NUS National Conference POLICY Document 2013
National Union of Students Inc Authorised Jade Tyrrell, NUS President 2013
NUS POLICY VOLUME 2013
CONTENTS
1. ADMINISTRATION PAGES 1-43 2. UNIONISM PAGES 44-55 3. EDUCATION PAGES 56-88 4. WELFARE PAGES 89-115 5. WOMEN’S PAGES 116-151 6. QUEER PAGES 152-175 7. ABORIGINAL & TORRES STRAIT ISLANDER STUDENTS PAGES 176-186 8. DISABILITIES PAGES 187-201 9. INTERNATIONAL STUDENTS PAGES 202-208 10. ETHNO-CULTURAL STUDENTS PAGES 209-221 11. ENVIRONMENT PAGES 222-251 12. SMALL & REGIONAL PAGES 252-260 13. MISCELLENOUS PAGES 261-269 14. BY-LAWS CHANGES PAGES 270 CHAPTER 1 - ADMINISTRATION
ADMIN 1.1: Reassessing what we are, what we do, why we do it and how it can be done
Preamble: 1. The National Union of Students (NUS) is the peak representative body for undergraduate students in Australia. 2. NUS works to protect the rights of students across Australia, organises national campaigns on issues affecting students in a range of different areas, and makes sure that the student voice is heard by government, the media, and the public. 3. While in name and ethos the NUS can be seen as a union, the nature of those it represents necessitates that one of the major areas of union power – the ability to strike – is unavailable, in a practical sense if not theoretically. 4. As such it is necessary for the NUS to reconcile its union ethos and morality with the practical application of its work, and recognise that as an organisation its strength lies is the numbers, vibrancy and volume of voice held by students, and the utilisation of these factors in lobbying. 5. Once this has been recognised, a number of facets that are necessary for effective lobbying can be assessed and rectified if need be, allowing for better fulfillment of the NUS’s purpose.
Platform: 1. The NUS commits to furthering the rights and interests of students, through the implementation of measures by which to strengthen and express the solidarity of students and their voices nation-wide. 2. The NUS commits to projecting the voice of students in the most effective manner possible, utilizing all forms of media and communication available. 3. The NUS recognises that its strength and foundation is in the form of the students, their independently run associations, unions and organisations, and that efficacy in promoting real change comes from a concerted voice of many as well as the dedicated actions of the few.
ADMINISTRATION Actions: 1. The NUS make modifications to their website, including: a. the addition of a further tab in the “About Us” section, recognising the student run associations that support and contribute to the NUS, with links to the appropriate organisation for students at each university; b. adding an updated and comprehensive suite of metadata associations, for effective search results through search engines such as Google; c. developing further Facebook integration with the website, including but not limited to a live page feed with dedicated visual space on the website homepage; d. adding a “Resources and Links” tab, with relevant legislation regarding SSAF funding and its use, housing, discrimination, judis prudence and appeals, government assistance, and other issues students may face, set out at Commonwealth and State levels, as well as any publications of the NUS or contributing bodies that the NUS has permission to publish; e. an addition under the “Policy and Research” tab to include a permanent section outlining the NUS’s stance on issues facing students, formed from motions passed at the National Conference and reflexive to government policy of the time.
2. That the NUS utilises more effectively the student run organisations that are associated with it, through a. providing NUS promotional material to its affiliated organisations with NUS branding and details of the relevant state branch, with recommendations that these materials be a permanent fixture thus allowing for strengthening of the associations between the member organisations and the NUS and mirroring the actions taken by the NUS through the website changes as outlined in action 1 (a); b. where possible, ensuring information releases and updates of state branches are forwarded to all affiliated organisations in the relevant state, and c. information releases and updates of the national body are sent to all affiliated organisations, with requests for their publication and placement on campuses; d. continuing to encourage student demonstrations, ensuring as best possible that these demonstrations are inclusive of all organisations within the relevant area and that the NUS as a body is represented as well as the individual organisations; e. NUS press releases expressing solidarity with student run organisations fighting specific issues; f. the organisation and coordination of student run organisation involvement in new or existing national days of action at both national and state levels;
3. That the NUS instates or renews communication channels through a. greater utilisation of email systems, including creation of email contact lists
ADMINISTRATION for all NUS delegates and student run organisation presidents, for the purpose of sending “Do Not Reply” notifications of events, policy changes and issues, and reports, for use at both national and state levels; b. implementation of requirements for all state officers to document and collect digital media for events attended, for the purposes of publication on the NUS Facebook page and through this publication on the website via the page feed outlined in action 1 (c) ; c. requirements for all NUS delegates of a particular state to have the opportunity to meet, facilitated by the state branch president, at least once per 12 months and no less than 3 weeks prior to a National Conference being held; d. the implementation of NUS State Conferences for each state branch to be held no less than two months after the conclusion of National Conference, where policy for each state branch can be considered by the delegates of those state branches; e. the formation of an information package for all delegates, to be sent either directly to them upon their election or to the organisation with which they are affiliated to then be passed on upon their taking of the position; f. ensuring that information that is available is provided to the appropriate persons or departments and/or published in the following instances: i. no later than 14 days after a public event; ii. no later than 72 hours after a major government policy change; iii. no later than 1 month after the due date of state and national officer reports or any other media that is necessary to publish; iv. no later than 2 months after an NUS National Conference or State Conference.
Moved: Anthony Hooper (University of South Australia Student Association (USASA, formerly Unilife)) Seconded: Lia Lawrie (University of South Australia Student Association (USASA, formerly Unilife))
ADMIN 1.2: 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.
ADMINISTRATION 2. In a rapidly changing higher education environment and with the review of the demand-driven system by the Federal Government, 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 so they can deal with the major issues they will face. 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, particularly in light of Education Minister Christopher Pyne's ideological opposition to the SSAF. 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 and the work of National Office Bearers. 5. In the context of a new Federal Government and their Commission of Audit as well as the review of the demand-driven system being conducted by David Kemp and Andrew Norton, 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 2014 to increase the pressure for no fee increases or fee deregulation 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 2014. 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 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 development of national campaigns and targets, and ensures NUS consults its affiliates and remains accountable. 7. 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. 8. 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
ADMINISTRATION 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 2014.
2. That the National President and National Education Officer organise training, workshops and information sessions to be held at Presidents’ Summit 2014 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 2014 NUS campaigns d) Media and training e) Briefings on the higher education sector and priorities in 2014
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, and every state and territory, 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.
3. That the National President and National Education Officer ensure all sessions are designed, to the greatest extent possible to: provide conference attendees with useful information with a practical application where relevant; encourage feedback from campus presidents; and to facilitate interaction and knowledge and skill- sharing between attendees.
4. 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)
ADMINISTRATION viii) Priorities for 2014 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 2013 and changes made as a result iii) How the university will be distributing the SSAF revenue in 2014 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 and esoteric courses) iii) Student experience in the classroom (e.g. increases made to class sizes, lack of resources). iv) Your university and online learning: what is your university's approach to incorporating online learning environments (e.g. flipped classrooms, lecture recordings, etc) and how will students' interests be included in decisions (i.e. working groups, consultation, etc).
Moved: Jade Tyrrell (NUS National President) Seconded: Clare Keyes-Liley (NUS National Education Officer)
ADMIN 1.3: National Union of Students Website
Preamble 1. The National Union of Students is the peak representative body of students in Australia. 2. The National Union of Students must interact with students and other bodies. The website acts as a forum for prospective affiliates and students to learn about NUS campaigns and officer bearers. 3. The website also allows for a level of transparency, affiliates and students can be kept up to date with actions and policy of NUS.
Platform 1. NUS is able to become more relevant and serve students and affiliates if information and resources are made readily available. 2. NUS must acknowledge that its website is one of the first points of contact for students about campaigns and the organisation, as such must be updated regularly to allow transparency and encourage interaction in its campaigns 3. NUS produces great resources and reports that could help affiliates or attract potential affiliates more widely, were they readily available via the website.
Action
ADMINISTRATION 1. NUS National Conference directs all NUS Officer bearers and NUS State Branches to ensure that their departments pages are updated regularly with information pertaining to their roles, campaigns and departments. 2. NUS directs the National Officer bearing team to upload available and relevant resources to the website. 3. NUS directs the National President in collaboration with the General Secretary to update information on the website about affiliation processes. 4. NUS directs office-bearers to upload their national reports to executive to the website.
Moved: Alex West (TUU, University of Tasmania)
Seconded: Hannah Smith (University of Sydney, USYD SRC)
ADMIN 1.4: Best Practice for Elections
Preamble 1. Campus elections and procedure during student elections can be questionable. 2. Student elections that do not act in the best interest of their students or fulfill their democratic obligations disempower their students and create disillusionment around student activism and culture.
Platform 1. NUS stands for democratic representation, and expects the same form its affiliates. 2. NUS does not condone undemocratic or intimidating behaviour including but not limited to homophobia or sexism as part of student electioneering
Action
1. NUS conference direct the national President to create and distribute a document of election best practise for students elections. 2. The National President and general Secretary will ensure this document is made available via the NUS website. 3. NUS directs the national president and general Secretary encourage use of the guide and provide training to organisation where necessary.
Moved: Alex West (TUU University of Tasmania) Seconder: Giovanni Sottile (National Executive)
ADMINISTRATION ADMIN 1.5: Growing the relationship of national office-bearers with small and regional member organisations
Preamble: 1. The National Union of Students (NUS) believes in the value and affirmative power of unionism as a means of supporting and a decline in involvement in social issues and political discourse disproportionately affects small and regional student empowering students, nationally and on the campuses of its member organisations 2. Organisations, due to smaller and less concentrated student cohorts, and a wide range of socioeconomic dynamics varying between regions. 3. NUS must work towards increasing participation and active engagement with member organisations and the national union. 4. Small and regional member organisations frequently struggle to make students aware of the services and programs provided by
Platform:
1. NUS believes in the reciprocal support of national office bearers with their equivalents in its member organisations, for the NUS is committed to protecting, and supporting the growth of its small and regional member organisations. 2. NUS believes that the desire for involvement and inclusion is felt by Australian students of all backgrounds, and that activism,
Action: 1. National office-bearers will contact their equivalent office-bearers at each affiliated campus within one month of their term 2. National office-bearers will aim to actively support their equivalent office-bearers on small and regional campuses through NUS national office-bearers will increase visitation to students and student representatives on small and regional campuses. 3. The national Small and Regional Officer will provide the national executive with a strategic plan for communication on small and local and national student organisations on their campuses benefit of all parties. Education and support by the national union is key to increasing participation and activism on all campuses starting mentoring and communication, additional to the constitutionally stipulated national- link ups provided to all office-bearers regional campuses. 4. NUS will collaborate with small and regional campus organisations to provide events and other opportunities to raise awareness of NUS and its concerns, and to incentivise and aid democratic participation in local and national student organisations.
Moved: Isaac Foster (TUU University of Tasmania) Seconded: Alex West (TUU University of Tasmania)
ADMINISTRATION
ADMIN 1.6: Accountability and Transparency
Preamble 1. NUS conference passed policy that directs the years National Office bearers. 2. National Officer bearers are accountable around the country and to the National Conference that elects them yearly. 3. Campaigns are run on a yearly basis but little information is available to students what directs the departments of the union
Platform 1. NUS recognises that is accountable to students of affiliated organisation. 2. It is important to keep activism and interest from affiliates and that they be aware of policy that is passed and what is acted upon 3. National office bearers should be recognised for the work they do from policies that are passed at conference.
Action 1. The national general secretary will keep a record of policy passed at national conference and circulate to delegates and affiliate organisations. 2. That each national conference national office bearers will report back on their work per policy for their department. 3. The policy passed at national conference will be available on the National Union of Students website. 4. The national executive will hold national office bearers to account if policies are not acted upon.
Moved: Alex West (TUU University of Tasmania) Seconded: Hannah Smith (University of Sydney, USYD SRC)
Admin 1.7: NUS Affiliation Financial Planning
Preamble: 1. NUS is dependent on the funding it receives from its affiliate student organisations, without this funding NUS would struggle to financially operate. 2. Student organisations no longer receive funding directly as they did under the General service Fee, instead since VSU, Student organisations receive funding through negotiations with their university and through assistance from the SSAF (Student Service and Amenities Fee) which was implemented in 2011. 3. Student organisations around the country financially affiliate to NUS to support the peak representative body for students, supporting its operating costs. 4. Many student organisations, which wish to financially affiliate to NUS, have very strict funding agreements that require proactive financial planning.
ADMINISTRATION
Platform: 1. NUS is committed to supporting the financial structures of its affiliate student organisations though support in financial planning of affiliation costs and processes.
Action:
1. The NUS General Secretary will send out a notice to each campus (President, General Secretary or Treasurer) in early January/February with a timeline of financial requirements for the year. This will include the date Fee Waivers are due, a copy of the fee waiver application, date of affiliation committees, the date Invoices are due to be sent out and the date payment is to be made by. 2. The NUS General Secretary will contact directly the President/ General Secretary/Treasurer of each campus to discuss with them their affiliation application and any changes that need to be made.
Moved: Nathan Robertson (La Trobe University) Seconded: Jade Tyrrell (NUS National President)
ADMIN 1.8: To APRANET & Beyond!
Preamble 1. The NUS website is out of date, not user friendly and does not present a positive image of the organisation. 2. The website should be a first port of call for new activists and campus affiliates engaging with the organisation or current campaigns. 3. The website should present a clear picture of the structure of the organisation, its aims and purposes, history and other relevant information for students and affiliate organisations. 4. The website should give National Office Bearers and State Branches the capacity to engage with activists using social media and other online tools to develop support around issues and campaigns. 5. In late 2013 a working group of the National Executive was set up to look into developing a new website for NUS that is user friendly and more relevant; this group resolved to write a guiding policy to be considered by NUS National Conference 2013. Platform 1. NUS acknowledges that an up to date and user friendly website is an important tool to engage with campus organisations and student activists. 2. NUS recognises the need for a website that promotes its campaigns. 3. NUS acknowledges the importance of greater transparency for the organisation through publishing of National Executive minutes, regular reports, and governing documents of the organisation.
ADMINISTRATION 4. NUS commits to the development and launch of a new online platform for the organisation (‘the new website project’) 5. NUS notes the potential for revenue generation through selling advertising and sponsorship through its website.
Action 1. The National General Secretary, in conjunction with the Budget Committee of the National Executive, will develop a budget for the new website project. 2. The National General Secretary will consider opportunities for external funding for all or part of the new website project. 3. The National General Secretary, in collaboration with the National President and National Executive, will seek proposals and commission the design and development of a new user friendly website for NUS. 4. The following documents will be published on the new website: a. up-to-date contact information for all National Office Bearers and State Branches; b. office bearer reports; c. NUS governing documents; d. conference information when relevant; e. minutes of National Executive meetings; f. a list of currently accredited member organisations; and g. affiliation forms. 5. The website brief will contain functional requirements as follows, unless determined otherwise by the National Executive: a. Simple for NUS Office Bearers and staff to update and post content; b. Easy to train new office bearers and staff in updating website; c. The ability for students to sign up to email lists; d. The ability to host advertising and/or sponsorship on the website; e. Ability to post information and registration details for conferences held by NUS; f. Ability to post information about current campaigns; g. The ability to host documents; h. The ability to archive old content; i. The ability to host picture galleries if possible; and j. Integration with social media. 6. The National General Secretary will review NUS’ contract with Meltwater with a view to getting better value from the subscription. If functionality beyond what is currently provided is not able to be provided by Meltwater, the National General Secretary will investigate terminating NUS’ contract with Meltwater. Increased functionality from this service could include: a. the ability to compile and send regular media monitoring reports on student issues to member organisations; b. regular reports on NUS effectiveness in the media (with statistics such as audience reach and ad space value); and c. a news feed of current Higher Education issues on the website.
ADMINISTRATION 7. NUS will appoint a developer in the first quarter of 2013 with the aim of completing the new website project before the commencement of NUS National Conference 2014.
Moved: Casey Briggs (National Executive / Adelaide University Union) Seconded: Kara Hadgraft (National Executive / University of Melbourne Student Union)
ADMIN 1.9: Ongoing Policy Document
PREAMBLE:
1. Every year, NUS delegates and other students divert their attention from other matters in order to work on policy for our union, however the policy documents are barely distributed and are void after a single year.
2. Other similar organisations such as CAPA have a system in which policy can be far more useful as it is a permanent document which is added to and fine-tuned every year, rather than being rewritten over again.
PLATFORM:
1. NUS recognises the work done every year by students from all around Australia in order to write, discuss and pass NUS policy.
2. NUS wishes to disseminate its policies broadly and maximise their potential to contribute to change in student organisations and the world.
3. NUS understands its role to include policy leadership and on the matters discussed in its democratic forum at National Conference.
ACTION
1. At the end of this conference, NUS shall publish all passed policies on the NUS website, divided into ongoing policy and specific directions for 2014 office bearers, along with a clear note regarding the change of procedure.
2. In 2014 and subsequent years, delegates will be invited to submit amendments and additions to update the ongoing policy document as well as specific directions for the next year’s office bearers.
3. Every year the ongoing policy document shall be updated and published within one month of the close of the National Conference, along with the specific directions for the year’s office bearers.
Moved: Dean Mattar (UNSW)
ADMINISTRATION Seconded: Florence Roney (Monash)
ADMIN 1.10: Clarifying the NUS Affiliation Process
Preamble
1. The introduction of the Accreditation Committee into the formal affiliation process to the National Union of Students has changed the capacity for EFTSL that a campus is given in its affiliation invoice to be the same EFTSL it is accredited for at National Conference.
2. The Accreditation Committee has the capacity to independently seek an EFTSL from a campus if it so wishes.
3. The EFTSL of a campus consistently changes throughout the year with students moving to part time study, switching courses and changing universities which results in an invoiced EFTSL in March rarely being correct in December.
4. University administration are often providing limited information to the National Union of Students regarding their current EFTSL.
5. The requirement to send out affiliation invoices before the date that the census information has come out for a semester means that the EFTSL on an affiliation invoice is rarely accurate, and the campus receives an affiliation invoice well into the first semester of the year slowing down the affiliation process as well as not aligning with some campuses’ budgetary timelines.
6. The structure of the affiliation form is out-dated and unclear to many campus organisations.
Platform
1. NUS acknowledges the importance of sending out affiliation invoices on time to maximise the capacity of NUS to generate revenue throughout the year.
2. NUS acknowledges the Accreditation Committee as an independent body that has the capacity to independently seek out campus EFTSLs if it so choses.
3. NUS realises the need for campus EFTSLs to be accurate for the accreditation process.
4. NUS recognises the need to have a clear and transparent affiliation process.
Action
ADMINISTRATION 1. The National General Secretary will send out affiliation invoices to campuses no later than the last week of February.
2. The National General Secretary will send out affiliation invoices with the most up-to-date EFTSL data available.
3. The Accreditation Committee reserves the right to independently inquire into a campus EFTSL in the accreditation process.
4. The National General Secretary will restructure the affiliation form to make the process more accessible for all campus organisations.
Moved: Isabelle Kingshott (Victorian State Branch President)
Seconded: Todd Pinkerton (National General Secretary)
ADMIN 1.11: Finalising NUS EBA Negotiations
Preamble
1. As The current NUS EBA is out of date and is a liability to the organisation, it is important that negotiations o finalise a new EBA are finished in 2014.
2. A new EBA is vitally important to protect NUS’s staff and it is important that it is up to date with current legislation and provides a positive working relationship between the NUS staff and the office bearers.
3. In late 2013 the National General Secretary took the first steps to renegotiate the EBA but the process needs to be completed with the current negotiations set to conclude by April 2014.
Platform
1. NUS acknowledges the importance of having an EBA that protects the rights of its staff whilst also being up to date with the current legislative framework.
2. NUS commits to negotiating in good faith with the National Tertiary Education Union and all NUS staff throughout the rest of the negotiation process.
Action
1. The National President and National General Secretary will conclude negotiations and finalise a new EBA by the end of April 2014.
Moved: Isabelle Kingshott (Victorian State Branch President)
ADMINISTRATION
Seconded: Jade Tyrrell (National President)
ADMIN 1.12: Ensuring sound financial practice and a commitment to a budget surplus
Preamble
1. It has been made clear in the months following the 2013 federal election that the Federal Coalition Government does not support students or the funding f independent student organisations.
2. Any cuts to the Student Services and Amenities fee or to university funding could decrease the amount of money NUS is able to collect through campus affiliations.
3. It is important that NUS continues to prepare itself for the removal of the SSAF through fixed rate term deposits and looking into other funding streams to guarantee the unions survival.
4. It is important that NUS runs a tight budget in 2014 to ensure that no funding that could be invested is wasted but this needs to be balanced with a need to fund activists departments to the extent that allows them to lobby effectively against any proposed cuts to Higher Education.
Platform
1. NUS commits to having sound financial management to buffer itself against any removal of the Student Services and Amenities fee and any further cuts to student organisation funding, with a commitment to running a tight budget to protect against wasted funds.
2. NUS recognises the importance of well-funded activist departments in its fight to keep funding of Higher Education and Student Organisations at current levels.
3. NUS acknowledge the need to look into new revenue streams in order to increase funding to the organisation.
Action
1. The NUS National Executive commits to sound financial management for the 2014 term including setting a strong budget.
2. NUS empowers the incoming National General Secretary to maintain a sound policy of financial management and deliver a surplus budget. The General Secretary will continue to invest in fixed term deposits to strengthen the position of NUS and deliver monthly financial reports to the National Executive in order to maintain the transparency of the organisation.
ADMINISTRATION 3. The National General Secretary together with the National President will look into other revenue streams in order to increase the financial position of NUS. The National General Secretary will report to the NUS National Executive on these findings. 4. The National General Secretary and National President will ensure that departmental budgets are spent frugally to ensure that NUS funds are maximised in the fight against funding cuts to Higher Education and Student Organisations.
Moved: Isabelle Kingshott (Victorian State Branch President)
Seconded: Todd Pinkerton (National General Secretary)
ADMIN 1.13: Increasing NUS Affiliation Amounts
Preamble
1. The introduction of the Student Services and Amenities Fee legislation in 2011 has resulted in large increases in many campus budgets across the country.
2. These increases in campus budgets have enabled campus organisations to increase their affiliation fees to the National Union of Students over the past two years, which in turn has strengthened the financial position of the National Union of Students.
3. From a budgetary perspective it is important that the National Union of Students receives affiliation fees early in the year in order to offset cost throughout the year.
Platform
1. NUS recognises that the introduction of the SSAF has resulted in increases to the budgets of many student unions across the country.
2. Whilst it may not be permanent, it is important that NUS capitalises on these budget increases in the amounts it receives in affiliation in order to enable long-term financial security and campaign capacity.
3. NUS recognises the importance of invoicing campus organisations early in the year in order to maximise affiliation revenue.
Action
1. The National General Secretary will liaise with campus affiliates early in the 2014 term to ensure maximum affiliation revenue.
2. The National General Secretary will ensure that a clear explanation of the affiliation forms and process are sent out to campuses early in the 2014 term.
3. The National General will ensure that a clear explanation of the affiliation
ADMINISTRATION forms and process are available on the NUS website early in the 2014 term.
4. The National General Secretary will ensure that any decreases in affiliation amounts are explained in writing by the campus organisation to the Fee Review Committee.
Moved: Isabelle Kingshott (Victorian State Branch President)
Seconded: Todd Pinkerton (National General Secretary)
ADMIN 1.14: National Executive Induction and Legal Training (aka. Let’s not go to jail)
Preamble
1. As the board of directors of the National Union of Students it is the responsibility of the National Executive to give sound management to but not limited to areas such as, the finances of the National Union of Students, the hiring of staff, the publication of material and the implementation of policy.
2. When elected, members of the National Executive of the National Union of Students may not be aware of their legal responsibilities as directors of an organisation and, without this knowledge could more likely to be subject to legal action.
Platform
1. NUS acknowledges the importance of the NUS National Executive as the board of directors of the organisation and an important transparency mechanism of the organisation.
2. NUS acknowledges the limited legal training that some members of the NUS National Executive may have received upon their election.
3. NUS recognises the importance of having well trained members of its board of directors in order to ensure sound financial management and proper conduct of members.
Action
1. NUS directs the National General Secretary to organise legal traning with the solicitors of the National Union of Students about the responsibilities of being a board member with all incoming members of the National Executive during the first meeting of the National Executive for the 2014 term.
2. NUS directs the National General Secretary to issue an induction pack to all incoming members of the National Executive outlining their legal responsibilities as per the NUS constitution.
Moved: Isabelle Kingshott (Victorian State Branch President)
ADMINISTRATION Seconded: Jade Tyrrell (National President)
ADMIN 1.15: Implementation of NUS Policy: EdCon report backs
Preamble
1. NUS National Conference is the peak decision-making body of the National Union of Students.
2. National Office Bearers should be accountable to the policy passed by National Conference as these policies reflect the priorities of the student movement.
Platform
1. NUS acknowledges the importance of the policy passed at NUS National Conference being followed through throughout the year.
2. NUS acknowledges the need for transparency within the organisation.
3. NUS recognises the importance of its National Office Bearers being accountable to its mid year conference and the capacity for delegates at the mid year conference to question the conduct of officer bearers.
Action
1. NUS directs all National Office Bearers to submit a report on what policies passed at the 2013 National Conference have been completed by half way through the 2014 term.
2. NUS directs all National Office Bearers to report to its mid-year conference on policies passed at the 2013 National that are yet to be completed and put forward a timeline for these policies to be completed by the end of the 2014 team.
Moved: Isabelle Kingshott (Victorian State Branch President)
Seconded: Jade Tyrrell (National President)
ADMIN 1.16: Ensuring Accountability and Engagement: State Branch Fora
Preamble:
1. Prior to the introduction of Voluntary Student Unionism (VSU), State Branches were well funded and able to coordinate effective state-wide campaigns and actions.
2. The de-funding of State Branches has had a negative impact on the ability of the National
ADMINISTRATION Union to engage with campus affiliates.
3. Given current funding constraints, activists from many campuses are not able to attend Education Conference and/or National Conference, inhibiting their ability to engage with the policy and direction of the National Union.
4. Building relationships with and supporting the work of affiliate campuses is a priority for the National Union, and given funding constraints, the most effective way of engaging with affiliate campuses is to organise events at a state level, attended by all National Office Bearers.
Platform:
1. The National Union of Students recognises the importance of State Branches in coordinating effective campaigns.
2. The National Union of Students recognises that in the current funding environment, State Branches require significant support from National Office Bearers to perform their roles.
3. The National Union of Students acknowledges the importance of transparency and accountability of National Office Bearers and the organisation as a whole to campus affiliates and potential affiliates.
4. The National Union of Students recognises the importance of building relationships and supporting the activities of affiliate campuses in their states.
5. The National Union of Students recognises that funding constraints prevent many campus activists from attending Education Conference and National Conference, and that this in turn affects the ability of the National Union of Students to engage with as many students as possible.
6. The National Union of Students believes that State Branch fora attended by all National Office Bearers are an important way of engaging affiliate campuses, ensuring transparency, and building effective national campaigns.
Action:
1. The National General Secretary, in consultation with the National Office Bearing team and State Branch Presidents, will organise at least one State Forum to be held in each state as early as possible in Semester One.
ADMINISTRATION 2. Each State Branch Forum will run for at least one day, and the agenda will include but not be limited to: i) Report-backs from all National Office Bearers on their campaigns to date and plans for the remainder of the year ii) Policy sessions to inform the direction of the National Union of Students iii) Training and planning sessions as deemed appropriate by the State Branch President and National Office Bearers
3. The National General Secretary shall ensure that notice of State Branch Fora go out to all affiliates and potential affiliates at least one month prior to a Forum being held.
4. The National General Secretary shall ensure that an agenda for each State Branch Forum goes out to all affiliates and potential affiliates at least two weeks prior to a Forum being held.
5. The National General Secretary will ensure that any resolutions passed by State Branch Fora will be published on the website within one week of the Forum being held.
Moved: Isabelle Kingshott (Victorian State Branch President) Seconded: Jade Tyrrell (National President)
ADMIN 1.17: Maximising the Reach of NUS Surveys and Research
Preamble: 1. The National Union of Students conducts a significant amount of research and outputs many reports on an annual basis.
2. Since VSU, many student organisations have not had the financial capacity to employ research officers.
3. The research of the National Union of Students is important to campuses and the national student movement as it provides an evidence base for pro-student arguments.
4. The National Union of Students has struggled to maintain relevance on some campuses, with some campuses feeling that inadequate support and information is provided by the National Union.
5. By ensuring that all reports generated from surveys and research completed by NUS are readily available on the NUS website, campuses will be able easily access a wealth of information and the work of the National Union will be clearly visible.
ADMINISTRATION Platform: 1. NUS acknowledges the importance of collecting surveys and doing research to support pro-student arguments being mounted on campuses and nationally.
2. NUS believes that research and surveys completed by NUS should be readily available on the NUS website in order to maximise usefulness for affiliate campuses.
Action:
1. The National General Secretary and National President in conjunction with the NUS Research Department will ensure that all surveys and reports produced by the National Union of Students in the last three years (at minimum) are available on the NUS website in an easily accessible format.
Moved: Isabelle Kingshott (Victorian State Branch President) Seconded: Jade Tyrrell (National President)
ADMIN 1.18: Regular National Office Bearer Meetings
Preamble: 1. Students across the country, through affiliate organisations, invest significant amounts of money into National Office Bearer stipends and campaigns.
2. Many National Office Bearers may not necessarily be aware of the processes to access funds for campaigns and ways in which they can make their campaigns as far reaching as possible.
3. The National Union of Students is most effective in supporting the work of its affiliate campuses when all Office Bearers are supported and held accountable by each other.
Platform: 1. The National Union of Students believes that Office Bearers should be accountable for the work that they complete throughout the year.
2. The National Union of Students believes that it is important to support Office Bearers to best fulfil their roles.
Action: 1. The National General Secretary will coordinate monthly meetings of the National Office Bearers to monitor the progress of campaigns based on policy passed at National Conference and provide additional support and training to Office Bearers as required. 2. The National General Secretary will ensure that minutes of the monthly meetings of
ADMINISTRATION National Office Bearers are put up on the NUS website in a timely fashion, and submitted to the next meeting of the National Executive.
Moved: Isabelle Kingshott (Victorian State Branch President) Seconded: Jade Tyrrell (National President)
ADMIN 1.19: Effective Communication with Affiliates: E-Newsletter
Preamble: 1. The work of the National Union of Students is frequently unrecognised due to poor communication with affiliates.
2. The National Union of Students must communicate better with its affiliate campuses in order to assure them that they are receiving value for money for their affiliation fees and inform them better about the message and campaigns of the National Union of Students.
Platform: 1. The National Union of Students recognises the importance of regular communication with affiliates.
2. The National Union of Students recognises that email is one of the easiest and most cost effective ways of communicating with the general student body and affiliate campuses.
3. The National Union of Students recognises that many affiliates are not aware of the strength of NUS campaigns due to a lack of information about the media coverage received by NUS provided to them.
Action: 1. The National General Secretary, in consultation with the National President, will coordinate a fortnightly e-newsletter to go out to affiliate campuses and students who sign up via the website that has content including but not limited to: i) Important news items for the fortnight ii) Updates from Office Bearers on campaigns where relevant iii) Links to reports and documents from the most recent meeting of the National Executive where appropriate iv) Updates on upcoming events such as conferences and other events of interest v) Other content as deemed appropriate by the National General Secretary and other National Office Bearers 2. The National General Secretary and National President will ensure that any website upgrades incorporate the capacity individual for students to sign up to the NUS newsletter.
