2015 Indigenous Education Statement

Please provide evidence of:

• strategies you have implemented which seek to achieve the AEP goals and your assessment of whether these strategies are working;
• constraints on your ability to achieve the AEP goals; and
• plans for future improvement of existing strategies or implementation of new strategies to meet each of the AEP goals relevant to higher education.

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

1. Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander peoples in educational decision-making.
2. Increase the number of Aboriginal and Torres Strait Islander peoples employed, as academic and non-academic staff in higher education institutions.
3. Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education.
4. Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of all other Australians.
5. Enable Aboriginal and Torres Strait Islander students to attain the same graduation rates from award courses in higher education as for other Australians.
6. To provide all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures.

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

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

• The number of Aboriginal and Torres Strait Islander people involved in institutional governance and decision-making bodies and processes and the nature of their involvement, i.e. memberships on boards, committees etc.
• If there is no Aboriginal and Torres Strait Islander membership on key governance and decision making bodies, please provide an explanation.
• The roles and responsibilities of Aboriginal and Torres Strait Islander leaders within your institution.

The number of Aboriginal and Torres Strait Islander people involved in institutional governance and decision-making bodies and processes and the nature of their involvement at UNE

Encouraging and increasing Indigenous representation within governing and decision-making bodies, such as the University of New England (UNE) Council, Academic Board and other University Committees, as well as in management positions, is a core focus for UNE. Organisational commitment to this is expressed in the Compact and operationalised through the UNE Regional Aboriginal Higher Education Strategy.

Effective participation of Aboriginal and Torres Strait Islander people on decision-making bodies and in decision-making processes as part of the institutional governance of the University is found within the following positions and the 2015 representation is set out below:

• The UNE Council has two Aboriginal members:
  • Aboriginal student as the elected UNE Undergraduate Student Representative, and
  • Aboriginal member as a ministerial appointee.

• The Infrastructure Committee of the UNE Council includes the Aboriginal ministerial Council appointee as a member
• Human Research Ethics Committee (HREC) is the University Ethics Committee which approves all research ethics applications related to research on human subjects. This Committee includes three places for Aboriginal and Torres Strait Islander representatives who vet and approve all applications with Indigenous content, in accordance with NHMRC, ARC and related policies and legislation. These members have power of veto over all aspects of any Indigenous research applications from UNE and advise the Chair on all matters relating to the conduct of Indigenous research at UNE.
• Directorship of the Oorala Aboriginal Centre
• The role of the Indigenous Academic Advisor, Oorala
• University Teaching and Learning Committee (previously known as Academic T&L Committee) (1): Indigenous Academic member of staff
• Four Aboriginal staff members sit on UNE’s Aboriginal and Torres Strait Islander Employment Strategy Governance Committee.
• The School of Behavioural, Cognitive and Social Science (BCSS) invited a local Aboriginal Clinical and Counselling Psychologist to be a member of the Clinical Psychology Advising Liaison Committee that meets twice yearly.
• The School of Arts Strategic Plan 2012–2015 includes the objective “4. Promote improved student access to higher education opportunities from diverse groups and encourage social inclusiveness.” One of the strategies to achieve this objective is “4.4 Collaborate with Oorala on enhanced integration.” During 2015 the Head of School collaborated with the Director of Oorala and the Deputy Director of Research Services about the establishment of 4 designated Aboriginal and Torres Strait Islander Creative Practice HDR Scholarships (which have been filled).
• School of Law Advisory Board (1) Oorala Director as Indigenous Academic Advisor.
• School of Law Teaching & Learning Committee (1) Oorala Director Oorala Indigenous Academic Advisor
• Social Work External Advisory Committee (1) Oorala Indigenous Academic Advisor
• Vice-Chancellor’s Executive Communication Day (previously known as VC’s Committee) (1) Oorala Indigenous Academic Advisor/Director Oorala
• Aboriginal & Torres Strait Islander Employment Strategy Governance Committee (2) Oorala Indigenous Academic Advisor and UNE Aboriginal Employment Officer.
• Council of Heads of School (1) Director, Oorala
• Enrolment Steering Committee (1): Oorala Student Services Manager
• Student Administration & Services Forums (1): Oorala Student Services Manager.
• Expressions of interest were advertised in 2015 for permanent members of the University Teaching and Learning Committee from permanent and fixed-term academic staff who identified as Aboriginal or Torres Strait Islander.

In addition to the above, non-Indigenous Oorala staff represented the Centre as nominees to the following due to their professional roles:

• School of Education Teaching and Learning Committee (1) Senior Lecturer, Oorala
• Library Advisory Committee, Dixson Library (1): Lecturer
• First-year Experience Committee (1): Lecturer
• UNE’s WH&S Working Group, HR User Group and Finance User Group (1): Resource & Compliance Officer.
• The University’s academic schools take advice from advisory committees with both internal and external representation (depending upon purpose) at the school, discipline or course level. This is designed to ensure that perspectives and needs of key stakeholders are included. For example, the School of Health consults and reviews with its External Advisory Committees on the development of nursing and counselling curricula; the relevant Nursing Committee includes Indigenous representation from UNE and the Congress of Aboriginal and Torres Strait Islander Nurses (CATSIN).

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

In addition to the formal representation outlined above there are opportunities for Aboriginal and Torres Strait Islander staff to be members of other University committees, including the Academic Board. However, as staff are not required to identify as Aboriginal and Torres Strait Islander, the representation will not be identified as such.

The roles and responsibilities of Aboriginal and Torres Strait Islander leaders within UNE

The roles and responsibilities of Aboriginal and Torres Strait Islander leaders at UNE is to provide advice and input on matters related to UNE’s governance, strategies, policies and procedures as a higher educational institution.

• The two Aboriginal appointments to the UNE Council continued in 2015, being among the 17 members of the UNE Council who are responsible for the governance of the University and are involved in the decision-making and overseeing of UNE’s operations for the benefit of its students, staff, academic community and the wider community as a whole.
• The role of the Director of the Oorala Aboriginal Centre includes leadership at UNE through involvement in committees and high level liaison with Schools and Directorates on matters and issues that relate to academic support and outcomes in recruitment, access, participation, retention and completion for Aboriginal and Torres Strait Islander people in higher education, as well as providing strategic direction for the Centre’s role in the University’s community and student engagement, academic programs and cultural competency. The Director’s role was vacant during most of 2015, with a new Director recruited in November.
• The role of Indigenous Academic Advisor at Oorala Aboriginal Centre was established in 2015 for leadership on academic matters at Oorala, for the interim period whilst the Director’s position was vacant.
• The role of Elder-in-Residence continued to represent Oorala and UNE in 2015. Local Aboriginal community leaders, including Oorala’s Elder-in-Residence, are invited by UNE schools and directorates to provide consultation and participation in protocols for official events, programs and projects, including Welcome to Country and incorporation of Aboriginal and Torres Strait Islander perspectives.
• A new Indigenous pre-graduation sashing ceremony for all Indigenous graduates has been adopted in the Autumn graduation season, involving participation by the Elder-in-Residence, Oorala Director and other staff and students.
• The Vice-Chancellor’s Aboriginal Research Fellow appointed in 2013, who is an Aboriginal academic seconded from Oorala, continued through 2015 to advise on a number of UNE research projects.
• Aboriginal and Torres Strait Islander staff from Oorala and across the University are involved extensively in engaging with community groups in the region, providing valuable expertise to the University, gained through their academic and professional experience and community engagement. These staff provided input on UNE employment and student support matters.
• The Aboriginal Employment Officer develops and maintains relationships with the community and represents UNE on government and community organisations and sits on the Aboriginal & Torres Strait Islander Employment Strategy Governance Committee that oversees its implementation.
• In 2015 the Indigenous Student Association continued to be active at UNE, progressing in its goal to advance Indigenous student representation on student and UNE committees.
• Steve Widders, an Anaiwan elder, is an honorary patron of the School of Education. He provides advice to the Head of School, and is guest speaker at the first School meeting each year and on other significant occasions. An Oorala representative is invited to School meetings and has a seat on the School’s Teaching and Learning Committee.

