2017 - indigenous education statement final · 1. establish effective arrangements for the...

INDIGENOUSEDUCATIONSTATEMENT-OVERVIEWTheDepartmentofthePrimeMinisterandCabinet(PM&C)requiresinformationfromUniversitiesrelatingtothe2016outcomesandfutureplanstomeettheirongoingresponsibilitiesforAboriginalandTorresStraitIslanderstudentachievementinhighereducation.TheseresponsibilitiesincludeassessingandreportingonprogresstowardsimprovededucationaloutcomesforAboriginalandTorresStraitIslanderpeoplesassetoutinthegoalsoftheNationalAboriginalandTorresStraitIslanderEducationPolicy.TheIndigenousEducationStatementhas,inthepast,beenusedtodetermineUniversity’seligibilityforIndigenousSupportProgramme(ISP)funding.PleaserefertotheHigherEducationSupportAct2003–OtherGrantsGuidelines(Education)2008whichdetailsISPgrantconditions.TherearethreeconditionsofeligibilityforISP-TableAUniversitiesmustdemonstratetoPM&Cthatthey:

• Haveimplementedstrategiesforimprovingaccess,participation,retentionandsuccessofAboriginalandTorresStraitIslanderstudents;

• HaveincreasedparticipationofAboriginalandTorresStraitIslanderpeoplesintheUniversity’sdecision-makingprocesses;and

• HaveanAboriginalandTorresStraitIslanderemploymentstrategy.UniversitiesinreceiptofISPfundingduring2016arerequiredtoprovidePM&Cwithareportontheexpenditureofthegrantamount.Theexpenditurereportfor2016ISPfundsisincludedwithinthisdocument.Pleaseprovideasmuchinformationaspossible.ThecertificationpageisrequiredtobesignedbytheUniversity’smostseniorfinancialmanager.Thispagedoesnotrequireanexternalauditor’scertification.ItisrecommendedthattheformatfortheIndigenousEducationStatementisfollowedtoensureUniversitiesreportagainstallrelevantcriteria.However,thisshouldnotlimitUniversitiesthatwishtoreportonawiderrangeofmatters.InaccordancewiththeGuidelines,theIndigenousEducationStatementisduetobesubmittedandacceptedbytheDepartmentonorbefore31May2017.PleaseallowsufficienttimeforfollowupdiscussionsbetweenPM&CandtheUniversitytoavoidanypossibledelayto2017ISSPprogresspayments. Pleasenotethatfrom2017,theISPwillbeincludedintheIndigenousStudentSuccessProgram(ISSP).ISSPreportingfor2017fundingwilloccurin2018viaasimilarreportingprocessastheISPIndigenousEducationStatement.Furtherinformationwillbecirculatedduring2017. Pleasesubmitsignedelectronicdocumentsbyemailto:ISSP@pmc.gov.auPM&Ccontactofficers: GlenHansen,Director MarissaBooth,AssistantDirectorTertiaryEducationTeamPhone:0261523126Email:ISSP@pmc.gov.au

TertiaryEducationTeamPhone:0261523194Email:ISSP@pmc.gov.au

JoshBowman,ProgramOfficer MichaelJohnson,ProgramOfficerTertiaryEducationTeam TertiaryEducationTeamPhone:0261523658Email:ISSP@pmc.gov.au

Phone:0261523181Email:ISSP@pmc.gov.au

FORMATFORINDIGENOUSEDUCATIONSTATEMENT

WhileitisrecommendedthatthisformatisfollowedtoensureUniversitiesreportagainstallrelevantcriteria,Universitiesareinvitedtocommentonawiderrangeofmatters.

EdithCowanUniversity...................................................................................................................................KurongkurlKatitjin,CentreforIndigenousAustralianEducationandResearch…................................SECTION1 ACHIEVEMENTOFNATIONALABORIGINALANDTORRESSTRAITISLANDER

EDUCATIONPOLICY(AEP)GOALSIN2016ANDPLANSFORFUTUREYEARSPleaseprovideevidenceof:• strategiesyouhaveimplementedwhichseektoachievetheAEPgoalsandyourassessmentof

whetherthesestrategiesareworking;• constraintsonyourabilitytoachievetheAEPgoals;and

• plansforfutureimprovementofexistingstrategiesorimplementationofnewstrategiestomeeteachoftheAEPgoalsrelevanttohighereducation.

TheAEPgoals(paraphrased)relatingtohighereducationareto:

1 EstablisheffectivearrangementsfortheparticipationofAboriginalandTorresStraitIslanderpeoplesineducationaldecision-making.

2 IncreasethenumberofAboriginalandTorresStraitIslanderpeoplesemployed,asAcademicandProfessionalstaffinhighereducationinstitutions.

3 EnsureequitableaccessofAboriginalandTorresStraitIslanderstudentstohighereducation.

4 AchievetheparticipationofAboriginalandTorresStraitIslanderstudentsinhighereducation,atratescommensuratewiththoseofallotherAustralians.

5 EnableAboriginalandTorresStraitIslanderstudentstoattainthesamegraduationratesfromawardcoursesinhighereducationasforotherAustralians.

6 ToprovideallAustralianstudentswithanunderstandingofandrespectforAboriginalandTorresStraitIslandertraditionalandcontemporarycultures.

1. EstablisheffectivearrangementsfortheparticipationofAboriginalandTorresStraitIslanderpeoplein

educationaldecision-making.

Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:

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

• If there isnoAboriginal andTorres Strait Islandermembershiponkeygovernanceanddecisionmakingbodies,pleaseprovideanexplanation.

• TherolesandresponsibilitiesofAboriginalandTorresStraitIslanderleaderswithinyourinstitution.

ECUstrategiesandevidence

ECU continues to provide significant opportunities for the participation of Aboriginal and Torres StraitIslanderpeople ingovernance,managementanddecision-makingat all levelsof theUniversity.Key tothisisanIndigenousConsultativeCommittee(ICC),whichprovidesadvicetoECU’sVice-ChancellorandtotheEquityandDiversityCommitteeonmatterswhichimpactonECU’sserviceprovision,outcomesandreputationinrelationtoAboriginalandTorresStraitIslanderpeoples.

In 2016, the Indigenous Consultative Committee met on a regular basis and all positions on thecommittee are currently filled. The University provided interim Chair arrangements pending theappointmentofanewexternalchair–whowillbeanAboriginaland/orTorresStraitIslanderperson.

Inadditiontothe ICC, the IndigenousEmployment (Developmentand Implementation)Sub-Committee(IEDISC)providesadvicetotheEquityandDiversityCommitteeinrelationtoECU’sprevious IndigenousEmploymentStrategyandtheIndigenousAustralianEmploymentActionPlan.Thissub-committeeoftheEquityandDiversityCommittee ismandatedby theUniversity’sCollectiveAgreementandcomprisesaquorumofatleast50%ofAboriginalandTorresStraitIslanderstaff.

AnelevatedVice-Chancellor’sReconciliationCommitteehelditsinauguralmeetinginMarch2016withafurtherthreemeetingsheldthroughouttheyearinaccordancewiththeVice-ChancellorendorsedTermsofReferencefortheCommittee.Followinganopennominationsprocess,allAboriginalstaffandstudentswho expressed an interest in participation were invited to attend all Committee meetings, therebymaximising the contributions of Aboriginal and Torres Strait Islander staff and students to theCommittee’s business anddecision-making. TheCommitteeChair is external to theUniversity and is arespected Aboriginal community member. The Committee has a significant role in monitoring theReconciliationActionPan2015-2018androutinelyreviewsprogressoftheSevenRAPThemesindetail.

