Indigenous Education Statement

INDIGENOUS EDUCATION STATEMENT

OVERVIEW

The Department of the Prime Minister and Cabinet (PM&C) requires information from Universities relating to the 2014 outcomes and future plans to meet ongoing responsibilities for Aboriginal and Torres Strait Islander student achievement in higher education.

These responsibilities include assessing and reporting on progress towards improved educational outcomes for Aboriginal and Torres Strait Islander peoples as set out in the goals of the National Aboriginal and Torres Strait Islander Education Policy.

The Indigenous Education Statement is used to determine University’s eligibility for Indigenous Support Programme (ISP) funding. Please refer to the Higher Education Support Act 2003 – Other Grants Guidelines (Education) 2008 which details ISP grant conditions. There are three conditions of eligibility for ISP - Table A Universities must demonstrate to PM&C that they:

 Have implemented strategies for improving access, participation, retention and success of Aboriginal and Torres Strait Islander students;  Have increased participation of Aboriginal and Torres Strait Islander peoples in the University’s decision-making processes; and  Have an Aboriginal and Torres Strait Islander employment strategy.

Universities in receipt of ISP funding are required to provide PM&C with a report on the expenditure of the grant amount. The expenditure report for 2014 ISP funds is included within this document.

The certification page is required to be signed by the University’s most senior financial manager. This page does not require an external auditor’s certification.

It is recommended that the format for the Indigenous Education Statement is followed to ensure Universities report against all relevant criteria. However, this should not limit Universities who wish to report on a wider range of matters.

In accordance with the Guidelines, the final, certified Indigenous Education Statement is due by latest 31 May 2015. Please ensure to leave sufficient time for follow up discussions between PM&C and the University to avoid any delay in the payment of the second ISP instalment due in early July 2014.

Please submit signed electronic documents by email to: [email protected]

PM&C contact officers:

Danny Howard; Director Marissa Booth, Assistant Director Indigenous Tertiary Programs Indigenous Tertiary Programs Phone: 02 6152 3193 Phone: 02 6152 3194 Email: [email protected] Email: [email protected] FORMAT FOR INDIGENOUS EDUCATION STATEMENT

While it is recommended that this format is followed to ensure Universities report against all relevant criteria, Universities are invited to comment on a wider range of matters.

University of Tasmania, Riawunna Centre

SECTION 1 ACHIEVEMENT OF NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION POLICY (AEP) GOALS IN 2014 AND PLANS FOR FUTURE YEARS

Please provide evidence of:  strategies you have implemented which seek to achieve the AEP goals and your assessment of whether these strategies are working;  constraints on your ability to achieve the AEP goals; and  plans for future improvement of existing strategies or implementation of new strategies to meet each of the AEP goals relevant to higher education.

The AEP goals (paraphrased) relating to higher education are to: 1. Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander peoples in educational decision-making. 2. Increase the number of Aboriginal and Torres Strait Islander peoples employed, as academic and non- academic staff in higher education institutions. 3. Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education. 4. Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of all other Australians. 5. Enable Aboriginal and Torres Strait Islander students to attain the same graduation rates from award courses in higher education as for other Australians. 6. To provide all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures. The University of Tasmania is committed to the following five goals to improve the education outcomes for all Aboriginal and Torres Strait Islander people in Tasmania.

Participation Increase Aboriginal access and participation in higher education to be at parity with the Tasmanian state population of Aboriginal and Torres Strait Islander people.

Academic Success Increase the retention and success of Aboriginal people in all aspects of higher education.

Culture Develop Cultural competence in all staff and students to promote and support the use of culturally safe practices throughout the University.

Governance Advance self-determination by meaningfully involving Aboriginal people in decision making within the University of Tasmania.

Employment Establish and implement an Aboriginal and Torres Strait Islander Employment Strategy. The plan is being negotiated with The Pro Vice Chancellor of Aboriginal Research and Leadership, Aboriginal staff and the Aboriginal Policy Working Group and other areas of the University. 1 Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander people in educational . decision-making. Your response to this goal needs to address but is not limited to the following points:  The number of Aboriginal and Torres Strait Islander people involved in institutional decision-making processes and the nature of their involvement, i.e. memberships on boards, committees etc.  If there is no Aboriginal and Torres Strait Islander membership on key decision making bodies, please provide an explanation.  The roles and responsibilities of Aboriginal and Torres Strait Islander leaders within your institution.

