1 National Union of Students 2012 National Conference Policy Volume
Contents
Chapter 1: Administration...... p3 Chapter 2: Unionism...... p29 Chapter 3: Education...... p45 Chapter 4: Welfare...... p64 Chapter 5: Women’s...... p81 Chapter 6: Queer...... p104 Chapter 7: Aboriginal and Torres Strait Islander Students...... p133 Chapter 8: International Students...... p139 Chapter 9: Ethno-cultural Students...... p144 Chapter 10: Environment...... p150 Chapter 11: Small and Regional...... p164 Chapter 12: Miscellaneous...... p165 Chapter 13: By Laws Changes...... p187
2 CHAPTER 1 - ADMINISTRATION
ADMIN 1.1: Increase potency and power of the NUS
Preamble:
1. NUS is an important organisation. 2. At the moment there are many challenges facing students and unions in general. 3. This means the student union needs to work towards being stronger and more encouraging of participation than ever. 4. One of the most important challenges facing the NUS and student unions is student apathy and the demise of processes that lead to participation and genuine debate. 5. To benefit both the NUS and students in general, the Union needs to increase active participation and interest in the Union’s goals and activities. 6. Active participation of and debate amongst the widest possible constituency is essential to empowering the NUS. 7. If the members NUS are both many and active, NUS will become potent and able to effect change.
Platform:
1. NUS believes a strong union key to its effectiveness in influencing policy. 2. NUS believes an active member base participating in open and respectful debate and decision-making is the most important element in ensuring a strong union. 3. NUS will endeavour to stir up interest and participation in political and Union activities amongst the student population of Australia.
Action:
1. NUS office-bearers and members will organise events at campuses of educational institutions around the country in order to raise awareness of issues which NUS supports and the importance of joining and participating in a union. 2. NUS office-bearers and members will endeavour to make the activities of the Union and its importance as visible to the general public (including the broader student body) as possible, one of the initiatives to help facilitate this will include the creation of a network of artists and creative students (e.g. graphic designers, photographers, etc) by the office-bearers to help with designing and running of NUS campaigns in a way that they have the most impact. 3. More participation by members in activities of the Union will be encouraged by office-bearers. 4. Communication between office-bearers and members will be frequent, open and comprehensive, in order to keep members up to date on the activities of the Union.
Moved: Frida Komesaroff (Monash University Student Association, Clayton) Seconded: Ali Majokah (Monash University Student Association, Clayton)
ADMIN1.2: Keeping the NUS Moving: Annual/Biannual Internal Review
ADMINISTRATION 3
Preamble:
1. While the NUS passes many motions each year as to what actions it will carry out and which motions it will move, many of them often remain policy only on paper and nothing actually gets done about them. 2. A structure is needed which provides more certainty, as well as an incentive, for policy to be enacted upon. 3. Office-bearers are primarily responsible for the enactment of policy and should therefore be held to carry out their assignments properly. 4. For NUS to be potent and effective, it needs to be able to act.
Platform:
1. NUS will endeavour to be always more active and effective through decisive action on its elected policies. 2. NUS believes its office-bearers have a responsibility to enact the policies voted in by the national representatives of Australian students. 3. NUS believes it is representative of Australian students and as such presents a face of students to the rest of the population. In so doing, it has a responsibility to show that students are powerful and active through enacting elected policies.
Action:
1. NUS will elect a group of members to conduct an annual/biannual review of achievements of the office-bearers. 2. If the NUS adopts a policy and it doesn't get done, the review will aim to discover why not and how the problem can be remedied. 3. The possibility of sanctions in the case of systematic inaction can be discussed.
Moved: Frida Komesaroff (Monash University Student Association, Clayton) Seconded: Ali Majokah (Monash University Student Association, Clayton)
ADMIN1.3: Why are we here? A Discussion on the Usefulness and Aims of the NUS
Preamble:
1. There are many different influences vying for the attention of students over the course of their studies – such as political, family, relationships, work and of course study. 2. As much of the decision-making structures are changing around us, with many of the changes designed to distance decision-making from the student body, student unions and especially NUS need to be clear about their role. 3. Real relevance of the NUS can only be achieved through open discussion and the true participation of the student body. 4. The world is constantly changing, and if the NUS does not change to it will become obsolete.
ADMINISTRATION 4
Platform:
1. NUS recognises the importance of changing with the times and needs of students in order to remain relevant to students and to Government policy-making. 2. NUS believes that real relevance can only be achieved through consultation with Australian students.
Action:
1. NUS will provoke an open debate about the role of student unions in Australia today. This debate will be open to all students to participate through different media. 2. NUS will hold a conference, open to all students, on the relevance and future of student unions in Australia.
Moved: Frida Komesaroff (Monash University Student Association, Clayton) Seconded: Ali Majokah (Monash University Student Association, Clayton)
ADMIN 1.4: Engaging Affiliates With The NUS Website
Preamble:
1. As a national union, it is imperative that NUS is able to better engage its affiliates in campaigns and initiatives, to ensure they are able to participate in NUS projects and thus foster collectivism within the broader student movement. 2. In order to attract potential affiliates, it is important that regularly updated information is made available on NUS’ activities to ensure the case for affiliation is made clear to student organisations considering affiliation. 3. Considering many student organisations pay substantial amounts in affiliation fees to NUS, it is important that the NUS office-bearers are kept accountable and that there are means to track their work throughout the year. 4. In the digital age, it is clear that each of these considerations can be addressed by ensuring that sufficient information on NUS’ activities are made available on the NUS website to affiliates and interested parties.
Platform:
1. NUS recognises that affiliates and potential affiliates are more likely to become engaged in projects of the national union if they are able to easily access information pertaining to specific initiatives run by NUS. 2. NUS acknowledges that it is important to ensure that affiliates are able to access reports written by NUS National Office-Bearers to ensure transparency and accountability is present within the organisation. 3. NUS recognises that the NUS website, if utilised appropriately, can become a powerful tool to both empower affiliates and potential affiliates and allow them to analyse the operation of the national union.
ADMINISTRATION 5 Action:
1. NUS directs all NUS National Office-Bearers and NUS State Branch Presidents to ensure that their respective departmental page on the NUS website is updated monthly, with information pertaining to campaigns, initiatives and other projects being run within the department. a. Further, NUS directs the National General Secretary, in collaboration with the National President, to ensure that each National Office-Bearer and NUS State Branch President is able to make changes to their respective departmental pages by providing individual National Office-Bearers access to the Content Management System (CMS) used by the NUS website and information on how to utilise the CMS appropriately. b. In the alternative, NUS directs that any appropriate revisions to respective department pages by National Office-Bearers and NUS State Branch Presidents that are submitted to the National General Secretary are made within one week of being submitted. 2. NUS directs the National General Secretary, in collaboration with the National President, to ensure that National Office-Bearer and National State Branch President reports to NUS National Executive are uploaded to the NUS website within one calendar month of each National Executive meeting. a. Further, NUS directs the National General Secretary to provide copies of National Office-Bearer reports to National Executive to those who express interest in seeing them, if the reports are not yet available on the NUS website.
Moved: Ben Zocco (Monash Student Association) Seconded: Jade Tyrrell (University of Technology Sydney Students’ Association)
ADMIN 1.5: Provision of the NUS Handbook
Preamble:
1. All Australian university students should be made aware of the services and programs provided by student organisations at their campus. This is particularly important in light of opposition to the SSAF based on lack of awareness of the role of student associations. 2. In 2012, the NUS compiled campus profiles for universities in Australia in regards to the state of their student organization and student services. 3. Students should also be made aware of the various policy passed at National Conference every year.
Platform:
1. NUS is committed to ensuring that all students are informed about the services and programs run by student associations throughout Australia. 2. NUS is further committed to raising awareness of policy of NUS.
ADMINISTRATION 6 Action:
1. The National President and National General Secretary shall compile a handbook utilising data from the campus profiles of member organisations on the services provided by the majority of student organisations in the country. 2. This handbook shall be made available to member organisations and the website of NUS for public viewing. 3. The National President and National General Secretary will ensure that all policy passed at National Conference in December 2012 is made available in an official policy book on the website and emailed to all member organisations by no later than February 28, 2013.
Moved: Sarah Swan (Adelaide University Union) Seconded: Idris Martin (Adelaide University Union)
ADMIN 1.6: Accountable Elections
Preamble:
1. The conduct of elections on some university campuses is questionable at best, and often corruption prohibits democracy and honest outcomes. 2. There is a culture of defying and manipulating election regulations, and of Returning Officers not always acting in the best interest of democracy. 3. Adhering to democracy and upholding accountability and responsibility in student unions means that participants are not always taught best practice and can become disillusioned with the student movement.
Platform:
1. It is the role of the National Executive, National President and National General Secretary to instill a culture of democracy and proper conduct in student elections. 2. NUS uphold the values of democracy and fairness and affiliated student organisations should reflect this and uphold these values. 3. Combatting these problems should be the responsibility of all students involved in this movement, but often students are not introduced to democracy in student organisations and corruption becomes inherent. 4. NUS does not condone violence against women, nor does it condone homophobia and condemns this behaviour in student election.
Action:
1. That the National President and National General Secretary develop a document of best practice in student elections, and distribute it to all affiliate organisations.
ADMINISTRATION 7 2. That the National President and National General Secretary advocate to all affiliate organisations to change electoral regulations to meet the best practice guide.
Moved: Georgia Kennelly (Victoria University Student Union) Seconded: Declan McGonigle (University of Melbourne Student Union)
ADMIN 1.7: Accountability in the National Union
Preamble:
1. That the National Office Bearers of NUS are accountable to students around the country and to the delegates of National Conference that elect them. 2. That while students spend hours writing comprehensive policy for National Conference they often have no follow up on what action is taken on the policy passed at conference. 3. National Office Bearers spend a year working tirelessly on behalf of students but often their work is not recognised by the students they represent because such students are unaware of the work that is done on the policy they have written.
Platform:
1. That the NUS recognises that as a student run organisation that National Office Bearers are accountable to all Australian students. 2. To avoid disenfranchisement of students with the national union it is important that delegates to National Conference know that their policies are acted upon. 3. That the National Office Bearers are recognised by student delegates for the work that they do on specific policies moved by conference.
Action:
1. That the National General Secretary will keep a record of the policy passed at National Conference and that it will be circulated to all delegates. 2. That National Office Bearers will circulate to all those in attendance at Education Conference as well as National Executive in written form on what they have done so far on policies passed at the previous National Conference that concern them. 3. That National Office Bearers will submit in written form to all delegates of National Conference as well as National Executive what they have accomplished on policy passed at the previous National Conference that concern them. 4. That the National Executive will hold to account National Office Bearers who do not complete this.
Moved: Georgia Kennelly (Victoria University Student Union) Seconded: Chris Wheeler (La Trobe Student Union)
ADMIN 1.8: Equitable access to elections
Preamble:
ADMINISTRATION 8
1. With many students working and trying to balance work and study as well as time with family and friends, the average student only comes to campus to attend class and leaves again. There are also an increasing number of students who study part time or externally and never or rarely attend campus. This means that during elections many students simply miss getting a chance to have their say. Campuses that solely have the paper ballot deny some the chance to cast their vote (where a postal vote system exists, most students are unaware or unsure of the process). 2. Introducing the option of casting an online vote in conjunction with the paper ballot will make engaging in the democratic process far more attainable.
Platform:
1. NUS strongly believes that every student should have access to voting in student elections whether they study on-campus, off-campus or spend minimal time on campus. 2. NUS believes that all affiliates should have the option for students to vote online (even at campuses that have a paper ballot) particularly in NUS Delegate elections.
Action:
1. The NUS President shall contact all affiliates to enquire whether students at that university have to opportunity to cast their vote online for NUS delegates. 2. The NUS President shall encourage campus Presidents at Universities that don't offer students the chance to vote online to seriously consider doing so. 3. The NUS President shall inquire with online election providers to seek approximate quotes. 4. The NUS President shall compile a list of election providers with approximate costs to give affiliates that don't have the option of online voting so they can make an informed decision.
Moved: Mikaela Wangmann (South Australian State Branch President) Seconded: Daniel Nikoloski (National Executive)
ADMIN 1.9: Empowerment and political capacity
Preamble:
1. Next year is a federal election year. This election is vitally important for the future of the student union movement. The recent introduction of SSAF has yielded many benefits to the movement and its existence is threatened with the potential for a change of federal government. 2. In previous years in which federal elections have occurred the National Union of Students has not been afraid to make its voice heard on the political ramifications for students resulting from those elections.
ADMINISTRATION 9 3. As this election year is so important, it is vital that NUS continues its tradition of supporting those political candidates that are committed to in government support the student union movement and higher education. 4. Due to the limited financial position of the National Union, donations of a financial nature are largely unviable. Additionally SSAF funds cannot legally be spent on directly political purposes. However our strength as a National Union is in its position to mobilise activists and office bearers to support suitable political candidates who are committed to the underlying principles of the national union. 5. This election is an excellent opportunity for NUS to raise its voice and prominence by weighing into the election on the issue that matter to students.
Platform:
1. The National Union of Students encourages its national and state office bearers to support those political candidates who are committed to the student union cause and to higher education. 2. Office bearers who chose to support such candidates may report back to the national executive on their experiences and demonstrate how their support has benefited both students and the national union.
Action:
1. The 2012 National Conference empowers next year’s national and state office bearers to non-financially support political candidates who are committed to the student union movement and to higher education in next year’s federal election and asks that they report to the national executive regarding that support and how it has benefited both students and the national union.
Moved: Todd Pinkerton (NUS National Executive) Seconded: Jake Boyd (University of Wollongong SRC)
ADMIN 1.10: Media and Organiser training for National Office Bearers
Preamble:
2. NUS’s greatest strength comes from its mantra of representation of students by students. This representation is a long standing core value of the national union. It means that often we require the use of media as a vehicle for enhancing and promoting the messages of the union’s departments. 3. This year we have seen the National President, Welfare, Education, Women’s Department and the ACT state branch president all utilise media quite effectively. For NUS to continue to use this tool it is important that all national office bearers are provided with training by the national office in both media and organising skills. 4. Additional to media training, office bearers may benefit from campaign, lobbying and organising training emphasising many of the important techniques that have served the union movement well in recent years.
ADMINISTRATION 10 5. At the 2012 President’s Summit, there was a session on media training that was widely regarded as being both a positive and rewarding experience. It is important that these opportunities continue. 6. Media and campaign organising skills are important for maintaining NUS’s strong emphasis on effective representation of students by student advocates.
Platform:
1. The National Union of Students commits to providing opportunities for media and campaign organising training to the 2013 National Office Bearer Team.
Action:
1. The 2012 National Conference of NUS empowers the National President and National General Secretary of 2013 to provide media and organiser training for National Office Bearers.
Moved: Todd Pinkerton (National Executive) Seconded: Dylan Parker (University of Sydney SRC)
ADMIN 1.11: Provision of data from campus surveys to campus presidents
Preamble:
1. The National Union of Students (NUS) prides itself on running numerous surveys to gather and provide up to date information to national office bearers and campus presidents to support them in their campaigns. 2. Whilst this data is exceptionally important and readily available in the years in which it is gather, there is currently very little opportunity to campus presidents or national office bearers to access the backlog of data and be provided with a comprehensive overview of the relative statistics that are of interest to the national union over a significant period of time.
Platform:
1. NUS commits to archiving the results of its previous surveys for future years as it may prove useful for campus presidents and national office bearers to have comparable data over a number of years as well as recent data. 2. NUS commits to providing comprehensive data to its national office bearers and its campus presidents.
Actions:
1. The 2012 Conference directs next year’s General Secretary to commission both: a) the archiving of previous survey templates and results, and
ADMINISTRATION 11 b) the creation of a comprehensive source of survey results for the past five years (or further if permitting) and providing it all affiant campus presidents and national office bearers.
Moved: Todd Pinkerton (National Executive) Seconded: Michael Pettersson (National Welfare Officer)
ADMIN 1.12: NUS Website Update
Preamble:
1. The NUS website is the first point of call for many students seeking to find out about their national union. The website’s purpose hence is to provide information for student’s about their rights, to update them on the current efforts of the national office bearer team as well as providing information about upcoming NUS events such as the mid-year Education Conference. 2. In this digital age there is nothing more tiring and difficult than an out of date and confusing website. The NUS website has been in disrepair for a number of years now and has been the subject of a number of policy motions over the past years. 3. The Website does not have updated information regarding who are the office bearers as well as being difficult to use. 4. A full over haul of the website is not exceptionally expensive nor that time consuming and will finally provide a professional face for the national union.
Platform:
1. The National Union of Students commits to a total overhaul of its website and a policy of regularly updating it. 2. This update and overhaul will prioritise making its as accessible and interactive for students from all across Australia and from a diversity of backgrounds and will strive to have the most update and relevant information available.
Action:
1. The 2012 National conference of NUS empowers the National General Secretary to with consultation of the National President to investigate options for a website overhaul and implementation prior to the 2013 National Conference.
Moved: Todd Pinkerton (National Executive) Seconded: Dylan Parker (University of Sydney SRC)
ADMIN 1.13: Commitment to a surplus and sound management of NUS’s finances
Preamble:
1. The National Union of Students (NUS) is only ever as strong as its financial position.
ADMINISTRATION 12 2. Whilst NUS currently operates in a post-VSU context, the possible change of federal government in the coming year makes it important that NUS continues to prepare itself for an anti-student union political agenda. A budget surplus is critically important to maintaining a position of strength. 3. The current practises of utilising fixed rate term deposits have generated significant revenue for the union and have helped strengthen its financial position. These term deposits are one of numerous means by NUS is able to ensure its financial position and future. 4. Never before has it been so important that NUS prepare for the future.
Platform:
1. NUS commits to maintaining a strong policy of sound financial management and to maintain a budget in surplus. 2. NUS will continue to fund its activist departments to the extent necessary to ensure that NUS remains a relevant and significant lobby group for tertiary students. 3. NUS commits to exploring and engaging in financial practises to improve its financial position such as its current practise of fixed rate term deposits. 4. NUS will seek to explore and increase its reliance upon financial means to strengthen its position.
Action:
1. The 2012 National Conference thanks the current National General Secretary Jon Barlow for his sound management of NUS’s finances. 2. The 2012 National Conference empowers the incoming General Secretary to maintain a sound policy of financial responsibility and commitment to delivering a surplus budget. 3. The 2012 National Conference empowers the incoming General Secretary to continue the policy of utilising fixed term deposits in conjunction with an assessment of the national budget with an aim to maintain these amounts and if possible increase them. This should be done with consideration of NUS’s current financial position and initial projections for the coming year. Emphasis will be made on maintaining the current budgeted allocation on term deposits and if possible increase the amounts to maximise future accrued interest. 4. The 2012 National Conference empowers the National General Secretary to investigate other financial methods to ensure financial growth and to report back to the NUS National Executive for their assessment.
Moved: Todd Pinkerton (National Executive) Seconded: Dylan Parker (University of Sydney SRC)
ADMIN 1.14: Increasing and bringing forward National Affiliation Amounts
Preamble:
ADMINISTRATION 13 1. The post-VSU climate has resulted in a practise by NUS to determine affiliation amounts from the capacity to pay rather than a set fee anchored to that campuses’ EFTSL count. 2. The introduction of VSU had been devastating for student unions and for the National Union, causing many to rely upon their reserves, which are not suitable in the long term to maintain the union’s financial position. 3. Additionally budget cuts might improve NUS’s financial position in the short-run, but this would come at the cost of its departments and undermine the very objectives of the national union. 4. The introduction of the SSAF legalisation is hence very fortunate as it allows an opportunity for the National Union to look to increase affiliation amounts to ensure the longevity of its survival. 5. 2012 has seen some campus able to increase their affiliation amounts with respect to their new varying levels of funding. This is has been a significantly beneficial to the national union.
Platform:
1. As affiants continue to adapt to SSAF their financial positions may well improve. 2. As NUS continues to operate in determining affiliation amounts from the capacity to pay, as affiants’ financial positions begin to improve the national union must seek to increase affiliation amounts were able. 3. NUS needs to continually seek out opportunities to strengthen its financial position, no more so than ever with a potential change of federal government in the coming year and the potential for the removal of the SSAF legislation. 4. Additionally NUS can maintain a strong financial position by requesting affiliation fees earlier in the year so as to ensure that the union does not dip into its reserves for mid- and late- in the year expenses.
Action:
1. The 2012 National Conference directs next year’s National General Secretary to operate with consultation with each campus president/general secretary/treasurer to ascertain an accurate financial picture of each affiant. 2. The 2013 National General Secretary will work these campuses in order to where able increase their affiliation amounts as well as attempt to bring forward the payment of the affiliation fee to ensure NUS maintains a stronger financial position.
Moved: Todd Pinkerton (National Executive) Seconded: Dylan Parker (University of Sydney SRC)
ADMIN 1.15: State Branch Responsibilities
Preamble:
1. Since the introduction of VSU, the National Union of Students State Branches have fallen into much disuse.
ADMINISTRATION 14 2. Activity within the current state branches seems largely confined only to the position of state president. 3. Though many notable activists who have held state branch position over a past number of years have attempted to perform well in these roles, their experience is sadly not the majority.
Platform:
1. NUS supports its state branches becoming more active, whether that being in supporting campaigns or being required to work on a project of their choice during their term.
Action:
1. The 2012 National Conference directs the National President and National General Secretary to investigate ways for state branch position holders to become more active in their roles and liaison with state branch office bearers to encourage them to utilise their position as often as possible.
Moved: Jack Boyd (Wollongong Undergraduate Student Association) Seconded: John Harding-Easson (University of Sydney SRC)
ADMIN 1.16: Conduct of National Executive
Preamble:
1. National Executive is charged with the management of NUS, including but not limited to: a. Setting the budget for NUS; b. Regularly monitoring the finances of NUS; c. Employing staff on behalf of NUS; and d. Authorising the publication of material on behalf of NUS; and 2. National Executive is required to consider the most recent financial statements of the organisation at each meeting. 3. National Executive is also required to implement and interpret the policy of NUS. 4. The National Executive requires regular information and reports in order to fulfil its duties. 5. At the first National Executive meeting of each year, it must decide how the policy made by National Conference will be implemented. 6. No schedule of National Executive meetings was made this year. Rather, a large number of meetings were constituted with short notice under so called ‘emergency provisions’, limiting the flexibility of the agenda. This has affected the ability of National Executive members to attend meetings. 7. Full meeting papers have never been provided to the National Executive more than 24 hours in advance of the meeting this year. 8. The National Executive has never seen a profit and loss statement, and cash flow statement, expenditure tracked to budget, nor any other financial statement of
ADMINISTRATION 15 any kind (other than the budget) for NUS in 2012.
Platform:
1. NUS acknowledges the important role that the National Executive have. 2. NUS believes in transparent and accountable governance. 3. NUS commits to providing the National Executive with enough information and access to records to adequately provide financial and management oversight over the organisation.
Actions:
1. The National General Secretary will, in consultation with other members of the National Executive, determine a schedule for National Executive meetings by no later than 18 January 2013. 2. This schedule of meetings will be circulated to all National Executive Members, National Office Bearers and member organisations. 3. Deadlines for reports will be provided to the National Executive, National Office Bearers and member organisations. 4. All meeting papers for the National Executive will be circulated for consideration by committee members at least one week in advance of each meeting. 5. Ordinary meetings of the National Executive may be rescheduled where necessary, provided that at least two weeks notice is given to members. 6. The National General Secretary will provide a profit and loss statement to the National Executive every month. 7. At the first National Executive meeting of the year, the National Executive will decide how the policy made by National Conference will be implemented. 8. The National General Secretary will provide an induction pack to all members of the National Executive by no later than 18 January 2013, containing the following: a. The NUS Constitution, Regulations and By-laws b. The most recently approved budget tracked against expenditure c. The schedule of meetings for 2013 d. Position descriptions for all NUS staff e. Any other information the National General Secretary deems necessary. 9. The National General Secretary will draft regulations and present these to the National Executive codifying actions 1-8 above.
Moved: Casey Briggs (National Executive) Seconded: Osman Faruqi (NSW State Branch President)
ADMIN 1.17: Campus visits
Preamble:
1. One of the ways in which NUS services its members is by sending National Office Bearers to visit campuses to provide training and workshops to activists, meet with campus office bearers, or run events targeted at all students.
ADMINISTRATION 16 2. There is value in these campus visits, provided an appropriate amount of thought and planning is put into them. 3. Spur of the moment visits by NUS office bearers do not provide value to members, rather, they are likely to damage the relationship organisations and Universities have with NUS.
Platform:
1. NUS is committed to maximising the value for money it gets from the use of members affiliation fees. 2. NUS is committed to having a strong relationship with its members. 3. NUS recognises that individual student organisations have differing needs and are best placed to recognise the needs of students that they represent. 4. NUS recognises that individual student organisations have a number of competing priorities and cannot be expected to change their plans at a moment’s notice because NUS asks them to.
Actions:
1. NUS office bearers will contact member organisations well in advance (at least three weeks if possible, or more if an event is planned) of any planned campus visit, before any travel is booked. 2. The nature of any proposed visit is to be developed in consultation with the member organisation. 3. NUS officer bearers will not visit a member organisation or the university they are based at without the express consent of the member organisation.
Moved: Casey Briggs (National Executive) Seconded: Idris Martin (Adelaide University Union)
ADMIN 1.17: Ongoing dialogue between National Office Bearers, Member Organisations, and the National Executive
Preamble:
1. Members often feel that they do not know the campaign plans of NUS. 2. A better understanding of NUS campaign and development plans would help improve the satisfaction of members. 3. The National Executive are the governing body of NUS and have a responsibility to the organisation. 4. The National Executive struggle to deliver on their responsibilities when they are not being provided with adequate information.
Platform:
1. NUS recognises the importance of an ongoing dialogue with members.
ADMINISTRATION 17 2. NUS commits to keeping members informed on its ongoing plans and how these are being delivered on. 3. NUS commits to consulting with members on campaign plans where appropriate. 4. NUS commits to adequately servicing the National Executive and providing them with timely information on its operations.
Actions:
1. All National Office Bearers will contact their equivalent office bearer at each affiliated campus within two months of their term beginning, where an equivalent office bearer exists. 2. The National Office Bearer must provide campus counterparts with their plans for the year, and opportunities for collaboration. 3. The National Office Bearer should seek information from the Campus Office Bearers regarding their plans, and offer support where possible. 4. The National Office Bearer will keep in regular contact with their campus counterparts throughout the year. 5. All National Office Bearers will provide a brief written report containing their plans for the year and measurable objectives of these plans to the National President and National Secretary. These reports are to be compiled into a document and distributed to all member organisations and the National Executive. 6. All National Office-Bearers will update the National Executive every two months on how they have delivered on the objectives, and any amendments they have made with their rationale.
Moved: Casey Briggs (National Executive) Seconded: Idris Martin (Adelaide University Union)
ADMIN 1.17: Maintaining and Strengthening Positive Relationships Within the Sector
Preamble:
1. Over the past few years, NUS has worked to build stronger relationships with many groups across the higher education sector, including groups representing universities, academics, general staff, and specific student cohorts, as well as participating in Federal Government reference groups at an unprecedented level. These groups have included but not been limited to: the National Tertiary Education Union (NTEU), Universities Australia (UA), the Australian Council for Private Education and Training (ACPET), Australasian Campus Union Manager’s Association (ACUMA), the Tertiary Access Group (TAG), Australian Technology Network of universities (ATN), Innovative Research Universities (IRU), Group of Eight (Go8), the Regional Universities Network (RUN), the Council of International Students Australia (CISA), the Council of Australian Postgraduate Associations (CAPA), the Australian Youth Climate Coalition (AYCC), the Australian Medical Students Association (AMSA), the Australian Law Students Association (ALSA), and the Australian Student Environment Network (ASEAN).
ADMINISTRATION 18 2. These relationships have provided a valuable source of information, and many opportunities to build alliances and collaborate on areas of mutual interest. 3. In the context of deregulation, potential student fee increases, course cuts, and declines in the quality of higher education, it is particularly crucial for NUS to foster and maintain strong relationships with other entities in the higher education sector within Australia and internationally. This maximises NUS’ ability to act as an agent for change, and to identify effective cooperative partnerships that may need to be formed to further the NUS agenda. 4. The agenda, interests and priorities of NUS reflect many of the organisations referred to above.
Platform:
1. NUS is committed to being open, engaged and collaborative with other Australian and international organisations in the sector where possible, to further the interests of students in higher education. NUS believes that building and maintaining existing relationships with other organisations in the sector is extremely valuable. 2. NUS believes that strong relationships with other entities in the sector allows NUS to form alliances or support networks to further its agenda and achieve meaningful policy change. It also creates the potential for NUS explore specific collaborations on issues-based campaigns, particularly in a Federal election year. 3. NUS acknowledges that different university networks would be helpful to liaise with and lobby to ensure NUS is truly representative and is engaged with issues students face at a wide variety of universities. 4. NUS believes it is important for the organisation to stay abreast of the issues faced by students on a global scale. Information sharing and mutual support for students internationally is crucial, particularly given that Australia’s higher education system is globally-orientated. The detrimental impacts on students of changes in the sector have many commonalities across borders, including increased corporatisation, compromises on quality and government-led limitations on fair and accessible education. NUS believes that it is important to recognise and open up more channels of communication with its international counterparts including NUS United Kingdom, NUS Scotland and United States Student Association to play its part in the global student movement.
Action:
1. The National President will, as early as possible in their term, contact important sector groups including but not limited to: the National Tertiary Education Union (NTEU), Universities Australia (UA), the Australian Council for Private Education and Training (ACPET), Australasian Campus Union Manager’s Association (ACUMA), the Tertiary Access Group (TAG), Australian Technology Network of universities (ATN), Innovative Research Universities (IRU), Group of Eight (Go8) and the Regional Universities Network (RUN) to identify areas of mutual priority for 2013. 2. The National President will, as early as possible in their term, contact other student- run organisations such as the Council of International Students Australia (CISA), the
ADMINISTRATION 19 Council of Australian Postgraduate Associations (CAPA), AYCC, AMSA and ALSA to identify areas where NUS can work with these groups in 2013. 3. The NUS National President will work to maintain and further strengthen relationships with its equivalent student representative bodies internationally through written and verbal communication. 4. The NUS National President will liaise with other sector groups to identify areas of potential mutual interest and work to develop a collaborative approach in these areas to create the most pressure for change. 5. The NUS National President and National Education Officer will, where possible, work to develop relationships with trade unions and run joint campaigns in areas of mutual priority.
Moved: Jade Tyrrell (National Executive) Seconded: Donherra Walmsley (National President)
ADMIN 1.18: Presidents’ Summit 2013
Preamble
1. NUS traditionally hosts President’ Summit, an important annual event that provides campus presidents and state branch presidents with valuable opportunities to network with fellow presidents, skillshare, workshop campaigns and discuss key issues in the higher education sector for the year ahead. 2. In a rapidly changing higher education environment, it is vital for presidents to be adequately equipped with the skills and knowledge to respond to new developments and challenges in the sector, and to fully understand the context in which they are operating. 3. The implementation of the Student Services and Amenities Fee (SSAF) from 2012 has enabled many student organisations to expand the student services they offer. As a result, it is important to ensure the long-term duration of these services and that campus presidents are coping with increased infrastructure and human resources demands. 4. It is also important for NUS, as a national union, to retain and develop strong relationships with and between campus affiliates, and to receive their feedback and input on campaigns. 5. In the context of a Federal election year, it is an opportune time for NUS and affiliates to use events like Presidents’ Summit to work together to understand how to best take advantage of 2013 to increase the pressure for no fee increases in higher education and the retention and strengthening of the Student Services and Amenities Fee.
Platform:
1. NUS is committed to holding Presidents’ Summit in January 2013. 2. NUS believes that Presidents’ Summit should be designed to focus on adequately equipping campus and state branch presidents with the knowledge, skills and tools
ADMINISTRATION 20 relevant to and necessary for them to perform their duties effectively for the benefit of their respective student organisation or campus. 3. NUS acknowledges that one of its key responsibilities is to provide training and support to the office-bearers of member organisations and state branch presidents. 4. NUS recognises the complexity involved in performing the duties of a campus or state branch president, and believes it is therefore important to address both the activism and HR/IR or management facets of these roles. 5. NUS acknowledges that it is important to ensure the longevity and self-sufficiency of student organisations through good management and the appropriate use of students’ money, particularly in the wake of the Student Services and Amenities Fee and and the uncertainty that comes with an election year. 6. NUS believes that the input of campus and state branch presidents is vital in the 7. development of national campaigns and targets, and ensures NUS consults its affiliates and remains accountable. 8. NUS recognises the importance of facilitating good cross-campus relationships between affiliates as well as inter-state relationships as a key responsibility and Presidents’ Summit is an important opportunity to create and further develop these relationships. 9. NUS acknowledges that dealing with the media is an important aspect of a campus presidents’ role, yet many presidents have little to no experience in this area. NUS believes that developing the ability to engage with the media is vital and that Presidents’ Summit provides the perfect opportunity for presidents to receive training to learn the necessary skills.
Action:
1. That NUS directs the National President and the National General Secretary to coordinate a three-day conference for all campus and state branch presidents, to be held at an affiliate campus in January 2013. 2. That the National President and National Education Officer organise training, workshops and information sessions to be held at Presidents’ Summit 2013 including but not limited to: a. How to run targeted national and campus-specific campaigns, especially in an election year b. Lobbying skills c. Workshopping and further developing 2013 NUS campaigns d. Media and training e. Briefings on the higher education sector and priorities in 2013 f. SSAF one year on: examine impact of SSAF on campus services
3. That the National President will actively encourage campus presidents and state branch presidents to attend and participate in Presidents’ Summit, and will ensure that representatives from all affiliated campuses, especially those in rural and regional areas or from poorly funded student organisations, are provided with the opportunity to attend through the provision of reasonable subsidies. 4. That the National President and National Education Officer ensure all sessions are designed, to the greatest extent possible to: provide conference attendees with
ADMINISTRATION 21 useful information with a practical application where relevant; encourage feedback from campus presidents; and to facilitate interaction and knowledge and skill- sharing between attendees. 5. That the National President will request a report from campus presidents to be presented at the Summit outlining: a. An overview of their student organisation, including: i. Services ii. Commercial outlets iii. Representative functions and university support for student representation on campus iv. Governance structure v. Budget vi. Staffing vii. Electoral system and any recent developments (i.e. recent changes, proposed university reviews, moves online) viii. Priorities for 2013 b. How legislative changes to the funding of student organisations have impacted on their organisation, including i. Services that have been lost since the introduction of VSU ii. How the university distributed the SSAF in 2012 and changes made as a result iii. How the university will be distributing the SSAF revenue in 2013 iv. Plans for expansion (or further expansion) of services under the SSAF c. Course and quality trends at their university, including: i. Shifting of courses from the undergraduate level to the graduate or postgraduate level (e.g. the Juris Doctor, MBA) ii. Cutting of courses and degree programs (e.g. abolishing honours, language programs) iii. Student experience in the classroom (e.g. increases made to class sizes, lack of resources).
Moved: Jade Tyrrell (University of Technology, Sydney) Seconded: Donherra Walmsley (NUS National President)
ADMIN 1.19: NUS National Affiliate Database
Preamble:
1. NUS is primarily supported through revenue generated from its affiliate organisations via affiliation fees. In the VSU environment it is the financial health (determined by the financial management capabilities) of these affiliate organisations which will determine either the financial - and therefore overall - success or failure of NUS under its current funding model. Therefore NUS has a definite stake in the long-run financial viability if its affiliate bodies.
Platform:
ADMINISTRATION 22 1. In order for NUS to ensure its long-run financial viability NUS must develop support processes and systems to assist affiliate organisations in: a. Effectively and efficiently managing resource allocation. b. Improving leverage with their funding bodies (i.e. universities etc.) c. Developing effective and financially responsible expenditure policy d. Develop effective investment strategy toward long-run financial viability.
Action:
1. In order to help affiliate organisations achieve the above goals and to ensure the most efficient allocation of NUS resources, NUS resolves to undertake the following actions: a. Develop and implement an NUS National Affiliate Database. b. This database would contain the names and contact details of all relevant Officer Bearers of affiliate organisations (i.e. the President, General Secretary...etc.). This would facilitate effective communication between affiliate organisations in such areas as legal practice, software implementation, coordinated campaigns and communications and effective financial management to name but a few. c. To determine the most effective implementation model for such a database. d. To encourage the use of the NUS National Affiliate Database as a method of sharing knowledge resources and to vigorously promote inter-affiliate communication and collaboration.
Moved: Gabriel Brady (RMIT University Student Union) Seconded: Hovig Melkonian (RMIT University Student Union)
ADMIN 1.20: NUS Internal Review and Establishment of Financial Stability Procedures
Preamble:
1. The National Union of Students is a democratically controlled political organisation and therefore, in order to ensure the long-run viability and existence of the organisation, NUS must have a strong plan to ensure that financial stability is maintained despite rapid and frequent leadership transitions.
Platform:
1. NUS should undertake an internal review of its governance and financial procedures with the view of creating a system to mitigate the financially destabilising effects of leadership transition.
Action:
1. NUS will create a process (e.g. working group, sub-committee) to best determine how an internal review focusing on financial stability can be executed given the unique nature of the organisation.
ADMINISTRATION 23 2. NUS will undertake, within one election cycle, the initiation of such a review 3. NUS will seek external guidance on this issue (e.g. from a business process consultant). 4. NUS will research common-practice amongst trade unions in dealing with this issue.
Moved: Gabriel Brady (RMIT University Student Union) Seconded: Hovig Melkonian (RMIT University Student Union)
ADMIN 1.21: Establishment of a Victorian Trades Hall Renovation and Redevelopment Initiative Fund and Administration Body
Preamble:
1. There is no place in which the great history of the Victorian Labour Movement is ambiently omnipresent than in the Victorian Trades Hall. Opened in 1859, Victorian Trades Hall was built and paid for by Victoria’s workers. The hall underwent an upgrade and refurbishment between the years 1874 and 1925 under the careful hand of architectural firm Reed & Barnes. It is currently listed on both the National Trust Register and Victorian Register of Historic Buildings. It is the birthplace of the Victorian Labor Party and is home to many trade unions including the headquarters of this very organisation, The National Union of Students. It also stands guard over the site of the eight hour monument, erected to honour the monumental achievement by Victorian workers of attaining, in law, the right to the world’s first eight hour working day.
Platform:
1. Victorian Trades Hall is in a state of disrepair and therefore NUS will support any attempt made by any direct stakeholder in the future of Victorian Trades Hall to establish a single, fairly controlled, Victorian Trades Hall Renovation and Redevelopment Initiative Fund and Administration Body (or similar equivalent) to undertake fund-raising, project scoping and execution of a complete renovation and redevelopment, without undermining architectural heritage, of Victorian Trades Hall for the benefit of all stakeholders.
Action:
1. NUS will support any attempt made by any direct stakeholder in the future of Victorian Trades Hall to establish a single, fairly controlled, Victorian Trades Hall Renovation and Redevelopment Initiative Fund and Administration Body (or similar equivalent). 2. NUS will support the development and implementation of a process to fairly determine financial contributions of all stakeholders given anticipated benefits received by each stakeholder. 3. NUS will support any campaign for in-kind and financial contributions to be made by various trade unions to such a fund and administration body.