Professor Colleen Hayward AM, Head of Kurongkurl Katitjin, Centre for Indigenous Education andResearch,continuedintheroleofPro-Vice-Chancellor(EquityandIndigenous)throughout2016. Inthiscapacity, Professor Hayward also continued as a member of the University Executive, the key seniorleadership group at ECU, providing strategic advice directly to the Vice-Chancellor. Professor HaywardpresentsanannualprogressreportontheRAPtoECU’sgoverningCouncilandengagesCouncilmembersindiscussionaboutcurrentandfutureReconciliationefforts.

In addition, Professor Hayward chaired the University’s Equity and Diversity Committee and theIndigenousEmployment (Developmentand Implementation)Sub-Committee.ProfessorHaywardwasakey member of the Vice-Chancellor’s Reconciliation Committee and also sat on the IndigenousConsultativeCommittee,temporarilyprovidingtheChairfunctionspendingapermanentappointmenttothatrole.

Kurongkurl Katitjinworks across theUniversity, playing a lead role in ECU’s decision-makingprocessesthroughmembershipofitsstaffonarangeofinternalcommitteesincluding:

• UniversityExecutive• AcademicBoard• BoardofExaminers• ResearchandHigherDegreesCommittee

ActionstoincreaseAboriginalandTorresStraitIslanderrepresentationondecision-makingbodiesduring2016wereasfollows:

• OnememberofCouncil,whoidentifiesasAboriginal,serveduntilthecessationoftheirtermofofficeinOctober2016.Apotentialmemberpool forappointments toCouncilandcommitteesofCouncilhasbeendevelopedandasfuturevacanciesarise,appointmentsfromthislistwillbeconsidered,inorder to strengthen ECU’s relationshipwith its Aboriginal and Torres Strait IslanderAlumni and toprovideformoreinclusivedecision-making.

• The Human Resources Service Centre has introduced a register of Aboriginal and Torres StraitIslanderstaffandstudentswhohaveexpressedaninterestinparticipatinginUniversitycommittees.

• The Vice-Chancellor’s Reconciliation Committee, established in 2016, has representation fromAboriginalstaffandstudents.NominationsformembershipfromAboriginalandTorresStraitIslanderstaff and students exceeded the two places originally made available on the committee. All fournomineeswereacceptedforcommitteemembership.

• The Aboriginal Inclusivity Working Group in the School of Nursing and Midwifery had Aboriginalstudentmembership,representingallyearsoftheundergraduateprogram.KurongkurlKatitjin,ECU’sCentreforIndigenousAustralianEducationandResearchisalsorepresentedonthisgroup.

• One of the three School of Medical and Health Sciences representatives on the Vice-Chancellor’sStudent Advisory forum identifies as Aboriginal. A further two Aboriginal representatives on thisgrouparenominatedthroughKurongkurlKatitjin.

• TheSchoolofNursingandMidwiferyConsultativeCommitteecomprisedindustryleadersinNursingandMidwifery,oneofwhomisanAboriginalpersonfromDerbarlYerriganHealthService.

• All Consultative Committees in the School of Medical Sciences have Aboriginal representation, asdoestheStudentLiaisonCommittee.

ConstraintsonECU’sabilitytoachievethisgoal

ECU’sAboriginalandTorresStrait Islanderstaff facemanydemandsontheir timetoengagewiththeircommunities.Committeemembership,recruitmentactivitiesandcommunityparticipationcanoftenbedemandingactivities,thoughessentialtoadvanceAboriginalandTorresStraitIslanderparticipationandsuccessinhighereducation.ThebreadthofthisworkplacesadditionalpressureonAboriginalandTorresStraitIslanderstaff,overandabovethatrequiredofnon-Aboriginalcolleaguesinsimilarpositions.

ECU’splansforfutureimprovement

ECU’s Reconciliation Action Plan is the key element of ECU’s plans for future improvement inparticipationindecision-making.TheCouncilapprovedRAP2015-2018identifiesactionsanddeliverablesgroupedaroundsevenkeythemesthatbuildon,andextend,ECU’spreviousReconciliationefforts.

ECU’sRAP2015-2018(interalia)seeksto:

• maintainastrong,effectiveandrelevantIndigenousConsultativeCommittee;• maintainthehighlevelVice-Chancellor’sReconciliationCommitteetomonitorRAPimplementation;• supportAboriginalstaff,buildingcapacityandleadershippotential;and• improve the representation of Aboriginal and Torres Strait Islander students, staff and community

membersinECU’sdecisionmakingprocesses.

It is the responsibility of the Vice-Chancellor’s Reconciliation Committee to monitor the University’sprogress in the implementationof theRAP2015-2018. In2016annual reportsonprogressagainstRAPinitiativeswereprovidedtotheICC,theEquityandDiversityCommittee,UniversityExecutive,UniversityCouncilandexternallytoReconciliationAustralia.

2. IncreasethenumberofAboriginalandTorresStraitIslanderstaffemployedasAcademicandProfessionalstaffinhighereducationinstitutions.

Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:

• AnoutlineofyourcurrentAboriginalandTorresStraitIslanderEmploymentStrategyincludingdetailsonitscurrentstatus,whohasresponsibilityforitsimplementation,howisprogressmeasured,howandwhenisprogressreviewedorevaluated.

• InformationonyourstrategiesforincreasingnumbersofAboriginalandTorresStraitIslanderstaffemployedatyourUniversity.(PleaseprovidealinktoyourEmploymentstatement).

• ThenumberofIndigenous-specificpositionsatyourUniversity,detailedbyoccupationandlevel.

• ThecurrentnumberofAboriginalandTorresStraitIslanderstaffatyourUniversityandtheirrolesacrosstheUniversity(includingnumbersinacademicandProfessionalroles,andbylevel).

ECU’sstrategiesandevidence

TheECUandCommonwealth-fundedAboriginalandTorresStrait Islander ‘cohort’EmploymentProgramcontinuedin2016.Thevarious‘cohorts’withintheprogramare:

• Trainees–fivepositionswerefilled,meetingtarget.

• Cadetships/Internships (preferablyECUstudents)–onepositionwas retained inHealthInfoNetandone filled in theMarketingandCommunicationsServicesCentre.TheFinanceandBusinessServicesCentretraineeshipremainedvacant.

• Meritselectionand12monthssupportedappointments(localcatchmentarea).

• 50 D roles (Aboriginality as a job requirement) - all 50D positions were maintained into 2016followingECU’sAcademicReorganisationin2015.

• Professionalappointments.

• Academicappointment(includingresearchers).

• ECUstudentsincasualworkengagementstosupporttheirstudy,progressandworkreadiness.Twostudentswereincasualworkcontracts.

In2016, following increasedengagementby theHumanResourcesAdviser (AboriginalandTorresStraitIslanderEmployment)withECUcentresandschools,thetargetoffillingfivetraineeshipswasachieved.

In this reporting period Aboriginal and Torres Strait Islander employee levels were 1.9% (n = 20) forprofessionalstaffand1.2%(n=4)forAcademicstaff.

