudentstohighereducation.

4 AchievetheparticipationofAboriginalandTorresStraitIslanderstudentsinhighereducation,atratescommensuratewiththoseofallotherAustralians.

5 EnableAboriginalandTorresStraitIslanderstudentstoattainthesamegraduationratesfromawardcoursesinhighereducationasforotherAustralians.

6 ToprovideallAustralianstudentswithanunderstandingofandrespectforAboriginalandTorresStraitIslandertraditionalandcontemporarycultures.

1. EstablisheffectivearrangementsfortheparticipationofAboriginalandTorresStraitIslanderpeoplein

educationaldecision-making.

Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:

• The number of Aboriginal and Torres Strait Islander people involved in institutional governance anddecision-makingbodiesandprocessesandthenatureoftheir involvement, i.e.membershipsonboards,committeesetc.

• If there isnoAboriginal andTorres Strait Islandermembershiponkeygovernanceanddecisionmakingbodies,pleaseprovideanexplanation.

• TherolesandresponsibilitiesofAboriginalandTorresStraitIslanderleaderswithinyourinstitution.

ECUstrategiesandevidence

ECU continues to provide significant opportunities for the participation of Aboriginal and Torres Strait Islanderpeopleingovernance,managementanddecision-makingatalllevelsoftheUniversity.KeytothisisanIndigenousConsultative Committee (ICC), which provides advice to ECU’s Vice-Chancellor and to the Equity Committee onmatters which impact on ECU’s service provision, outcomes and reputation in relation to Aboriginal and TorresStraitIslanderpeoples.

In 2015, the Indigenous Consultative Committee continued to meet on a regular basis. All positions on thecommittee,withtheexceptionoftheChair,whohassteppeddown,arecurrentlyfilled.Identifyinganewchairfor2016isapriority.

InadditiontotheICC,theIndigenousEmployment(DevelopmentandImplementation)SteeringCommittee(IEDISC)providesadvicetotheEquityCommitteeinrelationtoECU’sIndigenousEmploymentStrategyandtheIndigenousAustralianEmploymentActionPlan.Thissub-committeeof theEquityCommittee ismandatedbytheUniversity’sCollectiveAgreementandcomprisesaquorumofatleast50%ofAboriginalandTorresStraitIslanderstaff.

In2014,anindependentreviewofECU’sequitycommitteeswasundertakenbyHonMrJohnKobelke.OnemajoroutcomeofthisreviewwasarecommendationtoelevatetheReconciliationActionPlan(RAP)WorkingGrouptoahigherstandingReconciliationCommittee;astandingcommitteereportingdirectlytotheVice-Chancellor.

The recommendationwas implemented in 2015: theRAPWorkingGroupheld its finalmeetingon20 July 2015;TermsofReferenceandMembershipof thenewReconciliationCommitteeweredevelopedandapprovedbytheVice-Chancellor;andanominationsprocessforAboriginalstaffandstudentrepresentationontheCommitteetookplace.CommitteemembershavebeenselectedfromacrossthebreathandrangeoftheECUcommunity,reflectingstudentsandstafffromvariouslocationsandlevels,includingtheUniversityExecutiveandascheduleofcommitteemeetingshasbeenagreedfor2016.

Professor Colleen Hayward AM, Head of Kurongkurl Katitjin, Centre for Indigenous Education and Research,continued in the roleof Pro-Vice-Chancellor (Equity and Indigenous) throughout2015. In this capacity, ProfessorHayward also continued as amember of theUniversity Executive (previously the Vice-Chancellor’s Planning andManagementGroup),thekeyseniorleadershipgroupofECU,providingstrategicadvicedirectlytotheUniversity’sVice-Chancellor.

In addition, Professor Hayward chaired the University’s Equity Committee, the RAP Working Group and theIndigenous Employment (Development and Implementation) Sub Committee. Professor Hayward also sat on theIndigenousConsultativeCommittee.

Kurongkurl Katitjin works across the University, playing a lead role in ECU’s decision-making processes throughmembershipofitsstaffonarangeofinternalcommitteesincluding:

• UniversityExecutive• AcademicBoard• BoardofExaminers• ResearchandHigherDegreesCommittee

ThereisnowonememberofCouncilwhoidentifiesasAboriginal.AnotherAboriginalcandidatestoodforelectionin2015fortheGeneralStaffrepresentativepositiononCouncil.ApotentialmemberpoolforappointmentstoCounciland committees of Council has been developed and as vacancies arise, appointments from this list will beconsidered, inorder to strengthenECU’s relationshipwith itsAboriginalandTorresStrait IslanderAlumniand toprovideformoreinclusivedecision-making.

Other actions to increase Aboriginal and Torres Strait Islander representation on decision-making bodies during2015wereasfollows:

• TheAboriginalInclusivityWorkingGroupintheSchoolofNursingandMidwiferywithintheFacultyofHealth,Engineering and Science had Aboriginal student membership, representing all years of the undergraduate

program.KurongkurlKatitjin,ECU’sCentreforIndigenousAustralianEducationandResearchwasrepresentedonthisgroup.

• The School of Nursing and Midwifery Consultative Committee comprised industry leaders in Nursing andMidwifery,oneofwhomisanAboriginalpersonfromDerbarlYerriganHealthService.

• An Aboriginal staff member in the Faculty of Education nominated for the Vice Chancellor’s ReconciliationCommittee.

• The Faculty of Business and Law reviewed the role and composition of its existing consultative committeestructuretoidentify improvements, includingthepotentialtoprovideopportunitiesforAboriginalandTorresStraitIslanderstudentstoparticipateinconsultativeanddecision-makingforumswiththeUniversity’sindustrypartners.

• All Consultative Committees in the School of Medical Sciences have Aboriginal representation, as does theStudentLiaisonCommittee.

ConstraintsonECU’sabilitytoachievethisgoal

ECU’s Aboriginal and Torres Strait Islander staff face many demands on their time to engage with theircommunities.Committeemembership,recruitmentactivitiesandcommunityparticipationcanoftenbedemandingactivities, though essential to advance Aboriginal and Torres Strait Islander participation and success in highereducation.Thebreadthof thisworkplacesadditionalpressureonAboriginalandTorresStrait Islanderstaff,overandabovethatrequiredofnon-Aboriginalcolleaguesinsimilarpositions.

ECU’splansforfutureimprovement

ECU’sReconciliationActionPlanisakeyelementofECU’splansforfutureimprovementinparticipationindecision-making.TheUniversityCouncilapprovedECU’sthirdReconciliationActionPlaninApril2015.ThenewRAPcoverstheperiod fromMay2015 toApril2018 (RAP2015-2018).TheRAP2015-2018 identifiesactionsanddeliverablesgroupedaroundsevenkeythemesthatbuildon,andextend,ECU’spreviousReconciliationefforts.

