Gamagoen Yarrbat with it a new era of thinking and doing that heralded modern Australia. In 1967,...

Gamagoen YarrbatIndigenous Education Strategy 2015 – 2017

latrobe.edu.au

‘Gamagoen Yarrbat’ Indigenous Education Strategy 2015 – 2017ii

There is a special synergy between Bunjil, the creator Spirit of the Kulin Nations and the La Trobe University logo of an eagle. The image on the front cover captures this significant connection between the two icons. Bunjil the eagle is a primal symbol particularly significant to Melbourne and regional Victoria.

The connection between Bunjil and the La Trobe University logo exceeds mere coincidence: as a leading contemporary university we aspire to principles of global citizenship, leadership, responsibility and environmental sustenance similar to those values represented by Bunjil and beliefs held by Indigenous Australians.

The symbolism and significance for both La Trobe University and for Aboriginal people challenges us all to ‘GAMAGOEN YARRBAT’ (to soar).

CONTENTSACKNOWLEDGEMENT OF COUNTRY 1

OUR COMMITMENT TO ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES 2

Vice-Chancellor Professor John Dewar 2

Senior Deputy Vice-Chancellor Professor Jane Long 3

University Elder Dr Joy Murphy Wandin 3

INDIGENOUS STRATEGY AND EDUCATION 4

Executive Director, Indigenous Strategy and Education, Professor Mark Rose 4

Monitoring and reporting protocols 5

The elevator conversation 5

Five strategic domains 5

Targets 6

Domain One: Indigenous Students 7

Domain Two: Whole of University Alignment 8

Domain Three: Indigenous Employment 9

Domain Four: Knowledge / Research 10

Domain Five: Community Engagement 11

Acronyms 12

Indigenous Higher Education strategic policies 13

Cover artwork: Storyteller by artist Nellie Green

1

Acknowledgement of Country

‘Gamagoen Yarrbat’ Indigenous Education Strategy 2015 – 2017 1

TRADITIONAL CUSTODIANS IN VICTORIALa Trobe University acknowledges that our campuses are located on the lands of many traditional custodians in Victoria. We recognise their ongoing connection to the land and value their unique contribution to the University and wider Australian society.

La Trobe University is committed to providing opportunities for Aboriginal and Torres Strait Islander people, both as individuals and communities through teaching and learning, research and community partnerships across all of our campuses.

Aboriginal and Torres Strait Islander people need to be aware that this publication may contain images of and/or references to deceased persons.

Throughout this document ‘Aboriginal and Torres Strait Islander’ and ‘Indigenous’ are used interchangeably.

Albury-Wodonga Shepparton

Mildura

Melbourne

Bendigo

‘Gamagoen Yarrbat’ Indigenous Education Strategy 2015 – 20172

Our commitment to Aboriginal and Torres Strait Islander peoples

MESSAGE FROM THE VICE-CHANCELLOR AND PRESIDENT PROFESSOR JOHN DEWAR

La Trobe University takes its commitment to Aboriginal and Torres Strait Islander peoples and education seriously.

As a leading higher education provider we have much in common with Aboriginal and Torres Strait Islander communities. La Trobe University was conceived in a time of immense change, bringing with it a new era of thinking and doing that heralded modern Australia. In 1967, the very year of the ground setting and nation building Aboriginal Referendum, 552 inaugural students also started here at La Trobe University. From then till today the university and the Aboriginal and Torres Strait Islander community have been connected.

Our campuses are located in the midst of large Aboriginal and Torres Strait Islander communities and we value the things that we share and the partnerships that we have forged over that time. Deep in the fabric of La Trobe University is the desire to face the big issues of the day and to make a difference. Both Indigenous and non-Indigenous students have benefited from the values and ethos that underpins a La Trobe University education.

This can be seen in the way we have graduated many Aboriginal and Torres Strait Islander students, in particular the first and second Indigenous PhDs for the state. Our non-Indigenous scholars and staff have made seminal contributions to a practical understanding of Reconciliation, perhaps none more so than our alumnus Don Watson, the author of Paul Keating’s Redfern address.

