TAFE QUEENSLAND RECONCILIATION ACTION PLAN SEPTEMBER 2018 –AUGUST 2020 1 ACKNOWLEDGEMENT
ACKNOWLEDGEMENT We respectfully acknowledge the Traditional Owners of the lands on which TAFE Queensland operates. We recognise the continuing connection to land, waters, cultures and kin that Aboriginal and Torres Strait Islander peoples uphold. We pay our respects to Elders past and present, who give us strength, inspiration and guidance to deliver great training outcomes for all Queenslanders. 3 CONTENTS
CONTENTS
1 ACKNOWLEDGEMENT MESSAGE FROM THE TAFE QUEENSLAND 4 BOARD AND EXECUTIVE
THE TAFE QUEENSLAND 6 RECONCILIATION ACTON PLAN ARTWORK 11 OUR BUSINESS 12 TAFE QUEENSLAND’S VISION FOR RECONCILIATION 14 TAFE QUEENSLAND’S RAP JOURNEY 22 RELATIONSHIPS 26 RESPECT 28 OPPORTUNITIES 30 TRACKING PROGRESS AND REPORTING
TAFE QUEENSLAND’S VISION FOR RECONCILIATION IS UNDERPINNED BY OUR MISSION: TO DELIVER QUALITY EDUCATION AND TRAINING THAT ENABLES THE CAREERS OF OUR STUDENTS AND THE DEVELOPMENT OF THE INDUSTRIES AND COMMUNITIES WE SERVE.
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MESSAGE FROM THE TAFE QUEENSLAND BOARD AND EXECUTIVE
At TAFE Queensland our vision is to be the leading provider of vocational education and training that is at the heart of community success. MESSAGE FROM TAFE QUEENSLAND MESSAGE FROM TAFE
TAFE Queensland has a proud 135 year We are the state’s largest vocational This two-year inaugural RAP contains history of working with communities, education and training provider, delivering many of the building blocks we feel will “THIS TWO–YEAR INAUGURAL RAP businesses, industry and government to training to more than 122,000 students support our vision for reconciliation: one CONTAINS MANY OF THE BUILDING deliver high quality and relevant education each year. Almost 8,000 of these where Aboriginal and Torres Strait Islander and training. We pride ourselves on skills students are from Aboriginal and Torres people participate equally and equitably in BLOCKS WE FEEL WILL SUPPORT development that is focused on improving Strait Islander backgrounds – a result of all aspects of life. OUR VISION FOR RECONCILIATION: individuals’ lives which in turn, increases our commitment to delivering inclusive Through this RAP we demonstrate our the productivity of our state. and culturally appropriate training for all ongoing commitment to reconciliation ONE WHERE ABORIGINAL AND Queenslanders. We are embedded in Queensland and look forward to delivering on the many TORRES STRAIT ISLANDER PEOPLE communities in more than 50 locations However, we know there is more that exciting initiatives and actions contained across the state delivering apprenticeship we can do. The gap in educational within this plan. PARTICIPATE EQUALLY AND EQUITABLY training, vocational certificates, diploma, outcomes between Aboriginal and IN ALL ASPECTS OF LIFE.” advanced diploma and higher education Torres Strait Islander people and non- bachelor degree qualifications to meet the Indigenous Australians remains too needs of industry and ensure graduates wide. By working with Reconciliation are job-ready and leaders in their Australia’s Reconciliation Action Plan chosen careers. (RAP) framework we have developed TAFE Queensland’s first “innovate” RAP.
Mary Campbell Annabel Dolphin Chief Executive Officer Board Chair TAFE Queensland TAFE Queensland
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THE TAFE QUEENSLAND RECONCILIATION ACTION PLAN ARTWORK THE RAP ARTWORK CONNECTING KNOWLEDGE – CONNECTING CULTURES
The TAFE Queensland Reconciliation six circles that form the ‘yarning circle’. Clear pathways represent accessibility to Action Plan artwork ‘Connecting The ‘U’ symbols represent people seated TAFE for people from all over Queensland, Knowledge – Connecting Cultures’ is teaching and learning and assisting - staff, from urban, regional, rural and remote about bringing Aboriginal and Torres Strait students and educators. locations. Islander and non-Indigenous cultures, Woven pattern designs represent the understandings and knowledges together. capturing of knowledge and learning, The artwork represents a map of Country the essence of what TAFE provides for (lands across Queensland) with TAFE many people across many aspects from at the centre. Pathways flow from business to trade and various industries. different Country throughout Queensland The Torres Strait Islands are represented connecting communities, connecting at the top of the artwork, the five symbols cultures, connecting knowledge. represent the five island regions of the Freshwater and Saltwater blend together, Torres Strait. Patterns and symbols moving bringing knowledge, wisdom and culture downward on the artwork represent from all over, learning two ways. TAFE different Country throughout Queensland - Queensland is represented by the central Rainforest, Desert, Coastal, freshwater and sun symbol, freshwater and saltwater saltwater. The rectangular blocks surround this symbol bringing knowledge represent urban locations and more from the six (6) regions represented by the populated regions.