The University of Tasmania has Aboriginal and Torres Strait Islander representation on key University committees:  The position of Pro Vice-Chancellor Aboriginal Research and Leadership established and advertised in late 2013 is an ex-officio member of Academic Senate and the Senior Management Team. This is an identified position.  An Aboriginal staff member has been an ex-officio member of Academic Senate during the whole of 2014. The Pro Vice-Chancellor Aboriginal Research and Leadership was appointed during 2014 and replaced the Aboriginal Higher Education Advisor as an ex-officio member of Academic Senate.  The Pro Vice-Chancellor Aboriginal Research and Leadership is a member of the Provost Divisional Executive.  The Aboriginal Higher Education Advisor is a member of the Division of Students & Education Divisional Management Team.  The Riawunna Centre Leadership group was formed and consisted of the Pro Vice-Chancellor (Students), Manager Pre Degree Programs, Murina Coordinator and the Senior Executive Officer. This group met regularly to discuss Aboriginal Student Support and the running of the Riawunna Centre

Planned activities for 2015  The Pro Vice-Chancellor Aboriginal Research and Leadership will convene the University of Tasmania Aboriginal and Torres Strait Islander Policy Working Group which will provide advice and guidance to the Pro Vice Chancellor Aboriginal Research and Leadership in the development of a whole of University Aboriginal and Torres Strait Islander policy framework.Members are drawn from two groups: senior University of Tasmania staff, including senior Aboriginal staff, whose portfolios of responsibility engage with areas of importance to Aboriginal and Torres Strait Islander higher education, research and community engagement, and external Aboriginal members with high level experience and knowledge in the field. 2. Increase the number of Aboriginal and Torres Strait Islander staff employed as academic and non-academic staff in higher education institutions. Your response to this goal needs to address but is not limited to the following points:  An outline of your active Aboriginal and Torres Strait Islander Employment Strategy including details on how it was authored, how current it is and whether or not it is publicly accessible on the internet. (please provide a current link)  Information on your strategies for increasing numbers of Aboriginal and Torres Strait Islander staff employed at your University. (Please provide a link to your Employment statement).  The number of Indigenous-specific positions at your University, detailed by occupation and level.  The current number of Aboriginal and Torres Strait Islander staff at your University and their roles across the University (including numbers in academic and non-academic roles, and by level).

A draft of the University of Tasmania Aboriginal and Torres Strait Islander Employment Strategy acknowledges the importance of Aboriginal and Torres Strait Islander engagement with the University and has, as the main goal, to increase the employment of Aboriginal and Torres Strait Islander people. A draft strategy was developed in 2014 and under the guidance of Pro Vice-Chancellor Aboriginal Research and Leadership and the Aboriginal and Torres Strait Islander Policy Working Group it will be re-developed to replace the University’s Aboriginal Employment Strategy 2008-10. In 2014, the Aboriginal Employment Coordinator worked with Aboriginal communities and University staff to increase awareness of employment opportunities at the University of Tasmania among Aboriginal staff and community members, and support the University in employing more Aboriginal staff members.

The University of Tasmania worked with the Anti-Discrimination Commissioner to allow the University to have positions categorised as identified positions for Aboriginal and Torres Strait Islander people.

Increasing Aboriginal Employment at the University of Tasmania The University is committed to encouraging Aboriginal and Torres Strait Islander people to apply for all categories of employment at the University. A dedicated Aboriginal Employment Coordinator ensures the promotion of opportunities at UNIVERSITY OF TASMANIA within Aboriginal communities, and provide support to Aboriginal and Torres Strait Islander applicants. This area also focuses on the importance of, Aboriginal graduate programs and Aboriginal professional and academic appointments, cadetships and Aboriginal trainee programs.

Table 1 - Casual positions Faculty/Institute/Section Academic & Position Title Non-Academic Riawunna non-academic Aboriginal Elder in Residence Riawunna non-academic Aboriginal Elder in Residence Riawunna non-academic Aboriginal Elder in Residence Riawunna non-academic Aboriginal Elder in Residence Riawunna Academic ITAS Tutor Riawunna Academic ITAS Tutor Riawunna Academic ITAS Tutor Riawunna Academic ITAS Tutor Riawunna Academic ITAS Tutor Total 9 Positions Table 2 – Contract positions Academic & Faculty/Institute/Section Non-Academic Position Title Central Science Laboratory Academic Director - Central Science Lab Centre for Rural Health Academic Assoc. Lecturer Indigenous Health Centre for University Pathways and non-Academic Administration Officer Partnerships Contract Owner: Executive Office CSD non-Academic Grounds Maintenance & Management Financial Services non-Academic Senior Finance Officer Geography and Environmental Studies non-Academic Senior Tech. Officer Human Resources non-Academic Capability Development Advisor Human Resources non-Academic Aboriginal Employment Coordinator Information Technology Services non-Academic Technical Services Officer Infrastructure, Planning and Compliance non-Academic Sustainability Officer Integrated Marine Observing System (IMOS) non-Academic IMOS Communications Manager Riawunna non-Academic Aboriginal Elder in Residence Riawunna non-Academic Aboriginal Higher Education Officer Riawunna non-Academic Aboriginal Higher Education Officer Riawunna non-Academic Aboriginal Higher Education Officer Riawunna non-Academic Administration Assistant Riawunna non-Academic Administration Officer Riawunna non-Academic Administration Officer Riawunna non-Academic Administration Officer Riawunna non-Academic Administration Officer Riawunna Academic Murina Coordinator Riawunna non-Academic Senior Executive Officer Riawunna Academic Tutor Riawunna Academic Tutor Academic & Tutor and Riawunna non-Academic Project Officer School of Humanities Academic Lecturer Pro Vice Chancellor Aboriginal Research and School of Social Sciences Academic Leadership Professor Sociology Student Centre non-Academic International Admissions Officer Tasmanian Institute of Learning and Academic Aboriginal Higher Education Adviser Teaching TILT Total 31 Positions 3. Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education. Your response to this goal needs to address but is not limited to the following points:  Commencing Aboriginal and Torres Strait Islander student numbers for 2014 (access rate) as compared to 2013 (please provide an all student comparison).  Programmes run, by the University, to improve access by Aboriginal and Torres Strait Islander students.  Details on outreach activities and their effectiveness, including and attracting Aboriginal and Torres Strait Islander students. (See table below).