A ‘Growing Our Own’ initiative is currently being pursued with funding sought. This initiative displaysECU’s multi-faceted approach to increasing support for Aboriginal and Torres Strait Islander staffemployment.Theprogramwillassiststudentsintransitioningfromundergraduatetopostgraduatestudyandintoanacademiccareer.

The new Aboriginal and Torres Strait Islander Employment Strategy and Action Plan 2016-2018 wasapprovedbyUniversityExecutivein2016andarticulatesannualtargetsforincreasedrepresentationandimproved distribution of Academic and Torres Strait Islander staff across Academic and Professionalpositions. The Plan specifies outcomes, targets, responsibility and timeframes and is aligned with theUniversity’sReconciliationActionPlan2015-2018.AllDeansandCentreDirectorshaveresponsibility foritsimplementation.ProgressagainsttheRAPActionswasreportedtotheVice-Chancellor’sReconciliationCommittee, Equity and Diversity Committee and the Indigenous Employment (Development andImplementation)SubCommittee(IEDISC).AboriginalandTorresStraitIslanderemploymentinformationisreportedannuallytoUniversityExecutive,governingCouncilandexternallytoReconciliationAustralia.

Throughout 2016, the IEDISC provided advice to the Equity and Diversity Committee in relation toAboriginal and Torres Strait Islander employment and participated in the development of ECU’s newAboriginalandTorresStraitIslanderEmploymentStrategyandActionPlan2016-2018.

TheIEDISCmembershipcomprises:

• thePro-Vice-Chancellor(EquityandIndigenous);

• HeadofKurongkurlKatitjin(ornominee);• electedAboriginaland/orTorresStraitIslanderstaffrepresentatives;• amemberoftheEquityCommittee;• theHumanResourcesAdviser(AboriginalandTorresStraitIslanderProgrammes);and• otherstaff.

TheIEDISCrequiresatleast50%ofstaffattendingtobeAboriginalorTorresStraitIslanderforquorumtobeachieved.

TheUniversityhad16AboriginalandTorresStraitIslanderspecificpositions(50D)in2016asthefollowingtabledetails.

PositionTitleNumberofPositions

EmploymentClassification Level

Head,KurongkurlKatitjin 1 Academic LevelEProfessor

SeniorResearchFellow 1 Academic LevelC

Elder-in-Residence 3 Professional HEW9

HRAdviser-AboriginalandTorresStraitIslanderEmployment 1 Professional HEW6/7

CulturalAwarenessOfficer 2 Professional HEW6

Communications&EventsOfficer 1 Professional HEW6

StudentInformationOfficer 4 Professional HEW4

SeniorStudentAdviser 2 Professional HEW4/5

StudentRecruitmentOfficer 1 Professional HEW6

Table1andTable2detailthenumberofstaffemployedatECUwhoidentifyasAboriginaland/orTorresStraitIslanderasat25March2016.

Table1–Permanentpositions

Faculty/Institute/Section Academic/Professionalbylevel Positiontitle

SchoolofNursingandMidwifery Professional Coordinator

KurongkurlKatitjin AcademicPro-Vice-Chancellor(EquityandIndigenous)andHead

ofCentreKurongkurlKatitjin Academic Professor

KurongkurlKatitjin Academic SeniorLecturer

KurongkurlKatitjin Academic Lecturer

KurongkurlKatitjin Professional Officerx3

KurongkurlKatitjin Professional ResearchOfficer

KurongkurlKatitjin Professional AdministrationOfficer

KurongkurlKatitjin Professional AdministrationAssistantWesternAustralianAcademyofPerformingArts Professional ExecutiveOfficer

HumanResourcesServiceCentre Professional HRAdviser

FacilitiesandServices Professional CleaningSupervisor

FacilitiesandServices Professional Cleanerx2

LibraryServicesCentre Professional CoordinatorMarketingandCommunicationServicesCentre Professional Officer

OfficeofResearchandInnovation Professional Coordinator

StudentServicesCentre Professional Coordinator

StudentServicesCentre ProfessionalStudentInformationOfficer

x3

StudentServicesCentre Professional TeamLeader

Total TotalAcademic:4TotalProfessional:20

Source:EIM–asat24March2016

Table2-CasualpositionsFaculty/Institute/Section Academic/Professionalbylevel Positiontitle

KurongkurlKatitjin Academic AcademicCasualx3

KurongkurlKatitjin Professional ResearchAssistantx5

SchoolofArtsandHumanities Academic AcademicCasualx3

SchoolofEducation Academic AcademicCasualSchoolofMedicalandHealthSciences Professional ResearchAssistant

SchoolofNursingandMidwifery Professional AcademicCasual

SchoolofScience Academic AcademicCasual

SchoolofScience Professional GeneralCasualWesternAustralianAcademyofPerformingArts Academic AcademicCasualx3

CentreforLearningandTeaching Academic AcademicCasual

FacilitiesandServices Professional SportandRecreationMarketingandCommunicationServicesCentre Professional GeneralCasual

StrategicandGovernanceServices Professional GeneralCasual

TotalTotalAcademic:13TotalProfessional:10

Source:EIM–asat24March2016

ConstraintsonECU’sabilitytoachievethisgoal

ECU,likeotheremployers,isawarethattheparticipationofAboriginalandTorresStraitIslanderpeopleinemployment is impacted by demographic (skewing towards school age or elderly persons in thepopulation) and/or socio-economic factors, including greater, and better rewarded, employmentopportunities inothersectorsofthe labourmarket.Thedemographicsandeducationaldisadvantageofmany Aboriginal people mean that the number of competitive Aboriginal candidates, particularly foracademic roles is small. The employment strategy as it has evolved therefore focuses on supportedpathwaysutilisingtraineeships,internships,cadetshipsandalsolookingtoconnecttoourownstudentsinwork/studymodels.

ECU’splanforfutureimprovement

ECU’sReconciliationActionPlanandECU’snewAboriginalandTorresStraitIslanderEmploymentStrategyandActionPlan2016-2018remainkeyelementsofECU’splansforfutureimprovementinparticipationinemployment.Progresscontinuestowardsimprovingprocessesinrecruitment,workplacementoringandcareer development forAboriginal and Torres Strait Islander people.A ‘GrowingOurOwn’ initiative tosupportAboriginalandTorresStraitIslanderstudentsfromundergraduatetopostgraduatestudyandintoanacademiccareeriswelldeveloped.

ECU’scommitmenttotherecruitment,developmentandretentionofAboriginalandTorresStraitIslanderpeopleisarticulatedonthewebpages.

3. EnsureequitableaccessofAboriginalandTorresStraitIslanderstudentstohighereducation.

Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:

• CommencingAboriginalandTorresStraitIslanderstudentnumbersfor2016(accessrate)ascomparedto2015(pleaseprovideanallstudentcomparison).

• Programmesrun,bytheUniversity,toimproveaccessbyAboriginalandTorresStraitIslanderstudents.

• Detailsonoutreachactivitiesandtheireffectiveness,inattractingAboriginalandTorresStraitIslanderstudents.(Seetablebelow).

• DetailsofIndigenous-specificandotherscholarshipsofferedbyyourUniversity.(Seetablebelow).

• PromotionofscholarshipstoAboriginalandTorresStraitIslanderstudentsandtake-uprates,includingreasonsforlowtake-upofavailablescholarships.