About the Artist Riki Salam, Principal, Creative Director and artist of We are 27 Creative developed ‘Connecting Knowledge – Connecting Cultures’ for TAFE Queensland’s first Reconciliation Action Plan. Riki was born and raised in Cairns on Yidinji Land in 1972 and is a member of and connected to Kala Lagaw Ya - Western Island groups (St. Pauls - Moa Island), Kuku Yalanji Peoples on his Father and Grandfather’s side and a member of the Ngai Tahu people in the South Island of New Zealand on his Mother’s side. Educated in both Cairns and Brisbane he has over 20 years of industry experience as a graphic designer and artist. Riki has worked on many high-profile projects including the Qantas painted Boeing 747/800, Yananyi Dreaming, produced artworks for Telstra, Origin, Woolworths, the Healing Foundation and the Australian Human Rights Commission to name a few. Riki also designed the identity for the G20 in 2014. He works in pen, ink and brush, gouache on paper, and with acrylic paints, exploring concepts of traditional culture in a contemporary format.
To view more of Riki’s artworks visit www.weare27.com.au
Ink artwork paint up phase in the creative process to create the TAFE Queensland RAP artwork before being digitally developed. Artist Riki Salam, We are 27 Creative studio, Brisbane, Queensland.
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Riki Salam creating the artwork ‘Connecting Knowledge – Connecting Cultures’. Ink on paper and initial concept idea THE ARTIST development and process. Artist Riki Salam, We are 27 Creative studio, Brisbane, Queensland.
“IT HAS BEEN AN HONOUR TO CREATE THE RECONCILIATION ACTION PLAN ARTWORK FOR TAFE QUEENSLAND. TAFE IN BRISBANE, AT THE OLD MORNINGSIDE CAMPUS, IS WHERE I BEGAN MY CREATIVE CAREER, 25 YEARS AGO. IT IS GREAT TO SEE SO MANY ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE ABLE TO GAIN A CAREER THROUGH TAFE.”
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ABOUT US
TAFE QUEENSLAND OUR BUSINESS
APPROXIMATELY 1.8% ABORIGINAL 4,000 AND TORRES EMPLOYEES STRAIT ISLANDER EMPLOYEES
50 6 LOCATIONS REGIONS ACROSS QLD ACROSS QLD
EDUCATION AND TRAINING TO 8,000 122,000 ABORIGINAL AND STUDENTS/YEAR TORRES STRAIT ISLANDER OUR BUSINESS STUDENTS/YEAR TAFE Queensland is the largest and most experienced provider of vocational education and training in the state, with a history of serving Queensland’s communities for more than 135 years.
% Our vision for TAFE Queensland is to program areas. We provide individuals 87 be the leading provider of high quality with training options at every stage of their GRADUATES 500 PROGRAM AREAS education and training that is at the heart career and, for employers, skilling solutions EMPLOYED OR of community success. Our mission that respond to complex workforce needs. AND EDUCATIONAL FURTHER STUDY is to be an organisation that delivers QUALIFICATAIONS TAFE Queensland serves the whole state quality education and training that of Queensland and employs almost 4,000 enables the careers of our students and staff based throughout our network of 50 the development of the industries and locations. We provide training through communities we serve. a variety of modes including face-to- TAFE Queensland delivers high quality face, online, or in the workforce. Our training solutions to meet the needs of students benefit from teachers and staff students and industry regionally, across the who understand their cultural beliefs and state and around the world. Our services learning preferences. span foundational learning skills and entry level workforce qualifications to higher education degrees across more than 500
TAFE QUEENSLAND RECONCILIATION ACTION PLAN 2018–2020 13 OUR CORE VALUES TAFE QUEENSLAND’S Our core values support our commitment to reconciliation. VISION FOR RECONCILIATION
SHOWING INITIATIVE At TAFE Queensland we We will connect with our students, to bring new ideas to life and respond to the learning needs believe that vocational communities, industry and government of Aboriginal and Torres Strait Islander people in unique and
education and training has a agencies to provide a platform to build VISION FOR RECONCILIATION culturally appropriate ways. Research highlights that education key role to play in achieving a and grow a united learning community. fosters improved attitudes toward reconciliation and furthermore, united Australia; one where TAFE Queensland’s vision for reconciliation can provide more supportive learning environments to Aboriginal and Torres Strait is underpinned by our mission: to deliver appropriately teach all Australians about Aboriginal and Torres Islander people participate quality education and training that Strait Islander histories, cultures and contributions. equally and equitably in all enables the careers of our students and aspects of life. the development of the industries and communities we serve.