Oorala Aboriginal Centre’s role in educational decision-making

The Director, Elder-in-Residence and other staff of Oorala, throughout 2015, maintained involvement in several groups engaging with the community and the higher education sector. The Director was also involved in consultation and decision-making at UNE through several University committees, boards and working parties, as listed above.

In the broader higher education sector Oorala represented UNE on:

• The National Aboriginal & Torres Strait Islander Higher Education Consortium (NATSIHEC) (2): Oorala Director and Oorala Elder-in-Residence. The Indigenous Academic Advisor also attended during the interim period when the Oorala Director’s position was vacant.
• The National Indigenous Elders Think Tank (1): Oorala Elder-in-Residence

Across the local community Oorala’s participation by Aboriginal staff included:

• Gayinyaga Aboriginal Advisory Committee (1)
• Local Armidale lnter-agency Committee (1)
• East Armidale Community Garden Project (2)
• Armidale Clontarf Academy Awards Night (2)
• Regular informal discussions between Oorala staff and key members of the local Aboriginal community.

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

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

• An outline of your current Aboriginal and Torres Strait Islander Employment Strategy including details on its current status, who has responsibility for its implementation, how is progress measured, how and when is progress reviewed or evaluated.
• Information on your strategies for increasing numbers of Aboriginal and Torres Strait Islander staff employed at your University. (Please provide a link to your Employment statement).
• The number of Indigenous-specific positions at your University, detailed by occupation and level.
• The current number of Aboriginal and Torres Strait Islander staff at your University and their roles across the University (including numbers in academic and non-academic roles, and by level).

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

UNE identifies attracting and retaining Indigenous staff as a major priority in its Mission-based Compact and this is echoed in the University of New England Aboriginal and Torres Strait Islander Employment Strategy 2013–2018.

The UNE Aboriginal and Torres Strait Islander Employment Strategy 2013–2018 was developed to provide a platform for increasing employment of Aboriginal and Torres Strait Islander Peoples within UNE with a strong focus on recruitment, employment retention and career development for current and future staff of UNE. The Aboriginal and Torres Strait Islander Employment Strategy 2013–2018 also guides the development of strategies that target appropriate workplace culture and practices, employment opportunities, career development plans and academic career paths, for both staff and students. The Provost and Deputy Vice-Chancellor chair the ATSI Employment Strategy Governance Committee that provides advice to the Vice-Chancellor in the oversight of the implementation of the strategy.

The strategy was authored by the Aboriginal Employment Officer in consultation with Human Resource Services, Aboriginal and Torres Strait Islander staff, local community representatives, the Director of Oorala Aboriginal Centre and UNE senior staff.

The Employment Strategy identifies objectives and initiatives aimed at increasing Aboriginal and Torres Strait Islander employment across all UNE Schools and Directorates through:

• Community partnerships – strengthening relationships between the community and UNE.
• Career development – building meaningful career paths for Aboriginal and Torres Strait Islander staff.
• Becoming a good employer – building understanding and appreciation of Aboriginal and Torres Strait Islander culture and appropriate workforce management practices.
• Attracting and retaining – increasing meaningful employment options for Aboriginal and Torres Strait Islander people.

Key objectives are:

Whilst overall responsibility for the strategy’s implementation rests with the Provost and Deputy Vice-Chancellor the University expectation is that all managers and staff will support its implementation. A Governance Committee, chaired by the Provost and Deputy Vice-Chancellor, oversees the implementation of the Strategy and comprises UNE representatives from Schools, Directorates, unions, and other members are co-opted as required. Local Aboriginal Elders and community representatives from local organisations are engaged through the Armidale Aboriginal Interagency Committee in a consultative capacity to support the governance committee’s implementation of the Strategy.

The Committee receives quarterly reports on the Strategy’s progress through its UNE representatives and evaluation of the Strategy by HR Services is based on progress of each activity, with feedback and data also collated for annual reporting.

The University continues to implement the strategies outlined in the Aboriginal and Torres Strait Islander 2013–2018 strategy. During the last twelve months there have been fluctuations in employment of Aboriginal and Torres Strait Islander peoples with retention presenting as an issue.

The Employment Strategy contains aspirational targets to increase employees in continuing positions. In 2016 the University is devolving these targets to Schools and Directorates to ensure shared accountability.

Strategies for increasing numbers of Aboriginal and Torres Strait Islander staff employed at UNE (UNE’s ATSI Employment Strategy)

During 2014–2015 the Employment Strategy was refocused to concentrate on the attraction and retention of Aboriginal people into both Professional and Academic roles through “growing our own”.

The following actions have been taken to increase the employment of Aboriginal and/or Torres Strait Islander peoples in accordance with the Employment Strategy:

• The School of Arts in collaboration with Research Services have established and awarded four PhD Aboriginal and Torres Strait Islander scholarships. The scholarship holders have the opportunity to develop academic careers within the University. Another successful example is the creation of an additional academic role (Pre-Doctoral Fellow in Law) in the UNE School of Law to be filled in June 2015.
• The BCSS School engaged a local Indigenous Psychologist to provide training for psychology students and to work closely with the Deputy Head of School and Director of the Psychology Clinical Program. A criminology research group examining Indigenous Adult Education in Bourke NSW engaged an Indigenous research assistant.
• The School of Arts employed a casual ATSI Research Assistant to assist with the research project “Nourishing Culture and Developing Social Capital in a Community Garden. This project is led by Dr Katherine Wright, postdoctoral research fellow.
• A pilot Cultural Immersion program was conducted in September 2015 and six programs have been offered to date [34 staff completed this course in 2015]. The program has been attended by Senior Executives and Senior Managers of the University. We will continue to offer this program to staff and supervisors to improve cultural competency in engaging with students and staff.
• An Aboriginal lecturer in the School of Rural Medicine and an Aboriginal Support Officer were appointed to support the School’s ATSI students and to develop and run the Kruki Summer School. These short-term contract appointments were funded by a Higher Education Participation and Partnership (HEPP) grant from the Australian Government Department of Education and Training. Pending continuation of funding, the School of Rural Medicine will continue to employ Ms Shipley in 2016 to assist with delivering the Indigenous Health curriculum of the Joint Medical Program (JMP) (a joint program with the University of Newcastle) and to increase engagement with Indigenous students enrolled in the JMP at UNE.
• The ATSI Employment Strategy is progressing well in the School of Law, with staff numbers ahead of projected targets. An additional academic role (Pre-Doctoral Fellow in Law) was filled in May 2015.
• Establishment of a ‘buddying’ program for newly appointed Aboriginal and/or Torres Strait Islander employees to assist with the on-boarding process has commenced. Culturally appropriate buddies are sourced from existing UNE staff.
• A career development program has been developed and offered to existing Aboriginal and Torres Strait Islander staff. In response to feedback the direction of this initiative has now shifted to encouraging participation in leadership and development programs offered to all UNE staff and supervisors.
• Facilitating secondments for current Aboriginal and Torres Strait Islander staff to broaden their view of career opportunities within the University whilst enhancing and promoting their skills.
• Engagement with local employment providers has commenced to enlist their support in pre-employment initiatives.