 Details of Indigenous-specific and other scholarships offered by your University. (See table below).  Promotion of scholarships to Aboriginal and Torres Strait Islander students and take-up rates, including reasons for low take-up.  Indigenous Education / Support Unit’s role.

Commencing Aboriginal and Torres Strait Islander students* EFTSL student data 2013 2014 Aboriginal and Torres 143 177 Strait Islander students Non Aboriginal and Torres Strait Islander students 7244 8006 (Domestic students only): All student data 2013 2014 Aboriginal and Torres 201 293 Strait Islander students Non Aboriginal and Torres Strait Islander students 12,093 14,702 (Domestic students only):

Programs to improve access Program Name Target audience Outline of Program Outcome Indigenous Tutorial Undergraduate and To provide academic Higher retention rates Assistance Scheme (ITAS) Postgraduate by coursework assistance to recipients to Higher academic results achieve success. karni mapali Senior secondary school & To mentor Grade 11 & 12 The number of Aboriginal (mentor program) Riawunna College to students and RCUB recipients and Torres Strait Islander University Bursary (RCUB) of the program on university Grade 12 students who Bursary recipients pathways to university. transition to university Murina Preparation Program Aboriginal and Torres Strait To provide a culturally safe Increased participation of Islander people in Tasmania environment for Aboriginal Aboriginal and Torres Strait and Torres Strait Islander Islander people at the people to complete a University. University bridging program. Successful transition to The Murina Preparation higher education. Program offers courses Acceptance by Tasmanian internally, externally and Aboriginal communities of using mixed modes. External the value of the program in modes have access to an providing access to higher online learning tool, and to a education. Murina tutor. Program Name Target audience Outline of Program Outcome Pathways to Success and a Aboriginal and Torres Strait Objectives are: Project outcomes for each Place in Tasmania’s Future Islander people in four low To increase participation in group: Economy. HEPPP competitive SES areas of Tasmania higher education through  informed and raised grant awarded in the 2013 equating to over 80% of the initiatives and pathways aspirations and Indigenous round Aboriginal population which inform and build understanding of the value aspiration, provide smooth of higher education to their transitions and enable lives, current and future students,  an improved rate of families and communities to successful transitions to engage with career higher education courses possibilities aligned with that are preparation for Tasmania’s industries of the jobs in industries of the future: food, advanced future. manufacturing, tourism and health. Groups targeted are:  Tasmanians who identify as Aboriginal*, and  Tasmanians from a low SES background. Riawunna College to Grade 10 students who are To provide bursaries that will Increased participation of University Bursary committed to transitioning to be delivered over the course Aboriginal and Torres Strait Grades 11 and 12 and then of three years to assist in the Islander students in college, onto University. financial costs of attending the university. senior secondary college and first year university.

tunapri teaching program Two workshops for Grade 9- To promote teaching as a Increased number of 10 students in 2014 and career choice for Aboriginal Aboriginal and Torres Strait Grade 11-12 students in 2015 and Torres Strait Islander Islander teachers students

During 2014, the Murina preparation program underwent a review and as a consequence significant changes to the program will be rolled out during 2015. As part of these changes and in line with strategies aimed at improving access,the Murina program is committed to increasing the number of Aboriginal Community guest speakers, tutors and lecturers within its teaching program, particularly those Murina units that contain a substantial cultural component and those that are delivered ‘in Country’.