WORKING TOGETHER as one TAFE Queensland to achieve a common goal of respect where students and staff can operate in a culturally safe environment.
FOCUSSING ON OUR CUSTOMER to ensure TAFE Queensland remains a market leader in vocational education and is a key player in all our local communities. Through our leadership we can provide learning environments for students that contribute to closing the gap between Aboriginal and Torres Strait Islander and other Australians in education and training.
TAKING RESPONSIBILITY to deliver on our promises to all our customers and each other. We will maintain a workplace and training environment where all Australians are valued and feel they can be true to their cultures and personal beliefs.
SAFETY FIRST to ensure our students are trained in a culturally safe environment and our staff are trained in cultural awareness as well as workplace, health and safety practices.
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OUR KEY COMMITMENTS
THIS IS TAFE QUEENSLAND’S Over the next two years from September 2018 to FIRST RECONCILIATION September 2020, TAFE Queensland has committed to develop: ACTION PLAN AND AS • an Aboriginal and Torres Strait Islander Advisory Group; RAP COMMITMENTS SUCH IT CONTAINS • a cultural learning strategy; MANY OF THE BUILDING • a cultural protocol reference guide; BLOCKS REQUIRED TO ACHIEVE OUR VISION FOR • an Aboriginal and Torres Strait Islander employment and RECONCILIATION. retention strategy; • a procurement policy; • an education strategy.
Each of these commitments are set out in the action plan below. Once these foundations are in place, TAFE Queensland will undertake a plan to refresh and set out the next steps on its reconciliation journey.
RAP COORDINATION RAP WORKING GROUP
TAFE Queensland’s RAP was initiated with the The RAP Working Group has been meeting regularly establishment of the TAFE Queensland RAP to develop the Plan and will continue to meet quarterly Working Group. The Working Group is comprised to support the development and implementation of the of a RAP Champion (a member of the TAFE RAP’s actions, guided by its Terms of Reference. Queensland Executive Team) and managers, To ensure shared responsibility for implementation of our teachers and administrative staff from each of RAP, each region will have a designated Lead person on TAFE Queensland’s six regional areas. The RAP the Working Group. This person will ensure designated TAFE QUEENSLAND’S Working Group consists of Aboriginal and Torres actions are completed as per our RAP. RAP JOURNEY Strait Islander and non-Indigenous staff. MEMBERSHIP: • Emma White – Indigenous Outcomes Officer, Student Services, TAFE Queensland Skills Tech TAFE Queensland delivers training to more than 122,000 students • Jo Pyne – RAP Champion and General Manager, each year. Last year our students achieved 53,000 qualifications TAFE Queensland North • Heidi Gould – Manager, Student Services, TAFE with 87% of our graduates moving into employment or on to further • Leanne Bell – Portfolio Manager, Aboriginal and Queensland Skills Tech study. We provide training to almost 8,000 Aboriginal and Torres Torres Strait Islander Studies, TAFE Queensland North • Pauline Mortensen – Business Development Officer, Strait Islander students each year. At TAFE Queensland we strive to • Helen Mowat – Executive Officer, TAFE Queensland Commercial Sales, TAFE Queensland Brisbane be the training provider of choice for all Aboriginal and Torres Strait North • Paula Dewis – Acting Team Manager, Early Childhood Islander Queenslanders. • Carly Forrest – TAFE at Schools Officer, TAFE Communication and Care, TAFE Queensland Brisbane Queensland East Coast • Santina Schmocker – Campus Business Our RAP has been developed as a means teachers and administrative staff from each • Leonie Sperry – Lead Vocational Teacher Community Coordinator, Industry Engagement, TAFE Queensland of committing TAFE Queensland to the of TAFE Queensland’s 6 regional areas. Services Health and Sport, TAFE Queensland South West “Closing the Gap” strategy where our first Aboriginal and Torres Strait Islander East Coast • Sorita McGrane – VET in Schools Manager, Australians have the same opportunities for people are represented on the RAP Pathways and Schools, TAFE Queensland South West learning and prosperity that everyone can Working Group. • Brandon Thompson – Student Services Officer, • Julie Randolph-Davis – Senior Education enjoy in Australia. TAFE Queensland East Coast The RAP Working Group will be • Judith