6. Eligibility requirements

6.1 UNE Indigenous Education Strategy 2019-2021

The UNE Indigenous Education Strategy (IES) 2019-2021 is a university-wide endorsed document and is available to the public at: UNE IES 2019-2021. This education strategy will ensure UNE is a culturally welcoming environment that supports growth in Indigenous student and staff numbers and provides greater inclusion of Indigenous knowledge in UNE’s curricula, teaching practices, and in UNE’s Graduate Attributes.

The ‘grow phase’ of the Indigenous Education Strategy (IES) remains in progress. The IES continues to be refreshed in collaboration with the Office of the PVCAI and the UNE Indigenous Engagement Committee (UNEIEC). A working party has been established and is supported administratively through the PVCAI Office. Members include the PVCAI and the co-chairs of the UNEIEC, as well as staff from the Learning and Teaching Transformation Directorate. In 2019 UNE created a new position, Pro Vice-Chancellor Indigenous. Recruitment was commenced, with appointment to the position expected in March 2020. This position will be a member of the UNE Senior Executive team and will have responsibility for the IES moving forward.

Reconciliation Action Plan (RAP): The University is in the process of developing its first RAP, and formed a Working Party comprised of internal and external members, including representatives of the local Aboriginal and Torres Strait Islander communities, to assist with this process. The development of this ‘Reflect’ RAP affirms UNE’s commitment to supporting educational, cultural and social advancement of Aboriginal and Torres Strait Islander Peoples. It provides the foundation for UNE to build trust and strengthen relationships with Aboriginal and Torres Strait Islander communities; deepen the understanding and respect for their resilience, histories, cultures and achievements; and promote sustainable opportunities within the University’s sphere of influence. In doing so, UNE acknowledges, honours and pays respects to those in the past whose commitment and passion for the equitable participation of Aboriginal and Torres Strait Islander Peoples in the higher education sector have laid critical foundation stones for the creation of this first RAP. The RAP Working Party is engaging with Reconciliation Australia to guide the drafting process and looks forward to completion and launch of the Plan by mid-2020.

6.1.1 Implementation of strategies and targets

During 2019 the University commenced the introduction of a curriculum redesign project called the “UNE Course Design Framework”. One principle of the Course Design Framework is that Indigenous ways of knowing and learning will be embedded into the core curriculum for all courses. All new courses will be developed to the standards outlined in the Framework. Review and renewal of all courses of study at UNE was commenced in 2019 and will be completed in 2020.

The strategies outlined in the UNE Indigenous Education Strategy 2019-2021 that have been completed in 2019, or will complete in 2020:

• Design a bespoke degree pathway in partnership with local industry and community: –
  • This is in the governance approvals process, with expected delivery for T2, 2020.
• Review of business processes that support student success throughout the admission and enrolment process: –
  • All rules, policies and procedures in relation to students and teaching and learning have been reviewed, and revised. (These are currently progressing through the University governance approvals process and are expected to be endorsed at Academic Board in April 2020).
  • UNE offers specific scholarships for indigenous students, and applicants are advised of the availability of the scholarships during the Offer assurance process.
  • UNE has created the Offer Assurance Admission channel, which enables prospective students to engage directly with a Student Pathways Adviser. This assists student to connect with support services, and scholarships available for indigenous commencing students.
  • In 2019 planning was completed for 2020 University Orientation program, with the theme ‘Celebrating our Diversity’. Activities were offered throughout orientation through the Oorala Aboriginal Centre, for indigenous and non-indigenous students and staff.
• Provide opportunities for Indigenous student involvement in the co-design, evaluation and improvement of units and courses: -
  • In 2019, UNE established the Student Consultative Committee Working group. This group was tasked with establishing a consultative committee of elected student representatives to work in partnership with staff on a range of student related matters including the UNE Course Design Framework. Elections for committee members will take place in May 2020. The Student Consultative Committee will liaise with the Indigenous Student Association and has at least one position designated as for an indigenous student.