Changes to the Murina program recognises the importance of, and connection between, participation and cultural learning and cultural experiences. The new Murina program highlights this as a key innovation in engaging Aboriginal and Torres Strait Islander students and in supporting their participation in the preparatory program and promoting the pathways on to undergraduate study. nuritinga palawa units, Aboriginal specific units, have been revised and reinstated with major components centred on cultural experiences, field trips and ‘in Country’ days whilst continuing to retain a focus on providing students with the academic skills required to set them up for success in undergraduate study. In support of this strategy aimed at increasing Aboriginal and Torres Strait Islander students in the preparatory program, increased measures will be undertaken to promote online opportunities and initiatives that incorporate the development and delivery of murina units in a series of regional workshops. Outreach activities Outreach Activity Target audience Outline of Program Outcome Aboriginal Unit for Class room teachers Single Aboriginal studies unit Teachers develop an understanding practicing teachers offered to assist teachers to meet and knowledge of the complexity and requirements of national diversity of Australian Aboriginal curriculum. societies and cultures and key historic and contemporary issues, including issues involving social justice. Come Walk With Us University staff & Cultural awareness program To enable non-Aboriginal people to (TILT) students and health which focuses on Tasmanian have an awareness for Tasmanian service providers Aboriginal history and culture and Aboriginal Culture. across the state contemporary issues. Promote Cultural awareness and safety as service providers. Bunguna Program High Schools and Cultural awareness program for Affirming young Aboriginal peoples Colleges Aboriginal and Torres Strait identities, backed up by educational Islander youth. approach. Futures Expos Colleges and High To encourage young Tasmanians Tasmanian youth have more Schools to participate in higher knowledge of the University and its education. programs. Riawunna Events Tasmanian To educate the broader To bring Aboriginal and Torres Strait community community and celebrate Islander people together at the Aboriginal culture. University to celebrate and commemorate the lives of Aboriginal and Torres Strait Islander people. To educate and support non-Aboriginal people in Reconciliation. Riawunna Seminars Education providers, Present best practice and latest To build a community of learners and Teachers, University research. Share strategies and network with education providers and Students and staff map programs with other Aboriginal Communities in Tasmania . education providers. Murina Program Potential students Regional days ‘in Country’ days - To provide a ‘taster’ of the Murina and targeted others an experiential showcase of the program and enhance promotion and Murina program and more encourage student and Community specifically, nuritinga palawa interest units on offer in 2015.

District High Schools Building direct networks with To progress opportunities to showcase and Colleges/year 11 Colleges and District High the Murina program to years 11 and and 12 Aboriginal Schools, including developing an 12 Indigenous students and their students and up to date data base of contacts support staff Aboriginal Support and progressing opportunities to staff show case the Murina program

Aboriginal Developing and maintaining To enhance the cultural capacity of the Community networks and relationships with Murina program and expand Aboriginal Community members, promotional resources organisations and ex UNIVERSITY OF TASMANIA students To promote the Murina program and St Helens and East Colony 47’s Aboriginal Riawunna Coast Communities Community Links Program/St Helen’s Service Providers Expo ‘ningina tunapri’ Outreach Activity Target audience Outline of Program Outcome Partners in Aboriginal Service providers Two networking forums annually To share information and foster Education involved in Aboriginal collaboration Education and Employment Aboriginal Education Department of Annual professional development To foster ongoing learning and Day Education and day, linked to post graduate research in Aboriginal Education Catholic Education study options teachers Planned activities for 2015 Riawunna will seek to partner with two high schools with a high Aboriginal and Torres Strait Islander student population and established Aboriginal parent groups to share information about pathways to University, with a goal to increase participation and empower Aboriginal parents to have a solid knowledge base to encourage their students to aspire to higher education.

Scholarship details The University of Tasmania offers a number of scholarships for Aboriginal and Torres Strait Islander people (see table below). No. No. Government/ Scholarship details Allocated Cost Awarded Cost Comments Private/ Uni in 2014 in 2015 Further scholarships Indigenous Access Government 34 $4,659 21 $4,823 to be awarded mid- Scholarship (IAS) year Indigenous Further scholarships Commonwealth Government 11 $4,939 p.a 5 $5,087p.a to be awarded mid- Accommodation year Scholarship (ICAS) Indigenous Further scholarships Commonwealth Government 26 $2,492 p.a 11 $2,543p.a to be awarded mid- Education Costs year Scholarship (ICECS) Lech Kula Donor funded 1 $4,000 p.a 1 $4,000 p.a 2 awards in total $7,500 Lucy Beeton Government -$3,000 per year for (combined Aboriginal Teacher (Depart. 1 $6000 2 BE value) per Scholarship Education) -$4,500 per year for annum MTeach Riawunna Access UNIVERSITY OF 3 $1000 3 $1,000 Bursary TASMANIA Year 11 $400pa Year 11 Year 12 $600pa Riawunna College to $400pa First year at University Bursaries Year 12 University and Riawunna UNIVERSITY OF $600pa 15 $1,000pa 8 College to University TASMANIA First year Plus Uni Encouragement at Encouragement Awards University Awards $300 for $1,000pa 3 years Riawunna UNIVERSITY OF Postgraduate 1 $5000 1 $5,000p.a TASMANIA Scholarship

Riawunna West UNIVERSITY OF 1 $4000 p.a 1 $4,000p.a North-West Bursary TASMANIA

Indigenous Access Scholarship (IAS), will provide payment from rural or remote areas of Australia who need to to Indigenous higher education students, particularly those relocate to take up an undergraduate course or an approved enabling course. Indigenous students who aspirations to participate in tertiary education; and build receive an IAS may also have access to a continuing ICECS relationships with young Aboriginal and Torres Strait and, where eligible, ICAS. These scholarships are funded by Islander people to support them in their pathway to the Australian Government. university.