The environment that both La Trobe University and Aboriginal and Torres Strait Islander communities operate in today is different than that of 1967. That is why we have crafted a strategy that takes into account the vibrancy of the higher education sector and the shifting demographics of the community. It is a strategy that builds on the past with flexibilities for the future. We aim to be the ‘destination of choice’ for Aboriginal and Torres Strait Islander higher education and employment.

Mindful of this heritage and buoyed by our record of Indigenous and non-Indigenous achievement, our commitment today is even stronger. With the appointment of Aunty Joy Murphy Wandin as our University Elder and our many dynamic community partnerships and relationships we are confident of our aspirational targets in Future Ready.

I would personally like to thank Aunty Joy Murphy Wandin for allowing us to name the Indigenous La Trobe Strategy ‘gamagoen yarrbat’, which in the language of the Woiworung means ‘soar’. This word builds on the four and a half decade heritage of both the community and the University in a strategic plan for the future.

La Trobe University is a place for Aboriginal and Torres Strait Islander students to soar.

Professor John Dewar


MESSAGE FROM THE SENIOR DEPUTY VICE-CHANCELLOR AND VICE-PRESIDENT PROFESSOR JANE LONG

La Trobe University is a place for rigorous intellectual exchange and where the hard issues of the day can be addressed in an academic community which highly values social justice. La Trobe has a strong commitment to the inclusion of Aboriginal and Torres Strait Islander people and understands the importance of education to the future of all nations.Innovation in teaching and learning at La Trobe University is an important element in the university’s strategic plan, Future Ready, and La Trobe is actively engaged in opening up new ways of learning to meet the needs of students at a time and place that suits their personal circumstances.La Trobe seeks to be a destination of choice for Aboriginal and Torres Strait Islander people and a place that actively supports their learning.

We value respect for all people and work to develop students who have confidence in meeting and mixing with students from many different cultures. An interactive learning module, Wominjeka La Trobe, will be undertaken by all commencing students from 2015 to provide them with a threshold understanding of Aboriginal and Torres Strait Islander knowledge and culture specifically.We welcome ‘gamagoen yarrbat’, a strategy which is far-reaching and aims to increase the numbers of Indigenous students and staff within the university community while forging vital links with government and external organisations to foster productive relationships.Implementation of the strategy will have our strongest support.

MESSAGE FROM THE UNIVERSITY ELDER DR JOY MURPHY WANDIN

While I have been the University Elder at La Trobe for only a short time, my relationship with the university is actually a much longer one with a commitment to education and knowledge sharing that is generational through my lines of my family and through my people.I have always felt special whenever I am at La Trobe. The staff and spirit of learning is one where all students, both Indigenous and non-Indigenous, can share, test boundaries and envision a future with them in it. Any vision of the future needs to have an Aboriginal and Torres Strait Islander perspective and there is possibly no better place for this to happen than at La Trobe University.The relationship that La Trobe University has with the Aboriginal and Torres Strait Islander people can be seen in many ways on campus.

There is however no greater coincidence than that the iconic La Trobe University eagle is shared with what we, as First Nation people, know as Bunjil the creator spirit. Having named Ngarn-gi Bagora, the Aboriginal and Torres Strait Islander support centre in 2001, I was delighted when asked to name the new Indigenous La Trobe Strategy. The strategy is aspirational and far reaching and using the language of my ancestors, the Woiworung, I have chosen ‘gamagoen yarrbat’ which means ‘soar’. On any given day, on any campus of La Trobe University just cast your eyes upwards and you are likely to see eagles swirl in the sky. Eagles are known for flying very high and seeing far which we want all La Trobe University students to do. I welcome and support ‘gamagoen yarrbat’ and look forward to seeing students soar.