ADMINISTRATION Moved: Isabelle Kingshott (Victorian State Branch President) Seconded: Jade Tyrrell (National President)
ADMIN 1.20: Office Bearer Leave
Preamble: 1. Some National Office Bearers receive a stipend as per the NUS constitution and as a result of the motions passed at the initial meeting of National Executive each year.
2. As this stipend is not a wage and therefore not connected to hours worked, there is currently no leave policy in place.
3. Sometimes National Office Bearers are unable to be available for their roles for various reasons including but not limited to health issues, overseas travel, and family reasons.
4. When National Office Bearers are not available to complete their duties for a period of time greater than 3 days, they should be required to put in a leave submission in order to ensure that any necessary tasks can be completed by other members of the team.
Platform: 1. The National Union of Students acknowledges the importance of accountability and transparency for Office Bearers. 2. The National Union of Students recognises that there are times when National Office Bearers are unable to fulfil those duties and believes that there should be a policy in place to deal with such situations.
Action:
1. The National General Secretary and the National President will develop a leave form for Office Bearers who need to take more than 3 days off that collects but is not limited to the following information i) Duration of the period of leave ii) Person responsible for fulfilling that Office Bearer’s duties while they are on leave iii) The tasks which need to be accomplished while the Office Bearer is on leave 2. The National General Secretary and the National President will be responsible for explaining the new leave provisions to all Office Bearers and ensuring that the appropriate procedures are followed.
Moved: Isabelle Kingshott (Victorian State Branch President) Seconded: Jade Tyrrell (National President)
ADMINISTRATION ADMIN 1.21: Ethical Procurement
Preamble
1. Purchasing items produced in ways that directly undermine human rights, working conditions and the environment is supporting and incentivising those practices. 2. Child labour, slave labour, poor working conditions and adverse environmental destruction slows global development and puts lives at risk.
Platform
1. NUS does not support any form of child labour, slavery or the undermining of working conditions. 2. NUS does not support environmental destruction where there are affordable alternatives available. 3. NUS supports the creation of an Ethical Procurement Policy to broadly regulate and ensure that NUS does not contribute to unethical practices.
Action
1. NUS directs the General Secretary, in consultation with the National Executive, to draft and implement an Ethical Procurement Policy that fulfil relevant requirements of becoming a Fair Trade accredited workplace. 2. NUS directs the General Secretary to gain Fair Trade workplace accreditation.
Moved: Stephen McCallum (National Environment Officer) Seconded: Deanna Taylor (National Executive)
ADMIN 1.22: Sustainability
Preamble
1. Most universities and student organisation have a policy to regulate and encourage sustainability within operations. 2. Sustainable practices are widely accepted as part of being a ‘responsible’ corporate entity.
Platform
1. NUS should strive to operate in an ethical manner and reflect the views of member organisations.
Action 1. NUS directs the General Secretary, in consultation with National Executive, to draft a sustainability policy that will contain regulations: a. making travel carbon offsets mandatory when available b. stipulating that there will be labelled recycling bins in each NUS office
ADMINISTRATION Moved: Stephen McCallum (National Environment Officer) Seconded: Deanna Taylor (National Executive)
ADMIN 1.23: Fossil Fuel Divestment
Preamble
1. Utilising the services of finance institutions which supply finance to fossil fuel production industries indirectly supports fossil fuel production. 2. Numerous organisations are moving finance from banks that provide financial services to the fossil fuel industry to financial institutions that have made a commitment to avoid investing in fossil fuel production. 3. Climate change is a serious threat to current and future generations here in Australia and internationally. 4. The Intergovernmental Panel on Climate Change (IPCC) Fourth Assessment Report found that global warming is already causing costly disruption of human and natural systems throughout the world, including the melting of Arctic ice, acidification of ocean waters and increased flooding and drought. 5. In its “Unburnable Carbon” report, the Carbon Tracker Initiative found that fossil fuel companies and governments possess proven fossil fuel reserves that would release approximately 2,795 gigatons of CO2 if they are burned, which is five times the amount that can be released without exceeding 2°C of warming. 6. Students at hundreds of university campuses worldwide have launched campaigns to have their institutions divest from fossil fuel companies.
Platform
1. NUS recognises that climate change is being accelerated by human activities. 2. NUS recognises that allowing financial institutions to invest our finance in fossil fuel projects contributes to accelerated climate change. 3. NUS recognises that investments should support a future where all citizens can live healthy lives without the negative impacts of a warming climate. 4. NUS should be a leading institution in progressive social change.
Action:
1. NUS directs the General Secretary to divest all NUS finance from organisations which contribute financially to the fossil fuel production industry. 2. That, for any NUS investments in managed funds that are found to include fossil fuel companies, the General Secretary is to contact the fund managers and request that the fossil fuel companies be removed from the funds. 3. That the General Secretary will release quarterly updates, available to the public, detailing progress made towards full divestment.
Moved: Stephen McCallum (National Environment Officer) Seconded: Deanna Taylor (National Executive)
ADMINISTRATION ADMIN 1.24: Goal setting and strategic planning for increased affiliation Preamble: 1. With the introduction of VSU, the number of campus student organisations affiliated to NUS dramatically decreased. 2. With the introduction of the SSAF, NUS has significant opportunities to increase the number of affiliates. With campus student organisations largely now more financially sustainable, NUS should reflect the viability of student unions Australia-wide. 3. In order for NUS to increase its relevance and continue to sustain a position as a valid representative body for students, it needs to represent and support a significant proportion of campus unions across Australia. 4. All student unions can benefit from affiliation to NUS. 5. With SSAF under potential threat, NUS should aim to drastically increase the amount of student unions that affiliate.
Platform: 1. NUS recognises that VSU was equally devastating for its affiliates. 2. NUS states its strong support for the SSAF legislation, and believes it has increased the quality of campus life, representation of students, and student unions. NUS views SSAF as a positive change to student unions and increased the potential for campus-based activities. 3. NUS commits to facilitating collaboration between National Office and State Branches where possible in devising a strategy for increasing campus affiliations. 4. NUS understands that long-term strategic planning is the most effective way to ensure that campuses affiliate, and in turn, NUS will provide greater representation to students. 5. NUS believes that targeting student unions unaware of the benefits the national union provides should be a focus in any strategy to increase campus affiliations.
Action: 1. That the National President and General Secretary coordinate with their state counterparts where possible and devise a yearly strategy to get unaffiliated campus student organisations to affiliate. 2. That the National President and General Secretary report to National Executive on how this strategy is tracking regularly throughout the year.
Moved: Ben Knight (Monash Student Association) Seconded: Deanna Taylor (National Executive)
ADMIN 1.25: Delegations of Authority Preamble 1. National Executive is responsible for the management of NUS, but delegates certain responsibilities to its office bearers and staff to meet the day-to-day operational needs of the organisation. 2. Currently NUS has no such policy that codifies the authorities that staff, office bearers and National Executive have over matters including creation of staff positions, appointment of staff, leave and expenditure approval. 3. Most organisations have a policy that articulates the above.
ADMINISTRATION 4. A Delegations of Authority Policy would give clarity around “who can do what”. This would facilitate greater transparency and accountability within NUS, and in some instances may free up time ordinarily used by National Executive to approve minor matters that can be approved by staff or office bearers.
Platform 1. NUS recognises the importance of any organisation clearly defining the authorities that its staff, officers and board of management have. 2. NUS is committed to increasing the transparency and accountability of the organisation. 3. NUS is committed to increasing the efficiency and functionality of the organisation.
Action 1. NUS directs the National President and National General Secretary to create and present to National Executive a Delegations of Authority Policy for consideration and approval. 2. This policy must set the authorities that staff, office bearers and National Executive have over matters including but not limited to: a. Creation of staff positions; b. Appointment of staff; c. Approval of staff and office bearer leave; d. Approval of budgeted and unbudgeted expenditure; e. Reimbursement of expenses; and f. Public relations.
Moved: Deanna Taylor (National Executive) Seconded: Alice Bitmead (Adelaide University Union)
ADMIN 1.26: Conduct of National Executive
Preamble 1. NUS 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 2. National Executive members are Directors of NUS, and have legal responsibilities to act in the best interests of the organisation, in good faith and with due care and diligence. 3. National Executive is required to consider the most recent financial statements of the organisation at each meeting. 4. National Executive is also required to implement and interpret the policy of NUS.
ADMINISTRATION 5. The National Executive requires regular information and reports in order to fulfil its duties. 6. At the first National Executive of every year, it must decide how the policy made by National Conference will be implemented. 7. No schedule of National Executive meetings was made this year. This has affected the ability of National Executive members to attend meetings. 8. In 2013, full meeting papers have rarely been provided to National Executive more than 24 hours in advance of the meeting. 9. In 2013, the National Executive has never seen minutes of previous meetings, and approved these as true and accurate records. 10. The National Executive has never seen a profit and loss statement, and cash flow statement, expenditure tracked to budget, or any other financial statement of any kind (other than the budget) for NUS in 2013.
Platform 1. NUS acknowledges the important role that the National Executive has. 2. NUS acknowledges the legal responsibilities that National Executive members as Directors of the organisation.NUS believes in transparent and accountable governance. 3. NUS commits to providing the National Executive with enough information and access to records for members 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 meeting schedule for National Executive meetings no later than 10 January 2014. 2. This schedule of meetings will be circulated to all National Executive members, National Office Bearers, and member organisations. 3. The National General Secretary will determine a reporting schedule setting out deadlines for reports and other material for consideration and provide this to the National Executive by 10 January 2014. 4. All meeting papers will be circulated for consideration by committee members at least one week in advance of each meeting. 5. Ordinary meetings of National Executive may be rescheduled, 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 each month. 7. The National General Secretary will ensure that accurate minutes are taken of each meeting of the National Executive and all its committees, and will circulate the draft minutes of each meeting to the National Executive within one week of the meeting.
ADMINISTRATION 8. The National General Secretary will include the minutes of the previous meeting in the papers for each National Executive meeting, for consideration and approval as a true and accurate record of the meeting. 9. Upon the minutes of each meeting of the National Executive being adopted, the National General Secretary will ensure that all open minutes are provided to member organisations. 10. At the first National Executive meeting of every year, the National Executive will decide how the policy made by National Executive will be implemented. This will involve agreeing on key goals for the year with each National Office Bearer. 11. The National General Secretary will provide an induction pack to all members of the National Executive no later than 18 January 2014 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, and the staff Enterprise Bargaining Agreement where this exists; and e. Any other information the National President or National General Secretary deems necessary. 12. The National General Secretary will draft regulations and present these to National Executive codifying actions 1-12 above, where they are not already codified.
Moved: Deanna Taylor (National Executive) Seconded: Casey Briggs (National Executive)
ADMIN 1.27: Publication of National Conference proceedings
Preamble: 1. NUS recognised that as the peak representative body for students within Australia that it has a duty to show those it represents the proceedings of its yearly National Conference. 2. NUS recognises that, while it is difficult for students from interstate and regional areas to attend the National Conference that it needs to take steps to ensure that the proceedings of the National Conference are made available to students following the conference.
Platform
1. As it is immensely difficult for all members to attend the National Conference, the publication of the minutes, results of elections and motions of the National Conference is an important step in allowing members to see how proceedings have taken place at the yearly conference.
ADMINISTRATION 2. In terms of accountability and transparency, it is imperative that the NUS publicises the proceedings of the National Conference in formats that will ensure it is accessible for as many of its members as possible. 3. In terms of further publicising the NUS to students and increasing interest in the campaigns run by the NUS steps need to be taken for students to be able to see how the NUS National Conference operates.
Action: 1. That the General Secretary, within 28 days of the end of the National Conference, publishes its proceedings including: a. The minutes of the National Conference. b. Motions passed at conference. c. The results of the elections of National Office Bearers, National Executive and State Office Bearers. d. Any amendments made to the NUS constitution. 2. That the General Secretary is to publish the proceedings of the National Conference on the NUS website. 3. That the NUS recommends to the Presidents of its member student bodies that the minutes are to be made available on the website and Facebook page of their respective student bodies.
Moved: Patrick Dollard (University of Melbourne Student Union) Seconded: Cameron Barnes (University of Western Australia Student Guild)
ADMIN 1.28: Progress of National Office Bearers
Preamble: 1. NUS recognised that, while the National Office Bearers work considerably hard in their respective campaigns, much of the work goes unrecognised by the student population. 2. Through this lack of recognition, a large section of the student population is unaware of what their national union does for them, and in turn students are unsure why they are paying money to be a member of the NUS.
Platform: 1. In order for the wider student population to become aware of the various campaigns run by its National Office Bearers, it is imperative that National Office Bearers publish regular updates on the NUS website. 2. In turn, this will not only help show the progress made by National Office Bearers but also show the wider student population what steps the NUS is taking in advocating for their needs. Furthermore, regular publicity of NUS campaigns will likely encourage more participation by the student population in NUS run campaigns.
ADMINISTRATION Action: 1. All National Office Bearers are to publish reports on the NUS website every 4 to 6 weeks, where they are to publicise the progress of their respective campaigns.
Moved: Patrick Dollard (University of Melbourne Student Union) Seconded: Elizabeth O’Shea (University of Western Australia Student Guild).
ADMIN 1.29: Office Bearer Key Performance Indicators Preamble 1. The responsibilities that National Office Bearers have are broadly set out in R31-R44 of NUS Regulations. B72-B81 of NUS By-Laws prescribe more specific responsibilities. 2. National Office Bearers and State Branch Presidents are required to report to each National Executive meeting. These reports to National Executive are often recounts of their activity for the past month, without reference to office bearer responsibilities or any goals or targets set at the beginning of the year. 3. There is currently no quantitative metric for measuring performance of National Office Bearers and State Branch Presidents. 4. Monitoring performance of NUS Office Bearers is particularly crucial for those office bearers who are being remunerated. 5. Key Performance Indicators against which Office Bearers are required to report would: a. increase clarity around expectations of office bearers; b. improve the transparency of office bearer activity; c. improve the quality of reporting to National Executive; d. increase the accountability of office bearers to National Executive ; e. enable National Executive to more effectively monitor office bearer performance; and f. enable NUS to evaluate its overall success and effectiveness in any given year, and from year to year.
Platform 1. NUS is committed to increasing the efficiency, transparency and accountability of the organisation. 2. NUS is committed to demonstrating value for its members.
Action 1. NUS directs the National President and National General Secretary to create and present to National Executive a set of Key Performance Indicators for all National Office Bearers and State Branch Presidents, for National Executive’s consideration and approval. 2. These Key Performance Indicators must: a. Be based on achievable targets and goals set at the commencement of the year, between the President, office bearers and National Executive; b. Reflect office bearer responsibilities outlined in NUS By-Laws and Regulations;
ADMINISTRATION c. Take into account whether office bearers are remunerated or not, and how many hours they are expected to work; d. Establish procedures for when Key Performance Indicators are not met; e. Be reviewed annually. 3. NUS directs the National President and General Secretary to ensure that office bearers report against the Key Performance Indicators, in addition to reporting on any other relevant activities or information they wish to bring to National Executive’s attention.
Moved: Deanna Taylor (National Executive) Seconded: Jade Tyrrell (National President)
ADMIN 1.30: Membership Satisfaction Survey Preamble 1. NUS currently has no established formal process for receiving feedback from its members about the organisation. 2. For NUS to adequately serve its members, it needs to be aware of what members want. 3. The wishes of members should inform how NUS represents them, and students across Australia, as well as how the organisation operates. 4. NUS relies on affiliation fees from its members as its primary source of revenue. Members will only remain affiliated to NUS, and commit to paying higher affiliation fees if NUS can demonstrate its value to members. NUS’ future financial security depends on the satisfaction of its members.
Platform 1. NUS recognises that to remain a legitimate voice for students across Australia we must serve our members organisations to the best of our ability. 2. NUS is committed to continually improving the ways in which we engage with member organisations. 3. NUS is committed to providing and demonstrating value for members.
Action 1. NUS directs the National President and National General Secretary to create a Membership Satisfaction Survey. This survey is to be open and distributed to member organisations no later than October 31, 2014. 2. The survey must seek feedback from member organisations on their levels of satisfaction in the following areas: a. NUS’ engagement with their organisation (eg. communication, campus visits, opportunities for participation etc); b. The transparency and accountability of NUS; c. The extent to which NUS is accurately representing their organisation, and the students at their campus; d. Quality of campaigns, actions, and surveys that NUS has run; and e. Any other areas the National President and General Secretary deem necessary.
ADMINISTRATION 3. The survey must give member organisations the opportunity to provide broad feedback on NUS, and areas in which they would like to see improvement. 4. The National President will provide a report on the survey results to National Executive, along with any recommendations for action.
Moved: Deanna Taylor (National Executive) Seconded: Kara Hadgraft (National Executive)
ADMIN 1.31: Maintaining and Strengthening Relationships with the Sector
Preamble 1. For NUS to best serve members, and achieve its desired outcomes, it must engage effectively with the higher education sector. 2. Over the years NUS has connected with many different groups across the sector. These include: the National Tertiary Education Union, Universities Australia, the Australian Council for Private Education and Teaching, Australasian Campus Union Managers Association, the Tertiary Access Group, Australian Technology Network of Universities, Innovative Research Universities, Group of Eight, the Regional Universities Network, Council of International Students Australia, Council of Australian Postgraduate Associations, the Australian Youth Climate Coalition, the Australian Medical Students Association, the Australian Law Students Association, and the Australian Student Environment Network. 3. The networks NUS has forged with such groups have provided opportunities to gain important information, develop skills, and work with a wide variety of people towards mutual goals. 4. It is crucial that NUS continues to maintain relationships with relevant groups in the sector, and constantly seeks to develop new ones.
Platform 1. NUS recognises that to achieve positive outcomes for students, it must engage with a wide variety of groups in the sector who share common interests. 2. NUS values the relationships it has forged with organisations across the sector. 3. NUS is committed to collaborating with sector groups in as many ways as possible, and ensuring an open and reciprocal dialogue is ongoing between NUS and groups within the sector.
Action 1. The National President will as early as possible following the commencement of their term contact the organisations and groups listed in point one of the preamble, to identify mutual interest and areas in which NUS can work with those groups. 2. The National President will make connections with other relevant groups and organisations if they are identified, and work towards establishing a relationship. 3. The National President will maintain relationships with equivalent international organisations of relevance.
Moved: Deanna Taylor (National Executive)
ADMINISTRATION Seconded: Jade Tyrrell (National President)
ADMIN 1.32: Lobbying strategy aka Knock Knock Knockin’ on Parliament’s Door Preamble 1. Arguably the most crucial part of NUS’ role is lobbying. An integral part of making inroads to achieving NUS’ goals is lobbying parliamentarians in the Government, Opposition, and minor parties, as well as many relevant stakeholders who may hold influence. 2. With many higher education issues coming before Federal Parliament in 2014, it is important that NUS has a clear lobbying strategy that targets the people with the ability to effect change most effectively.
Platform 1. NUS is committed to identifying the most effective ways it can effect change in policy, in order to achieve the best outcomes for students. 2. NUS acknowledges that to effect change in policy, a multi-faceted approach is required that incorporates lobbying as well as activism on the ground and engagement with sector groups. 3. NUS recognises that forging relationships with relevant key people is critical to influencing changes in policy.
Action 1. The National President will, as early as possible after goals are set for the year, formulate a lobbying strategy in consultation with other National Office Bearers as necessary. 2. This will include: a. broadly identifying key people who may be relevant, and establishing contact where appropriate. These may be inside or outside of Parliament; b. specifically identifying any parliamentarians who may hold balance of power on a given issue; c. specifically identifying people who may be “gatekeepers” to parliamentarians; d. gathering information about the interests of relevant people, and how NUS can appeal to those interests; and e. articulating how NUS can make the most of the above information, and how to engage with the relevant people most effectively.
Moved: Deanna Taylor (National Executive) Seconded: Jade Tyrrell (National President)
ADMIN 1.32: Structural changes in NUS: organisational audit
Preamble:
ADMINISTRATION
1. The National Union of Students (NUS) operates with a structure that relies primarily on the work of National Office Bearers with allocated portfolios and varying rates of honoraria – ranging from full time to unpaid.
2. Voluntary Student Unionism (VSU) stripped hundreds of millions of dollars from student organisations around the country and many have transferred their assets to their university in exchange for funding agreements to ensure the long-term survival of their respective organisation. 3. NUS relies exclusively on affiliation amounts paid by member organisations for its annual revenue. 4. While the Student Services and Amenities Fee (SSAF) was introduced in 2012, affiliation to NUS is not within the allowable categories in the governing legislation. 5. Student organisations have had to find alternative means of sourcing NUS affiliation fees, which are often drawn from untied funds or independent commercial revenue, but in circumstances where a student organisation does not run commercial services, their ability to achieve paid membership of the National Union is contingent on the goodwill of their university. 6. In the wake of Federal Education Minister Christopher Pyne’s announcement in late September that this Coalition Federal Government has intentions to remove the SSAF, is it important for all student organisations including NUS to review their structures and revenue streams to ensure their long-term survival in the event that SSAF is removed.
Platform:
1. NUS must ensure it is working in the interests of its members and students in general to the greatest extent possible, and should be using its resources and its revenue effectively and efficiently to this end. 2. NUS requires a review into the strengths and weaknesses of its overall organisational structure, operating procedures and systems. 3. NUS must determine the most cost-effective and strategic way to structure NUS to meet current and future needs, and should take into account other stakeholder partnerships that exist or could be created.
Action:
1. That NUS engages a professional consulting company to identify the strengths and weaknesses of the NUS organisational structure, operating procedures and systems, and allocated resources, to determine the most cost-effective and strategic way to structure NUS to meet current and future needs. 2. That NUS seeks recommendations for practical, achievable and realistic revisions or adjustments to the overall NUS organisational structure, including recommendations concerning reporting relationships, position titles and job functions that would:
a. Clarify roles, responsibilities and authority of National and State Office Bearers and staff members;
b. Eliminate duplication and overlap of responsibilities within the NUS;
ADMINISTRATION c. Improve the delivery time and quality of services provided;
d. Enrich communications within and between the NUS membership; and
e. Examine applicable cost savings measures that NUS could undertake to improve the efficiency of NUS.
3. That NUS seeks recommendations for other possible revenue streams and organisational business development opportunities beyond its current scope.
4. NUS as part of the organisational audit should meet with and consult key stakeholders including member organisations to gather their feedback as part of the audit.
4. That NUS, at the 2014 NUS Education Conference presents the results and conclusions of the organisational audit for direction from member organisations, delegates and observers for final formal implementation at National Conference 2014.
Moved: Jade Tyrrell (National President) Seconded: Isabelle Kingshott (Victorian State Branch President)
ADMIN 1.32: NUS Strategic Plan 2014
Preamble:
1. The National Union of Students (NUS) represents over one million students in Australia, and has around 30 financial member organisations.
2. The reach of the Union is heavily dependent on the communication efforts made by its office bearers through means such as the media and publications generated by NUS.
3. Strategic planning for NUS is central to any NUS engagement with campus organisations across the country, and it enhances the opportunities for increased student involvement in NUS campaigns and activities.
4. Strategic planning within NUS has also been used as a tool to keep office bearers accountable to members and students, and it ensures that the policy objectives passed at the previous National Conference are included in future planning so that office bearers are compliant with the rules of NUS.
4. NUS has traditionally made its plans or directions for each year clear to independent student organisations across the country, whether they are financial affiliates or otherwise.
Platform:
ADMINISTRATION 1. NUS supports continued efforts to engage with members and non-member organisations as well as the students they represent by communicating NUS’s strategic direction and plans for the year ahead at every opportunity.
Action:
1. That the NUS National President, in conjunction with all 2014 National Office Bearers, creates a Strategic Plan outlining the priorities for NUS and its departments for 2014.
2. That the National President distributes the 2014 NUS Strategic Plan to member organisations and other stakeholders in soft copy form and in hard copy, where possible.
3. That every effort is made to have the NUS Strategic Plan 2014 ready and distributed for campus O Weeks.
Moved: Jade Tyrrell (National President) Seconded: Isabelle Kingshott (Victorian State Branch President)
ADMIN 1.33: Building Activism on Campus: Individual NUS Membership
Preamble: 1. Under Voluntary Student Unionism (VSU), many student organisations collapsed, particularly at small and regional campuses. 2. While the introduction of the Student Services and Amenities Fee (SSAF) has resulted in funding increases at many campuses, there are still numerous campuses that do not have independent student organisations. 3. The National Union of Students seeks to represent all students and therefore must reach out to students at non-affiliate campuses in order to strengthen the campaigns of the National Union.
Platform: 1. The National Union of Students recognises the importance of being accessible to as many students as possible. 2. The National Union of Students acknowledges that in the wake of VSU, many campus organisations have collapsed and as such it is important to engage with students on an individual basis about the work of the National Union. 3. The National Union of Students acknowledges the importance of additional streams of revenue to the long term sustainability and campaign capacity of the National Union and recognises individual membership at campuses may help to engage non-member organisations. 4. The National Union of Students acknowledges the provisions in its rules for individual membership.
ADMINISTRATION Action: 1. The National General Secretary and National President, in conjunction with other National Office Bearers, will develop an NUS induction pack for O-Weeks including but not limited to: i) a flyer explaining what the National Union of Students is, and strategic priorities for the year; ii) a sign-up sheet for the NUS e-Newsletter; and iii) relevant information on key issues and NUS campaigns. 2. The National General Secretary will develop, in consultation with the National President and other National Office Bearers, an individual membership form and the National President and National General Secretary will ensure the sign-ups for the newsletter are administered effectively in person and through the NUS website.
Moved: Isabelle Kingshott (Victorian State Branch President) Seconded: Jade Tyrrell (National President)
ADMIN 1.34: Makin’ it rain: ensuring the future of NUS with consistent and transparent affiliations
Preamble:
1. Prior to 2006, general services fees funded most student organisations directly. This funding arrangement dates back to the opening of Australia’s first university, the University of Sydney, over 160 years ago.
2. The introduction of Voluntary Student Unionism in 2006 saw a radical decline in funding to student organisations and in turn the NUS’ overall funding.
3. In response to the change to funding NUS introduced a fee waiver system in which campuses nominated the amount they had available to them to affiliate for.
4. As a result NUS’ operating budget is akin to that of a small campus organisation and inconsistent year to year.
5. Every campus is invoiced by the NUS in March of each year based on the equivalent full- time load of student (in 2013 $5.95 per full time student), but many campuses submit a fee waiver for a reduced amount.
6. In 2011 the Student Services and the Federal Government implemented Amenities Fee; the funding has allowed for a significant growth by campus organisations.
ADMINISTRATION 7. Despite this, campuses are still affiliating for a reduced amount, even though they have consistent funding streams and NUS is still operating under a fee waiver structure and the goodwill of campus leaders.
Platform:
1. The National Union of Students calls for the full restoration of a General Services Fee, which will directly fund democratically elected student organisations.
2. Conference floor notes the significant financial setbacks to NUS under VSU and since.
3. NUS recognises that unless it makes changes to the way in which campuses affiliate the future of the organisation will continue with inconsistent funding year to year.
Action:
1. As part of the organisational audit the 2014 National President and General Secretary will perform an audit into the affiliation process.
2. This process will include, but is not precluded to, interviewing;
i. Current and previous members of National Executive and fee review committee;
ii. Campuses who are not affiliated to NUS;
iii. Campuses who are affiliated to NUS; and
iv. Current and previous national and state office bearers.
3. This audit will form a significant part of the overall structural audit.
Moved: Kara Hadgraft (National Executive)
Seconded: Deanna Taylor (National Executive)
ADMIN 1.35: Maintaining and strengthening positive relationships within the higher education sector
Preamble 1. It is 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.
ADMINISTRATION 2. In 2013 NUS utilised its links with many organisations in the higher education sector to coordinate a response in opposition to the higher education cuts and it would be beneficial to maintain these links. 2. Important organisations in the sector that NUS should continue to bolster ties with include but are 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), other student-run organisations such as the Council of International Students Australia (CISA), the Council of Australian Postgraduate Associations (CAPA), AYCC, AMSA and ALSA. 3. Where relevant, university networks such as the Australian Technology Network of universities (ATN), Innovative Research Universities (IRU), Group of Eight (Go8) and the Regional Universities Network (RUN) could also be approached to support the NUS agenda. 4. It is important that NUS recognises and opens up more channels of communication with its international counterparts including but not limited to those in New Zealand, the United Kingdom, Scotland and the United States Student Association to play its part in the global student movement. 5. The agenda, interests and priorities of NUS reflect many of the organisations referred to above (Preamble, paras 2 and 3).
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. 2. NUS believes that building and maintaining existing relationships with other organisations in the sector is extremely valuable. 3. NUS believes that strong relationships with other entities in the sector allows NUS to form alliances or support networks to further its agenda, resist any attacks on quality or funding and achieve meaningful policy change. 4. 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. 5. 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.
Action 1. The NUS National President will work to maintain and further strengthen relationships with organisations within the Australian higher education sector through face- to-face meetings where possible, and through regular written and verbal communication. 2. The NUS National President will actively engage with, and seek to speak at conferences organised by sector groups including but not limited to Universities Australia, the NTEU and the ACUMA. Where appropriate, the National President will also encourage the attendance of campus representatives at these conferences.
ADMINISTRATION 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, and will facilitate an active membership in the Commonwealth Students’ Association. 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.
Moved: Jade Tyrrell (National President) Seconded: Deanna Taylor (National Executive)
ADMIN 1.36: Fixing the accreditation process for 2014.
Preamble 1. The NUS Accreditation Committee are responsible for considering the accreditation of each member organisation to NUS, and allocating voting rights (including the number of votes allocated to each delegate) at each National Conference. 2. The number of votes each member organisation is accredited with is determined by the Equivalent Full Time Student Load (EFTSL) of the students represented by each member organisation. 3. In both 2012 and 2013, the Accreditation Committee have not reviewed the cohorts of students represented by each member organisation. In 2013 the Committee said that it 'does not feel it is appropriate for it to seek to assess all organisations’ constitutions and the historic basis of campuses’ EFTSL figures in the short time provided to produce the accreditation report.' (Statement of the Accreditation Committee, 6 December 2013). 4. This has resulted in multiple member organisations being accredited with fewer votes than they are entitled to carry at the 2013 National Conference. 5. There is an organisational risk (both reputational and financial) to NUS holding a conference in which the number of votes delegates are carrying is under question.
Platform 1. NUS affirms its commitment to work within its Constitution, Regulations and By-laws at all times. 2. NUS believes that all member organisations should receive their entitled voice at each National Conference.
Actions 1. The National General Secretary, National President (in their capacity as Chair of the National Executive), and National Executive will review the groups of students represented by each member organisation prior to the issuing of affiliation invoices in 2014. NUS will seek advice from individual member organisations to do this. 2. The EFTSL figures for each member organisation will be revised where necessary in accordance with the review in action point 1.
ADMINISTRATION 3. The National General Secretary will ensure that the NUS Accreditation Committee are informed of both the new classifications of cohorts represented by each member organisation well in advance of any of their deliberations in 2014.
Moved: Casey Briggs (National Executive / Adelaide University Union) Seconded: Katherine O'Brien (Murdoch Guild)
ADMIN 1.37: Important Sector Relationships
Preamble 1. National Union of Students has worked hard over the last few years to build strong relationships within the sector and government structures. 2. The National Union of Students have strengthened these relationships this year with national campaigns to combat the attacks on the sector, students and their unions . 3. Nus has close relationships with groups that represent stakeholders in the sector such as, staff, staff, academic, administration and specific student cohorts and student run organizations. These groups include but by no means are limited to; the National Tertiary Education Union (NTEU), Universities Australia (UA), Australian Technology Networks (ATN), Council of International Students (CISA), regional Universities Network (RUN), Council of Postgraduate Associations ( CAPA) and Group of Eight (Go8) 2. These relationships have provided an opportunity for valuable working relationships, alliances and have been able to work collaboratively on issues of collective interest such the federal election campaign. 3. In the current climate of threats to the sector and students from the Federal LNP Government, it is these relationships maintain more important than ever.