Indigenous Commonwealth Accommodation Scholarship Riawunna Postgraduate Scholarship is provided by (ICAS) is provided by the Federal Government and seeks to Riawunna, which is committed to the advancement of help low-income indigenous students with the costs knowledge about Aboriginal and Torres Strait Islander associated with higher education cultures and societies. http://www.studentcentre.University of Indigenous Commonwealth Education Costs Scholarship Tasmania.edu.au/scholarships/AwardDetails.aspx? (ICECS) is provided by the Federal Government and seeks to AwardId=67 help low-income indigenous students with the costs associated with higher education. Riawunna West North-West Bursary is provided by Riawunna, to encourage Aboriginal or Torres Strait Islander Lech Kula Scholarship is available to an Aboriginal or Torres students from the north-west of Tasmania to undertake Strait Islander student who is commencing any study at the University of Tasmania. undergraduate course at the University of Tasmania. http://www.studentcentre.University of Tasmania.edu.au/scholarships/AwardDetails.aspx? Lucy Beeton Aboriginal Teacher Scholarship were AwardId=370 established in recognition and honour of Tasmania’s first Aboriginal teacher. Lucy Beeton was born on Gun Carriage Role of Riawunna in scholarships Island in the Bass Strait in 1829. In 1871 she established a Aboriginal Higher Education Officers (AHEOs) at the school in a tent on Badger Island and later successfully Riawunna Centre’s assisted students in locating and lobbied government to fund a teacher. applying for appropriate scholarships. This role also Currently in Tasmania, Aboriginal teachers make up less includes the notification to the student body and other than one per cent of teachers. Through establishing the people in communities of the availability of open Lucy Beeton Aboriginal Teacher Scholarships, the scholarships as well as scholarships specifically for Department of Education seeks to increase the number of Aboriginal and Torres Strait Islander students. As well, they Aboriginal and Torres Strait Islander teachers in Tasmania. notify Aboriginal and Torres Strait Islander people of the The Lucy Beeton Scholarship provides a financial many scholarships offered through the Commonwealth incentive/support for Aboriginal people to undertake a Government, Commonwealth Government Agencies and teaching qualification at the University of Tasmania. the private sector. Since the scholarships sessions have been implemented we have seen a rise in applications from Riawunna Access Bursary are provided by Riawunna, which Aboriginal and Torres Strait Islander students: is committed to the advancement of knowledge about Aboriginal and Torres Strait Islander cultures and societies. Constraints http://www.studentcentre.University of  Insufficient staff to support and network with all Tasmania.edu.au/scholarships/AwardDetails.aspx? the diverse Aboriginal communities, and AwardId=71  More funding is needed to meet the demand of Riawunna College to University Bursaries and the Riawunna College to University Bursary is intended to Riawunna Access Bursaries. encourage Aboriginal and Torres Strait Islander student 4. Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of all other Australians. Your response to this goal needs to address but is not limited to the following points:  The total number of Aboriginal and Torres Strait Islander student enrolments for 2014, compared to 2013 (please provide an all student comparison).  Details of your Universities’ strategies to address Aboriginal and Torres Strait Islander student participation.  Indigenous Education / Support Unit’s role.

The total number of Aboriginal and Torres Strait Islander student enrolments for 2013 and 2014 is as follows EFTSL student data 2013 2014 Aboriginal and Torres Strait Islander students: 268 308

Non Aboriginal and Torres Strait Islander students: 14582 15145 (Domestic students only) All student data 2013 2014 Aboriginal and Torres Strait Islander students: 368 463

Non Aboriginal and Torres Strait Islander students: 22014 24548 (Domestic students only)

Strategies to address participation

A change in the Position Description of the Aboriginal Higher Education Officers for 2014 strengthened their role in building relationships with all Aboriginal and Torres Strait Islander students. This includes telephone and email contact from the start of the first semester with all students who identify as Aboriginal or Torres Strait Islander. The Murina program, described in the Programs to improve access section above, is another plank of the University’s participation strategy. It prepares students to participate in degree study.

Other planks in the strategy include the ITAS program supports student participation through academic tutoring. The Aboriginal Elders in Residence provide students with cultural support as they participate in degree level study. The Aboriginal Cultural Safety framework and associated protocols, developed in 2014, provide students with a means of addressing culturally unsafe practices with could impact negatively on participation. These are embedded in the University’s Work Health and Safety framework and procedures.