ECU’sRAP2015-2018(interalia)seeksto:

• maintainastrong,effectiveandrelevantIndigenousConsultativeCommittee;• elevatetheRAPWorkingGrouptoahigherstandingReconciliationCommittee;• supportAboriginalstaff,buildingcapacityandleadershippotential;and• improvetherepresentationofIndigenousAustralianstudents,staffandcommunitymembersinECU’sdecision

makingprocesses.

It istheresponsibilityoftheReconciliationCommitteetomonitortheUniversity’sprogressintheimplementationof theRAP2015-2018.Half-year reportsonprogressagainstRAP initiativeswereprovided to the ICC, theEquityCommittee and University Executive. Full year reports on progress against RAP initiatives were provided to theUniversityCouncilandexternallytoReconciliationAustralia.

2. IncreasethenumberofAboriginalandTorresStraitIslanderstaffemployedasacademicandnon-academic

staffinhighereducationinstitutions.


• AnoutlineofyourcurrentAboriginalandTorresStraitIslanderEmploymentStrategyincludingdetailsonitscurrentstatus,whohasresponsibilityforitsimplementation,howisprogressmeasured,howandwhenisprogressreviewedorevaluated.

• InformationonyourstrategiesforincreasingnumbersofAboriginalandTorresStraitIslanderstaffemployedatyourUniversity.(PleaseprovidealinktoyourEmploymentstatement).

• ThenumberofIndigenous-specificpositionsatyourUniversity,detailedbyoccupationandlevel.

• ThecurrentnumberofAboriginalandTorresStraitIslanderstaffatyourUniversityandtheirrolesacrosstheUniversity(includingnumbersinacademicandnon-academicroles,andbylevel).

ECU’sstrategiesandevidence

TheECUandCommonwealth-fundedAboriginalandTorresStrait Islander‘cohort’EmploymentProgramcontinuedin2015.Thevarious‘cohorts’withintheprogramare:

• Trainees–twopositionswerefilled(target=five).

• Cadetships/Internships(preferablyECUstudents)–onepositionwasfilledinHealthInfoNet,oneinFinanceandBusinessServicesCentreremainedvacant.

• Meritselectionand12monthssupportedappointments(localcatchmentarea).

• 50Droles(Aboriginalityasajobrequirement)includedrecruitmentforonepositioninStudentRecruitmentandonebackfillpositionformaternityleave.

• Professionalappointments.

• Academicappointment(includingresearchers).

• ECUstudentsincasualworkengagementstosupporttheirstudy,progressandworkreadiness.Fourstudentswereincasualworkcontracts.

Significantly, in this reportingperiodand for the first time, the2% (n=22) target forAboriginal andTorresStraitIslanderemploymentofprofessionalstaffwasachieved.Academicstaff levelsremainat0.7%(n=4).Recruitmentopportunitieswerelimitedin2015,becauseofbudgetconstraints,butECUschoolsandcentresweremadeawareofthe Aboriginal and Torres Strait Islander employment targets and the need to consult with Human ResourcesServicesCentreoninclusiverecruitmentprocessesandpotentialtraineeships.

The Indigenous Employment (Development and Implementation) Sub Committee (IEDISC) provided advice to theEquityCommitteeinrelationtoECU’s IndigenousEmploymentStrategyandthe IndigenousAustralianEmploymentActionPlanthroughout2015.

TheIEDISCmembershipcomprises:

• thePro-Vice-Chancellor(EquityandIndigenous);• HeadofKurongkurlKatitjin(ornominee);• electedAboriginaland/orTorresStraitIslanderstaffrepresentatives;• amemberoftheEquityCommittee;• theIndigenousEmploymentCoordinator;and• otherstaff.

The IEDISC requires at least 50% of staff attending to be Aboriginal or Torres Strait Islander for quorum to beachieved.

In2015,theUniversityundertookanAcademicRedesign.AllAboriginalandTorresStrait Islanderspecificpositions(50D)weresafeguardedintherevisedstructureandallincumbentsweredirectlytransferredintorevisedroles.TheUniversityhad14AboriginalandTorresStraitIslanderspecificpositions(50D)in2015asthefollowingtabledetails:

PositionTitleNumberofPositions

EmploymentClassification Level

Head,KurongkurlKatitjin 1 Academic LevelEProfessor

SeniorResearchFellow 1 Academic LevelC

ElderInResidence 1 Non-Academic Hew9

CoordinatorIndigenousEmployment 1 Non-Academic Hew6/7

CulturalAwarenessOfficer 2 Non-Academic Hew6

Communications&EventsOfficer 1 Non-Academic Hew6

StudentInformationOfficer 4 Non-Academic Hew4

SeniorStudentAdviser 2 Non-Academic Hew4/5

StudentRecruitmentOfficer 1 Non-Academic HEW6

Table1andTable2belowdetailthenumberofstaffemployedatECUwhoidentifyasAboriginaland/orTorresStraitIslanderasattheendofMarch2015.

Table1–Permanentpositions

Faculty/Institute/Section Academic/Non-Academicbylevel Positiontitle

SchoolofNursingandMidwifery Non-Academic Coordinator

KurongkurlKatitjin AcademicPro-Vice-Chancellor(EquityandIndigenous)andHead

ofCentreKurongkurlKatitjin Academic SeniorLecturer

KurongkurlKatitjin Academic Lecturerx2

KurongkurlKatitjin Non-Academic ResearchOfficer

KurongkurlKatitjin Non-Academic Officerx2

KurongkurlKatitjin Non-Academic AdministrationOfficerWesternAustralianAcademyofPerformingArts

Non-Academic ExecutiveOfficer

CentreforLearningandTeaching Non-Academic HRAdviser

CentreforLearningandTeaching Non-Academic Adviser

FacilitiesandServices Non-Academic Cleanerx2

FacilitiesandServices Non-Academic CleaningSupervisor

LibraryServicesCentre Non-Academic CoordinatorMarketingandCommunicationServicesCentre Non-Academic Officer

OfficeofResearchandInnovation Non-Academic SeniorAdviser

SouthWestCampus Non-Academic AdministrativeAssistant

StudentServicesCentre Non-Academic SeniorStudentAdvisor

UniversityCentralFunds Non-AcademicStudentInformationOfficer

x2Total 22

Table2-CasualpositionsFaculty/Institute/Section Academic/Non-Academicbylevel Positiontitle