• IndigenousEducation/SupportUnit’srole.

CommencingAboriginalandTorresStraitIslanderstudentsStudentload(EFTSL)data

2015 2016AboriginalandTorresStraitIslanderstudents 115 134NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 5,898 6,181Note:2016dataextractedfromECU’sEIM(24/4/2016)Studentenrolmentdata

2015 2016AboriginalandTorresStraitIslanderstudents 200 221NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 9,922 10,162Note:2016dataextractedfromECU’sEIM(24/4/2016)

ThetotalnumberofcommencingAboriginalandTorresStraitIslanderstudentsincreasedbetween2015and2016 from 200 (2.0% of all commencing domestic students) to 221 (2.2% of all commencing domesticstudents).ECUcontinuestoworkwithhighschools,othereducationalorganisations,andlocalcommunitiestoimprovehigher education access for Aboriginal and Torres Strait Islander students through a range of outreach,engagementandeducationalactivitiesandprojects.Theseprogramsandoutreachactivities,someofwhichare funded through the Higher Education Participation and Partnerships Program, are listed in the tablebelow.

Programstoimproveaccess

ProgramName Targetaudience OutlineofProgram OutcomeOldWaysNewWays

PrimaryandSecondaryschoolstudentsacrosstheState:metro,regionalandremote

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

1. scienceknowledgea. traditionalAboriginal

scienceknowledgeb. contemporaryscience

knowledgec. linkbetweenthem

In2016,theprogramexpandeditsoutreachbybuildingonrelationshipswithexistingschoolpartners,andincludingnewschoolsintheprogram.Ourschoolpartnersincreasedto6metropolitanand4rural/remoteschools,andduetoincreaseddemand,anadditionalECUlecturerhasdeliveredtheprogram,DrKristinaLemson,whohasintroducedadditionalscientificprinciplesinplantbiology.Overall,in2016,theprogramdeliveredworkshopsto342highschool

2. communicationskillspresentationskills

3. leadershipskills

studentsand16teachers;307primaryschoolstudentsand26teachers,deliveredcommunityinitiativessuchastheWadjakCommunityScienceDaywhichhadapproximately350participantsandorganisedtheTimHarrisonpresentation,whichhadparticipationfromapproximately340highschooland330primaryschoolstudents.

StudyHard,PlayHard

SecondaryschoolstudentsacrossthePerthmetropolitanregion

ThisprojectcombinessportandeducationalactivitiestoboostaspirationforAboriginalandnon-Aboriginalstudentsatthesecondarylevel.Theprogramincludesguestspeakersessionsandmentoringbyeliteathletes.Appliedsportsscienceequipment,skillsandtechniquesareusedtodemonstratethesciencebehindsportaswellasfutureemploymentopportunities.Lecturesandlaboratories/workshopsexposestudentstoeducationalactivitiesthattheycouldexpectiftheyattenduniversity.

In2016,over24sessionswereheldbytheprogram,withparticipationfromstudentsfrom14metropolitanschools.Participantsweresurveyed,and31%saidthattheyknewmoreaboutuniversityafterparticipatingintheprogram,andonequarterofthestudentswereinspiredtoattenduniversity.

CreatingCommunitySpaceatGirrawheenSeniorHighSchool

FemaleAboriginalandTorresStraitIslanderstudentsinyears7-12atGirrawheenSeniorHighSchoolandtheirfamilies.

TheCreatingCommunitySpaceprojectisacollaborativecommunitypartnershiptotransformanexistingdemountableclassroomontheschoolsiteintoasitespecificallyforfemaleAboriginalstudents,asthemaleAboriginalstudentsarealreadypartoftheClontarfAcademyontheschoolgrounds.TheprojectisdesignedtoenhancesupportforAboriginalfemalestudentsinmaintainingapositiveattendanceatschoolandinspecialistprojects.

In2016,theprojecttransformedanexistingdemountable,althoughnottheoneinitiallyproposedfortheproject.Thenewspaceismorecentralwithintheschool.ArtworksproducedthroughaspecialistprojectwithintheprogramhadasuccessfulexhibitioncalledYokayiWaarbinyWerMalayinDjin-Djin(CelebrateArtandCulturalSpirit),whichwasattendedbyover350peopleandwillbecomeanannualevent.Anapplicationtocontinuethisprojectin2017withtheWADepartmentofEducationiscurrentlybeingconsidered.

Hot‘n’DeadlyHealth‘n’Science

Aboriginaland/orTorresStraitIslandersecondaryschoolstudentsinYears8-12.

TheHot‘n’DeadlyHealth‘n’ScienceprogramconsistsofpracticalworkshopsatECUcampusesoverfourdaystogivestudentshands-onexperienceinhealthandscience.

In2016,theprogramwasheldon23&24November2016attheECUSouthWestCampus.56AboriginalandTorresStraitIslanderhighschoolstudentsfromBunbury,Harvey,MargaretRiverandCapeNaturalisteparticipated.

Outreachactivities

Outreachactivity Targetaudience OutlineofProgram OutcomeEdmundRiceMulti-culturalCentre

Community Avarietyofcommunitybasededucativeprogramshavebeenfundedandsupported.Theseinclude:• MoorditjKoolanga:

Aboriginaland/orTorresStraitIslanderafterschoolclub(forages7-11)

• Computerliteracyclasses:heldatWadjakNorthsideCommunityCentreinBalga,anddeliveredbyanAboriginaltutor.

• AFLclubs:SpecificinitiativeshavebeenestablishedforyoungpeopleofculturallyandlinguisticallydiversebackgroundsusingAFLasamediumforengagement.

• MoorditjKoolanga:Averageattendancefortheyearwas15students.Otheractivitiesundertakenduring2016includedfamilyfundays,activitiesencouragingteam-workandexcursions.

• ComputerLiteracyclasses:During2016,18coursesof9weeksdurationwereheld,with170studentsparticipating.StudentsincludedthosewithEnglishasasecondlanguagebackgrounds,jobseekersandseniorcitizens.

• AFLClubs:ThisprogramwasrunthroughtheERCLionsandButlerFalcons.TheERCLionshad65participants,andtheButlerFalconshad25participantsduring2016,

DreamtimeProject YoungAboriginaland/orTorresStraitIslanderWomen

Usingtheplatformofmodellingandfashion,theDreamtimeProjectengagesgirlsinwaysthathelpthemincreasetheirconfidence,self-worthandself-imagethroughworkshopsandactivities.

104womenparticipatedintheprogramin2016,anincreasefrom34in2015.Ofthese,54tookpartinthemetropolitanbasedprogram,20inKalgoorlie-Boulderand30inPortHedland.Keyoutcomesincludedimprovementsinself-confidence,positiveattitudestowardsfutureoutlook,jobprospectsandaccesstofurthereducation.

WadjakNorthsideCommunityScienceExchange

AboriginalandTorresStraitIslandercommunitiesinnorthernPerth

TheeventaimstoencourageAboriginalandTorresStraitIslanderstudentstostudyandworkinSTEM-relatedareasandtoredressunderrepresentationintheseareas.

Activitiesincludedbasketweaving(sustainability),toolmaking(chemistry),boomerangthrowing(physicsofflight)andincorporatedelementsofcontemporaryscience–suchasmicroscopediscovery,rocketsandrobots.