Shea – Cultural Lead, TAFE Queensland Consultant, TAFE Queensland English Language and Our RAP journey was established by the responsible for the Reconciliation Action East Coast Literacy TAFE Queensland Board and the plan Plan. One of the early actions will be the • Jo Round – Manager, Student Management, TAFE • Ryan Arthurson – Business Manager Primary is supported by TAFE Queensland’s establishment of an external Aboriginal Industries and Construction, TAFE Queensland North Executive Team. A RAP Working Group and Torres Strait Islander Advisory Group Queensland Gold Coastt • Arlene Turner – Teacher/LVT, TAFE Queensland has been created with a RAP Champion to provide cultural advice and guidance to • Bianca Mandalios – Communications Manager, North (a member of the TAFE Queensland TAFE Queensland in all aspects TAFE Queensland Gold Coast Executive Team) and includes managers, of our work. •Glenn Barry –Indigenous Liaison Officer and Student • Jonathan Butler-White – Employee Relations Support Officer, TAFE Queensland Gold Coast Specialist, TAFE Queensland North
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“I HAVE FELT SO CONNECTED AND CAPABLE. TO THE ABORIGINAL AND TORRES ENGAGEMENT STRAIT ISLANDER PEOPLE
LOOKING FOR A STUDY CASE STUDY COMMUNITY CONSULTATION PATHWAY, CHOOSE TAFE QUEENSLAND. YOU WILL BE SUPPORTED CONSULTATION WITH A state-wide public consultation was conducted AND UNDERSTOOD AND TAFE QUEENSLAND in early 2017 as well as a number of regionally- MOST IMPORTANTLY YOU STAFF, STUDENTS AND led information sessions and forums with key THE WIDER COMMUNITY stakeholders. WILL BE ENCOURAGED TO HAS TAKEN PLACE IN BE WHO YOU ARE AND THAT A key component to ensure ongoing community ORDER TO SHAPE THIS YOU BELONG.” consultation will be the creation of a TAFE Queensland CURRENT PLAN. Aboriginal and Torres Strait Islander Advisory Group to provide cultural support, advice and guidance to implementation of the RAP.
TWO–WAY CULTURAL LEARNING CONNECTING COMMUNITIES, CONNECTING CULTURES, CONNECTING KNOWLEDGE.
GEORGINA BAKER
More than two-decades after she left school, Georgina Baker has achieved what she thought would “IT’S A be an impossibility – she is the proud recipient of a Diploma of Nursing from TAFE Queensland Townsville. DEADLY As an Indigenous woman and mother, Georgina is proud to be able to set an example for her children and community, PLACE and showcase that no matter what age you are or what experiences you have had, your goals can still be achieved. TO BE Georgina says the transition to study was made simpler due to the overwhelming sense of inclusiveness, recognition and EDUCATED” acknowledgment offered by TAFE Queensland.
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“WE’VE INVITED LOCAL ABORIGINAL DANCERS TO DANCE WITH OUR CLASSES; CHILDREN PAINT WITH ABORIGINAL
ARTISTS; AND A LOCAL ABORIGINAL CASE STUDY LANGUAGE COORDINATOR HAS TAUGHT EVERYONE TRADITIONAL ABORIGINAL GREETINGS… WE EVEN LEARNED HOW TO SING ENGLISH SONGS LIKE HEADS, SHOULDERS, KNEES AND TOES IN OUR TRADITIONAL LANGUAGE.”
KIMBERLEY APPO
Kimberley Appo is a proud young Aboriginal woman who is bridging her Gooreng Gooreng family knowledge, spirituality and wisdom into the early childhood classroom.
Kimberley’s love of children developed from a young age after growing up, living and learning in a big family. At 19, Kimberley followed her heart and found a pathway into early childhood education and care, studying a Certificate III in Children’s Services at TAFE Queensland Bundaberg campus. “At TAFE Queensland, I gained valuable knowledge and skills and learned how to program for a child’s needs. Working with children really keeps you on your toes.” Kimberley progressed her education, completing a Diploma of Early Childhood Education and Care. She is now implementing Aboriginal perspectives and involving Aboriginal people in classroom experiences to educate young children about relationships, respect and cultural diversity as a childcare educator in Brisbane. By sharing her family’s history, identity and experiences with both children and other childcare educators in the community, Kimberley hopes to break down barriers and promote appreciation of Aboriginal cultures, histories and achievements into early childhood education to secure a successful future for all children.
TAFE QUEENSLAND RECONCILIATION ACTION PLAN 2018–2020 21 OUR RAP COMMITMENTS
OUR RAP COMMITMENTS By working with Reconciliation Australia’s RAP framework we have developed TAFE Queensland’s first “Innovate” RAP.
