2020 Indigenous Education Statement

6.1 UNE Indigenous Education Strategy 2019-2021

The UNE Indigenous Education Strategy (IES) 2019-2021 is an endorsed document and is available to the public at: UNE IES 2019-2021. This strategy will ensure UNE is a culturally welcoming environment to support growth in Indigenous student and staff numbers, greater inclusion of Indigenous knowledge in UNE’s curricula and teaching practices, and in UNE’s graduate attributes.

6.1.1 Implementation of strategies and targets

In 2020 Learning and Teaching Transformation (LaTT - and now Education Enterprise) achieved progress towards the implementation of the Indigenous Education Strategy particularly in addressing Section 13c of the ISSP Guidelines (facilitate, monitor and improve upon the inclusion of Indigenous knowledge in curricula, graduate attributes, and teaching practices). Progress highlights for the UNE IES in 2020 are identified below with respect to Goals and Key Performance Indicators (KPI).

• UNE IES GOAL – Embed indigenous ways of knowing and learning into the curriculum

• IES KPI – Incorporate Indigenous ways of knowing and learning into the UNE Curriculum Design Framework

A significant step forward was the development and approval of the Course Design Framework (CDF) and Online Learning Standards, and subsequent incorporation of these into UNE policy. The CDF seeks to ensure courses and units are coherent, enabling, modern and sustainable and underpinned by evidence-based design principles. Section 2.9 of the CDF requires that all courses embed indigenous ways of knowing and learning into the core curriculum.

Additionally, Section 2.1 of the CDF refers to a statement of minimum standards for online learning. During 2020 LaTT facilitated a series of workshops to collaboratively design and develop those standards and associated guidelines that articulate the university’s quality expectations around online learning. Oorala actively contributed during the workshops. The Standards were reviewed and endorsed by the Teaching and Learning Committee of UNE Academic Board in March 2021, and now form part of the University’s policy framework.

The standards are made up of seven principles in total, the first of which highlights the intent to recognise and value student diversity and culture and refers specifically to the incorporation of indigenous, inter-cultural and international perspectives (Figure 12).

• IES KPI: Design a Bespoke degree pathway in partnership with local industry and community, as well as selected proof-of-concept short course pilots.

Also in 2020, 9 indigenous students graduated from the Graduate Certificate in Professional Practice (Aboriginal Lore and Culture). This course was a proof of concept program that ran from February 2019 to February 2020. The VC, DVCR and PVCAI approved it. The pilot was a proof of concept model that allowed nine indigenous men who had been identified as future leaders or lore men to use UNE as a credentialing system for Aboriginal traditional lore and cultural knowledge.

The philosophy behind the program accepts that Aboriginal traditional knowledge is of sufficient complexity and skill as to be equivalent to western knowledge, but is not incorporated into University systems because western knowledge systems fail to comprehend and include Aboriginal ways of knowing, being and understanding. The pilot assessed the nine students for their knowledge and expertise in Aboriginal traditional lore, cultural, environmental and spiritual knowledge.

The students were assessed on the basis of completion of a program of on country activities supervised by local senior lore men (Uncle Paul Gordon and Uncle Paul Callaghan), through peer assessment, and academic assessment, all of which was coordinated by UNE academic Dr Eliza Kent.  The Graduate Certificate Professional Practice (Aboriginal Lore and Culture) consisted of two elective units HUMS505A & HUMS505B in addition to the DYPP500B unit. These units were selected because they are all independent study units. The two HUMS units were assessed by the senior lore men and involved assessment of the nine students based on their participation in traditional Aboriginal ceremonies throughout 2019. For the DYPP500B unit the lore men undertook a yearlong project. This was assessed by Dr Eliza Kent, since the ceremonies are forbidden to women, and for the purpose of this exercise Dr Kent was granted honorary male status.

• IES GOAL: Implement flexible, personalised and transformative entry pathways to encourage greater access to university for Indigenous people

To complement the CDF, in 2020 LaTT developed and tested a process to implement the CDF known as Curriculum Renewal. A number of course teams, including from Oorala, participated in the pilot of this process and co-designed course amendments and artefacts aligned to the CDF.

The Oorala course team successfully developed an online readiness tool designed to provide pre-admission support for new and commencing Aboriginal and Torres Strait Islander students at UNE. This tool specifically aims to help students reflect on their readiness for study at UNE, increase their knowledge around services & support and gain confidence to engage with university life, thereby addressing nationwide attrition and retention rates for First Nations People. The Oorala Study Ready Tool is being piloted in T1 of 2021.

6.1.2 Indigenous Education Statement

All UNE Indigenous Education Statements from 2012-2020 are available to the public at: UNE Indigenous Education Statements 2012-2019

6.1.3 Reconciliation Action Plan

Reconciliation Australia endorsed UNE’s inaugural Reconciliation Action Plan (RAP) in July 2020. It is available to the public at: UNE RAP. This inaugural ‘Reflect’ RAP outlines actions and deliverables that support UNE’s commitment to equitable access to higher education for Indigenous students regardless of circumstances. In addition to outlining UNE’s vision for reconciliation, the RAP is also an action plan that sets out how the University will continue to work side-by-side with Indigenous students, staff and community members to advance reconciliation.