The strategy is on the UNE webpage, at a link accessible to UNE and the public via ‘Information for Aboriginal and Torres Strait Islander community’ at: http://www.une.edu.au/staff-current/working/equity/atsi-emplyment/aboriginal-and-torres-strait-islander-employment-strategy

The number of Indigenous-specific positions at UNE, detailed by occupation and level

Table 1b: Indigenous-specific fixed-term positions

Table 2: Indigenous-specific Casual positions

Compared to 2014 there was an increase of 9 in the number of Indigenous-specific positions at UNE in 2015.

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

Data provided by UNE Human Resources.

The above data indicates an increase of 14 Aboriginal and Torres Strait Islander staff employed at UNE, compared to 2014.

In addition to the above staff, 6 student casuals were employed by Oorala (Student Casual, HEO Student Level 1).

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

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

• Commencing Aboriginal and Torres Strait Islander student numbers for 2015 (access rate) as compared to 2014 (please provide an all student comparison).
• Programs run, by the University, to improve access by Aboriginal and Torres Strait Islander students.
• Details on outreach activities and their effectiveness, in attracting Aboriginal and Torres Strait Islander students. (See table below).
• Details of Indigenous-specific and other scholarships offered by your University.
  (See table below).
• Promotion of scholarships to Aboriginal and Torres Strait Islander students and take-up rates, including reasons for low take-up of available scholarships.
• Indigenous Education/Support Unit’s role.

UNE identifies Indigenous access, participation and retention in higher education as a long-term strategic priority and is reflected in UNE’s Mission-based Compact 2014–2016. The provision of alternative entry pathways to UNE for ATSI students has proven to be a successful strategy to improve access, with the number of commencing ATSI students growing by 27% in 2014, compared to 2% over the same period in the non-ATSI domestic population. Retention and completion remain the focus for ongoing improvement activity and UNE acknowledges that improving access to higher education for Aboriginal and Torres Strait Islander candidates will require a sustained University-wide commitment to implement short, medium and long-term priorities as outlined in UNE’s Strategic Plan 2011–2015 and it subordinate Teaching and Learning Plan 2012–2015 and Research Plan 2012–2015, which include the following strategies.

• Provide effective academic scaffolding and support services.
• Innovate in the recruitment and retention of regional, remote and ATSI students and staff, particularly within the New England region.
• Employ innovative recruitment and retention activities aimed at regional, remote and Indigenous students, particularly within the New England region.
• Develop innovative partnerships focused on students from low SES areas and Indigenous students (e.g. alternative entry pathways, scholarships, strategic courses) that build capacity in these students and their communities.
• Ensure our graduate attributes promote social and cultural understanding including an appreciation of Indigenous culture and history.
• Establish alternative pathways and academic support programs that address Indigenous and low SES student participation in higher degree programs.

During 2015 UNE developed its new Strategic Plan 2016–2020 in consultation with academic and directorate areas of the University and this Plan is currently being implemented.

In addition, in 2013 UNE developed a Regional Aboriginal Higher Education Strategy (RAHES) which focuses on meeting two discrete but equally important strategic aims of the University:

• innovate in the recruitment of regional, remote and ATSI students, particularly within the New England region, and
• support collaboration between education providers to ensure a coordinated approach to engaging with Aboriginal communities to assist in building educational aspiration, relevant pathways to higher education and rates of retention and completion of higher education by Aboriginal students.

During 2015 The Arts School developed three diploma courses that could be lead into a relevant Bachelor degree: Diploma in Music Skills, Diploma in Music Technology, and Diploma in Professional Communication. It is hoped that these can be used as a pathway to Bachelor-level study.

Commencing Aboriginal and Torres Strait Islander students
(all student comparison access rate, 2014–2015)

Note: The number reported for 2014 in this report will not match that reported in the 2014 report for two reasons:

1. This year the number of persons has been reported rather than the number of enrolments, it was felt that this more closely represents the number of students as a student may have two enrolments in one year.
2. Timing differences in reporting result in small changes to reportable numbers due to administrative action.

While various Schools and total commencing numbers show some volatility from year to year, the overall situation at UNE over the last five years has seen steadily increasing numbers of Aboriginal and Torres Strait Islander students as a percentage of all students.

Programs run by UNE to improve access by Aboriginal and Torres Strait Islander students

The provision of alternative entry pathways is a significant component of UNE’s current and successful approach to ensuring Indigenous student access, which includes a flexible approach to entry requirements through Oorala’s Direct Entry (ISP) and TRACKS Programs. UNE’s sub-degree undergraduate programs also play a valuable role as qualifications requiring shorter duration of study, which also offer pathways into further study at the Bachelors level. This approach has resulted in consistently excellent outcomes, with UNE meeting enrolment targets in successive years. However, UNE has identified potential for expansion of Diploma level programs to include more content with Indigenous knowledge and perspectives.

Oorala Aboriginal Centre’s role – Access programs

Oorala offers alternative entry programs specifically for Indigenous people: the Internal Selection Program (ISP) and the TRACKS Tertiary Preparation Program (TRACKS). Aboriginal and Torres Strait Islander students receive advice through Student Services and Oorala to choose the access programs that are most appropriate to their prior learning and educational goals. Through Oorala's program activities, UNE academic staff also offer academic advice relevant to students' areas of interest.

In ISP, participating applicants for admission are assessed by Oorala to gain entry to a UNE course. In 2015, six prospective students participated in the ISP program for admission to commence undergraduate study in Trimesters 1 and 2, 2015, and Trimester 1, 2016. All of these applicants were subsequently successful in admission to UNE undergraduate courses.

In 2015 there were a total of 62 students enrolled in Oorala's TRACKS program, comprising 52 commencing and 10 continuing students. Twenty-four of these students were enrolled on-campus and 38 enrolled off campus. Of the 62 students enrolled in 2015, thirteen successfully completed TRACKS. Eight of these students progressed to study in UNE undergraduate courses for 2015 and two enrolled at another institution. Twenty-one students are continuing the course in 2015.

Oorala's further initiatives during 2015 to improve access for Aboriginal and Torres Strait Islander students at UNE included:

• 'Aboriginal Resilience and the Arts' has been listed as an elective undergraduate unit in the TRACKS Program for students interested in arts and media disciplines. It provides TRACKS students with the opportunity to transition into undergraduate studies.
• Support mechanisms available through Oorala and UNE for TRACKS students were reviewed at the end of 2015 and strategies developed to strengthen effectiveness of services, to improve retention and progress into undergraduate courses. These included tutorial support sessions through Oorala's Student Support Team, starting in trimester 1 2016. So far 21 students have taken up this opportunity.
• The TAFE/TRACKS Pathway program saw a total of 7 students participating across Trimester 1 & 2, 2015. After Trimester 1, one student chose to join the TRACKS program rather than continuing at TAFE to gain his Certificate IV. This student is aiming to complete TRACKS at the end of Trimester 3, 2015, and intends to apply for admission to a Bachelor of Languages in 2016.
• Two other participants successfully completed their Certificate IV whilst participating in the TRACKS program across Trimester 2 and have now been admitted to undergraduate programs at UNE (Bachelor of Criminology and Bachelor of Nursing) commencing in Trimester 1, 2016. Oorala was again successful in attracting funding from the UNE VC’s Scholars program to provide high achieving undergraduate students an opportunity to interact and mentor TRACKS students. Four scholars have taken up this opportunity.
• The successful Pre-Orientation Program (POP) for TRACKS students continued in 2015. This was linked with more support such as mentoring through the VC’s Scholars program, to increase its effectiveness in early student engagement. Forty TRACKS students studying on-line or on-campus attended the pre-orientation programs run at the beginning of all three trimesters.
• Oorala staff contributed to the design and implementation of UNE’s new online admission system, resulting in a streamlined process for TRACKS admissions. This contributed positively to the significant increase in applications to the program. All Aboriginal and Torres Strait Islander applicants can now also request referral to the Oorala Centre via UNE’s Student Relationship Management system.