RELATIONSHIPS RESPECT OPPORTUNITIES
“A PLACE OF FRIENDSHIP AND LEARNING”
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RELATIONSHIPS ACTION DELIVERABLE TIMELINE RESPONSIBILITY
ENGAGING WITH STAFF Develop engagement strategies for all RELATIONSHIPS TAFE QUEENSLAND IS Our aim is to position TAFE Queensland as the AND THE COMMUNITY staff with our Aboriginal and Torres Strait RAP Working Group July 2019 COMMITTED TO BUILDING training provider of choice for Aboriginal and 3. Develop respectful relationships Islander stakeholders as part of the TAFE TQEC Lead STRONG AND SUSTAINABLE Torres Strait Islander students and the employer with Aboriginal and Torres Strait Queensland Strategic Plan. RELATIONSHIPS WITH of choice for people with diverse backgrounds. Islander peoples, communities and organisations and work Professional development opportunities for ABORIGINAL AND TORRES Our vision is to advance equal and equitable collaboratively to deliver positive STRAIT ISLANDER PEOPLE. social and economic opportunities for educators will be developed to ensure the January 2019 Chief Academic outcomes in all aspects of cultural safety of students enrolled in our January 2020 Officer Aboriginal and Torres Strait Islander people in training. programs. Queensland.
Provide scheduled opportunities for staff July 2019 & to attend on-campus meetings with local 2020 RAP Working Group ACTION DELIVERABLE TIMELINE RESPONSIBILITY Elders and community members to provide December TQEC Lead opportunities to learn through story-telling. 2019 & 2020 MONITORING OUR The RAP Working Group, through its terms Executive RAP of reference will oversee the development, September 2018 Meet with local Aboriginal and Torres Strait PROGRESS Champion RAP Working Group endorsement and launch of the RAP. Islander organisations to develop guiding July 2019 1. Actively monitor TQGC Lead principles for future engagement. RAP development Ensure Aboriginal and Torres Strait Islander and implementation October 2018 RAP Working Group peoples are represented on the RWG. 4. Raise internal and external of actions, tracking awareness of our RAP to Develop an internal communications and of progress and September December 2018 promote reconciliation across marketing plan to promote the RAP across Director – Brand and reporting. –December The RAP Working Group will meet at least four March 2019 & 2020 our business and sector. TAFE Queensland which will include a launch Communication Executive RAP 2018 times a year to track, monitor and report on RAP June 2019 & 2020 of the RAP with staff at each region. Champion implementation. September 2019 & 2020 December 2019 Launch the RAP within each region with October 2018– Executive RAP external stakeholders and local community December 2018 March 2019 Champion Ensure progress on the development and March 2019 & 2020 leaders. RAP Working Group implementation of each key RAP deliverable. June 2019 & 2020 TQN Lead September 2019 & 2020 October 2018 Promote reconciliation through ongoing RAP Working Group December 2019 –September active engagement with all stakeholders. TQN Lead 2020 Establish an external Aboriginal and Torres Strait Islander RAP Advisory Group to Executive RAP July 2019 provide cultural advice, support and guidance to Champion the RAP’s implementation.
PROMOTING Each TAFE Queensland region to organise at May–June 2019 RAP Working Group least one internal event to acknowledge National RECONCILIATION May–June 2020 TQEC Lead 2. Celebrate and Reconciliation Week. participate in National Register our NRW events via Reconciliation May 2019 RAP Working Group Reconciliation Week Australia’s NRW website. May 2020 TQEC Lead (NRW) by providing opportunities to TAFE Queensland to provide marketing collateral April 2019 RAP Project Lead – build and maintain for internal NRW events. April 2020 Marketing relationships between Aboriginal Ensure our RAP Working Group participates in May–June 2019 RAP Working Group and Torres an external event to recognise and celebrate May–June 2020 TQEC Lead Strait Islander NRW. peoples and other Australians. Encourage staff to participate in external events May–June 2019 RAP Working Group to celebrate and recognise NRW. May–June 2020 TQEC Lead MONITORING OUR PROGRESS Each region to develop a database of local Aboriginal and Torres Strait Islander people who RAP Project Lead – PROMOTING RECONCILIATION July 2019 staff could invite to share their reconciliation Culture experiences or stories with students. ENGAGING WITH STAFF AND THE COMMUNITY Ensure NRW resources are made available on May–June 2019 Executive RAP SPOT and Connect. May–June 2020 Champion
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“TAFE QUEENSLAND IS ABOUT CONNECTING CASE STUDY WITH STUDENTS AND COMMUNITIES TO BUILD NECESSARY SKILLS SO THAT ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE CAN PARTICIPATE EQUALLY AND IN ALL ASPECTS OF AUSTRALIAN LIFE”. MARK WATEGO
As a father of seven, Mark Watego, a well known member of the Yugambeh language group, found it hard to find the time and money to follow his dreams and further his studies.