KurongkurlKatitjin Academic AcademicCasual

KurongkurlKatitjin Non-Academic Miscellaneousx2

KurongkurlKatitjin Non-Academic ResearchAssistantx2

SchoolofArtsandHumanities Academic AcademicCasualx2

SchoolofArtsandHumanities Non-Academic ResearchAssistant

SchoolofBusinessandLaw Academic AcademicCasual

SchoolofEducation Academic AcademicCasual

SchoolofNursingandMidwifery Academic AcademicCasual

SchoolofNursingandMidwifery Non-Academic ClinicalSupervisor

SchoolofScience Academic AcademicCasual

StudentServicesCentre Non-Academic AdministrativeAssistantx2WesternAustralianAcademyofPerformingArts

Academic AcademicCasualx2

Total 17Source:EIM–asat26March2015


ECU, like other employers, has found that the participation of Aboriginal and Torres Strait Islander people inemployment has been impacted due to demographic (skewing towards school age or elderly persons in thepopulation) and/or socio-economic factors, including greater, and better rewarded, employment opportunities inother sectors of the labour market. The demographics and educational disadvantage of many Aboriginal peoplemean that the number of competitive Aboriginal candidates, particularly for academic roles is small. Theemploymentstrategyasithasevolvedthereforefocusesonsupportedpathwaysutilisingtraineeships, internships,

cadetshipsandalsolookingtoconnecttoourownstudentsinwork/studymodels.

ECU’splanforfutureimprovement

ECU’s Reconciliation Action Plan and ECU’s Aboriginal and Torres Strait Islander ‘cohort’ Employment Programremain key elements of ECU’s plans for future improvement in participation in employment. Progress continuestowards improving processes in recruitment, workplace mentoring and career development for Aboriginal andTorresStraitIslanderpeople.

3. EnsureequitableaccessofAboriginalandTorresStraitIslanderstudentstohighereducation.


• CommencingAboriginalandTorresStraitIslanderstudentnumbersfor2015(accessrate)ascomparedto2014(pleaseprovideanallstudentcomparison).

• Programmesrun,bytheUniversity,toimproveaccessbyAboriginalandTorresStraitIslanderstudents.

• Detailsonoutreachactivitiesandtheireffectiveness,inattractingAboriginalandTorresStraitIslanderstudents.(Seetablebelow).

• DetailsofIndigenous-specificandotherscholarshipsofferedbyyourUniversity.(Seetablebelow).

• PromotionofscholarshipstoAboriginalandTorresStraitIslanderstudentsandtake-uprates,includingreasonsforlowtake-upofavailablescholarships.

• IndigenousEducation/SupportUnit’srole.

CommencingAboriginalandTorresStraitIslanderstudentsStudentload(EFTSL)data

2014 2015AboriginalandTorresStraitIslanderstudents 87 115NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 6,113 5,898Note:2015dataextractedfromECU’sEIM(3/5/2016)Studentenrolmentsdata

2014 2015AboriginalandTorresStraitIslanderstudents 155 200NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 9,960 9,922Note:2015dataextractedfromECU’sEIM(3/5/2016)

ECUstrategiestoimproveequitableaccess

ThetotalnumberofcommencingAboriginalandTorresStraitIslanderstudentsincreasedbetween2014and2015from155(1.5%ofallcommencingdomesticstudents)to200(2.0%ofallcommencingdomesticstudents).

ECU continues to work with high schools, other educational organisations and local communities to improve highereducation access for Aboriginal and Torres Strait Islander students through a range of outreach, engagement andeducational activities and projects. These programs and outreach activities, some of which are funded through theHigherEducationParticipationandPartnershipsProgram,arelistedinthetablebelow.

Programstoimproveaccess

ProgramName Targetaudience OutlineofProgram OutcomeOldWaysNewWays

PrimaryandSecondaryschoolstudentsacrosstheState:metro,regionalandremote

CurrentlythereisasignificantdisproportionbetweenAboriginalandnon-Aboriginalstudentsstudyingscience/mathsunits/coursesatsecondaryandtertiarylevels.Throughtheuseofpeer-supportedlearning,demonstratortrainingandrelativehandsonscienceactivities,thefollowinglearningoutcomeswereaddressed:

1. scienceknowledgea. traditionalAboriginal

scienceknowledgeb. contemporaryscience

knowledgec. linkbetweenthem2. communicationskills

presentationskills

Workshopprovidedtoschoolsbothmetro,regionalandwitharound1000studentsattending.Thefeedbackhasbeenexceedinglypositive,andoutlinesthatthestudents’learningexperiencehasbeensuccessfullyenhanced.OldWaysNewWayswasawardedtheTribalCommunityEngagementAwardattheATEMConferenceAwardsPresentedapaperatthe‘EngagementattheinterfaceIndigenousconference’in

3. leadershipskills Darwinandundertook,outreachactivitiesinKatherineNT.

EarthDay Primaryschoolstudents

PrimaryschoolstudentswereinvitedtotheECUJoondalupCampustotakepartininteractiveworkshopsbasedonscienceandenvironmentalsustainability.TheeventisruninpartnershipswithAustraliaAssociationofEnvironmentalEducationaspartoftheNationalEarthDayawarenessprogram.

373primaryschoolstudentsincludingAboriginalandTorresStraitIslanderstudentsattendedtheevent.ThreeofthethirteenworkshopswerepresentedbyAboriginalstaffmembers,andfocusedonAboriginalspecificenvironmentalmanagementandsustainability.

GirrawheenSeniorHighSchoolAboriginalGirlsProgram

25+AboriginalandTorresStraitIslanderGirlsinyears7,8,9and10atGirrawheenSeniorHighSchoolandtheirfamilies.

TheProjectcommencedinlate2015andwillrunacrossa24-monthperiod(subjecttofunding).Itwillengageatleast25Aboriginalandnon-Aboriginalgirlsenrolledinyears7-10atGirrawheenSeniorHighSchoolin2016-17.TheProjectisacollaborationbetweenGirrawheenSeniorHighSchool,ECUandTheSmithFamily.ThecoreelementsoftheProjectwillbe:• ACommunityReference

GroupincludinglocalAboriginalElders,parentsandprofessionals.

• TheGirl’sRoom-aphysicalbasefortheProjectinaseparatebuildingontheschoolsite.

• AGirlCoachtomanagetheprogramandprovidementoringforthestudents.

• VolunteerstosupporttheGirlCoachtodelivertheprogram.

• ABreakfastClubeveryweekdaymorning(Foodbank/IGA)

• AccesstotheSmithFamilyLearningforLifeprograms

ThelowlevelofparentalengagementinschoolduetolowliteracyandnumeracyissuesfromtheAboriginalandTorresStraitIslandercommunityisseenasamajorcontributingfactortostudentslowattendanceratesandpooreducationaloutcomes.Theretentionratesofyear10toyear12from2012-2014forGSHSis59%comparedto2011-2013whichwas72%.Postschooldestinationsin2014forstudentsatGSHS:• University:33%• TAFE:35.4%• Employment:6.3%• Apprenticeship/traineeship:4.2%Year12studentsundertakingvocationalortradetrainingin2015was55%.Thisprogramaimstoaddressthesestatistics.