ADMINISTRATION 24 4. NUS will raise awareness of the issue by raising the issue with stakeholders at every opportunity.
Moved: Gabriel Brady (RMIT University Student Union) Seconded: Hovig Melkonian (RMIT University Student Union)
ADMIN 1.22: Revising NUS’ EBA
Preamble:
1. Staffing levels at NUS were hit hard when VSU was introduced. As a consequence 2. NUS’ research and advocacy capacity was drastically reduced, as well as NUS 3. organisational and administrative abilities. 4. Staffing levels have taken a further hit this year when our International Students Researcher decided to quit. If NUS is one day in the financial position to expand its operations and drastically increase is expenditure, staff levels should be one of the first budget line items increased. 5. It is for this reason that the industrial instrument under which NUS’ staff are employed is up to date, reflects the current legislative framework, and will allow NUS to grow and positively restructure if necessary. 6. In recent years National Office Bearers have spoken to great lengths in regards to renegotiating this EBA, but little of effect has been done.
Platform:
1. NUS commits to renegotiating the NUS EBA in 2013. 2. NUS commits to negotiating in good faith with the NTEU and NUS staff through any EBA negotiation.
Action:
1. Conference directs the National General-Secretary and the National President to reengage the NTEU with the aim of signing a new NUS EBA in 2013.
Moved: Jon Barlow (National General Secretary) Seconded: Arabella Mentor (National Executive)
ADMIN 1.23: VET Sector Representation, take 2.
Preamble:
2. Earlier in this year, the Nationally General Secretary attempted to begin work on this very policy to the aim of setting up a working committee as set out by this motion. Attendance was non-existent, and the idea lost momentum. 3. VET students currently have no peak representative body devoted solely to their issues in any state or territory or nationally.
ADMINISTRATION 25 4. It is essential, particularly with enrolments in VET set to explode in the medium term, that VET students have their own voice in higher education sector. 5. In recent history only Victoria had a functioning peak VET representative body. Until the mid-2000s, VTSAN (Victorian Tafe Students and Apprentices Network) was a TAFE representative organisation which existed to represent the VET students across Victoria. 6. At multi-sector universities, more common in Victoria than other states, Victoria University, RMIT and Swinburne, their respective student representative organisations have all adopted models in which they represent both VET and higher education students. However, they represent VET students to varying extents, and at times have experienced problems in filling VET and TAFE positions on their councils or executives. 7. NUS, as the peak representative body for students studying at Australian post school institutions, is well placed to facilitate the creation of a peak representative body for VET students.
Platform:
1. With approximately 1.3 million TAFE and VET students studying across Australia it is important that a framework for national and state based representation for VET students is established, and NUS is well placed to help build this framework. 2. Conference acknowledges that due to the lack of institutional knowledge regarding 3. VET within NUS and the broader student movement and a lack of experienced VET representatives it is difficult to immediately establish a national body that will have a guaranteed existence in the medium to long term. 4. Further conference acknowledges that the constitutional and organisational structure of any peak body must be developed in collaboration with the sector and with potential representatives, not developed unilaterally by NUS.
Action:
1. Conference directs the General Secretary to continue trying to establish, convene and chair a working group with the aim of setting up a pilot VET peak representative body in Victoria. 2. Victoria has been chosen for two reasons. A peak body (VTSAN) once existed in the state, and second, the NUS affiliates of Swinburne, RMIT, Deakin and VU all represent TAFE students. 3. Membership of the working group is to be open to all organisations and individuals interested in participating in developing the peak body, however invites should be extended to campus presidents at any dual sector provider, NUS office bearers, the ACTU, the AEU and the NTEU. The working group should develop the constitutional structure of the peak representative body and determine the body’s relationship (both practically and constitutionally) with NUS. 4. The working group must also consider how the pilot organisation would transition from a state based body to a national one and consider and suggest an appropriate timeline for its transition.
ADMINISTRATION 26
Moved: Jon Barlow (National General Secretary) Seconded: Hovig Melkonian (RMIT University Student Union)
ADMIN 1.24: Increasing national affiliation amounts
Preamble:
1. Post VSU NUS has judged each campus’ affiliation fee on the respective campuses current financial position and ability to pay rather than by a rigid amount imposed on an EFTSL. 2. VSU has been equally devastating for NUS as it has for its affiliates. Since VSU NUS has had to rely on its reserves, which (with the exception perhaps of 2012), have been slowly eaten away, to survive. 3. With SSAF now law it is imperative to increase the amount of affiliations generated by affiliation income if NUS is to survive in the medium to long term.
Platform:
1. As member organisations will now be operating in a post-SSAF environment,some have began passing on benefits of their stronger financial positions to NUS. The majority of campuses have paid a greater amount in regards to affiliation fees comparable to 2011. 2. Due to the strengthened position of these organisations, it has been seen that NUS has standed to receive more money is regards to affiliation than we have in previous years. The full potential benefit, however, has not yet been met. 3. As NUS is often the budget line item to be first cut, and the last item to be increased, it is incredibly important that NUS is on the front foot in encouraging affiliates to increase their contributions to NUS. 4. Further Fees Review Committee has seldom blocked a campus from affiliation in recent history by denying a fee waiver. This has reflected to a positive working relationship between the factions represented on Fees Review Committee, and the reality that the overwhelming majority of campuses pay what they can to NUS. 5. NUS must make clear from the opening weeks of 2013 that a higher affiliation fee will be expected if Fees Review is to approve a member’s waiver.
Action:
1. Conference directs the 2013 National General Secretary to meet (whether in person or by phone) with each campus president/general secretary/treasurer/executive in order to ascertain an accurate financial picture of each affiliate. 2. The General Secretary will then work with the respective representative as to judge the affiliates capacity to pay, and what a fair amount should be paid, in 2013. 3. Before campuses are invoiced the General Secretary should provide to the FRC what they opine is a fair amount in affiliation fees to expect from each member.
Moved: Jon Barlow (National General Secretary)
ADMINISTRATION 27 Seconded: Todd Pinkerton (National Executive)
ADMIN 1.25: Utilising Term Deposits
Preamble:
1. Everyone is well aware of the dire financial position that the NUS has found itself in over recent years. 2. As we progress further into a post-VSU environment, we will hopefully see NUS’ financial position steadily strengthen. 3. With careful planning and strict financial management, we could see the union’s financial position strengthen greatly. One way of maximising output that NUS will see as a result of these financial strategies, is to maintain, if not increase, the level of funds subjected annually to fixed term deposits.
Platform:
1. The NUS has seen high-levels of growth on money deposited into fixed-term deposits. Next year, NUS should revisit the idea of depositing money into these investments.
Action:
1. Next year’s General-Secretary should assess NUS’ financial position and initial projections for the year, and having done so, aim to maintain the budgeted allocation of money that is subjected to fixed term deposits, and if possible, increase the amount in order to maximise interested accrued as a result of these deposits.
Moved: Jon Barlow (National General Secretary) Seconded: Matt Gaite (Victoria University Student Union)
ADMINISTRATION 28 Chapter 2 - UNIONISM
UNION 2.1: SSAF is not CSU
Preamble:
1. The SSAF has been implemented and, unsurprisingly, most student unions have agreed to unsatisfactory funding agreements. Large quantities of students’ money is being funnelled to the university admin and businesses and most agreements arrived at stipulate greater intervention from the university as to how the money is spent. 2. The clause in the SSAF legislation that stipulates that the money cannot be spent towards political activity has, predictably, been something that universities have seized upon. They have used it as ammunition in their project of attempting to make student unions apolitical and entirely under the dictates of the university. Macquarie University is one of the starkest examples of this, where they are in the process of setting up a Student Services Steering. 3. Committee to “advise” the university on the spending of the SSAF. This Committee will be stacked out with appointees of the Dean and representatives from whatever student groups the University is fond off. Only a small portion will be elected student representatives. Even then, the committee can only “advise” the university.
Platform:
1. NUS recognises that the Labor Government, despite promises to the contrary, have not repealed VSU. 2. NUS recognises that the SSAF it will only be acceptable when all of the money goes towards student unions or guilds which are democratically controlled by students and when these institutions have total autonomy over how they spend their money and conduct their activity.
Action:
1. In 2013, NUS will campaign against the SSAF legislation in its current form and for the complete repeal of VSU. This campaign will consist of but is not exclusive to a rally in every city, posters to advertise the rally and raise awareness, effective use of social media to advertise the rally and raise awareness 2. In 2013 the NUS Education officer will financially and practically assist radical direct action at all affiliated campuses in order to put pressure on the University administration. This action could consist of, but is not exclusive to, occupations, blockades or protests of appropriate targets.
Moved: Jade Eckhaus (University of Melbourne Student Union) Seconded: Kat Henderson (National Queer Officer)
UNIONISM 29
UNION 2.2: Student services and amenities fee
Preamble:
1. In late 2011 the Gillard Federal Government legislated to tax all students $263 per year. 2. This Student Service and Amenities Fee (SSAF) is charged irrespectively of wether a student is full-time on-campus, or part-time off-campus. 3. This fee is not collected by independent student organizations, nor is this fee guaranteed to be delivered independent student organizations
Platform:
1. The federal Labor government has betrayed the students of Australia adding a further tax to an already heavily financially burdened group. 2. NUS is staunch in its belief that students are best placed to provide for students. 3. NUS believes that all monies collected indiscriminately from students should be placed in the hands of independent, democratically elected student representation. 4. NUS should act in the interests of students, by making their studies cheaper in anyway possible. 5. NLS believes that in the mantra "from each according to their means to each according to their means".
Action:
1. NUS condemns the federal government for this tax and the blatant disregard it has shown the students of Australia. 2. NUS commits to a policy that this compulsory tax to be opt in. 3. NUS commits to the removal of this tax on students . 4. All NUS office bearers commit to campaigning on campus and to the federal government against this tax. 5. The National President and National General-Secretary circulate a media release making clear NUS stance against this tax and our condemnation of the government for their failure to the students of Australia
Mover: Evan Mulholland (La Trobe Student Union) Seconder: Claire Chandler (Tasmania University Union)
UNION 2.3: Get the Liberals out of our Student Unions
Preamble:
1. The Liberal Party/LNP is ideologically opposed to student unionism. The Australian Liberal Students Federation (ALSF) championed the Voluntary
UNIONISM 30 Student Unionism legislation brought in 2005 by the Howard Government, which stripped student unions of access to funding for political representation, and robbed them of their independence from university administrations. 2. The Liberals’ preoccupation with smashing student unions is not just a matter of ideology, but a practical method for quashing progressive activism on our campuses. The Liberals run for election so they can stop the left from using student unions as an organising and resources base to campaign against government and university attacks. 3. In Queensland, the young LNP they have used their positions in student unions to abolish Queer and Women’s offices that are there to challenge discrimination. They have actively slandered NUS, refused to fund the National Union and removed the democratic right of students to vote for delegates to send to NUS’ National Conference. They moved a racist motion at the state LNP conference to get rid of Abstudy, which provides Aboriginal students with financial assistance to attend university. At QUT Liberal office bearers have physically attacked students putting up posters to advertise the gay marriage rallies and left-wing opponents who campaigned against them in the elections. At UQ, the Liberals rigged the elections to prevent any opposition tickets from appearing on the ballot papers. 4. Whatever the government of the day, Liberal students see it as their mission to smash student control of student affairs. They welcome the neoliberal agenda for education increasingly pushed by both state and federal governments and want student unions that will reflect and further the privatisation of the campuses, or at least not challenge it. 5. The way the Liberals run student unions as a business – turning union buildings into shopping malls, privatising and outsourcing student services – reflects their profits-first worldview, and provides them with what they consider valuable experience in commercial operations. The union for them is a resource to further their own personal careers at the expense of the student population as a whole. Take the advice of Senator Eric Abetz to the Liberal students’ conference this year. He urged them to keep involved in student politics because, “One, it’s a great training ground; two, you meet some very good people, especially at conferences like this and they will remain life-long friends and you will be surprised, after university, you might lose contact with some of them and then they reappear 20 years later at the same Federal Parliament, as is the case with myself.”
Platform:
1. NUS recognises that Liberal students are fundamentally opposed to student unionism and want to smash student representative on campus. 2. NUS acknowledges the attacks wages by Liberal students against students’ rights, particularly their targeting of oppressed sections of the student population. 3. NUS believes that student unionism and defending students’ rights cannot be fostered nor supported so long as Liberal students control student unions.
UNIONISM 31
Action:
1. NUS will publicly condemn the actions of the Liberal students at UWA, Macquarie, QUT and UQ this year. 2. NUS will launch a national campaign against Liberal student union administrations, raising awareness amongst the student population of the attacks Liberals have waged on public education, students’ rights and student unionism, with the aim of removing these right-wing administrations from power. 3. NUS will provide resources and public support to any campaigns waged by students against Liberals at their universities eg: Democracy for UQU; Free Speech at QUT
Moved: Kat Henderson (National Queer Officer) Seconded: Jess Mcleod (Curtin Student Guild)
UNION 2.4: Staff, Students and University Governance
Preamble:
1. In Victoria, the Baillieu government is introducing legislation to cut guaranteed positions for staff and student representatives on university governing bodies and TAFE Boards. 2. The changes will mandate that representatives must be appointed only if they have the ‘necessary skills’ and that government representatives must equal or be greater than the number of staff and student representatives. 3. Universities in other states have approached their state governments to reduce or eliminate staff and student representation on their governing bodies, with some State Governments indicating they would do so. 4. Student and staff representation has been integral in ensuring transparency and accountability to the main stakeholders of higher education providers.
Platform:
1. NUS affirms that democratically elected and meaningful student and staff representation is integral to maintaining a quality higher education institute. 2. NUS believes that mandating increased government representation on the governing bodies of higher or further education institutions will jeopardize educational autonomy.
Action:
1. The National President will support State Branch President’s in lobbying state governments to maintain or increase student and staff representation on higher education provider governing bodies through democratic means.
UNIONISM 32 2. The National President and State Branch Presidents will liaise with the NTEU to jointly lobby state governments. 3. The National President will condemn in the media any move to reduce staff or student representation on university or TAFE governing bodies. 4. The National President will establish a University Blacklist that will publicly list and shame universities that attempt to cut staff and student representation on their governing bodies. 5. The National President will lobby the Federal government to incorporate support for student representation into the MyUniversity database.
Mover: Idris Martin (Adelaide University Union) Seconder: Lyndal Butler (University of Technology, Sydney Students’ Association)
UNION 2.5: Solidarity, not charity - NUS and the trade-justice movement on campuses
Preamble:
1. Fair trade is about fair and affordable prices, decent working conditions, local environmental sustainability, and fair terms of trade for farmers and workers in the developing world. By requiring companies to pay sustainable prices, fair trade addresses the injustices of conventional trade, which traditionally discriminates against the poorest, weakest producers. 2. NUS supports workers’ rights and unionism, and stands in solidarity with trade unions worldwide to deliver fairer working conditions. 3. NUS and university student organisations can play a vital role in the trade justice movement by supporting university fair trade accreditation and supporting campus fair trade groups. 4. While NGOs spruik the purchase of fair-trade coffee, NUS must promote and educate the student body not only on trade justice, but on unionism and the impact of solidarity over charity.
Platform:
1. NUS supports the trade justice movement and stands in solidarity with unions worldwide to introduce fair working conditions. 2. NUS supports national and campus-based campaigns to push for universities to become fair-trade accredited campuses. 3. NUS stands in solidarity with unions and other organisations that are pushing for ethical trading worldwide. 4. NUS recognises the decline of the union movement and must revitalise it. 5. NUS recognises that workers’ rights and environmental sustainability are intertwined, in a global justice movement.
Action:
UNIONISM 33 1. NUS will resume its former affiliation to the Australian Fair Trade and Investment Network (AFTINET), a national network of over 90 community organisations and unions, concerned about trade and investment policy, that focuses on ethical trading and investment. 2. NUS will support campaigns run on campuses addressing misconceptions surrounding fair trade, and to raise awareness of the benefits of ethical trading and increase the availability of fair trade products. 3. Such as, but not limited to: a. That fair-trade is only about coffee and chocolate production b. That fair-trade products do not taste good c. That fair-trade is too expensive to be commercially viable d. That fair-trade is a ‘brand’ and not connected to a movement e. That fair-trade is removed from unionism f. That fair-trade is the domain of NGOs g. That fair-trade does nothing for the environment
4. NUS supports the introduction of information about ethical trading into course curriculums and changing the culture on campus to support fair trade. 5. The National Environment Officer, National President and all relevant National Office Bearers will support the national campaign run by Fairly Educated, for every university to become a fair-trade accredited institution. 6. The National Environment Officer and all relevant National Office Bearers will support campus organisations who elect to run the annual Fairly Educated Conference by, but not limited to: a. Speaking on the importance of unionism and solidarity at the conference b. Running training sessions on non-violent direct action and lobbying, at the conference c. Provide non-financial support to campuses requiring assistance with their affiliation process, where appropriate. 7. The National Environment Officer and all other relevant National Office Bearers will actively promote and support fair-trade campaigns, this will include but not be limited to: a. Providing non-financial resources to campus organisations campaigning for fair-trade accreditation. b. Advocating and promoting the importance of unionism in the campaigns student fair-trade groups run. c. Endorsing and speaking out about fair-trade campaigns and their importance, when relevant. 8. The National Office Bearers will keep in mind cultural sensitivity when discussing and advocating fair-trade, ensuring that they do not reduce developing nations to a homogenous group. National Office Bearers who do not identify as ethno-cultural, will consult with ethno-cultural student-activist groups on the matter of cultural sensitivity before running sessions on fair- trade.
Moved: Neha Madhok (National Environment Officer)
UNIONISM 34 Seconded: Lyndal Butler (UTS Students’ Association)
UNION 2.6: Increased union membership amongst students
Preamble:
1. The National Union of Students seeks just outcomes for students in all manners of their lives affected by their status as students. 2. The National Union of Students operates under a belief in the value of unionism as a means by which better outcomes can be achieved for individuals. 3. The declining rate of unionism in Australian society over the past 50 years has been to the detriment of many groups, including those of students. Students are some of the most disadvantaged in the workforce, as they are affected by insecure employment, a lack of improving wages and inflexible hours to meet the demands of their study. 4. Increased union membership amongst students may remedy many of these problems.
Platform:
1. NUS acknowledges the importance of university students joining their industrial unions in the workplace. 2. NUS encourage all students to join their respective industrial trade unions. 3. NUS will seek in the future to work co-operatively with trade unions to develop means and strategies by which to greater encourage trade union membership amongst university students.
Action:
1. The 2013 Welfare Officer will liaison with some of the unions with the greatest propensity to cover university students such as United Voice, the Shop, Distributive and Allied Employees Alliance and others to discuss ways and means by greater trade union membership amongst university students could be encouraged.
Moved: Jack Boyd (Wollongong Undergraduate Students Association) Seconded: Todd Pinkerton (National Executive)
UNION 2.7: NUS to engage with the Australian Council of Trade Unions
Preamble:
1. The National Union of Student’s (NUS) history is that of collective action and lobbying. Its tenets of organisation, fairness and prosperity are those of the union movement.
UNIONISM 35 2. Though NUS operates under many of the same tenets of unionism, it has been unwilling for some time to explore its implied relationship with other trade unions. Though NUS does not operate under industrial coverage as other unions, it still operates around similar core values and fulfils many of the same objectives of a national union such as lobbying, commissioning research for submissions and the organising of its membership for political campaigns. 3. The Australian Council of Trade Unions (ACTU) is the peak representative body for unions in Australia and seeks to help union reach their goals through training and the sharing of resources. 4. There is great potential for NUS to develop a strong and meaningful relationship with the ACTU including but not limited to NUS being open to their support networks of media and organising training, and potentially having the ACTU provide NUS with a seat at the table with other national unions in discussing the industrial issues that face students both in their workplaces and their educational centres.
Platform:
1. NUS recognises its roots as a collective organising body operating under similar tenants to those of Australia’s industrial unions. 2. The 2012 National Conference commits NUS to exploring the capacity for it to better engage with the ACTU and other unions who either cover students or workers employed in the education sector.
Action:
1. The 2012 National Conference directs the National President and National General Secretary to explore opportunities for NUS to engage with the ACTU, to present them to the National Executive for approval.
Moved: Todd Pinkerton (National Executive) Seconded: Jade Tyrrell (National Executive)
UNION 2.8: Financial and Legal Independence of NUS Affiliate Student Unions
Preamble:
1. Student unions fulfill the crucial role of providing a powerful voice for students on campus, it is therefore paramount that these vital institutions work toward financial and legal independence from the educational institutions within which they operate so that they can advocate on the issues important to students and take a stand against the injustices perpetrated by these institutions without the fear of losing institutional financial backing. 2. The vast majority of NUS Affiliate Student Unions currently receive their funding primarily from the very educational institutions against whom they
UNIONISM 36 advocate. This significantly limits advocacy capabilities given that the very institutions against which they are advocating control their financial future. 3. In order to maintain long run financial viability and independence it is vital that Student unions establish revenue streams separate to the funding they receive from the educational institutions they are currently dependent upon. 4. It is increasingly evident that educational institutions do not support independent student bodies and are in favour of institutional control of student affairs. The VSU environment is particularly amenable to the amalgamation of student controlled bodies into educational institutions as departments of these institutions. These amalgamations destroy the possibility of student control of student affairs. 5. In addition the steps toward amalgamation of student bodies is made easier as an indirect result of the combination of two factors: the Corporations Act 2001 and the unique financial and legal environment in which student unions operate. The Corporations Act 2001 Section 50AA – Control of an Entity states that: 1) For the purposes of this Act, an entity controls a second entity if the first entity has the capacity to determine the outcome of decisions about the second entity's financial and operating policies. 2) In determining whether the first entity has this capacity: a) the practical influence the first entity can exert (rather than the rights it can enforce) is the issue to be considered; and b) any practice or pattern of behaviour affecting the second entity's financial or operating policies is to be taken into account (even if it involves a breach of an agreement or a breach of trust). 6. Given the above, it is paramount that NUS Affiliate Student Unions work toward both financial and legal independence from the educational institutions within which they operate in order that they truly represent the views of students without the inherent bias created by any financially dependent relationship with the educational institution against whom they advocate.
Platform:
1. NUS acknowledges the need for Student unions to become and remain financially and legally independent of the educational institutions in which they operate and supports action taken to this end by NUS Affiliate Student Unions. 2. NUS condemns educational institutions that do not allow their Student Unions to hold assets.
Action:
UNIONISM 37 1. NUS actions the Welfare Officer to research different models of revenue generation and compile a report of best-practice within the sector. This report will critically examine the best way to make financial use of both tangible and intangible assets within the unique confines of the financial and legal environment in which student unions operate.
Moved: Gabriel Brady (RMIT University Student Union) Seconded: Hovig Melkonian (RMIT University Student Union)
UNION 2.9: SSAF and Welfare
Preamble:
1. SSAF offers student organisations an opportunity to restore vital services across the welfare sector. 2. Student welfare services nationally have been in decline under VSU. With minimal opportunity student organisations have been limited in their ability to respond to welfare issues within the university system.
Platform:
1. Giving a high quality of student welfare services across the board of an equitable and accessible nature is integral to any student’s experience. This should be a right not a privilege that every student have access to services that support a students welfare while studying. 2. NUS realizes and identifies the damage done by VSU to the welfare services in universities nationally.
Action:
1. NUS will support all student organisations engaged in campaigning for access to SSAF for the provision of welfare services to the fullest extent possible. 2. That NUS facilitate a national working party to actively bring together all university student organizations to work in a unified manner to start responding and continue to respond to SSAF in the university environment specifically around welfare issues.
Moved: Kirstie Franic (Victoria University Student Union) Seconded: Hovig Melkonian (RMIT University Student Union)
UNION 2.10: Students’ Money to Students & the Student Engagement Ranking System aka: NUS is watching you.
Preamble:
1. The introduction of the Student Services and Amenities Fee (SSAF) in 2012 was a crucial change that has provided many student organisations with the
UNIONISM 38 capacity to introduce new services and rebuild existing student services on campus. 2. NUS successfully lobbied for provisions in the Guidelines to the SSAF legislation that ensure student consultation on the use and distribution of the SSAF, as well as requirements for universities to publish their distribution of the SSAF. 3. Since the implementation of the SSAF at the beginning of 2012, universities across Australia have adopted starkly different approaches to student consultation and the distribution of students’ money, and student organisations have had varying degrees of success securing funding agreements and independent services free from university control. 4. Throughout 2012, NUS collected data from participating student organisations at Australian universities that rated the performance of universities according to a number of different criteria including student consultation and student satisfaction with SSAF funding agreements. Universities were provided with rankings in early 2012 in this regard. 5. While many universities have treated the new SSAF environment as an opportunity to support student organisations and the expansion of student services on campus, other universities have not engaged in sufficient student consultation or have distributed students’ money through a process that is neither accessible nor transparent to student representatives. 6. A report released by NUS in 2012, ‘NUS Report into the Implementation of the Student Services and Amenities Fee’ highlights a number of areas of concern that require attention, as well as amendments required to the guidelines to improve the practical implementation of the SSAF. 7. It is possible that in the near future, the Minister for Tertiary Education, Skills, Jobs and Workplace Relations will call a review into the implementation of the SSAF and amend the guidelines as necessary. 8. 2013 is a Federal election year and many student organisations will wish to run campaigns around this, and may require information to present to their university or other students explaining how their campaign does not contravene SSAF legislation.
Platform:
1. NUS reaffirms its support for universal student unionism (USU). 2. NUS opposes voluntary student unionism (VSU). 3. NUS acknowledges that while SSAF is not USU, it has provided a necessary injection of funds for struggling student organisations. 4. NUS believes students know best how their money should be spent, and accordingly supports 100% of the SSAF revenue collected by universities going to independent, democratically elected student organisations. 5. NUS believes that it is crucial for students to have access to independent services and amenities and that independent, democratically elected student organisations are best-placed to provide independent advocacy and representation for students that is of high quality and responsive to the needs of students.
UNIONISM 39 6. NUS is committed to providing ongoing support to both affiliated and non- affiliated student organisations and student representatives in relation to the implementation of the SSAF and student control of student affairs. 7. NUS believes that a student services fee is necessary to provide access to essential services to improve the university experience outside the classroom. 8. NUS opposes the transfer of any services currently run by student organisations - including but not limited to commercial outlets and bars - from student organisations to universities or private providers. 9. NUS supports the publishing and transparent reporting of all uses of SSAF revenue by universities. 10. NUS believes one of its key roles in relation to the SSAF is to assist student representatives and student organisations to keep universities accountable on the practical implementation of the SSAF. 11. NUS acknowledges those universities and student organisations who have followed best practice models for the implementation of the SSAF and believes it is important to provide student organisations with support throughout the year in the form of campaigns and information to help them to lobby their respective university follow best practice. 12. NUS supports the right of all students to participate in peaceful protest and activist campaigns.
Action:
1. That the NUS National President and National Education Officer provide campuses with ongoing support, information and assistance, including suggested models of best practice where required, to student organisations renegotiating their campus SSAF agreements with their respective universities in 2013. 2. That the NUS National President and National Education Officer provide all affiliate campuses with information and campaign materials including but not limited to leaflets and stickers regarding the SSAF and the need for student control of student affairs in time for campus O Weeks. This “Students Money to Students” material is to assist with the dissemination of information and to encourage student engagement and an overall understanding of the importance of the SSAF throughout the year. 3. That the NUS National President will rate universities on their support of student organisations under the SSAF. The ratings will include but are not limited to: a. the quality of consultation with both democratically elected student representatives and the wider student body regarding the allocation of SSAF revenue b. the quality of negotiations between universities and independent student organisations regarding their funding under the SSAF c. the willingness of universities to transfer services back to student organisations and support the expansion of student-run services under the SSAF
UNIONISM 40 d. the security of funding agreements between student organisations and their respective universities, and whether there is any variance from 2012 or from outcomes in negotiations. e. the range of services offered by independent student organisations f. the level of support provided for independent representation and advocacy under the SSAF 4. That in combination with the ratings, the NUS National President will communicate with affiliated and non-affiliated campuses to obtain data and any relevant information at as many universities as possible regarding the implementation of the SSAF in 2013 with a view to creating a SSAF implementation report towards the end of the year. This report may include a comparison between 2012 and 2013 university ratings and overall performance, with a view to encouraging long-term retention of student control of independent services and support for the SSAF. 5. That the report will also include recommendations to universities regarding the funding of student organisations in the event that the SSAF legislation is repealed for the purposes of long-term retention and support of independent student representation and advocacy. 6. That the NUS National President work with affiliates and non-affiliates to generate these interim university ratings and communicates these to universities with references to areas that can be improved, and suggestions to comply with best practice to allow universities to improve their rating. 7. That the NUS National President will workshop the final ratings at Education Conference and release these ratings as soon as possible thereafter. 8. That NUS maintains the pressure throughout the year on universities to follow best practice and to support student organisations to flourish through consultation and an increase of student control of student affairs under the SSAF. Where there is no campus student organisation, that NUS communicate to universities the importance of working with elected representatives to set up an independent student organisation. 9. That the NUS National President lobbies the Minister for Tertiary Education, Skills, Jobs and Workplace Relations regarding the need for a review into the implementation of the SSAF to ensure that a review into the effectiveness of the SSAF guidelines takes place, and that they are amended to include provisions that include but are not limited to: a. Stronger requirements for universities to engage in consultation with students that is genuine, collaborate and diverse; b. Requirements for stability of funding arrangements and where possible, multi-year agreements; c. Maximum periods of time in which negotiations between universities and student organisations should take place; d. A set minimum proportion of the SSAF universities are permitted to allocate to student organisations; and e. Requirements for universities to invite student organisations to submit any SSAF proposals they have regarding SSAF expenditure. 10. That the NUS National President and National Education Officer includes the retention of the SSAF as a lobbying tool in the lead-up to the Federal election
UNIONISM 41 to determine which candidates in the election support its existence, with a view to encouraging students to vote for candidates who support it. 11. That the National President lobbies for information about whether or not campus services are student run to be included on the My University website through the My University Reference Group. 12. The NUS President and NUS Education Officer will create an information package for student organisations that explains the SSAF legislation and the right of student organisations to run political campaigns. The NUS President will ensure this information package will be available for download from the NUS website. 13. That the NUS President and NUS Education Officer will provide ongoing support and consultation for student organisations throughout the year in relation to their activities and the SSAF legislation. 14. That the National President, National Education Officer, and National General Secretary will ensure that all NUS campaigns comply with restrictions imposed by the SSAF legislation and will investigate potential additional sources of revenue for NUS to allow for maximum flexibility in the campaigns run by NUS in an election year.
Moved: Jade Tyrrell (National Executive) Seconded: Clare Keyes-Liley (La Trobe Student Union)
EDUC 3.4: Student and staff representation on University Councils
Preamble:
1. Students and staff are the university and deserve to have a voice on the University’s governing body, i.e the University Council.
Platform:
1. NUS reaffirms its commitment to student and staff representation on University Councils.
Action:
1. NUS condemns moves by the Victorian State Government to remove democratically-elected student and staff representation from University Councils. 2. NUS directs all office-bearers to lobby all state governments and University Administrations to maintain and/or restore democratically-elected student representation on University Councils.
Moved: Ali Majokah (Monash Student Association) Seconded: Frida Komesaroff (Monash Students Association)
UNIONISM 42 Fear and loathing on University Council: Who owns higher education?
Preamble 1. In November 2012 the Victorian State Government tabled amendments to the Higher Education Bill which would see elected representatives removed from University Councils, namely the students and staff. 2. To date there is no evidence to suggest that in removing students and staff from University Councils will have positive effects on the governing body 3. The move is an effort to streamline boards and move them to replicate that of the corporate sector, posing the question: who owns education?
Platform
1. NUS believes that if Universities are able to govern effectively they must have student and staff members with voting rights on the governing body. 2. The National Union of Students (NUS) believes that the specific exclusion of elected student representatives from university councils is counter both to section 3.2 and section 6.8 of the Higher Education Standards Framework. 3. NUS believes that universities must autonomously control the legislation around the governance of their institution and direct government, not vice versa. 4. NUS believes that as key stakeholder in higher education, students should be appropriately represented in university governance including on University Councils. To this end, NUS advocates for at least one undergraduate and one postgraduate student representative on university councils. 5. NUS believes that those universities who are not compliant with the Higher Education Standards Framework should be held to account and that the the Tertiary Education Quality and Standards Agency (TEQSA) is charged with regulating the sector and enforcing these standards.
Action 1. That the NUS National President and NUS Education Officer work the NUS Research Officer to develop a best practice blueprint for University Governance that makes reference to the Higher Education Standards Framework. This blueprint is to be provided online by NUS and sent directly to university Vice Chancellors. 2. That the NUS Office-Bearers work to generate support from university Vice Chancellors for this best practice blueprint for university governance. 3.That the NUS National President works with affiliates to write to Vice Chancellors at universities where the removal of students in university governance is under consideration to advocate for compliance with the Higher Education Standards Framework and the support of student positions on bodies such as university councils or senates through the NUS blueprint. 4. That NUS communicates with (TEQSA) throughout the year to maintain the pressure for universities to comply with section 3.2 and section 6.8 and other provisions relevant to student representation found in the Higher Education Standards Framework.
Moved: Clare Keyes-Liley (La Trobe University, Bundoora)
UNIONISM 43 Seconded: Jade Tyrrell (University of Technology, Sydney)
Act Now. Create Change: I am the Change
Preamble:
1. In 2011 NUS rolled out the Act Now, Create Change campaign. The campaign was designed around making NUS more accessible with a clear message for students. 2. Students increasingly feel a disconnect towards their university campus. With course and subject upheaval, Vice Chancellors and decision making bodies inaccessible to students and student subject experience surveys kept in a drawer never to see the light of day. The list goes on. 3. Even the smallest changes on campus can have lasting effects on the students who are paying for the privilege receiving an education. 4. More often than not it is the smaller universities that are left behind, as well as and including the satellite campuses of bigger institutions.
Platform:
1. NUS is committed to delivering a clear and accessible message by providing students with the basics to bring about change. 2. NUS believes that it is students who are living and breathing the “student experience” they are best placed to bring about change on their campuses, not professional administrators in governance 3. NUS believes that through empowering students to make change on their campus it will improve the overall standard of the student experience.
Action
1. Expanding upon the success of the Act Now, Create Change campaign in 2011 and 2012, I am the Change will empower students to take ownership of change on campus. 2. NUS National Conference directs the 2013 NUS National Office Bearers to work with affiliates to produce “I am the Change” kits which will provide students with the tools to affect change on relevant, campus specific issues (for example: access to public transport, student spaces, representative structures). 3. The kits will include lobbying and campaign checklists as well as providing direction for whether campaigning or lobbying is best for bringing about change. 4. NUS National Office Bearers will continue the Act Now, Create Change branding on and offline to maintain consistency and use this campaign to educate students about NUS, alongside the “I Am the Change” campaign.
Moved: Clare Keyes-Liley (La Trobe Student Union) Seconded: Rosa Sottile (National Education Officer)
UNIONISM 44 CHAPTER 3 – EDUCATION
EDUC 3.1: Campaigning against cuts
Preamble:
1. In 2012 La Trobe University carried out cuts to the Faculty of Humanities and Social Sciences – cutting 60% of subjects and sacking 41 EFT staff members – despite recording over $22 million profit and paying the university Vice Chancellor over $700 000. Similar cuts have been carried out at universities across the country. 2. Students and staff at universities across the country are having their courses and jobs cut in the name of university profit margins. 3. Student protests against such cuts have been crucial in reducing cuts, saving the jobs of staff members and subjects previously slated to be cut.
Platform:
1. NUS condemns universities that have carried out course and staff cuts. 2. NUS acknowledges these cuts will not be unique to 2012, and will continue. 3. NUS believes in the right to free speech and assembly, and the right to protest of students on university campuses. 4. NUS acknowledges that student protests play a vital role in fighting against education cuts.
Action:
1. NUS congratulates students who have lead campaigns against education cuts in 2012 2. NUS will lobby all universities who have carried out cuts in 2012 to: 3. Re-instate all staff who have lost their jobs 4. Guarantee all students who’s courses have been affected by cuts their enrolled degrees and majors 5. Take no disciplinary action against students involved in protests on campus against cuts 6. NUS will defend any student expelled or disciplined for participating in protests on campus against cuts 7. NUS commits to supporting campaigns against similar cuts at universities into 2013. This support will consist of publishing campaign information on the NUS list and all other national lists, financing of posters and other necessary campaign materials, expressing public support for such campaigns through press releases.
Moved: Danica Cheesley (La Trobe Student Union) Seconded: Kat Henderson (National Queer Officer)
EDUC 3.2: Opposing Neoliberalism
EDUCATION 45
Preamble:
1. This year we have seen the uncapping of university places as per the recommendations of the Bradley Review (2008) which have been carried through by the Labor Government. This has meant that some universities have received less applications for certain courses than in previous years. 2. In response, some universities have announced savage cuts and, in some cases, the cancellation of entire courses. At UWS we have seen cuts to community languages courses and staff cuts across many departments. At Latrobe many humanities courses are set to be axed. This is just a prelude for what it to come. 3. The further intrusion of the market into our education can only have dire consequences for the quality of our education, for accessibility to education for people from disadvantaged backgrounds and the wages and conditions of university staff. 4. Glyn Davis- an authority on neoliberal brutality as the main man behind the Melbourne Model has said, this move is as dramatic as the floating of the dollar and the economic reforms that followed, ie. the Labor Government’s introduction of HECS. As we all know, this was a disastrous development for students. 5. Not only will deregulation of places lead to education becoming more expensive but it will also lead to higher education more definitively being divided into two tiers. As Davis, again, has said: ''From now, universities must compete directly for students and, should they fail to attract sufficient students, presumably amalgamation or closure must follow.” Of course it will not be the Sandstone universities that will have to fold and neither will it be Law or Engineering students who will be forced to pursue their careers at sub-standard institutions. 6. NUS has never satisfactorily opposed the recommendations from the Bradley review or the Labor Government’s policies that have emerged from it. Instead they have effectively championed them and have spent much of 2012 offering logistical support for the implementation of TEQSA (the regulatory board set up to oversee deregulation ‘fairly’). There have always been those who have argued that the ‘trickle down effect’ is beneficial for people from low SES backgrounds. The Labor Government, TEQSA and their NUS cheer squad are just the latest to get on this band wagon.
Platform:
1. NUS recognises that it has a responsibility to oppose on principle market reforms to higher education. Labor and Liberal Governments will get away with more and more privatisation if this basic fact is not acknowledged. 2. NUS opposes uncapping of university fees 3. NUS supports government owned education 4. NUS opposes the 2 tier education system and the fact that working class and disadvantaged students find it much more difficult to access higher education
EDUCATION 46 5. NUS believes in free education
Action:
1. NUS will suspend all association it has with and support it gives to TEQSA 2. NUS will campaign against the Labor Government’s Deregulation in 2013. This campaign should include, but is not exclusive to, protests, posters, press releases, direct action 3. The National Education officer will organise material for this campaign in consultation with activists from all affiliated campuses. 4. NUS will assist students and their collectives in campaigning against any new course cuts that emerge in 2013
Moved: Danica Cheesley (La Trobe Student Union) Seconded: Kat Henderson (National Queer Officer)
EDUC 3.3: Removal of Parallel Import Restrictions on Books.