Mark applied for a TAFE Queensland scholarship which allowed him the opportunity to complete a formal qualification in Health and Community Services at its Southport Campus on the Gold Coast. As a Diploma of Community Services graduate, he now provides mental health first aid to remote Aboriginal and Torres Strait Islander communities. Mark believes that his success with receiving a scholarship that enabled him to pursue his studies and now move forward with his career is a reflection of TAFE Queensland’s vision for reconciliation.
“BE A GOOD ROLE MODEL FOR YOUR CHILDREN”
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RESPECT RESPECT
We demonstrate this through building culturally safe TAFE QUEENSLAND PROUDLY ACTION DELIVERABLE TIMELINE RESPONSIBILITY RESPECTS ABORIGINAL AND learning environments that acknowledge traditional ownership and connection of First Nations people to TORRES STRAIT ISLANDER RESPECTING PROTOCOL PEOPLE AND THEIR CULTURE Country. We take pride in celebrating Aboriginal and Ensure TAFE Queensland Marketing 2. Embed Aboriginal and Torres Strait Torres Strait Islander history, culture and achievements. Guidelines include information about cultural AND HISTORY. Islander cultural protocols into all December RAP Project Lead – protocols around the use of images, artwork aspects of TAFE Queensland’s 2019 Marketing and wording when referring to First Nations operations. peoples. ACTION DELIVERABLE TIMELINE RESPONSIBILITY CELEBRATING CULTURE Each region to host or participate in at least July 2019 & RAP Project Lead – BUILDING AWARENESS 3. Support opportunities for all Design, develop and implement an inclusive cultural RAP Project Lead – one NAIDOC event event each year. 2020 Marketing learning strategy which defines cultural learning needs of staff to engage with culture and 1. Engage employees December Cultural Learning in cultural learning to employees in all areas of our business and considers the communities by celebrating 2019 Director – People, NAIDOC Week. Register our NAIDOC events via increase understanding various ways in which cultural learning may be provided July 2019 & RAP Project Lead – Culture and Change Reconciliation Australia and NAIDOC of Aboriginal and Torres (online, face to face workshops or cultural immersion). 2020 Marketing Strait Islander cultures, websites. perspectives and October Provide opportunities for RWG members, RAP histories. 2018 – Director – People, champions, HR managers and other key leadership staff Provide opportunities for all Aboriginal and September Culture and Change to participate in cultural training. Torres Strait Islander staff to participate July 2019 & RAP Project Lead – 2020 with their cultures and communities during 2020 Employment NAIDOC Week. Investigate opportunities to work with local Traditional Owners and/or Aboriginal and Torres Strait Islanders to December RAP Project Lead – Staff will be given the opportunity to develop and implement cultural awareness training in our 2019 Cultural Learning July 2019 & Director – People, participate in a NAIDOC week planning locations of operation. 2020 Culture and Change committee. October Engage employees in cultural learning to increase 2018 – RAP Project Lead – Ensure NAIDOC activities and resources are understanding of Aboriginal and Torres Strait Islander July 2019 & Chief Academic September Cultural Learning made available on staff intranet and learning cultures, perspectives and histories. 2020 Officer 2020 sites for students. RESPECTING Develop, implement and communicate a cultural 4. Consider additional regional actions PROTOCOL protocol reference guide for Welcome to Country Each region to consider additional actions to to promote understanding of December RAP Working Group and Acknowledgement of Country including a policy to January RAP Project Lead – build respect for local Aboriginal and Torres 2. Embed Aboriginal and Aboriginal and Torres Strait Islander 2019 TQN Lead advise on engaging and paying Welcome to Country 2019 Cultural Protocols Strait Islander people and their culture. Torres Strait Islander culture. cultural protocols into speakers which demonstrates respect of people’s time all aspects of TAFE and livelihood. 5. Consider additional regional Queensland’s operations. October RAP Working Group Develop a local community resource bank accessible by actions to enhance connections, RAP Project Lead – Celebrate student and staff success stories 2018 – TQB Lead all staff, which contains connections and contacts, and March 2019 engagement and reconciliation with Cultural Protocols all year round using a range of media. September Director – Brand and includes cultural protocols for appropriate engagement. Aboriginal and Torres Strait Islander 2020 Communication people and communities. • Develop a list of key contacts for organising a Welcome to Country and maintaining respectful partnerships. November • Invite a Traditional Owner to provide a Welcome 2019 – Executive RAP to Country at significant events, including TAFE September Champion Queensland Orientation Days and Graduation events. 2020 • Encourage staff to include an Acknowledgement of Country at the commencement of meetings.