BalgaSeniorHighSchoolAboriginalCulturalGarden

BalgaSeniorHighSchoolStudents

Utilisingcommunitymembers,localEldersandECUstudents,thisongoingprojectlookstoteachavarietyofskillsinapracticalhands-onapproachinthefollowingareas:• GPSmapping• Ecologicalrestoration• Seedcultivationand

propagation• Fieldsurveys• Literacyandnumeracy• AutocadDesign• Plantresearch,including

identification• QRcoding• Culturalandmedicinalplant

Theproject’sutilisationofECUstudentsinthelearningjourneyitisanticipatedthatthiswillhaveapositiveimpactonthehighschoolstudentsconsideringhighereducationintheirfuture.Participatingstudentswilldevelopculturalknowledgeandappreciationinacelebratorymanner.

uses• Bushfoods

Outreachactivities

Outreachactivity Targetaudience OutlineofProgram OutcomeMerriwaPrimarySchool

Primaryschoolstudents Avarietyofsciencebased,handsonactivitiesaroundnaturalsciencesandmicroscopeuse.TheprogrammeshaveutilisedECUstudentsandlecturers.

Improvedrelationshipwiththeteachers,schoolsandstudents.Demystifyinguniversityandincreasingaspirationforeducation.PDforteachers.

EdmundRiceMulti-culturalCentre

Community Avarietyofcommunitybasededucativeprogrammeshavebeenfundedandsupported.Theseinclude:• MoorditjKoolanga:

Aboriginaland/orTorresStraitIslanderafterschoolclub(forages7-11)

• Computerliteracyclasses:heldatWadjakNorthsideCommunityCentreinBalga,anddeliveredbyanAboriginaltutor.

• Sportingclubs:SpecificinitiativeshavebeenestablishedforfemaleAFLforyounggirls5-18,locatedinBalga.

• MoorditjKoolanga:StrengtheningAboriginalculturalknowledgeandpride,promotingahealthylifestyle,buildingaspirationsforcontinuededucation,promotingpositivesocialskills,strengthenrelationshipswithfamilies,increaseconnectionswithECU

• ComputerLiteracyclasses:ClassesarespecifictoAboriginaland/orTorresStraitIslandersandwillincreasecomputerskills.

• SportingClubs:buildandstrengthencommunityandbelonging,promotecross-culturalunderstanding,enhanceleadershipskills.ConnectionsarealsomadetoExerciseandSportsScienceatECU.

RedfernNationalIndigenousScienceEducationProgrammeCommunity3DayeventaspartofNationalScienceWeek-NSW

Primary,SecondaryandCommunitymembersinRedfern

DeliveryofhandsonNyoongarsciencebasedactivities.Day1:Primary,Day2:Secondary,Day3:CommunityCurrentlythereisasignificantdisproportionbetweenAboriginalandnon-Aboriginalstudentsstudyingscience/mathsunits/coursesatsecondaryandtertiarylevels.Theactivitiesincludepeer-supportedlearning,demonstratortrainingandrelativehandsonscienceactivities.

Thefollowinglearningoutcomeswereaddressed:• Scienceknowledgeo TraditionalAboriginal

scienceknowledgeo Contemporaryscience

knowledgeo Linkagesbetweenthem

• Communicationskills• Presentationskills• LeadershipskillsPromotionofECUandtheworkundertakenintheAboriginalandTorresStraitIslanderspace.Deliveryoftheprogramtoawiderangeofcommunitymembers.

PALEA-StudentLeadersandCommunityLeadersprogram

CurrentandprospectiveECUAboriginalandTorresStraitIslanderstudents

A3moduleprogram,eachmoduleis2daysinduration.

• Understandtheirpersonalstrengths.InteractandforgelinkswithotherAboriginaland/orTorresStraitIslanderstudentsatECU.

• BeinspiredbyeldersandleadingAboriginaland/or

TorresStraitIslanderprofessionals.·Exploreconceptsinleadership.Developskillsincommunication,assertivenessandproblemsolving.

• BuildnetworksofsupportbetweenAboriginaland/orTorresStraitIslanderandnon-AboriginalpeopleintheAboriginaland/orTorresStraitIslandercommunity

Programstoimproveeducationalachievements

ECUhasasignificantpartnershipwithAIME(AustralianIndigenousMentoringExperience)anot-for-profitorganisationdelivering an intensive mentoring program to Aboriginal and Torres Strait Islander students in Years 9-12 in ECU-nominated high schools. The program is designed to provide Aboriginal and Torres Strait Islander studentswith theskills,opportunities,beliefandconfidencetofinishschoolatthesamerateastheirnon-Aboriginalpeers.

Scholarships

ECU also has a range of financial support options for prospective and current Aboriginal and Torres Strait Islanderstudents.Thetablebelowlistsscholarshipsofferedandawardedin2015.

Scholarshipsdetails

ScholarshipdetailsGovernment/

Private/UniversityNo.

Allocated CostNo.

Awarded Comments

IndigenousCommonwealthAccommodationScholarship(ICAS)

Commonwealth 4 $5,087 2 Numberawardedrepresentsnumberofstudentsreceivingscholarshippayments.Somestudentsmayhavereceivedpaymentforasinglesemester.

IndigenousCommonwealthEducationCostsScholarship(ICECS)

Commonwealth 10 $2,543 5

CommonwealthAccommodationScholarship-IndigenousEnabling(CAS-IE)


CommonwealthEducationCostsScholarship-IndigenousEnabling(CECS-IE)


IndigenousAccessPayment Commonwealth 7 $4,823 4

ECUAboriginaland/orTorresStraitIslanderScholarship

ECU 5 $3,000 5 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.

ECUVice-ChancellorsAboriginaland/orTorresStraitIslanderScholarship

ECU 1 $5,000 1 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.

ECUEquityScholarship ECU 25 $3,000 25 AvailablebutnotlimitedtoAboriginaland/orTorresStraitIslanderstudents.Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumber

ofunitsstudied.

PerthAirportIndigenousScholarship

Donor 2 $5,000 2 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.

DorotheaSwiftNursingScholarship

Donor 2 $8,000 2 AvailablebutnotlimitedtoAboriginaland/orTorresStraitIslanderstudents(wherepossible,1scholarshipisawardedtoanAboriginaland/orTorresStraitIslanderstudents.and1scholarshipisawardedtoaruralstudent).