6.2.4 Recruitment of Indigenous Person to Senior Executive Position at UNE.

Table 19: UNE Indigenous Workforce Data (2020 breakdown).

*In 2020, there were 17 active Casual Academic Contracts for tutors in the Targeted Tutorial Assistance Program at Oorala held by staff that identified as Indigenous. This is more than 3 times the amount of Indigenous tutors actively employed in 2019. Source: UNE People and Culture and Oorala Aboriginal Centre.

6.3 UNE Indigenous Governance Mechanism

6.3a UNE Indigenous Engagement Committee (UNEIEC)

The UNE Indigenous Engagement Committee (UNEIEC) was established in December 2018. The Committee reports to the Vice- Chancellor and advises on matters relating to Indigenous education, employment and research and satisfies the Indigenous Student Assistant Grant Guidelines 2017 requirements for an Indigenous Governance Mechanism. The composition and terms of reference for this Committee are available to the public on its dedicated UNE webpage: https://www.une.edu.au/staff-current/une-areas/executive/vice-chancellor/uneiec.

6.3b Additional Involvement of Indigenous staff in decision making including curriculum evaluation and review

Encouraging and increasing Indigenous representation within governing and decision-making bodies has remained a focus of the University in 2020. Participation of Aboriginal and Torres Strait Islander people on decision-making bodies at UNE in 2020 has included:

Pro Vice-Chancellor (Indigenous)

In 2019 the Vice-Chancellor and University Council approved the appointment of a new senior executive position to oversee all indigenous matters within the University. Recruitment for the the Pro Vice-Chancellor (Indigenous) position was negatively impacted by COVID-19 restrictions in 2020. Recruitment for this position has recommenced in 2021.

Director of Oorala

The Director of the Oorala Aboriginal Centre provides key leadership on Indigenous Higher Education 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. The Director is an ex officio member of Academic Board, a member of the Deans Committee and the Human Research Ethic Committee of the University. In addition, this position provides for, and has oversight of, the strategic direction of the Oorala Aboriginal Centre and its primary functions in Indigenous community and student engagement, academic programs support and cultural competency.

Elder-in-Residence

Mr. Colin Ahoy, a local Anaiwan Elder continued his appointment as Elder-in-Residence of the University for 2020. The role of Elder-in-Residence is an important role that has ceremonial, liaison and pastoral functions across the University. The role includes consultation and participation in protocols for official events, programs and projects, including Welcome to Country; and incorporation of Aboriginal and Torres Strait Islander perspectives in academic business and curriculum.

Academic Board

Mr. Darin Gorry, an Indigenous Lecturer in the Oorala Aboriginal Centre continued his appointment as a member of the Teaching and Learning Committee of Academic Board in 2020;

Dr. Lorina Barker, an Indigenous Lecturer in the Faculty of HASSE, continued her appointment as a member of the Curriculum Committee of Academic Board until June 2000 and Ms Marcelle Burns, Indigenous Lecturer in Law took on this role in October 2020.

Mr. Shaun Hooper, an Indigenous HDR Student in in the Faculty of SABL, is an appointed member of the Research Committee of Academic Board.

Ms. Donna Moodie, an Indigenous Academic in the School of Education was a member of the Graduate Research Committee of Academic Board in 2020

School Committees

Ms. Marcelle Burns an Indigenous academic in the School of Law is a member of the Teaching and Learning Committee of this School; [Ms. Burns is also a member of the UNE Aboriginal Employment Strategy Governance Committee and also a member of the UNE Reconciliation Action Plan Committee].

Mr. Steve Widders, an Anaiwan Elder, is Patron of the School of Education and is invited to significant occasions held in the School.

In the School of Medicine and Health, the CEO of the Congress of Aboriginal and Torres Strait Nurses and Midwives (CATSINaM) is a member of the Bachelor of Nursing stakeholder group.

The Academic Coordinator of the Oorala Aboriginal Centre is a member of the School of Education Teaching and Learning Group.

6.3.1 Statement by the Indigenous Governance Mechanism

Throughout 2020, UNE pursued a program of activity to ensure compliance with Section 10 of the Indigenous Student Assistance Grants Guidelines 2017 and thereby maintain eligibility for ISSP funds in 2019 and beyond. Section 10 (1) (c) of these Guidelines outlines the need for the University to have: (a) an Indigenous Governance Mechanism, (b) an Indigenous Workforce Strategy and (c) an Indigenous Education Strategy.

Consistent with subsection 17(2) (b) of the Indigenous Student Assistance Grants Guidelines 2017, and as per the governance protocols in place for 2020, the University’s Elder in Residence, as a member of the UNE Indigenous Engagement Committee (UNEIEC) endorses this 2020 ISSP report and associated financial acquittal.