Platform 1. NUS acknowledges that working collaboratively where interests meet allows NUS and the broader student movement to network and lobby with other groups to achieve meaningful change and debate. 2.Nus acknowledges that working with other student groups and cohorts provide a better opportunity to work collaboratively and be truly representative of students and affiliates. 3. Nus is committed to engaging with the broader union movement. Nus is also committed to maintaining and building upon relationships that NUS have already established. 4. Nus also believes that it is crucial to be involved and aware of the broader student and union movement, including on and international scale. NUS appreciates and wishes to strengthen its communication and relationships with its global NUS counterparts.
Action 1. The NUS President will early in their term contact important bodies with the federal government and sector groups including but not limited to the National Tertiary Education Union (NTEU), Universities Australia (UA), Australian Technology Networks (ATN), Council of
ADMINISTRATION International Students (CISA), regional Universities Network (RUN), Council of Postgraduate Associations ( CAPA) and Group of Eight (Go*) 2. The National President will early in their term contact their global NUS counterparts to strengthen and continue NUS ties. 3. NUS and NUS president will continually work to maintain and improve relationships and communications with these groups. 4. NUS president will work to improve relationships within the broader student and union movement. 5. The NUS President will work throughout the year will work to improve relationships with other student run organizations.
Moved: Georgia Allen (TUU, University of Tasmania) Seconded: Alex West (TUU, University of Tasmania)
ADMINISTRATION Chapter 2 – UNIONISM
UNION 2.1: Worker’s Rights Services on Campus
Preamble:
1. A significant percentage of students are employed in casual and precarious employment and are unaware of their rights at work. 2. A core principle of NUS and its affiliates is unionism. Accordingly, there should be emphasis and promotion for greater rates of unionisation in workforces. 3. Student unions provide numerous advocacy services in relation to student rights on campus and are recognised as a core service of many student unions. Advocacy services for workers rights are created in the community, and sometimes are integrated in student advocacy services on campus, yet many lack specialist knowledge and are merely referral services. 4. Workers rights are a core function of trade unions, and are aligned with the values of student unions. 5. During a potentially different time for trade unions, it is important to assist in disseminating information about services and programs that unions provide, and show the general student population, and young individuals, the benefit of union membership and involvement.
Platform: 1. NUS affirms its support for campus-based workers rights advocates to support and advise students of their rights in the workplace. 2. NUS understands the nature of students’ employment, and the faults in numerous industries that take advantage of students and young individuals not aware of their rights at work. 3. NUS believes it and campus-based student unions can invest more in providing assistance to student workers and promotion of unions. 4. A trade union presence in student unions delineates a clear link between the promotion of workers rights and the core values of unionism at the respective student organisation.
Action: 1. NUS directs the National Welfare Officer to liaise with all campus Welfare Officers and provide resources and direction to help establish campus-based Worker’s Rights Services. 2. NUS directs the National Welfare Officer to put together a guide for best practice for Workers Rights Services on campus. This should consider the constraints on small campuses, where the services are arguably needed. Therefore, student volunteer structures and voluntary trade union involvement should be sought wherever possible. 3. NUS directs the National Welfare Officer to seek involvement from a broad range of trade unions, and to maintain diversity, as students typically work in very wide- ranging fields not limited to service and administration, hospitality, and retail.
UNIONISM Moved: Ben Knight (Monash Student Association)
Seconded: Sarah Christie (Monash Student Association)
UNION 2.2: SSAF supports us – We support SSAF AKA “This service was brought to me through my yearly SSAFee!”
Preamble:
1. During the time of USU (Universal Student Unionism) students across Australia benefited from supportive student organisations that were able to provide representation, advocacy and welfare support. Student organisations were strong and funded during this time through the GSF (General Services Fee) that all students paid. 2. After the Howard Government introduced legislation that would see VSU (Voluntary Student Unionism) replace USU, or CSU (Compulsory Student Unionism) as Howard had renamed it in attempt to put a negative spin on USU, student organisations were unable to function with the same amount of strength we had seen throughout the generations of students that had come before us. Student organisations were no longer funded and despite campaigns run to stop VSU most Student Organisations lost their central funding and capacity to participate within their university. 3. History tells us that without funding we cannot perform any of the functions that we are designed to perform. In most cases our representation capacity was greatly diminished and any funding we had was taken out of student control and placed in the hands of the university management. 4. In most cases this meant; no more student control of student services, a diminishing representation capacity and deep impact was felt at many campuses with regard to campus culture- student satisfaction declined. 5. With the introduction of SSAF (Student Services and Amenities Fee) during the first term of the Gillard Government we did not get back all that we had before, but it was a chance to rebuild and bring back a certain level of control of student services. SSAF is a similar fee to the GSF but does not in all cases go directly or entirely to the student organisations on campus. Despite this, campuses across Australia have been working hard to gain their fair share of the fee and to bring our organisations back to life to continue to benefit students as we once could. 6. On reflection, we are aware of an inability to present a tangible campaign to students during the end of USU. Though we do respect the work that student unionists of the time put in to saving their organisations for the betterment of student life, we can now see it was difficult to engage the student body and activate them in joining a campaign to retain a fee. 7. With hindsight, we can work on the mistakes from out past and now take the front foot in presenting to students a case for the SSAF so, if the time comes where we must defend it, we have the support of not only student unionists, but also the student body as a whole.
UNIONISM Platform:
1. NUS believes that tertiary education should be accessible for all people and that no person should be unable to attend university due to financial hardship or through a lack of welfare support. 2. NUS recognises the importance of student control of student affairs on university campuses. 3. NUS supports a system that enables representation, activism and welfare support for students, though it may be an imperfect system we acknowledge that we rely on SSAF funding to function 4. NUS believes that SSAF funding is the lifeline student organisations need to be active, supportive and productive forces within campuses. 5. NUS believes that without supportive student organisation many students will be unable to participate in university life and for many it will become a hindrance to their ability to attend university at all. 6. NUS recognises that not all students will be aware of how the SSAF benefits them. 7. NUS is aware that the SSAF is not yet under threat, but that it is important to build up to a time when it will be.
Action:
1. That NUS will produce a grassroots awareness building campaign around the benefits that the SSAF brings to students. This will include the creation and distribution of material including fliers, posters, stickers and coasters that bring awareness to the benefits of the SSAF and to their student organisation. The optimum time for the distribution of such a campaign would be university O Weeks when students are most aware of their payments and most likely to be using services on campus
2. That NUS organises a day of action during O Weeks where campus officer bearers can act as SSAF guides, explaining the purpose of the SSAF, discussing with students where their money goes and how long it takes to break even if you are using university services. This has the added benefit of being able to promote the services available on campus and the services run by student organisations. 3. That NUS assists State Branches and campus organisations in rolling out the campaign. 4. That NUS uses its media profile to present a case for the SSAF to the wider community, with direct mention to the fee and what certain universities and student organisations can achieve with it for the students on campus. 5. That NUS makes the campaign available online using; summaries of past SSAF reports at different universities as a resource for students to understand their fee better, photos of campaign actions on campus and links to all media surrounding the campaign. Blog posts created through discussions with student representatives about their experiences with the SSAF.
Moved: Helen Morrison (La Trobe University)
Seconded: Rose Steele (La Trobe University)
UNIONISM UNION 2.3: Uni Sport for Students
Preamble: 1. The SSAF legislation provides that the Fee may be used for the provision of STUDENT Services and Amenities, including sport and recreation services. 2. However, at some universities, including and especially the Australian National University, SSAF is being used to subsidise sports clubs that have few or even no student members. For example, one of the most heavily subsidised sports clubs – the Scuba-diving club, has no university student members.
Platform: 1. The National Union of Students believes in student money for students. 2. The National Union of Students opposes the use of SSAF to subsidise non-student sports and recreation services.
Action: 1. The National Union of Students shall engage with Universities, in conjunction with the relevant campus student unions, to oppose University Administrations 2. subsidising non-student sport and recreational services through SSAF.
Moved: Joshua Orchard (Australian National University Student Association) Seconded: Tom Nock (Australian National University Student Association)
UNION 2.4: Working together to better fund student unionism
Preamble 1. In the last 20 years, volatile funding arrangements have significantly weakened student unionism around Australia 2. The Student Services and Amenities Fee (SSAF) has been implemented by many Australian Universities in a haphazard and ad-hoc manner, forcing member organisations to adopt a range of negotiation strategies 3. The National Union of Students in 2013 worked hard to collect more information about SSAF implementation and successfully convinced the Federal Labor Government to introduce new guidelines for student consultation under the requirements of the Higher Education Legislation Amendment (Student Services and Amenities) Act 2011 (the ‘SSAF Act’) 4. The Federal Coalition Government has indicated that there may be a repeal of SSAF at some stage in the future (although there are no plans on the table at present) 5. In the face of volatile funding arrangements, member organisations have adopted a range of strategies to improve their long term funding outlook, including: a. Negotiating funding agreements which extend beyond any repeal of SSAF (such as at the University of New South Wales) b. Using the student consultation requirements to negotiate a higher share of SSAF revenue c. Successfully obtaining a range of tax exemptions (eg Queensland student organisations obtaining payroll tax exemptions)
UNIONISM d. Developing alternative sources of revenue through commercial operations, fundraising and non-SSAF grant income. 6. When member organisations are stronger financially they are in a better position to pay higher affiliation amounts to NUS and support a strong national union.
Platform 1. NUS recognises that member organisations could benefit from assistance in developing negotiation strategies to win more SSAF revenue 2. NUS acknowledges that there are a range of successful strategies member organisations have pursued to increase sources of alternative revenue which could be shared with other member organisations 3. NUS believes that student unions are fundamentally in the business of delivering a stronger higher education sector and should therefore quality for a range of tax exemptions 4. Member organisations which receive assistance from NUS in strengthening their financial position should contribute back to NUS in the form of higher affiliation fees.
Action 1. That the 2013 Conference recognises the work done by NUS President Jade Tyrrell on managing issues with SSAF implementation and convincing the Federal Labor Government to institute new guidelines on student consultation 2. In 2014, the NUS President and other National Office-bearers will leverage off the work done in 2013 to assist members organisations to develop negotiation strategies to win more SSAF revenue for independent student organisations 3. NUS will facilitate greater information flow between campuses on successful alternative revenue sources through the 2014 Presidents’ Summit 4. The NUS General-Secretary will work with the state branches of NUS to investigate the potential to gain payroll tax exemptions for member organisations 5. NUS asks all member organisations who strengthen their financial position through these strategies contribute to national unionism through higher affiliation fees
Moved: Cameron Barnes (University of Western Australia) Seconded: Lizzy O’Shea (University of Western Australia)
UNION 2.5: Don’t let the cuts weaken student unionism Preamble 1. After record cuts to higher education in 2013, Australian universities have been forced to make significant cuts to their 2014 and 2015 budgets 2. Budget cuts to student services in this period have resulted in many universities taking a higher share of SSAF revenue at the expense of independent student organisations 3. Research indicates that four-fifths of the student experience occurs outside the classroom, yet when Universities implement budget cuts they tend to reduce funding to student support services by a disproportionate amount
Platform 1. NUS believes that SSAF revenue is not part of a university’s general income and should not be used to blunt the impact of cuts to a University’s budget
UNIONISM 2. NUS recognises that many universities run important student support services like psychological counselling, health clinics and equity of access programs 3. NUS calls on all Universities to make a commitment to properly funding their own student support services and to reserve SSAF revenue for services and amenities provided by student organisations 4. NUS calls on the federal government to introduce new regulations which clarify that SSAF revenue should be protected from the impact of broader cuts to higher education
Action 1. NUS will continue to campaign on ‘student control of student money’ 2. In its 2014 report on SSAF implementation, NUS will investigate whether any university has used SSAF to soften the impact of budget cuts and will call out these universities 3. NUS will lobby the Federal Government to ensure that cuts to higher education do not detrimentally affect student services and amenities on campus
Moved: Cameron Barnes (University of Western Australia) Seconded: Lizzy O’Shea (University of Western Australia)
UNION 2.6: Support a return to USU
Preamble
1. Student Unions have been a longstanding target for the Coalition due their history of radicalism and militancy around both education and social justice issues. Student unions which function as fighting, activist bodies find themselves at odds with the respectable, neoliberal business model for tertiary education that both management and the Australian government wish to construct.
2. In 2005 the Coalition government successfully passed the Higher Education Support Amendment (Abolition of Compulsory Up-front Student Union Fees) Bill (also known as Voluntary Student Unionism (VSU) which marked an end to Universal Student Unionism (USU) in Australia.
3. VSU made the collection of any compulsory non-academic fees illegal, and prevented student organisations from universally representing university students, instead turning student unionism into an ‘opt-in’ system. To enforce VSU, universities and student organisations were threatened with millions of dollars in fines for failure to comply.
4. Rather than proving ‘choice’ for students, VSU was a deliberate attack by the Howard government on democratically elected student organisations and their right to exist as political organisations. VSU was intended to destroy student unions, and undermine their independence from Government and University management. This was done by denying student unions their largest source of funding and their membership base.
UNIONISM 5. The effects of VSU were immediate and disastrous. With universities under no compulsion to fund student organisations many collapsed, and those that survived saw their resources slashed. The capacity of student unions to fight and organise was severely damaged. Many student unions were forced to have their finances tied to their university administrations putting them under political pressure not to fight with their universities in defence of students rights.
6. In 2009 the Labor government introduced the Student Services and Amenities Fee (SSAF), claiming it as a reversal of VSU and a demonstration of their commitment to student unionism. The SSAF was a compulsory fee to all university students, collected by university administrations.
7. The introduction of SSAF constituted the political entrenchment of VSU. In two major ways SSAF differed from USU. Firstly; universities collect SSAF but are under no obligation to hand it over to student organisations. Secondly; according to legislation money that is given to student organisations from the fee is to be used to provide student services and facilities, and specifically not political representation or activism.
8. A major limitation of SSAF is that it undermines the independence of student unions, which rely on the “good will” of universities to hand over money collected from the fee. As a side, most student unions are given less money via SSAF than under USU. But in any case, this money could be withheld by universities at any point, leaving student unions with nothing but savings. SSAF leaves student unions beholden to management for funding, which undermines their ability to organise, and vulnerable to collapse.
9. In the context of student unions collapsing, SSAF did provide some student unions funding in places where they received none before, and now remains the main funding source for student organisations generally.
10. The Coalition threatening to remove the SSAF is yet another attempt to undermine our student organisations by denying them funding. The attack both intends to financially cripple student unions and to ideologically undermine them.
Platform
1. The National Union of Students (NUS) supports a full return to USU.
2. NUS defends the right of student organisations to engage in political activism, and considers it a necessary method of student representation.
3. NUS supports fully funded, and democratically elected student unions, which retain full control over money collected by university administrations.
4. NUS supports the independence of student organisations from both university administration and the government.
UNIONISM 5. NUS acknowledges that SSAF is not a return to USU, as it does not guarantee political representation of all students and denies the independence of student organisations.
6. NUS opposes the removal of SSAF as a further attack on the existence of student organisations and their ability to political organise and represent students.
Action
1. In 2014 NUS will initiate a campaign to defend student organisations under attack from a Coalition government, and to oppose the removal of SSAF.
2. This campaign will involve the production of posters to highlight the importance of political student representation, the creation of petitions in opposition to the removal of SSAF, and raising the issue of student unionism and USU as part of other NUS events, actions, and rallies.
3. The defence of SAFF will be incorporated into the “Abbott and Pyne: Get your hands off our Education” which should be the major campaign for NUS in 2014.
Moved: Ridah Hassan (University of Sydney, SRC)
Seconded: Sarah Garnham (Monash Students’ Association)
UNION 2.7: Opposing the ABCC
Preamble 1. The Abbott government has committed to reintroducing the union-smashing Australian Building and Construction Commission (ABCC). 2. The ABCC possessed extraordinary legal powers, its enforcers could turn up to building sites and force workers into interrogation, in gross violations of basic civil liberties. Scores of men and were coerced into attending these secret interviews, where they had no legal right to silence, and could face six months in jail simply for refusing to answer questions or to hand over information. Workers were not permitted to speak to partners, friends, or family about what the ABCC did to them. 3. The ABCC is designed to be harmful to unions and as such is both against the spirit, and potentially harmful to, NUS. 4. The creation of the ABCC in 2005 lead to a sharp spike in workers’ deaths – in June 2005 to June 2006 the number of deaths on a construction site was 43. The year before it had been (still too high at) 28. 5. The National Union of Students has an interest in this firstly because students are often workers, and because this reform comes as part of the Abbott government’s attacks across the board.
Platform 1. NUS opposes the reintroduction of the ABCC.
UNIONISM Action 1. NUS will put out a media release condemning the reintroduction of the ABCC. 2. NUS will investigate concrete actions to oppose its reintroduction. Moved: Grace Hill (Flinders University Student Union) Seconded: Sam Cavallaro (Curtin Guild)
UNION 2.8: Why student unions need to be activist organisations
Preamble
1. In the past year $2.3 billion in cuts to education funding was announced by the Labor government, and the new Liberal government’s education inquiry brings the threat of privatization of HECS and abolition of SSAF. These funding cuts have arrived on the back of decades of attacks on universities. Compared to the period of free education, Australian universities are in a pathetic state. Course prices grow more and more obscene, while staff are casualised or cut, and funding per student continues to be reduced.
2. In this context it is crucial that NUS be a fighting, activist organization, and that campus student unions be activist ones. If unions are to be relevant to students, they mustn’t just become service providers, they must also fight for student rights. This is the purpose of student unions.
3.The success story of this year is Curtin University, where a campus not known for activism held a rally of over 700 students in response to the education cuts. A student guild throwing itself 100% into the job of activist work made this rally happen. NUS should be an activist union, and should be providing support to student unions around the country to push back against attacks on students.
Platform
1. The purpose of student unionism is defending student rights.
2. It is the responsibility of NUS to involve itself in activist campaigns around the issue of education. 3. Student unions have a history of involvement in wider campaigns, such as campaigns around social justice and for workers rights. NUS should uphold these traditions.
4. It is the responsibility of NUS to assist member student unions in their campus-level activist campaigns.
Action
UNIONISM 1.NUS will actively campaign around issues of education and social justice, and will, through activist means, fight to combat any reduction in university funding, further education privatization, or privatization of HECS.
2. NUS will provide support to member student unions in their activist campaigns.
3. Member student organizations of NUS will commit to activism and mounting a strong defense against further neoliberal education policy.
4. The main activist focus for NUS in 2014 should be the “Abbott and Pyne: get your hands of our Education” campaign
Moved: Dominique Houzet (Monash Students’ Association) Seconded: Ben Solah (RMIT Student Union)
UNION 2.9: The importance of staff/student solidarity
Preamble 1. In 2013 the University of Sydney NTEU engaged in prolonged industrial action, with a total of 7 days of strikes; the response from the University of Sydney SRC should be used as a model for future staff/student solidarity on NUS affiliated campuses. 2. The university of Sydney SRC prioritised the strike campaign throughout the year, increasing the budget of the education department so as to enable a successful ongoing campaign. The University of Sydney Education Action Group produced posters and leaflets, ran stalls and working bees and lecture bashed in order to raise awareness about the strike and to encourage all students to skip class and join the NTEU on the picket lines. 3. A large number of students attended the picket lines consistently throughout the campaign, which resulted in increased success and militancy of the picket lines, in October the EBA was signed and labelled a success by the NTEU, no doubt based on the effectiveness of the militant pickets which were strengthened by the solidarity acts of students.
Platform 1. The NUS supports all industrial action taken by the NTEU during EBA negotiations, including the withholding of results. 2. NUS recognises that students can play a large role in ensuring the effectiveness of industrial action taken by the NTEU, and believes that all students should join staff on the picket lines.
Action 1. NUS will endeavour to continue building a good relationship with the NTEU, both nationally and on the campuses, so as to lay the foundations for future acts of solidarity. 2. On campuses where the NTEU is taking strike action, NUS will actively campaign and devote resources in order to encourage students to not only skip class, but to join the staff
UNIONISM on the picket lines. 3. All NUS office bearers, and office bearers within affiliated campuses, will show solidarity with the NTEU by not crossing any picket lines, and furthermore attending any industrial action undertaken, where possible.
Moved: Ridah Hassan (University of Sydney, SRC) Seconded: Omar Hassan (University of Sydney, SRC)
Unionism 2.10: SSAF Accountability from University Administrations
Preamble: 1. Since the introduction of the Student Services Amenities Fee (SSAF) in 2011, various universities across Australia have conducted processes with a serious lack of transparency with the distribution of the SSAF. 2. Universities have not provided students or student organisations with information about the expenditure or allocation of the SSAF nor have they consulted with students in regards to projects for SSAF expenditure. 3. As students are expected to pay the SSAF, University administrations must conduct transparent processes in relation to SSAF expenditure and allocation, to do otherwise constitutes a potential waste of students money.
Platform: 1. NUS recognises that the Student Services Amenities Fee is students money and therefore should be spent in the best interests of students. 2. NUS acknowledges that various University administrations are not conducting transparent processes to students when revealing the expenditure or the allocation of the SSAF. 3. NUS will endeavour to hold University administrations to account on behalf of students to ensure that information about the expenditure and allocation of the SSAF remains accessible to all students who pay the fee.
Action: 1. The NUS National executive will design a campaign in 2014 to ensure that University administrations across Australia are being held accountable and remaining transparent when it comes to SSAF expenditure and allocation.
Moved: Sam Catanzariti-Smith (Griffith University Student Representative Council) Seconded: Stephanie Kameric (Griffith University Student Representative Council)
UNION 2.11 NUS National Conference Registration – Concessional Rates
Preamble 1. A number of Student Associations affiliated to the National Union of Students are in dire financial straits. Associations such as Swinburne Student Union (SSU) and the Wollongong Undergraduate Student Association (WUSA) struggle to pay their heavily reduced affiliation fees, let alone the thousands in delegate registration fees for National Conference.
UNIONISM 2. The introduction of a Concessional Registration Rate would enable these financially insecure affiliates the opportunity to engage with NUS through the National Conference without bearing the full cost, which often greatly exceeds the amount paid for affiliation. 3. In 2013, WUSA paid $1500 in affiliation fees, but if it were to send all of its delegates to the NUS National Conference it would cost $6000, over four times the cost of affiliation.
Platform: 1. The National Union of Students recognizes that high registration costs are a significant barrier to involvement in the Union for small, financially insecure affiliates. 2. The National Union of Students recognizes the important role it plays in the future of these fledgling Student Associations, and the need for active participation in the National Conference by representatives of these Student Associations. 3. The National Union of Students supports the introduction of Concessional Registration Rates for campuses deemed to be financially desperate by the National Executive.
Action: 1. The National Union of Students directs the 2014 National Executive to introduce Concessional Registration Rates for the 2014 National Conference. 2. The National Executive will only consider Concessional Registration Rates to affiliates who; a) Send a formal request for Concessional Registration Rates in writing to the National General Secretary. b) Are paying less than $5000 in affiliation fees.
Moved: Jack Boyd (WUSA) Seconded: Mitchell Bresser (WUSA)
UNIONISM CHAPTER 3 – EDUCATION
EDUC 3.1: Student debt is not a budget band-aid: don’t deregulate HECS
Preamble: 1. In recent comments, the Federal government has stated that they will consider selling HECS debt. 2. The Education Minister stated that he would not rule out privatising HECS debt. 3. Students have $23b of debt in Australia, and this figure is climbing due to the constant increases and additions to student debt. This creates a large barrier for many low-SES students to consider gaining a tertiary education. 4. While HECS debt has zero appeal economically to a private market, this also signifies the potential for debt to have a higher interest rate – currently at CPI. 5. Britain and the US have gone down this path, and are using HECS as a government asset – increasing student debt across the board. In the UK, students also pay interest on their loans, as well as the rate of inflation – sometimes up to 3% more than CPI. 6. If privatised, student will be forced to pay more through market pressures and increasing interest charges.
Platform
1. NUS believes in free education. 2. NUS rejects the necessity to sell student debt to soothe Federal budget woes, and to make use of disadvantaged students to generate revenue. 3. NUS opposes any increases to HECS, including increases to the interest charges, or removal of the CPI cap. 4. NUS encourages the Federal government to seek other methods and forms to generate revenue and increase the level of base funding for the higher education sector.
Action: 1. Conference directs the National Education Officer is to integrate anti- HECS privatisation into their national campaigns for 2014. 2. Conference directs National Education campaigns for 2014 to advocate for free education, without increases to HECS, and interest charges on HECS. 3. Conference directs the National President to liaise with the National Education Officer in relation to media releases about the general levels of HECS, funding issues, and debts for students.
Moved: Ben Knight (Monash Students’ Association) Seconded: Helen Morrison (La Trobe University Student Union)
EDUCATION EDUC 3.2: Education Conference 2014
Preamble
1. The National Union of Students facilitates a broad national network of student activists. An organization is only as strong as its members and the more students that the national union is able to engage in effective and democratic organizing and activism, the better it will fare. 2. To be effective as a union, its important to take as many opportunities as possible to bring together student activists in order to engage in debate and discussion about the way forward for the student movement and in order to organize our campaigns in a way that has national cohesion and the biggest possible impact. 3. This year NUS lead the most important national education campaign it has waged in years: against the Labor government’s severe funding cuts and removal of start-up scholarships. This campaign saw the largest student demonstrations in almost a decade. Education Conference 2013 provided an opportunity for activists to share their experiences and lessons from the campaign in first semester and provided all participants with a sense of the campaign at a national level. Education Conference 2013 also provided an excellent opportunity for students to debate and plan the direction of the campaign in second semester.
Platform
1. Students are currently faced with a reactionary Coalition government that plans to continue where the Labor government left off and then add some. Abbott and Pyne’s term has barely begun yet they have already indicated plans to privatize HECs, limit places for poor students, and abolish funding to student unions. In light of this, and flowing from the success of the anti-cuts campaign this year, NUS needs to adopt a perspective that prioritises another national education campaign: “Abbott and Pyne, get your hands of our education” 2. Education conference, in combination with other initiatives such as national phone links ups and active online organizing forums, will provide an invaluable opportunity for activists from across the country to come together to discuss, debate and strategies about this national campaign. 3. As well as enabling more participation in the national education campaign, Education conference is an opportunity, in combination with the above- mentioned initiatives, for students to discuss the education issues and activism particular to their campus or state. Students are not only under attack from the federal government but also; from university administrations that everywhere are making savage cut-backs to courses, staff, and services. This trend is likely to continue and Education Conference will allow for students to gain a sense of these localized attacks and to seek advice on and collaboration with their own struggles
EDUCATION Action
1. The national education officer and the national president 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 organization. EOIs should include a detailed outline of the member organisation’s suitability to host the conference, a funding proposal, and set out aims and objectives for the conference. 2. The national education officer will set up a national planning phone link up of student union education officers, presidents, and other key education activists in order to collaboratively plan the agenda for the conference and in order to incorporate as much participation as possible 3. The National Education Officer will organize publicity (including posters, leaflets and social media) for the conference well in advance in order to attract as wide a variety of students as possible so as to make our movement and our campaigns more accountable and participatory. 4. The National Education Officer and the National President will decide upon the final format and agenda for the conference and will circulate an agenda to participants in advance of the conference. 5. The conference agenda will include time for workshops to be run by any interested participants. 6. NUS affirms its commitment to ensuring full access to students from disadvantaged backgrounds. As such, grants for travel, accommodation, and registration expenses will be provided by NUS. 7. The conference organisers will seek funding from within the higher education sector to ensure that the conference is able to run at minimum expense to its participants.
Moved: Sarah Garnham (Monash Student Association)
Seconded: Deanna Taylor (National Executive)
EDUC 3.3 Quality Survey
Preamble:
1. Australian Universities are rapidly becoming degree factories where students are unable to receive the quality education they are paying for through the ever increasing HECS fee 2. Due to deregulation many students are now finding themselves in overcrowded lectures and tutorials. Too many students and there is not enough funding or space. They have less choice for subjects and less space to study. The
EDUCATION student to staff ratio is higher than it has ever been and there no resources available to fill the gaps. 3. In both 2010 and 2012 quality surveys were run by NUS to source much needed information for office bearers across the country. The information was used to work with universities during the transition into a deregulated system and maintain a high standard of quality where possible, while also highlighting what is missing. 4. The 2014 NUS Quality Survey will source vital resource for campuses and the national union. 5. The 2014 NUS Quality Survey should have a stronger focus on welfare support than it has done in the past so as to ensure high standards in that area also maintained. 6. Considering the new Senate to sit from July 2014, we must be aware of the impending attacks to our education. 7. The 2014 NUS Quality Survey will provide the vital statistics needed to work towards maintaining quality at our universities while we have a government that takes ideological opposition to not only our student organisations but also sees education as a privilege and not a right. During this time we must continue to bring forward information on the needs and demands of students to hold the Government to account.
Platform:
1. NUS believes that a quality education is a fundamental right for all students 2. NUS is aware that an increase to funding is required to maintain necessary standards of quality. 3. NUS understands that the incoming Senate and our current federal government poses a huge challenge for universities, and reaffirms its commitment to ensuring a quality education to all university students despite this. 4. It is vital that we have student-centric, student-focused research released by NUS that can be disseminated to the federal government, to universities and to the wider public so that all concerned have a clear understanding of what students need.
Action:
1. That the National Education Officer, National Welfare Officer and National President design the 2014 Quality Survey, which will include questions about the following: a. Sizes of tutorials, seminars and lectures b. Sizes of classrooms and lecture theatres c. Attendances of classes d. Quality and adequacy of facilities in classrooms e. Quality and availability of materials used in classes f. Consultation hours of teachers outside class
EDUCATION g. Student: teacher ratios h. Quality of teaching i. Availability of online learning resources and quality of online support j. Subject availability k. Level of academic challenge l. Services on campus (e.g. counselling service and careers service) m. Student representation on campus (is there a student organisation, how are they elected, what is the highest level of representation in governance structures) n. Student feedback mechanisms
2. The NUS quality survey for 2014 should include questions surrounding the quality of student welfare support and services on campus. The key priority areas of this section shall include, but are not limited to:
a) The adequacy of student income support, and the extent to which students are required to undertake paid work as a result b) The impact of inadequate income support and paid work on students’ academic performance c) The adequacy of the provision of student services by universities and student union d) The impact of ancillary course costs and fees on students’ academic performance e) The availability of affordable housing f) The availability of affordable food g) The extent to which distance and time spent commuting impacts upon students academic performance h) The mental health and wellbeing of students and the extent to which the issues in Action points 3.a, 3.c, and 3.4, impact on the mental health and wellbeing of students i) The extent to which students, especially international students, feel engaged and included on campus j) The extent to which the university supports a student’s ability to work and study k) The extent to which enrolment and timetabling hinders a student’s ability to participate either on campus or maintain their paid work commitments
3. That the National Office Bearers responsible engage with NUS state branches,
EDUCATION student unions and campus activist on the drafting of the survey and its implementation 4. That a range of measure will be undertaken to collect the data for the Quality Survey. These shall include but are not limited to: a. An online survey b. Focus groups on campuses c. Reports from student representatives d. Reports from academic and support staff
5.The NUS quality survey should include a range of quantative and qualitative data, to provide a holistic view. 6. That the National Office Bearers responsible for the Quality Survey will attempt to get responses from a diverse range of students. Through consultation with relevant campus based representatives and staff for each demographic, the NUS Quality Survey can collate data from these demographics:
a. Domestic and international students b. Indigenous and non-indigenous students c. Students accessing disabled support services at their universities d. Faculty and/or discipline e. Age f. Year level g. Distance education, part-time and full-time study loads h. Socio-economic backgrounds i. Mature age and school leaver students j. Undergraduate course work, research and honours students
7. The National Office Bearers responsible for the Quality Survey will liaise with student representatives on campus to find the most effective ways of promoting the Quality Survey and encouraging student participation 8. The National Office Bearers responsible for the Quality survey will work with the NUS Research Officer to compile the draft and final report, and prepare them for release. The final report should include comparison with both the 2010 and 2012 Quality Surveys. 9. The National Office Bearers responsible for the Quality Survey will promote and distribute the final report. Each affiliate campus will be entitled to at least one hard copy and access to the electronic edition. The final copy will be promoted to the federal government, media and any organizations that the relevant National Officer Bearers choose.