ECUDepartmentofHealth(WA)AboriginalScholarship


DepartmentofFire&EmergencyServices(DFES)Aboriginaland/orTorresStraitIslanderScholarship


KalyagoodKadedjinyScholarship

Donor 1 $8000 1 Newin2015


Western Australia is the largest and most sparsely populated state in Australia. This presents many challenges indelivering education to students outside metropolitan Perth. In addition, WA secondary school completions forAboriginaland/orTorresStraitIslanderstudentscontinuetobelow.Thereareanumberofcomplexsocio-economicfactorscontributingtothis.

ThereisalsoascarcityofavailableAboriginalandTorresStraitIslanderacademicstaffandprofessionalstaffinstudent-facingrolestoprovidementoringandtoensurethattheneedsandexpectationsofECU’sAboriginalandTorresStraitIslanderstudentsareaddressedadequately.


ECU’sReconciliationActionPlanprovidestheUniversitywithongoingactionsandmeasurabletargetstoimproveaccessforAboriginalandTorresStraitIslanderpeople,includingactionsto:

• improvelinkageswithschoolsandindustrytoraiseaspirationsforeducationandemploymentamongstyoungAboriginaland/orTorresStraitIslanderpeople.

• continue to deliver on andoff campus activities that provide educational anddevelopment opportunities toAboriginalandTorresStraitIslanderschoolstudents.

4. AchievetheparticipationofAboriginalandTorresStraitIslanderstudentsinhighereducation,atratescommensuratewiththoseofallotherAustralians.


• ThetotalnumberofAboriginalandTorresStraitIslanderstudentenrolmentsfor2015,comparedto2014(pleaseprovideanallstudentcomparison).

• DetailsofyourUniversities’strategiestoaddressAboriginalandTorresStraitIslanderstudentparticipation.


ThetotalnumberofAboriginalandTorresStraitIslanderstudentenrolmentsfor2014and2015isasfollows:

Studentload(EFTSL)data

2014 2015AboriginalandTorresStraitIslanderstudents: 178 210NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 14,655 14,285Note:2015dataextractedfromECU’sEIM(3/5/2016)

Studentenrolmentdata

2014 2015AboriginalandTorresStraitIslanderstudents: 306 351NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 23,010 22,795Note:2015dataextractedfromECU’sEIM(3/5/2016)

ECU’sstrategiestoaddressparticipation

The total number of Aboriginal and Torres Strait Islander students increased between 2014 and 2015 from 306(1.3%ofallenrolleddomesticstudents)to351(1.5%ofallenrolleddomesticstudents).

WorkhascontinuedacrosstheUniversitytoincreaseparticipationofAboriginalandTorresStraitIslanderstudents.ECU’sKurongkurlKatitjinhasavital role inassisting theUniversity to increasetheparticipationofAboriginalandTorresStraitIslanderpeopleinhighereducation.KurongkurlKatitjin’spurposeisto“provideexcellenceinteachingand learning and research in a culturally inclusive environment that values the diversity of IndigenousAustralianhistoryandculturalheritage”. Consistentwiththispurpose,theCentreprovidessupportandacademicpathwaysforAboriginalandTorresStraitIslanderstudents.

In 2015, Kurongkurl Katitjin staff continued toprovide a high level of pastoral care and liaison toAboriginal andTorres Strait Islander students across ECU, to provide a culturally-supportive learning environment. This wasachieved throughactivities including theorganisationofkeyeventsof importance toAboriginalandTorresStraitIslander peoples, celebrated across all campuses for staff and students, and initiatives such as ECU’s CulturalAmbassadorInitiative.

ArelativelynewinitiativethroughKurongkurlKatitjinwastheestablishmentof ‘studentpacks’.Thesepackswereoffered toallenrolledAboriginalandTorresStrait Islanderstudents,providingbasic stationery inpreparation forthestartofeachsemester.

FurtherengagementwithECUAboriginalandTorresStraitIslanderstudentsoccurred,withstudentsemployedonacasualbasisinstudentrecruitmenttoassistwithfuturestudentenquiriesfromAboriginalandTorresStraitIslanderstudentsandtargetedpromotionalevents.

The Dreamtime Project continued in 2015. This project commenced in September 2014 and is designed tostrengthen the capacity of Aboriginal and Torres Strait Islander young women and girls through inspiration,encouragement and empowerment for a culturally strong future. The enrolment of 70 young girls into theDreamtimeProjectinSemester2,2015isa32%increaseonthesametimelastyear.

ECU’sStudentRecruitmentstaffensuredthatmarketingcampaignssuccessfullyreachedprospectiveAboriginalandTorres Strait Islander students through radio, press, social media and email, with a focus on regional areas. AnAboriginal Student Recruitment Officer position was advertised in October as an ongoing appointment fromNovember 2015. The position undertakes further student recruitment activities for Aboriginal and Torres StraitIslanderstudentstoincreaseparticipationinECUcoursesandtobuildrelationshipswithAboriginalcommunities.ECU’s Student Services Centre has developed and implemented a post-orientation communications campaign toalert newAboriginal and Torres Strait Islander students to available specialist support programs such as tutorial

assistance.

Strategiestoaddressparticipation

Strategies Outlineofstrategies Outcome

AustralianIndigenousMentoringExperience(AIME)

In2013,ECUformedapartnershipwithAIMEtoimplementtheirdynamiceducationalprogramthatprovidesAboriginalandTorresStraitIslanderhighschoolstudentswiththeskills,opportunities,beliefandconfidencetofinishschoolatthesamerateastheirpeers.

In2015,AIMEexpandeditsprogramtoincludeECU’sSouthWestwiththeappointmentoftwostaffatECU’scampusinBunbury.ECUenablingprogramswerepromotedatAIMEworkshops.

AboriginalStudentIntakeTest

Thisisacustomdesignedtesttoassessapplicantsforentryandprovideprospectivestudentswithameanstoidentifycoursesthatsuittheirneedsandinterests.

ToenablecapableAboriginalandTorresStraitIslanderprospectivestudentsgainentrytoECUbridgingorundergraduateprograms.In2015,thetestwasheldfourtimes,twiceatthebeginningofeachsemester.

IndigenousUniversityOrientationCourse

TheIUOCisa12-monthbridgingcourseforAboriginalandTorresStraitIslanderstudents.Thecoursewasreviewedin2012toensureitseffectivenessinpreparingstudentsforuniversitystudy.

TopreparestudentswhohaveYear10equivalentqualificationsforentrytoECU’sundergraduateprograms.During2014,theIUOCwasintegratedwithintheUniversityPreparationCoursewithadditionalstudentsupportasneeded.