The University is committed to the following:  The implementation of the Social Inclusion Plan 2013-2015 includes strategies to address participation and retention of all equity groups, including Aboriginal and Torres Strait Islander students and staff.  The establishment of Aboriginal Elders in Residence on the three main Tasmanian campuses to provide a link between the University and Aboriginal communities, as well as cultural support to current students and staff  The promotion of the Riawunna Centre and the Murina Pathway Program to Aboriginal communities through outreach activities.  The continued delivery of the Murina Pathway Program which assists students to participate in an undergraduate subject as part of their preparation for further studies and academic, literacy and numeracy assistance where required.  The availability and promotion of the Indigenous Tutorial Assistance Scheme (ITAS) to all Aboriginal and Torres Strait islander students.  The continued employment of the Aboriginal Higher Education Officers who provide wrap around support to all Aboriginal and Torres Strait Islander students enrolled at the University of Tasmania.  The delivery of Aboriginal specific curriculum content across a range of courses including Education, Nursing, Social Work, Medicine and Pharmacy.  The continuation of Aboriginal Studies Units cross listed into other disciplines.  Implementation of the University of Tasmania Aboriginal Cultural Safety framework, the Aboriginal and Torres Strait Islander Cultural Safety web page and the associated framework of cultural safety and protocols for reporting and addressing practices that are potentially or actually culturally unsafe. The protocols and framework are embedded in the University’s Work Health and Safety framework and procedures. Targets for enrolling and completing Aboriginal and Torres Strait Islander students by Faculty 2013*-2017 2013* 2014 2015 2016 2017 Enrolments 16 12 15 18 20 AMC Completions 1 2 4 5 5 Enrolments 91 95 100 105 110 Arts Completions 21 26 31 36 41 Enrolments 43 38 45 50 55 Education Completions 8 7 10 11 12 Enrolments 96 97 99 100 102 Health Completions 23 23 23 24 24 Enrolments 10 9 9 10 11 Law Completions 4 3 2 4 3 Science, Engineering Enrolments 47 53 56 59 61 & Technology Completions 10 11 12 13 14 Tasmanian School of Enrolments 21 N/A N/A N/A N/A Business and Economics Completions 4 N/A N/A N/A N/A

Role of the Riawunna Centre in supporting participation  Supports Aboriginal and Torres Strait Islander students by providing a culturally safe space for study, ITAS tutoring, cultural activities and support.  Provides information and assistance to students.  Advocates for students with study and/or course issues.  Promotes the University to Aboriginal communities.  Is the location of the Murina Pathway Program 5. Enable Aboriginal and Torres Strait Islander students to attain the same graduation rates from award courses in higher education as for other Australians. Your response to this goal needs to address but is not limited to the following points:  The total number of Aboriginal and Torres Strait Islander student completions at Bachelor level and above in 2014, compared to 2013 (please provide an all student comparison).  Support mechanisms you have in place to assist Aboriginal and Torres Strait Islander students to complete their study.  Indigenous Education / Support Unit’s role.

2013 2014 Aboriginal and Torres Strait Islander students:(Higher Degree) 6 2 Non Aboriginal and Torres Strait Islander students: (Higher Degree) 1027 949 Aboriginal and Torres Strait Islander students: (Other postgraduate) 8 9 Non Aboriginal and Torres Strait Islander students: (Other postgraduate) 1078 1028 Aboriginal and Torres Strait Islander students: (Bachelor degree) 44 25 Non Aboriginal and Torres Strait Islander students: (Bachelor degree) 3227 2693

Support Mechanisms The University of Tasmania recognises that there is a disparity between the number of Aboriginal and Torres Strait islander students commencing University courses and the number of students who successfully complete an undergraduate course. The strategies and measures outlined in the Participation section 4 above support completion.

The University saw an increase in Faculties and Divisions seeking support from the Riawunna Centre for “at risk” Aboriginal and Torres Strait Islander students. University staff are invited to attend the regular community lunches/ afternoon teas where they can meet Riawunna support staff and Aboriginal students in an informal setting.

Role of the Riawunna Centre  Support Faculties across the University to have an awareness of Aboriginal and Torres Strait Islander students study and teaching and learning needs.  Ensure all students have access to the Riawunna Centre as a culturally safe space.  House the Aboriginal Elders in Residence who provide cultural support to students.  Ensure all students who are eligible have access to ITAS tutoring.  Provide study spaces and access to technology including computers.  Monitor the progress of students across campuses.  Provide mentoring and support.  Provide the enabling program, Murina Pathway Program to Aboriginal students to ensure a firm foundation for academic study. 6. To provide all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures. Your response to this goal needs to address but is not limited to the following points:  Details of how and to what extent Indigenous perspectives are reflected in curriculum at your University.  How the University addresses the cultural competency of its staff and students.  The University’s involvement with Indigenous community members in working toward this goal.  Indigenous Education / Support Unit’s role.