6.1.2 Continuing strategies and support

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.

These strategies are outlined in UNE’s Strategic Plan 2016–2020 and it subordinate Teaching and Learning Strategic Plan (in Revision) and the Research Plan 2016–2020, and include the following:

• Provide effective academic scaffolding and support services.
• Innovate in the recruitment and retention of regional, remote and Aboriginal and Torres Strait Islander 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.

6.1.3 Indigenous Education Statements

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

Table 20: UNE Indigenous Workforce Data (2019 breakdown).

*There were 22 people registered as tutors in the Targeted Tutorial Assistance Program at Oorala who identified as Indigenous in 2019. Of these, five had active Casual Academic contracts in 2019. Source: UNE Human Resources Directorate.

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 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. 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. In 2019, UNEIC held monthly meetings with the Vice-Chancellor with standing items being Indigenous educational programs, research, employment and community engagement. Other items include UNE’s Reconciliation Action Plan (RAP).

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

In addition to the establishment of UNEIEC, encouraging and increasing Indigenous representation within governing and decision-making bodies has remained a key focus of the university in 2019, as per the 2016-2020 Strategic Plan. Participation of Aboriginal and Torres Strait Islander peoples on decision-making bodies at UNE in 2019 has included:

Pro Vice-Chancellor Indigenous and Director of Oorala

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. The Pro Vice-Chancellor Indigenous and Director of Oorala provides strategic support and advice to the Vice-Chancellor, the Senior Executive and the University, leading and implementing the Indigenous strategy and promoting a whole-of-university approach to support the University’s Indigenous student support, community engagement and to enhance research profile by providing leadership, management and oversight of all Indigenous activities, as well as policy and strategy development and implementation. This position reports to the Vice- Chancellor and is part of the Senior Executive Team.

The PVC Indigenous and Director of Oorala will implement innovative equity and inclusion strategies to improve Indigenous participation; create and maintain culturally-enriched and culturally-safe environments for Indigenous students; provide learning in partnership with Indigenous students, staff and community; and improve employment opportunities.

The role has responsibility for overseeing the integration of Indigenous knowledge into academic programs and research across the University. The PVC Indigenous and Director of Oorala provides strategic leadership and management to the Oorala Aboriginal Centre, contributing to the development and welfare of Aboriginal and Torres Strait Islander students.

Recruitment for the the Pro Vice-Chancellor Indigenous position has commenced and is still progressing at the time of publication.

Director of Oorala

Until such time as the PVC Indigenous is appointed the Oorala Aboriginal Centre is being managed by a Director.

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, was the appointed Elder-in-Residence of the University for 2019. The role of Elder-in-Residence is an important role that has ceremonial, liaison and pastoral functions across the University. The role includes consultation on 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 is an appointed member of the Teaching and Learning Committee of Academic Board;
Dr. Lorina Barker, an Indigenous Lecturer in the Faculty of HASSE, is an appointed member of the Curriculum Committee of Academic Board; and

Mr. Michael Brogan, an Indigenous academic in the Faculty of HASSE, is an appointed member of the Research Committee of Academic Board.

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 Working Group].

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 School of Law Advisory Board includes the Director, Oorala Aboriginal Centre, as an ex-officio member.

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

6.3.1 Statement by the Indigenous Governance Mechanism

Throughout 2019, 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.

At the time of reporting, the Provost and Deputy Vice Chancellor has institutional oversight of the Oorala Aboriginal Centre, whose senior management team, in conjunction with UNEIC, have developed the content of this report.

Consistent with subsection 17(2) (b) of the Indigenous Student Assistance Grants Guidelines 2017, and as per the governance protocols in place for 2019, the Provost, Professor Todd Walker endorses this 2019 ISSP report and associated financial acquittal.

The Vice-Chancellor and Chief Executive Officer, Professor Brigid Heywood, has the final approval and issuance of the report to the relative Departmental authorities.