The limited number of Aboriginal and Torres Strait Islander students completing secondary school, decreasedmature-agedenrolmentsandthedispersedAboriginalandTorresStraitIslanderpopulationinWesternAustraliahasmeantthatthemostaccessiblepoolofprospectivestudentshadbeenlargelyexhausted,requiringgrowthinECU’snewerstudentrecruitmentfoci.


ECU’sReconciliationActionPlanprovides theUniversitywithongoingactionsandmeasurable targets to improveaccessforAboriginalandTorresStraitIslanderpeople,includingactionsto:

• Implement appropriate and supportive application, admission and enrolment procedures to improvepathwaysforAboriginalandTorresStraitIslanderstudentsinordertoincreaseAboriginalandTorresStraitIslanderuniversitystudentenrolments.

• ReviewmarketingandrecruitmentstrategiesforAboriginalandTorresStraitIslanderstudentstoimproveaccessandincreaseparticipationinECUcourses.

5. EnableAboriginalandTorresStraitIslanderstudentstoattainthesamegraduationratesfromawardcoursesinhighereducationasforotherAustralians.


• ThetotalnumberofAboriginalandTorresStraitIslanderstudentcompletionsatBachelorlevelandabovein2015,comparedto2014(pleaseprovideanallstudentcomparison).

• SupportmechanismsyouhaveinplacetoassistAboriginalandTorresStraitIslanderstudentstocompletetheirstudy.


2014 2015AboriginalandTorresStraitIslanderstudents:(HigherDegree) 6 6NonAboriginalandTorresStraitIslanderstudents:(HigherDegree) 514 468AboriginalandTorresStraitIslanderstudents:(Otherpostgraduate) 7 9NonAboriginalandTorresStraitIslanderstudents:(Otherpostgraduate) 1,244 1,177AboriginalandTorresStraitIslanderstudents:(Bachelordegree) 14 22NonAboriginalandTorresStraitIslanderstudents:(Bachelordegree) 2,738 2,483

The totalnumberofAboriginalandTorresStrait Islanderstudentcompletions increasedbetween2014and2015from27to37.

ECU’sstrategiesforimprovinggraduationrates

In2015,KurongkurlKatitjinstaffcontinuedtoprovideahigh levelofcultural,academicandpractical support forAboriginal and Torres Strait Islander students across ECU. Kurongkurl Katitjin regularly investigates and seeksfeedback from students to inform new and improved supportmechanisms thatwill increase achievement levelsamongstAboriginalandTorresStrait Islanderstudents, including increasedrecordingandmonitoringofstudents’performanceandidentifyingstudentswhowouldbenefitfromadditionalsupporttocompletetheirstudies.

Located on the Mount Lawley Campus, but operating across all ECU campuses, Kurongkurl Katitjin providesdedicatedstudyareasandfacilitiesforAboriginalandTorresStraitIslanderstudents.

Facilitiesincludeacomputerlaboratoryandcommonroomwithcomputers,ascanner,aprinterandamulti-pagephotocopier.Thestudentcommonroomhascomfortablecouches,dining tables,a refrigerator,microwaveoven,and teaandcoffeemaking facilities. KurongkurlKatitjinalso supports similar facilitieson the JoondalupCampusandtheSouthWest(Bunbury)Campus.

Practical completion on the Council-named ‘Ngoolark’ building on the Joondalup Campus was achieved in early2015 and the building was officially opened inMay. The building houses the University’s student and researchservicesandwith its adjoiningexteriorareas createsanewhub for students, staff andvisitors. Thenameof thebuilding (Ngoolark is the Nyoongar languageword for Black Cockatoo) recognises and celebrates the AboriginalheritageoftheJoondalupareaandtheNyoongar-inspireddesignelementsofthebuilding.

Work undertaken under the auspice of the Aboriginal Cultural Ambassador Initiative was augmented by theappointment in 2015 of two additional Elders-in-Residence, Mrs Oriel Green (Joondalup) and Mrs Lera Bennell(Bunbury),joiningECU’sCulturalAmbassadorandleadElder-in-Residence,DrNoelNannup(MtLawley).

AllthreeElders-in-Residencemakethemselvesavailabletostudentsandstaffbyprovidinghigh-levelculturaladviceinteaching,studentlearningandbelonging,andinresearch.

Inparticular,theseappointmentshaveenabledenhancedECUrepresentationinengagementactivitiesbothwithinECUandthebroaderexternalcommunityinwhichweoperate.

Alsoin2015,theNgalaKarla–OurHomeFireswasaHEPP-fundedpilotinitiativerunbyKurongkurlKatitjinforsixmonths.ThisinitiativeaimedtocomplementexistingstudentsupportservicesbyenablingcurrentAboriginalandTorresStraitIslanderstudentsatECUtolinkwithculturalconnectednessandspiritualgrowthastheyundertaketheirlearningjourney.Asanextensiontoexistingsupportservices,theinitiativeprovidedregularstudentengagementthrough:

• weeklystudentemailsgeneratedfromtheCentrecontainingnews,opportunitiesforscholarships,jobs,internships,traineeships,upcomingeventsandsupportservicesavailable,e.g.tutoring,accessingallocatedstudentroomsoneachcampus;

• phoneconversationstoassisttargetstudentgroupsatcrucialweeksinthesemester;and• theprovisionofStudentPacksand$50Co-opgiftcardseachsemester.

Earlyin2015,theCentreinitiateditsownInformationSessionsonallcampusesduringOrientationWeekfornewstudentswithinthecohort.Thisinvolvedmakingpro-activecontactwiththisgroupassoonascourseofferswereaccepted–afirstasaCentre-drivenengagementapproach.IndigenousTutorialAssistanceScheme

TheIndigenousTutorialAssistanceScheme(ITAS),managedthroughKurongkurlKatitjin,isakeysupportmechanismwhichaimstoimprovetheeducationaloutcomesofAboriginalandTorresStraitIslanderstudentsintertiarycoursestothesamelevelsasthosefornon-AboriginalAustralians.Itisconstantlyreviewedtoensureitsperformanceatthehighestpossiblestandards.

TherewasagainclearevidencedirectlyfromstudentfeedbackandfromtheircourseoutcomesofthevalueofITASsupportin2015,withmanygraduatingstudentscompletingtheirstudiesafterreceivingITASsupport.

During 2015, there was a substantial increase overall across the program, including the number of hours ofindividualtuitiondelivered(1,710.25in2014comparedwith2,682.25in2015);thenumberofAboriginalandTorresStraitIslanderstudentsreceivingITASincreasedfrom34in2014to43in2015;andthenumberoftutorsdeliveringITASfrom26in2014to30in2015.