UNE’s outreach activities and their effectiveness, in attracting Aboriginal and Torres Strait Islander students

During 2015 UNE was involved in a number of community projects that would assist in generating aspiration for higher education. These outreach programs are aimed at addressing specific areas of community need, with the potential for participants to see further possibilities after achieving success in higher education. The approaches are either a natural extension of UNE academic programs or research, or making use of current UNE facilities.

The UNE School of Law is also represented (through the Pre-Doctoral Fellow) on the National Indigenous Research and Knowledges Network (NIRAKN), funded by the Australian Research Council. Through NIRAKN the Pre-doctoral fellow is engaged in a number of capacity building activities to support Indigenous research and academic professional development.

The School of Law hosts the Australian Centre for Agriculture and Law (ACAL), which is involved in a number of collaborative research projects with Aboriginal and Torres Strait Islander peoples. ACAL appointed Jack Beetson as an Adjunct Professor to facilitate its Indigenous social justice work and has collaborated with researchers from other universities in Australia and the USA around these issues.

Table 11: 2015 outreach activities

Oorala Aboriginal Centre’s Role – Outreach activities

2015 was another busy year for the Student Support Team in various areas from supporting our current Internal and External students to working with schools and communities in our local area and further afield to provide a better understanding about The Oorala Aboriginal Centre the Alternative Pathways and support we provide, and about the University Of New England. We have worked very hard with our current students on and off campus as well as the schools and communities to enhance community engagement and to build that relationship and trust with them.

The aims of all our events, career expo’s, community and schools visits is to inform and improve educational opportunities for Aboriginal people, to engage and support with retention issues with our current students , communities, schools and organisations about future studies.

During 2015 we have worked with various schools from our local area to schools in the northern part of the state, they are as follows:

School visits

Tamworth High School, Oxley High School
Moree Secondary College
Moree Secondary College (Sista Speak)
New England Girls School (met with parents)
Armidale High School (Clontarf boys group)
Lightning Ridge Central School (NAIDOC celebrations and Career Expo)
O’Connor Catholic College
Nambucca Heads High School
Macksville High School
Toormina High School
Orara High School
Walcha Central School
Tenterfield High School
Guyra Central School
Duval High School
Coonamble Central School
Moree Primary
Mungindi Central School
Boggabilla Central School
Toomelah Primary School
McIntyre High School
Ashford High School
Stellar Project (Maclean High, Grafton High, South Grafton High & McCauley Catholic College).

We also had a number of schools speak to us about working together for their students in the future:
Goodooga Central School
Walgett Central School
Coonamble Central School
Woolgoolga High School
Bellingen High School
Dorrigo High School
Coffs Harbour High School
South Grafton High School

Presentations

We made several presentations in 2015 to promote the Oorala Aboriginal Centre to the following organisations

• Smith Family – Tamworth (working with various schools from the Tamworth region)
• Stellar Project – Clarence Valley (Working with schools from the Clarence low socio-economics areas, kids from year 8 & 9. Grafton, South Grafton, McCauley Catholic College Grafton and Maclean High School)
• Career Advisors Summit UNE Campus, to present to all Career advisors about Alternative Pathways for Aboriginal students, and the support that Oorala provides here at UNE. Career advisors came from all over the State.
• University Community Connect Conference – Coffs Harbour (Jim White) Principals, Career Advisors, Social Workers in schools, and executive staff.
• Schools and Community Connect Forum, on Campus (Jim White) Aboriginal Education Officers Armidale, Inverell, Ashford, Guyra, Walcha and Uralla.
• Myall Creek Memorial Site: With Liz Taylor UNE (Pace Officer) and Moree Secondary College Students for NAIDOC.
• O’Connor Catholic College NAIDOC flag raising
• Armidale High School Clontarf employment Day
• Armidale High Well-being Day.

Expos

We have also attended Career Expo’s throughout the state, we chose these expo’s due to the amount of Aboriginal Students we know are in these areas and in these schools. Throughout the years we have noticed that the numbers have fallen in regards to Aboriginal and Torres Strait Islander Students attending these events due to various reasons, but these expo’s had a great turn up of Aboriginal students. When possible depending on UNE School Liaison Team work load we work side by side with them at various expo’s throughout the year.

Forbes & Dubbo- May

In Forbes this career expo was held at Red Bend Catholic College this school, this school is a boarding school and the majority of the Aboriginal students are borders from far western NSW. In Dubbo the career expo was held at Dubbo Senior College.

We hadn’t been to these expo’s in a quiet a few years due to restraints and the belief that we were intruding on other Universities captured areas, this is a misinformed thought as we know students will choose a University that suits their needs not what is closes to home. On this trip we communicated between 100 to 150 students who years ranged from Yr 7 to Yr 12, we spoke to them about University Degree’s, pathways not only Oorala’s but Principal recommendation and the support here at UNE, we also spoke to Career Advisors, AEO and community people.

Tamworth Expo - May

Unfortunately we didn’t get here this year, but this is a great expo for our local schools as this is the only career expo held in the region. (We will be attending this next year).

Coastal Run Lismore to Taree – July

This expo runs over 4 days from Lismore to Taree, this is a huge four-day event where schools come together at certain areas of the Far North Coast, North Coast and Mid-North Coast to attend these expo’s. At these expo’s we spoke to roughly 200 Aboriginal Students.

Lismore

Lismore Trinity Catholic College

Other expos

Coffs Harbour Senior Campus

Camden Haven High School

Chatham High School (Taree)

Youth Experience Expo UNE Lazenby Hall

2015 Aboriginal Knockout Dubbo

The majorities of these schools are in the North West Region of the state and are in low socio-economic areas, and in the University of New England Catchment area. Some of these schools are in very remote areas; we have travelled to other areas of the state when we have been invited to attend their events. We know that from liaising with community members and schools that the information and opportunities can be scare in these areas due to the remoteness and lack of resources. Since the funding cost of years ago for example (Croc Festival, Deadly Days, Vibe Alive just to name a few) many Universities and organisations don’t go to these places, we have noticed that the Oorala Aboriginal Centre is one of the only Aboriginal Units that go to career expo’s unless they are specifically for Aboriginal students.

Due to the financial burdens on these schools and due to the distances between some of these remote communities traveling hundreds of kilometres to attend a career expo isn’t viable so once again they are not informed and they miss out.

By traveling to these communities and schools throughout the year in some cases long distances it shows these communities and schools that we are committed to assisting them in their dreams for their futures and for the future of their communities. We need to encourage these communities that University is not out of their reach but with assistance and information being given to them they can succeed in their chosen fields. By providing the correct information about pathways, studying by distance and University degree’s then they can make the right decisions for themselves. By visiting these communities it’s about showing that we are here to assist and support the students and communities to make the right choices for them and that the opportunities are available.

Indigenous-specific and other scholarships offered by UNE

UNE offers government and industry scholarships, and scholarships are available through diverse organisations in Law, Health, Nursing, Medicine and Pharmacy, Education, Political Science. UNE’s scholarships include Residential Scholarships and Indigenous Mentoring Scholarships.

*Data sourced from ‘Attachment B – Reconciliation Form’, completed by UNE Scholarships Office for 2015 Reconciliation Process (Indigenous Commonwealth Scholarships Programme).