Morethan350peopleattendedtheeventexposingfamiliesandthecommunitytoscienceandthepossibilitiesofeducationwithinafamiliarculturalcontext.

Programstoimproveeducationalachievements

ECUhasa significantpartnershipwithAIME (Australian IndigenousMentoringExperience), anot-for-profitorganisationdeliveringan intensivementoringprogramtoAboriginalandTorresStrait Islanderstudents inYears9-12 inECU-nominatedhighschools.TheprogramisdesignedtoprovideAboriginalandTorresStraitIslanderstudentswiththeskills,opportunities,beliefandconfidencetofinishschoolatthesamerateastheirnon-Aboriginal peers. In late 2016, Professor Colleen Hayward AM joined the Board of a not-for-profitorganisationbuildingaspirationandeducationalachievementthroughsport,specificallynetball.

Scholarships

ECU also has a range of financial support options for prospective and current Aboriginal and Torres StraitIslanderstudents.Thetablebelowlistsscholarshipsofferedandawardedin2016.

Scholarshipsdetails

ScholarshipdetailsGovernment/

Private/UniversityNo.

Allocated CostNo.

Awarded

Comments

IndigenousCommonwealthAccommodationScholarship(ICAS)

Commonwealth 4 $5,199 2 Numberawardedrepresentsnumberofstudentsreceivingscholarshippayments.Somestudentsmayhavereceivedpaymentforasinglesemester.

IndigenousCommonwealthEducationCostsScholarship(ICECS)

Commonwealth 6 $2,599 5

IndigenousAccessPayment Commonwealth 8 $4,904 4

ECUAboriginaland/orTorresStraitIslanderScholarship

ECU 5 $3,000 5 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.

ECUVice-ChancellorsAboriginaland/orTorresStraitIslanderScholarship

ECU 1 $5,000 1 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.

ECUEquityScholarship ECU 25 $3,000 2 AvailablebutnotlimitedtoAboriginaland/orTorresStraitIslanderstudents.Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.

PerthAirportIndigenousScholarship

Donor 2 $5,000 2 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.

DorotheaSwiftNursingScholarship

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

ECUDepartmentofHealth(WA)AboriginalScholarship

Donor 7 $5,000 2 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.

DepartmentofFire&EmergencyServices(DFES)Aboriginaland/orTorresStraitIslanderScholarship

Donor 1 $5,000 1 Part-timestudentsreceiveapercentageofthescholarshipvalueaccordingtothenumberofunitsstudied.

KalyagoodKadedjinyScholarship

Donor 1 $8,000 0

WesternPowerAboriginalandTorresStraitIslanderScholarship

Donor 1 $10,000 0

ECUusesvariousmethodsofadvertisingscholarshipstostudents.AllscholarshipinformationandassociatedapplicationprocessesareprominentlydisplayedonECU’swebsite.TargetedmarketingofthefullsuiteofscholarshipsavailabletoECUstudentsisundertakenbySSC,towardsstudentslikelytomeeteligibilitycriteria.KurongkurlKatitjinassistswiththepromotionofscholarshipsbyincludingscholarshipinformationinaweeklymail-outtoallstudents.IndigenousEducation/SupportUnit’sRoleKurongkurlKatitjinisECU’sCentreforIndigenousAustralianEducationandResearch.ThecentreplaysavitalroleinassistingtheUniversitytomeetitscommitmenttoIndigenouspeoplesthroughsupportofUniversity-wideactivitiesandprograms,aswellasactivitiesspecifictoIndigenousAustralianpeopleandtheircultures.Thisincludes:• EngagingcloselywithIndigenouspeopleandcommunities;• AssistingIndigenousstudentsandstafftorealisetheirfullpotential;• Ensuringthatindividualdifferencesanddiversityarerespected;and• ContributingtoIndigenouscommunitydevelopmentandsustainabilitythroughourstudents,staffand

graduates.SomemorespecificwaysinwhichKurongkurlKatitjinassistsinensuringtheequitableaccessofAboriginalandTorresStraitIslanderstudentstohighereducationinclude:• Promotionofscholarshipopportunitiesinourweeklymail-outtostudents.• Involvementonselectionpanelsofdonor-sponsoredscholarships.• ProvidingassistancethroughtheAboriginalandTorresStraitIslanderTutorialandMentoringProgram(ATMP)

tutorstostudentsinthecompletionoftheirscholarshipapplications.• Theimplementationoftwocash-prizestoassistwithstudyrequirements–thisisundertheauspiceofthe

IndigenousConsultativeCommittee.In2016itwasdecidedtoincreasethenumberofprizesfromtwotothree,forimplementationin2017.

• KurongkurlKatitjinstaffleadorareotherwiseinvolvedinanumberofHEPPP-fundedprograms,aswellasleadingECU’sinvolvementwithAustralianIndigenousMentoringExperience.

4. AchievetheparticipationofAboriginalandTorresStraitIslanderstudentsinhighereducation,atratescommensuratewiththoseofallotherAustralians.

Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:

• ThetotalnumberofAboriginalandTorresStraitIslanderstudentenrolmentsfor2016,comparedto2015(pleaseprovideanallstudentcomparison).

• DetailsofyourUniversities’strategiestoaddressAboriginalandTorresStraitIslanderstudentparticipation.

• IndigenousEducation/SupportUnit’srole.

ThetotalnumberofAboriginalandTorresStraitIslanderstudentenrolmentsisasfollows:Studentload(EFTSL)data

2015 2016AboriginalandTorresStraitIslanderstudents: 210 242NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 14,285 14,632Note:2016dataextractedfromECU’sEIM(24/4/2016)

Studentenrolmentdata

2015 2016AboriginalandTorresStraitIslanderstudents: 351 392NonAboriginalandTorresStraitIslanderstudents(Domesticstudentsonly): 22,795 23,131Note:2016dataextractedfromECU’sEIM(24/4/2016)

ECU’sstrategiestoaddressparticipation

ThetotalnumberofAboriginalandTorresStraitIslanderstudentsincreasedbetween2015and2016from351(1.5%ofallenrolleddomesticstudents)to392(1.7%ofallenrolleddomesticstudents).

WorkhascontinuedacrosstheUniversitytoincreaseparticipationofAboriginalandTorresStraitIslanderstudents.ECU’sKurongkurlKatitjinhasavitalroleinassistingtheUniversitytoincreasetheparticipationof Aboriginal and Torres Strait Islander people in higher education. Kurongkurl Katitjin’s purpose is to“provideexcellenceinteachingandlearningandresearchinaculturallyinclusiveenvironmentthatvaluesthediversity of IndigenousAustralianhistory and cultural heritage”. Consistentwith this purpose, theCentreprovidessupportandacademicpathwaysforAboriginalandTorresStraitIslanderstudents.

In 2016 Kurongkurl Katitjin staff continued to provide a high level of pastoral care and liaison toAboriginal and Torres Strait Islander students across ECU, to provide a culturally-supportive learningenvironment.ThiswasachievedthroughactivitiesincludingtheorganisationofkeyeventsofimportancetoAboriginal andTorres Strait Islanderpeoples, celebratedacross all campuses for staff and students,andinitiativessuchasECU’sCulturalAmbassadorInitiative.