Moved: Helen Morrison (La Trobe University)
EDUCATION
Seconded: Deanna Taylor (National Executive)
EDUC 3.4: A rally a day keeps the Libs at bay: Quality Counts
Preamble:
1. The quality of education has the potential to severely deteriorate under the leadership of an Abbott government. 2. The government have already noted their intention to look into the higher education sector, as well as passing the funding cuts introduced by the last government. This is despite them suggesting that investigating the sector is not a higher priority. 3. Tertiary funding is a crucial indicator and contributor towards the level of quality in the education system. Greater funding is the most effective way to lead to greater quality. 4. The base level of funding for education needs to desperately increase – not be cut. 5. Around Australia, the funding cuts have destroyed numerous institutions, and the futures of many young individuals.
Platform:
1. NUS values and strongly supports quality education through quality funding programs. 2. NUS rejects and disapproves of any reductions and cuts in the higher education sector – particularly relating to direct funding that will affect staff wages and conditions, class sizes, course offerings. 3. NUS believes that the inquiry into higher education is meaningless, and has regressive intent for the sector. 4. NUS recognises that demonstrations play an important part in highlighting to the community and relevant stakeholders what issues the sector has. It also affirms individuals’ right to protest peacefully. 5. NUS recognises that shoes are a symbol of the revolution
Action:
1. Conference directs the National Education Officer to engage in meaningful demonstrations to protest the education cuts and to send a strong message to the community that the higher education sector needs to be supported. 2. Conference directs the National Education Officer to liaised appropriately with campuses to figure out appropriate campus-based issues to use as examples in the campaign against cuts.
EDUCATION 3. Periodic rallies and demonstrations should be continued throughout 2014, to ensure visibility and recognition of the issues within the sector.
Moved: Ben Knight (Monash University)
Seconded: Helen Morrison (La Trobe University)
EDUC 3.5: Parallel Import Restrictions: A Real Way to Reduce the Cost of Textbooks.
Preamble:
1. In 2009 the productivity commission found that the high price of textbooks in Australia is partly due to the inflationary pressures of Parallel Import Restrictions (PIRs). 2. Parallel Import Restrictions ban the import of same edition textbooks printed overseas largely to shelter local printers. A lack of competition allows publishers and printers to name their price. 3. This is bad for students. The productivity commission recommended that PIRs be abolished, this would introduce competition into the textbook printing market, and drive prices down substantially.
Platform:
1. PIRs are an unnecessary financial burden on students, many of whom have no choice but to buy new edition textbooks to succeed in courses they have already paid for. 2. Evidence for the benefits of PIRs is weak. PIRs exist mostly for redundant copyright and protection purposes but are now used by publishers as a price gouging mechanism. 3. Parallel Import Restrictions should be scrapped entirely.
Action:
1. The NUS Education Officer will lobby the Federal Government to abolish PIRs. 2. NUS will encourage awareness PIR’s adverse affects of students by launching a campaign aimed at their removal.
Moved: Thomas Nock (Australian National University Students’ Association) Seconded: Joshua Orchard (Australian National University Students’ Association)
EDUCATION EDUC 3.6: Student Collaboration - National Conversations About Local Issues
Preamble
1. Student representatives across Australia all face common and similar local issues when dealing with their universities, faculties, etc. 2. Student representatives from different campuses rarely share knowledge and strategies pertaining to local campus based issues. Furthermore, this knowledge is easily lost or forgotten due to things like the turbulent nature of student politics, poor record keeping etc. 3. Opportunities to build relationships with and share knowledge between students reps from other states are limited to things like NatCon, EdCon and President's Summit as well as National Office Bearer campus visits. 4. A streamlined database/forum where all student representatives from accredited campuses can share their knowledge, strategies and advice pertaining to issues faced locally on their campuses does not currently exist outside a broad range of overlapping facebook groups and pages.
Platform
1. NUS recognises the benefits of facilitating collaboration between student representatives around the country. 2. NUS promotes and facilitates a united front approach to local issues at universities across Australia.
Actions
1. NUS will create a medium through which student representatives from accredited campuses can share knowledge, strategies and advice on local issues as well as any other relevant information (for example, summaries of reviews undertaken by universities regarding things like phase-out of honours etc.). 2. NUS and NUS National Office Bearers will promote this forum to student Guilds/Unions across the country and promote collaboration between student representatives on local issues. 3. NUS National Office Bearers will share all relevant information in their portfolios through this medium (e.g. best practice guides, etc.) 4. NUS will recommend to the Presidents of member student bodies to promote this medium to student representatives at their campus.
Moved: Alex Bennet (University of Western Australia) Seconded: Lizzy O'Shea (University of Western Australia)
EDUCATION EDUC 3.7: The Student Activist’s Handbook
Preamble:
1. In 2013 students faced cuts of $2.3 billion to the higher education sector, five different higher education officers, and fresh threats to axe SSAF and reintroduce caps on places. 2. At a campus level students faced strikes, cuts to staff and courses and a lack of transparency around the allocation of SSAF funding. 3. Attacks on our education are not slowing down. Students need to be equipped with the institutional knowledge and campaign tools to tackle these issues head on.
Platform:
1. NUS acknowledges its responsibility to inform students about the current state of higher education policy and its impact on students. 2. NUS acknowledges that its elected representatives have a unique opportunity to share their institutional knowledge and campaigning skills with student activists around the country.
Action:
1. The National Education Officer will produce a Student Activist’s Handbook to be distributed to student representatives around the country. The handbook will include information about higher education policy, student unionism and campaigning tools. 2. The National Education Officer will collaborate with the National Office Bearer team to provide advice and information relevant to their specific portfolio. 3. The National Education Officer will collaborate with experienced student activists to compile case studies, anecdotes and advice about successful student campaigns. 4. The National Education Officer will collaborate with the State Branches to produce state specific information and contact lists.
Moved: Lauren McCracken (University of New South Wales Student Representative Council)
Seconded: Lizzy O’Shea (University of Western Australia)
EDUC 3.8: Caps Off!
EDUCATION Preamble:
1. In November 2013, Education Minister Christopher Pyne announced a review into the demand driven funding system. The review will examine the effectiveness of the system, including its impact on participation and teaching quality. 2. Since the uncapped, demand driven system was introduced two years ago, thousands more students have had an opportunity to attend university. 3. Members of the Go8 have expressed a view that reintroducing caps would improve Australia’s competitiveness in the global higher education market. 4. In 2013, UNSW introduced an artificially inflated ATAR cut off of 80 for all courses. By denying places to students to score lower than 80, UNSW believes it will improve the quality of its students. This new system ignores evidence that ATAR scores between 60 and 90 have little correlation with aptitude at university, and more to do with socio-economic status.
Platform:
1. NUS supports measures to improve the accessibility of tertiary education to groups who have been historically underrepresented in the sector. NUS believes that the uncapping of university places is one such measure. 2. NUS demands that the uncapped system be supported by sufficient funding so that the quality of education is not compromised by rising student participation. 3. NUS opposes the reintroduction of caps to university places. 4. NUS opposes university cut off systems that do not accurately reflect student demand. NUS recognises that such systems are cheap, elitist attempts to invent prestige that deprive capable students from disadvantaged backgrounds from a place at university.
Action:
1. The National Education Officer will organise a campaign to oppose any recommendations by the review into the demand driven system that support the reintroduction of caps. 2. The National Education Officer will collaborate with the National and State Office bearer teams to produce a campaign that focuses on the perspective of students who may not have had access to university in a capped system. 3. The National Education Officer will assist student representatives and activists in organising against the introduction of unfair and arbitrary cut off systems on their campuses
Moved: Lauren McCracken (University of New South Wales Student Representative Council)
EDUCATION Seconded: Lizzy O’Shea (University of Western Australia Student Guild)
EDUC 3.9: National Network Of Education Activists
Preamble:
1. In 2013 NUS mobilised thousands of students around the country to defend their education against cuts of $2.3billion. The campaign united students from all ages and backgrounds and re-established NUS as an activist force. 2. In 2014 we face the new threat of an Education Minister who has signalled his opposition to SSAF and the demand driven system. The Coalition government has promised not to increase HECS fees or cap places, however, students should not let their guard down around an Education Minister keen to make his mark on the sector. 3. Although thousands of students participated in actions this year, there are still hundreds of thousands of students yet to join the movement
Platform:
1. NUS recognises that maintaining momentum in the movement for fair, free and funded education should be a priority in 2014. 2. NUS recognises that strong campus and state organising teams are crucial for the success of NUS campaigns and actions. 3. NUS recognises that there is huge potential for the movement to grow at every campus in Australia, and that engaging the broadest possible body of students is of fundamental importance to the movement.
Action:
1. The National Education Officer will collaborate with the State Branches to establish a National Network of Education Activists, including state and regional organising bodies 2. The National Education Officer will coordinate phone link ups with the national, state and regional organising bodies to exchange updates, information and ideas for education campaigns. 3. The National Education Officer will assist student representatives and activists to establish functioning Education Collectives on their campuses, regardless of whether or not the campus is affiliated to NUS.
Moved: Lauren McCracken (University of New South Wales Student Representative Council)
Seconded: Lizzy O’Shea (University of Western Australia Student Guild)
EDUCATION EDUC 3.10: Cuts On Campus? Cut It Out!
Preamble:
1. In April 2013, the then Tertiary Education Minister Crag Emerson announced cuts to the sector, including a massive $900m “efficiency dividend”. The Coalition government is intending to go ahead with these cuts. 2. Many Universities treat their courses as commodities, determining the value of courses in terms of profit rather than social benefit. In light of recent government cuts to tertiary funding, many will be looking to bring the axe down on less profitable courses. 3. Course cuts have a negative effect not just on the students of a particular discipline, but also on the development of knowledge, skills and discourses that impact our society. 4. Courses at risk at many institutions include language programs, gender studies, queer studies and diversity studies. These courses give a voice to groups silenced by dominant power structures. Their availability in tertiary institutions is crucial to a society where all backgrounds and histories are equally valued.
Platform:
1. NUS opposes cuts to funding, courses and staff in our universities 2. NUS acknowledges that course diversity and quality in tertiary institutions provides an immeasurable social benefit. 3. NUS supports the right of students to peacefully organise in defence of their education.
Action:
1. The National Education Officer and State branches will assist students in organising against cuts on their campus, including attending campus actions where possible. 2. The National Education Officer will produce a guide for campus representatives on ways to tackle cuts on their campus. 3. The National Education Officer will establish a whistle-blowing system whereby students can report cuts on their campuses. This will be a foundation on which trends in cuts can be monitored, publicised and campaigned against. 4. The National President and Education Officer will continue to work with NTEU representatives to fight against cuts to academic jobs, wages and working conditions
Moved: Lauren McCracken (University of New South Wales Student Representative Council)
EDUCATION Seconded: Bec Thompson (Murdoch Student Guild)
EDUC 3.11: Stop TAFE Cuts!
Preamble:
1. TAFE provides training and qualifications to a diverse range of students from around Australia. More Australians attend TAFE than university. It provides accessible training to students with a range of ages, employment histories, socio-economic and linguistic backgrounds, as well as well as a significant number of students from indigenous communities and students with a disability. 2. Government funding for TAFE across Australia has been cut by 19% in the last decade. $300m has been cut from TAFE in Victoria, with hundreds of courses disappearing, campuses being shut and 2,400 staff losing their jobs. In Queensland, $100m has been cut and almost half of the state’s campuses are at risk of closing. The government has also announced that all TAFE institutes will lose control of their campuses, which will be opened to for-profit providers. In NSW, $130m has been cut. 800 jobs will be lost over the next four years, and many courses and campuses are at risk. In all states, students also bear the burden for these cuts through increasingly unaffordable fee increases. In WA, the Barnett Government plans on increasing fees by 500% in some cases. These increases will lead to devastating skills shortages in areas such as disability services 3. Government funding is being diverted into for-profit providers through a voucher system. Many of these providers do not provide training in areas of skill shortages, their fees are unaffordable and the quality of their courses cannot be guaranteed due to inadequate regulatory systems. Funding is not going where it is most needed.
Platform:
1. NUS acknowledges that it is the organisation best placed to defend the rights of vocational students at TAFE. 2. NUS acknowledges the crucial role TAFE plays in providing accessible training and qualifications to millions of Australians. 3. NUS condemns the vocational voucher system, and believes the privatisation of vocational training threatens the accessibility and quality of training available to students. 4. NUS condemns cuts to TAFE funding and courses, and the closure of campuses.
Action:
EDUCATION 1. NUS will develop a strategic relationship with Australian Education Union TAFE division, focusing on ways to support the Stop TAFE Cuts! Campaign. 2. NUS endorses the Stop TAFE Cuts! Campaign organised by the Australian Education Union 3. The National Education Officer and State Branches will monitor and collaborate on actions against changes to TAFE funding, course cuts and campus closures and. 4. The National Education Officer will run a campaign to highlight the importance of TAFE, focusing on the affordable and accessible training it provides to Australian students 5. The National Education Officer and State Branches will investigate the possibility of organising students on TAFE campuses to defend their education.
Moved: Lauren McCracken (University of New South Wales Student Representative Council)
Seconded: Ryan McNiece (Curtin Student Guild)
EDUC 3.12: Campus based Education Action Groups.
Preamble
1. One very positive aspect of the national campaign against the Federal Government’s $2.3 billion tertiary funding cuts thus far has been the establishment of campus-based Education Action Groups (EAGs) on multiple campuses across Australia. 2. The EAGs where they have been established have been an important forum both for mobilising students to campaign against the funding cuts and for facilitating discussion between activists about how best to oppose the cuts. 3. The EAGs have proven to be effective campaign bodies in both the national campaign against regressive education policies and campus-based campaigns against course cuts implemented by Vice-Chancellors where they have occurred. 4. The Monash University (Clayton campus) EAG provides a good example of this. Through regular meetings often involving dozens of activists, the EAG was able to mobilise hundreds of students for the May 14 student strike protest and the National Days of Action in second semester. It was also able to organise the largest campus protest in over a decade. Its continuing existence will be useful in 2014 if and when the Vice-Chancellor cuts courses or staff. Platform
EDUCATION 1. NUS supports the establishment and ongoing existence of campus-based EAGs. 2. NUS recognises that campus-based organising is an important aspect of any political campaign against regressive neoliberal education policies. 3. NUS affirms that the campus-based EAGs in 2013 have played a constructive role in the national campaign against the $2.3 billion tertiary funding cuts. Action
1. NUS will continue to support the establishment of EAGs on campuses where they don’t yet exist, and the ongoing existence of EAGs where they do. This support will extend up to and including offering material assistance to EAGs where needed. 2. The national education officer will assist campuses in establishing EAGs and work to involve them in wider organising initiatives such as state-wide education networks and the national education action activist network 3. The national education officer will distribute materials for the “Abbott and Pyne: get your hands off our Education campaign” to all campus and state EAGs before the beginning of the 2014 campus year 4. The national education officer and NUS in general will encourage campus EAGs to prioritise the “Abbott and Pyne: get your hands off our Education campaign” in 2014, alongside their campus specific campaigns.
Moved: Dominique Houzet (Monash Student Association) Seconded: Sarah Garnham (Monash Student Association)
EDUC 3.13: Education should be a right not a privilege: opposing start up scholarships
Preamble
1. Part of the Federal Government's $2.3 Billion funding cuts to tertiary education was a $1.2 billion 'saving' achieved by transferring the start-up scholarship into a loan as part of HECS.
2. The start-up scholarship, a $1025 twice yearly payment to students through Youth Allowance, is an essential source of income for hundreds of thousands of students. Many students rely on it to avoid the worst aspects of student poverty. Transforming the scholarship into a loan is an attack on the most disadvantaged students, because it is the students most in need of the scholarship who will now be discouraged from obtaining it
EDUCATION 3. Turning the scholarship into a loan also saddles the many students who need the payment with even more debt that they will need to pay back as a part of HECS. In this way, it further entrenches the ‘user-pays’ character of Australia’s tertiary education system.
Platform
1. NUS opposes the Federal Government’s policy of transforming the start-up scholarship into a loan. The scholarship should be provided to students who are eligible to access Youth Allowance, and should not be a part of HECS. 2. NUS recognises the importance of the scholarship in combating student poverty. 3. NUS recognises the growing problem of student debt in Australia, and acknowledges that this policy exacerbates it. Action
1. NUS commits to campaigning seriously against the transformation of the start-up scholarship into a loan, as part of the broader campaign against the tertiary funding cuts and the other regressive policies raised by Abbott and Pyne’s ‘inquiry’ into higher education. 2. The National Education Officer will incorporate the issue of start up scholarships into the national campaign entitled “Abbott and Pyne: get your hands off our Education campaign”
Moved: Emily Feigan (La Trobe Student Union) Seconded: Brodie May (Flinders University Student Union)
EDUC 3.14: Education Cuts at La Trobe
Preamble:
1. In 2013, the La Trobe Vice Chancellor announced cuts of $65 million to university funding.
2. The university administration is planning to merge La Trobe’s five faculties in to two, introduce more compulsory subjects for first year students, move to more “online” learning and sack staff declared to be “underperforming”
3. These cuts are estimated to result in over 500 staff losing their jobs and countless courses and subjects being axed, making them the worst cuts to a university in Australian history.
EDUCATION 4. While La Trobe University administration is arguing that La Trobe University is undergoing a budget crisis, LTU is neither in debt nor making a loss.
Platform:
1. NUS condemns universities that carry out cuts to staff, courses and funding.
2. NUS recognises the historical significance of the current attacks on La Trobe University.
3. NUS supports students protesting cuts, and recognises the vital role such protests play in securing quality education.
Action:
1. NUS commits to supporting the campaign at La Trobe university against education cuts. This support will consist of publishing campaign information on the NUS list and all other lists, financing posters and other necessary campaign materials and expressing public support for that campaign through press releases
2. NUS will lobby all universities who carry out cuts to a. Re-instate all staff who lose their jobs b. Guarantee all students who have been affected by cuts their enrolled degrees and majors
3. NUS will defend students expelled or otherwise disciplined for participating in protests against such cuts.
Moved: Emily Feign (La Trobe Student Union)
Seconded: Dominique Houzet (Monash Student Association)
EDUC 3.15: Equitable access to university classes
Preamble
1. Though face to face learning results in high student results in many occasions, pressures in modern society, such as social and employment, often mean that students do not have the ability to physically attend every university class.
EDUCATION 2. Many students make up for these classes by viewing them online or downloading them for a more suitable time.
Platform
1. NUS recognises that the university environment is constantly evolving and educational methods need to keep up with these changes.
2. NUS does not, however, support online learning being a reason to cut teaching staff and face to face interaction with students
Action
1. The National Education Officer meets will meet with campus presidents to make a list of which universities offer all of their lectures online
2. The National Education Officer, using the list created, will assist campus presidents in lobbying their universities to have all lectures uploaded online
Moved: Daniel Nikoloski (South Australia State Branch President)
Seconded: Hannah MacLeod (National Executive)
EDUC 3.16: Establishing an education activist network
Preamble
1. In response to the governments funding cuts and other attacks on education, students everywhere this year have set up education action working groups at a local campus level and in Melbourne and Sydney, activists have set up cross campus statewide education networks 2. This mode of organizing has had a positive impact upon the campaign. On a campus level it allows activists to share resources and knowledge as well as creating a forum to draw new people into activity with their student unions. The state based education activist networks have the added advantages of enabling activists to generalize out the positive experiences on particular campuses and of provide a space that has played an invaluable role in organizing this years NDAs 3. EAGs have played a positive role in getting people involved in their student unions and facilitating an activist base to promote the NDAs and consequently the rallies against the education cuts have been the largest in states with a thriving activist network.
EDUCATION 4. Expanding these activist networks next year will be a key part of continuing to increase the impact of the “Abbott and Pyne: get your hands off our education” campaign next year and to share advice and information about campus specific anti-cuts campaigns
Platform
1. NUS seeks to empower students by getting them involved in activism
2. NUS recognizes that the best way to prove the relevance of student unions in the context of Abbott’s cuts to higher education is to create spaces where students can involved in the project of fighting for their education rights
3. NUS supports education officers and other OBs in setting up activist collectives to fight around education demands
Action
1. The national education officer will establish a fortnightly bulletin to be distributed to education officers and other education campuses fortnightly 2. The national education officer will accept submissions from the education officers and education action collectives to be published in this bulletin 3. The national education officer will work with campus education officers to set up education action collectives where they do not already exist. 4. The national education officer will organize national phone link ups to plan for major nationally coordinated events such as NDAs and Edcon 5. The national education officer will use the existing Education Activist Network facebook group to share ideas and information as an organisng tool for the national “Abbott and Pyne: get your hands off our education” campaign
Moved: Sarah Garnham (Monash Student Association)
Seconded: Clare Keyes-Liley (National Education Officer)
EDUC 3.17: Abbott and Pyne: Get Your Hands Off Our Education
Preamble
1. Standards and accessibility to education have been declining sharply over the last few decades. The sector has been de-regulated, fees have been raised, Centrelink has been made less accessible, student poverty has risen, and government funding to all levels of education levels has been drastically reduced. Our universities are increasingly run according to a business model.
EDUCATION 2. The Labor Party’s announcement of 2.3billion in cuts to higher education this year has increased this tendency. These cuts amount to the biggest single funding cut to the sector in 17 years. On top of the funding cuts, the effects of which will inevitably be transferred onto students and staff, the Labor government also removed Centrelink start-up scholarships, to be replaced with loans that then have to be paid back by students via their HECS scheme meaning that poorer students will be paying substantially more for their education than students not needing to access the loans.
3. The newly elected Coalition government is committed to seeing through these cuts in their entirety. Alongside a reneging on the Labor Government’s promised Gonski funding to schools, they have already submitted a bill to Parliament proposing 900 million to be cut from Commonwealth university grants over the next four years.1
4. As well as the funding cuts, the Coalition wants to initiate a number of other measures to attack students and to further deregulate higher education. Though they haven’t yet confirmed the exact measures they will be taking they have pointed to a number of them: privatizing HECS, introducing caps, and abolishing the Student services amenities fee (SSAF).
5. Australia already has the second most de-regulated education sector out of all OECD countries and privatizing HECS is another drastic step in this direction.
6. The Labor government’s uncapping of places was a neoliberal measure that entrenched inequality in the university sector because it did not correlate with an increase to base funding and moved universities further towards a “user pays” model. The Liberals now want to cap government places, not to reverse a neoliberal agenda but, in order to edge out poorer students, allow universities to expand their racket of super-exploitation of international students and potentially reintroduce an allocation for domestic up front places, as happened under the Howard government. To prosecute this agenda, Christopher Pyne has announced that an “inquiry” into caps and places will be headed by David Marr and Andrew Norton, well known neoliberal hacks who have both argued forcefully for a voucher system for fees.
1 Higher Education Support Amendment (Savings and Other Measures) Bill 2013: http://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r5 116
EDUCATION 7. Withdrawing SSAF on top of these measures will diminish student political representation and unionism just when we need it most. The SSAF was introduced by the Labor government as a way of providing some measly scraps to student unions following the Howard government’s introduction of VSU. It effectively served to entrench political VSU and in no way has it turned around the chronic underfunding of student unions and maintains the significant underfunding of student unions, Nevertheless, Pyne’s declaration of his attention to abolish SSAF is clearly an attack on students and student unions. For Pyne such a move is about resolving the unfinished business of his student politics days and of the Howard government and attempting entirely smash student unions. Pyne’s removal of SSAF will not bring us closer towards USU.
8. In response to the federal funding cuts initiated this year by the Labor government, a student campaign was built involving protests and grassroots organizing. The protests (NDAs) on May 14 and again on August 20 were the biggest student protests in almost a decade (since the anti-VSU campaign). As well as those who came to the protests, thousands more were made aware of the cuts through information stalls, posters, emails, social media and on-campus stunts, rallies, and forums.
9. Particularly in Melbourne, but also in Sydney, state wide education networks were initiated and used to build the campaign. These networks helped to involve students from campuses all across the state, to share ideas and to maximize our reach
10. Campus collectives (education action groups) were also established on many campuses and these were helpful in narrowing down the focus and investigating the real effect of the cuts on a campus level.
11. In all states activists attempted to work alongside the NTEU and in some places did so very successfully.
12. The national education officer played a major role in facilitating the campaign and this was useful in planning for national days of action (NDAs) in particular.
13. Edcon2013 was an opportunity to hear report backs from all of the states and a range of campuses about how the campaign had progressed and to use to plan and workshop the major anti-cuts demo for semester 2 on August 20.
14. Following the election of the Coalition, the national education officer and national president called a week of action (28th Oct-31st Oct) to respond to the Abbott governments slated attacks on education and their support for
EDUCATION the federal funding cuts. Though our mobilizing power was limited due to the exams period, these demonstrations were useful in establishing amongst a layer of activists and organisers that we are not going to back down in face of the new government and that we will be continuing our campaign against the cuts as well as against the imminent wave of fresh attacks on our education. This national week of action was organized under the slogan “Abbott and Pyne, get your hands off our education”
Platform
1. NUS stands unequivocally for free education for all and, by implication, for complete government control of education without any intrusion of the market.
2. NUS stands for universal student unionism, full autonomy for student unions and a commitment to building student unions which are political organisations rather than service providers
3. NUS calls for the Coalition government to reverse the cuts. We also commend the Greens opposition to the cuts and call on Labor opposition MPs to vote against the cuts legislation
4. NUS opposes the scrapping of start-up scholarships. We call for their reinstatement as well as a return to pre 2009 youth allowance terms and conditions
5. NUS opposes the privatization of HECS, all increases to fees and the re- introduction of upfront fees
6. NUS opposes the exorbitant fees that students are forced to pay, especially international students. We also oppose any attempts by the Liberal governments to introduce caps on places as this will benefit the rich and will act as a block on poor and working class students attending university
Action
1. The major campaign for NUS in 2014 should be “Abbott & Pyne, get your hands off our education” The campaign will raise the following demands:
a. Reverse the 2.3 billion in funding cuts
b. Re-instate start up scholarships
c. Don’t sell off our HECs; free education
EDUCATION d. No caps on places; education for all
e. Don’t abolish SSAF; defend our student unions
2. This campaign will be led by the national education officer but all office bearers should prioritise this campaign and promote it alongside other campaigns specific to their departments. The campaign will include:
a. At least three NDAs and these NDAs will be focused around street demonstrations and marches
b. Colour posters, leaflets and slide projections (for lecture bashes) available as of enrolment and orientation activities to promote the campaign
c. Publicity for the campaign on the NUS website and at all NUS forums
d. Paid facebook advertising for the campaign
e. A media focus which includes ads in newspapers and regular media releases
f. National organizing opportunities for all interested students, including at the mid-year Education conference but also through phone link ups and the establishment of an online education activist network
g. Encouraging existing campus education action groups (EAGs) and state education networks to prioritise the campaign
h. Linking up with local education campaigns (eg on-campus anti-cuts campaigns) and encouraging cross-endorsement
i. Linking up with the NTEU and their campaigns and encouraging cross- endorsement
j. Creating opportunities for TAFE students to get involved with the campaign
k. Linking up with teachers and activists from the primary and secondary education sectors who are also fighting against staff and funding cuts across the country
3. The first NDA will be held during the week of 24th-28th March. The national education officer will ensure that materials are available early in the new year and that state education officers and campus education officers are given the information and support necessary to build the NDA.
EDUCATION 4. The national education officer will set up an activist Education action network which will consist of a facebook page, an active email list and regular phone link ups. All state and campus education officers as well as other office bearers and other interested students will be encouraged to participate
5. The national education officer and national president will work to make the mid-year Education conference an interactive conference with advanced input from education activists from around the country and with ample room for self-organised workshops
Moved: Sarah Garnham (Monash Student Association)
Seconded: Clare Keyes-Liley (National Education Officer)
EDUC 3.18; NUS is opposed to the privatisation of HECS
Preamble
1. Around $22.8 billion in HECS debt is currently owed to the Federal Government. 2. On October 29, Federal Education Minister Christopher Pyne flagged that privatisation of students’ HECS debts could be a recommendation from the Government’s Commission of Audit. 3. Pyne suggested that in a process called securitisation, students’ HECs debts could be sold to private investors, in an effort to balance the government’s budget. 4. This United Kingdom Government did this recently. Around £900 million in student debt has been sold to a private debt collection agency, despite vehement student opposition and protests across the UK. 5. The terms of HECS debt repayment do not make it in an attractive asset. Notably, there is no interest charged on the debt and it is not required to be repaid until students’ reaches a threshold of $51 309. For HECS debt to be an attractive asset, the purchase of the debt would need to be financially sensible for a private investor. This means the terms of the debt would need to be changed so that private investors could make money from it. This may involve charging interest on the debt, or removing or reducing the repayment threshold. 6. Private investors holding student debt would create one more powerful interest group against which students need to fight to have their voices heard. 7. Selling students HECS debts would represent one more step towards the total commoditisation of higher education, and one more step away from higher education being respected as a public good in which governments have a responsibility to invest.
EDUCATION 8. The prospect of the privatisation of HECS presents a massive danger to students. The average student already faces around a decade of debt when they graduate from university, and for women, it is even longer.
Platform
1. NUS recognises that higher education is a public good, and that governments have a responsibility to invest. 2. NUS believes that education is a right not a privilege, and that no matter what their background or financial circumstances are, students deserve to receive a quality education without incurring crippling debt. 3. NUS opposes any moves that would result in an increase in student debt. 4. NUS opposes any move towards the privatisation of HECS.
Action
1. NUS directs the National President to vehemently and without qualification express opposition to any move towards the privatisation of HECS debt. 2. The National President will continue the push for the Government to release a Student Impact Statement. 3. At the beginning of 2014, the National President and Education Officer will devise a strategy around how to communicate to students what privatising HECS debt means, and why it would be detrimental for them. This should be provided as a resource for campus Presidents and State Branch Presidents, to assist them in talking to students about the issue. 4. If the Commission of Audit recommends the privatisation of HECS debts when it releases its interim report and/or final report, the National President and Education Officer will coordinate actions in response.
Moved: Deanna Taylor (National Executive)
Seconded: Clare Keyes-Liley (National Education Officer)
EDUC 3.19: Save Our SSAF
Preamble
1. In October the Government reaffirmed its opposition to the Student Services and Amenities Fee (SSAF). They stated that in time they would move to repeal it, but that it was not currently a priority for the Government. 2. NUS and student organisations quickly attacked the Government and its comments on the SSAF, and coordinated the Week of Action in the last week of October in response to their comments.