Preamble:
1. Every semester students face outrageous prices for key upfront costs. One prominent example of this is textbooks. 2. Parallel Import Restrictions (PIRs) are a copyright protection that restricts importation of cheaper books printed overseas, significantly increasing the cost of books for Australian students. 3. Multinational Corporations are granted PIRs through copyright licensing; these prevent the importation of books that have been lawfully published in another country (i.e. ‘parallel imports’).
Platform:
1. The Productivity Commission has concluded, from extensive quantitative and qualitative evidence, that PIRs place upward pressure on book prices and that the price effect is substantial, particularly for academic and reference books. 2. The benefits of PIRs mainly accrue to multinational publishing corporations at the expense of Australian consumers. Consequently, students face an ever- increasing battle to pay for text books. 3. Students will benefit if PIRs on books are abolished because their textbooks will be cheaper.
Action:
1. That the National Union of Students launch a campaign to abolish PIRs on books, with a particular focus on the unnecessarily high price of textbooks. 2. That NUS lobby the federal government to abolish PIRs to lower the cost of textbooks for all students.
EDUCATION 47
Mover: Evan Mulholland (La Trobe Student Union) Seconder: Claire Chandler (Tasmania University Union)
EDUC 3.4: Prioritise teaching over research
Preamble:
1. Universities are about education for the common good, rather than creating intellectual copyright for profit. 2. While research is important, the key function of universities is student teaching and learning and producing graduates who are well-equipped to positively contribute to and benefit society, hence greater investment in teaching should be prioritised over investment in research.
Platform:
1. NUS affirms its commitment to student learning and teaching over research.
Action:
1. NUS Education Officer to lobby all University Administrations to use the majority of student fees to fund teaching and student learning rather than research and to lobby relevant groups to have the various university ranking systems changed so that quality teaching and student satisfaction have a greater weighting in university rankings than at present.
Moved: Ali Majokah (Monash Student Association) Seconded: James Grout (Monash Students Association)
EDUC 3.5: Universal Lunch Hour
Preamble:
1. We have strength in numbers. The power of students to enact change derives from mass numbers of students working together and creating a student culture. 2. Current changes in the way Universities are run have students being treated as nothing more than customers - quick “In-out” consumers who come to university, go to class, and quickly leave home. The Government and University Administrations across the country would have the experience of being a student reduced to classes and exams. 3. There is a very easy way to change that - the Universal Lunch Hour. One hour, across the country, where students don’t have classes. This is a time where students can organise club events, activities, meet up with friends, talk, and socialise. A time where students can develop a student life on campus,
EDUCATION 48 without worrying about syncing up messy timetables. Imagine over 1 million students in Australia, on campus, at the same time. 4. With a Universal Lunch Hour student unions and this NUS can better organise protests, rallies and strikes. More numbers means more pressure. More numbers means stronger solidarity. A united student body can put far more pressure than any lone student representative or delegate can. 5. On the surface, a Universal Lunch Hour will help make campus life easier for Clubs and Societies - making it easier for us to organise an on-campus life for students. Yet it’s more than that, it’s a practical stepping stone to helping us organise rallies and protests, so that we may better place pressure on the Governments and Universities.
Platform:
1. The National Union of Students calls for a Universal Lunch Hour across all Australian Universities. A time to be held at 1:00pm where students are not to have classes.
Action:
1. A Letter, to be sent to the ICT board and Vice-Chancellor of each University, demanding that no classes be held at 1:00pm. 2. Setting up a petition, to be sent to the Federal and State Education Ministers. 3. If the request for a Universal Lunch Hour is not heeded, than this NUS will call for a student strike at 1:00pm at a future date, with rallies being organised at every major city.
Moved: Ali Majokah (Monash Student Association) Seconded: Kate Alway (University of Technology, Sydney Student’s Association)
EDUC 3.6: Online learning
Preamble:
1. In this day and age students frequently cannot attend lectures due to work and family commitments. This necessitates the need for students to have access to lectures and materials online. However, evidence shows the need for face-to-face learning, and research has proven that students highly value this face-to-face contact.
Platform:
1. NUS supports face-to-face learning in all courses across all Australian Universities, yet also recognises the fact that students cannot always attend all of their classes and sees the necessity of providing the materials used in each lecture online to make finding a balance between work, study and family easier for students.
EDUCATION 49 2. NUS acknowledges that some universities are already providing all lectures and other course materials online for their students, yet others are yet to have a consistent approach to online learning. 3. While NUS supports recording lectures so they are available to students it also recognises the importance of these classes being provided in person and updated every year. 4. NUS does not support cutting of teaching staff and using previously recorded materials to run subjects. 5. NUS notes that the move to providing material based information online should not equate to a reduction in overall face-to-face teaching.
Action:
1. That the National Education Officer, in conjunction with campus Presidents, compile a list of Universities that offer online material including lecture slides and recordings of lectures to students across all faculties and schools. 2. That the National Education Officer assists campus presidents with targeted campaigns and negotiations with Universities, Faculties and Schools that fail to offer adequate online learning.
Mover: Hannah MacLeod (Flinders University Student Association) Seconder: Sarah Rillo (Adelaide University Union)
EDUC 3.7: Texts on HECS
Preamble:
1. Essential course costs not provided under HECS are an economic barrier to study for many students across Australia. 2. A sensible and smart solution to the problem of the availability of textbooks is to work with in the current HECS system to provide textbooks to students. 3. This policy initiative is often referred to Texts on HECS and has been taken up by youth advocacy and student groups.
Platform:
1. The National Union of Students (NUS) acknowledges the financial barriers imposed on students by essential course items not being provided under the current HECS system. 2. NUS advocates for text books to be included under the HECS system as a pragmatic policy initiative to combat some of the inequalities of modern tertiary study.
Action:
EDUCATION 50 1. The 2012 National Conference directs the 2013 National Education Officer to campaign and lobby for the introduction of text books to be provided under the HECS system.
Moved: James Scully-Leaf (University of Western Sydney SRC) Seconded: Jing Chen (University of Western Sydney SRC)
EDUC 3.8: The positive experience of student life campaign
Preamble:
1. Many people are disadvantage in later life by ceasing education during or at the end of high school. Many of those who do not continue on with further education do not realise the benefits that student life can entail such as the fantastic social experiences, travel opportunities, political opportunities and the many other positives that come with student life. A campaign that targets those who are unlikely to continue on with further studies demonstrating the benefits of student life is a powerful way to improve the potential future opportunities for many people in our population. This campaign will also promote the positives of student life for current students helping to strengthen student retention and cement the positive impact that union’s have on student life in universities.
Platform:
1. The NUS education representatives at national and state branch level are in a position to develop and implement a campaign that sells the benefits of student life to current and recently graduated high school students. This has the potential to bring in new students who are keen to study and join the student union at their university, as they will already be aware of the work that the union does. The campaign can be delivered through talks by current tertiary students at schools and online through social media. This is a cost effective method of promoting an important message for potential students that is not purely focused on building a career, but is instead focused on the rich benefits of student life.
Action:
1. The NUS education representatives will work with affiliated student unions and selected high schools to bring tertiary students into schools to discuss the virtues of student life to current year 11 and 12 students. The education representatives will develop and implement and online campaign that targets recently graduated year 12 students promoting the benefits of student life. Affiliated unions will promote the message through their members and affiliated clubs to build and strengthen the camaraderie of the current tertiary student body. If the campaign is determined to be successful in 2013
EDUCATION 51 it will be carried forward the following year by the NUS education department.
Moved: Sam McKay (Swinburne Student Union) Seconded: Conrad Corry (Swinburne Student Union)
EDUC 3.9: Cuts to Humanities and Social Sciences AKA RIP Arts
Preamble:
1. Recently, Universities across Australia have substantially cut funding to the funding of Humanities and Social Sciences. 2. Humanities and Social Sciences typically attract lower rates of international students and do not attract as much research funding as Science or Engineering faculties do, so they do not have this revenue source to rely upon. 3. Internationally, Humanities and Social Sciences are valued as an integral part of higher education and research and are funded accordingly. 4. Humanities and Social Sciences equip students with broader knowledge bases and flexible skill sets, such as critical thinking and literacy, suitable for a job market where multiple career changes are quickly becoming the norm. 5. Funding cuts to Humanities and Social Sciences have resulted in larger class sizes, fewer opportunities for face to face engagement with academics or even entire subject areas being eliminated from course offerings. 6. The planned National Curriculum will see the affirmation of Humanities and Social Sciences as a key part of education all through primary and secondary school.
Platform:
1. NUS affirms the important role Humanities and Social Sciences play in tertiary education and research. 2. NUS believes that funding for Humanities and Social Sciences is an essential part for a healthy university. 3. NUS condemns any move to radically reduce the diversity of course offerings within Humanities and Social Sciences. 4. NUS commits to fighting to ensure that Humanities and Social Sciences do not experience cuts to face to face learning, where a large amount of learning takes place, or have oversized classes that are not conducive to actually achieving learning outcomes. 5. NUS believes that a perceived ‘lack of interest’ in Humanities and Social Sciences is fed by a devaluing on the part of higher education providers of Humanities and Social Sciences in favour of more financially profitable areas of study, particular those that receive significant industry investment. NUS believes the shift towards reliance on industry investment could easily jeopardise the educational autonomy and integrity of public higher education providers.
EDUCATION 52
Action:
1. The National President and National Education Officer will liaise with the NTEU to coordinate a joint campaign around cutting funding to Humanities and Social Sciences. 2. The National Education Officer will run a campaign to call on the government and universities to commit to strong funding for humanities and social sciences. This will involve: a. An Australia wide petition that can be adapted to specific campuses, b. A photo petition, c. The National Education Officer coordinating campus Presidents or Education Officers to write eulogies for Arts to demonstrate the valued position humanities and social sciences hold.
Moved: Clare Keyes-Liley (La Trobe Student Union) Seconded: Idris Martin (Adelaide University Union)
EDUC 3.10: Stop the Cuts!
Preamble:
1. This year we have seen cuts to courses and staff at many universities around the country. This has sparked a rise in education activism on campus including the ‘Stop the HuSS Cuts’ campaign at La Trobe University, and the rally with over 2000 students at the University of Sydney to protest university cuts to staff and subjects. 2. The quality and accessibility of education at universities is being compromised by staff cut-backs, increasing casualisation of the academic workforce and the generalisation or omission of course areas, particularly in the study of Arts and Social Sciences. 3. NUS has supported campaigns to oppose cuts to subjects and generalised degrees throughout 2012.
Platform:
1. NUS supports equality of access to higher education and a quality, publicly funded undergraduate education system. 2. NUS supports lowering average class sizes and lower student/staff ratios. 3. NUS opposes the cutting of courses at an undergraduate level and the 4. generalisation of undergraduate education, as exemplified by the Melbourne 5. Model. 6. NUS supports a vibrant and diverse undergraduate education through the availability of a breadth and depth of courses at an undergraduate level. 7. NUS believes an improvement in the student experience overall, including but not limited to smaller class sizes, increased resources for students and a renewed emphasis on teaching and learning in universities, must be a
EDUCATION 53 fundamental part of any and all quality measures, indicators, standards and requirements for universities.
Action:
1. The National President and National Education Officer be responsible for coordinating a nation-wide campaign to inform and activate students around issues associated with cuts to higher education. The aims of this campaign will be to: a. Increase awareness of NUS as a national representative body that aims to improve the student experience at university, b. Empower students to become involved in student activism, education activism, student organisations and NUS, c. To educate students on the detrimental effects of cuts to higher education including, but not limited to, loss of courses and subjects, lower staff to student ratios and lack of teaching and learning resources. d. To increase student consultation on changes to degrees and course structures, and to change the focus of universities to prioritise the quality of teaching and learning and stop cuts to higher education. 2. As a part of this campaign, the National Education Officer will assist state and campus office-bearers to develop and run on-campus campaigns relating to the aims stated above. These campaigns will be based on targeted campus specific issues, with the twofold goal of improving the access and quality of education at those particular universities as they relate to the issues of the campaign, and pushing a national agenda to include NUS and student organisations in university decision-making and government quality assurance processes. 3. The National Education Officer will develop and distribute general material to complement on-campus campaigns. This material will be developed in consultation with state and campus office-bearers.
Moved: Lyndal Butler (University of Technology, Sydney Students’ Association) Seconded: Phoebe Drake (University of Sydney SRC)
EDUC 3.11: NUS and the Federal Election: Shake what democracy gave you.
Preamble:
1. As the peak representative body for students in higher education, the National Union of Students (NUS) regularly lobbies the Federal government to influence policy decisions in higher education by pushing the importance of high quality standards, the student experience and no fee increases. 2. A change of government is likely to result in dramatic and detrimental adjustments to the current policies surrounding higher education access and increases to student fees.
EDUCATION 54 3. Since a Federal election will be called in 2013, it is important that students are enrolled to vote, and that they are aware of the position of respective parties and individual sitting Members of Parliament and candidates on higher education issues. 4. Students in the higher education sector represent a significant proportion of young voters. 5. The Australian Electoral Commission (AEC) estimates that in 2008-09, 81% of eligible young Australians (18–25 year olds) were enrolled to vote, compared with 92% of all eligible Australians (AEC 1998-2009). This means millions of young Australians are not enrolled to vote. 6. The Coalition has been less than forthcoming about its stance on higher education policy and it is important that students are able to make an informed choice in the election about issues that would directly affect the quality of their education and the student experience. 7. The Student Services and Amenities Fee (SSAF) was introduced with a strict set of guidelines mandating the allowable spend items for the Fee. These restrictions, in particular, the prohibition on using the SSAF revenue to assist with the election of candidates for Federal, State, or Local office, have caused some confusion around how the SSAF may be used in political campaigns, and affect the way in which NUS can run election campaigns.
Platform:
1. NUS believes in the importance of highlighting the impact of parties’ policies on higher education and the student experience. 2. NUS supports the right of all students to participate in peaceful and meaningful protest and activist campaigns and NUS acknowledges the need for campus organisations to understand the restrictions and their rights under the SSAF legislation. 3. NUS encourages students to use their vote to support candidates for the Federal election who pledge their support for improvements being made to the quality of higher education, and are opposed to the deregulation of university fees and the abolition of the Student Service and Amenities Fee (SSAF). 4. NUS believes it is crucial that our politicians remain accountable to voters and transparent about policy positions. 5. NUS believes that all young people should be enrolled to vote and encouraged to engage with the democratic processes of elections.
Action:
1. That NUS works closely with affiliates and other youth organisations to ensure to the greatest extent possible that all students 17 years and older are enrolled to vote. To this end, the NUS President and NUS Education Officer will send out enrolment packs obtained from the Australian Electoral Commission (AEC) for distribution at campus O Weeks.
EDUCATION 55 2. That following the call for the Federal election, the National President and National Education Officer work to assist affiliated campuses in hosting ‘get out the vote’ snap actions. 3. That the NUS office-bearing team develops a two-way pledge campaign that: 4. Provides affiliate campuses with a kit containing campaign materials including but not limited to pledge templates, pamphlets, stickers and posters to call upon students, those invested in the higher education sector and concerned members of the community to pledge to exercise their vote in favour of candidates who will fight for fair education and no fee increases for students; and 5. Involves the development of a “pollie pledge” through consultation with students, where candidates for the federal election and sitting Members of Parliament pledge to support policy that will secure a fair higher education system and no fee increases for students. 6. That the National President, in consultation with the National Education Officer, approaches all sitting Members of Parliament and candidates to sign the “pollie pledge”. 7. That the National President and National Education Officer work with State Branch Presidents and campus presidents to assist with generating media attention around this campaign and to provide general support to presidents where necessary. 8. That the National President and the National Education Officer use online tools to generate interest in the campaign and track its progress. 9. That as part of the Vote for Students campaign, the National President and the National Education Officer will develop a forum through which all students in O Weeks are invited to contribute feedback online and in person to the content of an NUS Dream Act 2013, a statement of values or principles that set standards that students would like to see implemented in higher education. 10. That the National President and National Education Officer use this feedback to develop a Dream Act 2013 to present to politicians, for signature in conjunction with the "pollie pledge". 11. The National President will provide campus presidents with a document outlining how the SSAF affects their ability to run political campaigns, particularly in an election year. 12. The National President, the National Education Officer, and the National General Secretary will ensure that all political campaigns run by NUS meet the requirements of the SSAF legislation, and work to find sources of revenue for NUS outside of the SSAF. 13. NUS National Conference directs the National Office Bearers to formulate 2013 Federal Election Report Cards to be included in the Vote for Students and Dream Act 2013 campaigns. 14. NUS will actively engage in open dialogue with all significant political parties in the lead up the election, and provide them with an opportunity to have their higher education policies included in the report card.
EDUCATION 56 15. NUS will not use the report card to recommend a vote for any specific party, but present NUS' assessment of each party's performance and policies on issues of student concern. 16. The National Education Officer will, to coincide with the Federal election, co- ordinate a year-long campaign against deregulation, which will include a range of actions, such as political lobbying and campus actions.
Moved: Jade Tyrrell (University of Technology, Sydney Student’s Association) Seconded: Clare Keyes-Liley (La Trobe Student Union)
EDUC 3.11: Education Conference
Preamble:
1. The National Union of Students facilitates a broad national network of student activists and representatives. 2. To be effective as an organisation, it is important to take as many opportunities as possible to bring the student movement together and meaningfully engage in debate and discussion around issues in higher education.
Platform:
1. Higher education in Australia is currently facing an increasingly uncertain future and Education Conference is key to empowering the student voice at this time 2. Education Conference will provide an opportunity for students from across the nation to come together and debate higher education issues. Speakers from the higher education sector will host keynote addresses and panel discussions around topics relevant to the student movement, and the pressing issues and changes facing higher education. 3. Education Conference will be a forum in which students can reflect on the first semester campaign and help shape the direction of NUS for the second half of 2012 through a conference resolution session. 4. Students will have the opportunity to share skills and campaign tips with other attendees through workshops at Education Conference
Action:
1. The National Executive will open expressions of interest for affiliate organisations to host Education Conference on their campuses. After a period of consultation, the National Executive will determine the host organisation for Education Conference. 2. The National Education Officer, in conjunction with the National President, will be responsible for soliciting expressions of interest from member organisations. EOIs should include a detailed outline of the particular member organisation’s suitability to host the conference, a funding proposal
EDUCATION 57 and should also include a proposed set of aims and objectives for the conference and a detailed plan of proposed activities. 3. The National Union of Students affirms its commitment to ensuring full access for students from disadvantaged backgrounds. As such, grants for travel, accommodation and registration expenses will be awarded to students from low-SES, regional and indigenous backgrounds. 4. The National President, Education Officer and conference organisers will seek funding from within the higher education sector to ensure that a quality conference can be held at minimum expense to attendees.
Moved: Clare Keyes-Liley (La Trobe Student Union) Seconded: Rosa Sotille (National Education Officer)
EDUC 3.11: Say no to the deregulation of fees and yes to fair and accessible higher education.
Preamble
1. In 2012, the Group of Eight Universities (Go8) advocated for the removal of the price cap on student contributions to university fees in the interest of creating a larger funding base for universities from private funding, as opposed to government funding. This view has gained support amongst the Vice Chancellors of some other universities across Australia. 2. The deregulation of university fees would allow universities to charge students any price that they deem appropriate. This move would undoubtedly lead to an increase in student fees and would subsequently decrease access, particularly for students from low-SES backgrounds. 3. Retaining a price cap on student fees but increasing the maximum fee has also been proposed by some as a solution to the underfunding of universities. 4. In 2009, the Federal Government implemented the Bradley Review recommendations and introduced a widening participation strategy for 40% of 25 to 34-year-olds to hold a Bachelor Degree by 2025. Universities have also adopted widening participation targets of their own to improve overall access to higher education. 5. In 2010, in the United Kingdom university fees were deregulated, which resulted in fees tripling and a 10% decline in applications. 6. In Australia there is also a precedent for deregulation to lead to higher fees. In 2003 Universities were allowed to increase fees by up to 25%, and all universities did so within two years. 7. Whilst the Labor Government has ruled out fee deregulation and fee increases, the Coalition have refused to state their position on university fees. 8. NUS, as the national representative organisation for Australian university students plays an important role in advocating for the interests of students on matters of federal government policy, including the regulation of university fees and access to higher education.
EDUCATION 58 Platform:
1. NUS reaffirms its support for free education. 2. NUS strongly opposes any increase to university fees. 3. NUS strongly opposes the deregulation of university fees. 4. NUS believes that deregulation of university fees would lead to a significant increase in student fees at universities across Australia, and that it would therefore place an unfair financial burden on students. 5. NUS recognises that high university fees represent a significant barrier to higher education, especially amongst low SES students. 6. NUS reaffirms the importance of the findings of the Bradley Review and its commitment to supporting widening participation in higher education. 7. NUS believes that deregulating fees would be antithetical to the principles of widening participation. 8. NUS acknowledges that some universities face dire financial circumstances, but does not believe that increasing student fees is the appropriate solution. 9. NUS notes that Australian students already pay some of the highest university fees in the OECD, and does not believe that the burden of paying for higher education should be further shifted onto students. 10. NUS believes that higher education is a public good and that the Government should fund universities at a level that ensures a high quality education is available to Australian students.
Action:
1. That 2013 National President and Education Officer will engage with relevant stakeholders in higher education including government bodies, the National Tertiary Education Union (NTEU), student representative bodies such the Council of International Students Australia (CISA), the Council of Australian Postgraduate Associations (CAPA), Australian Medical Students’ Association (AMSA), Australian Law Students’ Association (ALSA) and other relevant organisations strengthen relationships and gain support to advocate against fee increases and/or fee deregulation. 2. That the NUS National President and National Education Officer, in consultation with affiliates and state branch presidents, develop an “anti- fees” campaign to be rolled out out as part of the NUS National Day of Action (NDA), to continue throughout the year. 3. That the NUS National President and NUS Education Officer lobby politicians to ascertain their position on student fees, and place pressure on candidates standing in the Federal election and sitting Members of Parliament to commit to supporting no further increases for students and no fee deregulation. These lobbying efforts are to form part of the NUS Vote for Students campaign where possible. 4. 4.. That the 2013 National President and Education Officer will provide campus student organisations with ongoing support as required in advocating against fee increases and/or deregulation to their university administration.
EDUCATION 59 5. The NUS National Education Officer will develop and coordinate a national campaign against deregulation of and/or increases to fees which will include a National Day of Action, campus actions, campaign materials and lobbying kits.
Moved: Clare Keyes-Liley (La Trobe Student Union) Seconded: Jade Tyrrell (University of Technology, Sydney Student’s Association)
EDUC 3.11: Quality in a deregulated system: student engagement in the quality of their education and monitoring standards
Preamble:
1. The Gillard Government has introduced a suite of new reforms in higher education since 2009, as a direct result of recommendations made in the Bradley Review into Higher Education of 2008. 2. 2012 marked a turning point in the overhaul of the higher education system as the deregulated system for university places was implemented, which meant that the cap on enrolments at university was lifted for the first time and universities could enrol as many students as they wished in courses. This change was introduced to meet participation targets of 20% low-ses participation by 2020, and 40% of 25-34 year olds holding a bachelor degree by 2025. 3. Another significant change in the sector as part of the Gillard Government’s reforms was the creation of the Tertiary Education Quality Standards Agency (TEQSA), tasked with providing quality assurance as the overarching quality regulator in the sector, with greater accountability and enforceability in relation to base teaching and learning standards. 4. Universities across Australia over-enrolled students to varying degrees as a result of the deregulation of places in 2012. Many universities are also following a trend of moving towards generalised undergraduate degrees, over enrolment in popular courses and the cutting or entire removal of more specialist or esoteric academic disciplines such as languages and fine arts courses. 5. The Gillard Government had introduced performance-based funding as another key reform in an attempt to ensure quality of teaching and learning did not suffer under a deregulated system, and to reward universities that met participation targets for low-SES and indigenous students. The system of performance-based funding was removed as part of the Government’s Mid Year Economic and Fiscal Outlook (MYEFO) last year, and facilitation funding was removed in the 2012 MYEFO. 6. The allocation of performance based funding was to be based on assessment through performance measurement instruments, developed through the Advancing Quality in Higher Education (AQHE) Reference Group. These instruments now include the University Experience Survey (UES) the Australian Graduate Survey (AGS), and a Graduate Outcomes Survey (GOS) which is currently being redesigned.
EDUCATION 60 7. The University Experience Survey (UES), as a key performance indicator for the student experience, was rolled out for the first time in 2012, and will be conducted annually. Together with the 2013 results, those from 2012 will set the standard for the measurement of performance benchmarking in future years. 8. The Government in late 2012 accepted recommendations made by the Advancing Quality in Higher Education Reference Group, of which the NUS National President is a member. As a result, a centralised suite of national higher education surveys which span the entire student lifecycle will be introduced and results will be published on the My University website. 9. The Higher Education Threshold Standards are currently under review by the Higher Education Standards Panel.
Platform:
1. NUS believes in the importance of increasing access to higher education through measures including widening participation initiatives and no increases to student fees. 2. NUS supports high quality teaching and learning standards in higher education. 3. NUS supports the lowering of average class sizes and student/staff ratios. 4. NUS believes in the retention of course diversity, specialisation and a large breadth of choice in the degrees offered at an undergraduate level. 5. NUS opposes the cutting of courses at an undergraduate level in favour of postgraduate courses and increased generalisation. 6. NUS believes in the need to measure the quality of teaching and learning based on input measures that capture the student experience such as the availability of resources, class sizes, student:staff ratios, and overall academic support as opposed to teaching and learning outputs alone. Such factors should be incorporated into all quality measurement instruments and threshold standards and improvements in these areas should be required of universities as part of a system of performance-based funding. 7. NUS believes performance-based funding is important to create further incentives for universities to improve teaching and learning quality based on performance measurement instruments. 8. NUS believes that students, as the prime stakeholder in higher education, should be heavily consulted on the quality of their education – both in the formation of quality standards and in the subsequent application of these standards to the student experience. 9. NUS believes that the review into the Higher Education Standards creates the opportunity for effective student involvement and consultation on the content of these standards. 10. NUS supports greater accountability for universities regarding the quality of education they provide. 11. NUS believes it is important the campus presidents, state branch presidents and students are alert to the impacts of deregulation on the student
EDUCATION 61 experience, and the need to pressure universities to maintain high quality standards inside and outside the classroom. 12. NUS acknowledges the need for student consultation and the importance of including student organisations in university decision-making and government quality assurance processes. 13. NUS commits to making deregulation of higher education an integral part of the Federal Election Report Card criteria.
Action:
1. That the NUS National President continues to actively engage with the AQHE Reference Group to push for student consultation on all quality indicators and performance measurement instruments relating to higher education and ensures the student voice is represented on any new performance measurements. 2. That the NUS National President works within the AQHE Reference Group to emphasise the student experience, availability of student services, advocacy and representation as crucial factors in the assessment of university quality through the UES and GOS. 3. That the NUS National President engages with the University Experience Survey Project Advisory Group to ensure that the information presented and tools provided on the My University website are relevant, accessible, easily understood and that they consider the quality of teaching and learning, the student experience and student services and representation as paramount considerations. 4. That the NUS National President and NUS National Education Officer engage regularly with TEQSA, the AQHE, the Higher Education Standards Panel and other relevant groups responsible for shaping and enforcing standards in the higher education sector to ensure that the following student experience standards are included in the Higher Education Threshold Standards and performance measurement instruments: a. Class sizes; b. Student-staff ratios; c. Course offerings, including the number, type and level of specialisation of courses offered at undergraduate, graduate, and post-graduate levels, and any shifts in these offerings over time, d. Participation of students from low SES backgrounds, e. Participation of Aboriginal and Torres Strait Islander students, f. Sustained funding and resources allocated for specialist and low- enrolment subject areas, g. Independent student representation in university governance, h. Funding for equity programs including but not limited to: I. Scholarships, II. Independent academic advocacy and support, III. Legal support, IV. Career advice, V. Degree pathways,
EDUCATION 62 VI. Welfare support and financial assistance, VII. Administrative assistance. i. Funding for the development of teaching infrastructure and pedagogy.
5. That the NUS National President continues to engage heavily with the Office of Learning and Teaching (OLT) and lobby for prioritising student input and engagement in relation to quality outcomes and the sector. 6. That the NUS National President and NUS National Education Officer call for the reintroduction of performance-based funding for quality standards in teaching and learning by working relevant groups in the sector, including the National Tertiary Education Union (NTEU). 7. That the NUS National President and National Education Officer meet with TEQSA and the Higher Education Standards Panel throughout the year and raise any relevant concerns relating to the the student experience and the effect of deregulation on quality. 8. The NUS National Education Officer will develop and coordinate a national campaign highlighting the impact on quality of the uncapping of student places. 9. The NUS National Education Officer is directed to include a National Day of Action, campus actions, campaign materials and lobbying kits as part of the campaign.
Moved: Jade Tyrrell (University of Technology, Sydney Student’s Association) Seconded: Clare Keyes-Liley (La Trobe Student Union)
EDUCATION 63 CHAPTER 4 - WELFARE
WEL 4.1: Parking Affordability and Access
Preamble:
1. Parking is a vital student service. All students, whether they live in areas far from university, or just around the corner, use parking facilities available at universities across the nation. This is particularly true for campuses with poor or no access to public transport, where parking costs are a significant burden on students that may already be marginalised in their access to, and ability to perform in, tertiary education. 2. High parking fees can affect the education of students. They can discourage students from attending classes if they do not have money for a parking permit or money for single day parking. They can force students to take on extra work in order to afford parking costs, which in turn could have an effect on their available study time. They take away from student funds needed to purchase essentials for achieving good results in University (e.g, textbooks and essential equipment), thus leading to a choice: parking permits and easy access to education, or educational supplies which may be essential to academic achievement.
Platform:
1. NUS recognises parking costs and the financial burden they impose on students can have a negative effect on the ability of students to both attend and excel at University, and is committed to lobbying to relieve or reduce this burden. 2. NUS recognises that part time students by definition spend less time at university campuses. As such, they should not be required to shoulder the same cost as full time students for parking services. NUS believes the parking costs for part time students should be calculated as a percentage of that of full time students, based on the number of subjects they are undertaking. Should a student change from part time to full time, or vice versa, during the academic year, they should be required to pay, or be refunded, the difference between the full and part time rates, on a pro-rated basis. 3. NUS believes that the cost of a parking permit for the academic year should be no more than the full rate of the lowest fortnightly youth allowance payment, which applies to those who are single, under 18, with no children and living at home. In 2012 this was $220.40. This amount allows for the price of parking to rise, yet limits increases to times when there is an increase in Youth Allowance, which also indicates an increase in the incomes of many students. 4. NUS does not believe it is the place of universities to impose heavy fines on students for minor parking infringements. Parking fines should thus be capped at $30 maximum.
WELFARE 64 5. NUS believes that all campuses should provide at least 10% of parking free of charge, and that 100% of disabled parking spaces should be free of charge. 6. NUS is committed to ensuring sufficient access to parking at all university campuses, and aims to have at least one parking space for every 10 students on campus across Australia. In particular, NUS is committed to those that do not have ready access to public transport, such as students on rural or suburban campuses.
Action:
1. The National Education and Welfare Officers will research parking costs, fines and availability in Australian Universities. 2. The National Education and Welfare Officers will endeavour to meet with MPs and other interested political groups to find ways to negotiate effectively with Universities for parking facilities. 3. Any universities whose current parking costs are above the full rate of the lowest fortnightly youth allowance payment will be lobbied by NUS to reduce these fees, and their student organisations will be supported by NUS in running campaigns on this issue. 4. Any universities who have less than one parking space for every 10 students on campus will be lobbied by NUS to increase parking facilities, with a particular focus on campuses with negligible public transport access. 5. Part of lobbying efforts related to parking by National Office Bearers will include a push for pro-rated charges for part-time students
Moved: Kat Hardy ((Monash Student Association) Seconded: Jordon Johnson (Monash Student Association)
WEL 4.2: Mental Health In University Residences
Preamble:
1. On-campus and campus affiliated housing provides numerous benefits to students, however unfamiliar living circumstances can also create serious complications, including those pertaining to mental health. 2. Residential support initiatives established within university residences generally cater for popular culture and place a large focus and priority on social events. Consequently, minority groupings living in university residences are commonly unwilling to participate in residential programs, increasing the possibility of mental health issues arising. 3. Furthermore, administrators of university residences take a very broad approach to ensuring adequate facilities are provided for minority groupings, and as a result ignore issues commonly faced by these groups. In particular, there is an inherent lack of awareness and support for these groups, as well as an absence of 4. Numerous issues rise due to a lack of awareness, support and an absence of permanent procedures for autonomous groups.
WELFARE 65 5. A lack of clear grievance and critical incident policies poses numerous ramifications. This creates a higher chance for conditions to develop and pre- existing conditions to worsen.
Platform:
1. NUS recognises that many university residences do not adequately provide for minority groupings. These services are implemented to cater for all residents and not just the majority. 2. While the complexities of mental health issues that develop within university accommodation are acknowledged, NUS urges the introduction of appropriate and effective grievance policies and critical incident procedures. Furthermore, these are to be practiced and maintained to mitigate further incidents. 3. NUS supports the introduction of autonomous officers within university residential services that can consult and direct residents’ concerns.
Action:
1. NUS directs the National Office Bearers for each respective autonomous department to communicate with the National Welfare Officer and collaborate on a guide to best practice for countering mental health issues within university residences, with a particular emphasis on assisting students who identify as belonging to autonomous groups. 2. NUS encourages relevant campus officers to lobby the University administration and/or affiliated accommodation services to see the introduction and maintenance of these policies and procedures. 3. NUS encourages all relevant campus officers to conduct sessions relating to their department and mental health/social implications that can occur, aimed at particularly targeting the residential administration and student leaders who operate within university residences.
Moved: Ben Zocco (Monash Student Association) Seconded: Alex West (Tasmanian State Branch President)
WEL 4.3: Disabilities Services Audit.
Preamble:
1. University students with disabilities are among the most vulnerable members of the student population. It is essential that universities are able to accommodate for students with disabilities, so that discrimination can be minimised. 2. There is currently very limited comparable information on services for students with disabilities.
Platform:
WELFARE 66
1. NUS believe that all students should be able to succeed on their own merit, however structural disadvantage prevents students with disabilities, among other groups, from achieving their full academic potential without additional support in place at universities. 2. NUS believe that universities should be held accountable for lack of services and support for students with disabilities.
Action:
1. That the newly-established Disability Officer, if introduced, in conjunction with the NUS Research Officer, conducts an audit of university disability services. 2. That the audit includes, but not be limited to the following: a. Access to counselling services and waiting times b. Alternative assessment procedures c. Ramp access to all areas, including housing, learning, and social spaces d. Hearing loops and other adaptive technologies e. After-hours security f. Grants and scholarships for students with disabilities 3. That the audit be used in a report that presents a best practice guide.
Moved: Rosa Sottile (National Education Officer) Seconded: Alex West (Tasmanian State Branch President)
WEL 4.4: What’s up Centrelink, where my money at?
Preamble:
1. The importance of access to education in dealing with poverty is well documented by the Organisation for Economic Co-operation and Development, and their research shows that the individual and national benefits that consistently result from equity in access to education are social inclusion, improved quality of life, and satisfying employment. 2. The first onset of mental illness can occur at any age, but is most prevalent amongst young people between the ages of 16 to 25 with seventy-five precent of first diagnoses occurring within this period. 3. This period of 16 to 25 is the time when a significant portion of young people in Australia will choose to embark on studies in higher education 4. The nature of these studies, and of the university lifestyle, has the propensity to generate stress that can lead to mental health difficulties.
Platform:
1. NUS believes that all students no matter what their background deserve access to equitable education.
WELFARE 67 2. NUS is committed to fighting for access to higher education for all 3. NUS believes that Universities must provide services to students to support the completion of their education, these services must include access and equity, disability services, scholar ships and grants, healthcare services and affordable housing on campus. 4. NUS believes that all students have the right to adequate financial and emotional support during their time at university, through the provision of quality services.
Action: 1. That the NUS National Welfare Officer for 2013 develop a “Guide to making a claim for government assistance”, to assist students through the process of making a claim for a government assistance scheme including, but not limited to, Youth Allowance, Austudy, Abstudy, Rent Assistance, Disability Support Pension, Carer Allowance, Mobility Allowance, Low Income Health Care Card and University scholarships. 2. NUS also direct the 2012 national Welfare Officer to conduct a national audit of University access and equity services. 3. The Audit will include, but is not limited to the existence or availability of: a. Aboriginal and Torres Strait Islander services, b. Equity and support services c. Grants and Scholarships for low SES and students with mental health issues. d. Affordable housing on campus e. Disability support on campus f. On campus health services for students
Moved: Scarlett Squire (Queensland State Branch President) Seconded: Alex West (Tasmanian State Branch President)
WEL 4.5: Unpaid internships: we pay for our degree, we won’t work for free
Preamble:
1. Students at many Australian universities are expected to complete unpaid internships, either as part of their degree or to gain work experience whilst studying at university. 2. Unpaid Internships are illegal because they don't comply with National Minimum Wage legislation. They also create a barrier for those people who can't afford to work for weeks, and in some cases - months, without pay. However, the majority of University Careers Services still advertise unpaid internships to their students. 3. NUS supports fair working conditions for students and condemns moves from universities and industry to compromise student welfare and increase pressures on low SES students.
Platform:
WELFARE 68
1. NUS opposes unpaid internships at Australian workplaces and opposes universities incorporating unpaid internships as part of their degrees.
Action:
1. The National Welfare Officer, in conjunction with the National Education Officer and all relevant National Office Bearers, will work with campus student organisations to inform the student population about the issues surrounding unpaid internships. 2. The National Welfare Officer and National Education Officer will assist campus student organisations in lobbying efforts and on campus 3. The National Welfare and National Education Officer will be responsible for 4. coordinating a campaign informing and activating students around the issues of unpaid internships in order to establish grassroots support among the general student body for the lobbying efforts of the National Welfare and Education Officers, as well as campus student representatives. The aims of this campaign will be to: 5. Increase awareness of NUS as a national student representative body that supports student welfare, 6. Empower students to become involved in student activism, student organisations and NUS, 7. To educate students on the detrimental effects of unpaid internships such as lost income for working students and increased financial pressures for students from low SES backgrounds, and to remove unpaid internships from course curriculums and university careers services, 8. As a part of this campaign, the National Welfare and Education Officers will assist state and campus office-bearers to develop and run on-campus campaigns relating to the aims stated above. 9. The National Welfare and Education Officers will develop and distribute nationally appropriate material to complement on-campus campaigns. This material will be developed in consultation with state and campus office- bearers. 10. The National Education Officer and National Welfare Officer will make contact with the unions running campaigns on workplace insecurity, including but not limited to, United Voice and the ACTU.
Moved: Lyndal Butler (University of Technology, Sydney Students’ Association) Seconded: Lucy Bonnano (University of Technology, Sydney Students’ Association)
WEL 4.6: Swap ‘til You Drop
Preamble:
1. Every year tonnes of potentially re-useable materials are sent to land-fill 2. We live in a ‘throw-away’ consumerist culture where purchasing new objects is considered easier and cheaper than repairing or re-using objects.