The University is committed to a culturally inclusive environment as set out in the Social Inclusion Plan 2013 – 2015. In 2014, Come Walk with Us Cultural Safety program has been delivered as a compulsory part of the curriculum to Education, Nursing, Social Work, Medicine and Pharmacy students. Additional sessions are available to both University staff and students and people external to the University. The program is delivered three times a semester on each campus.

Come Walk With Us 2014 Discipline/Organisation Total Australian Education Union 25 Police Academy 22 Polytechnic Community Services 30 University staff and students 85 University students: Medicine 124 University students: Pharmacy 66 University students: Social Work 122 Total 474

In 2014 the Murina preparatory program has contributed to providing all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander cultures by:-  Experiential ‘in Country’ experiences  Riawunna cultural workshops/sessions  Open invitations to Aboriginal Community guest speakers, tutor/lecturers  Revising the program to have a strong pakana/palawa cultural framework and content  Building cultural components into all activities, including academic activities

Additional strategies for the future may include developing and delivering Murina units that focus specifically on Aboriginal and Torres Strait Islander cultures and to all University of Tasmania students.

The University of Tasmania has an Aboriginal Studies program which facilitates the understanding of Aboriginal and Torres Strait Islander cultures and societies, past and present relationships between Aboriginal and Torres Strait Islander Australians and other peoples (nationally and internationally) and the development of intercultural competence; with 306 people enrolled in the various units in the 2013 period.

The Footprints module developed in 2012 provides students with insight into becoming an effective, culturally competent practitioner. The module has been delivered to Education and Health Science students in 2014, with plans to expand to students in other faculties.

The University of Tasmania has developed an Aboriginal and Torres Strait Islander Health Theme Bank (IHTB) for University of Tasmania students and staff as a teaching and learning resource. The aim of the site is to better inform the knowledge base of Aboriginal and Torres Strait Islander health and educational circumstances in the 21st century based on history, land dispossession and family breakdown.

The draft Aboriginal Employment Strategy has as an objective to increase participation of staff in the University of Tasmania Cultural Safety Program: Come Walk with Us. According to the draft strategy, all existing staff should participate in Come Walk with Us at least once throughout their career at the University, and all new employees should participate in the program as part of their induction to the University. Involvement with Tasmanian Aboriginal communities  The key relationship with Tasmanian Aboriginal Communities is facilitated through the Aboriginal Elders in Residence Group. to the group was revitalised and expanded in 2014 to include one male and one female Elder on each of the three main Tasmanian campuses. One of the Elders, who has been in the position for some years will be appointed as ‘senior’ Elder in Residence to coordinate activities of the Elders within the University and with the Aboriginal communities. This group offered leadership and advice and guidance on cultural and other relevant issues.  Three Elders in Residence across campuses provided cultural leadership to staff and students in 2013.  The University of the Tasmania through Riawunna promotes and is involved in important events including; Sorry Day, Reconciliation Week, NAIDOC Week and other activities on all campuses.

Role of Riawunna  Aboriginal Elders in Residence work from Riawunna.  Riawunna provides leadership and advice to the University on cultural matters.  Riawunna provides cultural activities and other events to which non Aboriginal staff and students are invited.  The Riawunna Centre works closely with Aboriginal Elders and Aboriginal community members to ensure a culturally safe environment for Aboriginal and Torres Strait Islander students at the University. SECTION 2 EXPENDITURE OF INDIGENOUS SUPPORT PROGRAM GRANT (Attachment 1)

Please use the financial acquittal template attached to report on the expenditure of your University’s ISP grant for 2014, noting that a breakdown of expenditure is required. Where ISP expenditure does not match the audited annual financial statements for the year ending 31 December 2014 provided under section 19-10 of Higher Education Support Act 2003, please provide a reconciliation.

This ISP report is a legislated requirement, under the Higher Education Support Act 2003 – Other Grants Guidelines (Education) 2008.

SECTION 3 HIGHER EDUCATION PROVIDER’S CONTACT INFORMATION

Please nominate contact officers for all policy and operational matters regarding your Indigenous Education Statement, including name(s), position title, phone number and email address.

Where your Indigenous Education Unit has been consulted in the development of this Indigenous Education Statement, please provide the contact details of the relevant staff member.

University Officer Indigenous Education Support Unit Officer Name: Professor David Sadler Name: Jaime Cave Position Title: Deputy Vice-Chancellor (Students) Position Title: Senior Executive Officer Phone Number: 03) 6226 1926 Phone Number: 03) 6226 2772 Email: David.Sadler@University of Tasmania.edu.au Email: Jaime.Cave@University of Tasmania.edu.au

SECTION 4 PUBLICATION OF THE STATEMENT

Following approval of the IES by PM&C, Universities are to publish the current and the previous two IES on their website. Please provide PM&C with a link to the statement. FINANCIAL ACQUITTAL

Organisation University of Tasmania Postal Address Locked Bag 53, Hobart TAS 7001 Contact Person Jane Botica-Jones Title Financial Controller finance.research@University of Phone Fax E-mail 03 6226 1867 Tasmania.edu.au

Financial Acquittal

This financial acquittal proforma is designed to acquit all ISP Funds provided in 2014, including all interest or royalties/income derived from ISP Funds during 2014.