Professor Jane Long

Dr Joy Murphy Wandin

OUR COMMITMENT TO ABORIGINAL AND

TORRES STRAIT ISLANDER PEOPLES


MESSAGE FROM THE EXECUTIVE DIRECTOR, INDIGENOUS STRATEGY AND EDUCATION PROFESSOR MARK ROSE

The Indigenous La Trobe strategy, ‘gamagoen yarrbat’ is a strategy for our time. No Victorian university sits amongst the Aboriginal and Torres Strait Islander community like La Trobe University. Our metropolitan and regional campuses are located where the largest population of the community live.With the vibrancy of the Future Ready agenda, ‘gamagoen yarrbat’ is designed to create a whole of university approach to Aboriginal and Torres Strait Islander education both for Indigenous and non-Indigenous students at La Trobe University. While our principal task is to attract and support through to completion Aboriginal and Torres Strait Islander students, we are more than mindful of our part in the very rich fabric of university life.As part of the fabric of university life we will align ourselves to the five guiding values of Future Ready, particularly to holding ourselves accountable for making great things happen. This will mean that all our activities within the five domains and against targets set will be reported on and made available to the La Trobe University Council annually.

As the La Trobe Indigenous strategy, ‘gamagoen yarrbat’ revolves around five distinct domains of Students, University Alignment, Indigenous Employment, Knowledge/Research and Community Engagement. It is designed so that in tandem with Future Ready, La Trobe University will become the higher education destination of choice for the Aboriginal and Torres Strait Islander community as well as enhancing the learning experience for all students.A key enabler of ‘gamagoen yarrbat’ will be our dynamic and authentic relationship with the Victorian Aboriginal and Torres Strait Islander community, particularly our partnership with the Koorie Academy of Excellence (KAE).Indigenous La Trobe’s strategy, ‘gamagoen yarrbat’ crafts the future through aspiration and vision linking the university’s very rich heritage and educational assets in place-based innovative delivery and balanced support and enrichment. Through ‘gamagoen yarrbat’ and La Trobe University we will soar.

Professor Mark Rose

Indigenous Strategy and Education


Monitoring and reporting protocols STRATEGIC TARGETSThe Office of Indigenous Strategy and Education (OISE) at La Trobe University is led by its Executive Director, Professor Mark Rose, and sits within the portfolio of the Senior Deputy Vice-Chancellor.

The Executive Director carries the major responsibility for monitoring the strategy and for its implementation, directly and in collaboration with other senior university leaders and managers. The goals and targets included in this strategy will be monitored regularly, and reports on progress will be made from the OISE to the SDVC, VC and University Council, as follows:

THE ELEVATOR CONVERSATIONIn line with Future Ready, we will attract Aboriginal and Torres Strait Islander students and support them through to completion, making La Trobe University a destination of choice for Indigenous people. By interacting within the cultural and intellectual fabric of the university we aim to enhance the learning experience of all students by contributing from an Indigenous perspective to their development as global citizens.

FIVE STRATEGIC DOMAINS § Indigenous Students § Whole of University Alignment § Indigenous Employment § Knowledge/Research § Community Engagement.

REPORTING LINE STRATEGIC TARGET AREA

DATE

Senior Deputy Vice-Chancellor

Recruitment and Retention

Census Date

Other targets as appropriate

March/July/October

Vice-Chancellor Portfolio Annual Business Plan Review Cycle

October/November

University Council OISE Annual Report April

Report within SDVC Portfolio Report

November

INDIGENOUS STRATEGY

AND EDUCATION


The following targets have been set in collaboration with the Planning and Institutional Performance Unit (PIPU) and the Office of Indigenous Strategy and Education (OISE). The projections are challenging and aspirational, but predicated on a realistic appraisal of the current political and sectoral circumstances. The targets relate to both students and staff participating in a range of academic programs and employment opportunities at La Trobe.

Table 1: Aboriginal and Torres Strait Islander student and staff targets to 2017

Table 1 highlights the targets for student enrolments and completions, and for the recruitment of Indigenous staff. A substantial increase in overall student enrolments will be driven partly by innovative new courses, such as the Graduate Certificate of Management (Public Sector) introduced in 2014. This course is already attracting a large number of Indigenous students, and reflects the university’s commitment to increase opportunities at both undergraduate and postgraduate level.