WELFARE 69 3. Students are struggling to juggle rent, food expenses and course-related expenses
Platform:
1. NUS recognises the importance of the ‘reduce, re-use, recycle’ principle 2. NUS seeks to engage the broader student body in visible and practical collective action on environmentalism 3. NUS understands the overlap between environmental issues and welfare and access issues
Action:
1. The National Environment Officer, alongside relevant NUS Office-Bearers, will work with campus collectives to create a Swap ‘till You Drop, ‘Stuff Swap’. 2. The National Environment Officer, National Welfare Officer and other relevant National Office Bearers, will collaborate with, and take direction from, campus Environment and Welfare Collectives on the implementation of a Swap. 3. The Swap will encourage students to bring in unwanted (but use-able) clothes and objects in exchange for tokens, which can be used to purchase more items. Students may also donate pre-loved items.
Moved: Neha Madhok (National Environment Officer) Seconded: Scarlett Squire (Queensland State Branch President)
WEL 4.7: Improving Income Support for Students
Preamble
1. That with high property and rental prices in the inner city where most large campuses are located and with poor public transport many students are forced to live up to and beyond two hours from their university campus. 2. That current income support available for students is grossly inadequate leaving many students struggling to maintain a healthy work-life balance and that this is a problem particularly for students with high contact hours and those who travel long distances.
Platform:
1. That the National Union of Students recognises the significance of cost of living pressures on students. 2. That issues surrounding the inadequacy of income support disproportionally affects students who live long distances from their campuses as well as students from rural areas and low SES backgrounds.
Action:
WELFARE 70
1. That the National Welfare Officer investigates the current availability and criteria of income support for students. 2. That the National Welfare Officer lobbies that federal government for increased income support with particular focus on changing the criteria for those who receive income support to include students on the basis of how far they have to travel to university.
Moved: Declan McGonigle (University of Melbourne Student Union) Seconded: Georgia Kennelly (Victoria University Student Union)
WEL 4.8: Youth Wages
Preamble:
1. Youth Wages are generally considered a problem for Tertiary Students around Australia. Youth Wages place a significant detriment upon tertiary students under 21 who are not paid the same amount as others because of their age. 2. It also gives employers the capacity to employ young staff at lower rates affecting the job opportunities for tertiary students over the age of 21.
Platform:
1. The National Union of Students advocates for the abolishment of youth wage for those of voting age (18 and over). 2. The National Union of Students proposes there is a system of equal pay for equal work 3. The National Union of Students proposes a revision of the youth wage system including: a. The abolishment of Youth Wages for those 18 and over. b. The regulation of employers who employ young staff at lower rates affecting the job opportunities for tertiary students over the age of 21.
Action
1. The National Union of Students calls upon the National Union of Students Welfare Officer to: a. Run a campaign across Australian Universities highlighting the detrimental effects of Youth Wages on Tertiary Students. b. To lobby the Australian Government to abolish the Youth Wages system for those 18 and over.
Moved: Samuel Donnelly (The University of Melbourne Student Union) Seconded: Hovig Melkonian (RMIT University Student Union)
WELFARE 71 WEL 4.8: Student Cook Book
Preamble:
1. NUS understands the financial difficulties that students face, particularly those who move out of home to attend university. The 2011 Student Income and Welfare Report documented a lot of these financial issues that students face, it reported that 27% of students in the twelve months previous had been unable to afford meals from their regular income. On top of students not being able to afford meals, they also have unhealthy diets. Recent studies have shown that one third of university students are overweight or obese, over half of the male student body have what is considered to be high blood pressure, and over two thirds of female students are not meeting their nutritional requirements for iron, calcium and folate intake. 2. University students tend to have poor diets and as a result bad health.
Platform:
1. NUS understands that many students have recently moved out of home and are living on tight budgets and need help with ideas for cheap and healthy meals. 2. NUS should be helping students ensure that, even on a small budget, students can live a healthy lifestyle. 3. NUS believes that all students should be equipped with the information required to have a balanced diet, as well as be aware of the issues that are related with having a poor diet.
Action:
1. The Welfare Department will produce a 'Student Cook Book' with cheap, easy and healthy recipes. This cook book should also include a section on dietary requirements for males and females, a vegetarian, gluten free, and a vegan section with weekly recommendations for nutritional intake and a meal planner. 2. The cook book produced will be distributed to affiliate organisations for use on-campus to inform students of ways to have a balanced diet on a student budget. 3. That the Welfare Department will organise demonstrations of some of the recipes to occur on affiliate campuses to raise awareness of the issue. 4. These demonstrations should also be recorded and put onto the NUS website for online resources for students to access.
Moved: Mikaela Wangmann (South Australian State Branch President) Seconded: Hannah MacLeod (Flinders University Student Association)
WELFARE 72 WEL 4.9: Student rates of pay
Preamble:
1. The National Union of Students notes that youth wages significantly affect tertiary students who receive only a fraction of the full rate of pay based on their age rather than their skill set. University students who are under the age of 21 and are engaged in the work force are not being paid fair wages for equal work. This discrepancy in work load and pay make it hard for students to be financially independent causing many to fall into poverty despite the fact they are employed. While many trade unions around the country are working towards removing junior rates of pay from Enterprise Bargaining Agreements (EBAs) for those 18 or over, State and Federal Government should step in and ensure that once people are adults in law, they are paid as adults. 2. Junior rates of pay directly affect students who are required to work more while studying to support themselves. Commonly 18 year olds are paid 70- 80% of a full adult rate of pay. In the 2011 National Income and Welfare Report stated that 70% of respondents said they would work less hours if income support was available to them. However, if students were paid at the full adult rate of pay, many would be able to work less hours without seeking income support. Furthermore, 36% of respondents believed employment had a negative impact on their study. Achieving adult rates of pay for students will ensure that students have the ability to support themselves while focusing on their studies.
Platform:
1. NUS believes that junior rates of pay for those 18 and over should be abolished. 2. NUS recognises that once a person turns 18 they are an adult in law and should be remunerated in the work force accordingly.
Action:
1. The National Welfare Department will conduct a campaign called ' Student Rates of Pay'. The campaign will include posters, press releases and any other material the Welfare Officer requires. 2. The National Welfare Officer will get in contact with trade unions both state and nationally to discuss working together, particularly in industries in which students make up a large percentage of the workforce i.e. Retail, fast food and hospitality. 3. The National Welfare Officer will run events on affiliated campuses and attempt to get local press coverage of the events to draw attention to the issue. 4. The National Welfare Officer will invite officials from the trade unions that are working to remove Junior Rates of Pay from EBA's to attend these events.
WELFARE 73 5. The National Welfare Officer will lobby both State and Federal Governments to remove junior rates of pay for all 18 and over.
Moved: Hannah MacLeod (Flinders University Student Association) Seconded: Daniel Nikoloski (National Executive)
WEL 4.10: Youth Wages
Platform:
1. Currently young workers are exploited by the legalisation allowing youth wages. 2. Workers from 14 to 21 are paid a legal rate lower than that of the minimum wage. 3. Youth wages are a problem for tertiary students across Australia, who often have to work through their studies to pay for their educational costs.
Preamble:
1. The National Union of Students opposes youth wages and advocates for its abolishment. 2. The National Union of Students supports the many youth advocacy groups who are currently campaigning on this issue. 3. The National Union of Students supports a fair and equitable pay system, one that does not discriminate based on age, race or sex. 4. The National Union of Students supports equal pay for equal work.
Action:
1. The 2012 Conference directs the National Welfare Officer to advocate for the abolishment of youth wages and calls for a review into the current pay conditions of young workers. 2. The 2012 Conference calls on the National Welfare Officer to lobby via a campaign for the abolishment of youth wages for all persons 18 and over.
Moved: Doroty Rapisardi (ARC@UNSW) Seconded: Todd Pinkerton (National Executive)
WEL 4.11: Know your tenancy rights campaign
Preamble:
1. Australian capital cities have in recent years been described as suffering an interlinked affordability and availability crisis for rental properties. Affordable housing is a moniker often invoked but for many students is often comically off the mark.
WELFARE 74 2. Moreover, the growth of the international education in Australia has in recent years has in recent years had a flow on impacts on the rental market with an influx of potential tenants with little knowledge of their legal rights and obligations, lacking social anchorage to recognise norms, as well as language barriers to seek help making international students ripe targets for unscrupulous land lords. 3. As such, what could be previously be described as unfortunate ‘one-off’ scenarios are becoming all the more frequent. Sadly exorbitant rents, overcrowded boarding houses, unsafe locations, unhygienic amenities, unfairly confiscated bonds, spot evictions, threats, and neglected maintenance are progressively becoming the new normal as landlords push the bounds of legality.
Platform:
1. The National Union of Students shall attempt to alleviate this situation by running a ‘know your tenancy rights’ campaign across campuses around Australia. Particular focus shall be placed on international students as they represent a particularly vulnerable group. In order to maximise the accessibility of the campaign additional material shall be produced in languages other than English.
Action:
1. That Conference instructs the National Welfare Officer as well as the International Officer to conduct a ‘know your tenancy rights’ campaign.
Moved: Dylan Parker (University of Sydney SRC) Seconded: Dorthoty Rapsadi (ARC@UNSW)
WEL 4.12: Support Unions to Eliminate Junior Rates of Pay
Preamble:
1. A great deal of good work has been done over the past decade to ensure that all workers receive equal pay for equal work, including the recent successful equal pay decision benefiting SACS workers. 2. On the 22nd of June 2000, discrimination on the basis of age for young people within the Australian Industrial Relations system, was to be eliminated in certified agreements as a result of the lapsing of a temporary exemption for junior rates of pay within Industrial Relations Legislation. 3. The legislation also ensured that a report was provided to the Workplace Relations Minister by 1999 on the on the consequences on youth employment of abolishing junior rates. 4. Consequently the Australian Parliament and Senate refused to abolish junior rates due to the significant backlash in the Business Community and instead passed an amendment in 1999 to enshrine Junior Rates in the Australian
WELFARE 75 Industrial Relations System permanently. This age based discrimination has continued unabated through Workchoices and has been maintained by the Fair Work Act. It affects young people between the ages of 14 through to twenty.
Platform:
1. As a representative organisation of predominately young people, NUS must take a strong position on the issue on junior rates of pay, especially as it impacts on the quality of students lives and impacts not only on the standard of living of students aged under twenty one, but is also detrimental to studies as a result of the need to work more hours for the same income, in the same job as an older worker. 2. Now is time to act and ensure that all students who are working are able to at least receive the Federal Minimum Wage, rather than a stipulated percentage of it. Let’s end junior rates of pay in Australia.
Action:
1. NUS will actively support campaigns of National Trade Unions and lobby the ACTU to abolish junior rates of pay from the Industrial Relations System. 2. The 2013 Welfare Officer will provide grassroots support at university campuses across Australia, to inform and raise awareness of the discriminative issue of Junior Rates of Pay and how it impacts the lives of students. 3. The 2013 Welfare Officer lobby the Australian Government to accept in principal, support for the abolition of junior rates through Fair Work Australia.
Moved by: Hovig Melkonian (RMIT University Student Union) Seconder: Arabella Mentor (National Executive)
WEL 4.12: Representation for Mature Age Students
Preamble:
1. Mature age students comprise a considerable portion of the education sector. Returning to university life while simultaneously managing employment, studies and other life commitments is extremely demanding on the student. 2. The challenges that a mature age student faces are unique to this cohort.
Platform:
1. Acknowledge the mature age student cohort’s different needs and requirements comparative to the general student population. 2. Equal opportunity for mature age students nationally.
WELFARE 76 3. Give support to mature age students on issues surrounding ageism and other disadvantages either direct or indirect. 4. Consultation of the mature age student body nationally. 5. NUS support members and potential members of student organisations to deliver deserved fair treatment with a commitment to give equal opportunity to the mature age student cohort.
Action:
1. NUS charge Welfare Officer to identify the key issues in representing and engaging mature ages students. 2. Deliver these key issues and action points in how to respond to and empower the mature age cohort nationally to all affiliated universities.
Moved: Kirstie Franic (Victoria University Student Union) Seconded: Hovig Melkonian (RMIT University Student Union)
WEL 4.13: Fair Fares for All Students
Preamble:
1. The financial impact of public transport for students is a general welfare concern. 2. Since many students cannot afford to live in close proximity to their respective universities, they rely on the public transport system on a regular basis to have access to their education. 3. In October 2012, after many years of NUS-run campaigns, the New South Wales (NSW) state Government announced it would provide international students with a 30% discount on their public transport from 2013 in particular regions. 4. While this is an important step that recognises the heavy financial burden placed on international students as well as the value of having international students in Australia generally, there are many other students who remain outside the travel concession scheme framework. 5. A national travel concession scheme is in place for pensioners, but not for others usually recognised for concession rates, including students at a tertiary level. 6. The transport concession scheme for students is inconsistent across states and currently still excludes international students in Victoria, students who undertake paid work and those who study part-time or travel interstate. 7. As a result of previous campaigns run by NUS, an inter-jurisdictional working group was established in October 2011 to assess the possibility of a National Concession Card scheme.
Platform:
WELFARE 77 1. NUS believes that a national card represents the most fair, accessible and effective approach for tertiary student transport concessions. 2. NUS believes that students who work, postgraduate students and international students should have the same access to transport concessions as full-time domestic undergraduates. 3. NUS believes that the tertiary transport concession cards should be provided by universities to all students upon enrolment at no extra cost.
Action:
1. The the NUS National President and NUS Education Officer meet with relevant parties within the inter-jurisdictional and lobby its members to bring the outstanding transport concession issues to the forefront of the group’s agenda. 2. That the NUS National President and NUS Education Officer put pressure on the inter-jurisdictional working group to take further action on this issue, including their formulation of a report and recommendations, with the content to be developed in consultation with NUS, for steps to progress the issue of concession cards for all students. 3. That the NUS National President and NUS Education Officer continue to work with the Australian Council for Private Education and Training (ACPET) to build on work done in 2012 to garner further support for a national concession card scheme and to explore additional avenues to increase momentum. 4. That the NUS National President and NUS National Education Officer lobby relevant bodies and state and federal transport ministers to further the campaign for a national concession card scheme for all students. 5. That the NUS National President and NUS National Education Officer provide affiliated campuses with state-specific soft copies of materials to run the “Fair Fares” campaign throughout the year. This material should include an information sheet with a clear outline of the state’s respective current laws on concession cards and a description of the campaign - for use during campus O Weeks. 6. That the NUS National Education Officer reopen the Fair Fares online petition for a national concession card for all students and encourages affiliated campuses to push it during Orientation Weeks. 7. The NUS Office Bearers report back to affiliates at Education Conference on their progress. 8. That ‘Fair Fares’ is one of the overarching issues for the National President and National Education Officer to discuss with Members of Parliament and candidates in the Federal election, as part of the ‘Vote for Students’ campaign.
Moved: Jade Tyrrell (University of Technology, Sydney Student’s Association) Seconded: Clare Keyes-Liley (La Trobe Student Union)
WEL 4.14: Can you afford the rent?
WELFARE 78 Preamble:
1. Rent assistance is shamefully low in Australia, at approximately $60 a fortnight it is simply not enough for students to make ends meet 2. Rent assistance is increased by CPI twice a year but the base rate is still too low, particularly in the competitive rental market in Australia. 3. Many students are now forced to live further and further away from their places of study and are working longer hours to support themselves meaning that they are able to spend less time on campus attending classes, studying and participating in campus life 4. Australians for Affordable Housing has cited increasing rent assistance as one of the five steps the Government needs to take in making housing more affordable.
Platform:
1. NUS believes access to rent assistance must be fair, equitable and of a standard that meets the cost of living in Australia. 2. NUS believes that students should never have to be put in the position of choosing between rent, food or course materials. 3. NUS adopts the Australians for Affordable Housing platform that in increasing rent assistance it will making housing more accessible to Australians.
Action:
1. NUS National Conference directs the 2013 Education Officer and Welfare Officer to work with Australians for Affordable Housing to develop a campaign to bring about rent assistance reform for students. 2. NUS will continue to lobby the Australian Government to increase rent assistance 3. NUS will seek to bring media attention to the issue of student housing and rent assistance to ensure that it is not neglected as a topic of conversation during the 2013 Federal Election period
Moved: Clare Keyes-Liley (La Trobe Student Union) Seconded: Chris Wheeler (La Trobe Student Union)
WEL 4.14: Fair Wages for Fair Work
Preamble:
1. Students work a disportionate amount of unsociable hours and many rely upon penalty rates to meet the cost of living. 2. The National Retailers Association, amongst other employer groups, are pushing to see penalty rates abolished and have stated that penalty rates are more suited to a “1960s Australia”.
WELFARE 79 3. In September 2012 the Australian Council for Trade Unions (ACTU) and Victorian Trades Hall Council (VTHC) released a study which found that 45% of young people have worked in ‘cash in hand‘ employment, and have consequently been denied access to the relevant penalty rates, superannuation payments and access to the relevant workers compensation scheme. 4. In September, the Australian Government made a commitment to keep the current penalty rates system for workers that work on weekends. However, in an election year, we need to ensure this commitment continues beyond the election. 5. The Coalition has not made its stance on this issue clear, and NUS should place pressure on all parties to support penalty rates in the lead-up to the election. 6. 2013 provides NUS with the opportunity to work with various unions that are committed to penalty rates, including United Voice, the ACTU, VTHC and Young Workers and other relevant groups to campaign for the retention of penalty rates.
Platform:
1. NUS believes all people are entitled to fair wages for fair work and NUS is therefore committed to the retention of penalty rates. . 2. NUS believes working unsociable hours still warrants additional payment in modern Australia 3. NUS believes that the proportion of young people working cash in hand is unacceptable, and that it is the responsibility of both State and Federal Governments, along with Fair Work Australia, to stamp out the practice.
Action:
1. NUS National Conference directs the National Welfare Officer and the National Education Officer to work with unions such as United Voice in campaigning to fight against the proposed cuts to penalty rates. 2. NUS National Conference directs the 2013 National Office Bearers to work with CISA, the ACTU, United Voice and state Trades and Labour Councils in creating a workers rights information packs to be made available online in 2013, in time to be used at university O Weeks. 3. NUS National Conference directs 2013 National Office Bearers to work with State Branches in organising workers rights information sessions on university campuses.
Moved: Clare Keyes-Liley (La Trobe Student Union) Seconded: Jade Tyrrell (National Executive)
WELFARE 80 CHAPTER 5 - WOMEN’S
WOMEN 5.1: Pro-Choice Universities
Preamble:
1. In most states and territories around Australia, access to abortion is legally restricted except for in arbitrarily defined exceptional circumstances. 2. In addition to legal restrictions, abortion is often made inaccessible to many women by virtue of its high cost and social stigma. 3. In states where Abortion is legally available upon request, such as Victoria, there has been an increase in anti-choice rhetoric and activism which aims to repeal a woman’s right to bodily autonomy. 4. Across some Australian universities, anti-choice clubs have been affiliated to student unions. This means they have access to union resources such as funding and the ability to produce materials. 5. While most of these clubs purport to be intent only on discussion and not on activism, they signal a regression for women on these campuses with regard to bodily autonomy and the right to choose.
Platform:
1. NUS believes in safe, free access to abortion for all women free from prejudice 2. NUS believes abortion should be decriminalised in all states and territories and should be available without qualification. 3. NUS asserts that women students should be able to attend university without facing challenges to their bodily autonomy
Action:
1. That NUS condemns the affiliation and funding of anti-choice clubs by student unions, and instructs the NUS women's officer to work with campus women's departments on campaigns to oppose them 2. That the National Women’s Officer shall source or create materials that outline the relevant laws relating to abortion in each state and arrange for their distribution by campus women’s departments 3. That the National Women’s Officer shall formulate a policy guide for campus clubs and societies departments and encourage them to implement it. This guide will ensure that all prospective clubs and societies respect the rights and autonomy of women and other marginalised groups.
Moved: Jade Tyrrell (National Executive) Seconded: Neha Madhok (National Environment Officer)
WOMEN’S 81 WOMEN 5.2: Safe University Accommodation
Preamble:
1. Colleges and other types of student accommodation can often be unsafe for women
2. Throughout the year, there have been continued reports about sexist and unsafe behaviour directed towards women in university accommodation, including reports of unacceptable behaviour in colleges at the NUS-affiliated University of Sydney. While the media may have focussed on this university in particular, the underlying problems of sexism, discrimination and harassment in the university accommodation setting are not unique to that particular campus. 3. The obvious lack of women in student accommodation leadership roles means these issues are less likely to be raised or understood. 4. Universities have often only reluctantly become involved when student accommodation issues become a threat to their reputation. 5. Unsafe living arrangements may harm the ability of women to fully participate in the university experience.
Platform:
1. NUS condemns all sexist and otherwise marginalising behaviour at university, and within student accommodation environments. 2. NUS encourages universities, student organisations and college or housing bodies to work together to shape positive outcomes for women students in university accommodation 3. NUS affirms that safety should be an imperative of all student accommodation 4. NUS contends that student accommodation should be inclusive of all gender identities and sexualities, and that cultures of respect, including an understanding of consent, should be actively promoted within this environment. 5. NUS acknowledges the work of many men and women students within university accommodation actively attempting to create safe and inclusive environments.
Action:
1. That the National Women’s Officer works with state and campus women’s officers toward compiling a database of all student accommodation that includes details of issues around sexism, marginalisation and violence. 2. That the National Women’s Officer works with campus affiliates, the National Office- Bearing team and the NUS Research Officer as necessary to compile an audit of the policies and practices found in university-run or outsourced student accommodation in Australia around respect, consent and anti-discrimination, including the training that is implemented for housing staff around such issues. 3. That following the collection of this information, the NUS Women’s Officer compiles a report with rankings for all university student accommodation included in the
WOMEN’S 82 research that assesses their status against set criteria - to be determined by the Women’s Officer in consultation with relevant stakeholders. This report could include but is not limited to the following: a. Areas of student accommodation that should be appraised; b. Instances where the staff training and/or culture within student accommodation could be improved; and c. Recommendations for student consultation on particular issues of concern and potential suggestions for models for improvements to be made. 4. That the National Women’s Officer uses the results from the 2010 & 2012 Talk About It surveys, as necessary, to inform the above-mentioned Action: points.
Moved: Jade Tyrrell (National Executive) Seconded: Neha Madhok ( National Environment Officer)
WOMEN 5.3: Intersectionality in the Women’s Department
Preamble:
1. Wom*n’s experiences are informed by and strongly intersect with other elements of their identity. This includes (but is not limited to) their ethno-cultural identity, Aboriginal and/or Torres Strait Islander identity, gender identity, sexual orientation, dis/ability and socio-economic status. 2. Wom*n’s activism has historically catered to women from white, heterosexual, cis- gendered, able-bodied, middle class backgrounds. This has made women’s activism inaccessible to a great number of wom*n. 3. Many wom*n activists have been slow to redress these issues, and hostility has often been shown towards wom*n who seek to make the community more inclusive.
Platform:
1. NUS acknowledges that wom*n’s experiences intersect strongly with other elements of their identity 2. NUS believes that wom*n’s activism must acknowledge the varying disadvantages faced by wom*n and the diverse experiences and identities of wom*n. 3. NUS recognises the importance of autonomy and the need for wom*n of diverse backgrounds and identities to self-determine their activism and especially activism directed towards their ‘empowerment’.
Action:
1. The National Women’s Officer must consult with other national office-bearers (including Ethno-cultural Officer, International Students’ Officer, Aboriginal and Torres Strait Islander Officer, and Queer Officers) and other relevant organisations and individuals in creating guidelines for inclusive campaigns and events. These
WOMEN’S 83 guidelines should be implemented at a national level and distributed to campus women’s officers for implementation. 2. The National Women’s Officer should work with state and campus Women’s Officers to ensure wom*n’s spaces are safe and inclusive. 3. The National Women’s Officer will ensure that intersectionality is addressed and celebrated at all conferences, campaigns and events they run, this may include but is not limited to: a. Ensuring workshops are run on intersectionality, by intersectional wom*n b. Ensuring intersectional wom*n and issues are represented in plenary sessions or similar c. Enusring material produced for campaigns reflects the diverse identities of wom*n d. Consulting with wom*n of diverse backgrounds on the direction of National Women’s campaigns
Moved: Neha Madhok (National Environment Officer) Seconded: Hiba Marfour (Monash Student Association- Clayton)
WOMEN 5.4: Equal Pay AKA Smart enough to make these millions
Preamble:
1. The pay gap in Australia between men and women is an ongoing issue that disadvantages women throughout their lifetimes. According to the Equal Opportunity for Women in the Workplace Agency (EOWA) in 2010 the wage gap between men and women was 16.9%. 2. Wage inequality exists for a number of reasons. Firstly, occupations that have traditionally been dominated by women, such as teaching and nursing, are generally undervalued by society at large, seen as ‘women’s work’, and thus workers in these fields are paid less than workers in male dominated industries such as construction or engineering. Secondly, women in all fields often struggle to achieve the same wages as men with equivalent qualifications and/or experience. Thirdly, opportunities to achieve high paying employment are often less available to women, whether due to discrimination, not having the opportunity to achieve relevant qualifications, or problems getting back into the workplace after having children. 3. NUS represents female students across the country who will soon go into the workplace and be faced with the prospect of pay inequality, which can end up costing a woman a great deal of money over her lifetime. Thus it is important for NUS to lobby for equal pay in order to help protect the interests of these female students in the future.
Platform:
1. NUS is committed to fighting for equal pay and for an end to gender discrimination in the workplace.NUS believes strongly that female dominated industries are
WOMEN’S 84 discriminated against in terms of wages, and supports Action: to increase pay rates in areas such as teaching and nursing. 2. NUS also supports women who want to move traditionally male dominated fields such as engineering or other scientific or technical industries. 3. NUS believes interested women are often discouraged from entering these fields or undertaking education in these areas due to lack of encouragement from peers or society. 4. NUS supports legislative moves that aim to address the issue of equal pay, whether through reducing discrimination in hiring and firing practices, ensuring fair and adequate maternity leave, or ensuring easy monitoring and reporting of serious differences in pay based on gender. 5. NUS recognizes that wage inequality is likely to have a significant effect on female students as it is likely to take them far longer to repay HECS fees, whether because they go into workplaces with lower wages across the board or because they are paid less than their male colleagues. Thus, the female students that NUS represents could be paying off debt for much longer than their male counterparts.
Action:
1. The National Women’s officer will work to support national efforts to strengthen and improve equal pay legislation, through discussions with MPs and lobbying where appropriate. 2. The National Education and Women’s officers will engage with groups on university campuses that aim to encourage women in traditionally male dominated disciplines, such as female engineering societies, and will lobby universities to increase outreach programs designed to attract female students to these disciplines. 3. NUS will support campaigns and industrial Action: for better wages and conditions in female dominated industries. 4. The National Women’s Officer will explore the possibility of running a campaign around equal pay in first semester of 2013.
Moved: Olga Lisinska (Monash Student Association- Clayton) Seconded: Hiba Marfour (Monash Student Association- Clayton)
WOMEN 5.5: Campus Women’s Officers
Preamble:
1. Not all student organisations have the position of a women’s officer and in some universities this position is covered by a general equity officer. 2. In some cases this position can be filled by someone who does not identify as a woman. That while women are not a minority on university campuses they are a minority in key decision making bodies within most universities and student organisations. 3. That women have specific issues and challenges that cannot be covered by a general position and warrant a specific office bearer and/or department.
Platform:
WOMEN’S 85 1. NUS recognises that the position of women's officer in student organisations is key in representing the unique experiences of women in higher education. 2. NUS respects autonomous organising as a principle and acknowledges that the task of representing and advocating on behalf of women should be done by someone who identifies as a woman.
Action:
1. That the National Women’s Officer at the start of 2013 will investigate which student organisations do not currently have the position of a women’s officer. 2. That the National Women’s Officer together with the relevant State Women’s Officer will contact the President of student organisations that do not have the position of women’s officer and advocate to the student organisations that they should create such a position. 3. That the National Women’s Officer encourage these organisations to also create the provision that the position must be filled by someone who identifies as a woman and that this position is given enough resources to adequately represent and advocate on behalf of women at the university. 4. That the National Women’s Officer support these organisations in the process of creating the position before their next student elections and will facilitate the training of women’s activists at the relevant campus so that this position can be filled.
Moved: Georgia Kennelly (Victoria University) Seconded: Holly Burr (Victorian State Branch President)
WOMEN 5.6: NOWSA Conference
Preamble:
1. The 2012 NOWSA conference was run over one week in the middle of the University year and had a range of speakers and workshops. 2. The attendance of this year’s NOWSA conference, however, had a very low attendance of around thirty students. 3. In past years there has been controversy surrounding the status of transgendered students and their legitimacy in attending the conference. This and other events at previous NOWSA conferences have lead to an unsavoury reputation for such an important network. 4. NOWSA offers women-identifying students an excellent opportunity to engage with fellow 5. Women-identifying activists and should be an opportunity supported by the National Union of Students’ Women’s Department and the Union at large.
Platform:
1. NUS recognises the importance of supporting NOWSA as a student run conference that is relevant to - but independent of - the NUS Women’s department.
WOMEN’S 86 2. NUS, on the approval of the 2013 NOWSA organising collective being the University of Melbourne Student Union Wom*n’s Department, will have a bigger role in aiding publicity and sourcing guest speakers for the event.
Action:
1. That NUS will advertise NOWSA on their website and link to all relevant pages for the conference. 2. That the NUS National Women’s Officer will work with the NOWSA directors to help publicise the conference and attempt to mobilise support and attendance around the conference, with particular attention to ATSI students and students with a (dis)ability and lower socio-economic status. 3. That NUS will aid the writing of regulations around autonomous attendance and distribute information on definitions and regulations around transgendered or intersex people attending the conference with the assistance of the Network of Women Students Australia. 4. That the NUS National Women's Officer will work with the Network of Women Students Australia to write regulations ensuring a financially transparent and accountable organising process for future conferences.
Moved: Georgia Kennelly (Victoria University) Seconded: Freya Logan (Monash Student Association- Clayton)
WOMEN 5.7: Blue Stockings Week 2013
Preamble:
1. Women continue to be disproportionally represented in all aspects of public life; including the higher education sector. 2. Despite women making up more than 50% of undergraduate students at universities this is not reflected in the makeup of staff at universities. 3. In particular, women are significantly under represented within senior academic positions at universities. 4. Research continues to be an area dominated by male academics which is how success is measured in academia. 5. Teaching positions continue to be dominated by women academics. 6. In 2012 the NUS Women’s Department ran Blue Stockings Week, a week that celebrates women in higher education and brings to light these issues. 7. The week was successfully run with the assistance of the National Tertiary Education Union on every university campus.
WOMEN’S 87
Platform:
1. NUS continues its unflagging support for the advancement of women in modern society, particularly in higher education both as students and staff members. 2. NUS believes that women’s voices are integral to all parts of university; including teaching and research. 3. NUS asserts that it is important for the women’s department to be active on issues of women’s university representation. 4. NUS believes events such as Blue Stockings Week are necessary to empower students and celebrate the success of women in higher education. 5. NUS believes that our reach is significantly greater when we work with other sector groups.
Action:
1. NUS National Conference directs the National Women’s Officer to organise Blue Stockings Week nationally in 2013 in collaboration with the National Tertiary Education Union.
Moved: Clare Keyes-Liley (La Trobe University, Bundoora) Seconded: Noni Sproule (National Women’s Officer)
WOMEN 5.8: To the “men’s rights movement” NUS says NO.
Preamble:
1. The presence of the men’s rights movement is an ever-increasing feature of Australia’s political and cultural landscape. 2. A predominant goal of the movement is to portray feminism as a violent and discriminatory ideology, and feminists as perpetrators of discrimination and manipulators of Family Law courts. 3. Men’s rights Action: groups encourage representing women in negative terms, a universal distrust of women, and violence against them. These groups use apologetic language around instances of rape and the use of physical violence against women. 4. There have been frequent cases in Australia of women who have had their safety compromised and/or have had acts of violence brought against them by members of men’s rights groups.
Platform:
1. NUS is a feminist organisation that supports women in their struggle for autonomy and equality. 2. NUS supports social equality and a societal structure not dependent upon discrimination based on gender or gender-identity.
WOMEN’S 88 3. NUS believes that the way to bring about social change to this effect is through Action:s born from feminist movements and ideologies.
Action:
1. That the NUS National Women’s Officer for 2013 prepare resources for campus women’s collectives and student organisations about autonomy in women’s organising and a ‘Guideline to the Men’s Rights Movement’; including best practices for dealing with men’s rights Action: groups and the language they use, and how to ensure personal safety when engaging with such groups. 2. That the National Women’s Officer work with campus women’s collectives and student organisations to safeguard against men’s rights groups being formed at a campus level. 3. That the National Women’s Department encourage the on-campus promotion of organisations such as White Ribbon that work to speak out against violence towards women.
Moved: Scarlett Squire (Queensland State Branch President) Seconded: Lyndal Butler (University of Technology Sydney Student Association)
WOMEN 5.9: Engagement with woman-identifying International Students
Preamble:
1. International students face a number of pressures while studying in Australia that can seriously affect their learning experience. Problems related to discrimination from domestic students or academics, potential communication and language barriers, and lack of knowledge about their rights on campus or the services available to them, all have the potential to make life difficult for international students. 2. Woman-identifying international students deal with the same pressures as their male peers, but with the added problems that come with being female in 21st Century Australia. Harassment, sexism, the threat of violence, and societal expectations all contribute to making life additionally difficult for international women students. 3. Women’s departments and collectives on Australian campuses are often dominated by domestic students, with low numbers of international students or students who identify as ethnoculturally diverse. As such, women’s officers and collectives are unlikely to fully understand the problems that international students face.
Platform:
1. NUS acknowledges that further engagement is needed to make women-identifying international students aware of the support services offered by women’s rooms or collectives, and of the campaigns run by the national, state and campus women’s officers.
WOMEN’S 89 2. NUS asserts that engagement with women-identifying international students must be culturally sensitive and avoid a condescending top down approach. 3. NUS believes that there is much to be gained if greater links are created between domestic and international female students.
Action:
1. The National Women’s Officer will engage with the National International Students department in developing ideas for increasing women-identifying international student participation in campus women’s rooms and events. 2. The National Women’s Officer will discuss with campus women’s officers the idea of running at least two events per semester which are developed and organised in conjunction with the representative body for international students on campus, where such a body exists. 3. National and State Women’s Officers will take into account cultural sensitivities of international students, particularly when related to language, religion, and food and alcohol related issues, when designing all campaigns and events, and will encourage campus women’s officers to do the same.
Moved: Hiba Marfour (Monash Student Association- Clayton) Seconded: Olga Lisinska (Monash Student Association- Clayton)
WOMEN 5.10: Reclaim the Night
Preamble: 1. Recently around the country there have been well-publicized attacks on women that have adversely affected women’s ability to feel safe at night. All women should have the ability to feel safe while travelling, at night, alone, or under the influence of alcohol. Recently publicized examples highlight the very real need for events like Reclaim the Night. 2. As young women, female students are more likely to be out late at night under the influence of alcohol, which might lead them to feel unsafe. All people deserve the right to feel safe, this should.
Platform: 1. NUS recognizes that currently many young women feel unsafe walking alone, at night 2. NUS believes that all people deserve the right to be able to feel safe at night. 3. NUS believes that events like Reclaim the Night have a large role to play in raising awareness about this issue. 4. NUS believes that only by supporting causes lie this will women be able to walk the streets at night safely
WOMEN’S 90 Action: 1. NUS Directs the National Women’s officer to offer support to all organising collectives in regards to organising Reclaim the Night or similar events. 2. NUS directs that NUS Women’s Officer will publicize all Reclaim the Night events and all similar events, across her networks. 3. The NUS women’s officer will work to fight for greater women’s safety across Australia.
Moved: Olga Lisinska (Monash Student Association- Clayton) Seconded: Hiba Marhfour (Monash Student Association- Clayton)
WOMEN 5.11: Key Strategic Relationships
Preamble:
1. Over the past three years, the NUS Women’s Department has developed and grown its strategic relationships within the women’s sector in order to maximize the reach of NUS’s work, utilise the experience, skills and resources of other women’s organizations and feed the experiences of tertiary students into the work that other organizations carry out. 2. These relationships ease pressure on NUS resources and greatly expand the reach and success of NUS initiatives.
Platform:
1. NUS believes that collaboration and cooperation by organizations with similar values and objectives contributes to the success of NUS initiatives.
Action:
In 2013, the NUS National Women’s Officer will:
1. Continue work as an Equality Rights Alliance member organization on the issues of affordable housing, the consolidation of anti-discrimination legislation, women’s leadership and health. 2. Continue work on the Australian Women Against Violence Alliance (AWAVA) Advisory Group as a representative of NUS Women’s Department, highlighting the issue of safety on campus. 3. Continue to work with the National Tertiary Education Union (NTEU) and their Women’s Action: Committee on women’s issues in higher education and the running of Blue Stockings Week. 4. Continue to engage with the women’s committee of the Victorian Trades Hall Council (VTHC) providing assistance when needed. 5. Continue to offer assistance and engage further with the broader Trade Union
WOMEN’S 91 movement where practical. 6. Continue to engage with relevant women’s health and crisis services (such as SECASA). 7. Seek out other opportunities for connecting with like valued organizations in order to further spread the work of the NUS Women’s Department
Moved: Noni Sproule (National Women’s Officer) Seconded: Clare Keys- Liley (La Trobe University)
WOMEN 5.12: Women in Student Leadership
Preamble:
1. Women have made significant strides in student leadership around the country. 2. The power of women in student leadership lies in its ability to shape the leadership of the future and substantially alter and improve women’s positions within policy and society. 3. Despite many successes women are still underrepresented in student leadership positions due to structural inequality and disadvantage.
Platform:
1. NUS believes in the necessity and power of women in student leadership and supports mechanisms aimed at increasing women’s leadership on campus and addressing systemic gender inequality.
Action:
1. NUS Women’s Department will liaise with student leadership organisations to conduct consultations and forums on women’s leadership. 2. The Women’s Department will develop a framework around encouraging and supporting women’s leadership which could include but is not limited to affirmative action, electioneering, campaigning, student recruitment, mentoring and political training seminars. 3. The National Women’s Office will run consultations and workshops on women in leadership at Education conference and other events with wide ranging outreach.
Moved: Astha Rajvanshi (University of Sydney SRC) Seconded: Nina Hallas (University of Sydney SRC)
WOMEN 5.13: International Women’s Day
Preamble:
WOMEN’S 92 1. International Women’s Day presents an internationally recognized opportunity to celebrate the accomplishments of women and identify the continued inequalities and rights violations facing women globally. 2. International Women’s Day plays an important part in the international psyche around women’s rights and provides an opportunity for exposure for women’s organisations.
Platform:
1. NUS supports the continued observance of International Women’s Day and supports university women in their planning and celebration of International Women’s Day.
Action:
1. The National Women’s Officer will act as a contact point in the co-ordination of campus events for International Women’s Day. 2. The Women’s Department will assist in promoting International Women’s Day celebrations across campuses in conjunction with State Women’s Officers and other female leaders in the University community.