Scholarships

ECU continued to actively promote and offer scholarships and grants to Aboriginal and Torres Strait Islanderstudents to encourage access to higher education programs by contributing towards living and study expenses.FurtherinformationisprovidedatSection3above.

Post-EntryLanguageAssessment(PELA)

ECUiscommittedtosupportingtheacquisitionofhigh-leveloralandwrittenEnglishlanguageknowledgeandskillsfor all its students, including Aboriginal and Torres Strait Islander students. From 2011, Post-Entry LanguageAssessment(PELA)wasincorporatedintoallcoursesforstudentsduringtheirfirstyearofstudyatECU.

For students requiring support to meet the minimum requirements for PELA, course co-ordinators can choosefromthreemodels:

• an academic literacy communications unit provided by the course (e.g. one hour additional workshop,Englishlanguageskills[ELS]seminar);

• acontextualisedELSelectiveaspartofacourse;or

• abridgingELSunit.

Asummaryofmechanismstosupportstudentcompletionsisprovidedbelow.

Supportmechanisms

Supportmechanisms Description Outcome

IndigenousTutorialAssistanceScheme(ITAS)

KurongkurlKatitjincontinuedtosupportAboriginalandTorresStraitIslanderstudentsthroughtutorialassistance.

Supportwasprovidedfor43studentsthrough30tutorsin2015.2682.25hoursofindividualtuitionweredeliveredresultingin135unitspassedand31failed.

Commonroomsandstudentlounges

ThestudentloungesincludeacomputerlaboratoryandcommonroomforAboriginalandTorresStraitIslanderstudents,whichcontainscomputers,scanner,printerandmulti-pagephotocopier.

Asenseofcollegialityandbelonginghasbeenshowntoimproveretentionrates.

IndigenousStudentInformationOfficers

IndigenousStudentInformationOfficerswithinfacultiesprovidetargetedsupporttostudentsfromanyprogramatECU’sJoondalup,MountLawleyandBunburycampuses.

SupportfromIndigenousStudentInformationOfficersaidsretention.


ECU’sReconciliationActionPlanprovides theUniversitywithongoingactionsandmeasurable targets to improveaccessforAboriginalandTorresStraitIslanderpeople,includingactionsto:

• Developaculturally-sensitive ‘applicationtograduation’supportstrategyforAboriginalandTorresStraitIslanderstudentstoincreaseretentionandsuccessrates.

6. ToprovideallAustralianstudentswithanunderstandingofandrespectforAboriginalandTorresStraitIslandertraditionalandcontemporarycultures.


• DetailsofhowandtowhatextentIndigenousperspectivesarereflectedincurriculumatyourUniversity.

• HowtheUniversityaddressestheculturalcompetencyofitsstaffandstudents.

• TheUniversity’sinvolvementwithIndigenouscommunitymembersinworkingtowardthisgoal.


Aboriginalperspectivesinthecurriculum

The inclusion of Aboriginal perspectives in all courses was given an additional focus during 2011 with thedevelopmentofECU’sCurriculumFramework initiative,whichidentifiedAustralianIndigenousstudiesandculturalcompetenceasanimportantelementwithinallECUundergraduatecourses.

Significant progress has beenmade since that time to define and embed Aboriginal cultural perspectives in thecurriculum.ECUpolicyrequiresallundergraduatecoursestoincluderelevantAboriginalandTorresStrait Islanderknowledgesandperspectives.Existingcourseshavebeenamendedtoreflectthisandallnewcoursesarerequiredtodemonstratethisaspartofthecourseapprovalprocess.AbusinesscasehasbeendevelopedtoestablishanewpositionintheCentreforLearningandTeachingtosupportschoolstafftoenhancecapabilitiesindevelopingandmeetinglearningoutcomesrelatingtoAboriginalandTorresStraitIslanderknowledgesandperspectives.In 2015, ECU introduced an Indigenous Australian Research Fellowship for three years at Academic Level B andfunded as part of the University’s research strategy funding. DrMick Adams, was appointed to an ECU-fundedSeniorResearchFellowinHealthInfoNetandKurongkurlKatitjininMay2015.DrAdamsprovidedanaddresstotheWestAustralianECUlectureseries,hostedbytheVice-Chancellor,onhisresearchstudyundertakenwithAboriginalandTorresStrait Islandermales,which investigatedthe issuesassociatedwithsexualandreproductivehealth,aswellashisproposedmixedmethodresearchinvolvingmalecancersurvivors.

CulturalCompetence

DevelopingCulturalCompetenceisaformalcomponentoftheprofessionaldevelopmentprogramofferedtoallECUstaff.ThesesessionsaredesignedtoequipECUstaffwithincreasedcapacitytomeettheneedsofAboriginalandTorresStraitIslanderstudentsandstaffby:

• developinganawarenessofthelegislativeandplanningframeworkimpactingonAboriginaland/orTorresStraitIslanderpeoples;

• reflecting on some of the opportunities and challenges for ECU in its workwith students (national andinternational);

• challengingpersonalperceptionsofcross-culturalawareness;

• embeddingculturalaspects/perspectivesintothecurriculumandHRpractices.

In2015,thefollowingactivitiesonculturalcompetencewereundertaken:

• Cross-culturalAwarenesswasdeliveredfivetimeswith56participants;• DevelopingCulturalCompetencedeliveredtwicewith14participants;• MoorditjTeamBuildingwasofferedfourtimeswith15participants;and• CourageousConversationsAboutRace–twoofferedexternally–10ECUattendees.

Inaddition,coachingsessionsonacknowledgingcountryandEldershavebeenprovidedacrosstheUniversitybytheAboriginaldevelopmentconsultantandemploymentadviser.Thesesessionshaveresultedinincreasedconfidenceandtake-upofthepracticeofshowingthisformofrespect.

MembersofUniversityCouncilandExecutive,alongwithKurongkurlKatitjin’sElders,enjoyedaculturaltouralongtheDerbarlYerrigan(SwanRiver)toexploreitsrichNyoongarheritageinDecember2015.

The event, entitled Danjoo Bily-ak (a Nyoongar phrasemeaning ‘together on the river’) highlighted the culturalsignificanceoftheDerbarlYerriganandotherlocations.

DrNoelNannupleadaculturalstory-tellingcomponentofthetour,whichprovidedauniqueopportunity

tofurtherdevelopCouncilmembers’culturalknowledgeandexperienceofNyoongarhistoryandpeople,aspartof

ECU’sReconciliationActionPlanimplementation.