Visibly demonstrate respect for Aboriginal and Torres Strait Islander peoples and cultures through: BUILDING AWARENESS • flying the Australian, Aboriginal and Torres Strait December Executive RAP Islander flags at our campuses. RESPECTING PROTOCOL 2019 Champion • including acknowledgements at our main campus CELEBRATING CULTURE entrances, on corporate marketing materials, staff email signature blocks and on our website.
Critically evaluate how Aboriginal and Torres Strait December Chief Academic Islander peoples and cultures are represented within 2019 Officer TAFE Queensland’s teaching and learning resources.
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OPPORTUNITIES ACTION DELIVERABLE TIMELINE RESPONSIBILITY
BUSINESS OPPORTUNITIES Aim to become a preferred supplier of training OPPORTUNITIES 2. Investigate opportunities to to Aboriginal and Torres Strait Islander December RAP Working Group TAFE QUEENSLAND WILL CHAMPION TAFE Queensland will advocate incorporate Aboriginal and Torres businesses and community organisations 2019 TQN Lead RELATIONSHIPS WITH BUSINESS, for Aboriginal and Torres Strait Strait Islander supplier diversity across Queensland. within our organisation. STUDENTS AND INDUSTRY Islander people in all aspects of Develop TAFE Queensland’s procurement TO MAXIMISE EMPLOYMENT policy development relating to policy so that the dollars spent with Aboriginal OPPORTUNITIES FOR ABORIGINAL AND employment and skills. and Torres Strait Islander businesses increases December Chief Financial TORRES STRAIT ISLANDER PEOPLE. each year in line with the 2022 target set out 2019 Officer in the Queensland Indigenous (Aboriginal and Torres Strait Islander) Procurement Policy.
Develop and communicate to all staff a ACTION DELIVERABLE TIMELINE RESPONSIBILITY database of Aboriginal and Torres Strait Islander businesses including local, traditional October RAP Project Lead – community suppliers and artists that can be 2019 Procurement EMPLOYMENT OPPORTUNITIES Appoint an Indigenous Employment Coordinator used in the ongoing procurement of goods to develop an Aboriginal and Torres Strait Islander Executive RAP 1. Investigate opportunities to improve July 2019 and services. and increase Aboriginal and employment and retention strategy which makes Champion Torres Strait Islander employment TAFE Queensland an employer of choice. TRAINING OPPORTUNITIES Ensure TAFE Queensland education outcomes within our workplace. 3. Opportunities for Aboriginal and strategies and policies include our focus on Provide innovative and clever employment December Chief Academic RAP Project Lead – Torres Strait Islander students, the importance of reconciliation and Aboriginal programs to encourage opportunities for July 2019 2019 Officer Employment communities, businesses and and Torres Strait Islander histories, cultures Aboriginal and Torres Strait Islander people. industries. and contributions. Collect information on our current Aboriginal Director – People, September and Torres Strait Islander staff to inform future Capability and All regions to appoint an Indigenous Outcomes 2019 Executive RAP employment opportunities. Culture Officer to support employment outcomes for July 2019 Aboriginal and Torres Strait Islander students. Champion Identify roles that should be filled by Aboriginal RAP Project Lead – July 2019 and Torres Strait Islander people. Employment Develop relationships with Reconciliation Australia’s RAP partners and aim to become a January RAP Project Lead – preferred supplier of training to organisations 2019 Education Set clear targets for all levels within TAFE March Executive RAP who actively support reconciliation. Queensland. 2020 Champion Create and establish new vocational pathway Executive RAP programs to attract Aboriginal and Torres Strait RAP Project Lead – Engage with existing Aboriginal and Torres June 2020 Champion Islander people. Education Strait Islander staff to consult on employment June 2019 strategies, including professional development. RAP Project Lead – Employment 4. Support and advocacy for Lobby for policy development that will assist in Aboriginal and Torres Islander reducing the current gap that exists between Review human resource procedures and policies peoples in all aspects of vocational our First Nations people and other Australians September Chief Academic to ensure they are inclusive of Aboriginal and December RAP Project Lead education and training. in the areas of education, training and 2020 Officer Torres Strait Islander employees and future 2019 – Employment employment. applicants participating in our workplace. Advocate for our Aboriginal and Torres Advertise all vacancies in Aboriginal and Torres RAP Project Lead – June 2019 Strait Islander graduates in industry and September Executive RAP Strait Islander media. Employment employment. 2020 Champion
January Executive RAP Provide entry pathways such as traineeships. 2020 Champion
BUSINESS OPPORTUNITIES Review procurement policies and procedures to encourage Aboriginal and Torres Strait Islander RAP Project Lead - 2. Investigate opportunities to June 2019 incorporate Aboriginal and Torres businesses as preferred suppliers of goods and Procurement Strait Islander supplier diversity services. within our organisation. Register with Supply Nation to connect with RAP Project Lead – June 2019 CHAMPION RELATIONSHIPS Aboriginal and Torres Strait Islander businesses. Procurement MAXIMISE OPPORTUNITIES Develop at least one commercial relationship with March RAP Project Lead – an Aboriginal and/or Torres Strait Islander owned 2019 Procurement business.