EDUCATION 3. While it is not designed perfectly, the SSAF has revitalised student organisations across the country, and brought some back from the dead. It has enabled student unions to increase and improve the crucial services they provide to students, reinvigorated campus culture and reanimated the student voice. For regional students especially, the SSAF plays a pivotal role in ensuring they have access to important services and a life outside of textbooks. 4. Voluntary Student Unionism may have been legislated almost a decade ago now, but the arguments underpinning it are still alive and well today, and the livelihoods of student organisations are once again under attack.
Platform
1. NUS is fervently opposed to Voluntary Student Unionism. 2. NUS believes that the SSAF is critical to ensuring students have access to a wide variety of important student-run services and a vibrant campus life, both which improve retention rates at universities. 3. NUS believes that the SSAF is crucial to ensuring students have a voice. 4. NUS condemns attitudes towards the SSAF such as seeing it as “compulsory student unionism through the back door”. Action
1. NUS directs the National President and National Education Officer to vehemently and without qualification express opposition to any moves to repeal the SSAF. 2. The National Education Officer will coordinate any actions necessary to voice opposition to any moves to repeal the SSAF. 3. The National President will engage with other higher education stakeholders on this issue, with a view to coordinating a sector-wide response.
Moved: Deanna Taylor (National Executive)
Seconded: Catherine Story (Adelaide University Union)
EDUC 3.20: Free marketeers and public education: NUS’ worst nightmare
Preamble:
1. In November of this year the Minister for Education, Christopher Pyne, announced a review to be conducted into higher education to be undertaken by Howard Government Education Minister Dr. David Kemp and Andrew Norton, due to be presented to Federal Parliament in February 2014.
EDUCATION 2. Under the previous Howard Government reviews in higher education lead to two separate fee increases, the first saw an increase of fees between 33%- 222% in 1996 and the second saw a flat rate of 25% increase in 2004. 3. In August of this year, Andrew Norton released a discussion paper stating that student fee increases was the answer to the current funding crisis in higher education. 4. In a discussion paper written when he Minister for Education, Dr Kemp called for increased commercialization of higher education. Mr Norton was a senior advisor to Dr Kemp at this time. 5. In response to the announced review, there has been a call from Universities for fee flexibility to match the uncapped student places.
Platform:
1. The National Union of Students reaffirms its platform of free education for all. 2. National Conference notes that students in 2013 are paying more than at any other time in the history of higher education in Australia. 3. National Conference notes that a graduate in 2013 is likely to face up to a decade of debt. 4. National Conference notes with great concern what this review could mean for the future of higher education in Australia. In particular those from disadvantaged backgrounds.
Action:
1. NUS National Conference calls upon the National President and National Education Officer to provide detailed report to all affiliates when the report is released in 2014. 2. This report will include but is not precluded to: i. Plans for direct action ii. Lobbying tools for campus presidents and education officers 3. NUS National Conference further calls upon all 2014 National Office Bearers to work closely with other stakeholders such the National Tertiary Education Union, the Council of Australian Postgraduate Associations and the Council of International Students Australia in a united response to an set backs to the delivery of higher education.
Moved- Clare Keyes-Liley (National Education Officer)
Seconded- Deanna Taylor (National Executive)
EDUC 3.21: Fighting cuts on campus
EDUCATION Preamble
1. Over the last two years we have seen significant cuts to subjects, courses and staff at a range of campuses across Australia. 2. Arts and Humanities courses have been particularly under attack. 3. The enormous federal funding cuts to universities initiated by the Labor government and now being implemented by the Coalition government have given further fuel to this trend. Most universities have profit margins that would be able to well and truly absorb these funding cuts. Instead, university administrations are using the federal changes as an excuse to make further cuts to subjects, courses and staff, while their profit margins are maintained or increased. 4. La Trobe provides the starkest example of this trend. The biggest single cut to a university budget in Australia’s history has been announced in recent months and one of the public excuses given by John Dewar, the Vice chancellor, for this is the impact of the federal cuts. 5. In some places these cuts have sparked activist campaigns which have involved many students in activism for the first time and in some places, have even had minor successes. 6. The national campaign this year against the federal cuts also fed into the campaigns against cuts at a campus level. More students now understand that there is a wider agenda of cut-backs. But also students fighting cuts on campus have been given more confidence and more resources by way of having NUS take a clear stand against cuts. Campus education action groups have been set up on many campuses this year and they have organically taken up two key issues: a. They have been active contributors and builders of the NUS anti-cuts campaign b. They have taken up local cuts and have worked with the NTEU in opposing staff cuts 7. While there are lots of points of commonality between cuts at various campuses there are also obviously many differences. Each campus is facing specific challenges in terms of the types of cuts that are being implemented as well as the way in which they are being implemented.
Platform
1. NUS stands in opposition to all cuts to subjects, courses and staff. These cuts are never justified and are never in students interests. 2. NUS affirms its belief that education is not for profit and that universities’ focus on profits is always negative for students and staff. 3. NUS supports equality of access to education.
EDUCATION 4. NUS opposes the restructuring of undergraduate degrees in a way that makes them more general. This limits students’ education, as we have seen with the implementation of the “Melbourne Model” at Melbourne University. 5. NUS supports Arts and Humanities degrees and recognizes the social value of students having the ability to study these disciplines. 6. NUS supports the NTEU in all of its campaigns against cuts to jobs and conditions. 7. NUS understands that the campaign against cuts needs to be waged at both a national and a local level.
Action
1. The NUS education officer will support campus education officers, education action collectives, and anti-cuts campus campaigns in their struggles. 2. The NUS education officer and NUS president will compile a national database which documents the cuts that are being imposed on every campus across Australia and this database will be able to be readily accessed by education activists from every campus. 3. The NUS education officer will incorporate discussions and information about campus specific cuts and anti-cuts campaigns into the regular bulletin to be distributed online to education activists from around the country. 4. The NUS education officer will incorporate discussions and information about campus specific cuts and anti-cuts campaigns into the Education Action network online forum.
Moved: Sarah Garnham (Monash Student Association)
Seconded: Helen Morrison (La Trobe University Student Union)
EDUC 3.22: Solidarity with teachers
Preamble
1. The past several years have seen numerous attacks on teachers in primary and secondary education.
2. State governments have sought to attack the pay and conditions of teaching and educational support staff. Education workers in Western Australia are currently campaigning against funding attacks from the government, with 20,000 marching in protest in September of 2013. Teachers in the Northern Territory are also taking industrial action against attacks on their pay and conditions.
EDUCATION 3. The Federal Government has attempted to turn secondary and tertiary teachers against each other doing things like attempting to tie the cuts to higher education to an increase to a funding increase in secondary education.
Platform
1. NUS recognises that it has a shared interest in defending funding to and conditions in all sectors of education in Australia.
2. NUS stands in solidarity with primary and secondary school teachers and their unions in campaigns against both attacks on staff and attacks on funding more generally.
Action
1. The NUS Education Officer will seek to develop ties with the Australian Education Union and its associated bodies.
2. The NUS Education Officer will seek to support all union campaigns against both attacks on education workers and funding cuts.
Moved: Sarah Garnham (Monash Student Association)
Seconded: Clare Keyes-Liley (National Education Officer)
EDUC 3.23
Preamble:
1. Currently, many Universities count absent fail grades as 0s when calculating average grades.
2. Modern pressures and skyrocketing cost of living for students is resulting in an increased chance of misadventure and exceptional circumstances that result in absent fails.
3. Absent fails do not necessarily reflect a failure of commitment to academia and should not result in such a harsh grade penalty.
4. In late 2013 the Sydney University SRC successfully pushed for absent fails to be recorded as a mark between 0 and 49.
EDUCATION Platform:
1. NUS opposes absent fails being arbitrarily recorded as 0s as an overly harsh penalty to a student's average grades.
2. NUS recognises that individual student circumstances vary and many situations can lead to a student recording an absent fail.
Action:
1. NUS will work with University Student Associations to lobby Universities and Faculties to reform their absent fail policies such that they do not unfairly record black marks against students facing hardship.
Moved: Jen Light (USYD SRC)
Seconded: Tom Morrison (ARC@UNSW)
EDUC 3.22 Maximum Examination Weighting
Preamble:
1. University courses that have the end of year exam as a large majority of the final mark place students under significant stress. Courses with over 65% of their final mark allocated to one exam are more of a test of ability to handle high stress and cramming ability than a test of knowledge of the course material. 2. This stress can negatively impact upon student’s mental wellbeing, and create financial stress as students attempt to balance cramming with work.
Platform:
1. NUS supports placing an upper limit of 65% on the value of final examinations as a part of course assessment 2. NUS will examine the effect of such high end of year exam valuation on the quality of courses, and the extent to which it results in students learning “to the test” 3. NUS will investigate the effects of high stress end of year exams on student health and welfare.
Action:
1. NUS will lobby universities to introduce an upper limit of 65% on the value of final exams
EDUCATION Moved: Jack Boyd (WUSA)
Seconded: Peter Munford (WUSA)
EDUCATION CHAPTER 4 - WELFARE
WEL 4.1: Equity and Access to Public Transport -Fair Fares for all
Preamble: 1. Equitable access to public transport is a large issue faced by many students, including domestic undergraduate students. Unfortunately, large legislative inequities are included in most states Australia-wide and place structural barriers for both international and postgraduate students. 2. Transport costs can prevent students from access to University services, and can deter and detract from studies. This places large pressure on the alreadyunder-funded cohort of the higher education sector. 3. Universities already offer transport bursaries to certain students. Therefore, this is an issue that many University administrators will be able to empathise with and provide assistance. 4. Despite state governments’ attempts to legislate to support students, many programs and ineffective and do not actually assist students that need help the most.
Platform: 1.NUS believes that public transport is an essential service that a significant majority of students depend on. Considering this, equitable access and fair concessions should be given to all students on a needs basis. These programs should appropriately assess and consider all circumstances to ensure actual equity. 2. Even though some states have introduced programs for more students to access concession cards, there are still students in need and NUS believe that all-inclusive reforms should be introduced to increase the fairness in public transport fees.
Action: 1.The National Welfare Officer and International Student Officer will actively support campus-driven campaigns for greater equity regarding public transport, including and not -limited to International and Postgraduate student concession card campaigns. 2. National Officers are also directed to collaborate with their state counterparts in campaign planning for state-specific legislative issues. 3. NUS directs the National Welfare Officer to meet with respective party representatives and pressure major parties to consider P/ISCCs as policy platforms in up coming up state elections. 4. NUS directs the National Welfare Officer to coordinate general public transport campaigns with campus office bearers to increase the general fairness for transport to and from University campuses.
Moved: Ben Knight (Monash Student Association) Seconded: Sarah Christie (Monash Student Association)
WELFARE
WEL 4.2: Let’s Talk About Sex
Preamble: 1. Australian young people are facing a sexual health crisis of epidemic scale, with 75% of all sexually transmitted infections (STIs) in Australia occurring amongst young people, and a 20% increase in the rate of STIs diagnosed amongst people aged 15 - 29 in the past three years. 2. The NUS Talk About It survey showed that67% of women on university campuses have had an unwanted sexual experience and 31% have had sex when they were unable, or felt unable, to consent. 3. Research undertaken by the Australian Youth Affairs Coalition and Youth Empowerment Against HIV/AIDS (YEAH)shows that sexual health education conducted in secondary school classrooms is not satisfactory, and that young people are turning to other options to learn about sex, including the internet (85%) and pornography (64%). 4. 68% of young people believe sex education is best delivered by other young people.
Platform: 1. NUS believes that all students have a right to sexual relationships that are safe, respectful and consensual. 2. NUS recognises that issues of sexual health affect all students, and is a student welfare issue. Women’s Departments should not be burdened with teaching men about consent, and Queer Departments should not be burdened with teaching all students how to have safe sex. 3. NUS affirms that peer education is an effective platform for sex education. 4. NUS respects the right of students not to engage in sex education due to cultural, religious or other beliefs.
Action: 1. The National Welfare Officer, in partnership with affiliate campus Welfare Officers, will lobby university administrations to include an opt-outpeer-led sex education session during first-year student orientation activities. 2. The National Welfare Officer will engage with sexual health organisations such as YEAH and state AIDS Councils in order to determine the most effective structure and appropriate content for sex education on campus. 3. The National Welfare Officer, in collaboration with the National Queer Officers and National Women’s Officer, will develop a resource to support the delivery of sex education on campus. This resource will be created in consultation with the National Ethnocultural Officer, National (Dis)abilities Officer and National International Student Officer to ensure it is accessible, culturally sensitive and relevant for all students.
Moved: Amy Jenkins (University of Melbourne Student Union) Seconded: Helen Morrison (La Trobe University Student Union)
WELFARE
WEL 4.3: My Welfare - A National Guide
Preamble: 1. The importance of access to education in dealing with poverty is well documented by the Organisation of economic Co-Operation and Development, which shows that there are national and individual benefits as a results of increase equity in access to education, are social inclusion, improved quality of life and employment. 2. Mental Illness is most prevalent in young people aged 15-15, in this period is the time that a significant proportion of students choose to access higher education. University due to its nature and lifestyle has have an effect on mental health issues.
Platform: 1. NUS Believes that all students no matter their background of situation have the right to access equitable tertiary education. 2. NUS is committed to fighting for equitable access to education across the sector. 3. NUS believes that universities have an obligation or provide services to their students in order to support the completion of studies and the student experience, services to increase the success rate of these must include, scholarships, student services including but not limited to disability services, counselling services, affordable housing services and access and equity.
Action: 1. The national Welfare Officer will develop a guide for making a claim for government assistance, to help students through this process which includes but is not limited to - Youth allowance, Austudy, Rent Assistance, Disability Support, Carer Pension, Mobility allowance, Low income health card and University sector scholarships. 2. NUS also direct the welfare office to conduct an audit of the university services. 3. This audit will include but is not limited to ATSI students; Equity and support services; Grants and scholarships for low-SES students; affordable housing; disability support and on-campus health services. 4. NUS direct the national Welfare officer to publish the results of this survey, and make them available to affiliate organisations.
Moved: Alex West (TUU, University of Tasmania) Seconder: Hannah Smith (University of Sydney, SRC)
WELFARE WEL 4.4: Maintenance of student experience plans
Platform
1. NUS Believes that all students no matter their background of situation have the right to access equitable tertiary education, and once have must be supported in their endeavours. 2. NUS believe that their affiliates provide students with opportunities to have a strong voice through representation and active engagement in university life. 3. NUS are committed to fighting for equitable access to education and support services that contribute to accessibility across the sector. 4. NUS believes that universities have an obligation to provide services to their students in order to support the completion of studies and that the student experience, services to increase the success rate of these must include scholarships and other student servicesincluding, but not limited to, disability services, counselling services, affordable housing services and access and equity. 5. NUS believes that student experience plans allow universities to acknowledge the work and contribution of student unions and organisations, and that they provide an important role in creating opportunities for students to engage in a range of activities at their university. 6. NUS believe that these plans may create a resource for students to lobby their Administrations for further or future funding outside of Student Services and Amenities Fee revenue.
Action
1. The National President, National Welfare and National Education Officer Will write a guide to Student Experience Plans in consultation with affiliates with plans and the sector. 2. The Report will look at the following broad goals: a) Provide students with opportunities to have a strong voice through representation and active engagement in university life. b) Provide an inclusive and welcoming experience for all students in their transition into, through and out of university. c) Provide timely administrative, academic, cultural and learning support for current and prospective students. d) Respond to student and stakeholder feedback to improve the overall quality of the student experience. e) Facilitate inclusive and accessible learning in a community environment (social, physical and online) 3. That NUS provide training to campuses that wish to lobby their university for such a plan.
WELFARE
Moved: Alex West (TUU, University of Tasmania) Seconded: Hannah Smith (University of Sydney, SRC)
WEL 4.5: Students’ Rights at Work
Preamble: 1. Students are too often unaware of their rights at work, particularly in insecure employment like retail and hospitality. A lack of awareness fosters situations where students may have no idea that they have certain entitlements at work and that there are mechanisms by which they can challenge unfair developments in the workplace. 2. Moreover, international students are particularly at risk of being taken advantage of by unscrupulous employers. 3. Furthermore, the rate of Union membership in 15-25 year olds has been steadily declining for the last 30 years down to an average of about 15% in the late 2000s. Students are essentially unsure as how they might join their relevant trade union and the benefits that being a member bestows upon them.
Platform: 1. The National Union of Students shall work to ensure that students across the country are aware of their basic rights at work. 2. The National Union of Students recognises the vital role that trade unions play in defending the rights, pay and conditions of vulnerable workers in the national economy. 3. The National Union of Students recognises that students are some of the most vulnerable workers in the national economy, particularly due to a lack of experience in the workforce, a lack of Union representation and the insecure nature of much student employment.
Action: 1. The National Welfare Officer will conduct a national campaign called ‘Know Your Rights at Work’. The campaign will involve the use of press releases (in conjunction with the National President), handbooks, flyers and all other material that the Welfare Officer requires. 2. The campaign will focus on the National Employment Standards under the Fair Work Act 2009, minimum/award wages and dispute resolution. 3. The National Welfare Officer shall visit campuses across the country to conduct a grassroots campaign day to draw attention to the issue of students’ rights at work. 4. As a Union itself, the National Union of students shall incorporate within any students’ ‘Rights at Work’ campaign, directions as to how students can join their relevant trade union.
WELFARE 5. The National Welfare Officer will engage with the ACTU and relevant trade unions (particularly those in student-heavy sectors like hospitality and retail) to garner their support for the campaign.
Moved: Michael Pettersson (Small and Regional Officer) Seconded: Greg Stewart (ACT Branch President)
WEL 4.6: Hands off Our Penalty Rates
Preamble: 1. Throughout the Federal election campaign Tony Abbott and his frontbench did much to stifle debate about their industrial relations policy. Despite claiming that ‘Workchoices is dead, buried, cremated’, it is clear that many in Abbott’s party room are opposed to penalty rates, including the current Minister for Workplace Relations. There is risk that the Government will take actions to undermine the current penalty rates regime. 2. Overwhelmingly, the workers that will be most affected by such a change will be low-paid employees in the retail, hospitality and tourism sector. Students represent a significant proportion of employment in each of these sectors. 3. If penalty rates are abolished, tens of thousands of young workers will struggle to make ends meet each week, including university students. 4. A recent Universities Australia survey found that two-thirds of university students reported that their earnings were below the poverty line and that one in five have skipped meals to ease financial stress. Therefore, any abolition of penalty rates would be particularly deleterious to university students, as financial stress is already a large spectre in many students’ lives.
Platform: 1. The National Union of Students recognises the importance of penalty rates to some of the lowest paid, most vulnerable workers in the national economy in making ends meet. 2. The National Union of Students notes that students will be among the most affected by any change to the penalty rates regime. 3. The National Union of Students opposes any Federal Government move to abolish, alter or reduce penalty rates. 4. The National Union of Students supports efforts of youth advocacy groups and trade unions opposing any such move.
Action: 1. The National Union of Students shall run an aggressive media and on-campus campaign against any move by the Federal Government to abolish, alter or reduce penalty rates. 2. The National Union of Students will take an active role in any debate about the future of penalty rates in our industrial relations system. 3. The National Welfare Officer will engage with the ACTU, relevant trade unions and youth advocacy groups to campaign against any change to
WELFARE penalty rates and highlight the deleterious effect that any such change would have on students. Furthermore, the National Welfare Officer will provide information packs to campus Presidents and Welfare Officers (or the equivalent) to facilitate advocacy on this issue. 4. The National Welfare Officer will lobby the Federal Minister for Workplace Relations, the Shadow Minister for Workplace Relations and any other relevant member of Federal Parliament against any further changes to the current penalty rates regime.
Moved: Michael Pettersson (Small and Regional Officer) Seconded: Greg Stewart (ACT Branch President)
WEL 4.7: On-Campus Medical Services
Preamble: 1. Some Australian University campuses have medical facilities that do not open every weekday. Students at those universities cannot pick and choose on what day they will be sick and they expect that if they fall ill at university that they will be able to seek medical help on campus. Of particular concern is the fact that some of these Universities have large on campus residential student populations.
Platform: 1. The National Union of Students believes that on-campus medical facilities are an integral part of University infrastructure and student welfare. 2. The National Union of Students particularly notes the importance of on- campus medical facilities where there is a high proportion of students living in on-campus accommodation and at small and regional campuses. 3. The National Union of Students believes that it is unacceptable that some University medical facilities are not open every weekday. 4. The National Union of Students should lobby individual Universities with particularly poor medical facilities.
Action: 1. The National Welfare Officer shall lobby individual Universities, in conjunction with the relevant Student Union, whose provision of medical services is particularly poor to improve their services, particularly in terms of opening hours. The National Welfare Officer will work with these institutions to find methods of improving the provision of medical services within the University. 2. The National Welfare Officer will also update the 2011 Welfare Officer’s report on opening hours and bulk billing.
Moved: Michael Pettersson (Small and Regional Officer) Seconded: Greg Stewart (ACT Branch President)
WELFARE
WEL 4.8: Youth Allowance and the Commission of Audit
Preamble: 1. In October 2013 the Coalition Government announced that they would be embarking upon a Commission of Audit to determine where ‘efficiencies’ could be found within the Federal budget. It is more than likely that this Audit will be, in effect, a ‘Commission of Cuts’ to essential government services and welfare. 2. Therefore, it would be disastrous for university students if the Government used the Commission of Audit as an excuse to take the razor to Youth Allowance and other youth related welfare payments. 3. According to the 2013 Universities Australia report two out of three students indicated incomes below the poverty line, one out of four were living off incomes below $10,000 and one out of five had reported foregoing meals to ease financial pressure. Moreover, between three quarters and four fifths of indigenous and low SES students have reported feelings of financial distress in the course of their undergraduate studies. 4. Considering that more than 25% of students claim to work in excess of 20 hours a week and 80% of full-time undergraduates work an average of 16 hours a week, it is clear that students are under significant financial stress as it is despite undertaking employment. 5. Any moves to cut or alter Youth Allowance would be devastating to already stretched student budgets and must be opposed.
Platform: 1. The National Union of Students notes with concern the Federal Government’s Commission of Audit. 2. The National Union of Students is particularly concerned about the impact of the Commission of Audit on Youth Allowance and other such youth welfare services and payments. 3. The National Union of Students believes that for many students these youth specific welfare payments are absolutely essential as an income supplement. 4. The National Union of Students opposes any cuts to Youth Allowance and other youth related payments.
Action: 1. The National Union of Students shall oppose any move to cut Youth Allowance and other youth related payments through an aggressive media campaign. 2. The National Union of Students shall conduct grassroots campaigns and protests at Universities across Australia should the Commission for Audit recommend any cuts, alterations or changes to the current Youth Allowance/payments regime. 3. The National Welfare Officer will engage with Welfare Lobby groups to oppose any cuts, alterations or changes to the current Youth Allowance/payments regime.
WELFARE 4. The National Welfare Officer shall lobby the Federal Minister for Social Services, the Shadow Minister for Social Services and any other relevant member of the Federal Parliament against any changes to Youth Allowance and other youth payments.
Moved: Michael Pettersson (Small and Regional Officer) Seconded: Greg Stewart (ACT Branch President)
WEL 4.8: Youth Wages
Preamble: 1. Youth Wages have been a statutorily enshrined feature of our federal industrial relations system since 1999. However, they remain a demonstratively unfair and discriminatory feature of the system in that a worker below the age of 21 can be paid at a lower rate than the minimum wage. In fact an average 18 year old employee is paid around 70-80% of an adult’s wage. 2. Considering the financial strain that students are already under it is imperative that youth wages for 18+ be abolished. 3. Recently, the SDA has run an excellent campaign – 100% Pay at 18+ – that the National Union of Students has supported and should continue to support.
Platform: 1. The National Union of Students believes that if the Government deems 18 year olds responsible enough to drink, smoke, vote and die for their country, there is no reason why those same 18 year olds should not be paid a full wage. 2. Therefore, the National Union of Students opposes youth wages and advocates for their abolition. 3. The National Union of Students recognises the work already done on this important issue by past National Welfare Officers and National Office-Bearer teams. 4. However, the National Union of Students believes that there is still much work to do on this campaign and that NUS must continue to be an integral part of this campaign.
Action: 1. The National Welfare Officer will continue the work already done by the outgoing National Welfare Officer. 2. The National Welfare Officer shall engage with and provide assistance to the ACTU and relevant trade unions in their campaign to abolish youth wages, including and especially the SDA’s 100% Pay at 18+. 3. The National Welfare Officer will lobby the Federal Minister for Workplace Relations, the Shadow Minister for Workplace Relations and any other relevant member of Federal Parliament to abolish youth wages.
WELFARE
Moved: Michael Pettersson (Small and Regional Officer) Seconded: Greg Stewart (ACT Branch President)
WEL 4.9- Pyne, you ain’t fine. Give back our scholarships
Preamble: 1. This year’s federal funding cuts announced in April will cause the removal of Start Up scholarships replacing them with student loans. In addition a huge proportion of funding was to be taken from universities to fund primary education over a 6 year period. 2. The conversion of Start Up Scholarships into more student debt would see many lower socioeconomic students unable to attend university in future. The assistance of Start Up Scholarship to help in the payment of books, internet, supplies and travel is integral to the universal access of education and the ability of a student to participate fully in university life. 3. Under the education minister Christopher Pyne the cuts to university funding are set to be worse and hit students more viciously without the dedication to funding schools.
Platform: 1. NUS condemns the conversion replacement of start-up scholarships with loans. 2. NUS believes that start up scholarships should remain as that. Scholarships. And that the burden of extra loans on top of HECS/HELP many students would be deterred from coming to university. 3. NUS believes that access to education is for all students not just those who can afford it and know that the having greater access and equity is integral to the diversity of students as well as their experience throughout their time at university. 4. NUS acknowledges that without support systems in place for students many students would not be able to participate in university life.
Action points:
1. The Welfare officer create a campaign to get back Start Up Scholarships in their original or greater form. 2. The Welfare officer lobbies the government to show that these are needed assistance packages for students.
WELFARE 3. They will use personal stories telling those who have used start up scholarships and how they have affected for positive change in their coming to university for emotional impact. 4. The campaign would involve a letter writing campaign to be sent to the education minister, videos and multimedia, stickers and a photo petition outlining what they were able to achieve with their start up scholarships and what they will not be able to access in the future.
Moved: Rose Steele (LTSU) Seconded : Sebastian Horey (LTSU)
WEL 4.10: Support for Students on Placement
Preamble:
1. Students enrolled in vocational degrees at Australian Universities must complete one or more unpaid placements within their industry. These placements can extend for several months and often require students to work full time and/or non-standard hours. At present, most if not all of these placements, can be assigned without adequately considering a student’s personal and financial circumstances. 2. These placements can cause significant financial hardship for students as they are forced to forego paid work for the duration of the placement. It can also cause significant hardship for students who have responsibility for caring for others (including children and aged or disabled family members). 3. The hardship associated with placements disproportionately affects low SES students acting as a barrier that discourages and prevents these students from completing a vocational degree.
Platform:
1. NUS acknowledges that placements have the potential to cause significant hardship for students. 2. NUS recognises that this issue disproportionately affects low SES students and reaffirms its commitment to equality of access to higher education. 3. NUS believes that the federal government and university administrations have a responsibility to support students completing placements for their vocational degree.
Action:
1. The National Welfare Officer, in consultation with all relevant national officer bearers and campus student organisations, will conduct research to identify the problems faced by students on placements.
WELFARE 2. NUS will create a national campaign to highlight and tackle the problems facing students on placements and seek to draw media attention to these problems. 3. NUS, in consultation with state branches and campus student organisations, will work with universities to encourage flexible placement schemes that are negotiated with the student. 4. NUS will campaign for universities to establish and/or increase grants for students to assist with the completion of placements. 5. NUS will campaign for the federal government to provide grants for students to assist with the completion of placements and additional grants for students who are caregivers to assist with the costs of outsourcing this care during placements.
Moved: Anita Creasey (WA State Branch President) Seconded: Ryan McNiece (Curtin University Guild)
WEL 4.11: GSM – it ain’t a substitute for MSG
Preamble 1. NUS prints a large number of hard copy materials each year, including campaign materials, petitions, best practice guides, and ballot papers. 2. Every year participants at NUS events and conferences face serious health risks each time they consume paper. 3. Eating paper can cause paper cuts inside the oesophagus, leading to possible infection. 4. Mass produced paper contains large amounts of bleach. 5. Paper that has been through a laser printer is covered in toner, a poisonous substance. 6. Prolonged exposure to toner powder or vapours may cause eye and/or respiratory irritation. 7. Many National Conference participants feel peer pressure to consume paper. 8. Failing to consume paper can be detrimental to one's social standing.
Platform 1. NUS believes in maintaining the safety of all participants at it’s events and conferences. 2. NUS believes that peer pressure is ‘not cool’. 3. NUS believes that consuming paper is ‘not cool’.
Actions 1. NUS will ban the consumption of paper at all events and conferences that it runs.
WELFARE 2. NUS will educate participants at any events and conferences of the dangers of consuming paper, both to body and mind. 3. NUS commits to implementing a Paper Patrol Officer (PPO) at the annual National Conference. 4. The PPO will be responsible for establishing a Paper Patrol Advisory Committee (PPAC) to assist with and make recommendations on paper consumption related grievances. 5. The PPO will also be responsible for distributing educational material on the dangers of eating paper, and will make and distribute badges with the slogan “GSM - it ain’t a substitute for MSG”
Moved: Casey Briggs (National Executive / Adelaide University Union) Seconded: Lucy Small-Pearce (Adelaide University Union)
WEL 4.12: Affordable Housing
Preamble 1. Affordable housing is commonly referred to as housing that absorbs no more than 30% of a low income. For a student only receiving Youth Allowance and Rent Assistance for income, that definition translates to around $80 a week. 2. Australia faces a severe shortage of affordable housing, particularly in metropolitan areas, which means many students from low SES backgrounds struggle to find affordable housing when relocating for university. 3. Many campuses are seeing the arrival of for-profit self-catered housing on their campuses. Many of these providers charge exuberant residential fees and do not afford students full tenancy status. At UNSW Village for instance, the cheapest room is $252 per week, or 94% of your income if solely reliant on Youth Allowance and Rent Assistance. 4. There is a need for universities to provide non-profit housing to students, and there are examples of these models working amazingly well. For instance, STUCCO at Sydney University is a cooperative housing building in the increasingly unaffordable suburb of Newtown. It houses 38 people, and each student pays just $73 a week in rent. Students share duties and meet regularly, creating a strong community feel amongst residents.
Platform 1. NUS calls for the development of non-profit and cooperative housing on university campuses, citing the enormous financial and social benefits this kind of housing provides to students 2. NUS opposes the development of unaffordable for-profit campus housing. NUS recognises that such housing places a huge financial burden on students and is not accessible to students from low-income backgrounds.
Action
WELFARE 1. The NUS Welfare Officer will collaborate with campus representatives to develop a survey that studies the affordability and quality of housing available on campuses around Australia. The survey will focus on which campuses provide the most affordable and best quality accommodation. 2. The NUS Welfare Officer will use the results from the survey to create an affordable housing campaign, highlighting the best and worst practices found in the survey. 3. The NUS Welfare Officer will assist campus representatives in creating campus based campaigns to specifically target their university’s practices around affordable housing.