Attachment Checklist 1 Indigenous Support Program (ISP)  For each Attachment:  Part A seeks information on the GST component of funding provided to you under that element, if applicable. - If GST is paid to you, the amount of GST funding which is included in each payment is set out in a Recipient Created Tax Invoice (RCTI) issued to you at the time of the payment. You must state whether these amounts have been remitted to the Australian Taxation Office (ATO) or committed for payment to the ATO. - If GST is not paid to you, do not complete Part A.

Part B seeks information about the funding received and expenditure and commitments, exclusive of any GST. Do not include the GST component of any expenditure in this part. Certification

Complete this certification after you have completed the Financial Acquittal for any ISP funding which you have received in 2014 and after you have entered all relevant information in the Assets Register.

ISP FUNDING RECIPIENT'S CERTIFICATION

I, Craig Barling (print name of chief officer or equivalent)

Chief Financial Officer (print position title)

certify that: (i) the details shown in this financial acquittal form and the accompanying pages - including the details of assets acquired and disposed of - represent a complete, true and correct summary of transactions that took place during the funding year under the Indigenous Education Program (ISP); (ii) Funds were spent on activities and initiatives to achieve the outcomes/targets indicated in the Higher Education Support Act 2003; (iii) any interest earned or royalties/income derived from these Funds was expended on activities to advance the objects of the Higher Education Support Act 2003; and

I understand that: (i) in the event that I have not remitted GST paid under the Agreement to the Australian Taxation Office, that it is my obligation to remit those amounts, as required under the A New Tax System (Goods and Services Tax) Act 1999; and (i) it is an offence under the Criminal Code Act 1995 to provide false or misleading information.

Signed: Date:

Privacy Notice The Department of the Prime Minister and Cabinet (PM&C) collects your personal information (including your name, organisation and contact details) for the purposes of administering Indigenous Education Programmes. PM&C will not otherwise use or disclose your personal information without your consent unless required or authorised by or under law. ATTACHMENT 1 - Indigenous Support Program

Provider Name: University of Tasmania

For the 2014 funding year (1 January - 31 December 2014). PART A – If applicable, Goods and Services Tax (GST) paid under the Agreement:

1. If applicable, GST received by you in 2014 as part of the Indigenous Support Programme funding under the Higher Education Support Act 2003. This amount $ is stated on your Recipient Created Tax Invoices (RCTIs). 2. If applicable, GST remitted or committed for payment to the Australian Taxation $ Office (ATO) (in the remittance instalments shown below)

Amount remitted: $ Amount remitted: $ Amount remitted: $ Date remitted: / / Date remitted: / / Date remitted: / /

PART B - Acquittal Summary Details (excluding GST):

INCOME 1. Unexpended Indigenous Support Programme funds from 2013 which were $ committed for expenditure prior to 31/12/2013.

(+) 2. Unexpended and uncommitted Indigenous Support Programme funds from $1,076.31 2013 which were approved for expenditure in 2014. (+) 3. Indigenous Support Programme funds provided in 2014. These amounts appear on Recipient Created Tax Invoices (RCTIs) or Payment Advice $1,094,000.00 Letters. (+) 4. Interest, royalties and other income derived from Indigenous Support $2,440.78 Programme funds in 2014.

(=) 5. Total Indigenous Support Programme funds to be acquitted in 2014. $1,097,517.09

EXPENDITURE 6. Total Indigenous Support Programme expenditure in 2014, excluding any $1,162,490.22 GST.

(+) 7. Unexpended Indigenous Support Programme funds which were committed $ for expenditure prior to 31/12/2014. (+) 8. Requested carryover into 2014 of unexpended Indigenous Support Programme funds which were not committed for expenditure by $ 31/12/2014 – written approval date /…/2014.1 (=) 9. Total Indigenous Support Programme funds which by 31/12/2014 were fully $ expended and/or committed for expenditure.

10. Returns of 2014 Indigenous Support Program Funds by 31/12/2014. $

11. Balance of Funds for 2014 (Unexpended/uncommitted Indigenous Support -$64,973.13 Programme funds to be returned or recovered from 2014 entitlements).

12. Balance of provider’s Indigenous Support Programme bank account -$64,973.13 or cost centre as at 31/12/2014. 1 The Department will only approve the rollover of unspent funds in exceptional circumstances. Section 7 – Breakdown of ISP Expenditure (excluding GST):

Salaries and On-Costs $959,151.62 Travel $89,830.39 Operating Costs $113,508.21 $ $ (=) Total 2014 ISP Program Expenditure $1,162,490.22

Optional Information – Breakdown of Non-ISP expenditure to support Aboriginal and Torres Strait Islander students. $ $ $ $ (=) Total of 2014 Non-ISP expenditure $