KurongkurlKatitjincontinuedthedistributionof‘studentpacks’.ThesepackswereofferedtoallenrolledAboriginal andTorresStrait Islander students,providingbasic stationery inpreparation for the startofeachsemester.

Further engagement with ECU Aboriginal and Torres Strait Islander students occurred, with studentsemployedonacasualbasisinstudentrecruitmenttoassistwithfuturestudentenquiriesfromAboriginalandTorresStraitIslanderstudentsandtargetedpromotionalevents.

TheDreamtimeProjectcontinuedin2016.ThisprojectcommencedinSeptember2014andisdesignedtostrengthen the capacity of Aboriginal and Torres Strait Islander young women and girls throughinspiration,encouragementandempowermentforaculturallystrongfuture.TheenrolmentofXXyounggirlsintotheDreamtimeProjectinSemester2,2016isaXX%increaseonthesametimelastyear.

An Aboriginal Student Recruitment Officer was appointed in 2016 located within the University’sMarketingandCommunicationsServicesCentre.Wheresimilarpositionshavebeeninplacepreviously,suchpositionswereHEPPP-funded.This2016appointmentisECU-fundedtoensurecertaintyaroundtheactivitiesoftheposition.TheOfficerundertookstudentrecruitmentactivitiesforprospectiveAboriginaland Torres Strait Islander students including specific ‘Drop In Sessions’ for Aboriginal students seekingcourse information or entry advice, Follow The Dream ECU Explore events, yarning sessions and

numerousinter-varsitypresentationswithMurdochandCurtinUniversities.ECU’sStudentServicesCentreensuredthatalternativeentrypathways informationwasprovidedtoallAboriginalapplicantswheredirectentrytoBachelorcourseswasnotmet.AllnewAboriginalandTorresStraitIslanderstudentswerealertedtoavailablespecialistsupportprogramssuchastutorialassistance.

Also in2016,Kurongkurl Katitjin continued toprovide Indigenous-specific testing as analternateentrypathwayforAboriginalandTorresStraitIslanderprospectivestudents.Additionallytheprevioustutorialassistanceschemewasenhancedtoencouragetutorstoalsomentorstudents.ThenewprogramiscalledtheAboriginalTutorialandMentoringProgram(ATMP).

Strategiestoaddressparticipation

Strategies Outlineofstrategies Outcome

AustralianIndigenousMentoringExperience(AIME)

In2013,ECUformedapartnershipwithAIMEtoimplementtheirdynamiceducationalprogramthatprovidesAboriginalandTorresStraitIslanderhighschoolstudentswiththeskills,opportunities,beliefandconfidencetofinishschoolatthesamerateastheirpeers.

Inmid-2015,AIMEexpandeditsprogramtoincludeECU’sSouthWest,with9Bunburyschoolsparticipatingintheprogramduring2016.During2016,316AboriginalandTorresStraitIslanderHighSchoolstudentsparticipatedintheprogramfrom16schools.Mentornumbersincreasedto148,whichisa60%increasefrom2015mentornumbers.

AboriginalStudentIntakeTest

Thisisacustomdesignedtesttoassessapplicantsforentryandprovideprospectivestudentswithameanstoidentifycoursesthatsuittheirneedsandinterests.

ToenablecapableAboriginalandTorresStraitIslanderprospectivestudentsgainentrytoECUbridgingorundergraduateprograms.In2016,thetestwasheld4times,twiceatthebeginningofeachsemester.

IndigenousUniversityOrientationCourse

TheIUOCisa12-monthbridgingcourseforAboriginalandTorresStraitIslanderstudents.Thecoursewasreviewedin2012toensureitseffectivenessinpreparingstudentsforuniversitystudy.

TopreparestudentswhohaveYear10equivalentqualificationsforentrytoECU’sundergraduateprograms.During2014,theIUOCwasintegratedwithintheUniversityPreparationCoursewithadditionalstudentsupportasneeded.

AboriginalTutorialandMentoringProgram

TheATMPaimstoimprovetheeducationaloutcomesofAboriginalandTorresStraitIslanderstudentsbyprovidinguptotwohourstutorialassistancepersubjectperweek,plussupplementedhoursforexampreparation.Mentoringhasbeenintroducedintotheprogram,tocreatearelationshipoftrustbetweentutorsandstudents.Studentsareencouragedandenabledtocontinuetheirstudiesastutorsassistwitharangeofissues,whichmayaffecttheirsuccess.

In2016,77studentsaccessedindividualtutorialsupport.Inadditiontothistutorialsupport,groupworkshopswereavailabletostudents.Theseworkshopscoveredsubjectsincluding:timemanagement;communication;writingskills;andexampreparation.Theprogramassistedstudentstoachievean87%passrateinSemester2,2016

ConstraintsonECU’sabilitytoachievethisgoal

The limited number of Aboriginal and Torres Strait Islander students completing secondary school,decreasedmature-agedenrolmentsandthedispersedAboriginalandTorresStraitIslanderpopulationinWestern Australia has meant that the most accessible pool of prospective students had been largelyexhausted,requiringgrowthinECU’snewerstudentrecruitmentfoci.

ECU’splansforfutureimprovement

ECU’sReconciliationActionPlanprovidestheUniversitywithongoingactionsandmeasurabletargetstoimproveaccessforAboriginalandTorresStraitIslanderpeople,includingactionsto:

• implement appropriate and supportive application, admission and enrolment procedures toimprove pathways for Aboriginal and Torres Strait Islander students in order to increaseAboriginalandTorresStraitIslanderuniversitystudentenrolments.

• reviewmarketingandrecruitmentstrategiesforAboriginalandTorresStraitIslanderstudentstoimproveaccessandincreaseparticipationinECUcourses.

5. EnableAboriginalandTorresStraitIslanderstudentstoattainthesamecompletionratesfromawardcoursesinhighereducationasforotherAustralians.

Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:

• ThetotalnumberofAboriginalandTorresStraitIslanderstudentcompletionsatBachelorlevelandabovein2016,comparedto2015(pleaseprovideanallstudentcomparison).

• SupportmechanismsyouhaveinplacetoassistAboriginalandTorresStraitIslanderstudentstocompletetheirstudy.

• IndigenousEducation/SupportUnit’srole.

2015 2016AboriginalandTorresStraitIslanderstudents:(HigherDegree) 6 3NonAboriginalandTorresStraitIslanderstudents:(HigherDegree) 468 449AboriginalandTorresStraitIslanderstudents:(Otherpostgraduate) 9 9NonAboriginalandTorresStraitIslanderstudents:(Otherpostgraduate) 1,177 1,056AboriginalandTorresStraitIslanderstudents:(Bachelordegree) 22 30NonAboriginalandTorresStraitIslanderstudents:(Bachelordegree) 2,483 2,476

ThetotalnumberofAboriginalandTorresStrait Islanderstudentcompletions increasedbetween2015and2016from37to42.