**Data sourced from UNE Scholarships Office, Student Administration & Services. (‘Cost’ is value of each scholarship place offered.) The above table of UNE Undergraduate Scholarships indicates under ‘Other’ the UNE scholarships for which Indigenous students are part of an overall cohort such as students from equity groups or meeting specific enrolment criteria.

***Data sourced from UNE’s Research Services. (‘Cost’ is value of each scholarship place offered.)

Promotion of scholarships to Aboriginal and Torres Strait Islander students

UNE promotion of scholarship opportunities for Aboriginal and Torres Strait Islander students in 2015 included:

• UNE Undergraduate and Commonwealth Equity Scholarships are advertised on UNE’s Scholarships homepage at:
  http://www.une.edu.au/scholarships
• UNE also promotes scholarships offered through external providers such as Aboriginal Education Council (NSW) and NSW Aboriginal Land Council, the public sector and others at the homepage: http://www.une.edu.au/scholarships/indigenous
• In 2015 UNE also increased targeted online promotions through its ‘blog’ pages, direct promotion via bulk emails to all enrolled Aboriginal and Torres Strait Islander students and to enrolment cohorts from this group who met specific eligibility. These strategies, together with information for dissemination through Oorala Aboriginal Centre, aimed to increase demand for scholarships where low take-up rates were identified. UNE Schools also promoted scholarships to students in specific disciplines.
• All scholarships administered by Research Services are advertised on their website: http://www.une.edu.au/research/research-services/higher-degree-research/hdr-scholarships

Oorala Aboriginal Centre promotes all available scholarships to our students via our website, our Moodle Support site and in our printed Oorala Prospectus for future student information. In addition to this Oorala Outreach and Promotions staff provided printed summaries of popular scholarships at all Career Expo and outreach activities. This document contains a link to all available scholarship information.

Scholarship take-up rates

2015 take-up rates were as follows for scholarships offered for Aboriginal and Torres Strait Islander students:

• 114 Commonwealth Equity Scholarships were awarded to ATSI students by UNE in 2015
• All Apted Honours and Postgraduate Scholarships for Aboriginal and Torres Strait Islander Students were awarded for 2015, with one of these pending the student’s acceptance for payment on their progression into the required level of study.
• 100% take-up rate for UNE HDR ATSI Participation Scholarship applicants (Creative Practice Scholars Program through School of Arts). For PhD recipients these were awarded for up to 3 years and for Masters degree recipients were awarded for up to five years to encourage their progression to Doctorate study.

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

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

• The total number of Aboriginal and Torres Strait Islander student enrolments for 2015, compared to 2014 (please provide an all student comparison).
• Details of your Universities’ strategies to address Aboriginal and Torres Strait Islander student   participation.
• Indigenous Education/Support Unit’s role.

Total number of Aboriginal and Torres Strait Islander student enrolments for 2014 and 2015 (all student comparison)

From the total number of ATSI enrolments at UNE, on campus enrolments increased from 132 in 2014 to 146 in 2015. This was a greater rate of increase than in the previous reporting period, and there has been an increase of 64.04% for this cohort since 2010. Off campus enrolments also increased at a higher rate than previously, with a total of 458 in 2014 and 550 in 2015 and an increase of 94% since 2010. In 2015, the largest numbers of total ATSI student enrolments were in courses offered through the Schools of Education (21.69%), Health (11.78%), Humanities (9.48%) and Science & Technology (8.04%).

From the overall domestic student cohort in 2015 the proportion of all ATSI enrolments was 3.11%. The parity target set in the Compact for ATSI students in higher education equates to 2.3%, with progressive targets set for each year including only the numbers of undergraduate, postgraduate and HDR students by headcount. For 2015 the parity target was exceeded for the number of ATSI undergraduate students (472, 3.2%). However, not for postgraduate, HDR students or the total student number against the progressive target.

UNE Strategies to address Aboriginal and Torres Strait Islander student participation

As detailed in 1.3, participation by Aboriginal and Torres Strait Islander students in higher education is one of UNE’s strategic priorities stated in the Compact and other key documents. UNE’s Research Plan 2012–2015 emphasises pathways and academic support programs as strategies to address participation in higher degree programs. The Regional Aboriginal Higher Education Strategy (RAHES) also prioritises Community Engagement principles as key to meeting strategic goals in participation and other educational outcomes. Specifically, the RAHES expresses a commitment to building and maintaining relationships with regional Aboriginal communities and providing a culturally safe environment for Aboriginal students and staff.

The services, facilities and engagement activities through Oorala Aboriginal Centre are pivotal in UNE’s participation strategies, as well as the academic programs through UNE Schools which consistently attract strong continuing enrolments from Aboriginal and Torres Strait Islander students. Since 2010 there has been a 56.42% increase in continuing enrolments in UNE’s undergraduate and postgraduate awards.

Oorala Aboriginal Centre’s role – Participation

In 2015, Oorala’s strategies to improve participation included:

• Orientation activities including the Centre’s Pre-Orientation Program (‘POP’) for on and off campus TRACKS students and involvement in major UNE orientation events for commencing UNE students (‘Townies’ Welcome BBQ, Lifesaver Day, etc.), to foster early engagement and participation by local and regional students.
• Oorala’s successful extension of its HEPPP funded Student Retention Project continued to increase the Centre’s student engagement with its support services and ITAS tutoring.
• Involvement in ‘Youth Expo’ and ‘Well Fair Day’ at UNE, ‘A Day in the Dale’ organised by Armidale Dumaresq Council and other events with the UNE and local communities featuring Aboriginal services, organisations and local cultural activities.
• Oorala was successful in a number of proposals for HEPP funded projects to increase Aboriginal people’s participation from target regions in higher education through community engagement. [List Oorala HEPP projects.]
• Items noted under Oorala’s role in Access, Outreach and Support are also relevant to participation.
• The Student Grievance Unit (SGU) has worked closely with Oorala to improve the complaints-handling process for Aboriginal and Torres Strait students and to ensure cultural sensitivity.

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

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

• The total number of Aboriginal and Torres Strait Islander student completions at Bachelor level and above in 2015, compared to 2014 (please provide an all student comparison).
• Support mechanisms you have in place to assist Aboriginal and Torres Strait Islander students to complete their study.
• Indigenous Education/Support Unit’s role.

Total number of Aboriginal and Torres Strait Islander student completions at Bachelor level and above in 2015, compared to 2014 (all student comparison)

The totals for ATSI completions at Bachelor level and above (62 in 2014, 41 in 2015) reflect a decrease in completions in postgraduate degrees and overall total for award courses at Bachelor level and above. However, UNE’s strategies to increase access and support for students in Bachelor degrees and postgraduate courses including higher degrees, are expected to improve this trend over the long term. We expect completions to increase in the coming years because the commencing numbers have increased from 286 to 364 from 2014 to 2015. Also because the number of students enrolled in TRACKS has increased dramatically, and the number of students making use of the ITAS program, also point to likely higher completion rates in future years.

In addition to the completion data in the following table, there were completions by ATSI students in courses below Bachelor level (2 in 2014, 7 in 2015).

Comparison data for non-ATSI students includes completions by domestic students only. It is significant that the data for completions by non-ATSI students also indicates a decrease in postgraduate and overall total for award courses. These completions by both ATSI and non-ATSI students may reflect that recent trends in the higher education sector and changes in course offerings by UNE have had an impact on completions by domestic students at UNE, especially in the category of ‘other postgraduate’ courses (including Graduate Certificate and Graduate Diploma courses).

[Note the 2014 completions exceeded the target of 47 set for all ATSI completions in the Compact. However, we did not meet the target of 49 set for 2015.]