Moved: Lauren McCracken (University of New South Wales Student Representative Council) Seconded: Bec Thompson (Murdoch Student Guild)
WEL 4.13: Attendance Requirements in Tutorials
Preamble 1. University subjects often have an arbitrary attendance requirement for tutorials which students must meet in order to pass. 2. This requirement does not actually check whether students are engaged with the subject, or have learned in the subject. 3. Students are often unable to attend tutorials due to work, carer responsibilities, and other issues outside of their control. Platform 1. NUS opposes tutorial attendance requirements as a hurdle for passing a subject. Action 1. NUS will investigate the prevalence of students receiving fail marks solely because of not meeting attendance requirements. 2. NUS will support students who failed subjects just because they did not meet attendance requirements. 3. NUS will pressure universities to remove this requirement wholesale. Moved: Jess McLeod (Curtin Guild) Seconded: Miranda Wood (Curtin Guild)
WEL 4.14: Mental illness and University Support
Preamble
1. Rates of mental illness are 5 times higher in university students than in the general population. Mental health problems are especially difficult for students to manage, as they appear on top of existing social, academic and financial pressures. It is
WELFARE positive that many universities offer on-campus counseling services and support programs, however these are not universally provided for free by student unions. The need for free mental health resources on every campus is clear. Mental illness and psychological stress seriously affects students’ experience and performance at university, but very few can afford the support they require.
Platform
1. That NUS supports free mental health care and encourages universities and student unions to refer students to subsidized professional services
2. That NUS will campaign for the free provision of on-campus mental health resources
3. That NUS will ensure academic advocacy for students whose work has been affected by psychological stress or mental illness
Action
1. The NUS National Welfare officer will act to ensure that all Australian universities provide the appropriate level of support for students suffering from mental health problems, including academic advocacy and the provision of adequate, free mental health resources on campuses.
Moved: Jade Eckhaus (UMSU)
Seconded: Ben Solah (RUSU)
WEL 4.15: Accessibility to Centrelink: Lower the age of independence to age 16
Preamble
1. With two thirds of students living in poverty, it is inexcusable for the government to continue to leave maximum Youth Allowance payments below the Henderson Poverty Line. It is even worse that students under the age of 22 are not eligible for this payment barring special circumstances. Youth Allowance rates for those classed as “dependents” are significantly lower than the independent rates.
2. Students under the age of 22 do not receive a special discount rate for everything through life until they reach 22 and suddenly become independent. Transport, accommodation, uni fees, and textbooks are just as expensive for students under the age of independence.
WELFARE 3. Students aged under 22 who do not live at home often have great difficulty meeting Centrelink’s criteria for independence, jumping through every degrading hoop only to find that they have to survive independently on a dependent Youth Allowance payment.
Platform
1.NUS supports a reduction in the age of independence from 22 to 16.
2.NUS opposes conversion of the start-up scholarship to a loan.
3.NUS supports an increase of Youth Allowance payments to exceed the Henderson Poverty Line.
Action
1.NUS will campaign for a reduction in the age of independence from 22 to 16.
2.NUS will campaign for an increase in Youth Allowance payments to exceed the level of the Henderson Poverty line.
Moved: Mara Thach (University of Adelaide)
Seconded: Shalyce Larkin (Curtin Guild)
WEL 4.16: Raising youth allowance to be above the Henderson Poverty Line
Preamble
1. High university fees, debt, and other expenses associated with university study contribute to a broad problem of student poverty, with two thirds of students living below the Henderson poverty line in 2012. The number of students regularly going without food has increased to one in five, up from one in eight in 2006. 2. Currently Youth Allowance payments are up to $29 per day, which is inadequate for study, accommodation, and living expenses. As funding is cut to tertiary education, and the sector is deregulated, study costs will only rise, putting more financial pressure on students. Pursuing an increase of Youth Allowance to above Henderson Poverty Line levels to put students in a safer, more comfortable, and more stable financial position, must be considered essential by NUS.
WELFARE Platform
1. NUS demands that the government raise all Youth Allowance payments to exceed the Henderson Poverty Line.
2. NUS supports the age of independence being lowered from 22 to 18 to better support students who do not currently qualify for maximum payments.
Action
1.NUS will campaign for an increase in payment rates to exceed the Henderson Poverty Line, and decreases in the age of independence.
2.NUS will in the coming year campaign against the education cuts, which include conversion of the Start-up scholarship to a loan.
Moved: Brodie May (FUSU)
Seconded: Cat Rose (National Queer Officer)
WEL 4.17: Student Homelessness
Preamble
1. Student poverty is a serious and growing problem in Australia, and has increased substantially over the last 20 years. Some reports have calculated that up to 60% of students are now living below the poverty line, which is not hard when the current maximum Youth Allowance payment (as at Nov 2013) is only $407.50 per fortnight - just 42.3% of the poverty line. A 2006 Universities Australia investigation found that 14.1% of full-time undergraduate students surveyed regularly went without food because they could not afford it, and also struggled to pay the rent as Youth Allowance payments fell. In 2007, another Universities Australia investigation found that 16.5% of full time undergraduate students worked at least 20 hours per week in order to support their studies. Student poverty is only poised to get worse as costs of living and education rise, and more cuts are made to welfare and education funding.
2. The increase in student poverty - and therefore student homelessness - is directly related to the neoliberalisation of education. Also, the increasing size of HECS debts discourages many students from low socioeconomic backgrounds from gaining tertiary qualifications - education is a right and should not be a privilege.
WELFARE 3. Young people account for a high percentage of homeless people. ABS Census data shows that there were 15,325 homeless Australians aged 19-24 in 2011. While no comprehensive study of homeless university students has been conducted recently, the problem is widespread - in 2008 Melbourne University was revealed to have 440 homeless students. Homelessness rates are particularly higher amongst students from minorities and working class backgrounds.
4. Public housing is grossly underfunded and is not currently providing for all of those in need. For example, there are approximately 38,000 households in Victoria approved for new public housing but who are waiting to be transferred and are therefore forced to live in unsafe and dilapidated conditions.
5. Homelessness also impacts mental health, and reduces the capacity of students to find appropriate employment and complete their studies, further entrenching their poverty.
Platform
1. NUS condemns the high rate of homelessness amongst university students and recognises that student homelessness is a product of neoliberalism and the financial pressures that students face.
2. NUS demands an increase in the amount of Youth Allowance, Austudy and ABSTUDY to above the Henderson poverty line and an increase in Rent Assistance and a decrease in the age of eligibility for these payments.
3. NUS demands that affordable government housing be provided in close proximity to university campuses and public transport.
4. NUS calls on university administrations Australia-wide to subsidise the cost of campus residential services, particularly for students from low socioeconomic backgrounds
Action
1. In 2014, the National Education and Welfare Officers will research rates of student homelessness at Australian Universities and publish the results of their findings online and in print at all university campuses with a supporting statement that calls on the government and University administrations to provide housing (as above).
2. In 2014, NUS will campaign against student poverty, demanding an increase in the size and accessibility of Youth Allowance, Austudy, ABSTUDY and Rent Assistance payments that will see a drastic reduction in the number of homeless university students.
WELFARE
3. NUS will continue campaigning against cuts to higher education in 2014 as these cuts disproportionately affect students from poor backgrounds as does the government’s plans to privatise HECS debts. Campaigning against education cuts is extremely important for fighting student poverty and proving NUS as an organization that can fight for students’ interests.
4. NUS will endorse community campaigns for affordable housing, such as the protests against the quarantining of welfare payments of residents of public housing in Victoria.
Moved: Jade Eckhaus (UMSU) Seconded: Miranda Wood (Curtin Guild)
WEL 4.18: Revision of examination and assessment regulations
Preamble
1. For many students, timed exams and essays are not necessarily the most accurate indicator of their understanding of the course material. Many students struggle with this style of assessment, the pressures of which are exacerbated by an inflexible exam schedule.
2. SWOT VAC, or revision periods at the end of semester exist to allow students to prepare for their examinations. Having other assessment, such as exams or folios, due during this time creates unnecessary stress and can diminish students’ capacity to perform well.
3. The organisation of students’ exam timetables is also crucial to their preparation and performance throughout the examination period. Having to sit for more than one examination on the same day can impede their performance.
Platform
1. NUS recognizes that having to hand in assessment during SWOT VAC is detrimental to students’ performance.
2. NUS recognizes that poorly organised student exam timetables are detrimental to students’ performance and are a source of anxiety for many students.
3. NUS supports flexible exam and assignment options for students who are unwell, have special needs, are ESL students, dealing with bereavement, financial stress or under other emotional strain.
WELFARE
4. NUS recognises that existing policies regarding alternative assessment arrangements for students in the above demographics are inadequate and often require excessive paperwork on behalf of the struggling student. Furthermore, NUS endorses the implementation of a universal assessment policy in Australian universities in order to avoid draconian policies at particular universities while others are more lenient.
Action
1. NUS directs campus education and welfare officers to work alongside university administrations and faculty staff to create and enforce a student and staff friendly assessment policy that allows students to reschedule an exam that is set for the same day as another.
2. NUS supports an assessment policy that empowers students to organise alternative arrangements, such as extended deadlines, with their tutors or lecturers. As such, NUS will distribute a document to all Australian university administrations and student unions detailing recommended assessment amendments and a program for their implementation.
Moved: Ridah Hassan (University of Sydney, SRC) Seconded: Sarah Garnham (Monash Student Association)
WEL 4.19: Welcoming and Safe University Halls of Residents Preamble 1. Although housing only a small section of the university population, University halls of residence provide thousands of students. 2. These University halls of residence provide students with a number of benefits, benefits of which many students not living within University halls of residence would go without. 3. Despite these benefits, living in University halls of residence can prove for some students to be a discriminatory environment, with issues of sexism, homophobia and bullying (or “hazing”) of those in their earlier years still prevalent. 4. Although the administrations of many University halls of residence have made efforts to make their places more inclusive and tolerant, these issues of sexism, homophobia and bullying still remain, to an extent, institutionalised, particularly in University halls of residence run by religious organisations. 5. As these issues are not made publically known to students prior to their application and admission into University halls of residence students are often unaware of these cultures which exist.
WELFARE 6. In some University halls of residence run by religious organisations, this culture of sexism and homophobia can be contributed largely in part to the administrations of the University halls of residence, where those holding the majority of senior positions within the administrations are males (and at times males belonging to religious orders). 7. For students who are suffering personal issues, they would normally visit the hall of residences guidance councillor, or Chaplain. However, as in a number of religious run University halls of residence the guidance councillor or chaplain is male, at times a member of a religious order, some students don’t feel safe to discuss issues perpetuating to sexism or homophobia with them. 8. As a result of this, students from these groups are increasingly likely to not participate in the full range of activities these University halls of residence has to offer, as well as develop mental health issues.
Platform 1. NUS recognises that within University halls of residence cultures of sexism, homophobia and bullying still exist, despite the efforts of the administrations of these halls of residents. 2. While it is difficult for any student to know what the culture within University halls of resident until they live in there, NUS recognises that it is important to publicise to prospective residents any discriminatory disadvantages of living on campus. 3. NUS recognises that in order for all University halls of residents to be truly inclusive places of people of all backgrounds that students need to be supplied with information about services which are available to them both within the University and in the nearby area which can be of assistance to their mental wellbeing . 4. NUS recognises that for all students to feel safe within University halls of residence that guidance councillors need to be made freely available for all students to use, including ones who are free of religious affiliation and able to answer the needs of Wom*n and LGBTIQ students.
Action:
1. NUS directs the National Welfare Office Bearer, in conjunction with State Welfare Office Bearers, National and State Office Bearers from each autonomous departments and relevant campus officers to create a booklet available to prospective residents of University halls of residence outlining: a. If the University hall of residence is run by a religious organisation, their stance on Wom*n’s and LGBTIQ issues.
WELFARE b. A rating given to each University hall of residence based on a number of factors to be determined by the relevant National and State Office Bearers. 2. NUS directs the National Welfare Officer to administer an online survey available to all students who are living or have lived in University halls of residence, asking students questions in relation to sexism, homophobia, religious intolerance, racism, ableism, classism and bullying. The results of the survey are to be published to the relevant student union, the NUS website and to all University halls of residence within Australia, which will allow each respective University hall of residence to look into administrative changes to allow them to create a more inclusive, welcoming and tolerant place for students to live in. Further, the NUS encourages campus unions to advertise the survey around their campus. 3. NUS encourages campus welfare officers to provide all University halls of residence connected to their university with: a. Information pamphlets relating to issues of mental health, as well as pamphlets relating to issues of homophobia, sexism, racism, ableism, classism, religious intolerance and bullying. b. Contact details for all students to be able to get in contact with relevant on campus office bearers. c. Phone numbers and contact details for on and off campus counselling services, including counsellors and psychologists who are able to address the above issues. 4. NUS encourages campus welfare officers to meet with the residential administrations and student leadership groups to discuss various issues of mental health/social implications of such discrimination, as well as ways in which campus officers and University halls of residence can work together to create more inclusive University halls of residence. Further, NUS encourages religious University halls of residence to employ guidance counsellors who are able to offer students of all backgrounds sound advice without a religious bias or coming from a religious institution.
Moved: Patrick Dollard (University of Melbourne Student Union) Seconded: Katherine O’Brien (Murdoch Student Guild)
WELFARE WEL 4.20: The Trans-Pacific Partnership Agreement and Access to Essential Medicines
Preamble: 1. The Trans-Pacific Partnership Agreement (TPP) represents a real and acknowledged threat to access to essential medicines both in Australia and around the world, and at the time of National Conference negotiations are ongoing. 2. The proposition within the TPP to lengthen the duration of pharmaceutical patent life-spans up to 8 years and allow the potential for ever-greening of existing drugs, further prohibits generic brands’ market access and dramatically decreases access for millions of people to lifesaving medications. 3. The inclusion of data exclusivity periods for pharmaceutical research and clinical trial data will lead to a rise in the cost of generic medicines, and price essential medicines out of the reach of the poorest, locally and globally. 4. The TPP also has a potential to restrict and negatively impact the Australian Government’s ability to engage in public health initiatives within Australia. Provisions such as Investor State Dispute clauses (ISDS) imbedded in the TPP make Australia and other nations vulnerable to litigation from multi- national companies; a key example being the potential for large scale IP cases to be brought against Australia regarding plain packaging of cigarettes.
Platform: 1. NUS acknowledges the potential impact the TPP presents for access to essential medicines and public health initiatives. 2. NUS supports Article 25 of the United Nations Declaration of Human Rights and holds that everyone has the right to access safe, affordable and effective healthcare including access to medicines. 3. NUS represents students in Australia, the majority of which fall under the lowest income brackets, who are vulnerable to increases in the cost and availability of medications and would suffer under a less robust PBS. 4. It is the core business of NUS to advocate against measures that undermine and restrict students’ access to healthcare. 5. Negotiations are ongoing at the time of National Conference; now is the time to join the tens of thousands of Australian students advocating for a fair and humane negotiating stance on the TPP.
Action: 1. NUS directs the National Welfare Officer and National President to speak out on the issue and contribute to advocacy efforts to ensure the Australian Government do not sacrifice health initiatives in negotiating the TPP. 2. NUS directs the national student body and National executive to support the efforts of other national and local student groups already active on the issue, and lend the powerful NUS voice to their actions. 3. NUS calls on the Australian Government to act as a responsible global citizen in TPP negotiations and resist and reject clauses that undermine or prevent access to essential medicines in Australia and globally.
WELFARE Mover: Lizzy O’Shea (University of Western Australia) Seconder: Katherine O’Brien (Murdoch University)
WEL 4.21: Student Cook Book
Preamble
1. Due to income, living situations and available time, many students to not have the opportunity to have a variety of foods whilst at university, at home or out.
2. Because of this lack of variety, many students will eat cheap and unhealthy foods which put their health to a detriment.
Platform
1. NUS recognises many factors in a student’s life cause them to have poor diets and in turn, bad health
Action
1. The National Welfare Department will produce a ‘Student Cook Book’ with inexpensive, easy and healthy recipes. The cook book will also include information on dietary requirements and food options for people who cannot eat gluten or do not eat meat.
2. The cook book will be distributed to affiliated organisations for use on campus
3. The National Welfare Officer will organise live cooking demonstrations to occur in one university per state and will upload the videos on to the NUS website.
Moved: Daniel Nikoloski (South Australia State Branch President)
Seconded: Mikaela Wangmann (National Women’s Officer)
WEL 4.22: 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.
WELFARE
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: 3.1. The abolishment of Youth Wages for those 18 and over. 3.2. 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: 1.1. Run a campaign across Australian Universities highlighting the detrimental effects of Youth Wages on Tertiary Students. 1.2. To lobby the Australian Government to abolish the Youth Wages system for those 18 and over.
Moved: James Michelmore (RUSU)
Seconded: Dani Rothwell (Monash Berwick)
Wel 4.23: Universal $5 Schnitties
Preamble: 1. Many students attending University can’t afford expensive food at their respective university food outlets. 2. When Students can afford food, it is usually a source of food that has very little sustenance which therefore affects the student’s performance at University. 3. Schnitzels better known as Schnitties are a great source of food for students and many health professionals recommend this as a meal to be consumed at least once per day. 4. When looking at United Nations Declaration of Universal human rights, we do not see ‘the right to access $5 Schnitties’ this is an abomination.
WELFARE Platform: 1. NUS believes that $5 schnitties should be a universal human right. 2. NUS recognises that many students starve at university as food is too expensive. 3. NUS will endeavour to fight for the Universal human right to $5 schnitties.
Action: 1. The NUS National Office bearers and State Branch Presidents, will implore affiliate organisations to instrument a $5 schnittie deal for Students at their campus, to ensure students are entitled to this fundamental right and the issue of student starvation is resolved.
Moved: Sam Catanzariti-Smith (Griffith University Student Representative Council) Seconded: Daniel Nikoloski (University of South Australia Student Organisation)
WEL 4.24: Lowering the Centrelink Age
Preamble:
1. The current age of Independence as set by the government, in order to receive centrelink payments is 22. 2. Until the age of 22 a person is judged on the basis of their parents income. This restricts both independents, and relies on parents to offer constant support. 3. Many students are unable to work enough hours to support themselves, but are similarly not financially supported by their parents, or guardians. This leaves a whole in the system in which young people are severely struggling financially. Whether this be going without meals, or putting up with living conditions that are neither safe or comfortable.
Platform: 1. NUS acknowledges that most students are not financially supported to the age of 22, and therefore many need financial support from the government to effectively complete their degree, and maintain suitable living standards. 2. The voting age, and drinking is 18, and therefore there needs to be revision in the age of independence.
Action: 1. NUS will lobby the Government to lower the centrelink age to 20. This will provide a stepping-stone in dealing with the low living standard of so many students, and young people. 2. The NUS office bearers will look into organising a campaign on lowering the centrelink age.
Moved: Jennifer Light (Sydney University SRC) Seconded: Dylan Parker (National Executive)
WELFARE
WEL 4.25: Improving access to student housing
Preamble: 1. 40% of Australian university students are paying rent while studying. 2. With the dramatic growth in rent prices, many sacrifice their study in order to afford food and rent. 3. International and rural students are most vulnerable to these pressures as living out of home is a necessity to be able to attend their chosen University.
Platform: 1. That NUS recognises the importance of support to students living out of home, and that academic work should not be compromised in order to be able to afford rent. 2. The circumstances in which students are required to live out home vary and NUS stresses the importance of a safe and stable home environment for all.
Action: 1. NUS, recognising that affordable housing for students is imperative, will lobby the Government and Universities to ensure that a minimum of 50% of all student housing is made affordable for students from low socio economic backgrounds. 2. NUS will endeavour to consult with universities on upcoming projects to ensure that student housing is not only affordable but also accessible to students from a variety of backgrounds for example students with disabilities and special needs.
Moved: Jennifer Light (Sydney University SRC) Seconded: Dylan Parker (National Executive)
WELFARE CHAPTER 5 - WOMEN’S
WOMEN 5.1: Supporting the growth and inclusivity of NOWSA
Preamble 1. The Network of Women Students Australia (NOWSA) aims to provide a peak body for women student organisations in Australia. NOWSA’s annual National Conference exists to provide knowledge- and skills-training opportunities around issues facing women in society and women’s activism. 2. NOWSA has previously received the support of the National Union of Students (NUS) through its office-bearers and outlets to support attendance and valuable opportunities at the conference. 3. NOWSA attendees have in the past expressed that NOWSA could do more to positively empower and inform its attendees, and to maximise its inclusivity, through increased awareness of the intersectionality of women’s experiences of disadvantage, and the range of identities which constitute women’s experiences.
Platform 1. NUS asserts that women's’ experiences of their gender fundamentally intersects with other elements of their identities, such as sexuality, genderqueer or transgender identity, socioeconomic status, ethno-cultural identity, Aboriginal and/or Torres Strait Islander identity, and (dis)ability. 2. NUS believes that women’s activism must be inclusive of the intersection of disadvantage within women's’ identities.
Action 1. NUS will continue to support NOWSA in 2014 through promotion via its website and other outlets. 2. NUS national office bearers will endeavour to support NOWSA organisers in planning, and running sessions at NOWSA 2014, as well as providing NUS Women’s and Queer Department resources to organisers. 3. NUS will seek to support students from small and regional campuses in attending NOWSA.
Moved: Isaac Foster (TUU University of Tasmania)
Seconded: Alex West (TUU University of Tasmania)
WOMEN 5.2: Bluestockings Week
Preamble:
WOMEN’S 1. Bluestockings week has been held by the Wom*n’s and Education departments for some time. 2. Wom*n on various campuses have found the imagery and historic context of Bluestockings alienating, given its reference to wealthy, white wom*n who were privileged by colonialism. The use of Bluestockings as an uncriticised umbrella term attracted grievances from wom*n of Culturally and Linguistically Diverse backgrounds, Indigenous wom*n and wom*n from low-SES backgrounds. 3. Previously, the Wom*n’s Department hosted a Bluestockings Week which sought to lend a critical lens to the history of Bluestockings (‘Whose Blue Stockings Are They Anyway?’). There is some precedent for reviewing the term.
Platform: 1. NUS is committed to ensuring inclusive campaigns and working inter-departmentally to ensure the most vulnerable students are not further disenfranchised by NUS’ campaigns.
Action: 1. The NUS Wom*n’s Department investigates naming alternatives to Bluestockings Week and its campaigns. 2. The NUS Wom*n’s Department consults other identified departments of NUS in its investigation into the name change.
Moved: Alison Whitaker, University of Technology, Sydney
Seconded:
WOMEN 5.3: Support for single mothers and their children
Preamble: 1. In 2006 the Liberal government cut single parent payments, forcing families onto the dole when the youngest child turns 8. In 2013 the Labor government exacerbated the situation by dumping single parents that had been protected under Howard’s cuts. 2. The Labor government argued the cuts were about getting single parents into work. However, at least half of these parents are already employed in low paid casual and part-time jobs. This argument also ignores the fact that raising children and running a household is itself work that should be acknowledged and valued. 3. The cuts failed to include a provision to exclude single parents enrolled in part time or full time study forcing many single parents to abandon their tertiary studies. 4. As 90% of the recipients of Parenting Payments are women, this is primarily an attack on single women with children. These cuts, coupled with a persistent gender pay gap and the high costs of child care and education for children, are pushing single parents and their children into dire poverty. In some cases women may be
WOMEN’S forced to stay in violent or abusive relationships to avoid the poverty associated with being a single parent. 5. These cuts amount to an attack on the most vulnerable women and children in Australia and it reinforces the sexism faced by women every day.
Platform:
1. NUS condemns the cuts to single parent payments and calls on the government to repeal the cuts. 2. NUS supports an increase to single parenting payments and childcare benefits, as a first and vital step towards addressing the sexism faced by ordinary women in Australia. 3. NUS acknowledges that these cuts undermine equalaccess to higher education by making it impossible for many single parents to complete tertiary studies. 4. NUS reaffirms its opposition to all forms of sexism.
Action:
1. NUS will initiate a campaign, and support existing campaigns, that demand the cuts to single parents be reversed. 2. NUS will campaign for increases in government spending on single parent payments, childcare, education, and in other areas contributing to gender inequality. 3. The National Women’s Officer, in consultation with the National Welfare Officer and campus student organisations, will campaign for universities to provide facilities for quality, accessible and free childcare and crèche facilities.
Moved: Anita Creasey (WA State Branch President) Seconded: Sarah Garnham (Monash Student Association)
WOMEN 5.4: National Progressive Women’s Network PREAMBLE: 1. A strong national women’s movement requires a strong network of diverse women. 2. The plethora of ideas and goals of women's officers and women's groups are not always communicated nationally and a lack of communication between campuses often leaves women's departments without support or an inability to reach their full potential. This limits the potential of both individual women and the broader women's movement.
WOMEN’S 3. The communication between different women’s officers and women’s collectives must be strong to overcome the intersecting challenges affecting women around Australia.
PLATFORM: 1. NUS supports a National Progressive Women's Network that will work to support and sustain the progress of women’s officers and collectives and a broader women’s movement, by creating a positive network of diverse women identifying students. 2. The Women’s Office will create this network to inform both campus women’s officers of the workings of the national women’s officer, as well as informing the national women’s officer of the actions of women’s officers on campus. 3. NUS supports the creation, exchange and collation of quarterly reports between the NUS women’s officer and collated reports of women’s officers around the country to promote information sharing.
ACTION: 1. NUS supports a Progressive Women’s Network consisting of women identifying students nation-wide. 2. This network will have broad aims and advise the NUS National Women’s Officer, with mutual exchange occurring between all groups and officers. 3. This network will also help to support women’s groups at universities not affiliated with the National Union of Students. 4. The National Progressive Women’s Network will provide bimonthly reports to the women’s officer to keep the women’s officer up to date on what is happening on campuses around Australia. These would be collated reports of what campus women’s officers and women’s groups are already doing around the country.
5. The NUS women's officer will provide bimonthly reports to the National Progressive Women’s Network detailing her actions and plans.
Moved: Lizzy O’Shea (University of Western Australia) Seconded: Lauren McCracken (University of New South Wales)
WOMEN’S
WOMEN 5.5: Foetal Personhood Laws
Preamble
1. In NSW and South Australia, laws have been introduced to recognise foetuses as living humans, separate from their mothers, before the law. In NSW, “Zoe’s Law” has passed the lower house. In South Australia, the “Criminal Law Consolidation (Offences Against Unborn Child)” amendment bill was defeated in the upper house. 2. Such laws have brought strong opposition from the medical and legal groups. The Australian Medical Association and the NSW Bar Association have publicly criticised Zoe’s Law on the grounds that it sets a risky principal that could impact a woman’s right to choose. 3. Personhood laws are a common tactic used by far right politicians in the US to undermine a woman’s right to choose. Fred Nile MP, who originally drafted Zoe’s Law, has made no secret of his desire to ban abortion. Platform
1. NUS supports a woman’s right to choose. 2. NUS opposes foetal personhood legislation on the grounds that it presents a dangerous risk to the ability of women to exercise their right to choose. 3. NUS condemns any attempt by legislators to restrict a woman’s right to safe and accessible abortion procedures. Action
1. The NUS Women’s Officer will continue to lobby for women students right to choose, and access to safe abortion procedures. 2. The NUS Women’s Officer will collaborate with State Women’s Officers and campus representatives to organise campaigns against state legislation that attempts to afford personhood status to foetuses 3. The NUS Women’s Officer will collaborate with State Women’s Officers and campus representatives to organise campaigns against any legislation that attempts to restrict a woman’s right to choose
Moved: Lauren McCracken (University of New South Wales Student Representative Council)
Seconded: Catherine Story (Adelaide University Student Representative Council)
WOMEN 5.6: Condemning transphobia in women’s spaces
Preamble
WOMEN’S 1. Trans people face systematic oppression in all areas of life, especially housing, employment and health.
2. This results in extremely disproportionate rates of homelessness, substance abuse, mental illness and suicide.
3. Trans people are frequently questioned about the legitimacy of their identity – in medical, legal and social realms – and are expected to “prove” it.
4. Because of this, problems can arise in including and accepting trans women in women- only spaces.
Platform
1. NUS rejects all forms of discrimination against trans women participating in women’s spaces, in particular any notion of “qualifying” as a woman or requiring the approval of other women with regards to one’s gender expression.
2. NUS supports the rights of all gender diverse people to identify and express themselves as they see fit, and not to have the validity of their identity questioned by others.
3. NUS supports the freedom for female-identifying gender diverse people in accessing women’s spaces on campuses, as well as other gendered spaces such as female bathrooms, changing rooms and services such as women’s shelters.
Action
1. That NUS implement education programs for Women’s Officers to encourage more inclusive and accepting attitudes for trans women in women’s spaces.
2. That NUS call for greater collaboration between Women’s and Queer Departments.
3. That NUS routinely ensure that issues of transphobia are being addressed in women’s and queer spaces through communication with representatives.
Moved: Cat Rose (2013 NUS Queer Officer)
Seconded: Mara Thach (Adelaide Uni Union)
WOMEN 5.7: White Ribbon Day
WOMEN’S Preamble
1. White Ribbon Day calls for men to wear white ribbons to show their opposition to domestic violence against women and children.
2. Liberal Prime Minister Tony Abbott is a prominent ambassador of White Ribbon Day, as is Liberal Minister for Police of Queensland Parliament Jack Dempsey.
3. Tony Abbott has also named himself "Minister for Women" as part of an effort to frame himself as an anti-sexist ally.
3. NSW, Victoria and Queensland Police Forces have endorsed White Ribbon Day to help break “the cycle of abuse”.
Platform:
1. NUS condemns the outrageous hypocrisy of Liberal Party figures expressing concern for women’s rights as a party with openly misogynistic policies, such as those around abortion rights. 2. NUS acknowledges that the role of police is to entrench and aggravate the oppression of women as well as other oppressed groups. Police do nothing to help resolve issues of domestic violence, and any calls for harsher punishments for abusive men and/or greater police powers are reprehensible.
Action:
1. That NUS condemns the appointment of misogynists as ambassadors for White Ribbon Day.
2. That NUS condemn attempts by those responsible for maintaining sexism, such as Tony Abbott, to portray themselves as concerned for women's welfare or in any way an ally in the fight against sexism.
3. NUS does not support White Ribbon Day and will not promote it.
Moved: Grace Hill (FUSU)
Seconded: Miranda Wood (Curtin Guild)
WOMEN 5.8: Opposing Zoe’s Law
Preamble:
WOMEN’S 1. The crimes amendment (Zoe's law) bill 2010 (no.2) introduced as a private members bill by the Liberal Party member Chris Spende in June. The discussion of the controversial bill has been delayed to the beginning of 2014
2. Zoe's law gives personhood status to unborn foetuses. It grants personhood status to foetuses as legal recognition of the losses and injuries to the foetus as separate to that of the woman. The law contains a clauses exempting any harm to the foetus that comes from medical procedures.
3. While Zoe's law does not pose a serious threat to the legal right to abortion, it nonetheless adds further ambiguity to the law on the question of a woman's full right to body autonomy. The law has the effect of reinforcing the negative stigma around abortion and creates unnecessary moral pressure and guilt towards the woman around the decision of termination. It cedes the terrain of the debate further to the right, to the question of the consideration of the foetus's interests versus that of the woman's. The law has the potential to be used by pro-lifers and the right to further crack down on abortion rights in Australia.
4. In states in America where similar laws have been passed women have been charged with crimes for “behaving irresponsibly” and have been made legally responsible for miscarriages.
5. Abortion exists on the criminal code of all states of Australia other than the ACT. Although state territories have enacted laws legalising abortion performed by medical professionals with various degrees of autonomy in the hands of the woman, abortion remaining on the criminal code has contributed it the before mentioned stigma and social pressure undermining women's confidence to procure abortions and has meant the neglect on the part of state governments to take seriously the mantra of free accessible abortion and stunted policy development around womens health. Furthermore, it has opened women up to legal prosecution and intimidation.
Platform
1. NUS condemns Tony Abbott and his cabinet for their misogyny. NUS recognises this coupled with their neoliberal agenda will affect working class women's lives.