ECU’sstrategiesforimprovingcompletionratesIn2016,KurongkurlKatitjinstaffcontinuedtoprovideahighlevelofcultural,academicandpracticalsupportforAboriginalandTorresStraitIslanderstudentsacrossECU.KurongkurlKatitjinregularlyinvestigatesandseeksfeedbackfromstudentstoinformnewandimprovedsupportmechanismsthatwillincreaseachievementlevelsamongstAboriginalandTorresStraitIslanderstudents,includingincreasedrecordingandmonitoringofstudents’performanceandidentifyingstudentswhowouldbenefitfromadditionalsupporttocompletetheirstudies.LocatedontheMountLawleyCampus,butoperatingacrossallECUcampuses,KurongkurlKatitjinprovidesdedicatedstudyareasandfacilitiesforAboriginalandTorresStraitIslanderstudents.Facilitiesincludeacomputerlaboratoryandcommonroomwithcomputers,ascanner,aprinterandamulti-pagephotocopier.Thestudentcommonroomhascomfortablecouches,diningtables,arefrigerator,microwaveoven,andteaandcoffeemakingfacilities.KurongkurlKatitjinalsosupportssimilarfacilitiesontheJoondalupCampusandtheSouthWest(Bunbury)Campus.ECUhasthreeElders-in-Residence,DrNoelNannup(MountLawley),MrsOrielGreen(Joondalup)andMrsLeraBennell(Bunbury).DrNannupisalsoECU’sCulturalAmbassador.AllthreeElders-in-Residencemakethemselvesavailabletostudentsandstaffbyprovidinghigh-levelculturaladviceinteaching,studentlearningandbelonging,andinresearch.AboriginalandTorresStraitIslanderTutorialandMentoringProgram(ATMP)TheAboriginalandTorresStraitIslanderTutorialandMentoringProgram(ATMP),managedthroughKurongkurlKatitjin,isakeysupportmechanismwhichaimstoimprovetheeducationaloutcomesofAboriginalandTorresStraitIslanderstudentsintertiarycoursestothesamelevelsasthoseofnon-AboriginalAustralians.Theprogramconsistsofacademicandpastoralsupporttodevelopgoodstudyhabitstoequipstudentsforsuccess.In2016,77studentsaccessedindividualtutorialsupport.Inadditiontothistutorialsupport,groupworkshopswereavailabletostudents.Theseworkshopscoveredsubjectsincluding:timemanagement;communication;writingskills;andexampreparation.Theprogramassistedstudentstoachievean87%passrateinSemester2,2016.ScholarshipsECUcontinuedtoactivelypromoteandofferscholarshipsandgrantstoAboriginalandTorresStraitIslanderstudentstoencourageaccesstohighereducationprogramsbycontributingtowardslivingand

studyexpenses.Asummaryofmechanismstosupportstudentsisprovidedbelow.

Supportmechanisms

Supportmechanisms Description Constraints Outcome

AboriginalandTorresStraitIslanderTutorialandMentoringprogram(ATMP)

KurongkurlKatitjincontinuedtosupportAboriginalandTorresStraitIslanderstudentsthroughtutorialassistance

DemandfortutorialsupportcurrentlyexceedstheCommonwealthfundsallocatedtothisactivity

Supportwasprovidedfor77students.Thesestudentsachievedan87%passrate.

Commonroomsandstudentlounges

ThestudentloungesincludesacomputerlaboratoryandcommonroomforaboriginalandTorresStraitIslanderstudentswhichcontainscomputers,scanner,printerandmultipagephotocopier.

Asenseofcollegialityhasbeenshowntoimproveretentionrates.

IndigenousStudentInformationOfficers

IndigenousStudentInformationOfficersprovidetargetedsupporttostudents.

SupportfromIndigenousStudentInformationOfficersaidsretention.

Inadditiontothedirectsupportprovidedby,KurongkurlKatitjin,initiativeshavebeendeveloped,oftenwiththesupport/advicefromKurongkurlKatitjinstaff,atschoolleveltoassistwithimprovingretentionrates,completionratesandemploymentoutcomesforAboriginaland/orTorresStraitIslanderstudents.Thisincludes:• TheSchoolofMedicalandHealthSciencesco-ordinatestheDepartmentofHealthWAfundedYirra

Djindas(RisingStars)Project.ThisaimstoBuildtheAboriginalWorkforceforaHealthierFuturebysupportingAboriginaland/orTorresStraitIslanderstudentsinhealth-relatedcoursestomanagetheirstudyandpersonalchallengesandsuccessfullytransitionintothehealthworkforce.TheprojectcommencedinMay2016andassuch,itistooearlytodemonstratemeasurableoutcomes.

• TheSchoolofMedicalandHealthSciencesemploysacurrentAboriginalhealthstudent(threehoursperweek),intheroleofAboriginalStudentAmbassador,toprovidepeer-topeersupport.

• AnannualonlinesurveyofAboriginaland/orTorresStraitIslanderstudentsintheSchoolof

MedicalandHealthSciencestoconsultonwhatsupportmechanismsstudentswouldwelcomeinthefuture.

• TheAboriginalInclusivityWorkingGroupintheSchoolofNursingandMidwiferythathasAboriginal

studentrepresentativefromeachyearoftheSchool’sundergraduateprograms.Thisworkinggrouphelpstoinformthenursingcurriculumthroughengagement,forimprovedretentionandsuccess

• TheWesternAustralianAcademyofPerformingArts(WAAPA)establishesearlyconnectionswith

Aboriginaland/orTorresStraitIslanderstudents,throughtheauditionsandinterviewprocessundertakenaspartoftheassessmentforentry.TherelativelysmallcohortsizesincoursesensurespersonalattentionandstrongpastoralcareforeveryAboriginaland/orTorresStraitIslanderstudent.WAAPAconnectsstudentsrequiringadditionalsupportstoECULearningAdvisors;tutorialassistanceandEldersupportthroughKurongkurlKatitjin.

ECU’splansforfutureimprovement

ECU’sReconciliationActionPlanprovidestheUniversitywithongoingactionsandmeasurabletargetstoimproveaccessforAboriginalandTorresStraitIslanderpeople,includingactionsto:Developaculturally-sensitive‘applicationtograduation’supportstrategyforAboriginalandTorresStraitIslanderstudentsto

increaseretentionandsuccessrates.

6. ToprovideallAustralianstudentswithanunderstandingofandrespectforAboriginalandTorresStraitIslandertraditionalandcontemporarycultures.

Yourresponsetothisgoalneedstoaddressbutisnotlimitedtothefollowingpoints:

• DetailsofhowandtowhatextentIndigenousperspectivesarereflectedincurriculumatyourUniversity.

• HowtheUniversityaddressestheculturalcompetencyofitsstaffandstudents.

• TheUniversity’sinvolvementwithIndigenouscommunitymembersinworkingtowardthisgoal.

• IndigenousEducation/SupportUnit’srole.

Aboriginalperspectivesinthecurriculum

TheinclusionofAboriginalperspectivesinallcourseswasgivenanadditionalfocusduring2011withthedevelopment of ECU’s Curriculum Framework initiative, which identified Australian Indigenous studiesandculturalcompetenceasanimportantelementwithinallECUundergraduatecourses.

SignificantprogresshasbeenmadesincethattimetodefineandembedAboriginalculturalperspectivesinthecurriculum.ECUpolicyrequiresallundergraduatecoursestoincluderelevantAboriginalandTorresStrait Islanderknowledgesandperspectives.Existingcourseshavebeenamendedtoreflectthisandallnew courses are required to demonstrate this as part of the course approval process. The courseapproval process is overseenby ECU’sAcademic Board, onwhichAboriginal interests are representedthroughProfessorColleenHaywardAM.In2015,ECUintroducedanIndigenousAustralianResearchFellowshipforthreeyearsatAcademicLevelBandfundedaspartoftheUniversity’sresearchstrategyfunding.DrMickAdams,wasappointedtoanECU-fundedSeniorResearchFellowinHealthInfoNetandKurongkurlKatitjininMay2015.