Table 18: Numbers of ATSI degree and postgraduate students, 2014–15

UNE Support mechanisms for Aboriginal and Torres Strait Islander students

Table 19: UNE support mechanisms for ATSI students

UNE also links Aboriginal and Torres Strait Islander students with opportunities such as those offered through the National Indigenous Cadetship Project, which provides paid work placements with government and industry employers for full-time students completing their degree qualifications.

UNE’s agencies for support include the Student Administration & Services’ Student Support Team, Oorala Aboriginal Centre, Special Needs Office and the ‘Help with Homesickness’ homepage providing contacts for assistance.

Oorala Aboriginal Centre’s role – Support mechanisms

Oorala’s initiatives in student support and involvement with UNE to improve graduation rates included:

• Oorala provides support for TRACKS and TAFE Pathways students, as well as for all Aboriginal and Torres Strait Islander students in UNE courses. Key elements include Oorala’s orientation and project activities, ITAS tutoring, mentoring, community networks, online support hubs through Moodle and development of a multi-faceted approach collaborating with UNE’s services on engagement and retention.
• Collaboration with UNE Schools and First Year Advisors to increase the uptake rate of ITAS tutoring and the pool of suitably qualified ITAS tutors, especially where students needed more targeted support such as Health and Law disciplines, or off campus students in remote areas. Promotion of ITAS tutoring through on campus sessions and retention visits resulted in improved uptake rates and outcomes. In 2015, 78% of units receiving ITAS tutoring obtained pass grades or higher.
• Ongoing advice and support on scholarship and Abstudy matters, intensive schools and clinical placements.
• Mentoring and socio-cultural support through the Elder-in-Residence/Student Relationship Officer assists student adjustment to university life. This staff member also joined UNE’s Special Needs Contact Network to provide specific support to special needs students and advise on UNE’s Disability Action Plan.
• ‘Yarn-up’ event for commencing, continuing and future Aboriginal and Torres Strait Islander students with participation from 12 organisations and UNE service providers, to foster ongoing support networks for student peer groups with services in accommodation, health, careers, financial assistance and academic support.
• Information sessions by ‘Career Trackers’ and motivational presentation by an Indigenous Educational Ambassador.
• Event hosted at Oorala linking local community health providers with Aboriginal students in UNE Health awards, to improve arrangements for clinical and work placements.
• Maintenance of Oorala’s focus on providing a culturally safe place for students, including study and learning facilities, equipment (computers, internet, printing, scanning, copying, etc.) and social spaces.
• 15 retention and engagement visits to target areas which had shown high attrition rates for Aboriginal and Torres Strait Islander students (North Western NSW and North Coast of NSW). Visits included workshops and face-to-face group or individual support.
• Continued liaison and collaboration with UNE Schools and Student Administration Services to identify strategies for improved outcomes, and visits to Aboriginal Support Units at other universities to review ‘best practice’ in support. Work with UNE included a focus on admission and enrolment processes, course requirements, advice and advocacy on academic progress issues, liaison with unit coordinators and referrals to specialised support services (first year advisors, Academic Skills Office, counsellors, etc.)
• Oorala academics were project partners with School of Education in the UNE MATSITI Exploratory Research Project. The Centre’s student support staff provided consultation to the project’s research group to expand support strategies for ATSI teacher education students at UNE with the aim of increasing retention and completion. Surveys and discussion groups were developed and implemented in 2014, with data collection completed in 2015. The report is due for publication in the second quarter of 2016 Oorala’s involvement broadened the School’s awareness of culturally relevant and authentic ways in which to support Indigenous students.
• An academic from the Oorala Centre was a member of the steering committee for a HEPP-funded project which employed an Indigenous academic and an administrative assistant in the School of Rural Medicine.
• Oorala also provided input to School of Education on other support methods for education students, e.g. specific orientation initiatives, cultural awareness training for School staff and pathways for AEO’s into education degrees.

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

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

• Details of how and to what extent Indigenous perspectives are reflected in curriculum at your University.
• How the University addresses the cultural competency of its staff and students.
• The University’s involvement with Indigenous community members in working toward this goal.
• Indigenous Education/Support Unit’s role.

Indigenous perspectives in curriculum at UNE

UNE graduate attributes are embedded in course learning outcomes.

• Ethical Conduct and Social Responsibility is one of the University’s graduate attributes: Graduates will behave ethically and with social responsibility within their discipline and educational context.
• This is further expanded in the Teaching and Learning Plan 2012–2015: Ensure our graduate attributes promote social and cultural understanding including an appreciation of Indigenous culture and history.

The UNE Graduate Attributes are the generic characteristics and personal qualities that define UNE graduates, together with the core knowledge, skills and capabilities specific to a student’s course of study and are therefore embedded in course learning outcomes. Course mapping is a means by which UNE ensures that graduate attributes are given an appropriate focus which may be discipline-nuanced, are aligned with course content and are achieved. The attribute of ethical conduct and social responsibility instils in UNE graduates the ability to recognise, reflect on and respond appropriately to social, cultural and ethical issues.

In 2014 UNE identified that a whole-of-university approach requires Indigenous cultural content to be included in units and a more inclusive approach to pedagogy. This makes the content more accessible to Indigenous students, as well as increasing the cultural capital and competency of the University as a whole and of students in their learning and qualifications. During 2015, the Oorala Director engaged pro-actively with UNE’s Schools including Arts, Education, Law, Health, Humanities and UNE Business School, to improve linkage and discussion on Indigenous knowledges in curriculum.

The School of Health continues to work in collaboration with Indigenous stakeholder groups such as the peak body CATSINaM (Congress of Aboriginal and Torres Strait Islander Nurses and Midwives) to ensure that the nursing curriculum at UNE reflects a strong Indigenous health component. The School also adheres to the Australian Nursing and Midwives Association Committee’s accreditation requirement that nursing curriculum include an Indigenous health focus. Several clinical practice settings for students have been available including placement in an Indigenous community health setting, for example Coledale Community, Tamworth. An Indigenous focus is further incorporated into other core units in the pre-registration Nursing program.

Oorala linked with the School of Education’s Indigenous Research Network, which included discussion on Indigenous knowledges in curriculum. This research network aims to increase focus on Indigenous education research, and to support Indigenous people to undertake and be supported in higher degree research programs. A number of academic staff specifically seek ATSI students for HDR. A number of Indigenous HDR students are enrolled and receive additional support through the Indigenous Education Research Network. This network will become the Equity and Diversity Network in 2016, and include a wider membership of staff.

Oorala offers the units OORA100/300: Aboriginal Resilience and the Arts and OORA200/400: Working with Aboriginal People which are included in the TRACKS Program, undergraduate and postgraduate UNE courses as core or listed units as outlined below.

The units are offered on campus and online in Trimesters 1 and 2 and attract Aboriginal and Torres Strait Islander students, other domestic students and a significant cohort of international students.

During 2015 there were an additional 21 units of study offered providing specific Indigenous content across UNE courses. These include:

The School of Humanities offers content from ten units to contribute to Oorala’s TRACKS Tertiary Preparation Program. In addition the school offers nine units in history and indigenous studies which solely focus on ATSI content. In 2015, following a whole of School review in 2014, Humanities undertook a review of the Indigenous Studies Major, involving across UNE, including Oorala. The new major will commence in 2017.