2. NUS supports women's rights to bodily autonomy, which means the right to abortion or the duration of pregnancy and accessibility and affordability of abortion on demand
WOMEN’S
3. NUS calls for the decriminalisation of abortion in all states and territories
4. NUS opposes Zoe's law, rejecting the status of a foetus as persons
5. NUS retrospectively endorses pro-choice activism around the question of Zoe's law, such as the protests organised in Sydney and Melbourne
Action
1. NUS will provide financial and political assistance for pro- choice activism on the question of Zoe's law. This will occur at both a national and campus based level. 2. NUS will write a press release outlining the position of this policy, and contribute to the debate when the discussions on Zoe's Law recommence. 3. National conference directs the National Women’s Officer and the Welfare Officer to be involved in the ongoing campaign for women’s reproductive rights.
Moved: Ridah Hassan (USyd SRC)
Seconded: Emilt Feign (LTSU)
WOMEN 5.9: Gender Pay Gap
Preamble
1. Australian women currently earn 17.5% less than their male counterparts. This gap widens to 37.3% when part time and casual work is included in calculations. According to the Workplace Gender Equality Agency, in only education, medicine and humanities related fields do women graduates earn the same as men - in all other industries male graduates earn more. 2. This vast disparity between the wages earned by men and women is a key factor in denying many women economic independence and ensuring they remain in low paying jobs. This impacts on every facet of women’s lives. 3. It is important that NUS support and participate in campaigns which fight for equal pay for women, as NUS represents not only women who are studying, but women who will themselves experience this wage injustice in the workplace. Platform
1. NUS believes there is no circumstance in which it is acceptable for women to be paid less than men - equal pay for equal work! 2. NUS supports and calls for an immediate abolition of the gender pay gap.
WOMEN’S 3. NUS recognises that Tony Abbott, the current Minister for Women, is not an ally in the fight for gender pay equality. Action
1. NUS will support and participate in campaigns currently fighting against the gender pay gap, particularly campaigns of industrial action where women have the most strength to fight against this inequality. 2. NUS supports wage increases for workers in women-dominated industries where pay rates are traditionally low. 3. The National Women’s Officer will run a campaign around the graduate gender pay gap on university campuses throughout 2014.
Moved: Mara Thach (Adelaide Uni SRC) Seconded: Sarah Garnham (MSA)
WOMEN 5.10: Single Parent Payments
Preamble:
1. In 2012 the then Labor government disgracefully cut $700 million from single parent welfare payments, shifting over 100 000 women off the Single Parent Payment and onto Newstart Payments. 90% of the recipients of the Single Parent Payment were women. 2. As 90% of the recipients of this payment were women, this constituted primarily an attack on single women with children. Single women with children already make up a disproportioate amount of the people living in poverty in Australia. These women are already experiencing the gender pay gap, the ever-expanding cost of childcare and education, and the double burden of housework and employment. 3. These cuts only served to reinforce the sexism women, and especially single women with children, experience every day. 4. Since taking office, the Liberal government has refused to commit to reversing these cuts, wholeheartedly supporting this attack on women instituted by the previous Labor government. Platform:
1. NUS condemns these cuts and calls on the Liberal government to repeal them. 2. NUS supports an increase to single parent payments, and important step in addressing the sexism experienced by ordinary women in Australia. Action:
1. NUS calls on the government to immediately remove single parents from Newstart payments and return them to single parent payments.
WOMEN’S 2. NUS will campaign for an increase to parenting payments, an end to gender pay gap, and against all forms of sexism experienced by women. 3. NUS calls on universities to immediately provide childcare and other relevant facilities on campuses so single women with children are not further disadvantaged throughout their time at university.
Moved: Cat Rose (National Queer Officer) Seconded: Dominique Houzet (MSA)
WOMEN 5.11: Opposing Abbott appointing himself women’s minister
Preamble
1. Prime Minister Tony Abbott’s self-appointment as Minister for Women follows a myriad of misogynist remarks which remain on the public record. For example he has asserted that it is ‘folly’ to expect women would even ‘approach’ equal representation in various areas ‘because their aptitudes, their abilities and interests are different for physiological reasons’.
2. Recent studies show that 38 percent of Australian employers prefer employing men to women. In the last decade, the pay gap between men and women has increased by 2 percent in the past decade to 26 percent. The ACTU conducted research which found female university graduates are likely to be paid $2,000 less than male graduates with the same degree. After 5 years in work, that pay gap increases to $7,400 less a year for women. Abbott’s assertion that physiological differences between women and men is the basis for why women are not equally represented in various areas wilfully ignores systemic sexual discrimination in employment practices leading to unequal representation of women in the workplace.
3. The Federal Government under Abbott is scheduled to axe 14,000 temporary workers in public services. Currently 60 percent of those working in public services across Australia, a total of 14,273, are women. About 75 percent of them earn merely $42,000 a year or less. A quarter of them are also under 25 years of age. Accordingly women are among those, including Indigenous persons, who will bear the brunt of the cuts. These cuts to public services therefore constitute a major attack on women and are led by the self-appointed Minister for Women, Tony Abbott.
4. Abbott is anti-abortion and therefore against women’s right to choose. Abortion guarantees the right of women to control their bodies and sexuality. Access to abortion is a question of basic health care for women. It is a necessary service if women are to have the right to control their own bodies and make choices about
WOMEN’S how they live and conduct their own lives. Abbott’s claim that abortion is the ‘easy way out’ attempts to shame women and reinforces the idea that a woman’s main purpose in life is to have and raise children. It is a disgrace that the Minister for Women can denigrate the decision of sections of women to seek abortion services, particularly given the costs and duties associated with raising a child fall largely upon women. Abbott’s stance against abortion demonstrates that he, as Minister for Women, has no interest in securing basic services, facilities and needs for ordinary women in Australia.
5. Abbott stated that his own candidate, Fiona Scott, was worth voting for because she had ‘sex appeal’. He has also suggested that a video of a female worker in a service utility was popular because of the way she looked. These comments merely reinforce stereotypes that portray women as sexual objects. These stereotypes render women inferior such as to justify unequal pay, employment discrimination and disempowerment generally.
Platform
1. NUS condemns the appointment of Tony Abbott as Minister for Women.
2. NUS condemns Tony Abbott’s proposal to cut 14,000 public services jobs, a majority of whom are women.
3. NUS condemns Tony Abbott’s sexist remarks and open misogyny.
4. NUS supports equal pay for women for equal work.
5. NUS reaffirms its opposition to all forms of sexism.
Action
1. NUS calls on the removal of Tony Abbott from the position of Minister for Women.
2. NUS calls on the Federal Government to cease plans to cut 14,000 jobs in public services.
3. NUS will initiate a campaign and support existing campaigns against job cuts to public services, for pay parity and for access to free abortion services.
4. NUS supports increases in government spending on childcare, education, and in other areas contributing to gender inequality.
Moved: Jade Eckhaus (UMSU)
Seconded: Grace Hill (FUSU)
WOMEN’S WOMEN 5.12: Key Strategic Relationships
Preamble:
1. The NUS Women’s department over the last few years has developed key relationships with women’s organisations in order to expand the reach of the department as well as to utilise the skills and resources of other groups within the sector. 2. The NUS Women’s department provides a key insight into the experience of women in universities and other women’s organisations in their relationship with NUS can gain an understanding of this. 3. These relationships ease pressure on NUS resources and greatly expand the reach and success of NUS initiatives.
Platform: 1. NUS believes that working with other organisations with the similar values and objectives positively contributes to NUS initiatives.
Action:
1. In 2014 the NUS Women’s Officer will: a. Work as a member of the Equality Rights Alliance on the issues of affordable housing, women’s leadership and women’s health. b. Work on the Australian Women Against Violence Alliance Advisory group as a representative of the NUS Women’s Department, highlighting the issues that are particularly problematic on university campuses c. Work with the National Tertiary Education Union and their committee on women’s issues in higher education as well as their running of Blue Stocking’s week. d. Work with the National Rural Women’s Coalition. e. Work with White Ribbon to end violence against women. f. Engage with the women’s committee of Victorian Trades Hall Council and assist with any relevant campaigns. g. Offer assistance and engage further with the broader Trade Union movement where helpful. h. Engage with relevant women’s health and crisis services. i. Seek out other opportunities for connecting with key stakeholders and organisations in order to further engage the reach of the NUS Women’s department.
Moved: Georgia Kennelly (Victoria University)
Seconded: Clare Keyes-Liley (National Education Officer)
WOMEN’S WOMEN 5.13: My Body, My Choice
Preamble:
1. In many states and territories around Australia, procuring an abortion is a criminal offence. Many women in these areas are forced to prove that continuing pregnancy would cause a serious mental or physical risk simply to access their reproductive rights. 2. In areas where abortion is decriminalised, it is still inaccessible for many women, particularly those from rural or regional areas and those from low-ses backgrounds, due to location & cost. 3. Abortion still carries a very high social stigma, and many women are ostracised for exercising their right to choose. 4. This year laws have arisen attempting to limit reproductive choices, including fetal personhood laws and amendments that allow doctors that conscientiously object to abortion to not be required to give women a list of those willing to perform the procedure. 5. Furthermore, in some universities, anti-choice clubs have begun affiliating to student organisations. These clubs promote misinformation regarding women’s reproductive rights and instead of promoting discussion have the sole purpose of attacking and intimidating women. 6. The above mentioned issues all challenge a woman’s right to choose and rights over her own bodily autonomy.
Platform:
1. NUS believes in safe, free and legal access to abortion for all women. 2. NUS believes that abortion should be decriminalised in all states and territories. 3. NUS believes that women should be able to attend university without facing attacks on their reproductive rights by clubs on campus. 4. NUS is against any fetal personhood laws or laws that attempt to restrict access to abortion.
Action:
1. That the NUS Women’s department will actively support ongoing campaigns to - decriminalise abortion as well as actions against laws that restrict a woman’s right to choose. 2. That the NUS Women’s Officer will make accessible materials that explain the abortion laws in each relevant state and territory. 3. That the NUS Women’s Officer will organise a National Day of Action around abortion, to be coordinated in each state and territory and to push for safe, free and legal access to abortion for all women in all parts of the country.
WOMEN’S 4. That NUS condemns any affiliation or funding of anti-choice groups by student organisations and that the NUS Women’s Officer will work with women’s departments around the country to help oppose them.
Moved: Georgia Kennelly (Victoria University)
Seconded: Hannah Smith (University of Sydney)
WOMEN 5.13: Equal Pay for Equal Work
Preamble:
1. Despite significant legislation, women are still payed on average 17.5% less than men. This breaks down to the average full-time woman earning $266.20 less each week than the average full-time working man ($1252.20 compared to $1518.40, an annual difference of $13,842.40) 2. Women are now more likely to have a tertiary qualification than men, yet retire with less than half the amount of savings in their superannuation accounts compared with men. 3. Many argue that choices made by women and not discrimination, account for the wage gap, including men working more hours in the week, and women taking time off to have children. However, there are many factors that affect the sadly large gap in salary. Women are consistently discriminated against in the workplace and leadership positions in both the public and private sector that carry higher salaries are dominated by men. 4. Also sectors that are conventionally dominated by women such as social work, nursing, teaching and childcare are generally underpaid and undervalued. Workers in these sectors traditionally are paid less than male dominated sectors such as finance, engineering and trades. Even in the sporting industry, men are paid more than women for their achievements. 5. Much work has been done around improving the wages of women in these lower-paid sectors, such as the increase in salary for childcare educators, social and community service workers and this is a huge step in the right direction, while there is a long way to go. 6. It is important to note that women are not the only group that suffers pay inequity, the average disposable income for Indigenous Australians; for example, is only 70% of that of white Australians. Many groups are faced with pay inequity, and within these groups women are consistently paid less than their male counterparts, showing the importance of looking at this issue through an intersectional lens.
Platform
WOMEN’S 1. NUS believes in the basic principle of equal pay for equal work and believes that no one should be paid less on the basis of their sex, gender identity, sexuality, ethnicity, religion, age, physical or mental disability, medical condition, marital status or pregnancy. 2. The NUS Women’s department recognises that not only women are affected by pay inequity and recognises the pay gap that exists for many other oppressed groups including but not limited to; those who are Indigenous, LGBTIQ, ethno-culturally diverse and/or have a mental or physical disability. 3. NUS recognises the importance of supporting the actions of trade unions around this issue in their campaigns for equal pay.
Action:
1. That the NUS Women’s Officer, working with the NUS Ethnocultural Officer, NUS Aboriginal and Torres Strait Islander Officer, NUS Queer Officers and NUS Disabilities Officer, will run a campaign on Equal Pay in first semester 2014. This will include developing resources with up to date information regarding pay inequity; the average wage gap for these groups including the intersectionality within those and the factors which cause pay inequity, with the goal of having them ready for o-weeks for student organisations to distribute. 2. That the National Women’s officer will actively support national campaigns that push for improved equal pay legislation and campaigns that work towards better pay and conditions for women in female-dominated industries, including industrial action.
Moved: Georgia Kennelly (Victoria University)
Seconded: Alison Whittaker (University of Technology Sydney)
WOMEN 5.14: Listen. Respect. Consent.
Preamble:
1. Colleges are often not safe places for women students at universities around Australia. Many colleges have had very concerning stories emerge regarding sexual harassment and assault. 2. Universities response to these events can often be lacking, they don’t have the correct procedures in place to deal with allegations made and they have barely any structures in place to prevent this from happening in the first place. This can include a lack of; training, workshops, specific policy, reporting procedures and support given to women.
WOMEN’S 3. It is not only colleges that have this problem but also sporting departments and large sporting events such as University Games. 4. The ‘Talk about it’ survey conducted by the NUS Women’s Department over the last few years has showed that many women’s experiences of sexual harassment, assault or violence go unreported.
Platform:
1. NUS believes that everyone should be able to live in on and off campus university accommodation without fear of sexual harassment or assault. 2. NUS believes that everyone should be able to participate in their university sporting departments and attend events such as University Games without fear of sexual harassment or assault. 3. NUS believes that university departments and college heads should be taking a proactive role in preventing sexual harassment or assault from occurring.
Action:
1. The NUS Women’s Officer will work with state and campus women’s officers to identify campuses that have effective policies in place to work proactively and reactively around sexual harassment and assault. These policies may include; consent workshops, grievance officers, code of conducts, no tolerance policies, safe transport to and from events, female-identifying residential assistants and college women’s officers. 2. The NUS Women’s Officer will put together a best practice guide around these policies and present them to universities, lobbying them to change their policies to reflect this guide. The NUS Women’s Officer will work with organisations such as the Centre against Sexual Assault to help shape this guide. 3. The NUS Women’s Officer will run training sessions with women’s officers, collectives and activists around ways to lobby and campaign on university policy on this issue.
Moved: Georgia Kennelly (Victoria University)
Seconded: Sarah Christie (Monash University)
WOMEN 5.15: Women’s Health Campaign
Preamble:
1. A safe, affordable and accessible health system is the key to any functioning society. While we have a decent healthcare system in Australia, frequently many aspects of sexual health; particularly for women, can get forgotten.
WOMEN’S 2. There are many forms of contraception, reliable testing methods for cervical and breast cancer and many ways to be tested and treated affordably for STIs. 3. However, many of these services carry heavy stigmas and women are often forced to reveal personal and unnecessary information about themselves to access them. Health services can be incredibly sexist, racist, homophobic and generally isolating and discriminating. Everyone should be able to access healthcare and particularly mental health care without being judged. 4. Even for practices that are free of stigma and provide these services subsidised for students, are often not well advertised and students are often unaware of the multitude of options available to them in reproductive health.
Platform:
1. NUS believes in affordable and accessible healthcare for all. 2. The NUS Women’s department believes that everyone should be able to access healthcare without fear of judgement or inappropriate questioning. 3. The NUS Women’s department believes that it is important for students to be educated on the healthcare available to them, and the many options available when it comes to sexual health, contraception and reproduction.
Action:
1. The National Women’s officer will work with state branch women’s officers, women’s departments, women’s collectives and activists to collect information regarding health services on & around university campuses. 2. The National Women’s officer will put together a resource that includes information about women’s health, including but not restricted to; contraception, reproductive health, STIs, pap smears, mental health, abortion. The resource will include a state- by-state directory of health services that are free of the stigma surrounding women’s health, that provide bulk-billing/subsidies for students and that are accepting and inclusive of all who wish to use their services. 3. The National Women’s department will work with the NUS departments of Disabilities, Queer, Aboriginal and Torres Strait Islander and Ethnocultural to ensure that this resource is as inclusive as possible and that it includes sections on women’s health in these particular departments. 4. The National Women’s department will ensure that this resource is made available to all student organisations, women’s collectives and ideally that it is made available in women’s rooms on university campuses.
Moved: Georgia Kennelly (Victoria University)
Seconded: Lisa Goff (La Trobe University)
WOMEN’S WOMEN 5.16: International Women’s Day
Preamble:
1. International Women’s Day is a universally recognised celebration of women all around the world, an acknowledgement of how far we’ve come and how far we still have to go. 2. International Women’s Day is a day for celebration and also a day for serious discussion about the systemic discrimination, inequalities and rights violations facing women globally. 3. International Women’s Day creates an opportunity for the National Women’s Department to organise events to engage with students, campaign around key issues as well as further strengthen the relationships with women’s organisations in the public and private sector.
Platform:
1. NUS supports the continuing celebration of International Women’s Day and supports women’s departments and collectives in the events that they organise and the issues they campaign on in conjunction with International Women’s Day. 2. NUS believes that unions working together around this crucial issue is the only way to progress on these issues and that International Women’s Day provides a key opportunity to strengthen relationships with collectives and others in the sector.
Action:
1. The National Women’s Officer will help coordinate events around the country for International Women’s Day and will act as a contact point for centrally organised events. 2. The National Women’s Officer will work with state branch women’s officers to act as a contact point for centrally organised events. 3. The National Women’s Officer will publicise events run by women students during International Women’s Day as well as events run by other women’s organisations and universities.
Moved: Georgia Kennelly (Victoria University)
Seconded: Sarah Christie (Monash University)
WOMEN 5.17: Affirmative Action for Delegates
Preamble:
WOMEN’S 1. Gender discrimination exists on all levels of leadership in the public & private sector and is also present in our student organisations and election of delegates. 2. Women are consistently underrepresented in leadership structures and this is too often reflected in organisations that seek to act as a body that is inclusive of the entire student population. 3. Women more than 58% of the student population and if there are low levels of female leadership, it can lead to a situation where issues that affect a majority of the student body are not being represented at the priority they should be. 4. Structural measures to improve the number of women in decision-making positions are successful in achieving their outcome. This achievement also includes shifting attitudes towards women in leadership.
Platform:
1. NUS supports structural measures to improve the representation of women in public and private bodies, at all leadership levels. 2. NUS recognises the need for women to be involved in decision-making on campus as well as at a national level. 3. NUS recognises the importance of supporting women’s leadership
Action:
1. NUS National President, General Secretary & Women’s Officer in conjunction with the National Executive will investigate options for instilling affirmation action rules into the rules of election of campus delegates by the NUS National Conference in 2014 as part of the organisational audit. Affirmative action will apply on a campus- by-campus level. This will include an investigation into the possibility of affirmative action for National Executive. 2. This will include an investigation into (but not limited to); a. The amount of positions reserved for women b. The timing of implementation c. The success of affirmative action measures in other similar bodies in Australia and internationally 3. These recommendations will be presented by the National Women’s Officer to a conference of the National Union of Students with a view to implementing them during a constitutional amendment session.
Moved: Georgia Kennelly (Victoria University)
Seconded: Hannah Smith (University of Sydney)
WOMEN’S WOMEN 5.18: NUS supports abortion cover under Medicare
Preamble
1. Although abortion legislation is under state jurisdiction, attacks on abortion access could occur on a federal level through changes to Medicare. 2. Prime Minister Tony Abbott has consistently opposed abortion though his time in politics, as have many coalition frontbenchers. This presents a threat to abortion access for women. 3. A restriction or elimination of abortion cover under Medicare would make abortion financially inaccessible for many women.
Platform:
1. NUS believes in the right to safe and affordable abortion for all women. 2. NUS supports abortion remaining covered under Medicare. 3. NUS opposes any attempt to change Medicare that may make abortion financially inaccessible for women.
Action
1. NUS directs the National Women’s Officer and National President to speak against any move to restrict or eliminate abortion cover under Medicare. 2. NUS directs the National Women’s Officer to support campus and state women’s officers in any campaigns they may run on this issue.
Moved: Catherine Story (Adelaide University Union)
Seconded: Deanna Taylor (National Executive)
WOMEN 5.19: NUS supports the decriminalisation of abortion in all states and territories
Preamble
1) Abortion still remains on the criminal code in many states and territories in Australia. Many doctors, hospitals, and clinics work around loopholes in legislation to provide women with safe abortions. 2) These laws are out-dated, viewing abortion as a criminal act where women must get exemptions rather than as a safe, legal medical procedure. The World Health Organisation, the global leader in health, recommends the decriminalisation of abortion.
WOMEN’S 3) In many states abortion legislation does not reflect new medical technologies. In SA, for example, abortions must be performed in a hospital, and therefore doctors are reluctant to distribute the safe drug RU486. If women want to take this drug they must make two trips to the hospital to receive it, which can be dangerous for women who drive to the hospital. 4) Having abortion on the criminal code takes the decision out of the hands of women, as often they must be classified by doctors as ‘physically or mentally unable’, and sometimes by more than one doctor. The decision to have an abortion should be one that women can make autonomously. This can be especially for women in rural areas who may not have access to pro-choice doctors. 5) RU486 becomes unreasonably expensive for rural women who do not have access to abortion in their area, who have to travel and stay overnight in the city to get the second dose of the drug. If decriminalised, women could go to their local doctors to get the drug, and then have a follow up appointment at their local hospitals. 6) Many would remember the Queensland couple taken to court for taking RU486, a safe drug designed to be used in this way, in their home. In many areas where abortion is still criminalised, this could happen again. 7) Many states require women to have lived in the state for a certain amount of time. This can have devastating impacts on refugee women, international students, and tourists. 8) Defining abortion as a criminal act is stigmatising and ignores the fact that safe legal abortion is one of the safest medical procedures a person can have. 9) It is important for NUS to support welfare and women’s officers nationally working towards decriminalising abortion in their areas. One in three women seek abortion in their lives, and many of these women are students.
Platform
1) NUS recognises that decriminalisation of abortion is particularly relevant to women students and is committed to supporting access to the highest quality health services for students. 2) NUS is committed to protecting women’s reproductive rights, including the right to safe and accessible abortion. 3) NUS is committed to reducing the stigma attached to abortion.
Action
1) NUS calls for the decriminalisation of abortion nationwide. 2) NUS opposes any roll-back of abortion access nationwide. 3) The NUS Women’s Officer will coordinate resources for students working towards decriminalisation in their states. 4) NUS will support any actions that state or campus women’s officers or collectives take on this issue.
Moved: Catherine Story (Adelaide University Union)
WOMEN’S Seconded: Deanna Taylor (National Executive)
WOMEN 5.20: Women’s Representation in Student Organisations
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: Isabelle Kingshott (Victorian State Branch President)
Seconded: Mikaela Wangamnn (NUS National Women’s Officer)
WOMEN 5.21: 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.
WOMEN’S 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. 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: Isabelle Kingshott (Victorian State Branch President)
Seconded: Ezgi Bridger (The University of Melbourne)
WOMEN 5.22: 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:
WOMEN’S 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. 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: Isabelle Kingshott (Victorian State Branch President)
Seconded: Ezgi Bridger (University of Melbourne)
WOMEN 5.23: 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 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.
WOMEN’S
Moved: Isabelle Kingshott (Victorian State Branch President)
Seconded: Dani Rothwell (Monash University Berwick)
WOMEN 5.24: Political Training for Women in Student Organizations
Preamble:
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: Isabelle Kingshott (Victorian State Branch President)
Seconded: Mikaela Wangmann (NUS National Women’s Officer)
WOMEN 5.25: Talk About It Survey 2014
Preamble
1. In 2010 the National Union of Student’s Women’s Officer launched the Talk About It survey in response to the creation of a ‘pro-rape’ Facebook page by the student’s of St John’s College.
2. The survey was launched in order to quantify the prevalence of unwanted sexual assault, harassment and fear in our universities.
3. The survey found that incidences of sexual assault were not isolated, in fact many women across Australian campuses were experiencing sexual assault, harassment and fear whilst on
WOMEN’S campus and at student union organized events. 4. The results of the 2010 survey found:
a) 67% of women have 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 these women 3% reported it to their university while only 2% reported it to the police 5. In 2012 the Talk About It survey was re-launched, to reevaluate whether:
a) The few universities that carried out the recommended implementations saw lower prevalence of sexual assault b) There was a reduction in the prevalence of sexual assault 6. The 2012 Talk About It survey was closed and then reopened in 2013 due to the poor sample size and skewed data.
6. The results of the 2012 Talk About It survey have yet to be complied and released
Platform 1. NUS believes that women have the right to feel safe on campus and at student organized events, this includes being free from sexual assault, harassment, rape and harm. 2. NUS recognize the need for updated data for the benefit of Universities and women- identifying students.
Action
1. That the 2014 NUS Women’s Officer takes the necessary steps to ensure the release of 2012/2013 data during their term 2. The NUS Women’s Officer will amend areas of overlap and statistical flaws within the survey, and expand questions in consultation with other NUS departments, for the 2014 Talk About It survey.
3. That the NUS Women’s Officer will form the recommendations of the survey into a charter of “Zero Tolerance” for student organisations to sign up to mirroring NUS UK’s campaign of the same name.
Moved: Rebecca Doyle (UWA Student Guild) Seconded: Amy Jenkins (University of Melbourne)
WOMEN 5.26: Blue Stockings Week 2014
Preamble
WOMEN’S 1. Women continue to be disproportionately represented in all facets 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 make up of staff at universities or the texts studied.
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.
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 it is impossible for women students to contribute academically, socially and financially to institutions that is not able to promote our gender.
5. NUS believes weeks such as Blue Stockings Week are necessary to empower students and celebrate the success of women in higher education to discuss avenues of continuing to further women’s progress through the barriers that remain.
6. 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 2014 in collaboration with the National Tertiary Education Union.
WOMEN’S 2. That campaign material will explain the historical significance of the Bluestocking Society, and in doing so make clear that wearing blue stockings is not essential to the campaign, and it is inclusive to women who do not present as feminine.
Moved: Amy Jenkins (University of Melbourne)
Seconded: Hannah Smith (University of Sydney)
WOMEN 5.27: Wom*n’s Officer Handbook
Preamble
1. In the 2000s the NUS Women’s Department distributed a folder with information on how to organise women’s collectives, refute arguments against autonomous organising and references to other women’s organisations and relevant government departments.
2. As student unions have a high turnover rate of office bearers, a lot of institutional knowledge is lost.
3. Women’s Officers at many student organisations are critically underpaid and need support from their sisters and colleagues.
Platform
1. NUS believes in supporting autonomous organising at affiliate organisations
2. NUS believes that camaraderie, skillsharing and supporting women in politics and leadership are important
2. NUS values the works of its past office bearers
Action
1. That the NUS National Women’s Officer update and distribute the Women’s Officer Handbook, including information on intersectional feminism and how to gain legal exemption from the Equal Opportunity Act for autonomous spaces on campus.
Moved: Amy Jenkins (University of Melbourne)
Seconded: Deanna Taylor (University of Adelaide)
WOMEN 5.28: NOWSA Conference
Preamble:
WOMEN’S 1. The 2013 NOWSA conference was run over four days in the middle of the University year at the University of Melbourne and had a range of very high quality speakers and workshops.
2. The attendance of this year’s NOWSA conference had tripled from the previous year, however, the NUS National Women’s officer did not attend.
3. NOWSA offers women-identifying students an excellent opportunity to engage with fellow young women-identifying feminist 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 the Women’s NUS portfolio.
2. NUS, on the approval of the 2014 NOWSA organizing collective will have a bigger role in aiding publicity and sourcing guest speakers for the event.
Action:
1. That the NUS National Women’s Officer will attend NOWSA 2014.
2. That State Women’s Officers attend NOWSA where possible.
3. That the WA State Women’ Officer participate actively in the organization of NOWSA 2014 and the National Women’s Officer extends her support where possible.
4. That the National Women’s Officer run at least one workshop at NOWSA such as political skills for women and introduction to NUS campaigns.
5. That NUS will advertise NOWSA on their website and adjunct social media by linking to all relevant pages for the conference.
6. 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.
Moved: Amy Jenkins (University of Melbourne)
Seconded: Jade Tyrrell (National President)
WOMEN 5.29: A Woman’s Right to Choose
Preamble:
WOMEN’S 1. In all states but Victoria and the ACT, laws regarding abortion still sit in the criminal code. This is the only medical procedure to sit in a criminal code.
2. While in practice in many places there is access to abortion, the risk of prosecution exists for women and those who assist them.
3. This danger was made clear with the charging of the “Cairns couple” in 2009 when two young people were charged and prosecuted for procuring an abortion.
4. This discrepancy makes the process of abortion increasingly difficult for women to navigate.
5. In addition to this, abortion is often prohibitively expensive for young women even in states where it is decriminalised.
6. The NSW State Government succeeded in passing “Zoe’s Law” recognising foetal “personhood” in November this year. Discussion about recriminalising abortion in Victoria is a current agenda of geoff Shaw who holds the balance of power in that government. This is an issue that is current and pressing.
7. The above-mentioned issues severely challenge a woman’s right to choose and as such, her position as an equal citizen.
Platform:
1. NUS believes in safe, free and legal access to abortion for all women.
2. NUS believes that abortion should be removed from crime statutes around the country so that women have the right to access terminations as they would any other medical procedure.
3. NUS supports the non-violent work of organisations that lobby and fight for law reforms in this area.
Action:
1. That the National Women’s Officer contact the relevant organisations in each state to offer support to their campaign.
2. That the National Women’s Officer source information documents surrounding abortion law and make them accessible to women students.
Moved: Amy Jenkins (The University of Melbourne)
Seconded: Clare Keyes-Liley (National Education Officer)
WOMEN’S WOMEN 5.30: It’s My Body Campaign
Preamble
1. The oppression of women is rooted in structural, social and cultural ideas which dictate women’s autonomy over their bodies. Oppression may take a number of forms, including: a) The prevalence of Western social constructs of acceptable body image based on an idealised, unrepresentative and unrealistic Anglo-Saxon norm, which continue to stigmatise women who do not fit this ‘norm’; b) The use of anatomy to dictate gender identity, alienating trans* women and diminishing all people’s identity and worth; c) Discrimination and harassment based on a woman’s appearance or actions, such as “slut shaming”, which contributes a key aspect of rape culture; and d) “Fat shaming”, prevalent in the media and campus culture, which conflates being thin with health and diminishes a woman’s worth. 2. Abortion legislation is a further example of structural oppression – abortion is criminal under a majority of Australian State Statutes.
3. Feminism as an ideology is opposed to the oppression of women, and as a movement it falters with more young women declining to identify as feminists.
Platform
1. NUS condemns behaviour that oppresses women and undermines bodily autonomy
2. NUS believes that a woman’s right to choose how and when she embarks on motherhood and sexual activity is important for her ability to engage socially and excel in her academic pursuit and quality of life.
3. As a feminist organisation, NUS supports women in their struggle
Action
1. That the NUS Women’s Department will run a national trans*-inclusive, anti-slutshaming, anti-fatshaming and pro-choice “It’s My Body” campaign in first semester to address these issues and involve a broad woman-identifying student population, whether or not they label themselves feminists.