Table 2: Proportion of Indigenous domestic undergraduate students at La Trobe University

Table 2 represents progress towards the 2017 Future Ready goal of specifically increasing the proportion of Indigenous domestic undergraduate students to 0.9% of La Trobe students. The 2017 target was based on the Bradley Review Access Rate of 0.9%, reflecting the percentage of Aboriginal and Torres Strait Islander people aged 15-64 years, as at the 2011 Census for Victoria. As proportional representation of Indigenous domestic undergraduate students is known to advantage dual sector and ‘away from base’ settings, progress towards the 0.9% target has been slow. DEECD data indicates that while the numbers of Aboriginal and Torres Strait Islanders attempting VCE has increased, the viability of their ATAR decreases the pool of Indigenous domestic undergraduate prospects for La Trobe. Despite this challenge, the ‘gamgoen yarrbat’ strategy aims to increase Aboriginal and Torres Strait Islander enrolments and

completions in all target groups, including domestic undergraduate students. Every effort will be made to work towards to 2017 Future Ready target. Our relationship with the Koorie Academy of Excellence (KAE), the student recruitment strategy itself, and the development of curriculum initiatives are expected to lift numbers significantly over the next few years.

YEAR % 1 (STUDENTS)

2011 0.56

2012 0.59

2013 0.55

2014 0.60

2015 0.70

2016 0.80

2017 Target 0.90

1 Calculation ‘Indigenous / All Domestic Undergraduate students’ Source: Appendix 2 – Equity Groups, Table 2.6 ‘All domestic undergraduate students’. Exludes Tertiary Enabling Program.

Targets

PRINCIPAL PERFORMANCE INDICATORS (REQUIRED)

BASELINE 2012

ACTUAL 2013

PROPOSED TARGET 2014




Number of all Aboriginal and Torres Strait Islander student enrolments 1

165 Enrolments

119 EFTSL

156 Enrolments

116 EFTSL

170 Enrolments

130 EFTSL

190 Enrolments

135 EFTSL

210 Enrolments

140 EFTSL

250 Enrolments

160 EFTSL

Number of all Aboriginal and Torres Strait Islander student completions 2

35 33 35 38 42 50

Number of all Aboriginal and Torres Strait Islander professional/general staff 3

13 18 23 28 33 38

Number of all Aboriginal and Torres Strait Islander academic staff 4

3 3 4 5 6 7

1 Baseline: 2012 Census Jan to Dec (including revisions to 31/3/13); Actual 2013: 2013 Census Jan to Dec (including revisions to 31/3/14)

2 Baseline: 2012 Census Jan to Dec; Actual: 2013 Census Jan to Dec

3 Baseline: 2011 Census, including actual casuals; Actual: 2012 Census, including actual casuals

4 Baseline: 2011 Census, including actual casuals; Actual: 2012 Census, including actual casuals

INDIGENOUS STRATEGY

AND EDUCATION


Domain One: Indigenous StudentsAIM: TO ATTRACT ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS AND SUPPORT THROUGH TO COMPLETION

DOMAIN FOCUS STRATEGY SUCCESS INDICATORS ACCOUNTABILITY TIMELINE

ATTRACTIONIncrease the number of Aboriginal and Torres Strait Islanders undertaking study at the University

The development and implementation of evidence based Indigenous Student Recruitment Strategy that incorporates specific strategies and targets for all campuses.

Production of annual plans reviewed annually for cost benefit analysis

Executive Director

Associate Directors

2014

Reviewed annually thereafter

Maintain the LTU relationship with the Koorie Academy of Excellence (KAE) as a priority cohort and develop joint curriculum initiatives as a LTU pathway.

Development of Early Gateway Program, and meeting associated targets

Development of second Early Gateway Program

Executive Director

Associate Directors

2014 Review of targets 2015

End 2015

Develop niche programs for Indigenous cohorts based upon community identified needs, aspirations and opportunities.

Exploration and development of an IRU Indigenous MBA

Three industry related programs

Executive Director End of 2016

End of 2016

Establish place based initiatives in regions through Regional Education Action Plans (REAPs).

4 REAPs developed (one for each regional campus) per year

Executive Director 2017

Assist the Colleges in setting and meeting Indigenous Student Load targets.

Set targets

Reporting of targets

Associate Directors

College General Managers

Targets set 2015

Reporting 2016 onward

Devise strategy to increase study opportunities for Indigenous people connected to LTU via the Indigenous Employment Program.