• The EDCX unit Aboriginal Education which is mandatory across all of the School of Education’s Teaching awards at Bachelor and Masters level. The unit is presented in conjunction with Indigenous Education Consultants from the Tamworth office of the NSW Department of Education & Training and at 300 and 500 level requires students to complete 20 days Professional Experience.
• EDCX 515 Indigenous Australian Education: Issues and Policies, which is a key unit in the Master of Education (coursework) and EDSS328/428 Secondary Education: Aboriginal Studies, offered in Teaching degrees for secondary teachers.
• The JMP BMed is accredited by the Australian Medical Council (AMC) as meeting AMC Standards for a primary medical program provided by an Australian University. In accrediting the JMP BMed program, the AMC has acknowledged that the graduates of the JMP meet the expected graduate attributes. The ability to work effectively, competently and safety in a diverse cultural environments include Indigenous cultures is one of the graduate attributes expected of a student completing the JMP. Graduates of the JMP are expected to have knowledge, understanding and skills in Indigenous Health. Students are required to complete the Indigenous Health component of the JMP BMed, and undertake the required assessments to demonstrate their knowledge of Indigenous Health and competencies in understanding the Indigenous culture.
• The School of Law is leading a national Office for Learning and Teaching grant entitled “Indigenous Cultural Competency for Legal Academics Program.” This project will develop a framework, professional development module and teaching resources to support the inclusion of Aboriginal and Torres Strait Islander knowledges and cultural competency in legal education.

There were also units offered with some Indigenous content:

• Indigenous content is embedded in a number of courses and units through UNE Business School, e.g. GSB722 ‘Managing Diversity’ which includes the main study topic ‘Employing Indigenous Australians’; also MM200 ‘Contemporary Management’ has a broad focus on cultural diversity and social inclusion is addressed. The UNE Business School’s Master of Economic and Regional Development includes a major in Indigenous Futures which seeks to prepare students for a career involved in community and regional development projects.
• Within the UNE Bachelor of Laws program there are 6 core units and 6 elective units that include Aboriginal and Torres Strait Islander content (LAW101, LAW157, LAW164, LAW 272, LAW281, LAW301, LAW312, LAW313, LAW314, LAW341, LAW358, LAW389, LAW400). For example the core unit LAW101, Law in Context, includes Race and the Law with a focus on the colonisation and the historical treatment of Aboriginal and Torres Strait Islander peoples. There are two Indigenous specific elective units – LAW164 Indigenous Australians and the Law; and LLM532 Indigenous Natural Resource Issues. LAW164 Indigenous Australians and Law – was revised in 2015 to include a learning outcome on Indigenous protocols and cultural competency from 2017. In 2015 the LLM unit Innovation Law (LLM537) also introduced a seminar on “Indigenous Innovations and Aspirations: International and Domestic Support”. Indigenous content is also included in LLM553 Australian Common Law System.
• The School of Behavioural and Social Sciences has 21 units with   some ATSI content including Indigenous languages, linguistics, Language and   the Law, psychology and sociology.
• All Bachelor of Nursing/Master of Nursing   units in School of Health contain at least one theme of Indigenous Health   focused learning, including understanding and respect for traditional and   contemporary Indigenous culture. The elective unit HSNS527 Rural and Remote Contexts of Practice has a major component of Indigenous content.
• The Arts School unit Australian Film includes Indigenous cultural contents in the modules on the Language of (Australian) Cinema; and the unit Minorities and Majorities in Australian Theatre explores issues of power and identity (including gender, race, class and sexuality) within the context of recent Australian theatre, covered Aboriginal theatre.
• Through the School of Environmental & Rural Science, Aboriginal & Torres Strait Islander perspectives are presented in CANI310/510 ‘Wild Dog Ecology’ in relation to the role of dogs in Indigenous societies, and the influence of customs and culture on wild dog management and dingo conservation. The unit includes teaching materials produced by Aboriginal people and an opportunity for students to gain Aboriginal community experience through participating in a dog health program in the Tiwi Islands.
• In the School of Science and Technology, two Pharmacy units (PHAR320/360) included cultural awareness training done in 2015 as a 4 hours workshop, with a plan to expand to a full-day workshop in 2016. PHAR450 is a Pharmacy practicum unit and students after completion of their third year undertake a four-week placement in either a community or hospital pharmacy. Students who elect rural and remote placements undergo mandatory cultural awareness training at Oorala. The unit (PHAR460) Rural and remote Pharmacy covers multidisciplinary care, primary care and health promotion, challenges in the provision of accessible, clinically and culturally appropriate health care in rural and remote settings including Aboriginal and Torres Strait Islander communities.

How UNE addresses the cultural competency of its staff and students

Cultural awareness training has been made available to all staff by UNE’s Human Resource Services directorate to improve staff competencies in engagement with students and staff from diverse cultural backgrounds.

A one-day pilot cultural awareness program was offered and delivered to staff across the School of Environmental Rural Sciences. After this initial program it was decided that a more in-depth cultural immersion program would be more appropriate and would affect greater attitudinal change across the University. The immersion program will be run over two days, with one day on campus and the next visiting sites of cultural significance in the local area under the guidance of local Aboriginal Elders and National Parks. Human Resource Services are currently in the process of investigating, costing and implementing such an Aboriginal Cultural Immersion Program.

Cultural awareness training has application to the general UNE student body, especially for those students who may engage professionally with Indigenous people through practical placements or as early career graduates going into their field, and students who benefit from developing their overall professional skills. For example, Medical students who attended University Departments of Rural Health in Tamworth or Taree undertook cultural training. The program has been run a number of times during 2015 and has been successful both in terms of demand and positive feedback from participants.

Cultural competency for UNE students is largely through Aboriginal and Torres Strait Islander content and perspectives in curriculum and involvement by Elders, Oorala staff and community members in a range of professional networks, events, programs and projects. The increased involvement of Aboriginal representatives on UNE Council and the Human Research Ethics Committee also serves to enhance the level of cultural competency in high level consultation and decision-making on governance, teaching and research matters.

UNE’s website includes the link ‘Information for Aboriginal and Torres Strait Islander community’, accessible on the UNE homepage by public, staff and students. This promotes UNE’s ‘Acknowledgement of Country’ statement, Reconciliation Statement, Aboriginal and Torres Strait Islander Employment Strategy, course and unit information and other relevant information.

During 2015 Members of the Executive of the School of Rural Medicine (SRM) liaised with Oorala Aboriginal Centre to develop a tailored cultural awareness training program for staff of the School. Indigenous health is a core component of the Joint Medical Program (JMP) BMed program delivered by SRM. Students receive training in this component as well in communication skills with culturally-diverse groups, including Indigenous peoples.

UNE’s involvement with Indigenous community members in working toward this goal

Welcome to Country presented by Aboriginal community members or Acknowledgement of Country is a quality standard in UNE official proceedings including meetings of the UNE Council and its committees, graduation ceremonies, orientation days and other major events of Schools and Directorates.

The annual Frank Archibald Memorial Lecture and NAIDOC Week are two key UNE events in the University’s community engagement, coordinated by Oorala. Both events involve a high level of Aboriginal community protocol and participation in official proceedings and associated activities. Established in 1986, the Archibald Lecture is Australia’s longest running university lecture in honour of an Aboriginal person and is dedicated to Mr Frank Archibald, a revered Aboriginal community member of the Armidale area, as well as his descendants and Aboriginal people of the New England region.

Several UNE research projects specifically relate to Aboriginal or Torres Strait Islander issues and culture, linking with UNE curriculum and extensive community involvement. One example is the ARC research project (commenced in 2012) on 'Indigenous heritage: working ancient wetlands for social benefit and cultural understanding' which focuses on the local New England region, and its archaeology. This research is being carried out in partnership with a number of Local Aboriginal Land Councils and in 2015 involved field trips to sites of significance with participation from UNE’s archaeology discipline, Aboriginal cultural advisors and young Aboriginal people engaging in training and education.