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“YOU FEEL REALLY SAFE AND COMFORTABLE AT TAFE; AND YOU DEFINITELY ARE GOVERNANCE, TRACKING SUPPORTED. I WOULD
RECOMMEND TAFE TO CASE STUDY PROGRESS AND REPORTING ANYONE WHO THINKS THEY NEED HELP TO GET A JOB.”
ACTION DELIVERABLE TIMELINE RESPONSIBILITY “LONG TERM 1. Report RAP achievements, March Complete and submit the RAP Impact challenges and learnings to 2019 Executive RAP Measurement Questionnaire to Reconciliation Reconciliation Australia. Champion OPPORTUNITIES Australia annually. March 2020 AVAILABLE” November Investigate participating in the RAP Barometer 2018 Executive RAP March Champion 2019
2. Report RAP achievements, March challenges and learnings internally Publically report our RAP achievements, Executive RAP 2019 and and externally. challenges and learnings. Champion 2020
3. Review, refresh and update RAP Liaise with Reconciliation Australia to develop December Executive RAP a new RAP based on learnings, challenges and 2019 Champion achievements.
Submit a draft RAP to Reconciliation Australia for Executive RAP May 2020 formal endorsement. Champion DAWN MICKELO
Dawn Mickelo is a proud Aboriginal woman of the Gubbi Gubbi people. Her family originates from Fraser Island to Caboolture. Dawn is passionate about land conservation.
Dawn studied with TAFE Queensland Caboolture Campus to improve her writing and digital skills through the Skills for Education and Employment program.* She credits her CONTACT DETAILS teachers as being positive, strong, female role models. Name: Jo Pyne After her studies at TAFE, Dawn has been working for the Position: Chair, TAFE Queensland RAP Working Group past two years with Barung Landcare on the Sunshine Coast Phone: (07) 4750 5261 Hinterland as a bush regenerator. Dawn’s current goal is to achieve her Diploma in Conservation and Land Management. Email: [email protected] * The Skills for Education and Employment (SEE) program is funded by the Australian Government Department of Education and Training. tafeqld.edu.au
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SIMON NAAWI MAKES IT HIS BUSINESS TO INSPIRE OTHERS. THE 25-YEAR-OLD TORRES STRAIT ISLANDER
MAN, WHO WAS BORN CASE STUDY “BE A GOOD AND RAISED ON THE TINY CORAL CAY MASIG ISLAND, ROLE MODEL IS PASSIONATE ABOUT HELPING OTHERS FOLLOW IN FOR YOUR HIS FOOTSTEPS TO HIGHER CHILDREN” EDUCATION.
SIMON NAAWI
Having left his tropical island home to complete his high school studies in a Cairns boarding school, 837 kilometres away, Simon Naawi returned to Masig Island after graduation with the aim of undertaking further studies in business and management.
He got the ball rolling by enrolling As well as gaining invaluable in a Diploma of Business and a business knowledge, Simon Diploma of Management with TAFE believes his studies have also Queensland, which he completed strengthened his resolve to help via residential block studies. others in his community to access education. “I received continuous support from my teachers and class “I’ve made it my business to go mates; we all became really back and provide mentoring close, like a big family of support to new students,” likeminded people.” he said. And now Simon is preparing for his “It’s made me feel good to give next step; completing a Bachelor back knowing that I was once in of Business and Management at a similar situation to them.” James Cook University. “I truly believe that in order to “I never really thought that I achieve your goals, you need to was ever going to study at take a step out of your comfort a university level, but about zone and chase your dreams.” halfway through my course It’s a message Simon Naawi is now at TAFE Queensland I realised planting within his community. that I really wanted to continue learning,” he said. “I’ve been able to gain credit toward my bachelor because of my studies at TAFE. The whole process has been pretty straightforward.”
TAFE QUEENSLAND RECONCILIATION ACTION PLAN 2018–2020 “WE DEMONSTRATE OUR ONGOING COMMITMENT TO RECONCILIATION AND DELIVERING ON THE INITIATIVES AND ACTIONS.”
tafeqld.edu.au