Moved: Astha Rajvanshi (University of Sydney SRC) Seconded: Nina Hallas (University of Sydney SRC)
WOMEN 5.14: Key Strategic Relationships
Preamble:
1. The NUS Women’s Department has worked strategically and consistently to enhance and grow its strategic relationships so as to broaden the reach and scope of NUS’s work and harness the experience and support of other women’s organisations. 2. Strategic relationships assist NUS in resource, knowledge and outreach capacities and allow NUS to better serve its constituency. 3. Other women’s organisations also enjoy broadened outreach and experience in a relationship with NUS Women’s Department and it’s unique insight into the experience of women in universities around Australia.
Platform:
1. NUS believes in the continued collaboration with organisations that are in line with NUS objectives and values.
Action:
In 2013 the NUS National Women’s Officer will:
WOMEN’S 93 1. Continue work as an Equality Rights Alliance member organization on the issues of affordable housing, a response to the Consolidated Anti-Discrimination Bill and women’s health. 2. Continue work on the Australian Women Against Violence Alliance (AWAVA) Advisory Group as a representative of NUS Women’s Department, highlighting the issue of safety on campus. 3. Continue to work with White Ribbon to find projects of collaboration in common areas particularly in the area of women’s safety on campus. 4. Continue to work with the National Rural Women’s Coalition. 5. Continue work with Women in Male Dominated Employment and Industries and look into areas of further collaboration in 2013. 6. Identify and engage with other key stakeholders and organisations with like minded values that offer opportunities for broadened scope, outreach, exposure and effect.
Moved: Astha Rajvanshi (University of Sydney SRC) Seconded: Nina Hallas (University of Sydney SRC)
WOMEN 5.15: Promoting a Healthy Body Image
Preamble:
1. Eating disorders are the third most common chronic illness for female’s adolescent females affecting 1 in 12 young Australian females. 2. The long-term and debilitating nature of eating disorders means that they exist well into adulthood. 3. With symptoms exacerbated by stress and changes in personal situations, increased workloads and social pressures eating disorders such as anorexia nervosa and bulimia nervosa are prevalent in young women on university campuses. 4. Once women reach university there is little to no support, with limited options available for counseling except in the cases when these women actively seek it.
Platform
1. NUS recognizes that eating disorders are a chronic and debilitating illnesses that are widespread amongst young female university students in Australia. 2. NUS recognizes the need for discussion about body images and the detrimental effects of eating disorders amongst women on university campuses in order to reduce social sigma surrounding the issue. 3. NUS recognizes the need for appropriate and affordable treatment methods for female university students affected by these illnesses to access.
Action:
1. The NUS Women’s officer will collaborate with women’s officers of affiliate campuses to run a campaign about body image in female university students.
WOMEN’S 94 2. The NUS Women’s officer will engage with campus pastoral care services to promote the need for treatment of eating disorders on campus.
Moved: Arabella Mentor (National Executive) Seconded: Kirstie Franic (Victoria University Student Union)
WOMEN 5.16: Women’s Representation in Student Organizations
Preamble:
1. Just over 50% of Australia’s population are women yet the number of leadership roles held by women is not rising. 2. Women’s equality of participation is significant in decision making when their priorities vary to those credited by men. 3. Women at a student level make up over 50% of university enrolments yet their representation in student organizations has fallen behind.
Platform:
1. NUS believes that women should have equal participation in student organizations as men. 2. NUS supports structural measures to provide improvements in women’s representation. 3. NUS believes improving women’s leadership at a student level will help improve women’s leadership throughout the community.
Action:
1. The NUS Women’s officer will work with student organizations to promote the leadership of women. 2. The NUS Women’s officer will provide support to women in leadership positions in student organizations whilst also running skills training sessions to encourage increased participation of women in organizations.
Moved: Kirstie Franic (Victoria University Student Union) Seconded: Natalie Gonzalez (Victoria University Student Union)
WOMEN 5.16: Affordable childcare for tertiary students
Preamble:
1. One of the most vital things we can do is ensure equal access and opportunity to all students. Childcare subsidies provided for students across the country give students particularly female students, a chance to further their education while still raising a child. These subsidies are critical for the continued support of student parents. 2. The Student Services and Amenities Fee (SSAF) enables Student organizations the opportunity to continue and build on these subsidies which support many students
WOMEN’S 95 who can not afford to pay full price child care increasing opportunities and breaking down barriers.
Platform:
1. NUS believes that subsidized childcare on all campuses is a vital component of an inclusive and accessible tertiary education system. 2. NUS notes the SSAF and believes that the restoration of subsidized childcare must be prioritized.
Action:
1. The NUS Women’s Officer and Welfare Officer will engage all student organizations in supporting campaigns for a portion of SSAF to provide subsidized child-care to the fullest extent possible. 2. Support to student organizations pressing their universities administrations to provide subsidized child-care to the fullest extent possible will be provided by the NUS Women’s Officer and Welfare Officer.
Moved: Arabella Mentor (National Executive) Seconded: Kirstie Franic (Victoria University Student Union)
WOMEN 5.17: Encouraging women in male dominated tertiary courses
Preamble:
1. Women are consistently under-represented in historically male dominated tertiary courses such as agriculture, engineering and science. 2. There is a distinct lack of mechanism to encourage women into these causes particularly smaller courses at rural and regional campuses.
Platform:
1. NUS recognizes the lack of women in historically male dominated tertiary courses. 2. NUS recognizes the importance of mechanisms designed to encourage women into these courses.
Action:
1. NUS National Women’s Officer will write to the University Councils’ of affiliated institutions requesting considerations for mere scholarships for fields such as agriculture and engineering . 2. NUS National Women’s officer will work with the Women’s officers of affiliated institutions to coordinate social programs for women in male –dominated courses. 3. NUS National Women’s will work with national organizations to help further develop policy to encourage women into male dominated courses.
WOMEN’S 96 4. NUS National Women’s officer will work with secondary schools to develop programs to encourage young women in to male dominated university courses. 5. NUS National Women’s officer will work with national organizations to develop policy to support recent graduates with employment skills.
Moved: Arabella Mentor (National Executive) Seconded: Talya Alkilic (University of Melbourne Student Union)
WOMEN 5.18: Men taking part in Gender Equality
Preamble:
1. Despite extensive efforts by women organizations our current society is based on a patriarchal model which in direct and indirect ways suppresses women. 2. Efforts of Gender equality will become more effective when both genders come together to work on these issues 3. Many women forums have no or few male contributors or attendees 4. Understanding of women’s issues remains mainly a women’s arena NUS women’s forum also remains mainly a female discussion with little or no contribution from men 5. Many men believe that feminism is an anti-male movement and this is mainly because most feminist programs do not necessarily address men as a target audience for there messages
Platform:
1. NUS believes that involvement of men in feminist related issues is necessary for Gender Equality 2. NUS believes that men should be more involved in the women issues
Action:
1. Discussion of women’s issues at NUS Platforms should encourage men to make contributions in a respectful manner 2. An education and awareness campaign be developed by the Women National Office at NUS that addresses female issues such as violence against women, sexual and reproductive health and the role of women in the society; this campaign should be targeted and developed for male audiences.
Moved: Ahlam Tariq (RMIT University Student Union) Seconded: Kirstie Franic (Victoria University Student Union)
WOMEN 5.19: Political Training for Women in Student Organizations
Preamble:
WOMEN’S 97 1. There are more women represented in Australian politics now than ever before yet entrenched discrimination against women is still prevalent in the media, the parliament and in student organizations. 2. Women are not always provided with the same skills due to the existence of ‘boys clubs’ where men pass on skills to other men, leaving women less skilled and less likely to advance within student organizations.
Platform:
1. NUS acknowledges that whilst the representation of women in student organizations has increased, to a large extent these organizations are still male dominated. 2. NUS acknowledges the need to have direct action on women’s skills and the need for senior women within Student Organizations to pass on skills to younger women.
Action:
1. NUS directs the Women’s officer to contact campus Women’s officers to run political training programs as well as networking events for women on university campuses.
Moved: Arabella Mentor (National Executive) Seconded: Talya Alkilic (University of Melbourne Student Union)
WOMEN 5.20: Women at rural, semi-rural and isolated campuses
Preamble:
1. Campus security is a constant concern in regional and isolated areas. A basic right that all women-identifying students should have is comfort on campus. No student should at any time, day or night, feel as if they are at risk or have their safety compromised. Regional campuses by nature require more safety measures than their cosmopolitan counterparts. Sparse campuses for the most part have fewer security guards by area, black spots with no lighting and car parks far from classrooms, lecture theatres and the more-populated areas of campus. 2. Women students at isolated and other non-urban campuses are more likely to find themselves in situations in which their safety is compromised.
Platform:
1. International students, queer students, indigenous students, ethno-culturally diverse students and disabled students are identities affected by campus security and safety concerns. 2. Universities need to view campus security as a primary concern and implement policies and measures to minimise unwanted situations.
Action:
WOMEN’S 98 1. The National Women’s Officer, National International Students Office, both National Queer Officers, National Ethno-Cultural Officer and the National ATSI Officer collectively work together to develop a survey, release the survey to all affiliated campuses and collect the data. 2. That the state branch counterparts of the aforementioned national office bearers work within their respective state or territory to distribute, promote and collect data pertaining to safety on campus. 3. The findings be compiled into a cumulative report by the relevant state and national office bearers. 4. The above report is distributed to all university councils.
Moved: Arabella Mentor (National Executive) Seconded: Talya Alkilic (University of Melbourne Student Union)
WOMEN 5.21: Condemn government taking single mothers off pension payments
Preamble:
1. Although women can choose whether to get married and have children, whether to become a high-flying CEO, whether to study nursing or astrophysics, sexism is still alive and well in Australian society. For example, according to recent research from the ACTU, a female university graduate will likely be paid $2,000 less than a male graduate with the same degree. After five years in the job, that pay gap has ballooned to $7,400 less a year. 2. The Gillard government has recently pushed cuts to the single parent welfare payments totalling close to $700 million. This will force well over 100,000 single parents off the Parenting Payment and onto Newstart, an effective cut of up to $100 a week for some parents. 3. As 90% of the recipients of Parenting Payments are women, this is primarily an attack on single women with children. Single women raising children already make up a disproportionate section of people living in poverty in Australia, facing a continuing gender pay gap, the high costs of childcare and education for children, and the double burden of housework and employment. Almost half of the recipients of parenting payments are already in paid work, usually precarious or insufficient. 4. These cuts can therefore only reinforce the sexism faced by women, and particularly single parents, every day. That the cuts were pushed through Labor’s parliamentary caucus on the same morning as Gillard gave her much praised “misogyny speech” attacking Tony Abbott for his backward views on women is particularly disgusting.
Platform:
1. NUS condemns the cuts to the single parent payments. We call on the government to repeal the cuts. 2. NUS supports an increase to single parenting payments, as a first step to addressing the sexism faced by ordinary women in Australia. 3. NUS reaffirms its opposition to all forms of sexism.
WOMEN’S 99 Action:
1. NUS supports increases in government spending on childcare, education, and in other areas contributing to gender inequality. 2. NUS calls on the government to immediately implement the pay parity demands by the ASU. 3. NUS will initiate a campaign and support existing campaigns against sexism, for pay parity and for increases to single parent payments. 4. NUS calls on universities to provide facilities for quality, accessible and free childcare.
Moved: Jade Eckhaus (University of Melbourne Student Union) Seconded: Jess McLeod (Curtin Student Guild)
WOMEN 5.22: Talk About It
Preamble:
1. In 2010 the National Union of Students Women’s Department launched the Talk About It survey in response to the creation of a pro-rape Facebook page by student’s at St Johns college. 2. The data collected by the survey proved that this type of behaviour was not an isolated event and that many women students around Australia were experiencing fear, sexual assault and harassment and rape whilst on campus at student organised events. 3. The results from the survey found: a. 67% of women had had unwanted sexual advances b. 76% of women felt unsafe on campus at night c. 86% of women had been sexually harassed on campus d. Of those women only 3% reported it to their university while only 2% reported it to the police 4. In 2012 the Talk About It survey was relaunched by the NUS Women’s Department to see what if anything, had changed and continue to pressure universities to implement change this culture.
Platform:
1. The National Union of Students believe that women have the right not to be sexually assaulted or harassed in any form while on campus or at student organised events. 2. The National Union of Students hold that no women student should feel threatened or fearful while on campus.
Action:
1. The 2013 NUS Women’s Officer will talk with universities throughout Australia once results from the survey have been found. The Women’s officer will suggest policy
WOMEN’S 100 recommendations for universities to implement to prevent further sexual assault and harassment on campus. 2. The NUS Women’s Officer will publish results as part of a social media and physical campaign to pressure guilds and other student organisations to encourage their universities to implement policy recommendations. 3. In conjunction with the social media and campus campaigns the NUS Women’s officer will run a consent education campaign around what is and is not consent and what does and does not constitutes as harassment and sexual assault. 4. Student Guilds and Unions will be encouraged to seek and establish cooperative relationships with the relevant sexual assault resource centres in their city and/or state.
Moved: Rebecca Leighton (WA State Branch President) Seconded: Elizabeth O’Shea (University of Western Australia Student Guild)
WOMEN 5.23: Maintaining Social Media for the NUS Women’s Department
Preamble:
1. Due to the growth of social media the promotion of student activism and feminism has become more readily available to female students. 2. This impact has been significantly positive for the NUS Department allowing for the discussion of women’s rights and issues by more students.
Platform:
1. Social media has been a successful way of maintaining connections with University women’s officers and women students across Australia
Action:
1. In 2013, NUS Women’s officer will maintain the WordPress blog, twitter account and Facebook page established for the use of the NUS Women’s department
Moved: Rebecca Leighton (WA State Branch President) Seconded: Elizabeth O’Shea (University of Western Australia Student Guild)
WOMEN 5.24: ‘Abbott is out of touch, so keep his election out of reach’ Campaign
Preamble:
1. During his time as Federal Health Minister, Tony Abbott revived a national abortion debate, used ministerial discretion to make RU486 widely unavailable and attempted
WOMEN’S 101 an assault on Medicare; the arena where abortion is most vulnerable. In 2004, Abbott had this to say: 2. ‘the problem with the practice of abortion is that an objectively grave matter has been reduced to a question of the mother’s convenience’ Adelaide University Democratic Club (16 March 2004) 3. Furthermore, as Leader of the Opposition, Abbott has made numerous sexist remarks that demonstrate he is out of touch with the needs of Australian women. These include: a. ‘I think there does need to be give and take on both sides, and this idea that sex is kind of women’s right to absolutely withhold, just as the idea that sex is a man’s right to demand I think they are both they need to be moderated, so to speak’ ‘Religion. Sex and Politics’ (19 March 2009) b. ‘what the housewives of Australia need to understand as they do the ironing is that if they get it done commercially it’s going to go up in price and their own power bills when they switch the iron on, are going to go up’ visit to the Bells Foxy Dry Cleaners (8 February 2010)
Platform:
1. NUS believes that the election of a Liberal National Coalition government with Tony Abbott as Prime Minister at the 2013 Federal Election would be a threat to the rights and interests of women. 2. The National Union of Students believes that, while allowing for differences in opinion, that the election of candidates from the Australian Labor Party and the Australian Greens would be the best outcome for women students. 3. That the National Union of Student is committed to the promotion of women’s rights including access to safe and legal abortion, access to subsidised contraception, correct consent education and the reassertion that women have a prominent role to play in society, further than that of a housewife. As a result NUS recognises that these same views are not agreed on by the current Leader of the Opposition Tony Abbott
Action:
1. In line with a national campaign to encourage students to enrol to vote, the 2013 NUS Women’s officer will run a campaign revealing Tony Abbott’s true views on women and how if elected as Prime Minister Tony Abbott is likely to threaten the rights of women given his past views 2. Campaign materials will be distributed to NUS State Women’s Officers for distributions on the campuses within their states 3. The campaign will not encourage female students to endorse a particular political party, but it will instead encourage young women to be critical of Tony Abbott and the Liberal Party under his leadership - as he is a direct threat to their rights in this country.
Moved: Rebecca Leighton (WA State Branch President) Seconded: Elizabeth O’Shea (University of Western Australia Student Guild)
WOMEN’S 102
WOMEN 5.25: Women's right to choose and access support
Preamble:
1. Despite the fact that contraception is readily available in Australia, unplanned pregnancies still occur and are most common in young women. It is vital to provide each woman with choice when it comes to what to do in this situation, but almost as important as choice is ensuring that women have access to the support they need.
Platform:
2. NUS supports a women's right to choose and see this as a right every women needs. 3. NUS supports accesses for all women to affordable and safe abortions. 4. NUS acknowledges the stress faced by women who choose to continue with their pregnancies as well as those who don’t. 5. NUS believes that every woman, when faced with an unplanned pregnancy, should have the right to access free counselling services.
Action:
1. The National Women's Department with the assistance of State Branch Presidents and State Branch Women's Officers will investigate support networks for women who have abortions in each state. 2. The National Women's department with the assistance of State Branch Presidents and State Branch Women's Officers will investigate support networks for women who choose to continue with unplanned pregnancies in each state. 3. The National Women's Officer with the assistance of State Branch Presidents and State Branch Women's Officers look into counselling services in each state that are safe for women with which ever choice they make. 4. The National Women's Officer will provide campus Women's Officers with materials that explain these networks (specific to each state) to put in Women's rooms around the country as well as making the information available on the website.
Mover: Mikaela Wangmann (SA State Branch President) Seconder- Hannah MacLeod (Flinders University Student Association)
WOMEN’S 103 CHAPTER 6 – QUEER
QUE 6.1: Trans* inclusion and awareness
Preamble:
1. Trans* individuals continue to be disenfranchised in the wider community, and our own Universities. Misunderstandings about what it means to be Trans*, how this interacts with gender and sexuality, and the exact nature of Trans* marginalisation feed into transphobia. 2. Statistics on trans* marginalisation in the Tranznation Report by the Australian Research Centre in Sex, Health & Society (ATCSHS) showed of the 300 trans*-identifying respondents, 20% been physically attacked due to transphobia during their lifetime, and more than 50% had experienced significant verbal abuse, transphobic attitudes or social exclusion due to their gender or sexual identity. Additionally, LBGT Abuse Project from Scotland recommended by Transgender Victoria reported that close 60% of their respondents had experienced domestic violence within the past year. 3. Transphobia can occur within or outside the Queer community. People of all genders and sexualities can benefit from increased awareness and access to information about trans* marginalisation. 4. Awareness of trans* issues are being lead by trans* groups of university aged people such as Y-gender and Trans Youth Australia, but these groups can only do so much with limited resources. Additionally, a distinct lack of representation of trans* issues in the mainstream media feeds into the lack of awareness and the complexity of raising awareness around trans* marginalisation. NUS has the resources and lobbying power to help. 5. Universities and their student organisations should be at the forefront of social rights issues. We are a union that represents the beliefs of unions and students Australia-wide and we support all students regardless of sexuality or gender identity. This needs to be solidified through concrete action.
Platform:
1. NUS recognises that the marginalisation of any individual due to their inherent characteristics is unacceptable, and stands against trans* marginalisation both in an educational setting, and within the wider community. 2. NUS recognises that societal stigma and perceptions of gender and/or sexual identity leads to the marginalisation of trans* individuals, and that NUS should be committed to fighting these societal views and norms. 3. NUS recognises that as one of Australia’s major lobbying groups it has the power to enact change, and should exercise that privilege to the benefit of marginalised Australians. 4. NUS realises that it must remain relevant to its student constituents, and understands that trans* marginalisation is an emerging focus of activism in the Queer community.
QUEER 104 5. NUS has already enacted campaigns on issues that are pertinent to a large majority of Queer-identifying individuals, such as Marriage Equality, and Queer rights. NUS should seek to diversify its involvement with Queer issues by targeted campaigns at particular marginalised groups under NUS umbrella of “Queer”.
Action:
1. NUS Queer Officers are directed to mount an inquiry into the multitude of ways that transphobia and trans* erasure occur within a University setting. 2. NUS Queer Officers are directed to lobby Universities to include trans* issues as part of any units that addresses sexuality and gender, so that trans* issues can be raised in a University context for awareness and understanding among the student body. 3. NUS Queer Officers are directed to enact a National trans* awareness campaign that addresses sex and gender diversity, potentially including, but not limited to, poster campaigns, the utilisation of NUS social media, and information pamphlets about what it means to identify as trans*. 4. NUS Queer Officers are directed to seek commitments from individual unions in disassociating themselves from using only gender binary options on union forms (e.g., the inclusion of another option other than male or female), with a future goal of using numerical data (e.g., records of number of individuals identifying) for further campaigns toward the provision of single-stall unisex bathrooms on campuses. The National Queer Officers are also encouraged to empower State and Campus Queer Officers to seek ways to lobby governments and/or Universities for similar changes in their documentation and facilities. 5. NUS Queer Officers are directed to send out media releases surrounding trans* marginalisation, and whenever possible interact with mainstream media about trans* marginalisation to raise awareness and understanding.
Moved: John Jordan Seconded:
QUE 6.2: That’s so Straight campaign
Preamble:
1. Homophobia is the most pressing issue facing the queer community; often people don’t understand that what they say and do can cause massive harm to queer people over their lives, and so a campaign against homophobia should focus on education and awareness, in addition to lobbying for a better position for queer students in their University community. 2. The ‘That’s so Straight’ campaign ran at La Trobe University in 2012 and was used to raise awareness of how damaging simple words can be and was also used as an umbrella campaign to improve the situation on campus for queer La Trobe students.
QUEER 105 3. Queer youth face a greater exposure to abuse due to their sexuality or gender identity, with some exceptionally alarming statistics: a. 75% of same sex attracted and genderqueer young people in Australia experience some form of homophobic abuse. b. 61% of same sex attracted or genderqueer young people experience verbal homophobic abuse c. 18% of same sex attracted or genderqueer young people in Australia experience serious physical abuse. d. Queer students are three times as likely to report feeling unsafe in their educational environment than straight students. e. Queer youth are four times more likely to attempt suicide than straight youth.
Platform:
1. NUS believes that all queer students should be free from homophobic abuse, in all its forms. 2. NUS believes that queer students have the right to study in an environment that is not just tolerant, but open and accepting of diversity. 3. NUS believes that a strong commitment to tolerance and diversity, and a rejection of homophobia, should be made through campaigns such as this one. 4. NUS will ensure that none of its governing members of the National Executive, including all National Office Bearers, shall at any time make any homophobic statement or commit any homophobic action that would be considered to be on the public record.
Action:
1. The National Queer Officers shall, in conjunction with campus and state queer officers, run an anti homophobia campaign titled the ‘That’s so Straight campaign’ 2. The campaign will feature two components, raising awareness of homophobia and lobbying to improve services and representation for queer students: a. The National Queer Officers shall create campaign materials for the campaign including posters, flyers, stickers, t shirts etc which focus on the statistics of homophobia in Australia and using homophobic statements that are reversed (eg: instead of ‘that’s so gay’, ‘that’s so straight’) as a way of highlighting the ridiculousness of homophobic slurs when seen in another context. This will form the awareness raising aspect of the campaign. b. These materials will be distributed to state and campus queer officers to use on their own universities and to be distributed through their networks. c. The National Queer Officers will lobby Universities to ensure that they have adequate resources and services for queer students such as:
QUEER 106 autonomous queer spaces on campus, queer specific training for counselling services, autonomous and elected queer representatives on campus, queer collectives/groups on campus, pan bathrooms etc. The National Queer Officers should also attempt to lobby Universities Australia to form a ‘best practice guide’ for services and resources for queer students. d. The National Queer Officers should also make use of the Queer Friendliness Review to determine where their input is most needed.
Moved: Chris Wheeler (La Trobe University) Seconded: Georgia Kennelly (Victoria University)
QUE 6.2: A National Queer Department
Preamble:
1. There are numerous examples of queer activist organisations in Australia that are successful in achieving their aims and objectives due to their significant national presence. It is therefore imperative that the NUS Queer Department represents the views of students across the country, not just those in major population centres. 2. The overrepresentation of queer youth in suicide and mental health statistics, as well as the plethora of other issues affecting same sex attracted intersex and transgender students’ undertaking tertiary study is of grave concern. These key factors warrant a nationally active department, capable of running countrywide campaigns to combat them.
Platform
1. NUS recognises the importance of a National Queer Office that is active in every state and territory in order to unify and empower the student movement and thus achieve the aims and objectives of the department 2. NUS acknowledges the need for regular communication with campus office bearers in order to implement successful campaigns that reach students.
Action
1. As per the NUS constitution, conference directs the incoming National Queer Officers to hold national phone link-ups with queer equivalent campus office bearers at least twice a semester. a. The purpose of such link-ups should be to inform campus office bearers of the direction and progress of the NUS Queer Department with respect to their aims and objectives and provide information to actions campus office bearers can take to assist with completing such aims and objectives on their own campuses.
QUEER 107 b. In addition, the link-ups should be utilised to facilitate a discussion where campus office bearers can share experiences, problems and solutions to scenarios they have faced on their own campuses 2. NUS directs each of the National Queer Officers to visit every state and territory in which there is at least one NUS-affiliated campus over the course of their term, in order to meet with as many queer campus office bearers face to face as is possible. Further, NUS directs the incoming members of the Budget Committee to ensure that the travel line item of the Queer Department is adequate enough to allow for this, if financially possible. 3. NUS directs the National Queer Officers to establish a national e-list, to include all campus queer officers, as well as any other interested individuals. a. The purposes of such an e-list will be to disseminate updates from the department, as well as encouraging individuals from member campuses to contribute to discussion relating to on-campus activism and support b. Should the department issue a press release or receive media coverage, the details (and attachments of coverage and/or press releases if possible) must be distributed over the national e-list as soon as is practicable. 72 c. Upon submitting a report to National Executive, the incoming Queer Officers must distribute the report no later than one week over the national e-list. 4. NUS directs the National Queer Officers to foster skills-sharing between campuses in order to assist campus queer officers to build their collective, develop networks between queer students, and undertake queer activism.
Moved: Chris Wheeler (La Trobe University) Seconded: Georgia Kennelly (Victoria University)
QUE 6.3: Balancing socialising and activism
Preamble:
1. Queer departments across the country have had great difficultly in maintaining a positive balance between running social events and activist campaigns. It has happened that many departments across the country have focused on one area, neglecting the other, which has been to the detriment of the whole department. Both activities are equally important as socializing allows students to meet those who have had similar experiences, helping them cope, and activism fosters a greater understanding of issues that are uncommonly faced in society, promoting social change.
Platform:
1. NUS recognises that campus queer departments have had difficulty in promoting an equal balance between social activities and activism.
QUEER 108 2. NUS believes that balancing these two activities is of fundamental importance to departments due to the benefits gained. 3. NUS recognises that some campuses may require assistance to achieve a balance due to some of the difficulties faced.
Action:
1. NUS directs State and National queer officers to regularly interact with the relevant campus officer bearers to ascertain the types of activities being run 2. NUS directs the national queer officers to provide assistance to campuses if they have difficulty running varied activities.
Moved: Chris Wheeler (La Trobe University) Seconded: Georgia Kennelly (Victoria University)
QUE 6.3: Queer friendliness ranking
Preamble:
1. University is the place where many students develop their identity. In light of this students should have as much knowledge available to them about their universities of choice. Many countries, including the United Kingdom and the United States, have organizations that annually publish a list of universities ranked in order of their level of queer friendliness and safety. At the present time Australia does not rank universities in this way.
Platform:
1. NUS recognises the importance of ensuring that students understand the attitudes universities have towards queer students and that incoming students should know, in detail, the range of services and support provided specifically to queer students. 2. NUS recognise that there should be a system that publicly describes the level of queer friendliness at Universities. 3. NUS recognises universities with a poor ranking should be brought up to a higher standard.
Action:
1. That National Conference directs the National Queer Officers to work with campus and state queer officers to conduct a national survey ranking Australian universities on their level of queer friendliness. 2. The Survey will rank each university on a list of areas which will consist of: a. The existence of queer collectives on campus. b. The existence of autonomous spaces for queer students on campus.
QUEER 109 c. The existence of ALLY networks, Queer Peers and queer specific counselling services. d. The existence of a campus queer officer. e. The existence of gender and sexuality subjects. f. The existence of Pan Bathrooms. g. The availability of special consideration for students who face difficulties associated with being queer, such as being forced out of home or facing a negative reaction after coming out. h. Opinion surveys of current queer students: i. Level of activity coming from collectives/campus queer officers. 3. Whether students have had a generally positive experience or a negative experience on campus in relation to their sexuality or gender identity. That the National Queer Officers conduct and publish this survey in time for incoming students for the 2013 year. The National Queer Officers will: a. Publish this ranking on the NUS website and notify media outlets of the ranking. 4. Conduct and publish this survey annually. That if universities receive a poor ranking, National Conference directs the National Queer Officers a. To work in conjunction with other relevant office bearers to lobby universities to upgrade their facilities for queer students. b. To work with campus representation to assist in building up queer representation, collectives and events for queer students.
Moved: Chris Wheeler (La Trobe University) Seconded: Georgia Kennelly (Victoria University)
QUE 6.4: A United Queer Department
Preamble:
1. The National Union of Students National Queer Department is divided between two representatives elected annually at each National Conference. This department is a special case as it is the only department in the Union that is constitutionally split. 2. By having a department that is constitutionally split in half, it can create a frustrating lack of cohesiveness in the department when ‘personalities’ clash. 3. In the interests of ensuring that Australian queer students are getting the best representation and advocacy possible, it is important that the National Queer Department be a united and positive force.
Platform:
1. NUS believes that a united queer department is in the best interests of queer students in Australia.
QUEER 110 2. NUS believes that the two democratically elected National Queer Officers should be in constant communication and effectively work together for the benefit of the students that they represent.
Action:
1. That the two National Queer Officers have monthly meetings and sends minutes of those meetings to the state queer and campus queer officers of affiliated campuses. 2. That the two National Queer Officers send out a report detailing what campaigns they will be running to the state and campus queer officers of affiliated campuses no later than the 1st of March, 2013.
Moved: Chris Wheeler (La Trobe University) Seconded: Georgia Kennelly (Victoria University)
QUE 6.5: Campus Queer Officers
Preamble:
1. Not all student organisations have the position of a queer officer and in some universities this position is covered by a general equity officer. 2. In some cases this position can be filled by someone who does not identify as queer. 3. That queer students are a minority on campus who face adversity in the years leading to university and during. 4. LGBTIQA young people often face mental health problems, and often are less likely to attend University. Student organisations have a unique position to combat this by encouraging young people to attend university by showing that it does get better at University and that the campuses embrace the queer community and supports students who identify as such through the position of a queer officer and/or department.
Platform:
1. NUS recognises that the position of queer officer in student organisations is a key position. 2. NUS respects autonomous organising as a principle and acknowledges that the task of representing and advocating on behalf of queer students should be done by someone who identifies as GLBTIQ.
Action:
1. That the National Queer Officers at the start of 2013 will investigate which student organisations do not currently have the position of a queer officer.
QUEER 111 2. That the National Queer Officers together with the relevant State Queer Officer will contact the President of student organisations that do not have the position of queer officer and advocate to the student organisations that they should create such a position. 3. That the National Queer Officers encourage these organisations to also create the provision that the position must be filled by someone who identifies as queer and that this position is given enough resources to adequately represent and advocate on behalf of queer students at the university. 4. That the National Queer Officer support these organisations in the process of creating the position before their next student elections and will facilitate the training of queer activists at the relevant campus so that this position can be filled.
Moved: Georgia Kennelly (Victoria University)
Seconded: Chris Wheeler (La Trobe University)
QUE 6.6: Discrimination in Queer Spaces, Organising and Campaigns
Preamble:
1. Multiple types of privilege exist, and privilege operates within autonomous spaces, including Queer Spaces. 2. Queer spaces act as a welcoming, supportive, and non-discriminatory environment aimed at allowing queer students to escape the hetero- normative surroundings of the world. NUS recognises that the provision of safe spaces for queer students is vitally important in student unions and on university campuses.
Platform:
1. NUS recognises that queer spaces should be holistically welcoming environments that are safe for all queer-identifying persons regardless of sex, race, gender, ability, socioeconomic status, age, or religion. 2. NUS acknowledges that queer spaces can be dominated by gay men, and in too many cases, the services and the campaigns run by queer departments are focused solely on the needs of the cis-gendered, white, gay male community.
Action:
1. The NUS National Queer Department, in conjunction with other relevant NUS Departments, including but not limited to: Women’s, Ethno-Cultural, and Indigenous; will run a campaign directed at eliminating prejudice in campus
QUEER 112 queer spaces and raising awareness of different types of privilege which operate within queer spaces. 2. That the NUS State Queer Officers meet with queer officers from each member campus to look at campus specific strategies directed at reducing discrimination within queer spaces. 3. The NUS National Queer Officers will strive to ensure this intersectionality is celebrated and actively included in all areas of queer organising that they engage in and seek to include intersectionality when it is being ignored, this includes but is not limited to: a. Any conference the National Queer Officers attend and/or run b. Relationship-building with external organisations c. Rallies run by or supported by the National Queer Department 4. The National Queer Officers will ensure to consult with relevant intersectional members of the queer community when advocating for these issues.
Moved: Neha Madhok (National Environment Officer) Seconded: Scarlett Squire (State Branch President QLD)
QUE 6.7: NUS and Gender Identity in Campaigns
Preamble:
1. Gender identity is not limited to the binary notion of a male and a female. Indeed, many students studying at campuses around Australia themselves do not identify as male or female and experience varying levels of harassment and discrimination from others based on this.
Platform:
1. Students and queer activists have expressed upset over the NUS’ use of terms such as: ‘gay marriage’; ‘same-sex marriage’ and other language which marginalizes those who are gender and/or sex diverse or attracted to more than one gender. Action:
1. The NUS Queer Department aim to be more inclusive of students who do not identify their gender along binary lines. 2. The NUS Queer Department, and any other National Departments involved in the fight for marriage equality, refer to the campaign in advertising and media statements as the campaign for “Equal Marriage”. 3. All NUS campaigns must include components related to queer persons who are not solely homosexual identifying persons.
Moved: Neha Madhok (National Environment Officer) Seconded: Lucy Bonanno (UTS Students’ Association)
QUEER 113
QUE 6.8: Queer and STI Risk
Preamble:
1. Recent scientific research by reputable organizations has confirmed that there is a disproportionate risk of sexually transmitted infections (STIs) in the queer community. This includes a 2011 study by the Kirby Institute (UNSW) that has found that between 2006 and 2011, 86% of newly acquired HIV infections were through sexual contact between men. This is a major challenge that the queer community must overcome.
Platform:
1. The National Union of Students will accept that queer-identifying individuals are not intrinsically at a higher risk of STIs, but will accept the objective conclusions reached by the scientific literature. 2. The National Union of Students understands the importance of promoting good sexual health practices, especially as relevant to the queer-community, and will support any initiative to educate and provide sexual health resources to queer-identifying students.
Action:
1. The NUS Queer Department will liaise with member campuses to ensure that there is an adequate provision of free condoms, dams, and similar sexual health implements available to students, and ensure that students have sufficient awareness that such objects are available to them. 2. The NUS Queer Department will encourage queer collectives at member campuses to engage in sexual health campaigns, provide resources and information on safe sex, and actively promote good sexual health practices.
Moved: (Fahad Ali) Seconded:
QUE 6.9: Queer and Religious Reconciliation
Preamble:
1. Anti-discriminatory and marriage equality campaigns have traditionally been painted as a conflict between the queer community and the religious community. As a result, individuals who are both religious and queer- identifying are occasionally segregated and discriminated against in the queer community. Moreover, by enforcing hostilities between the queer community and the religious community, we risk losing a valuable chance for alliance and reconciliation.
QUEER 114 Platform:
1. While there are undoubtedly homophobic elements of the religious community that seek to undermine the queer rights movement, the National Union of Students understands that there are pro-queer organizations within many major religions and religious denominations, and accepts that cooperation with such organizations is beneficial to the queer community. 2. The National Union of Students will not condone the discrimination of individuals in the queer community based on their religious affiliations.
Action:
1. The NUS Queer Department will seek to ally with pro-queer religious groups in future queer rights campaigns, if possible. Any such collaboration should emphasise the compatibility of queer rights with religion. 2. The NUS Queer Deparment will liaise with member campuses to promote inter-faith, pro-queer dialogue, and foster an environment of understanding and fraternity.
Moved: (Fahad Ali) Seconded:
QUE 6.10: Marriage Equality Campaign
Preamble:
1. The Federal Labor Government’s continued ban on equal marriage rights is one of the key forms of legal discrimination barring queers from full legal equality in Australia today. 2. Registration and civil union schemes do not represent equal rights. This position is also consistent with polls which show a groundswell of opinion in favour of equal rights and recorded that 68% of respondents are in support of equal marriage. Amongst younger people and in particular students this level of support increased to 80%. A poll in 2008 illustrated that within the queer community, support for marriage over civil unions or any other scheme for so-called equality stands at 86.3%. 3. The ALP’s decision to give its parliamentarians a conscience vote has led to a continuation of the queerphobic ban on LGBTI marriage, denying millions of queer Australians their rights at the behest of individual, prejudiced MPs. This was clearly evident when two of the ‘Marriage Act’ amendment bills lost in a vote earlier this year. 4. The fact that four bills were put before Federal Parliament this year, with the aim of abolishing the ban on equal marriage rights, is an indication of the strength of the campaign. The ongoing momentum of the campaign has forced the issue to be taken seriously by politicians all across the country, as evident by the recent moves in New South Wales, the ACT and Tasmania to legalise marriage equality on a state level. It is the loud and vibrant
QUEER 115 demonstrations that have made this the largest campaign for LGBTI rights in Australia’s history and forced the issue onto the political scene. 5. The NUS Queer Department has played a vital role in the campaign for marriage equality over the past five years, assisting to highlight the existence and purpose of NUS as a progressive institution on university campuses and in the queer community more broadly. Furthermore, NUS’s involvement in the demonstrations helps give young people and students the courage to come out, and take a stand against queerphobic bullying and abuse. 6. With the Federal Election due in 2013, concerted pressure must be placed upon the Gillard Government to legalise marriage equality now. Labor parliamentarians must be the focus, in recognition that if the law is not changed prior to the next Coalition government, this queerphobic ban could continue for several more years, or even decades.
Platform:
1. NUS recognises that the demand for marriage equality is a basic human rights issue. Support for the choice of LGBTI couples to marry fits in with the NUS position of being against all queerphobic discrimination and oppression. 2. NUS acknowledges that the fight against queerphobic discrimination is broader than legal equality. However without winning full legal equality, which cannot occur without LGBTI marriage rights, the elimination of queerphobic oppression will never be achieved. 3. NUS recognises that marriage equality is not an issue for the individual consciences of parliamentarians, but a question of civil rights, which should always be upheld as a matter of principle. 4. NUS re-affirms its support for the campaign for marriage equality led by organisations such as Equal Love and Community Action Against Homophobia. 5. NUS will continue to be an active participant in the campaign for marriage equality, participating in, and helping to organise, the demonstrations and other actions that the campaign holds.
Action:
1. NUS will work closely with queer/sexuality departments and/or student unions to keep campuses informed of the campaign and distribute information. The national office can help local campuses connect up with national and state based campaign groups. 2. NUS will take a public stand, through media releases, statements on the website, media interviews public demonstrations and other actions, in favour of full marriage equality. 3. In 2013 NUS will make its commitment to full marriage equality known by: a) Condemning the continued denial of marriage equality and expressing full support for an immediate change in the law. b) Demanding the Federal Labor Party vote in favour of changing the law, together with all other MPs.