UNE’s Indigenous Education Research Network (IERN) lead by academics in the School of Education (SOE) during 2015 worked in partnership with Oorala, an Aboriginal Advisory Group and researchers from other UNE Schools, to align SOE’s research with Aboriginal-determined priorities. The IERN has worked towards addressing areas such as greater inclusion of Aboriginal perspectives in the Teacher Education curriculum, and how research, pedagogical and institutional practices engage with Indigenous knowledge. The Network also supports development of relevant research projects by SOE staff and HDR students, building research capacity that will contribute to addressing Indigenous disadvantage in education.

Oorala Aboriginal Centre’s Role in Cultural Competency at UNE

• The School of Education (SOE) at UNE runs a joint program with the NSW Department of Education to provide scholarships for students to teach in high Aboriginal student enrolment schools, and to undertake a program to prepare them for this context. In this program students take two units, one through Oorala, and in the School of Education, to address specific issues in working with Aboriginal children in schools and with their local communities. Placements in 2015 included Moree, Grafton, Dubbo, and Gilgandra. This is a highly successful program that involves excellent partnerships between Oorala, SOE and schools and communities throughout NSW.
• Since 2015, Oorala has supported the Enhanced Teacher Education Internships, a Department of Education Initiative which places high achieving teacher education students in schools with a high Indigenous student population. As part of their program, 10 students were required to enrol in OORA200 in 2015.
• OORA units offered through Oorala have enhanced the opportunities for undergraduate and postgraduate students to study Aboriginal and Torres Strait Islander content within their degrees.
• Oorala includes Aboriginal guest presenters in lectures for OORA units and input from the Elder-in-Residence and other Aboriginal staff into cultural perspectives for the Centre’s TRACKS Program. Program activities included excursions to local sites of cultural significance with community presenters.
• Oorala Aboriginal Student Support staff provide input to UNE First Year Advisors on cultural awareness training.
• Oorala’s Elder-in-Residence presents Welcome to Country at official UNE events and in Oorala’s student activities, also participating on several local community committees and boards and providing consultation to UNE projects such as the ‘Ancient Wetlands’ project.
• Oorala and Aboriginal staff continued to support the East Armidale Community Garden, a postdoctoral research project Nourishing Culture and Developing Social Capital in a Community Garden. The project leader collaborates with members of Armidale's Aboriginal community and local organisations as partners, to develop a garden in East Armidale on the border of Narwan Village, a former Aboriginal reserve, with a focus on positive engagement with place through caring for Country. The East Armidale Indigenous Community Garden is a collaborative project with involvement of the Aboriginal Oorala Centre, TAFE New England, Jobs Australia, Best Employment, the Clontarf Academy (Armidale High School), The Armidale School and UNE.
• The 2015 Frank Archibald Memorial Lecture was presented by Professor Rhonda Marriott, (PhD Murd., RN, Midwife), Professor, Aboriginal Health and Wellbeing, Murdoch University, WA. Prof Marriott presented her lecture on ‘Valuing Ngaarda Ways in Research’, speaking about cultural safety and ethical research practice in partnerships with Aboriginal people of the Pilbara, region of WA. Through Oorala’s engagement associated with her visit, Prof Marriott met with local Aboriginal health professionals and UNE academics to discuss issues in Aboriginal health research.
• Oorala’s 2015 community engagement was increased involvement by local Aboriginal Elders’ groups in the Centre’s events, programs and student support activities.
• Oorala’s Director and senior staff attended   the following to maintain development of cultural competency within the   Centre’s role at UNE:
  • September–October – National Indigenous Research and Knowledges Network (NIRAKN) and National Aboriginal and Torres Strait Islander Higher Education Consortium Aboriginal Corporation (NATSIHEC-AC) (Adelaide), Dr Rhonda Wilson.
  • October – The Australia New Zealand Society for Ecological Economics (ANZSEE) 2015 Conference “Thriving Through Transformation – Local to Global Sustainability” University of New England Business School, Armidale. Indigenous Participant Sponsorship, Dr Rhonda Wilson.
  • November – National Aboriginal and Torres Strait Islander Higher Education Consortium, Aboriginal Corporation (NATSIHEC-AC) (Melbourne), Mr Gregory Davison.

Please use the financial acquittal template attached to report on the expenditure of your University’s ISP grant for 2015, noting that a breakdown of expenditure is required. Where ISP expenditure does not match the audited annual financial statements for the year ending 31 December 2015 provided under section 19–10 of Higher Education Support Act 2003, please provide reconciliation.

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

NB: The accessible content of the forms appears below, and the signed forms are found in TRIM.

Organisation: University of New England

Postal Address: Armidale NSW

Contact Person: Lyndel Taylor Title: Snr Management Accountant

• Phone: 02 6773 2993
• Fax: 02 6773 3377
• E-mail: ltaylo45@une.edu.au

Financial Acquittal

This financial acquittal proforma is designed to acquit all ISP Funds provided in 2015, including all interest or royalties/income derived from ISP Funds during 2015.

For each attachment:

• Part A seeks information on the GST component of funding provided to you under that element, if applicable.
  
  • If GST is paid to you, the amount of GST funding which is included in each payment is set out in a Recipient Created Tax Invoice (RCTI) issued to you at the time of the payment. You must state whether these amounts have been remitted to the Australian Taxation Office (ATO) or committed for payment to the ATO.
  • If GST is not paid to you, do not complete Part A.
• Part B seeks information about the funding received and expenditure and commitments, exclusive of any GST. Do not include the GST component of any expenditure in this part.

Certification

Complete this certification after you have completed the Financial Acquittal for any ISP funding which you have received in 2015 and after you have entered all relevant information in the Assets Register.

ISP Funding Recipient's Certification

I, Professor Annabelle Duncan, Vice-Chancellor & CEO, certify that:

1. the details shown in this financial acquittal form and the accompanying pages — including the details of assets acquired and disposed of — represent a complete, true and correct summary of transactions that took place during the funding year under the Indigenous Education Program (ISP);
2. Funds were spent on activities and initiatives to achieve the outcomes/targets indicated in the Higher Education Support Act 2003;
3. any interest earned or royalties/income derived from these Funds was expended on activities to advance the objects of the Higher Education Support Act 2003; and

I understand that:

• in the event that I have not remitted GST paid under the Agreement to the Australian Taxation Office, that it is my obligation to remit those amounts, as required under the A New Tax System (Goods and Services Tax) Act 1999; and
• it is an offence under the Criminal Code Act 1995 to provide false or misleading information.

Signed: Annabelle Duncan (signed document is available in TRIM)
Date: 12 May 2016

Provider Name: University of New England

For the 2015 funding year (1 January - 31 December 2015:

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

Amount remitted: $
Date remitted:       /    /

Amount remitted: $
Date remitted:       /    /

Amount remitted: $
Date remitted:       /    /

Part B - Acquittal Summary Details (excluding GST):

10. Returns of 2015 Indigenous Support Program Funds by 31/12/2015 = $0

11. Balance of Funds for 2015 (Unexpended/uncommitted Indigenous Support Programme funds to be returned or recovered from 2014 entitlements). = $241,787

12. Balance of provider's Indigenous Support Programme bank account or cost centre as at 31/12/2015 = $241,787

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

Salaries

The Centre's salaries account for 15 full, part-time and casual positions covering an FTE of 8.19 and an average salary plus on-costs of $102,642.

Total 2015 ISP Program Expenditure = $1,160,278

Optional Information

If your Institution lists items such as staffing costs, travel costs, services rendered, please provide a detailed description in the below table.

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

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