Annual strategy devised and implemented

Associate Directors Annual Reporting

RETENTIONImprove student support and enhance the learning experience, participation

and retention of Indigenous students across the University

Encourage Aboriginal and Torres Straits Islander students to partake in the rich experience of an on campus student.

Establish focus groups to assess student experience.

Student Satisfaction Survey

Focus Groups

All staff Ongoing. Annually Reviewed

June 2015

All Indigenous Education Enrichment Centres (IEEC) to deliver cutting edge Indigenous student services programs. This includes academic, community, cultural and well-being.


Focus Groups

Traffic/usage in IEEC uptake of dedicated services (eg: ITAS)

Associate Directors Ongoing

Annually Reviewed

Secure and facilitate access for students to internal and external scholarships.

Increase by 5 the number scholarship/ bursaries sourced

Executive Director

Associate Directors

Alumni and Engagement

End 2017

Create opportunities for Aboriginal and Torres Straits Islander students to engage with Indigenous networks state-wide and nationally aligned to their discipline/ profession.

1 event annually


Focus Groups

Executive Director

Associate Directors

Ongoing

Annually Reviewed

COMPLETIONEnhance success experience and facilitate alumni and postgraduate options

Establish a La Trobe University Indigenous ‘Hall of Fame’ as part of LTU Alumni.

Initial induction

One event held per year

Executive Director

Associate Directors

2015

Annually

Create an Indigenous Services Officer role leading to a position with specific responsibility for postgraduates.

Formalised connections with Colleges

Role description developed

Associate Directors

Associate Directors

College A/PVCs

2016

INDIGENOUS STRATEGY

AND EDUCATION


Domain Two: Whole of University AlignmentAIM: TO EMBED ABORIGINAL AND TORRES STRAIT ISLANDER PERSPECTIVES IN THE ORGANISATIONAL FABRIC OF THE UNIVERSITY


GOVERNANCEEstablish protocols and procedures for seeking Indigenous representation on University governing bodies, Boards and Committees

Establish an Aboriginal and Torres Strait Islander advisory body that will directly advise the Vice-Chancellor on all matters Indigenous.

Board members sourced and established with functional Terms of Reference


University-wide initiative, development of a compulsory on-line non-credit unit – ‘Wominjeka La Trobe’ – for all LTU students to be introduced to Indigenous knowledge and culture.

Module finalised and first students enrolled for Semester 1, 2015.

Executive Director February 2015

Establish protocols and procedures for including Indigenous representation where appropriate on LTU governing bodies, boards and committees.

Policy developed and initiated Executive Director

Governance Services

End of 2015

Produce an annual report that monitors and reports against set targets and implementation milestones. The report will be made available to the LTU Council.

Production of report Executive Director Annually

SYMBOLICIncrease the visibility of Aboriginal and Torres Strait Islander cultures and people in the life of the University

Develop a La Trobe Charter/Accord/ Statement of Intent with the Aboriginal and Torres Strait Islander community affirming the University’s long standing Indigenous commitment; launch at significant event.

Development and launch of Charter/Accord over 2014-2015

Executive Director

University Events Unit

2015

Revive the Hyllus Maris Oration as the flagship University Indigenous activity.

Develop a series of awards in the Aboriginal and Torres Strait Islander space to be awarded as part of the Hyllus Maris Oration.

Hyllus Maris Oration held

Awards concept briefed and progressed through University approvals

Annual awards ceremony held

Executive Director

Associate Directors

2015

Annually

As an expression of LTU’s commitment to Aboriginal and Torres Strait Islander people, appoint Indigenous Adjunct Professors in each College which reflect the domains of their College.

Target set and achieved Executive Director

College PVC and College General Manager

Target set April 2015; achieved end of 2015

INDIGENOUS STRATEGY

AND EDUCATION


Domain Three: Indigenous EmploymentAIM: TO SECURE LA TROBE UNIVERSITY AS AN EMPLOYER OF CHOICE FOR ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE


ACADEMICIdentify, source and create opportunities to increase the number of Aboriginal and Torres Strait Islanders employed in academic roles across the University

Update the La Trobe University – Closing the Gap, 35 in 5 Indigenous Employment Strategy, 2010-2015 for the new College structure.