QUEER 116 c) Rejecting civil unions and registration schemes as insufficient to afford substantive equality for queer partnerships, and publicly advocating that nothing short of full marriage rights represents equality. d) Supporting any moves within Federal and State Parliaments to legislate in favour of Marriage Equality. e) Working with other organisations and supporters in the campaign.
Moved: Kat Henderson (National Queer Officer) Seconded: Khyl Hardy (Curtin University)
QUE 6.11: Full adoption and surrogacy rights
Preamble:
1. Adoption for LGBTI couples is currently available in only three Australian states/territories - Australian Capital Territory, Western Australia, and New South Wales. 2. Surrogacy for LGBTI couples continues to be illegal in the Northern Territory, Tasmania and South Australia.
Platform:
1. NUS condemns state governments’ commitment to these queerphobic laws and calls for their immediate reform in support of full rights.
Action:
1. NUS will strive to raise awareness of the unequal laws limiting LGBTI couples’ access to adoption and surrogacy. 2. The National Queer Officers will use their position to publicly state NUS’ support for LGBTI surrogacy and adoption rights and demand that applicable state governments reform these laws immediately. 3. NUS will be an active participant in any campaign that arises around the need to reform these queerphobic laws in favour of granting LGBTI couples full rights to surrogacy and adoption.
Moved: Sam Cavallaro (Curtin University) Seconded: Khyl Hardy (Curtin University)
QUE 6.12: Queerphobia in schools
Preamble:
1. One of the important aspects of the national queer campaign over the last couple of years has been our success at including high school students as well as university students
QUEER 117 2. Research has shown that high schools are the place where same-sex attracted and gender diverse people feel the least safe. The most recent report on homophobia in high schools 'Writing themselves in 3' shows that the situation is in some ways actually getting worse in high schools: In 2010, 61 per cent of young people reported being subject to homophobic verbal abuse, an increase from 44 per cent in 2004. Alongside this, young people suffer physical abuse, which also showed an increase to 18 per cent from 15 per cent in 2004. 3. This puts real primacy on developing strategies to tackle queerphobia in high schools. 4. The Safe Schools Coalition Victoria (SSCV) which was been running for over two years is a coalition of schools and individuals dedicated to creating safer educational environments where same sex attracted and gender diverse young people are supported, where every family can belong, where every teacher can teach and every student can learn. SSCV provides training, resources and consultancy for every school in Victoria to support sexual diversity and gender diversity, and thereby enhance school performance.
Platform:
1. NUS believes that schools need to be safe places not just for queer students but also teachers, other school workers and parents. 2. NUS demands that the Victoria government require schools to join a safe schools coalition committed to tackling homophobia in schools. 3. State governments should make funding available to combat queerphobia in schools.
Action:
1. The National Queer officers and National President of NUS use their position to publicly support the work being done by highschool students and the Safer Schools Coalition in Victoria. 2. The National Queer officers and National President of NUS use their position to publicly demand that state governments should make funding available to combat homophobia in schools. 3. The National Queer officers and National President of NUS use their position to publicly demand that the Victoria government compulsorily require all public and private schools join the 'Safe Schools Coalition Victoria'
Moved: Jade Eckhaus (Melbourne University) Seconded: Kat Henderson (National Queer Officer)
QUE 6.13: 2013 Conferences
Preamble:
QUEER 118 1. For the past three years, NUS Education Conference (EdCon) and Queer Collaborations (QC) have clashed. Such clashes forced queer students to choose between going to EdCon and QC and consequently denied many queer students their ability to voice their opinions about different aspects of queer and education policy. 2. Both QC and EdCon play a central role to the functioning of NUS and to decisions that are made about what kind of campaigns are run throughout the year it is important than as many students as possible are included in these conferences.
Platform:
1. NUS recognize the importance of including as many different people as possible in the student movement and specifically at making sure oppression and marginalized groups are not silenced. 2. NUS recognizes that as an organization, it is stronger when all components of the student movement are included in the decisions that are made about the policy and campaigns
Action:
1. That Ed Con and QCs occur in the same city to maximise the ability of students to attend both conferences. 2. That the NUS National Education Officer and the National President liaise with the organizers of QC 2013 before setting the dates for EdCon 2013.
Moved: Kat Henderson (National Queer Officer) Seconded: Sam Cavallaro (Curtin University)
QUE 6.14: Sex and Gender Diverse Rights
Preamble:
1. Sex and gender diverse people are and have always been an integral part of the queer community and the struggle to establish civil rights protections for sex and gender diverse people cannot be separated from the struggle to win freedom and equality for lesbian, gay and bisexual people. 2. Sex and gender diverse people face discrimination when they are forced to use official documents such as passports, drivers licenses, birth certificates etc on which they are forced to put a gender that does not assign with their gender identity. 3. In 2011, the government changed the guidelines allowing for sex and gender diverse people to be able to choose what gender identity to have on their passport regardless if they’ve undergone sex reassignment surgery. 4. The new law also allows intersex and gender queer people to choose not to mark a gender at all on their passport.
QUEER 119 Platform:
1. That NUS recognizes the important and integral role that sex and gender diverse people play within the queer community and commits to fighting against the specific form of queerphobia experienced by sex and gender diverse people. 2. NUS recognises that sex and gender diverse people can often be denied their voice even within the queer community. 3. NUS demands that both State and Federal Governments end all legal discrimination against sex and gender diverse people.
Action:
1. That the NUS National Queer Department, in conjunction with other relevant NUS Departments, state and campus office bearers will campaign in support of sex and gender diverse rights both on and off campus. Specifically NUS will demand that all sex and gender diverse people should be able to decide what gender (or lack of gender) to place on all legal documents without first needing to have gender reassignment surgery. 2. That the NUS State Queer Officers meet with queer officers from each member campus to look at campus specific strategies directed at reducing discrimination faced by sex and gender diverse people within queer spaces.
Moved: Kat Henderson (National Queer Officer) Seconded: Jess McLeod (Curtin University)
QUE 6.15: Workers’ Out
Preamble:
1. Queerphobia plays an incredibly destructive role in workplaces. According to PFLAG (Parents and Friends of Lesbians and Gays) pamphlet “Homophobia in the Workplace”, over fifty percent of the queer community surveyed have experienced harassment or prejudicial treatment at some time in their workplace. 2. The union movement can and has played an incredibly important role in fighting for queer rights in Australia. 3. ‘Workers’ Out’ is a union group that’s been established in New South Wales and Victoria to represent all LGBTI workers. 4. ‘Workers’ Out’ is also focused on organising potential members into their appropriate union, providing opportunities for LGBTI workers to participate in relevant campaigns, and working with individual unions to improve the representation of those who identify as LGBTI.
Platform:
QUEER 120 1. NUS recognises the corrosive effect of queerphobia on young workers and believes that workplaces need to be safe spaces. 2. NUS recognises the importance of the union movement organising to challenge queerphobia in the workplace. 3. NUS fully supports the creation of queer union groups aimed at tackling queerphobia in the work force and building links between different unions and the queer community.
Action:
1. NUS endorses ‘Workers’ Out’ and will advertise it on the NUS website as well as make information available to campus queer officers. 2. The National Queer officers and National President of NUS will use their position to publicly support the work being done by union activists within Union Pride.
Moved: Jade Eckhaus (Melbourne University) Seconded: Brodie May (Flinders University)
QUE 6.16: International Day Against Homophobia and Transphobia (IDAHO)
Preamble:
1. IDAHO is an event celebrated every year on May 17 to commemorate the removal of ‘homosexuality’ from the World Health Organisation’s list of mental disorders. 2. IDAHO events are held across the world to raise awareness of LGBTI rights violations and the negative consequences of queerphobia. 3. Several Australian universities now hold organised events on May 17 in recognition of the importance of IDAHO.
Platform:
1. NUS recognises the ongoing discrimination, harassment, bullying, violence and intimidation LGBTI people face in Australia today. 2. NUS strives to oppose queerphobia in all its forms and stimulate awareness amongst students of the detrimental impact queerphobia and queerphobic beliefs/behaviour/language has on LGBTI students. 3. NUS believes in cultivating a safe environment for LGBTI students on campus, where they can feel accepted and supported by the university community.
Action:
1. NUS will coordinate with state and campus queer officers to hold IDAHO events across the country on the week of May 17 2013.
QUEER 121 2. NUS will distribute relevant material to campuses, including posters, leaflets outlining the negative impact of queerphobia particularly on queer mental health, and flyers with information on LGBTI specific/friendly support services. 3. NUS will liaise with other organisations holding IDAHO events to help promote the day on campuses and in the broader community, and facilitate the sharing of any useful material and information to augment IDAHO’s presence in Australia.
Moved: Kat Henderson (National Queer Officer) Seconded: Grace (Flinders)
QUE 6.17: Pride Not Prejudice
Preamble:
1. Queerphobia continues to permeate Australia with Government sanctioned discrimination existing at all levels, most prominently reflected in the ban on marriage equality and the ongoing support and credibility given to the bigoted Australian Christian Lobby by politicians from the Labor and Liberal Party. This reinforces queerphobic beliefs and attitudes in the broader community and subsequently the well-being of LGBTI people. 2. In a 2003 study conducted by NSW Government organisations, 56% of participants had experienced homophobic hostility or violence in the past 12 months. 85% had experienced such treatment at some point in their lives. A recent study of homophobia in workplaces found that just over 67% of lesbians and 57% of gay men had experienced homophobic hostility or violence, including ridicule, sexual harassment, accusations of paedophilia and physical abuse. A significant proportion reported being denied workplace entitlements, 1 in 6 believed they had been refused a job and 1 in 20 believed they had lost their most recent job as a result of their sexuality. Many reported stress, depression and illness as a consequence, and a large number had thought about suicide. Given such findings, it is not surprising that LGBTI people are more likely than their heterosexual counterparts to suffer from anxiety and depression, as well as contemplate suicide – in fact 30% or 1 in 3 LGBTI youth in Australia admit to attempting suicide. 3. Many organisations in Australia focus on improving the mental health of LGBTI youth, but as of yet there are no concerted campaigns that exist similar to the ‘It Gets Better’ project that arose in the United States.
Platform:
1. NUS can assist in challenging queerphobic beliefs and behaviour through the concerted presence of positive messaging around the LGBTI community on campuses and coming out stridently against queerphobia in its institutionalised form.
QUEER 122 2. NUS recognises that students are some of the greatest allies of the LGBTI community as reflected in their ongoing attendance at Marriage Equality demonstrations and polls that demonstrate 80% support for equal rights amongst 18-24 year olds. Fostering this support amongst straight allies can only strengthen the campaign against queerphobia in Australian society. 3. NUS also recognises that part of the response to queerphobia in society must also focus on giving LGBTI people/students the confidence to be proud of who they are, cutting against the stigma associated with being queer and the subsequent effects on mental health.
Action:
1. NUS will launch a ‘Pride Not Prejudice’ campaign in 2013 aimed at opposing queerphobia and encouraging positive perceptions of queer on campus. 2. NUS will distribute relevant material to campuses reflecting the core message of the campaign, in particular the ‘Pride Not Prejudice’ moniker. Shirts will serve to promote the campaign and increase the visibility of queer students (and their supporters) on campus, and wristbands can be used to help spread the message to the broader university community as well as raise money for queer collectives. 3. NUS will continue to publicly condemn queerphobic discrimination and organise against attacks on the queer community when they arise, attempting to involve as many queer students and supporters in the fight against queerphobia as possible.
Moved: Kat Henderson (National Queer Officer) Seconded: Jess Carruthers (RMIT)
QUE 6.18: End the Gay Panic Defense
Preamble:
1. Queensland and New South Wales remain the last states in Australia where “Gay Panic” and “Homosexual Advance Defence” (HAD) principles associated with the ‘Homosexual Provocation’ defence continue to exist as a legal loophole. 2. The “Homosexual Provocation’ defence allows people accused of hate- related violence and murder to successfully argue that they were acting in self-defence when ‘provoked’ by a LGBTI person who makes a non-violent advance toward them - that is “comes onto” them, that results in ‘panic’ and a temporary and justified loss of self-control – this is generally enough to trigger a dismissal or the lesser charge of manslaughter. Problems around ‘Provocation’ exist as the allocation of blame is directed at the actions of the victim, and the ease with which such claims can be fabricated as the onus is on the prosecution to prove beyond reasonable doubt that the actions causing death were not an act of ‘Provocation’ – which is often impossible in
QUEER 123 situations when there is no corroborating witnesses and/or the victim is dead. 3. These laws serve to justify hate-crimes and the murder of LGBTI people, simply because they are queer. They encourage queerphobia, legitimising and reinforcing a culture of violence and hatred towards LGBTI people. 4. Previous Labor governments in NSW and QLD have failed to remove this law, with Barry O’Farrell and Campbell Newman publicly stating their intention to keep the ‘Gay Panic Defense’ in place.
Platform:
1. NUS is stridently opposed to the ‘Gay Panic Defense’ as a queerphobic assault on the lives and well-being of LGBTI people. 2. NUS recognises that the ‘Gay Panic Defense’ is yet another example of the Governments’ attacks on LGBTI people.
Action:
1. NUS will publicly condemn the ‘Gay Panic Defense’ and work with as many organisations, unions and campus office bearers as possible to eradicate this law. 2. NUS will actively support any campaigns against the Gay Panic Defense. This includes raising awareness of the law and promoting the pre-existing petitions on Change.org to abolish it.
Moved: Danica Cheesley (La Trobe University) Seconded: Jess Carruthers (RMIT)
QUE 6.19: Working with Campus Queer Officers
Preamble:
1. NUS acknowledges the vital importance of having campus queer representatives in furthering the rights and well-being of queer students. 2. With the introduction of VSU, many campuses have lost their queer representative positions and/or funding that was crucial in maintaining support and services for queer students. 3. Queer safe spaces on campuses also continue to come under attack by university administrations.
Platform:
1. NUS calls on all member organisations to establish an autonomously elected queer representative position in situations where one does not exist already. 2. NUS recognises the importance of facilitating access to resources and support services for queer officers around the country.
QUEER 124 3. NUS supports queer activism on campus and calls on the National Queer Office to assist as much as possible with campus based queer rights campaigns in 2012. 4. NUS believes that all queer students’ have a right to feel safe on campus and that safe spaces play an important role in creating an environment that is welcoming, supportive, and nondiscriminatory. The National Queer Office should ensure these spaces are actively defended if threatened by university administrations, or in instances where they don’t exist, work towards their creation.
Action:
1. The National Queer Office will network with campus student unions and similar bodies to negotiate and advocate for the creation of an autonomous queer representative position where one does not already exist. 2. The National Queer Office will consult and engage with campus queer officers throughout the year in order to determine the distribution of information, resources, support services and any other assistance the national office can offer. 3. The National Queer Office will provide all queer officers with information regarding sexual health organisations, queer community groups, media contacts and queer events across each state, as well as any other information queer officers might find useful (where possible). 4. The National Queer Office will conduct regular mail outs and material distribution. 5. The National Queer Office will also attempt to attend as many cross-campus queer meetings as practicable, in consultation with the relevant NUS State Queer Officer(s) and campus queer representatives. 6. The National Queer Office will develop a database of information relating to university queer representation including information on safe spaces, collectives, queer officer contact details, upcoming events, publications etc, to distribute to all queer officers in order to help facilitate skill-sharing and networking. This will also help NUS recognize areas of deficiencies in queer representation and support services with the aim of improving these situations. 7. The National Queer Office will actively seek to participate and/or support campus based queer campaigns using NUS’ resources, contacts and networks. 8. The National Queer Office will support, advocate, lobby and campaign for the protection and creation of safe spaces on campuses across the country.
Moved: Kat Henderson (National Queer Officer) Seconded: Sam Cavallaro (Curtin University)
QUE 6.20: Queer Homelessness
Preamble:
QUEER 125
The domestic life of queer youth can often be unstable; lacking the certainty of parental support and employers which do not discriminate that cisgendered and/or heterosexual youth often do, many queer youth find themselves without a home. Detailed by the Australian Human Rights Commission, in NSW alone there are over 20,000 young people who are homeless and estimates are that one in four identifies as gay or lesbian. International research has shown that young people experiencing homelessness who are queer suffer from higher rates of sexual assault. They can also face violence, harassment and bullying from homelessness service providers. Discrimination and harassment of sex and gender diverse individuals can frequently occur when accessing appropriate emergency accommodation with trans-women who may be refused accessed to women's services and trans-men who are at risk of violence in men's only accommodation. The role of Queer Officer can often be similar to that of the youth worker and, qualified or not, this is an issue that Queer Officers can often find themselves having to address. It can be difficult for Queer Officers to not only find all the appropriate information and contacts quickly but also to know whether a service is friendly to people of different identities. An extensive guide to appropriate services with a rating system would be very helpful to campus activists.
Platform: NUS recognises that homeless is a serious problem for the students, especially within the queer community. NUS recognises that often Queer Officers and campus activists can be called upon to deal with homelessness directly and an extensive and specialised guide to homelessness services would be useful. NUS believes that homelessness services need to be fully inclusive regardless of someone's gender identity or orientation.
Action: NUS directs the National Queer Officers to liaise with LGBTI organisations to create a guide detailing how to deal with the issue of homelessness. The National Queer Officers shall send an electronic copy of this guide to all campus queer groups. NUS condemns any transphobic exclusivity of homelessness services and directs the National Queer Officer to lobby any transphobic women's only services to be inclusive of transwomen and trans-feminine individuals.
Moved: Kate Alway (University of Technology, Sydney) Seconded: Rebecca Leighton (WA State Branch President)
QUE 6.21: Provocation and the Panic Defense
Preamble:
1. In the justice systems, both Queensland and NSW retain the so called law of 'provocation' which has been interpreted by the courts as including what
QUEER 126 have come to be known as the 'gay panic defence’ and the ‘trans panic defense’. Since then these ‘panic defenses’ have become part of our legal system, a number of people have gotten away with murder, literally and this is not acceptable. 2. The defence was enshrined in law in QLD in 1997, when a killer bashed a gay man's head against a wall until he was unrecognisable, and then finished the job with a knife, but then had the charges reduced to manslaughter on the basis of "gay panic". His defence was this: “Yeah, I killed the guy, but what he did to me was much worse.” 3. The most recent case in NSW was as recent as 2007, when a gay man with a disability was murdered at Narrabeen, and had his charges reduced to manslaughter. After a strong campaign by Father Paul Kelly in Queensland, the previous QLD state government tightened their laws but not enough and in NSW the government has, despite over a decade of recommendations from even its own departments, declined to act. 4. Similar issues of assault and murder of trans people and ‘same-sex’ attracted men, excused by the justice system, have appeared throughout most of the global north with a recent example being the murder of Gwen Araujo, a transgender teenager, when her assailants claimed that knowledge after completion of sexual intercourse of her genitalia enraged them to the point of inciting murder. 5. Greens MLC, David Shoebridge, is currently tabling amendments in the upper house of the NSW parliament but we need as many of our parliamentarians, from all political parties and states, as possible to come to the table if we want to make a change.
Platform:
1. NUS rejects homophobia, transphobia and queerphobic violence. 2. NUS condemns the justice systems complicity in homophobic violence and murder.
Action:
1. The NUS Queer Department will organise a grassroots campaign, in collaboration with existing queer and LGBTI activist organisations, to overturn the ‘gay panic’ and ‘trans panic’ defenses. 2. The NUS Queer Department will make a submission to the NSW Legislative Council inquiry into the issue of ‘provocation’ advocating the abolition of the ‘gay panic’ and ‘trans panic’ defenses. 3. The NUS Queer Department will lobby the Queensland LNP government to repeal their ‘panic’ defenses.
Moved: Kate Alway (University of Technology, Sydney) Seconded: Rebecca Leighton (WA State Branch President)
QUE 6.22: Community Organisation Cuts
QUEER 127
Preamble:
Under the LNP state governments, the community sector has been hit painfully hard resulting in the complete defunding of Healthy Communities in Australia and cuts to budgets of ACON, the Gay and Lesbian Counselling Service and Twenty10 in NSW. Community service organisations can be vitally important to queer communities, facilitating grassroots pushes to manage health, wellbeing and safety - this grassroots model is the one recommended by international HIV experts. The funding cuts of Healthy Communities in Queensland alone means there are no longer any specialised service providers dealing with HIV issues amongst the LGBTI community for a wide range of Queenslanders. This is a fate that we could see repeated on a much wider scale if the Liberals are allowed to have their way.
Platform:
NUS supports grassroots approaches to management of health, safety and wellbeing, particularly in the area of HIV, by LGBTI and queer community organisations. NUS condemns the funding cuts by the Liberal governments. NUS believes in advocating for a healthy and queerphobia free society.
Action:
The NUS calls upon the governments in each state to restore or increase funding levels to LGBTI community organisations. The NUS Queer Department will circulate a petition around NSW with the aim of securing 10,000 signatures so that it may be debated in parliament. The NUS Queer Department petition will be accompanied by a letter writing campaign, pressuring the NSW cabinet to increase community funding. The NUS Queer Department will work with activist groups for the purpose of the continuance of mass action in the state of Queensland, initiated earlier in 2012. The NUS Queer Department will develop similar campaigns as required in other states.
Moved: Rebecca Leighton (WA State Branch President) Seconded: Kate Alway (University of Technology, Sydney)
QUE 6.23: Community Organisation Cuts
Preamble:
1. Under the LNP state governments, the community sector has been hit painfully hard resulting in the complete defunding of Healthy Communities in Australia and cuts to budgets of ACON, the Gay and Lesbian Counselling Service and Twenty10 in NSW.
QUEER 128 2. Community service organisations can be vitally important to queer communities, facilitating grassroots pushes to manage health, wellbeing and safety - this grassroots model is the one recommended by international HIV experts. 3. The funding cuts of Healthy Communities in Queensland alone means there are no longer any specialised service providers dealing with HIV issues amongst the LGBTI community for a wide range of Queenslanders. This is a fate that we could see repeated on a much wider scale if the Liberals are allowed to have their way.
Platform:
1. NUS supports grassroots approaches to management of health, safety and wellbeing, particularly in the area of HIV, by LGBTI and queer community organisations. 2. NUS condemns the funding cuts by the Liberal governments. 3. NUS believes in advocating for a healthy and queerphobia free society.
Action:
1. The NUS calls upon the governments in each state to restore or increase funding levels to LGBTI community organisations. 2. The NUS Queer Department will circulate a petition around NSW with the aim of securing 10,000 signatures so that it may be debated in parliament. 3. The NUS Queer Department petition will be accompanied by a letter writing campaign, pressuring the NSW cabinet to increase community funding. 4. The NUS Queer Department will work with activist groups for the purpose of the continuance of mass action in the state of Queensland, initiated earlier in 2012. 5. The NUS Queer Department will develop similar campaigns as required in other states.
Moved: Rebecca Leighton (WA State Branch President) Seconded: Kate Alway (University of Technology, Sydney)
QUE 6.24: Gender and Names on University Rolls
Preamble: Many students may either identify as a gender different from that of their assigned sex, or not fit strictly into the gender binary of man and woman. These students face stigma and discrimination not only at University, but in society in general. Many wish to keep their current or past gender identity private. Forced marking of gender on class rolls and on official documents often places these students in a position where they risk being outed. This can occur during the handing around of rolls or in a variety of other circumstances.
QUEER 129 Often, these students are also not allowed to change their name on these rolls, even after private consultation with their supervisors. This not only places them at risk of being outed during a name call, but it denies them their freedom to be who they are. Some universities currently require students to legally change their name and/or sex in order to update their details with university bureaucracy. This places trans* students and students who do not fit within the gender binary in the position of being expected to undergo expensive medical procedures and/or go through expensive legal processes merely to be referred to with their correct details in class. Being referred to with the correct name, gender and pronouns makes an enormous difference in terms of allowing trans* and genderqueer students to feel comfortable in classes and to have the same educational opportunities as other students.
Platform:
NUS recognises the struggles faced by trans* students and students who do not fit within the gender binary, and will work towards their acceptance in Universities and in wider society. NUS recognises that University administrations are often unreasonable and cruel in their dealings with trans* students and students who do not fit within the gender binary. NUS recognises that the current path to changing one’s gender and/or name is through our current legal system, which is incredibly expensive and beyond the financial reach of most university students, time consuming, often discriminatory, and which some trans* and genderqueer students may not want to undertake at all.
Action:
The NUS Queer Department will encourage University administrations to accept the diversity of students that attend their universities by removing gender from the rolls and in publicly available material. The NUS Queer Department will encourage University administrations to allow a simple mechanism for stating a preferred name, and the right for students to have that name used on rolls and all publicly available material. The NUS Queer Department will support and assist campus organisations at universities who presently make it difficult for trans* and non-binary-identified students to update their name and/or gender in campaigning to change these practices. The NUS Queer Department will actively campaign to inform students about sensitivity to gender diverse people.
Moved: Rebecca Leighton (WA State Branch President) Seconded: Kate Alway (University of Technology, Sydney)
QUE 6.25: Cuts to Queer Theory Courses
Preamble:
QUEER 130 The cutting of courses and the increased neoliberalism which is attacking our education institutions has damaged the availability of a wide range of disciplines for the average student. Extensive Gender and Cultural Studies departments are becoming a rare thing and it is not unusual for Universities to be totally without a department on this are. The open and frank study of Queer Theory is also becoming endangered. A look across the handbooks in the country will demonstrate that most subjects which explicitly focus on queer issues and Queer Theory are almost completely gone. Recently, Macquarie University has decided to slash the Queer Theory subject and discussion of queer theories from its BA. Macquarie was the last place in NSW to have a subject of this kind and may possibly be the last in the country.
Platform:
NUS believes education should be more than an industry. NUS believes that the study of gender and sexuality is an important part of the humanities. NUS believes in a pro-queer education system.
Action:
NUS condemns the cuts to Queer Theory at Macquarie University. The NUS Queer Department will issue a press release and a statement to the Vice Chancellor and the relevant Dean in support of retaining Queer Theory at Macquarie University. The NUS Queer Department will act in solidarity with and support the NUS Education Officer in campaigns against course cuts in so far as they affect the discipline of Gender and Cultural Studies and the teaching of Queer Theory.
Mover: Kate Alway (University of Technology, Sydney) Seconder: Rebecca Leighton (WA State Branch President)
QUE 6.26: Safer Spaces and Autonomy
Preamble:
1. Autonomous Queer spaces are a vital part of the queer community on campus. All around the nation, campuses have made safer and autonomous spaces that queer people can access without fear of discrimination or harassment. 2. However, many of these valuable spaces are under constant threat of having their autonomy revoked, mostly by conservative student bodies. 3. Once Queer spaces are made non-autonomous, they stop being safe spaces for Queer students, and they become just another room like any other room in society. Non autonomous spaces mean that there is no space for Queer students to escape homophobia, violence, anxiety and a variety of other threatening situations.
QUEER 131
Platform:
1. NUS condemns the push by some groups towards non-autonomous spaces, and will fight for all Queer spaces on University campuses to remain autonomous. 2. The NUS Queer Officer will liaise with groups who oppose Queer space autonomy at Universities, and advise them of the dangers of removing this autonomy. 3. The NUS Queer Department will provide support to Queer Spaces and their Collectives, when under threat of non-autonomy. This includes campaign organising, guidance, and support when Collectives are liaising with bureaucratic institutions, such as student unions.
Action:
1. The NUS Queer Department will actively campaign, targeting both student unions and universities, to raise awareness of the importance of autonomous Queer spaces on University campuses. 2. The NUS Queer Department will look at long term strategies for ensuring that Queer space autonomy is not threatened each and every year. 3. University administrations must be lobbied to institute campus queer spaces and adopt a more inclusive and pro-active approach to supporting queer students on their campuses. 4. NUS will prioritise small and regional campuses in this action.
Mover: Rebecca Leighton (WA State Branch President) Seconder: Kate Alway (University of Technology, Sydney)
QUEER 132 CHAPTER 7 – ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
ATSI 7.1: Commitment to continuing ABSTUDY.
Preamble:
1. Earlier this year, the Young Liberal National Party of Queensland moved a motion at the Liberal National Party state conference in favour of the abolition of ABSTUDY. Citing positive discrimination as a reasoning for the motion, the motion was passed by a razor-thin majority of delegates. This has raised concern that other branches of the Liberal Party of Australia will follow suit and adopt the abolition of ABSTUDY as a policy.
Platform:
1. NUS notes that ABSTUDY is a significant financial support mechanism for Aboriginal and Torres Strait Islander Students. NUS notes that ABSTUDY benefits Aboriginal and Torres Strait Islander Students from remote communities, and that ATSI students from remote communities will be the ones affected the hardest if ABSTUDY is abolished. NUS notes that ABSTUDY is not perfect, and calls on government to review and reform the ABSTUDY process to make it easier for Aboriginal and Torres Strait Islander Students to access.
Action:
1. NUS pledges its commitment to ensure ABSTUDY is remained and reformed. NUS Aboriginal and Torres Strait Islander Officer to work with both Government and Opposition representatives to ensure ABSTUDY’s continuation.
Moved: Ben Gertz (National Aboriginal and Torres Strait Islander Students Officer) Seconded:
ATSI 7.2: Save the Koori Centre.
Preamble:
1. In 2012, the University of Sydney announced a round of budget cuts. Unfortunately, Vice-Chancellor, Michael Spence, and Deputy Vice-Chancellor, Shayne Houston, have earmarked the Koori Centre support unit as one of the casualties of budget cuts.
Platform:
1. NUS notes that the Koori Centre is an integral support centre for Aboriginal and Torres Strait Islander Students at the University of Sydney.
Action:
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 133 1. That the NUS Aboriginal and Torres Strait Islander Officer and other relevant officer bearers (as deemed by the National executive), work with members of the University of Sydney SRC, to continue the Save the Koori Centre campaign.
Moved: Ben Gertz (National Aboriginal and Torres Strait Islander Students Officer) Seconded:
ATSI 7.3: 18th National Indigenous Tertiary Education Student Games.
Preamble:
1. The 17th National Indigenous Tertiary Education Student Games (NITESG) was held in Cairns at the end of September. The games were a huge success with over 200 students from 12 different university campuses attending. JCU Cairns won the overall competition, and the University of Western Sydney have been announced as the hosts of NITESG 2013.
Platform:
1. NUS recognises that the NITESG is an event which many Aboriginal and Torres Strait Islander students look forward to. NUS recognises that NITESG fosters and develops networking and relationships amongst ATSI students.
Action:
1. That the NUS ATSI Officer work in conjunction with the University of Western Sydney Indigenous Collective and to assist them to ensure that the 18th National Indigenous Tertiary Education Student Games is a success.
Moved: Ben Gertz (National Aboriginal and Torres Strait Islander Students Officer) Seconded:
ATSI 7.4: Strengthening Partnerships
Preamble:
1. The NUS Aboriginal and Torres Strait Islander Students Officer has worked hard this year to develop working partnerships with organisations like the National Congress of Australia’s First Peoples, Youth Awareness Resource Network, the Australian Youth Affairs Coalition, and Reconciliation Australia to name a few.
Platform:
1. That NUS recognise that developing and strengthening relationships with these organisations allows the ATSI department to market itself further within the ATSI community and extend its reach outside of university campuses. NUS notes that
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 134 Aboriginal and Torres Strait Islander Students are highly active within organisation like the National Congress of Australia’s First Peoples.
Action:
1. That the NUS Aboriginal and Torres Strait Islander Officer continue regular contact with organisational stakeholders to ensure continued relations. That the NUS ATSI Officer participate in youth orientated events run by partnership organisations. That the NUS ATSI Officer develop relationships with potential partner organisations if the organisation is found to represent a significant number of ATSI students.
ATSI 7.5: Encouraging Debate and Reconciliation.
Preamble:
1. Last year’s NUS conference had 5 Aboriginal and Torres Strait Islander delegates and observers from multiple factional groups attend and debate policy. Whilst this is a good result for NUS, it appears as if however non-ATSI students are discouraged from participating in ATSI policy debate.
Platform:
1. Keeping in line with 1967, NUS recognises that non-ATSI students are also passionate about ATSI issues. That NUS notes that ATSI students have support from non-ATSI peers. NUS recognises that encouraging further non-ATSI student engagement in policy debate fosters an environment of true reconciliation.
Action:
1. That NUS encourage delegates and observers from all student factions to participate in further policy debate, especially in years where Aboriginal and Torres Strait Islander delegates are minimal.
Moved: Ben Gertz (National Aboriginal and Torres Strait Islander Students Officer) Seconded:
ATSI 7.6: National Aboriginal and Torres Strait Islander Students Conference.
Preamble:
1. In 2012, National Indigenous Students Conference was not held. This was due to a variety of reasons, however mainly due to the unorganised nature of the outgoing National Aboriginal and Torres Strait Islander Officer.
Platform:
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 135 1. NUS notes that National Indigenous Students conference is an important networking and advocacy event for ATSI students. NUS recognise the change in name to reflect the previous departmental constitution change.
Action:
1. That the incoming NUS ATSI Officer organise the 2013 NATSIS Conference for a weekend in March/April 2013. Appoint outgoing NUS ATSI Officer as conference secretariat to make up for previous faults, and gaurenteed assistance. Recommend that Australian Catholic University Melbourne be the host university.
Moved: Ben Gertz (National Aboriginal and Torres Strait Islander Students Officer) Seconded:
ATSI 7.7: Opposing State violence against Aboriginal people
Preamble:
1. Government violence towards Indigenous people is a national disgrace. Indigenous people experience racist violence at the hands of the state in a range of ways. According to the Australian Institute of Criminology between 1980 and 2008 392 Aboriginal people lost their lives in police custody, with the rate actually increasing after the establishment of a Royal Commission in 1987. Aboriginal people constitute 28% of Australia’s prison population, despite representing just 2.3% of the overall population. Aboriginal people are also on the receiving end of police harassment and violence, the most notable incident this year being when NSW police officers fired 6 bullets at unarmed Aboriginal teenagers in Sydney’s King’s Cross. 2. Another form of Government violence aimed at Indigenous people is the racist Stronger Futures legislation, which the ALP passed this year to continue the Northern Territory Intervention. This law has seen increased police presence in Aboriginal communities, has indirectly forced Aboriginal people off their land, and has led to the creation of a humiliating system of welfare quarantining. Under the Intervention, suicide attempts and self harm rates have increased from 97 in 2006- 2007 to 227 in 2011-2012.
Platform:
1. NUS expresses solidarity with all Indigenous Australians who are victimised by Government violence. 2. NUS encourages its 2013 officebearers to actively campaign against state violence directed towards Indigenous people.
Action:
1. NUS commits to creating a national campaign against the victimisation and oppression of Aboriginal people at the hands of both federal and state Governments.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 136 This will take up issues of police violence, Aboriginal incarceration rates, and the racist Stronger Futures legislation. 2. NUS calls on all student unions to actively join the campaign against the Stronger Futures legislation. 3. NUS calls on all student unions to educate students about the reality of Government violence against Aboriginal people.
Moved: Jess McLeod (Curtin Student Union) Seconded: Danica Cheesley (La Trobe Student Union)
ATSI 7.8: Embedding Aboriginal and Torres Strait Islander Education into University Curriculums
Preamble:
1. The 2012 Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People Expert Panel recognised that reconciliation between Indigenous and non-Indigenous Australians is reliant upon an awareness of and understanding of cultural traditions and customs throughout society. 2. Having an understanding of unique cultural practices, such as the kinship system, the role and influence of community and elders and traditional laws, is fundamental to many professional fields, including but not exclusive to, mining, education, health and law. 3. Consequently, it is important that university students, across all faculties, are provided with sufficient knowledge of how cultural considerations may be relevant to their respective field. 4. Support for embedding indigenous education came out of the 2012 Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People Expert Panel Recommendation 18: ‘That universities develop and implement an Aboriginal and Torres Strait Islander teaching and learning strategy applicable across a range of curriculums.’
Platform:
1. NUS recognises the importance of Indigenous cultural studies in achieving national reconciliation between Indigenous and non-Indigenous Australians. 2. NUS believes it is important that Australians universities are strongly committed to increasing their intake of Aboriginal and Torres Strait Islander students in order to further strive towards reconciliation by way of closing the gap of inequality is education. 3. NUS believes that all Australian university degrees should involve at least one compulsory subject of Aboriginal and Torres Strait Islander studies. 4. NUS further believes that greater funding to Aboriginal and Torres Strait Islander schools of education in order to both assist with the increased intakes of Aboriginal and Torres Strait Islander students and the increased focus on Indigenous studies is vital.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 137 5. NUS also calls on the federal and state governments to increase funding to Australian universities for the broader purpose of facilitating compulsory units of Aboriginal studies across all faculties.
Action:
1. The National Aboriginal and Torres Strait Islander Officer, the National President and the National Education Officer will lobby the federal government to: a. Establish funding pools specifically for Aboriginal and Torres Strait Islander 2. Schools of education, and a. Increase funding to universities to facilitate the incorporation of compulsory units of Aboriginal studies across all faculties. 3. The National Aboriginal and Torres Strait Islander Officer and National Education Officer will launch a campaign calling on universities to incorporate Aboriginal and Torres Strait Islander modules into their current programs. 4. Part of this campaign will include an Australia wide audit of universities to establish how many universities approaching Aboriginal and Torres Strait Islander studies in a meaningful away that will occur during Semester 1 2013 with a report to be tabled at Education Conference 2013. 5. The National Aboriginal and Torres Strait Islander Officer will work with their campus counterparts to affect campus specific strategies to embed Aboriginal and Torres Strait Islander education into the curriculum.
Mover: Sarah Swan (Adelaide University Union) Seconder: Idris Martin (Adelaide University Union)
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 138 CHAPTER 8 - INTERNATIONAL STUDENTS
INT 8.1: International students rights
Preamble:
1. Australian Universities treat international students as “cash cows”. International students are charged such high fees as a way to make more money for universities. It is unfair that international students are charged such high fees considering the overall poor quality of education in Australia today. Universities across Australia are announcing serious cuts to courses and budgets. This means that the high fees paid by international students do not even go to their education. 2. Student visas restrict international students to work under 20 hours a week during semester. It is hard enough to make ends meet while studying without restrictions to work. In order to make enough money to support themselves, many international students need to work cash-in-hand jobs. This situation allows employers to exploit international students and make them accept lower pay and conditions. This can and does lead to serious abuses of international students’ rights. 3. Racism against international students is rife. Aside from endangering students’ health and safety through racist attacks and verbal abuse, racism can impact on international students’ already precarious and insufficient employment and housing options. Muslim students especially face extreme hostility, with regular demonization in the media, racist laws from the government, and physical attacks and abuse a regular feature of life for Muslims in Australia. 4. International students’ constantly face the threat of losing their Visa and deportation if they cannot cope with all these pressures. Having spent so much money in fees and worked so hard to maintain a livelihood for themselves while studying, many international students still face being returned home without a degree and with no reimbursement at the end of it all. International students are, unsurprisingly, at a high risk of suicide.
Platform:
1. NUS supports the rights of international students to an education, fair employment and decent living conditions while in Australia. 2. NUS opposes racism and discrimination against international students. 3. NUS reaffirms its opposition to racism more broadly in society, and sees that there is a direct link between racism in broader society and discrimination faced in higher education. 4. NUS supports campaigns against racism.