CulturalCompetence

Developing Cultural Competence is a formal component of the professional development programofferedtoallECUstaff.ThesesessionsaredesignedtoequipECUstaffwithincreasedcapacitytomeettheneedsofAboriginalandTorresStraitIslanderstudentsandstaffby:

• developinganawarenessofthelegislativeandplanningframeworkimpactingonAboriginaland/orTorresStraitIslanderpeoples;

• reflectingonsomeoftheopportunitiesandchallengesforECUinitsworkwithstudents(nationalandinternational);

• challengingpersonalperceptionsofcross-culturalawareness;

• embeddingculturalaspects/perspectivesintothecurriculumandHRpractices.

In2016,thefollowingactivitiesonculturalcompetencewereundertaken:

• Cross-culturalAwarenesswasdeliveredto44participants;• DevelopingCulturalCompetencedeliveredto44participants;• MoorditjTeamBuildingwasdeliveredto21participants;and• Unconscious Bias (Foundation course supporting a range of Diversity initiatives with specific

references to Aboriginal and Torres Strait Islander peoples) –– 98 ECU attendees including allmembersoftheUniversityExecutive.

In addition, coaching sessions on acknowledging Aboriginal country and people have been providedacross theUniversityby theAboriginal employmentadviser. These sessionshave resulted in increasedconfidenceandtake-upofthepracticeofshowingthisformofrespect.

At the biennial Council Retreat, Members of University Council and Executive were able to view‘SynergiesWalking Together Belonging to Country’. This documentary, a collaboration between ECU,theUniversityofWesternAustraliaandMurdochUniversity,takesitsaudiencethrougha300millionyearjourney,celebrating floraand faunaand theremarkablesimilaritiesbetweenNyoongarknowledgeandWestern science. This contributed to further developing Council members’ cultural knowledge and

experienceofNyoongarhistoryandpeople,aspartofECU’sReconciliationActionPlanimplementation.

ECU’sInvolvementwiththeAboriginalandTorresStraitIslanderCommunity

Through its work, ECU seeks to raise awareness of Aboriginal and Torres Strait Islander cultures andissuesamongstthegeneralcommunity,aswellaswithECUstudentsandstaff.2016highlightsincludedthefollowingactivities:

Alumni

ECUcontinuedtoengagewithitsAboriginalandTorresStraitIslanderAlumni.TheannualECUAboriginalandTorresStraitIslanderAlumnievent-RockSolidFoundations–washeldinlateNovemberand includedascreeningofaspeciallyproducedvideofeaturingthestoryofECU’sfirstAboriginalgraduate–MrLenHayward.

Regularcommunicationsalertalumnitoevents,careerdevelopmentopportunities,andsoughtinputintothefurtherdevelopmentofthealumniprogram.PremierPartnershipECU was the first Australian University to be invited to partner with the winners of ReconciliationAustralia’sIndigenousGovernanceAwardsCorporatePartnerProgramin2016.ECUwillprovidesupportover twelvemonths to theMarninwarntikura FitzroyWomen's ResourceCentre to develop its digitalpresence, and its marketing and fundraising options, in the context of a developing and mutuallybeneficialrelationship.Keyeventsandactivities

The University continued its program of on-campus events and activities celebrating Aboriginal andTorresStraitIslanderandnon-Aboriginalcommunities,includingReconciliationWeekandNAIDOCWeek,attendedbyAboriginalElders,students,staffandbroadercommunities.

Theworkundertakenunder theauspiceof ECU’sAboriginal CulturalAmbassador Initiativecontinuedwith the support of ECU’s three Elders-in-Residence, with Mrs Oriel Green (Joondalup) andMrs LeraBennell (Bunbury) supporting Dr Nannup, and further enabling ECU representation in engagementactivities;bothwithinECUandthebroaderexternalcommunityinwhichweoperate.

AmajoreventwastheannualNAIDOCCelebrationofIndigenousArtandCultureExhibitionwiththethemeof:Songlines:thelivingnarrativeofournation.ECU’sElders-in-ResidenceandtheirstorieswerethecentralfocusofaphotographyandpaintingexhibitioncreatedbyworldrenownedphotographerandculturalnomadRussellJames.ThreecommissionedartworkswereunveiledaspartofNAIDOCWeekcelebrationswitheachpiecefocusingonanElderandstory.KurongkurlKatitjinheldaBlackMoonBreakfastinOctober2016aspartofECU’s25thAnniversarycelebrations.Theeventcelebratedandacknowledged25peoplewhohadmadesignificantcontributionstotheadvancementofAboriginalandTorresStraitIslanderpeoplesandcultureatECU,duringthepast25years.Aspeciallydesignedcommemorative,handmadepinwaspresentedtoeachpersontomarkECU’sappreciationoftheirefforts.‘NaturalElements’,ECU’ssecondCulturalReflectionSpaceontheJoondalupCampuswascompletedandofficiallyopenedbyECU'sCulturalAmbassadorandElder-in-ResidenceDrNoelNannupandVice-ChancellorProfessorSteveChapman.Thelakesidelocationofthereflectionspacecelebratestheelementsofearth(boya/stone),wood(boorn),wind(maam),water(keip)andfire(karla).ThesereflectionspacessupportECU’sRAPandprovideanopportunityforallpeopletolearnaboutvariousaspectsoftraditionalWhadjukNyoongarknowledge.TheyareintendedtobesignalpointsreinforcingthemessageofwelcometoallmembersoftheECUcommunity,especiallyAboriginalandTorresStraitIslanderpeople.

SECTION2 EXPENDITUREOFINDIGENOUSSUPPORTPROGRAMGRANT(Attachment1)PleaseusethefinancialacquittaltemplateattachedtoreportontheexpenditureofyourUniversity’sISPgrantfor2016,notingthatabreakdownofexpenditureisrequired(e.g.salaryandtravelbreakdown).WhereISPexpendituredoesnotmatchtheauditedannualfinancialstatementsfortheyearending31December2016providedundersection19-10ofHigherEducationSupportAct2003,pleaseprovidereconciliation.ThisISPreportisalegislatedrequirement,undertheHigherEducationSupportAct2003–OtherGrantsGuidelines(Education)2008.SECTION3 HIGHEREDUCATIONPROVIDER’SCONTACTINFORMATIONPleasenominatecontactofficersforallpolicyandoperationalmattersregardingyourIndigenousEducationStatement,includingname(s),positiontitle,phonenumberandemailaddress.WhereyourIndigenousEducationUnithasbeenconsultedinthedevelopmentofthisIndigenousEducationStatement,pleaseprovidethecontactdetailsoftherelevantstaffmember.UniversityOfficer IndigenousEducationSupportUnitOfficerName:MrStevenNewman Name:ProfessorColleenHaywardAMPositionTitle:Manager,StrategyandPerformance PositionTitle:Head,KurongkurlKatitjinPhoneNumber:0863042296 PhoneNumber:0893706773Email:s.newman@ecu.edu.au Email:c.hayward@ecu.edu.au

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

ECU’s2016IndigenousEducationStatementwillbeavailableforviewingatthefollowingwebsite:

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