Production of an Academic specific Employment Strategy

Executive Director

Associate Directors

End of 2015

Assist Colleges in setting employment targets for Aboriginal and Torres Strait Islander academic staff.

Targets set and achieved and reported in the OISE Annual Report to Council

College PVC and General Manager

Executive Director

Targets set April 2015; achieved end of 2015

Investigate strategy to ‘grow our own’ from professional positions into academic positions.

Strategy identified and implemented Executive Director

Associate Directors

End 2016

Develop a strategic alliance between OISE and LTU Human Resources department in order to achieve the goals of updated Academic specific Employment strategy.

Relationship created and maintained and reported in the OISE Annual Report to Council

Executive Director

Associate Directors

Executive Director, HR

Ongoing

Develop LTU profile and employment strategy with Indigenous Higher Education Networks and in the community at career expos community events.

Number of community at career expos community events attended.

Regular attendance and involvement in NATSIHEC (AC)

Associate Directors Ongoing

PROFESSIONALIdentify, source and create general and professional opportunities to increase the number of Aboriginal and Torres Strait Islanders employed across the University

Update the La Trobe University – Closing the Gap, 35 in 5 Indigenous Employment Strategy 2010-2015 for professional staff, including the extension years 2016/17 in line with Future Ready.

Compliance and attendance targets set and achieved and reported in the OISE Annual Report to Council

Associate Directors June 2015

INDIGENOUS STRATEGY

AND EDUCATION


AIM: TO ACKNOWLEDGE AND PROMOTE THE SHARED SPACE AND INTERSECTION OF KNOWLEDGE SYSTEMS AND TRANSFER


CURRICULUMIncrease the offerings of Indigenous Australian Studies and perspectives in programs across all disciplines and campuses

Elevate the value and profile of Aboriginal and Torres Strait Islander perspectives in undergraduate offerings across all disciplines and campuses.

Colleges declaring and meeting targets for both dedicated and embedded subjects supported by OISE

Executive Director

College PVC

Ongoing

Assist Colleges whose disciplines require professional certification in Aboriginal and Torres Strait Islander knowledge – competency, literacy.

Development of new and or enhancement of existing Aboriginal and Torres Strait Islander streams specifically designed to meet professional requirement (eg. AITSL Standards 1.4 and 2.4)

Executive Director

College PVC and A/PVCs

Ongoing

Liaise between the University and community/Indigenous networks to ensure cutting edge Aboriginal and Torres Strait Islander perspectives are translated into curriculum.

Recorded curriculum changes and new subjects

College reporting mechanisms

Quantified and reported in the OISE Annual Report to Council

Executive Director

College PVC and A/PVCs

Ongoing

Make connections and provide opportunities for local Indigenous communities to engage with LTU researchers in generating community identified and owned research projects through established networks and relationship.

At least one LTU/Community general research projects annually

Reported in the OISE Annual Report

All staff

Research Services

Annually

Create pathways and opportunities for HDR students entering the University from industry, community experience or alternative admission criteria.

College targets met

Increase in number of Aboriginal and Torres Strait Islander HDR students by at least one annually

Executive Director

Associate Directors

Research Services

End 2017

Develop targeted support programs for postgraduate students.

Production of Postgraduate support strategy

Support provided to all students on request

Executive Director

Associate Directors

Research Services

College A/PVC(R)

2015

INDIGENOUS KNOWLEDGE SYSTEMS

Develop a suite of policy documents on Indigenous Knowledge Systems (IKS), including:

1. A statement on the primacy of IKS in a modern University setting

2. A statement on Indigenous Cultural and Intellectual Property, as part of a consolidated Aboriginal and Torres Strait Islander Research Strategy.

Production of two papers

Statement endorsed by university mechanisms

Policy operational

Executive Director

Research Services

End of 2016

Increase University wide understanding and practice of ethical research practice with Aboriginal and Torres Strait Islander people and knowledge.