Action:
1. NUS supports ending restrictions on international students’ working hours. 2. NUS supports the provision of housing at affordable prices and decent conditions to international students.
INTERNATIONAL STUDENTS 139 3. NUS supports campaigns against racism and campaigns against discrimination of international students. 4. NUS demands equal fees for international students and domestic students. 5. NUS demands equal support for international students in areas of welfare support and healthcare.
Moved: Jess McLeod (Curtin Unioversity Guild)
INT 8.2: Victorian concession card reform for Tertiary Students.
Preamble
1. The inability for Victorian tertiary students to receive equality in public transport fares has been an issue of public debate for some years. The inequity lies, notably in the inability for tertiary students, studying fulltime, to purchase a yearly concession Myki or Metcards. Both the former Labor government and now the Baillieu Liberal government have held the position that as tertiary students may defer their studies they cannot claim yearly concession travel. Thus currently, tertiary students are able to purchase twelve monthly concession cards at the cost of $657.60 p.a or a 365-day Myki at the cost of $601.25 p.a rather than a yearly concession card at the cost of $422.00 p.a, a discrepancy of close to $200. 2. Inequality can further be seen in the inability for international tertiary students and students studying post graduate degrees to obtain concession metcards. 3. Furthermore, the Victorian Public Transport VPT student concession card is only available to School, University or TAFE students who attend an institution approved by the governments “Approved list of Schools” or “Approved courses in Tertiary Institutions Register” . This inhibits youth between the ages of 17-25 who are not studying in either a school or tertiary establishment, but instead enrolled in an apprenticeship course or participating in the workforce in another capacity from gaining a concession entitlement on public transport. 4. There is a discrepancy between this system and those such as Oslo and London, who have introduced discounted rates for youth regardless of their tertiary situation.
Platform:
1. The National Union of Students advocates that the Baillieu Government make available yearly concession myki or metcards to tertiary students. 2. The National Union of Students proposes the availability of concession cards to International students and Postgraduate students studying full time. 3. The revision of the concession card system including: a. The introduction of a Victorian Public Transport “Youth Pass”, available to those aged 17 to 25 regardless of tertiary enrollment. b. The availability of a yearly Public Transport card is made to holders of the Youth Pass.
Action:
INTERNATIONAL STUDENTS 140 1. The National Union of Students calls upon the Victoria State Branch President to pressure Treasury to make costing’s into the issues of: a. The introduction of the availability of Yearly concession myki (metcards) to all tertiary students. b. The availability of concession cards to International students and Post Graduate students studying full time. c. The introduction of a “Youth Pass” available to those between 17-25 years of age. 2. The National Union of Students calls upon the Victoria State Branch President to pressure treasury to budget more funds (currently $72 million) towards concession card acquirement. If not a reallocation of funds where possible. 3. The National Union of Students calls upon the Victoria State Branch President to pressure the Baillieu Government to change policy on this issue.
Moved: Samuel Donnelly (The University of Melbourne Student Union) Seconded: Arabella Mentor (National Executive)
INT 8.3: International Students’ Rights at Work
Preamble:
1. International students face large barriers in terms of their rights at work, including visa restrictions on working hours, language barriers, and more often than not are underpaid. 2. Visa restrictions on working hours as well as language barriers result in many international students working off the books at workplaces that neglect basic work safety practices and pay well below the minimum award, resulting in International Students not receiving a fair pay for the hours they work.
Platform:
1. NUS recognizes that International Students face significant challenges in finding work. 2. NUS recognizes that language barriers and visa restrictions place large burdens on international students when they try to look for work. 3. NUS supports programs and campaigns that promote International Students’ rights at work
Action:
1. The NUS Welfare officer will run a campaign in O-Week targeted at International Students about their rights at work and what to expect from the job market in Australia. 2. The NUS Welfare officer will provide information to affiliate campus Student Organizations about rights at work for them to disseminate amongst the student body.
INTERNATIONAL STUDENTS 141 Moved: Talya Alkilic (The University of Melbourne Student Union) Seconded: Abena Dove (Victoria University Student Union)
INT 8.4: Asian Century White Paper
Preamble:
1. The release and endorsement by Prime Minister Julia Gillard of the ‘Asian Century White Paper’ highlights the critical role international students play in shaping Australia’s future. 40% of university students in Australian universities are full fee paying international students. This critical mass of students will help Australia further integrate itself with Asia, and presents opportunities for Australian students to learn about other cultures and languages. 2. Many campuses around Australia depend on full fee paying international students for their continued financial viability. The majority of domestic students in Australian universities are undertaking study in ‘Commonwealth supported places’. Accordingly, full fee paying international students effectively cross subsidise the tertiary education of many Australians. As one of Australia’s largest exports, the national economy also depends upon the flow of international students into Australia. 3. International students add to the cultural and linguistic diversity of campuses across Australia. The opportunities that lie before Australia in the current century can only be taken full advantage of if this already established group of students is embraced. It is important that international students are given equal opportunity to excel in their studies.
Platform:
1. The NUS supports the federal government’s ‘Asian Century White Paper’ and the need for Australian students to seize the opportunities of the coming century. 2. The NUS recognises the role international students play in adding to the cultural and linguistic diversity of campuses across Australia. 3. The NUS acknowledges obstacles international students may face when relocating to Australia for study including cultural, social and language difficulties. 4. The NUS seeks to remove any disparity that differences in language skills may incur, creating equal opportunity among domestic and international students to excel academically.
Action:
1. The NUS declares support for the Federal Government’s ‘Asian Century White Paper’ and the opportunities presented in it. 2. The NUS recommends easier access be made to programs aimed at helping international students further develop their skills in the English language as well as removing any barriers to realising their full academic potential.
INTERNATIONAL STUDENTS 142 3. The NUS recommends that cross cultural programs be established to facilitate further inter-cultural learning to capitalise on the current population of international students.
Moved: Jacob White (University of Canberra Student Association) Seconded: Brontë Cleary (University of Canberra Student Association)
INTERNATIONAL STUDENTS 143 CHAPTER 9 - ETHNO-CULTURAL
ETHNO 9.1: Just a Colour of the Rainbow
Preamble:
1. Too often queer people are forced to hide their identities in order to fit into communities relating to their cultural background. 2. NUS acknowledges that identity struggles are too often seen as ‘one per person’ rather than taking into account intersectionality of experience and oppression. 3. Coming out as queer in culturally diverse communities can be met with shame, a lack of acceptance and a lack of understanding within the community itself. Queer people of colour can feel isolated and are at greater risk of mental health issues as a result.
Platform:
1. NUS recognises that queer people come in all colours. 2. NUS recognises that for queer people of colour, few spaces exist within both the queer community and many cultural communities. 3. NUS works towards a diverse world that celebrates all people and creates space for all people.
Action:
1. The National Ethno-Cultural Officer will work in conjunction with the National Queer Officers, and other relevant office bearers to ensure campaigns coming out of both departments are culturally sensitive. 2. The National Ethno-Cultural Officer will contact queer organisations, including, but not limited to, Trikone Australia, Twenty10 and ACON, in order to ensure adequate representation of cultural diversity within sexual health, sexuality and gender identity materials. 3. The National Ethno-Cultural Officer will work with campus Queer Collectives and campus Ethno-Cultural Collectives (or equivalent) to coordinate forums, link-ups and campaigns relating to the very specific needs of queer people of colour.
Moved: Neha Madhok (National Environment Officer) Seconded: Joshua Rebolledo (University of Technology, Sydney Students’ Association)
ETHNO 9.2: Cross Campus Ethnocultural Network
Preamble:
ETHNO-CULTURAL 144 1. Students from culturally and linguistically diverse background often have difficulty engaging in the student movement. Often they feel isolated or disengaged from other student activists on their campus. 2. Typically, there are a number of student controlled cultural clubs on campus but cross campus communication, skill sharing and engagement can be non- existent. 3. Basic skill and knowledge sharing among various student ethnic groups can dramatically increase participation in the student movement as it further empowers this disenfranchised students.
Platform:
1. NUS believes that providing opportunities for skill and knowledge sharing for students from culturally and linguistically backgrounds will improve participation and engagement by these students.
Action:
2. The National will liaise with their relevant campus counterparts to build up a national mailing list of cultural clubs on various campuses and ethnocultural officers. 3. State Ethnocultural Officers will liaise with their relevant campus counterparts to build up state ethnocultural mailing lists of various clubs on campus. 4. The National Ethnocultural Officer shall prepare a starter kit for each State Ethnocultural Officer to build up a Cross Campus Ethnocultural Network in each state. The kit will contain: a. A guide on how to hold a day forum of representatives from campus cultural clubs to discuss relevant campus, state and national issues. b. Workshops on engagement in student activism and how to be effective ethnocultural activists. c. A guide to running culturally sensitive events to promote multiculturalism and solidarity between campus cultural groups. 5. If possible, the National Ethnocultural Officer will organise a Multicultural Students of Australia Conference (MSAC) to provide an opportunity for ethnocultural campus activists to skill share nationally.
Moved: Idris Martin (Adelaide University Union) Seconded: Neha Madhok (National Environment Officer)
ETHNO 9.3: Building Collectives
Preamble:
1. NUS acknowledges the vital role that having a representative for culturally and linguistically diverse people plays in bettering the status of ethno- cultural students at campuses around the nation.
ETHNO-CULTURAL 145 2. NUS acknowledges the damaging effects that racism and discrimination has on students who do not fit into the mainstream cultural, linguistic, religious and ethnic identity of their surrounds in a predominantly “white” Australia.
Platform:
1. NUS recognises the importance of collectivism in creating and facilitating strong networks for groups. 2. NUS recognises the marginalisation of students of ethnically and linguistically diverse backgrounds in western society, particularly at rural and regional campuses where the population of ethnically and linguistically diverse people is traditionally low. 3. NUS recognises that the National Ethno-Cultural Officer is accountable to every ethno-cultural student and Ethno-Cultural officer and collective in Australia.
Action:
1. The NUS Ethno-Cultural Officer will visit all campuses where an Ethno- Cultural Collective or Department does not exist, and seek to establish a collective and build this collective. 2. The NUS Ethno-Cultural Officer will work with the Small and Regional Officer to build Ethno-Cultural Collectives on rural and regional campuses. 3. The Ethno-Cultural Officer and Small and Regional Officer will develop strategies that are specific to the needs of ethno-cultural students on small and regional campuses and create relevant campaigns and collective building initiatives that accommodate this. 4. Initiatives can include, but are certainly not limited to: a. Multicultural days or weeks b. Multicultural events c. Anti-racism campaigns d. Developing anti-racism initiatives with small and regional universities e. Working with ethno-cultural collectives to develop campus specific initiatives 5. The Ethno-Cultural Officer will work with the resources available to them to visit these campuses and establish links with campuses trying to build collectives, both remotely from the Ethno-Cultural Officer’s base and in- person on as many campuses as possible. 6. The Ethno-Cultural Officer must have established tangible links with all ethno-cultural officers and assisted with building collectives. To do this, the Ethno-Cultural Officer will hold multiple phone link-ups throughout the year to connect the various Ethno-Cultural Departments around Australia.
Moved: Neha Madhok (National Environment Officer) Seconded: Joshua Rebolledo (University of Technology, Sydney Students’ Association)
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ETHNO 9.4: Fear of a Brown Planet: Why aren’t students of diverse backgrounds engaging in NUS?
Preamble:
1. NUS acknowledges that discrimination still exists in university administration and university policy. 2. NUS, is a body that believes in the equality of all people regardless of race, gender, sexuality, and other differences.
Platform:
1. NUS recognises that institutional racism is an inherent aspect of the dominant social bodies that govern our universities. 2. NUS recognises the need to dismantle and challenge institutional racism. 3. NUS must actively mobilise its Ethno-Cultural Department in order to break down racist aspects of dominant social bodies within the university sector and wider society. 4. NUS defines dominant social bodies, or institutions as: a. Advocacy groups b. Administrative funding boards c. Sponsors d. University boards and committees e. Students’ Associations, Guilds, Unions or equivalent student representative groups f. Any group that has membership requirements 5. NUS defines racism as: a. Exclusion of a person or group of people based on appearance, ethnic identity, linguistic background, accent or religion. b. Treating above-mentioned people with disrespect, abuse, difference or otherwise othering the person or group.
Action:
1. The National Ethno- Cultural Officer will, through consultation with campus Ethno-Cultural Officers and Collectives, create campaigns to address these issues of institutional racism. 2. The National Ethno-Cultural Officer will also lobby universities to 3. ensure that they have relevant programs in place to tackle the issues of institutional racism. 4. Such programs could include: instituting affirmative action policies to encourage the participation of ethno-culturally diverse people in student and university organisations, and facilitating ease of access to and democratising information, such as how to become involved in these organisations and what they do, that is often restricted to privileged sections of the community.
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Moved: Neha Madhok (National Environment Officer) Seconded: Idris Martin (Adelaide University Union)
ETHNO 9.5: Diversity and NUS - National Ethno-Cultural Student Survey
Preamble:
The make-up of NUS delegates and Office Bearers indicate that there is a lack of diversity in the student movement in Australia at the moment. This is a major weakness of NUS as a representative organisation. NUS needs to find ways to engage not just the student body as a whole, but also students who identify as ethno-culturally diverse. The fact that racism continues to exist as an undercurrent in Australian society means that we must engage ethno- culturally diverse student to avoid falling in the same patterns of oppression found in wider society. For this reason NUS needs to work towards becoming a more inclusive organization from a grassroots level, student organizations and relevant NUS Office Bearers must keep the following in mind when engaging with students and running campaigns.
Platform:
NUS recognises that the white/anglo dominant Australian culture marginalises people of colour and people from ethnically and linguistically diverse backgrounds. NUS, as a progressive and inclusive organization, will work to diversify the student movement and in doing so, engage with ethno-cultural students who would not only need the union but who can also vitalise and strengthen NUS. NUS, as an institution itself must ensure that it is not a body which through silence or inaction becomes an advocate for institutional racism to continue.
Action:
1. The NUS Ethno-Cultural Officer, in consultation with EthnoCultural Collectives around Australia, should create a survey to gauge the concerns of the Ethno- Cultural student body and to assess ways in which they can become more involved with NUS and more aware of NUS. This also forms the first step towards recognising the institutional barriers within NUS for students of ethno-cultural backgrounds. 2. The Survey will address, but will not be limited to, the following key areas: a. Ethnic background b. Attitudes, thoughts and experiences around sexuality and sexual health c. Attitudes towards women and queer people d. Access to income support e. Educational background: public/private high school, Tafe, mature age student
ETHNO-CULTURAL 148 f. Course areas studied and experiences of racism within the course area g. Awareness of the make-up of the university administration and knowledge about any diversity projects or policies run by their university h. Engagement with the religion that their family practices/if their family engages in religious practices and if there is anywhere on campus that these students can continue to engage with their religious background i. Where ethno-cultural people socialise on campus j. The times that ethno-cultural people are often on campus k. How these students get to and from university each day l. Proportion of ethno-cultural people who are living out ofhome 3. This survey will be administered by campus Ethno-Cultural collectives, individual activists on campuses who identify as ethno-cultural and if necessary, non-autonomously distributed to students. 4. Activists who do not identify as Ethno-cultural should endeavour to make contact first with clubs, societies and religious groups on campus who cater to people of diverse backgrounds and try to engage them in the survey in order to maintain the autonomy of the department. 5. That the Ethno-Cultural Officer and relevant NUS Office Bearers such as the National President, National Education Officer and National Welfare Officer publish this survey’s findings and begin to address any issues recognised by the survey within NUS and eventually, within the student movement as a whole.
Moved: Neha Madhok (National Environment Officer) Seconded: Joshua Rebolledo (University of Technology, Sydney Students’ Association)
ETHNO-CULTURAL 149 CHAPTER 10 - ENVIRONMENT
ENVIRO 10.1: Coal Seam Gas and Research Integrity
Preamble: 1. Coal Seam Gas (CSG) or coal bed methane is a greenhouse gas extracted through a method called ‘hydraulic fracturing’ or ‘fracking’. There has been a lot of controversy around this method of CSG extraction and more research needs to be conducted before this method can be shown to exhibit minimal harm to human health and the environment. 2. Further scientific research is required to better understand the health and environmental impacts of CSG extraction in order to prevent harm to the environment and health of surrounding communities. 3. Credible and reliable research can be conducted only when it is independent of corporate influence, and submitted for independent peer-review. 4. The Newman and O’Farrell Liberal Governments are just two examples of pro-CSG governments, pandering to corporate interests over the health concerns of farmland, communities and their own constituents. 5. Universities have been grossly under-funded for decades, and are forced to rely on corporate sponsorship and partnerships to provide education.
Platform:
1. NUS opposes the purchasing of shares in CSG mining operations or entering into partnerships with pro-CSG companies by Australian universities such as the University of Queensland. This infringes on the protection of integrity of research and the ability to maintain ethical research practices for students to engage in. 2. NUS supports integrity of research in that it remains independent, rigorous, and submitted to peer review, and isn’t hampered by corporate interests. 3. NUS supports a fully funded public higher-education system that doesn’t rely on the corporate dollar, and subsequently corporate interests, to educate students.
Action:
1. The National Environment Officer will work with campuses on targeted, specific issues regarding integrity of research and university investments in coal seam gas projects. 2. The National Environment Officer will work in consultation with campus environment groups and student environment organisations such as AYCC and ASEN to develop materials and resources to assist in on campus activism and lobbying efforts. 3. The National Environment Officer, will if necessary, and after consultation, will work towards a national or state-wide campaign on the issue.
ENVIRONMENT 150
Moved: Neha Madhok (National Environment Officer) Seconded: Lyndal Butler (University of Technology, Sydney Students’ Association)
ENVIRO 10.2: Sustainable Education
Preamble:
1. Universities and education play an important role in implementing cultural change. 2. Education is the greatest tool of empowerment for future leaders; effective leaders are informed leaders.
Platform:
1. By integrating greater environmental sustainability information into University courses, students are equipped with the vital knowledge necessary for the workplace, as well as an understanding of the rhetoric surrounding the climate change debate. 2. Students equipped with knowledge on environmental issues, will be more likely to take up representative roles and become environmental advocates at University.
Action:
1. The National Environment Officer, in consultation with campus Environment Collectives and relevant Office Bearers, will assist in research of curriculum for the University of the relevant Collective/s and assist in assessing its environmental sustainability content. 2. The National Environment Officer will, in consultation with campus Environment Collectives, assist in the creation of a lobbying strategy and campaign around environmental sustainability content in education, such as pressuring Universities to sign up to the Tallories Declaration. 3. The National Environment Officer will work with the Australian Education for Sustainability Alliance (AESA) on a campaign to push universities to introduce relevant examples of environmental sustainability in order to open students up to green jobs and become competitive in a greener economy. 4. The National Environment Officer will lead AESA’s higher education agenda, working closely with Australian Campuses Towards Sustainability (ACTS) and the NTEU. 5. The National Environment Officer will, in conjunction with but not limited to the National Education Officer, run a national campaign on sustainability in education. This will include but not limited to: Postcards for students to sign and submit to their VC, via their student organisation 6. Championing leading faculties and Universities through social media and pushing others to not get left behind
ENVIRONMENT 151 7. Lobbying university administration, in conjunction with campus student environment groups. 8. Work with AESA to lobby decision-makers in Canberra
Moved: Neha Madhok (National Environment Officer) Seconded: Stephen McCallum (UniLife – University of South Australia)
ENVIRO 10.3: ‘Slow Food’ Welfare Breakfasts
Preamble:
1. The Slow Food Movement encourages the production of organic, locally grown, fair-trade food and in doing so, limiting the carbon footprint of each and every meal. 2. Organic food is generally healthier than processed foods 3. NUS, as a progressive organisation, recognises the importance of fair-trade and free-range products. 4. According to the Australian Bureau of Statistics, people under 27 are the most likely to skip breakfast, even though breakfast is widely regarded as the ‘most important meal of the day’. 5. The UTS Students’ Association’s welfare-focused sustainable breakfast (Bluebird Brekkie Bar) won the 2012 ACTS Green Gown Award for Sustainability Initiatives run by students, and following that, the 2012 International Green Gown Award.
Platform:
1. NUS recognises that students lead busy lives, between work, study and paying the bills it can be difficult and expensive to also source locally grown, organic, fair trade and free-range food. 2. NUS supports the promotion of healthy, organic, locally grown, free-range products.
Action:
1. The National Environment Officer, in conjunction with the National Welfare Officer and relevant NUS Office Bearers and in consultation with campus Environment Collectives, will assist student organisations in the set-up of their own environmentally friendly, free or discount priced, welfare breakfast. 2. The National Environment Officer will include an outline on setting up such a breakfast, in a National Campaigns Kit, to be distributed to all student organisations. 3. The National Environment Officer will, in consultation with campus Environment Collectives and Welfare Collectives and organisations will provide assistance with the following (but not limited to): a. Sourcing organic, locally grown, free-range, fair-trade food
ENVIRONMENT 152 b. Sponsorship for food and beverages c. Promotion of the Sustainable Welfare Breakfast d. Lobbying Universities for financial and in-kind support for such a similar initiative 4. The National Environment Officer will assist student representatives develop proposals for 2013 SSAF funding, for the Sustainable Welfare Breakfast.
Moved: Neha Madhok (National Environment Officer) Seconded: Lyndal Butler (University of Technology, Sydney Students’ Association)
ENVIRO 10.4: Sustainable University Operations
Preamble:
1. Environmental sustainability must be at the core of all individual and community operations, in order to even begin addressing the broader challenge of climate change.
Platform:
1. Universities can be cultural and economic leaders in the push for sustainable practices at a local level. 2. Students can play a key lobbying role in pressuring Universities to improve environmental sustainability on campuses nationwide.
Action:
1. The National Environment Officer will consult campus Environment Collectives and relevant Office Bearers, in regard to the current environmental sustainability strategies, and areas for improvement at their Universities 2. The National Environment Officer will work with campus Environment Collectives and relevant Office Bearers to devise a campus-specific lobbying strategy. 3. The National Environment Officer, with campus Environment Collectives, will run a creative on-campus campaign to bolster student support for sustainable practices. This campaign could include but would not be limited to: a. Petitions b. Media stunts c. Relevant events such as: Stuff Swaps, food events, film screenings and forums d. Regular stalls in prominent locations on campus 4. The National Environment Officer, in consultation with campus Environment Collectives, will encourage Universities to implement, but not be limited to, the following: a. Accessible composting for students and staff
ENVIRONMENT 153 b. 100% recycled paper in all University printers/printing (Forest Stewardship Council certified) c. Sustainable gardens on roofs: especially targeting inner-city urban campuses d. Increase bubblers on campus and keep them in widely accessible locations e. Open forums for students to provide feedback on University environmental practices f. Pressure Universities to place democratically elected student representatives on environmental boards and committees g. Recycling signage: informing students and staff of what does and doesn’t get recycled at Universities h. Fair-trade and/or ‘union-made’ procurement
Moved: Stephen McCallum (UniLife – University of South Australia) Seconded: Neha Madhok (National Environment Officer)
ENVIRO 10.5: Flick My Switch
Preamble:
Renewable energy sources have less destructive environmental impacts and are the solution to our future energy uses. Universities are are the forefront of development of renewable technologies, and as such have immense potential to spearhead the development and implementation of renewable energies in this country. The Australian Technology Network has recognised the tertiary sectors unique position and has set a target of a 25% increase by 2020. Students are already working with universities on this issue, and 2011 has seen environment collectives across the country gain momentum in their lobbying efforts to increase university targets for renewable energy.
Platform:
NUS calls on universities to increase their targets for renewable energy on campus. NUS believes that universities should work to decrease emissions, waste and energy use. This should be done by increasing recycling and increased offsetting current energy use with renewable energy sources such as solar energy. NUS calls on universities to become as self-sustaining as possible by producing their own renewable energy. NUS stands for a target of 100% renewable energy, for a clean energy future.
Action:
1. NUS will assist university student organisations in lobbying their university to introduce sustainable initiatives, including but not limited to:
ENVIRONMENT 154 a. Pressuring Universities to sign the Tallories Declaration: a commitment to environmental sustainability across the board at University b. Pressuring Universities to set greenhouse gas emissions reduction targets c. Pressuring Universities to sign up to national green house gas reporting d. Encouraging Universities to integrate self-sustainability practices into their research and curriculum - benefiting students in areas such as design, architecture and building, engineering, business, science and communications. This will provide students with hands-on industry relevant experience and allow them to be competitive in the green- jobs market. 2. NUS will provide material to student organisations for petitioning their university, as part of the National Environment Officer’s campaign kit. 3. The National Environment Officer will contact every campus environment collective to identify both student-led, and university-led sustainability initiatives on campus. 4. NUS will release a letter of support for collectives’ campaigns targets, addressed to the University. 5. NUS will rank all Australian Universities on their commitment to environmental sustainability.
Moved: Stephen McCallum (UniLife – University of South Australia) Seconded: Neha Madhok (National Environment Officer)
ENVIRO 10.6: How to Win Campaigns and Influence Policy (By starting an environment collective)
Preamble:
1. Issues relating to the climate and the environment are central to students, who are often also young people and will experience the negative effects of current unsustainable practices. 2. Some universities in Australia have activist groups dedicated to environmental issues, though there are many that do not. 3. Student action has been shown to have a big impact on university campuses on sustainability and environmental issues, such as the University of Queensland’s commitment to 25% sustainability by 2040, the concessions gained as a result of the ‘Green Campus Now’ campaign at the University of Sydney, and the ‘Flick My Switch’ campaign at the University of Technology Sydney, or the many other examples of concrete action resulting from student environmentalists.
Platform:
ENVIRONMENT 155 1. NUS is committed to building and sustaining student activism and building skills for students to effect change on issues they are passionate about. 2. NUS believes in the threat posed by climate change and unsustainable and environmentally damaging practices. 3. NUS believes that students can create change on their campuses, and through the broader environmental movement.
Action:
1. The National Environment Officer will create an electronic ‘How to Start an Environment Collective’ kit, containing materials and guides for new groups on campuses, as well as ideas for current collectives. This kit would include, but not be limited to: a. Pre-planned campaigns that are ready to put into action b. Strategies for facilitating inclusive meetings c. Ideas for events and how to run them d. Strategies for building and supporting a strong and active culture of environmental collectivism e. Any other materials that would help a group organising around environmental issues on a university campus. 2. The National Environment Officer will contact relevant campus office bearers and activists where student environment groups do not exist, and use this resource to foster a collective or group. 3. The National Environment Officer will contact campus Environment Collectives and distribute this kit, in preparation for Orientation Weeks, and as a year-round resource.
Moved: Stephen McCallum (UniLife – University of South Australia) Seconded: Neha Madhok (National Environment Officer)
ENVIRO 10.7: Sustainable Sustenance
Preamble:
1. Food production accounts for a large percentage of energy use. Industrial food systems are typically energy inefficient, and these systems include a large proportion of food produced and consumed in Australia. 2. Moving to a sustainable model of food production is crucial in addressing the problems of environmental degradation and climate change. 3. Universities are at the cutting edge of climate and environmental research, and undertake many initiatives to become more sustainable. These rarely include sustainable food.
Platform:
1. NUS believes it is important to make universities, as leading cultural and educational institutions as sustainable as possible.
ENVIRONMENT 156 2. NUS encourages the integration of sustainability into food, as a socially responsible course of action. 3. NUS believes that with the high degree of student control, student union run food outlets are in a unique position to be University leaders and become environmentally sustainable and offer sustainable food options.
Action:
1. The National Environment Officer will engage with campus activists, office bearers and collectives and aid them to establish a dialogue with on-campus food providers to introduce sustainable food options, including more vegan, vegetarian and sustainably sourced, free-range and organic food options. 2. The National Environment Officer will work with relevant NUS Office Bearers to help campus activists, office bearers and collectives lobby their campus food providers with socially, as well as environmentally sustainable food options, such as fair trade products. 3. The National Environment Officer will work with campus student organisations who run their own food outlets to create strategies for increasing sustainable, vegan, vegetarian, organic and free-range, locally grown products in their food and beverage outlets.
Moved: Stephen McCallum (UniLife – University of South Australia) Seconded: Neha Madhok (National Environment Officer)
ENVIRO 10.8: Environmentally Sustainable Unions
Preamble:
1. Dangerous global climate change and environmental degradation are the biggest challenges of our time. 2. The need to incorporate sustainability into all aspects of our day to day living is crucial to safeguard future generations from the adverse affects of accelerated climate change. 3. Measures to increase environmental sustainability into our home, school and workplace are necessary to achieve real action on climate change.
Platform:
1. NUS recognises the need to act on climate change and increase environmental sustainability in all of its operations and the operations of its affiliates. 2. NUS supports action on climate change and moves by similar organisations to become as environmentally sustainable as possible. 3. NUS supports moves to inform students and encourage debate around issues of sustainability and sustainable living as a way to better equip future leaders in sustainability. 4. NUS recognises the importance of leading by example
ENVIRONMENT 157
Action:
1. The National Environment Officer will, in consultation with campus student organisations and relevant NUS Office Bearers, assist in the implementation of the follow strategies to improve the environmental sustainability of student organisations: 2. Conducting an internal environmental audit to assess the sustainability of current organisational operations and practices, including but not limited to: recycled paper, stationery use and access to renewable energy. 3. Low waste, recycled/recyclable packaging in food and beverage and retail outlets 4. Fair-trade and/or ‘union-made’ procurement 5. Increase or create secure and accessible bike stations on union property 6. Hold forums on contentious topics surrounding environmental sustainability, in order to facilitate debate and discussion in the wider student body, as well as raising awareness of the student organisation’s work/environment collective.
Moved: Neha Madhok (National Environment Officer) Seconded: Lyndal Butler (University of Technology, Sydney Students’ Association)
ENVIRO 10.9: Get Mugged - Reducing disposable coffee cup consumption
Preamble:
1. Each year disposable paper coffee contribute a significant amount of waste to landfill, and consume paper and petrochemicals for their manufacture. 2. The waste and adverse environmental impact of disposable paper cups is easily avoidable by utilising re-usable and/or recyclable cups when purchasing coffee from food and beverage outlets.
Platform:
1. NUS believes it is important to make universities, as leading cultural and educational institutions as sustainable as possible. 2. NUS encourages the integration of sustainability into food, as a socially responsible course of action. 3. NUS believes that with the high degree of student control, student union run food outlets are in a unique position to be University leaders and become environmentally sustainable and offer sustainable food options.
Action:
1. The National Environment Officer, in partnership with Environment Collectives and student organisations will develop a campaign to reduce the consumption of disposable plastic coffee cups and to encourage the use of
ENVIRONMENT 158 reusable cups by students and staff on university campuses. Measures to implement this campaign include, but are not limited to, the following: a. Single structure unions may consider selling re-usable cups in their outlets and include them with membership benefits. b. Encourage single structure unions to implement sale strategies which encourage behaviour change in students, for example: one free coffee per semester, 50c reduction on each coffee purchased with a re- usable mug and providing easy to access facilities for washing these cups. This can also be supported by promotional material around campus publicising this move. c. Representative/split structure student organisations may: lobby universities and food outlet providers to implement the above practices.
Moved: Neha Madhok (National Environment Officer) Seconded: Lyndal Butler (University of Technology, Sydney Students’ Association)
ENVIRO 10.10: Student Empowerment in Sustainability
Preamble:
1. Climate Change is the greatest challenge of our time. 2. NUS recognises that student representation on University boards and committees is vital to creating change.
Platform:
1. NUS recognises it is vital for young people in particular, as well as students overall, to be given the opportunity to actively participate in the decision- making processes at their Universities, especially around environmental practices. 2. NUS acknowledges that students are the largest stakeholders at Universities and so must be the first to be consulted and last to be dismissed.
Action:
1. The National Environment Officer, in consultation with campus Environment Collectives and relevant Office Bearers, will assess the composition of student representation on Environment-related boards and committees at the relevant campus. 2. The National Environment Officer, in consultation with campus Environment Collectives and relevant Office Bearers, will formulate a lobbying strategy for Collectives and campus Office Bearers to implement, in order to foster student participation in University governance and administration in relation to the environment and sustainability.
Moved: Stephen McCallum (UniLife – University of South Australia)
ENVIRONMENT 159 Seconded: Neha Madhok (National Environment Officer)
ENVIRO 10.11: Make Environment Officer position paid
Preamble:
1. Environmental activism by students has played an important role in terms of bring about social and political change and in working towards an environmentally just future.
Platform:
1. NUS reaffirms its commitment to working towards environmental sustainability and justice and the important role of student activism in helping bring this about.
Action:
1. NUS makes once again the position of Environment Officer a paid officebearer position, in order to help ensure that the Environment Officer is adequately supported so as to enable them to be able to carry out their role effectively.
Moved: Seconded:
ENVIRO 10.12: Food Coops
Preamble:
1. Food Co-ops have great environmental and social benefits, helping provide students with healthy and sustainable food, often a space for political organising and activism, as well as creating a sense of community on-campus.
Platform:
1. NUS supports Food Coops.
Action:
1. NUS Environment Officer will work with the Australian Student Environment Network to provide support to Food Coops across the country as appropriate to the needs of individual Coops.
Moved: James Grout (Monash Uni) Seconded: Ali Majokah (Monash Uni)
ENVIRONMENT 160
ENVIRO 10.12: Organic and permaculture-based community gardens
Preamble:
1. Community gardens have great environmental and social benefits, helping providing students with healthy and sustainable food, often a space for political organising and activism, as well as creating a sense of community on- campus.
Platform:
1. NUS supports organic permaculture-based community gardens.
Action:
1. NUS Environment Officer will work with the Australian Student Environment Network to provide support to organic and permaculture-based community gardens as appropriate to the needs of individual community gardens across the country.
Moved: Ali Majokah (Monash University Student Association, Clayton) Seconded: James Grout (Monash University Student Association, Clayton)
ENVIRO 10.13: National League Table of University Sustainability
Preamble:
1. Australia’s University system has evolved into a student-centred and demand driven funding system. As such, the choices of students with regards to which University institution they wish to study at can have a direct impact on the funding available to Universities. 2. Dangerous global climate change and environmental degradation can be regarded as two of the greatest challenges for this century. 3. Universities have a responsibility to be socially and environmentally ethical in dealing with students and prospective students. Finding information about Universities environmental records can often be unproductive. 4. Enabling greater access to and a comparison of University environmental standards may enable student demand to move towards sustainable institutions, promoting positive competition between Universities over sustainable practices in order to meet demand.
Platform:
1. NUS believes students and prospective students of University institutions should be able to select courses for study ably informed of the environmental record of these institutions.
ENVIRONMENT 161 2. NUS encourages students and prospective students to take into account the social and environmental practices of Universities before their course selections. 3. NUS believes access to greater information will lead to students and prospective students making informed choices that will benefit sustainable universities and promote positive competition between University environmental policies leading to greater sustainability outcomes.
Action:
1. NUS will rank all Australian Universities on their commitment to environmental sustainability through the assessment of the National Environment Officer over six factors of sustainability, including records of commitments to: a. Signatory to the Tallories Declaration: a commitment to environmental sustainability across the board at University. b. Sustainability in Education: a statement recognising the importance of sustainable development and education, with a link to the University’s online and publicly available environmental policy in all course outlines. c. Waste Management: a record of University practices of waste management and recycling in the areas of general waste, paper and e-waste such as mobile phones and toner printer cartridges. d. Energy Sources: a record of the proportion of energy sources utilised across University campuses and their non-renewable and renewable or green-energy certified percentages. e. Emission Reduction Targets: comparing baselines, targets, offsets and target achievements by Universities. f. Public Transport Initiatives: record of transport strategies utilised by the University to increase the usage of low or zero-carbon transport options by students and staff. 2. These six factors will be given grading’s resembling the academic system, with the allocation of Fail, Pass, Credit, Distinction and High Distinction mark levels based on the assessment of their performance by the National Environment Officer, with comments added for each section including that of areas in need of improvement. 3. The National Environment Officer will work with the each State branch Environment Officer to collate data on sustainability standards. 4. This league table will be publicly available on the NUS website.
Moved: Michael Rosser (ARC@UNSW) Seconded: James Scully-Leaf (University of Western Sydney SRC)
ENVIRO 10.13: Practical Produce Programs
Preamble:
ENVIRONMENT 162 1. The recommended daily consumption of fresh vegetables and fruits leads to a healthier mind and body, and therefore better learning and life outcomes. Students across Australia have the potential to cultivate their own fresh produce in a relatively easy and economical way – and NUS should help encourage this activity in a coordinated campaign across all the affiliated environmental networks.
Platform:
1. The NUS environmental representatives at national and state branch level are in a well-placed position to bring together a modest campaign that promotes the cultivation of fresh fruit and vegetables amongst Australian students in whatever capacity they can accommodate it. This can range from a humble basil bush to a well-structured backyard plantation with a high yield. This program will be administered by the elected environmental representatives (or other appropriate position) in all participating affiliated student unions and environmental student clubs and collectives. 2. This will be a cost-effective way to promote the virtues of cultivating fresh produce and will have a great and positive impact on all participating students.
Action:
1. The NUS environment representatives from national and state branch level will coordinate a solid campaign to promote the virtues of cultivating fresh fruit and vegetables in the homes and residences of students on all scopes and scales. The campaign will be facilitated and promoted through the elected environmental representatives and environmental student clubs and collectives of affiliated Student Unions and organisations. The program will take place over 2013, and if proven to be successful, shall be continued every year by the appropriate NUS environmental representative elements.
Moved: Conrad John Corry (Swinburne Student Union) Seconded: Sam McKay (Swinburne Student Union)
ENVIRONMENT 163 CHAPTER 11 – SMALL AND REGIONAL STUDENTS`
No policy submitted.
SMALL AND REGIONAL STUDENTS 164 CHAPTER 12 - MISCELLANEOUS
MISC 2.1: Condemn NUS-UK’s decision to boycott leftists (Unionism)
Preamble:
1. Tony Benn and George Galloway have been banned from speaking at NUS UK because they dismissed the allegations of sexual assault upon Julian Assange as not amounting to rape. 2. Galloway referred to a man inserting his penis into a sleeping woman as ‘bad sexual etiquette’ and Benn said of the Assange case: ‘the charges are that it was a non-consensual relationship. Well that’s very different from rape.’ 3. Tony Benn has since, at the request of Goldsmith Students Union, of which he is the honouree president, retracted his remarks. 4. The only other people denied a platform at NUS UK are members of the far right BNP fascist party in Britain who are denied a platform on the basis that ‘Fascism stands for the annihilation of whole groups of people, the elimination of democracy and all freedoms. Given this, there is no logical debate to be had with fascists.’ (Aaron Kiely, NUS UK’s Black Students' Officer) 5. NUS UK has also called for a boycott of all events where either Benn or Galloway speaks or given any sort of platform.