ECU’sInvolvementwiththeAboriginalandTorresStraitIslanderCommunity

Throughitswork,ECUseekstoraiseawarenessofAboriginalandTorresStraitIslanderculturesandissuesamongstthegeneralcommunity,aswellaswithECUstudentsandstaff.2015highlightsincludedthefollowingactivities:

Alumni

ECUcontinuedtoengagewithAboriginalandTorresStraitIslanderAlumni.TheannualRockSolidFoundations event, celebratingECU’sAboriginalandTorresStrait IslanderAlumni, sawtheunveilingof42graduatenamesfromthe2013-2014cohortontheseventhpillarofthetribute,aswellasapreviewoftheRockSolidFoundationstributestory.The short, introductory video includes the back-story of theRock Solid Foundations tribute and how it currentlyinspiresour current and future ECU students. It also showcases ECUmore generally,with theobjective tomakegraduandsproudtobeagraduateofECU.Regular communications alert alumni to events, career development opportunities, and sought input into thefurtherdevelopmentofthealumniprogram.

Keyeventsandactivities

TheUniversitycontinueditsprogramofon-campuseventsandactivitiesthataresignificantinAboriginalandTorresStrait Islander and non-Aboriginal communities, including Reconciliation Week NAIDOC Week and that wereattendedbyAboriginalElders,students,staffandbroadercommunities.

ThefirstmajoreventfortheyearwastheopeningofNgoolark,JoondalupCampus’snewestmulti-storeybuildingwithafocusonstudentservices in itsmyriadforms.Thebuildingtakes itsnamefromtheNyoongarwordfortheendangeredCarnaby’sblackcockatooanditincorporateslocalNyoongarcultureinmanyaspectsofthedesign.

Thegoldensun-shadingemulatesthestunningplumageofNgoolark’snamesake.Thepatternisalsorepeatedinthebuilding’sflooring.ThepatternandplumageofothernativeanimalsincludingtheBindiBindi(doublespottedlinebluebutterfly)andJingee(honeyeater)arealsopartofthebuilding’sdesign.

The building was officially opened by ECU Chancellor The Hon. Hendy Cowan AO and Dr Noel Nannup at theUniversity’s Joondalup Campus inMay 2015. Tomark the occasion, Kurongkurl Katitjin commissioned a customblackmetalfeatherasaspecialcorporategiftforattendeesattheevent.Ofnote,allculturalelementsinthedesignandconstructionofNgoolark,theopeningceremonyandthecorporatecommemorativegiftmarkingtheoccasion.

NationalReconciliationWeek2015sawECUlaunchitsthirdReconciliationActionPlan.ThePlancoverstheperiod2015-2018 and was approved by Council following consultation with key stakeholders, including staff, students,Elders and communitymembers. The Plan received extremely positive feedback, particularly fromReconciliationAustralia,whichendorseditat“Stretchlevel”,thethirdintheirfourlevelnationalframeworkandcommendedtheapproachanddocumentasanexemplarforthesector.

ECU’sCelebrationofIndigenousArtandCultureExhibitionaspartofNAIDOCWeekcelebrationsfocussedoneachofthethreeECUcampusesthat,inturn,hadbeenconsideredintheculturalelementsofNgoolark.

Specifically,threecommissionedartworkswerebasedonthenativeanimalsBindiBindi(Double-spottedLineBlueButterfly) representing the Bunbury campus; Jingee (Honeyeater) representing the Mount Lawley campus; andNgoolark (Carnaby’s black cockatoo) representing the Joondalup campus. The commissioned works were byestablishedNyoongarArtists.

Inadditiontotheunveilingoftheartworks,guestsweretreatedtoaminifashionshow,openingwithatraditionaldanceanddidgeridooperformance,withauniqueandnon-traditionalrunwaywasdecoratedwithnativewisteriaandbanksiastosetthescenefor themini fashionshow,created incollaborationtheDreamtimeProject -oneofECU’s sponsored engagement projects. Central to the fashion show were three custom outfits, each designshowcasingthenewlyunveiledartworks.

Newsletters

During2015,KurongkurlKatitjin continuedproducingeditionsof itsOurPlace newsletter,which isdistributed tostaff,students,alumniandcommunitypartners.Headlinesforthe2015editionsinclude:

• Birak–BlessingofthenewNgoolarkBuilding

• Bunuru–Aboriginalartcomestogether

• Djeran–TwonewElders-in-Residenceappointed

• Makuru–ArtandfashionanewmixforECU’sNAIDOCexhibition

• Djilba–Awardwinningscience:OldWays,NewWays

• Kambarang–Alumnisundownerinitsfifthyear

The newsletters can be accessed through the ECU website at the following link:http://www.ecu.edu.au/centres/kurongkurl-katitjin/news/newsletter-our-place

SECTION2 EXPENDITUREOFINDIGENOUSSUPPORTPROGRAMGRANT(Attachment1)PleaseusethefinancialacquittaltemplateattachedtoreportontheexpenditureofyourUniversity’sISPgrantfor2015,notingthatabreakdownofexpenditureisrequired.WhereISPexpendituredoesnotmatchtheauditedannualfinancialstatementsfortheyearending31December2015providedundersection19-10ofHigherEducationSupportAct2003,pleaseprovidereconciliation.ThisISPreportisalegislatedrequirement,undertheHigherEducationSupportAct2003–OtherGrantsGuidelines(Education)2008.SECTION3 HIGHEREDUCATIONPROVIDER’SCONTACTINFORMATIONPleasenominatecontactofficersforallpolicyandoperationalmattersregardingyourIndigenousEducationStatement,includingname(s),positiontitle,phonenumberandemailaddress.WhereyourIndigenousEducationUnithasbeenconsultedinthedevelopmentofthisIndigenousEducationStatement,pleaseprovidethecontactdetailsoftherelevantstaffmember.UniversityOfficer IndigenousEducationSupportUnitOfficerName:MrTonyLazzara Name:ProfessorColleenHaywardAMPositionTitle:Director,Planning,QualityandEquityServicesCentre

PositionTitle:Head,KurongkurlKatitjin

PhoneNumber:0863042796 PhoneNumber:0893706773Email:[email protected] Email:[email protected]

SECTION4PUBLICATIONOFTHESTATEMENTFollowingapprovaloftheIESbyPM&C,UniversitiesaretopublishthecurrentandtheprevioustwoIESontheirwebsite.Thedocumentsarerequiredtobeexternallyaccessibletothepublic.PleaseprovidePM&Cwithalinktothesestatements.

ECU’s2015IndigenousEducationStatementwillbeavailableforviewingatthefollowingwebsite:http://www.ecu.edu.au/about-ecu/indigenous-matters/statements/indigenous-education-statement



http://www.ecu.edu.au/about-ecu/indigenous-matters/statements/indigenous-education-statement

indigenous education statement - overview...indigenous education statement - overview the department...

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