Active membership on LTU Human Ethics and Animal Ethics committees


Domain Four: Knowledge / Research

INDIGENOUS STRATEGY

AND EDUCATION


AIM: IN THE SPIRIT OF DYNAMIC PARTNERSHIP, TO ENGAGE THE ABORIGINAL AND TORRES STRAIT ISLANDER COMMUNITY FOR MUTUAL BENEFIT


PARTNERSHIPThe University to establish, implement and build on specific partnerships supporting Indigenous La Trobe

Enshrine the standing relationship LTU has with the Aboriginal and Torres Strait Islander communities in Victoria in a Charter/Accord to formalise a dynamic partnership and strategic alliance.

Concept briefed and progressed through University mechanisms to approval

Charter/Accord drafted and signed as a significant event

University Council

Executive Director

2015

PROFILEElevate and reinforce an Aboriginal and Torres Strait Islander profile throughout the fabric and culture of the University

Through the agency of Aboriginal and Torres Strait Islander staff, hold membership on relevant boards and bodies to demonstrate LTU community commitment.

Membership of bodies and boards tabulated and reported in the OISE Annual Report to Council

Executive Director Ongoing

Domain Five: Community Engagement

INDIGENOUS STRATEGY

AND EDUCATION


AcronymsA/PVCs Associate Pro Vice-Chancellors

A/PVC(R) Associate Pro Vice-Chancellors (Research)

ABS Australian Bureau of Statistics

AITSL Australian Institute for Teaching and School Leadership

IEEC Indigenous Education Enrichment Centre

IKS Indigenous Knowledge Systems

IRU Innovative Research Universities

ITAS Indigenous Tutorial Assistance Scheme

KAE Koorie Academy of Excellence

LTU La Trobe University

MBA Masters of Business Administration

NATSIHEC(AC) National Aboriginal and Torres Strait Islander Higher Education Consortium (Aboriginal Corporation)

OISE Office of Indigenous Strategy and Education

PIPU Planning and Institutional Performance Unit

PVC Pro Vice-Chancellor

REAP Regional Education Action Plan

SDVC Senior Deputy Vice-Chancellor

VAEAI Victorian Aboriginal Education Association Incorporated

VC Vice-Chancellor

INDIGENOUS STRATEGY

AND EDUCATION


Indigenous Higher Education strategic policies

13

§ National Aboriginal and Torres Strait Islander Education Policy (NATSIEP) 1989

§ The Coolangatta Statement 1993

§ Wurreker – VAEAI 2003

§ Indigenous Higher Education Advisory Council (IHEAC) 2006

§ Ngapartji Ngapartji - Yerra- IHEAC Conference 2007

§ The Review of Australian Higher Education (Bradley Review) 2008

§ Toorong Marnong Accord 2008

§ Aboriginal and Torres Strait Islander Education Action Plan 2010-2014

§ On Stony Ground: Governance and Aboriginal and Torres Strait Islander Participation in Australian Universities. 2011

§ Universities Australia National Best Practice Framework for Indigenous Cultural Competency in Australian Universities. 2011

§ Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People 2012 (Behrendt Review)

§ IRU Statement of Intent 2014

INDIGENOUS STRATEGY

AND EDUCATION

Disclaimer: The information contained in this brochure is indicative only. While every effort is made to provide full and accurate information at the time of publication, the University does not give any warranties in relation to the accuracy and completeness of the contents. The University does not accept responsibility for any loss or damage occasioned by use of the information contained in this publication. La Trobe University is a registered provider under the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). CRICOS provider: 00115M

CS3

1929

02/

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FOLLOW OUR PROGRESS WITH ‘GAMAGOEN YARRBAT’ INDIGENOUS EDUCATION STRATEGY 2015 –2017For more information, please contact:

Professor Mark Rose Executive Director, Indigenous Strategy and Education E [email protected] T 03 9479 2426

Ms Nellie Green Manager, Indigenous Student Services E [email protected] T 03 9479 3817

Mr Mick Coombes Indigenous Employment Co-ordinator E [email protected] T 03 9479 6678

CONNECTlatrobe.edu.au/indigenous

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