Platform:
1. Clearly the statements made by Benn and Galloway are incredibly sexist, misogynistic and unacceptable. 2. The decision by NUS UK to ‘no platform’ them is not in any way an appropriate response and is simply a silencing of left-wing forces in Britain and cutting NUS UK off from progressive causes. 3. It is preposterous that Galloway and Benn are the only people besides fascists who are banned from speaking at NUS. 4. NUS UK has made no move to ‘no platform’ or campaign against members of the coalition government who are overseeing massive cuts to rape crisis and domestic violence services no to censure in any way Cambridge Union Society who earlier this year invited Dominique Strauss-Kahn to speak at one of their events. 5. Furthermore NUS has made no call to ‘no platform’ all those politicians who voted for, and even organised, the war on Iraq that led to the deaths of hundreds of thousands of women nor can we soon expect the banning of those MPs, politicians and others who support the illegal occupation of Palestine and blockade of Gaza which was recently described by United Nations under Secretary General for Humanitarian Affairs and Emergency Relief Coordinator as ‘an open air prison’. 6. The call to ‘no platform’ Galloway and Benn is not a call that should be supported by people who support progressive politics but rather recognised as a cynical tactic used to silence people involved in left-wing politics.
MISCELLANEOUS 165 7. The motion does not just call on NUS UK to not provide Benn or Galloway with a platform but also calls on NUS officers to ‘not share a platform’ with Benn or Galloway. This effectively cuts NUS off from participating in an active way with the anti-war movement and many other progressive causes. 8. Furthermore this move undercuts the importance of the ‘no platforming’ policy in relation to fascists. The policy was intended to silence fascists who seek to destroy freedom of speech and all political debate, not as a way of silencing political opponents.
Action:
1. That NUS publicly calls on NUS UK to reconsider and remove the motion they passed about ‘no platforming’ Benn and Galloway. 2. That NUS recognises that this motion does not further the cause of women’s’ rights but rather both holds back debate and discussion as well as distancing NUS from progressive movements in Britain. 3. That NUS recognises and reconfirms our support for freedom of speech and freedom of political debate and calls on NUS UK to do the same.
Moved: Jade Eckhaus (University of Melbourne Student Union) Seconded: Jess McLeod (Curtin Student Guild)
MISC 2.2: The Chilean Student Rebellion
Preamble:
1. The last 2 years have witnessed an immense and inspiring student movement in Chile, which has repeatedly mobilised hundreds of thousands of tertiary and secondary education students and their supporters onto the streets in a fight against privatisation and for free education. 2. The movement has involved mass street marches, strikes, prolonged occupations by both university and highschool students and many other creative actions, all in the face of brutal military police repression. 3. Chile is both the most unequal country, and the country with the most privatised education system, compared with the rest of the OECD. It is still suffering from the neoliberal “reforms” introduced by the Pinochet dictatorship which saw a massive redistribution of wealth from the working class and the poor to the ruling elite. 4. As well as being a lucrative money-spinner for Chilean capital, the highly privatised and expensive education system in Chile is widely viewed as one of the key methods of maintaining and reproducing class divisions generally. 5. It is for this reason that the student movement has been at the head of a much wider anti-capitalist social movement of workers, indigenous people and environmental activists, fighting for a more equal Chile. Polls have consistently found 70% support for the movement, against the opposition of the Pinera presidency and most corporate media coverage.
MISCELLANEOUS 166 6. The students are demanding publicly funded education and a free univeristy education, which could easily be paid for by increasing the incredibly low corporate tax rate or re-nationalising the copper mines. They are also demanding democratic control of university decision-making by students and staff. 7. As the movement has gone on it has learnt and radicalised, rejecting the failed strategy of hoping for piecemeal change through negotiations and instead seeing the need to build a bigger social struggle which can force change, reflected in the recent election results for the University of Chile Student Federation (FECh). 8. Whereas it took a brutal dictatorship to impose these neoliberal reforms in Chile, many of the same policies have been passed in Australia in the last few decades under Labor and Liberal governments and continue today under Gillard. 9. The things Chilean students have been fighting are the same things we are facing: government funding cuts, increased deregulation and privatisation, higher costs of education borne by students, attacks on jobs and conditions of staff, poor quality education, the emergence of a two-tiered education system, and arrogant university administrations which only care about surpluses and rankings and ignore the wishes of students and staff.
Platform:
1. NUS supports the student movement in Chile. 2. NUS and student activists in Australia more generally should draw inspiration from the mass student rebellion which has taken place in Chile and should strive to learn the lessons and apply them to our campaigns here.
Action:
1. The NUS president will communicate to the relevant bodies in Chile our support for their ongoing struggle. 2. NUS will fund a speaking tour in 2013 of a leading Chilean student activist from the University of Chile or Conception University to speak at campus forums around Australia about the movement.
Moved by: Khyl Hardy (Curtin Student Guild) Seconded by: Jade Eckhaus (University of Melbourne Student Union)
MISC 2.3: Defend Queensland Unionist, Bob Carnegie
Preamble:
1. Bob Carnegie is a Queensland union activist currently facing serious legal charges arising from a successful nine week strike by six hundred unionists at the Queensland Children's Hospital. He has been charged with 54 counts of contempt of court, which bring with them the possibility of $400,000 in fines
MISCELLANEOUS 167 and a jail sentence, for his role as a community protest organiser during the strike. Bob Carnegie took on this role after union officials of the CFMEU and the BLF were banned from the site and his leadership was a key factor in the strike winning. After stepping into this role court injunctions where taken out against him forbidding him from taking part in the strike, it is from disobeying these injunctions that he now faces charges. 2. Bob Carnegie should be commended for his role as a rank and file unionist in this important strike and he should not be facing legal charges. The strike was one of the most important victories for unionists in many years and went on for two months. At stake in the dispute were conditions of work for thousands of construction workers. Abigroup, part of the giant Lend Lease empire, has been giving work to subcontractors on terms that force them either to slash the wages of their workforces by up to $10 an hour or face going bust. It was the bankruptcy of one such big subcontractor in July, leaving dozens of workers with unpaid entitlements, which brought things to a head. The union demands – that all subcontractors be required to pay the site rate, thereby preventing cut-throat competition, and that Abigroup sign a union EBA – were flatly refused by the company. 3. For construction workers on a big metropolitan site, the nine weeks on strike at Abigroup is almost unprecedented. Not only this the strikers faced fierce opposition from the Abigroup, the LNP Newman Government, Fairwork Australia, the Federal Magistrates Court and federal Workplace Relations Minister Bill Shorten. This only highlights the importance of Bob Carnegie in playing a key role in ensuring the strike kept going until victory. 4. The charges brought against Bob Carnegie have ramifications elsewhere. If Abigroup gets away with this, unions around the country – and community groups more generally – face the risk of their activists being picked off by a battery of injunctions. As Bob has said: ''It’s an attempt by big business to quell dissent amongst people in the community who support organised labour and oppose the rich and powerful.'' 5. Bob Carnegie has already received support from around the country. Including motions passed offering solidarity and funds from the Queensland Teachers Union, the Victorian Public Sector Unionists Rank-and-File Network, the NTEU University of Melbourne, University of Sydney, RMIT and University of Queensland branches and the Maritime Union of Australia. Bob Carnegie has also received support from unions, individual union officials and community groups in the UK.
Platform:
1. NUS condemns Abigroup for mounting a serious legal attack on community activist Bob Carnegie in relation to his role in the 9-week dispute at the Queensland Children’s Hospital from July to October 2012. 2. NUS offers its support to Bob Carnegie. 3. NUS calls on the Gillard Government to repeal the clauses in the Fair Work legislation that allow employers to take out injunctions against trade union officials and community activists assisting workers during industrial disputes.
MISCELLANEOUS 168 4. NUS supports the raising of funds for the QCH workers’ relief fund if requested to help pay for the backlog of bills accumulated during the QCH dispute.
Action:
1. That NUS publicise its support for Bob Carnegie, including putting up NUS's platform on Bob Carnegie on the NUS website and releasing a press release about NUS showing its support for Bob Carnegie. 2. That NUS helps raise funds in support of the campaign to defend Bob Carnegie.
Moved: Kat Henderson (National Queer Officer) Seconded: Khyl Hardy (Curtin Student Guild)
MISC 2.4: Condemning Israel’s assault on Gaza
Preamble:
1. The Zionist state of Israel is one based on the ethic cleansing of and racism towards the Palestinian people. The birth of Israel in 1948 saw over 500 Palestinian villages and 11 urban neighbourhoods wiped off the map. 700,00 Palestinians were expelled from their homes and thousands massacred. This atrocity is remembered by the Palestinians as the Nakba, meaning the ‘Catastrophe’ or ‘Disaster’ in Arabic. 2. Thus Israel’s latest offensive on Gaza, ‘Pillar of Cloud’ which beginning on November 14, is not a new phenomenon, it is purely an escalation of Israel aggression towards the Palestinian people that has existed ever since the Nakba. Its is a continuation of the ethic cleansing that is an inherent objective of the Zionist project: to achieve a racialized state, an exclusively Jewish state. 3. Any talk of Israeli self-defence is utter hypocrisy and lies. Israel is and always has been the aggressor in this situation. Israel is the fourth biggest military power in the world and the only country in the Middle East with nuclear arms. As is the case with this latest assault on Gaza, the 2008 ‘Operation Cast Lead’, which lead to the death of over 1,400 Palestinian civilians and razed much of Gaza to the ground, begun with Israel breaking a cease-fire that Hamas had enforced and abided by for the preceding four month. This time, the conflict begun when Israel murdered a twelve-year-old Palestinian child playing soccer on November 8 and after Hamas offered a cease-fire on November 13. Furthermore, between these two bombing campaigns on Gaza, Israel has murdered over 270 Palestinians, of which 28 where children. During the same period resistance activity in Gaza has resulted in not one Israeli civilian death. 4. Not only have the people of Gaza been killed and terrorized by the Israeli military, Gaza has been under blockade since 2007. The reality of this blockade means that Gaza does not receive many of the basic necessities of
MISCELLANEOUS 169 life, such as adequate water, electricity, food and medical supplies. Gaza has also been strangled economically leading to an unemployment rate of 60%. Construction material is not permitted to flow into Gaza, meaning, much of Gaza remains in ruins from the 2008 bombing of the Gaza strip. 5. The US Government and the Australian Government fully support Israel and its treatment of the Palestinian people. Julia Gillard did not hesitate to give her vocal support to Israel’s murderous campaign against the Palestinian people. The Australian and US governments unconditionally support Israel as it is in their interest to do so. The US uses Israel as its imperialist watchdog in the Middle East and as a means to impose US/Israeli hegemony in the region. Both governments provide Israel with material and ideological support. It is only with such support that Israel is able to continue its occupation of Palestinian land and launch such a large-scale offensive against Gaza. The ideological support for Israel allows for the existence of an apartheid state which, according to the Chair of the ANC, is “far worse than Apartheid South Africa” and means that Israel can openly call for the execution of the elected representative of the people of Gaza.
Platform:
1. NUS condemns Israel’s assault on Gaza. 2. NUS condemns the 6 year blockade of Gaza and Israel’s systematic discrimination against the Palestinian people. 3. NUS condemns the Australian government’s support of Israel. NUS recognises the right of the Palestinian people to resist Israel aggression and expansion. 4. NUS recognises the right of the Palestinian people to self-determination.
Action:
1. NUS calls on the Labor Government to end its support for the state of Israel, an apartheid state based on ethic cleansing. This includes all material aid and support for pro-Zionist organisations in Australia 2. NUS calls on the Labor Government to unambiguously condemn operation Pillar of Cloud and all forms of Israeli aggression towards the Palestinian people. 3. NUS calls on the Labor Government to condemn the 6-year blockade of Gaza and do all that it can to bring the blockade to an end and to support the Palestinian people. 4. NUS calls on the Labor Government to recognise the right of the Palestinians to self-determination within all of historic Palestine. 5. NUS will work with Students For Palestine, the Coalition Against Israeli Apartheid, Jews Against Israeli Apartheid, Australian For Palestine and any other relevant pro-Palestine community organisations in building rallies and other events that condemn Israel’s attack on Gaza and the many other crimes committed by the state of Israel.
MISCELLANEOUS 170 Moved: Grace Hill (Flinders University Student Association) Seconded: Jade Eckhaus (University of Melbourne Student Union)
MISC 2.5: Refugee Rights
Preamble:
1. This year the Australian Government reintroduced offshore processing into its Asylum Seekers Policy. This marks the most barbarous stage in Labor’s constantly brutal and inhumane treatment of refugees, sending all people who arrive in Australia by boat to be processed in detention centres offshore where conditions are torturous and human rights violations countless. 2. The emphasis on deterring people from seeking asylum by both Labor and Liberal politicians is the expression of the racism and inhumanity of these policies. Trying to deter people from seeking asylum amounts to nothing more than forcing them either to take riskier and more self-endangering methods of fleeing persecution, or to simply remain where their lives are endangered due to political, racial or religious persecution, or war. The Australian government is often not only complicit in, but actively causes, this persecution, whether because of Australian troops slaughtering civilians in Iraq and Afghanistan, or through the government’s support for and collaboration with genocidal regimes such as that of Sri Lanka. 3. A Labor party caucus in August voted to turn the entirety of Australia into an excised territory. This is a measure so sickening and absurd that it was unable to be passed during the Howard era because of dissent from ‘moderate’ elements within the Liberal party. Its passing deprives refugees of the right to a hearing in Australian courts and marks the complete erection of ‘Fortress Australia’. 4. 2012 marked the 20 year anniversary of mandatory detention in Australia. Australia is the only country in the world that mandatorily locks up all refugees who arrive by boat. Detainees suffer huge physical and psychological trauma. Earlier this year, in the space of a week, three Tamil refugees in Broadmeadows Detention Centre attempted suicide. Hundreds of children are still in detention in spite of Labor’s promise to end this by June 2011. 5. This year Australia has also deported several refugees back to the countries from which they’ve fled. Several refugees have been driven to self-harm and suicide attempts in the face of this, such as Anjun, a Tamil refugee in Maribynong, who slashed his throat the morning of his scheduled deportation, and was still to be deported, until refugee rights activists blockaded the detention centre for long enough for an appeal to be won in court. 6. Over 400 refugees have already been sent to detention in Nauru. Many have committed self-harm and attempted suicide. Hunger strikes have also taken place, with some refugees starving themselves for more than a month. Other actions, including setting up a facebook page and organizing protests, have also been taken by the refugees inside.
MISCELLANEOUS 171
Platform:
1. NUS condemns the Gillard government for the reintroduction of offshore processing. 2. NUS condemns the Gillard government’s policy of mandatory detention for refugees who arrive by boat. 3. NUS condemns the Gillard government’s conversion of mainland Australia into an excised territory, removing the right of asylum seekers to have their case heard in Australian court. 4. NUS condemns the Gillard government for deporting refugees to danger. 5. NUS recognises the right of all people seeking asylum to land and full citizenship rights with no detention. 6. NUS supports the right of refugees to resist and protest against their detention.
Action:
1. NUS calls on the Labor government to abolish all forms of offshore processing, including shutting down all detention centres in the Pacific that it uses. 2. NUS calls on the Labor government to abolish the system of mandatory detention and shut down all detention centres on mainland Australia, as well as the detention centre on Christmas Island. 3. NUS calls on the Labor government to undo its excision of the Australian mainland and to enable all refugees to have their cases heard in Australian courts. 4. NUS calls on the Labor government to cease all deportations of asylum seekers. 5. NUS calls on the Labor government to ensure that all refugees have access to public education equivalent to that of all other Australians, including compulsory high school. NUS calls on the Gillard government to create scholarships for refugees to ensure them access to further education and tertiary education. 6. NUS will work with the Refugee Action Collective, the Refugee Advocacy Network, the Refugee Rights and Action Network as well as other relevant organizations to build and advertise demonstrations for refugee rights over the next year.
Moved: Sam Cavallero (Curtin Student Guild) Seconded: Brodie May (Flinders University Student Association)
MISC 2.6: Solidarity with Wikileaks, Bradley Manning and Julian Assange
Preamble:
MISCELLANEOUS 172 1. In May 26 2010, Bradley Manning was arrested under suspicion of leaking classified. diplomatic cables and army reports. 2. The material he was accused of leaking included videos of the July 12, 2007 Baghdad airstrike and the 2009 Granai airstrike in Afghanistan. 3. Bradley Manning has been held in solitary confinement since his arrest in conditions that Juan E. Mendez , a United Nations Special Rapporteur on torture has called "cruel, inhuman and degrading." 4. He is now facing 22 charges. The most serious charge is "aiding the enemy," a capital offense. 5. On the 28th of November 2010, Wikileaks began releasing diplomatic cables, which revealed instances of unscrupulous corporate behaviour and examples of an utter disdain for democracy from high ranking officials in various governments around the world. 6. In December that year, Julian Assange voluntarily went into Police custody, after a European arrest warrant was issued after Swedish police expressed the desire to question him over sexual assault charges after been released by the Swedish police he returned to Britain. 7. The Swedish Government has since, aided by the British Government done everything in their power to extradite him back to Sweden from where he can then be extradited to America to face charges for his role in Wikileaks. 8. Julian Assange has been given refugee in the Ecuadorian embassy
Platform:
1. People all over the world have a right to view the Wikileaks documents. 2. NUS recognizes that Wikileaks and the individuals responsible for the leaks have done a service to humanity by restoring a little semblance of transparency and accountability to political discourse. Both of which are central tenets of the way actual democracy operates. 3. NUS recognizes that regardless of Bradley Manning’s implication in the leaking of cables, the conditions of his detention are thoroughly inhumane and detrimental to his physical and psychological wellbeing. 4. The very fact that Bradley Manning is detained at all is an affront to democracy, transparency and examples an ideological push to have whistle- blowers reviled for the atrocities they bring to light. 5. NUS also recognizes that the pending extradition of Julian Assange to Sweden is purely a political manoeuvre orchestrated by the Governments and institutions who want to keep their unscrupulous and undemocratic behaviour under wraps. 6. NUS recognizes the role student unions and unionism generally, can play in building and cohering strong support for prominent instances of social injustice, such as that which is now in question.
Action:
1. NUS unambiguously calls for the immediate release of Bradley Manning.
MISCELLANEOUS 173 2. NUS calls for the dropping off all charges against Bradley Manning and recognises his imprisonment as an affront to democracy. 3. NUS recognises the pivotal role that Bradley Manning and people like him play in holding rich and powerful to account and commends him on that effort. 4. NUS condemns the Australian Labor Party and Prime Minister Julia Gillard for their complicit role in the international machinations to have Julian Assange extradited to Sweden and charged with anything pertaining to his political conduct as the Editor in Chief of Wikileaks. 5. NUS condemns the British Governments attempts to deport Julian Assange. 6. NUS calls on the Australian Government to offer Julian Assange political asylum
Moved: Jade Eckhaus (University of Melbourne Student Union) Seconded: Jess McLeod (Curtin Student Guild)
MISC 2.7: Condemning the Gillard Government’s Refugee Policy
Preamble:
1. Australia, a wealthy country with a low-density population, is a signatory to both the UNHCR’s 1951 Refugee Convention and its 1967 protocol. Under the convention, seeking asylum, including by boat, is not illegal, and signatories to the convention have a responsibility to protect those entering their shores: primarily, not to expel them when their life at their place of origin is threatened, and additionally, though equally importantly, to grant and uphold their basic human rights; the right to work, the right to housing, to education, to social security, the right to access to the courts and the freedom of movement, among others. Unfortunately, successive governments, including- perhaps especially- the incumbent one, have systematically disregarded these obligations, choosing to circumvent any political liability over a genuine commitment to human rights. 2. Despite the causation between indefinite detention and significant mental illness or distress, mandatory detainment of asylum seekers remains the central policy of both major parties. We have subsequently seen an escalating number of suicide attempts, incidents of self-harm, hunger strikes and other desperate protest measures by asylum seekers detained therein. Furthermore, though unsurprisingly, Labor’s commitment to release all children in detention, who are most vulnerable to the significant mental strain, has not been fulfilled. 3. Despite the capacity of Australia to afford refuge to asylum seekers and being party to international human rights conventions/ principles, the human rights of asylum seekers is considered secondary too, the apparent ‘political capital’ afforded to Xenophopic policies (as embodied in Howard’s Pacific Solution’i.e. ‘hardline’ on border security, and pragmatic on saving lives at sea) - the ALP has taken a similar route to the Coalition government through not only adopting, but harshening Howard’s Pacific Solution:
MISCELLANEOUS 174 a. Nauru, in all its harshness, has been reopened, and asylum seekers are routinely sent to be processed in Malaysia- a country not a signatory to the Refugee convention b. The ALP has recently legislated a policy that excises Australia from its migration zone; a shameful loophole designed to further evade our international responsibilities, and denies refugees access to the Australian legal system. When the policy was first, unsuccessfully, proposed under Howard, it met bipartisan criticism denouncing its inhumane, illogical nature. Labor ministers- including Mr. Bowen, the main proponent of the current legislation- then described the policy as ‘a stain on our national character’. c. Very recently, any refugee arriving in Australia by boat that is community processed will not be granted Working Visas, heightening dependence, uncertainty and significantly restricting living conditions.
Platform:
1. NUS recognises the push and pull factors that force asylum seekers to seek refuge. Furthermore, NUS recognises that certain ‘push’ factors are exacerbated by imperial foreign policies instigated by western forces. 2. NUS acknowledges that no human is illegal; any asylum seeker arriving on our shores should be processed quickly, and humanely; in the community, with access to the same social support and services other Australians are entitled to. 3. NUS supports the right of asylum seekers to protest in detention, and recognises their fundamental right to access all levels of the legal system.
Action:
1. NUS fervently condemns the racist Asylum seeker policies of both major parties, and calls on them to end mandatory detention and offshore processing. 2. NUS condemns the denial of Working Visas to refugees processed in the community, and beseeches the government to give refugees equal opportunity to their Australian born or ‘naturalised’ counterparts, including full citizenship rights. 3. NUS will work closely with refugee action groups to try and overturn these policies and any of the accumulated damages or consequences these policies have already inflicted. Ways in which NUS will act to overhaul these laws include, but are not limited to, lobbying, raising awareness, fundraising or protesting against these or any other inhumane policies introduced.
Moved: Nina Hallas (University of Sydney SRC) Seconded: Kate Alway (University of Technology, Sydney Student’s Association)
MISC 2.8: Tony Abbott Will Never Be Prime Minister
MISCELLANEOUS 175 Preamble:
1. A man of such relentless negativity, who has publicly and repeatedly said outlandishly sexist, racist and homophobic things, who allows his religion, to dictate his arguments and policies (when, rarely, he presents any), who puts the interests of extraordinarily wealthy individuals and corporations over public ones, who insults, inflames and belittles to get his way and froths at the mouth for power, no matter the cost, should not be accepted as a legitimate leader of the opposition, let alone future Prime Minister.
Platform:
1. NUS rejects bigotry in all its forms, and at all its levels. 2. NUS expects a high standard of behaviour from elected representatives.
Action:
1. NUS condemns Tony Abbott, his branding and his policies. 2. NUS extends this condemnation to any parliamentarian who uses their platform to export bigotry or exploitative legislation. 3. NUS expects all politicians to maintain a decent code of practice and conduct, and to prioritise the interests of the nation, and the greater international community at large, over the interests of an elite few.
Moved: Nina Hallas (University of Sydney SRC) Seconded: Kate Alway (University of Technology, Sydney Student’s Association)
MISC 2.9: Julian Assange and WikiLeaks
Preamble:
1. WikiLeaks, founded by Julian Assange, has helped create a rethink of what the notion of ‘whistle blower’ means and has held governments to account. 2. Uncomfortable with this newfound accountability, conservative governments have made use of identity politics to divide the left and attack Julian Assange with the ultimate aim of silencing him within the United States detention system. 3. Blockades and attacks on WikiLeaks have been ongoing from nation states, both individually and collectively, to the degree that they are even damaging the European economy.
Platform:
1. NUS believes in transparency and democracy. 2. NUS believes in a fair justice system.
Action:
MISCELLANEOUS 176
1. NUS calls on the Australian government to recognise Julian Assange's asylum claim and campaign for his safe passage to any destination of his choice 2. NUS calls on the Australian government pressure Sweden to question Julian Assange in London, following procedure of other cases. 3. NUS calls on the Australian government to condemn and campaign against the financial blockade and sabotage of Wikileaks
Moved: Nina Hallas (University of Sydney SRC) Seconded: Kate Alway (University of Technology, Sydney Student’s Association)
MISC 2.10: Policy: Condemn Alan Jones and the USLC
Preamble:
1. On the 22nd of September, 2012, the University of Sydney Liberal Club (USLC) invited shock jock, Alan Jones to be the guest speaker of their Annual President’s Dinner, resulting in the now infamous and deeply distasteful remarks made against the Prime Minister’s recently deceased father. 2. This is decidedly inappropriate considering Alan Jones’s history of inflammatory, racist and sexist remarks. 3. The initial failure of USLC to condemn Jones for his remark is demonstrative of both a lack of respect for, and responsibility as, representatives of political and student organizations. Indeed, his performance was condoned as ‘brilliant’ before huge amounts of public backlash pressured the release of a reluctant, negligible apology.
Platform:
1. NUS thoroughly reject’s bigoted rhetoric, and any tolerance, or celebration of repeat offenders. 2. NUS implores that all student organisations, inclusive of their representatives and events, adhere to basic principles of decency and respect, regardless of any divergence of opinion and/or ideology.
Action:
1. NUS condemn’s both Alan Jones, and the Sydney University Liberal Club for the above outlined actions. 2. NUS will lobby against advertising funding and endorsement for the Alan Jones Show. 3. NUS encourages all politicians and other public figures to boycott the show.
Moved: Nina Hallas (University of Sydney SRC) Seconded: Kate Alway (University of Technology, Sydney Student’s Association)
MISCELLANEOUS 177 MISC 2.11: Drug Legalisation
Preamble:
1. The current system of drug control in Australia spends ¾ of its funds on law enforcement, and ¼ on education, harm minimisation and treatment. If we spent the $100,000 a year that it costs to keep a heroin dealer in prison on needle exchanges and methadone, we would do much more good for addicts. As with alcohol prohibition in the United States, drug prohibition has failed to stop drug use, and has instead encouraged organised crime. 2. The current drug regime doesn’t even ban drugs based on how harmful they are to users. Why are morphine and oxycodone available legally, but LSD, which is non toxic and non addictive, is banned? Why is alcohol allowed but not marijuana? The history of banning substances is really a history of racism and class warfare. When Australia banned opium, the speeches in parliament spoke of combating the yellow peril. When the U.S rebranded what was previously known simply as “hemp” as “marijuana”, they did so with the explicit aim of targeting Mexicans. As hallucinogens became popular in the counter culture, conservative forces had to ban LSD, mescaline and psylocibin mushrooms to keep the youth in check. 3. Minority groups are especially affected by drug prohibition, including the poor, indigenous, immigrant and queer communities. Especially important to NUS are university students who commonly engage in recreational drug use.
Platform:
1. NUS supports the legalisation of all drugs. 2. NUS supports the redirection of funds away from law enforcement and into education, rehabilitation, and healthcare to help drug users.
Action:
1. NUS will lobby political parties and the government to support drug legalisation. 2. NUS will distribute information on safe drug use to students.
Moved: Nina Hallas (University of Sydney SRC) Seconded: Kate Alway (University of Technology, Sydney Student’s Association)
MISC 2.12: Australian National Union of Students
Preamble:
1. After 25 years of existence the National Union of Students continues to misrepresent itself and confuse Australian students by its title.
MISCELLANEOUS 178 2. The National Union of Students also clashes in title with NUS (Britain) NUS has been the official title of Great Britain’s Student Union and has been in operation for far longer. 3. The National Union of Students is also quite active and vocal on student issues it is the mover’s opinion that the title NUS does not express the work done by NUS properly. 4. The Title National Union of Students also does not properly define the jurisdiction over which NUS presides
Platform:
1. It’s time for NUS to change it’s name to a much more recognisable title. 2. The title NUS does not represent the work done by the organization. 3. Nor does the title reflect the proper jurisdiction over which NUS presides
Action:
1. NUS immediately changes its name from National Union of Students to the Australian National Union of Students. 2. The National Union of Student’s immediately rebrands itself adding and A to the NUS title.
Mover: Evan Mulholland (La Trobe Student Union) Seconder: Claire Chandler (Tasmania University Union)
MISC 2.13: Anzac Day Memorial Motion
Preamble:
1. Our nation would not be free were it not for the sacrifice of our Anzac’s. 2. Many of the Diggers who died so that we can be free, were students just like you and me. 3. The National Union of Students is an organisation that respects and properly pays tribute to the sacrifices of our fellow Australians at War
Platform:
1. The National Union of Students should formally recognise the service, dedication and sacrifice of our fallen diggers. 2. As a representative body of all students, NUS recognises that a large proportion of soldiers who died in Australia’s past conflicts were students.
Action:
1. That the National Union of Students lay a wreath in every capital city on Anzac Day, on behalf of all University Students.
MISCELLANEOUS 179 2. That NUS lobby every Student Union in Australia to use their budgets to lay their own wreath. 3. On the occasion where a Student Union decides not to pay for a wreath on Anzac Day, that NUS cover the cost and lay one on behalf of that Universities Students.
Mover: Evan Mulholland (La Trobe Student Union) Seconder: Claire Chandler (Tasmania University Union)
MISC 2.14: Sex Work
Preamble:
1. Sex work is often referred to as the ‘oldest profession in the world’, with versions of the sex work industry existing even before the introduction of capital. As has happened with most workers, sex workers are often disenfranchised however governments have often taken a perspective which effectively devalues their labour, often considering it ‘unskilled’ and disease spreading at best and deviant, disgusting, sinful and criminal at worst. 2. Australia’s prostitution laws have historically been informed by the British abolitionist which seeks to control or displace activities associated with the sale of sex. These laws, often intended for the ‘benefit’ of sex workers have instead limited their agency, turning women and queers practicing sex work into a criminal under-class, creating obstacles in efforts to develop health and safety and created precedences of regulation of sexuality which allowed for raids upon such innocuous spaces as gay and lesbian book stores. 3. The misconceptions around sex work and the attempted regulation by the state is rejected by most sex workers as well as the peak representative body for sex workers, the Scarlet Alliance, who feel that “[recognition] that sex work is labour facilitates law reform objectives to focus upon human rights, occupational health and safety, and working conditions (Banach, 1999; Metzenrath, 1997). Positioning sex work as a labour issue does not ignore the conditions under which many sex workers operate but challenges assumptions regarding sex work.” 4. Sexually Transmitted Infections are one of the bigger challenges which our society must account for and it is important that we collaborate with sex workers, rather than criminalise them. When given the opportunity, the sex worker movement has been a strong ally in the fight for sexual health with near instant grassroots responses during the AIDS crisis to manage the problem. We diminish a sex worker’s capacity to engage in safer sex practices, however, when we try to control or unjustly denigrate sex work - stigma and the threat of criminalisation can discourage sex workers to carry safer sex materials or feel sufficiently empowered to negotiate safer sex practices with clients. 5. Research indicates that sex workers in Australia often come from the following demographics in large amounts: LGBTI persons, women and people
MISCELLANEOUS 180 between the ages of 18 - 25, usually university students, due to a combination of economic factors. 6. Despite reforms around the nation under ALP state governments, conservative state governments have been making pushes to wind back laws around prostitution, placing sex workers at risk.
Platform:
1. NUS recognises that sex work is a legitimate form of labour. 2. NUS believes in strong unions, not criminalisation. 3. NUS believes in the principles of sex-positivity, feminism and queer rights. 4. NUS acknowledges that sex work is not only a queer issue but a student issue.
Action:
1. NUS calls upon the federal government to include professional history within the federal anti-discrimination act so as to facilitate human rights for sex workers and prevent discrimination based on profession. 2. NUS calls upon the state governments to repeal laws criminalising the sex work industry - not half measures requiring compulsory testing, absurd space restrictions nor counter productive solutions such criminalising recipients of sex work services. 3. NUS condemns the push by conservatives to criminalise sex workers and views the denigration of sex work as a vocation as queerphobic, misogynistic and anti-worker.
Moved: Rebecca Leighton (WA State Branch President) Seconded: Kate Alway (University of Technology, Sydney Student’s Association)
MISC 2.15: Polyamory
Preamble:
1. Polyamory is a broad term that refers to consensual relationships involving more than two partners. 2. Much like same-sex relationships, polyamory is a move away from the traditional notion of relationships; between one man and one woman. The polyamorous movement recognises that not only is there nothing wrong with same-gender relationships, but there is nothing wrong with relationships between more than two people, as long as these relationships exist in an environment of consent, respect, and communication. 3. There historically been a strong push from the grassroots to recognise different relationships, be they single parent, same-gender coupled, inter- racial couples, the unwed and as time has unfolded, we have seen that it’s important to be on the right side of history and support people’s rights to engage in consensual relationships as they see fit.
MISCELLANEOUS 181
Platform:
1. NUS supports the recognition and acceptance of polyamorous relationships in the community. 2. NUS will raise awareness about the misconceptions surrounding polyamorous relationships.
Action:
1. That the NUS Queer Department will run campaigns to oppose discrimination against people in multiple partner relationships, whether the participants are of the same gender or not.
Mover: Kate Alway (University of Technology, Sydney Student’s Association) Seconder: Rebecca Leighton (WA State Branch President)
MISC 2.16: NUS and the Promotion of the Legacy of Eureka Stockade and the Ballarat Reform League Charter
Preamble:
1. The events that led to the Eureka Stockade (3rd December, 1854) prove the virtues of the ongoing struggle for liberty and adequate democratic representation. Eureka proves the legitimacy of the ‘dare to struggle, dare to win’ attitude that all worthwhile cultivated autonomous human beings possess. It proves without question how solid activity and honest determination, even in the face of gun-wielding agents who are sycophantic to tyrannical and sinister interests will always yield positive results. 2. The events leading up to Eureka Stockade show the legitimacy and need to be active around issues of oppression and state restriction, Eureka shows the virtues of collective action, and the courage of those willing to lay down their lives for the ideals of democracy. Though there are those degenerates who will always view this event through the ignorant and limited framework of anti-humanist and anti-democratic eyes, and who will dispute the event’s positive impacts, their corrupt views and attempts do not dilute the facts of the matter, nor the true purpose and virtues of the struggle. 3. The Eureka story lives on and will always flourish when promoted adequately. Eureka and the Ballarat Reform League Charter should always have a prominent place in our political and cultural consciousness, especially as students committed to the ideals of Democracy and the virtues of Activism. 4. Eureka Stockade was the culmination of an organic emergent movement that sought improvements to the limited and defective democratic system in the colony of Victoria at that specific time (in the period of and previous to 1854. Thus the event must be viewed in that cultural/historical context regarding
MISCELLANEOUS 182 the objectives of the Ballarat Reform League Charter, and the event of and leading to Eureka)
Platform:
1. NUS should embrace Eureka as the political and cultural beacon it is, and present an ongoing campaign to promote the historical event and related artefacts. NUS should develop and maintain solidarity with other organisations that place primordial importance in the upholding of Democracy and the remembrance of the sacrifices made in 1854 for liberty and political autonomy. Relationships with groups like ‘Eureka’s Children’ and the ‘Museum of Australian Democracy at Eureka’ (M.A.D.E.) should be fostered in order to promote the virtues of this event and the historical and cultural legitimacy of the artefacts and contexts that are part of it (The Flag, The Reform League Charter, the Oath, and the Battle). Working relationships with these groups can only help to strengthen the rich culture of autonomous student representation and student activism that NUS holds, this happens through the promotion of Eureka and what it truly stands for. 2. The rich cultural impact that the event, and all the participating artefacts associated with the event still have, is an incredible rallying point for all those interested in upholding the virtues of democracy and activism. NUS should actively promote Eureka as a holistic historical narrative of primordial importance in the development of the nation, and the upholding of our democratic traditions. 3. This policy’s aim is to strengthen Australian Democracy through the promotion of the truly virtuous cultural and political legacies that resonate today through the participation in this historical narrative. Eureka will always inspire those who engage with the event to promote the virtues of democracy. 4. A nation that harbours well-informed citizens who are autonomous cultivated human beings capable of participating in their political systems in a meaningful and augmentative manner in order to govern themselves and the destiny of them and their environs is a nation NUS surely strives to achieve. 5. This project is about reminding people that our democracy is founded on, and influenced by, an event where people laid down their lives for the cause of Democracy and fair and just living conditions under these Southern Stars – a legacy we should be proud of.
Action:
1. NUS run a stalwart campaign promoting the eventual victories of the Eureka Stockade and the Ballarat Reform League Charter throughout all their media platforms. NUS will also seek to work with groups like Eureka’s Children and M.A.D.E for projects and campaigns that involve the commemoration and promotion of the Eureka Stockade and its related events and artefacts, and the positive cultural and political legacy the event harbours and has directly brought about to our Australian Democracy.
MISCELLANEOUS 183
Moved: Conrad John Corry (Swinburne Student Union) Seconded: Sam McKay (Swinburne Student Union)
MISC 2.16: Childcare Workers
Preamble:
1. In 2012, The United voice union, covering Childcare workers, has launched a campaign titled ‘Big Steps’ in order to raise two thirds of childcare workers pay increase between 53 and 70 per cent by 2014. 2. The Federal government has refused to accept this. 3. This is in light of there being grave shortages in the childcare sector, due to the low wages for childcare workers, ranging between $34.6 and 45.3 thousand a year, driving people out of the sector. 4. This shortage has ensured increased levels of responsibility for remaining childcare workers, while wages remain abysmally low. 5. The Federal government has also introduced a new law in 2011 certifying that childcare workers must have a minimum certificate III in childcare. 6. Half the staff must have at least a TAFE childcare diploma. And every single childcare center must have a degree-qualified teacher on site all day. There are now 29,494 unqualified childcare workers who must get their certificates in the next 2½ years
Platform:
1. NUS notes the damage done by Victorian government through the maintenance of low wages in the childcare sector, leading to employees forced to leave the sector and creating a shortage of labor in the sector. 2. NUS fully endorses the Big Steps campaign. 3. NUS support the United Voice union’s demands to lift the wages of childcare workers 47,000 full-time workers receive pay raises ranging from $16,000 to $41,000 next financial year. 4. NUS support the United Voice union’s demands to lift the wags of employees with a Certificate 3 qualification and their annual wage would rise from $39,104 to $60,212 in 2013-2014. 5. NUS believes the Australian government should sponsor childcare employees in achieving their certificate III in childcare. 6. NUS believes that staff to child ratio’s should be kept at the lowest possible, ensuring adequate time and attention for each child and an improvement of conditions for childcare workers.
Action:
1. NUS supports all campaigning around better conditions for Childcare workers.
MISCELLANEOUS 184 2. NUS will write a letter of full support for the Big Steps campaign and the 3. United Voice’s efforts for ensuring better working conditions for Childcare workers.
Moved: Jade Eckhaus (University of Melbourne Student Union) Seconded: Jess McLeod (Curtin Student Guild)
MISCELLANEOUS 185 CHAPTER 13 - BY-LAWS CHANGES
BYL 13.1: Introducing a National Disability Officer for NUS
Insert and renumber accordingly the following:
R31. National Officers
31.1 l) the National Disability Officer, who must identify as a student with a disability. and
31.2 i) the National Disability Officer and
R43. National Disability Officer
(a) The National Disability Officer is responsible for the supervision of NUS’s activities in the area of disability, including accessibility and mental health.
(b) The National Disability Officer is responsible for conducting a phone linkup at least 2 times a semester of campus and state Disability Officers (or equivalent representative) as well as campus activists to direct the National Disability Officer on the department’s campaign and priorities ` Moved: Rosa Sottile (National Education Officer) Seconded: Donherra Walmsley (National President)
BY-LAWS CHANGES 186