2. That the NUS Women’s department engage with the Queer, Disabilities, ATSI & Ethnocultural departments on this campaign.
Moved: Amy Jenkins (University of Melbourne)
Seconded: Helen Morrison (La Trobe University, Bundoora)
WOMEN’S
WOMEN 5.31: 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: Sarah Ahern (University of Adelaide)
Seconder: Mikaela Wangmann (National Women's Officer)
WOMEN 5.32: Maintaining online presence
WOMEN’S 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 fallowing 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 2014, NUS Women’s officer will maintain the WordPress blog, twitter account and Facebook pages established for the use of the NUS Women’s department
Moved: Mikaela Wangmann (National Women's Officer)
Seconded: Sarah Ahern (Adelaide Uni)
WOMEN 5.33: Safe Campuses are SSAF Campuses
Preamble
1. The NUS Talk About It Survey conducted this year shows that sexual assault is still prevalent on campus.
2. The NUS Talk About It Survey conducted this year shows that an overwhelming majority of Women Students feel unsafe on campus and NUS is committed to changing this.
2. The Abbott Government has declared their intention to remove the Student Services and Ammenities fee, this will have a negative impact on students who's Universities and Student Organisations rely on the funds to provide vital services.
Platform
1. NUS believes that making Universities safer places for women students is paramount.
2. NUS believes that by providing Universities with funding exclusively for infrastructure to make their campuses safer will dramatically decrease counts of sexual assault on campus.
3. NUS acknowledges the benefits of SSAF and is committed to working to ensure its survival.
WOMEN’S Action
1. The NUS Women's Officer will lobby the Higher Education Minister to keep the SSAF in place.
2. In the case of the Student Services and Amenities fee being removed the NUS Women's Officer will lobby the Higher Education Minister to open a pool of funding for Universities to access to increase safety precautions on campus.
3. The NUS Women's Officer will meet with Universities and Universities Australia to attempt to get them to sign on to a campaign asking for Government action.
Moved Mikaela Wangmann (National Womens Officer)
Seconded Isabelle Kingshott (Vic State Branch President)
Women 5.30 Accessible University experience for all women
Preamble:
1. University should be made accessible for all, with services to ensure there are adequate services available when required.
2. Women with children attending university are offered very little support creating a clear gender barrier.
3. Having children does not affect women’s intelligence, however there are time constraints and restrictions, which are consequently imposed.
Platform:
1. The NUS believes all women should have the facilities needed to successfully attend University as a mother.
2. Childcare services and time constraint considerations are crucial for women with children.
Action:
1. NUS will actively communicate with Universities on the need for further services for women with children.
2. The NUS women’s officer will work to gather more information to enable NUS to create a effective campaign for women with children, and pregnant women. The aim to ensure that everyone will have the facilities to be able to effectively complete their degree.
Moved: Jennifer Light (Sydney University SRC)
WOMEN’S Seconded: Dorothy Rapisardi (UNSW SRC)
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CHAPTER 6 – QUEER
QUE 6.1: Queer Scholarships
Preamble: 1. Most Universities support students from disadvantaged backgrounds through bursaries and scholarships, and most scholarship offerings cover oppressed groups as recognised by the National Union. 2. There is only one University in Australia that funds and has implemented Queer Scholarships in their scholarship offering. 3. Queer students face significant pressure when making the transition to University, and face particularly stressful situations at the same time. Due to this, many young individuals are prevented from relocating or finalising their transition. 4. To lower the barriers and reduce the access issues towards education that queer individuals face, Universities should provide financial support for those students. 5. Low-SES individuals and those from disadvantaged backgrounds typically outperform their ATAR rank at University, compared to those from well-off upbringings.
Platform:
1. NUS understands the adversity queer individuals face, and encourages the introduction of queer scholarships nationwide. 2. NUS supports scholarships that assist queer-identifying individuals who may experience challenges in relocating from rural areas which increases difficulties for essentials such as funding for their education. 3. NUS acknowledges this as a major gap in the scholarship offerings of Australia universities.
Action: 1. NUS directs the National Queer Officers to coordinate with campuses and advise office-bearers how to advocate for the creation of queer-based scholarships. 2. NUS directs the National Queer Officers to liaise with admissions authorities to establish criteria and potential reforms to the SEAS and scholarship application data for central application. 3. NUS directs the National Queer Officers to develop a guide to best practice of various scholarship offerings, including criteria for eligibility, and provide them to campus queer officers. 4. NUS directs the National Queer Officers to seek information from Queer Youth organisations to assist in the logistics, publication, and fine-tuning of a best practice guide.
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5. NUS encourages campus queers officers to liaise with campus education officers and lobby university administration on behalf of NUS to implement them.
Moved: Ben Knight (Monash Student Association)
Seconded: Helen Morrison (La Trobe Student Union)
QUEER 6.2: I'm here to pee, not to be gender stereotyped Preamble: 1. Trans* students continue to face significant discrimination in Australia. Access to gender segregated bathrooms have been a source of discomfort and abuse for students who do not conform to the gender binary. 2. In 2013 the NUS Queer Department initiated an awareness campaign to address trans* discrimination in bathrooms, producing two stickers for plastering around university toilets aimed at raising awareness and challenging people on others' right to use gender-specific bathrooms free from questioning, harassment and abuse. 3. This campaign has been very popular, it has been implemented by students on over 20 university campuses across Australia and has been a point of discussion on social media and in student life. 4. Its popularity has lead to opportunities for collaboration with universities abroad. NUS Queer Department has been contacted by representatives of the Queer and Ally Student Assembly at the University of Southern California and NUS UK wishing to run the campaign themselves.
Platform:
1. NUS believes in the right to safe bathroom access and the right to access gender- neutral bathrooms. 2. NUS endorses and commends the campaign “We all need to pee” undertaken this year.
Action:
1. NUS continues and expands this campaign in 2014 in collaboration with Queer Collectives and SRCs.
2. The NUS Queer Department will seek out student and queer organisations internationally to collaborate with them, sharing ideas and material for this campaign. Moved: Cat Rose (NUS Queer Officer)
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Seconded: Ben Solah (RUSU)
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QUEER 6.3: Queer Homelessness Preamble:
1. Queer youth continue to face insecure housing and homelessness due to queerphobia.
2. Accessible services to support queer youth is woefully inadequate. Research undertaken in WA and QLD of SAAP (Supported Accommodation Assistance Programs) admitted to not having strategies in place to address the needs of queer clients. Further, few policies were in place to address queerphobia in crisis accommodation services.
3. Not all states have accommodation which specifically supports the needs of queer youth. States that have queer services such as Twenty10 are underfunded. Only 6 places for medium term accommodation is available, with a long wait list.
4. Access for trans* and other gender non-conforming people to accommodation is considerably worse. It is often difficult to access the crisis accommodation services that exist due to gender segregation in these services, and extremely narrow definitions of what gender consists of. The majority of services are run by not for profit agencies rather then the government, leaving less room for redress. 5. This is an issue that affects students at university. Queer spaces end up being used by students suffering the effects of homelessness to sleep over. The effect of homelessness has effects on student’s ability to study and support themselves at university.
Platform:
1. NUS condemns the lack of homelessness services currently available to queer youth in Australia.
2. NUS advocates for an increase in queer-friendly crisis accommodation.
3. NUS advocates for current government and non-government accommodation services to increase their accessibility to queer youth at risk.
4. NUS supports additional queer-friendly training and policy action in supported accommodation.
Action:
1. NUS Office Bearers will provide information about Queer friendly accommodation
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services to students and Queer Collectives.
2. NUS Queer Department will undertake a survey of the experience of queer homelessness at university, collate stories of stories of people's experiences and seek to provide a broad picture of the reasons queer university students end up homeless, what their experience of homelessness at university is like and how it affects their study performance and completion rates to highlight the issue in the media and show the effects of government cuts to social welfare.
Moved: Jade Eckhaus (UMSU) Seconded: Sarah Garnham (MSA)
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QUEER 6.4: Tony Abbott is threatened by “homosexuality” Preamble 1. Tony Abbott has publicly stated that he is “threatened” by “homosexuality”; that marriage equality is just “the fashion of the moment”; and that he prefers for people to adopt “a sort of don't ask don't tell policy about all these sort of things”; in his university days he campaigned wildly against homosexuality, publicly labeling it a “perversion” and a “counterfeit” of real love, campaigning for exemptions to SRC fees for those who opposed its funding of The Active Defense of Homosexuals on Campus; while this year he chose to open his education policy at a school that describes homosexuality as an “abomination” and a “perversion of the natural order”; he is recognised as being the single biggest hurdle preventing queer Australians winning equal rights to marriage and anything else. 2. Queerphobia has been most successfully challenged in the history of queer and student movements through defiance in the face of hostility, not through accommodation, submissiveness, or meek conformity and compliance.
Platform 1. The NUS Queer Department intends to be a threat to Tony Abbott. 2. NUS considers Abbott's queerphobia and economic conservatism to be incompatible with its purpose, and strives to see an end to his government.
Action 1. The NUS Queer Department will seize on any reason to protest Abbott's queerphobia, including his policies, statements and any visits he makes to university campuses. 2. The NUS Queer Department will be an activist department that seeks to link up the struggles of progressive opposition to Abbott's government and promote solidarity between all those who are victims of his tyranny, oppression and exploitation. Moved: Grace Hill (FUSU) Seconded: Cat Rose (NUS Queer Officer)
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QUEER 6.5: Marriage Equality
Preamble 1. The denial of equal access to marriage laws is a key barrier to legal equality for queer people in Australia. 2. The campaign for marriage equality, which NUS has involved itself in over the previous period of Labor government, has been a source of popularising a message of queer pride and has forced acceptance of queer relationships from the margins into the mainstream. 3. As a result of this, growing up queer is a profoundly different experience. Queerphobia remains a real problem, as documented in the Writing Themselves In reports that have provided an insight into continuing prevalence of queerphobic harassment and violence during adolescence. However, this discrimination now occurs alongside a popular belief and promotion of the fact that queerphobia is no longer acceptable in society and that the institutionalisation of discrimination in the Marriage Act is something that is rejected by their peers and society at large. 4. This year the campaign for marriage equality won its first significant victory, with the ACT government passing laws to recognise same-sex marriages. These laws do not offer full marriage equality for trans or intersex people, or same-sex couples, but are an important symbolic victory in winning the legal recognition to marriage for some couples who have up until now been denied that recognition in a blatant promotion and reproduction of queerphobia.
Platform 1. NUS reaffirms its commitment to the campaign for equal marriage rights. 2. NUS believes that the fight against queerphobic discrimination is broader than legal equality. However, the absence of full legal equality remains a significant barrier to eliminating queerphobic discrimination. 3. NUS believes that marriage equality is not a matter of individual parliamentarians' 'conscience', but a question of civil rights that all parliamentarians should be held to account for. While Abbott's rejection of a conscience vote is one barrier to equal rights, so is his own opposition to equality, which he and all like-minded politicians should abandon or prove themselves unfit for office. 4. NUS calls on state and territory governments to do everything in their power to pass laws recognising marriages that the federal government does not. NUS does not accept that this should be limited to “same-sex” marriages and calls for more inclusive laws than those in the ACT to be passed.
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5. NUS considers the forced divorce of people who choose to legally change their sex one of the most outrageous violations of human rights associated with a Marriage Act that enforces a sex binary on people's relationships. This is just one reason why NUS does not believe that state-based marriage laws are a substitute or a palliative for full marriage equality federally. Action 1. The NUS Queer Department will work closely with campus queer officers and collectives to keep campuses aware and involved in the marriage equality campaign, particularly the marriage equality protests led by Equal Love and Community Action Against Homophobia. The national office will help campuses connect up with their local 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 equal marriage rights. 3. NUS will reach out to and work with relevant organisations involved in fighting for marriage equality. Moved: Jess McLeod (Curtin Guild) Seconded: Dominique Houzet (MSA)
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QUEER 6.6: Supporting active queer departments on rural and regional campuses Preamble 1. The experience of queerphobia can be more acute for students in different parts of Australia. Students from rural and regional areas also suffer the difficulties of organising in small centres away from major demonstrations. 2. This does not mean that these areas are free from queer activism, protests for marriage equality have sprung up in a large number of small towns, while last year people chased the Gay Hate Truck through regional areas of Australia, and many regional campuses have their own active queer collectives, some of considerable size.
Platform 1. NUS supports the creation and fostering of active queer departments on rural and regional campuses.
Action 1. NUS will support anyone creating queer departments and collectives where there are none already, and offer ongoing support to those especially in rural and regional universities who would benefit from the combined experience of a national student movement. This can be done by giving them support in organisational methods for pursuing local issues, or by facilitating their involvement in and replication of national campaigns. 2. NUS will continue to produce information and awareness-raising material that can be implemented with ease and give an entry to queer students wanting to raise their rights at university. Moved: Cat Rose (NUS Queer Officer) Seconded: Emily Feign (LTSU)
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QUEER 6.7: Queer Refugees
Preamble
1. Australia has accepted a number of people as refugees on the basis of their sexuality and justified fear of queerphobic persecution in their home country. 2. However, the Refugee Review Tribunal has employed a number of deplorable practices in an attempt to screen out people as 'fake' queers. This has included in various interviews asking asylum seekers if they listen to Madonna, enjoy watching Greco-Roman wrestling, have been to popular queer nightclubs or have been involved publicly in the “queer community” in Australia even though they remain at risk of deportation to a country that persecutes queer people. 3. This year the Labor government announced that it would resettle refugees who have proved their claims in Papua New Guinea, a country that criminalises homosexual sex. This plan has been retained by the Abbott government.
Platform
1. NUS opposes mandatory detention and offshore processing of all asylum seekers. 2. NUS particularly condemns the policy that is soon to be enacted of resettling refugees in a country that criminalises homosexuality. 3. NUS opposes the practice of attempting to judge a person's sexuality on the basis of queerphobic stereotypes, recognises that policing 'who is really queer' is an impossible and dangerous exercise, and calls for the Refugee Review Tribunal to give the benefit of doubt rather than deport people to danger on the basis of guesses at their sexuality.
Action
1. The NUS Queer Department will continue to promote refugee-rights protests to queer students and educate people on the relevance of the need to seek refuge for queer people. 2. The NUS Queer Department will use the Pink Triangle as a symbol of queer oppression under the Holocaust and as a reminder of the place of the
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Holocaust in bringing about the right to seek asylum without punishment. Moved: Cat Rose (NUS Queer Officer) Seconded: Ridah Hassan (University of Sydney, SRC)
QUEER 6.8: Queer and trans* youth groups
Preamble
1. As a result of queerphobia and discrimination in society, young queer people often face social isolation.
2. This social isolation facilitates mental health issues and other problems
3. Queer youth groups can provide spaces for people to discuss issues specifically relating to them
4. Trans*people have faced trans*phobia even within queer spaces
Platform
1. NUS supports the creation of queer youth groups around the country
2. NUS supports efforts to make queer and trans*people feel more accepted and less isolated in society
Action
1. NUS will facilitate the development of queer and trans* groups on and off campuses around Australia
2. The NUS queer department will develop resources on the benefits of queer and trans* youth groups
Moved: Jade Eckhaus (UMSU)
Seconded: Mara Thach (Adelaide Uni SRC)
QUEER 6.9: Queer mental health Preamble:
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1. Queer people face oppression in every facet of Australian society.
2. This oppression means queer people are vastly overrepresented, in proportion to the population in general, in statistics of self-harm, suicide, homelessness and having mental health issues
3. The Australian Bureau of Statistics estimates that the percentage of queer people who had a mental disorder in the last two years is 41%, which is double the rate for the general populace.
4. Suicide Prevention Australia estimates that queer people are three and a half to fourteen times more likely to attempt suicide, and that the rate is higher for trans* people.
Platform
1. NUS believes queer students deserve the same rights as every other student, and that queer students should not have to face queerphobia in our society.
2. NUS is committed to reducing the impact and prevalence of mental health issues among queer students.
3. NUS is committed to fighting the queerphobic elements in our society that contribute to this oppression
Action
1. The NUS queer department supports efforts nationally to combat the oppression that causes young queer people to suffer disproportionately from mental health problems
2. NUS commits to pressuring universities to support queer students
3. NUS commits to investigating ways to raise the health status of queer students
4. NUS commits to creating and disseminating materials which inform students about issues relating to queer people and mental health
Moved: Jess McLeod (Curtin Guild President)
Seconded: Cat Rose (NUS Queer Officer)
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QUEER 6.10: Non heteronormative and homophobic sex education materials in schools
Preamble
1. Education on sexual health issues for young people has made great strides in previous years, yet still remains largely heteronormative. Most young people in schools are not taught about queer sexual health.
2. A lack of education around sexual health for queer and trans* people contributes to increasing sexual health problems.
3. A report by Sexual Health Information Networking and Education revealed that only 15% of queer students found the sex education provided useful. The report indicated that young queer people were less likely to use a condom, more likely to develop a STI and twice as likely to become pregnant compared to their heterosexual peers.
4. A lack of education around these issues contributes to the othering of queer and trans* people, and contributes to people seeing heterosexuality and cissexuality as the norm.
5. As the peak student body, NUS is invested in the education of all students, be they university, TAFE, primary, secondary and so on.
Platform
1. NUS seeks to create an environment in which sexual health education is inclusive and informative for all students
2. NUS seeks to improve the knowledge of all students around queer sexual health
Action
1. NUS will lobby schools and other education institutions to include more information specific to queer and trans* people
2. The NUS Queer department will produce materials that educate staff and students around these issues, with a particular view to increasing awareness around issues facing trans* people.
3. The NUS Queer department will write a press release which supports more inclusive sexual health education in schools.
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4. The NUS will call on the Department of Education to improve training facilities for teachers to help teach students about queer sexual health in a more effective manner.
Moved: Miranda Wood (Curtin Guild)
Seconded: Emily Feign (LTSU)
QUEER 6.11: Trans*phobia within queer spaces
Preamble 1. Even in queer spaces, trans people can face transphobia. 2. Trans people are extremely oppressed in our society and this is reflected in the fact that they are at least 14 times more likely to attempt suicide than the rest of the population. (http://www.acon.org.au/about-acon/Newsroom/Media- Releases/2010/transgender-remembrance) 3. Trans people are in need of spaces where they can feel comfortable and talk freely about their experiences.
Platform 1. NUS commits to challenging all forms of queer oppression 2. NUS supports moves to make existing queer spaces increasingly supportive to trans people
Action 1. The NUS Queer department commits to developing resources which would facilitate challenging trans*phobia within queer spaces 2. NUS commits to creating educative materials for campus queer officers and collectives with information regarding challenging trans*phobia 3. NUS commits to creating materials for campus queer officers regarding the challenges which face trans* people
Moved: Brodie May (FUSU) Seconded: Ben Solah (RUSU)
QUEER 6.12 Queer sexual health
Preamble 1. Queer people face queerphobic obstacles to accessing relevant information and resources regarding their sexual health 2. Queer women have the added challenge of sexism in accessing information and services to do with their sexual health. Many health care professionals have not had enough training to know the specific health issues that lesbians and bisexuals face. (http://womenshealth.gov/publications/our-publications/fact-sheet/lesbian- bisexual-health.html#d)
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3. The majority of queer people have had experience of homophobic health professionals (http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Gay_and_lesbian _issues_discrimination)
Platform 1. NUS seeks to facilitate queer and trans* people, especially those who identify as women, accessing information and services in terms of their sexual health
Action 1. The NUS queer department will create resources regarding the sexual health issues facing queer and trans* people for wide distribution 2. The NUS queer department will create contact lists of local service providers, with a focus on those who are queer friendly for distribution via campus queer officers
Moved: Sarah Garnham (MSA)
Seconded: Cat Rose (NUS Queer Officer)
QUEER 6.13: Queer Safety Survey
Preamble:
1. Data from the Australian Research Centre in Sex, Health and Society shows “up to 80% of same-sex attracted and gender questioning young Australians experience public insult, 20% explicit threats and 18% physical abuse and 26% ‘other’ forms of homophobia (80% of this abuse occurs at school)” (La Trobe University, 2010). 2. Other reporting consistently shows rates of almost all types of violence are highest against trans* individuals. 3. There is currently no cohesive national data on harassment, bullying and instances of violence and discrimination towards people of diverse sex, gender and sexuality across the university sector.
Platform:
1. The National Union of Students recognises the right of all sex, gender and sexuality diverse people to be safe on university campuses. 2. The National Union of Students condemns queerphobic abuse in all forms, including verbal, written and physical queerphobia, and recognises the lasting detrimental impact of both violent and ‘casual’ abuse towards sex, gender and sexuality diverse students.
Action:
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1. The NUS National Queer Department will collect anonymous data on the experiences of sex, gender and sexuality diverse students at university campuses through a national survey. This survey will be constructed in consultation with State Queer Officers, Guild and campus Union Queer Departments or collectives and the Australian Queer Student Network (AQSN), and distributed electronically through these networks. 2. The NUS National Queer Department will aim to launch a report from the survey data, including relevant links to the 2013 - 2014 Queer Services Audits, at Queer Collaborations (QC) in July 2014. 3. The NUS National Queer Department will use this report as a foundation to build strategies to reduce instances of discrimination and abuse towards sex, gender and sexuality diverse students on university campuses.
Moved: Bec Thompson (Murdoch University Guild of Students) Seconded: Hiba Casablanca (NUS National Queer Officer)
QUEER 6.14: The 2013 Australian Government Guidelines on the Recognition of Sex and Gender – Implications for Student Records
Preamble:
1. Following the 2009 recommendation from the Australian Human Rights Commission and a period of significant consultation, the Federal Government released a document of Guidelines on the Recognition of Sex and Gender in Australian Government records, to be implemented progressively from July 2013 – July 2016. These Guidelines may be taken in accordance with the recent amendments to the Sex Discrimination Act (2013). 2. These Guidelines: a) Reinforce the right of an individual to self-identify as their preferred gender without the need for medical intervention; b) Allow for an easier process to change gender on official documents; c) Do not allow for the collection of information about an individual’s sex without legitimate need; d) Recognise the right of an individual to not record a gender marker where a third gender category (indeterminate/intersex/unspecified) is not provided on forms; and e) Recognise there are legitimate reasons where an individual may hold conflicting identity documents. 3. Currently universities are not required to provide non-binary gender categories in student records, and may not accept identity documents with conflicting gender markers, leading to ongoing administrative issues and potential discrimination in class and on campus for students who are trans*, genderqueer or intersex.
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Platform:
1. The National Union of Students supports the application of the Australian Government Guidelines on the Recognition of Sex and Gender to university records. 2. The National Union of Students condemns university administrative processes which actively discriminate against trans*, genderqueer or intersex students on the basis of gender identity or sex.
Action:
1. The NUS National Queer Department will investigate further the implications of the Australian Government Guidelines on the Recognition of Sex and Gender on Commonwealth reporting by universities, and research through campus Queer Departments to establish a picture of current gender recording practices in student records. 2. The NUS Queer Department will actively lobby at appropriate levels (campus/state/federal) to have non-binary gender categories and gender neutral title options included in student records. 3. The National Union of Students will always provide non-binary gender categories in data collection activities, where gender is an appropriate and legitimate question.
Moved: Bec Thompson (Murdoch University Guild of Students) Seconded: Dean Mattar (University of New South Wales SRC)
QUEER 6.15: Working with the National Tertiary Education Union (NTEU)
Preamble:
1. In recent years the NUS Women’s Department and NUS Education Department have collaborated successfully with the NTEU on Blue Stockings Week and Tertiary Funding Cuts campaigns, respectively. The support of the NTEU has allowed for greater visibility, additional promotion networks and resourcing of these campaigns. An opportunity exists for the NUS Queer Department to build on these connections in reaching out to the NTEU and sub-department QUTE (Queer Unionists in Tertiary Education) in an area of crossover. 2. Surveys such as the ‘Rainbow Report’ (the 2001 precursor to the UWA ALLY Program) show a majority of students hear derogatory remarks on campus about sex, gender and sexuality diverse people, but many do not speak out against such remarks. More recent data from the Australian Research Centre in Sex, Health and Society (2011) suggests 80% of sex, gender and sexuality diverse young people are subject to derogatory remarks. Some international studies put this figure at 99%.
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3. The ALLY program aims to promote cultural change and community safety through teaching awareness and understanding of issues faced by sex, gender and sexuality diverse students and staff. At 2013, 23 Australian universities have implemented the ALLY Program, leaving scope for further uptake.
Platform:
1. The National Union of Students recognises the harm caused by casual queerphobia and advocates against the use of language that is derogatory towards sex, gender and sexuality diverse people. 2. The National Union of Students recognises the benefit of continued collaboration with student-relevant organisations such as the NTEU to achieve mutual goals.
Action:
1. The NUS Queer Department will reach out the NTEU/QUTE to investigate opportunities for further staff training and joint campaigns addressing casual queerphobia at universities. 2. The NUS Queer Department will work with university Queer Departments and NTEU branches at campuses without the ALLY Program to advocate for its implementation.
Moved: Bec Thompson (Murdoch University Guild of Students) Seconded: Casey Briggs (National Executive / Adelaide University Union)
6.16 Engagement with Queer-Friendly Religious Organisations
Preamble:
1. Many queer-identifying individuals come from religious upbringings and, through personal choice or otherwise, may continue to identify with their religious backgrounds or adhere to their religious beliefs. These individuals may feel ostracized between both groups due to the discourses held by many within both the religious and queer communities, particularly those who hold certain discourses about religious organisations. Certain organizations within these religious organizations, such as Acceptance in the Catholic Church and Dayenu within the Jewish Community, may be able to assist in building bridges between these two identities.
Platform
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1. NUS supports engagement with queer-friendly religious organizations as a means of catering for the needs of religious queer-identifying students.
Action
This NUS Conference recommends that:
1. The NUS Queer Officers shall create links between NUS and queer- friendly religious organizations as a means by which it could further support its queer student membership. These group include, but are not limited to: a) Acceptance (Catholic Church) b) Metropolitan City Church c) Dayenu (Judaism) d) Queer Muslims in Australia (Islam)
2. The NUS Queer Officers shall seek to gain resources from these organizations and share these with its affiliate campuses and queer collectives
3. The NUS Queer Officers shall seek to promote the events of these organizations where it sees fit, so that it could further support the queer students within its affiliate universities
Moved: Rayan Jericho (UTSSA) Seconded: Sam Donnelly (UMSU)
6.18. NUS Support for Queer Pride Events
Preamble
1. Queer Pride events are incredibly important for the queer student communities in our affiliate universities. Many of our universities hold these events either through affiliated student associations or in conjunction with them. However, NUS has not always been the most supportive in this regard, with the prime example being the absence of any NUS Queer Officers at this year’s UTS Pride Week, despite being asked for its support. Furthermore, members of our affiliate organizations have oftentimes attempted to make these events exclusive, by attempting to disallow participation by particular religious and political groups, without a response from NUS.
Platform
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1. NUS will support pride events at all affiliated universities. NUS will reject and condemn the exclusion of queer-identifying and ally groups and individuals on the basis of cultural, political, racial or religious identity.
Action
1. NUS Queer Officers will seek to provide support for all queer pride events, particularly where it is asked to do so by affiliated student organizations or queer collectives. This may be in the form of the presence of NUS Office Bearers or the provision of resources
2. NUS will condemn any exclusionary behaviour based on queer-identifying and ally groups and individuals on the basis of cultural, political, racial or religious identity.
3. NUS will seek to provide a skills-sharing platform within which different students associations and queer collectives may be able to discuss the successes and failures of different queer pride events at various universities.
Moved: Rayan Jericho (UTSSA) Seconded: Sam Donnelly (UMSU)
Australian Universities Queer Support Rating
Preamble 1. Experiencing queerphobia both on and off campus can have a significant impact on the safety and mental health of queer students and their ability to successfully complete study at university. 2. Queer youth are more likely to attempt suicide than their counterparts, including higher rates for trans* or sex and/or gender diverse youth, and accessing support at university can be life-saving. 3. Several countries such as the United Kingdom and the United States of America have organisations that annually publish a list of universities ranked in order of the level of support that they offer to queer students.
Platform: 1. NUS recognizes that it is important for queer students when choosing to attend a university to know what services and support will be offered to them by the university and student organisations. 2. NUS believes that there should be a system that publicly rates universities and student organisations annually based on the level of support that they offer to queer students.
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3. NUS demands that universities with a poor rating improve the services and support that they offer to queer students to ensure their safety and wellbeing. NUS recognizes that there is always room for improvement and calls on universities and student organisations with high ratings to continue seeking to improve the services and support that they offer to queer students.
Action 1. NUS National Conference directs the NUS National Queer Officers to update the information in the 2013-2014 audit of the services and support that universities and student organisations offer to queer students. 2. The parameters of the audit may include but are not limited to the following measures: a) Infrastructure: i. Gender neutral bathrooms; how many, locations and accessibility, in existing buildings and/or planned buildings ii. Queer space(s); provided by the university and/or the student organisation, autonomous or not size, location and accessibility, hours and method of access resources available in the spaces. b) Services: queer-specific counseling services, queer-friendly counseling services, on campus medical staff, training provided on queer student needs, referral to gender clinics, emergency accommodation c) Programs: d) Staff ‘ally’ programs: i. Activities ii. Membership iii. Student involvement or consultation e)Financial support/scholarships/bursaries: i) Queer specific categories ii) Inclusion of queer student needs in general categories f)Mentoring or host programs or pastoral support i. Training provided on queer student needs ii. Inclusion of queer student needs in the activities of the program g)Policies: i. Special consideration policies; clauses for queer students, recognition of queer student needs in general clauses k) University equity & diversity departments i. Inclusion of queer student needs ii. Queer student involvement or consultation iii. Anti-discrimination policies and measures l) Gender options on university student rolls: i. Non-binary option ii. Allowing recognition of gender not on ID documents iii. Ease of changing gender on roll m) Units: i. Gender and/or sexuality subjects ii. Inclusion of gender and/or sexuality in other units
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iii. Cut or expanded in last 10 years n) Colleges: i. Gender segregation ii. Gendered bathrooms iii. Training for RAs iv) Mentoring or pastoral care inclusive of queer student needs v) Queer student representative positions vi) Reporting of queerphobic abuse and grievance procedures o) Representation and organization: i. Queer student representation ii. Elected or not ii. Autonomous or not iii. Roles and responsibilities iv. Honoraria p) Queer departments, collectives, clubs, or societies i. A part of or affiliated with the student organisation ii. Funded or not, and how that funding is accessed iii. Other resources available to them iv. Decision-making power within the student organisation v. Autonomous or not q) Activities: i. Activist campaigns run on queer student issues in the past 3 years ii. Lobbying conducted in the past 3 years to improve university services and support for queer students iii. Peer support or queer student welfare activities iv. Social or networking events v. Education and information on queer student issues, including sexual health and mental health
3. The NUS National Queer Officers will use the results of the audit to provide universities and student organisations a rating and recommendations for improving the services and support that they offer to queer students. These will be released in Semester 2 to coincide with the applications of Year 12/final year high school students to universities.
4. The NUS National Queer Officers will attempt to seek media coverage, both queer media and mainstream media, for the release of the results and distribute them to universities, student organisations, high schools and other interested parties.
5. The NUS National Queer Officers will prepare a guide for state and campus queer officers/queer student representatives and queer student activists on how to use the results and recommendations to lobby and campaign for change to the services and support offered to queer students by their universities and student organisations.
Moved: Hiba Casablanca (NUS National Queer Officer) Seconded: Bec Thompson (Murdoch University Guild of Students)
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IDAHOBIT: International Day Against Homophobia, Biphobia and Transphobia
Preamble:
1. International Day Against Homophobia, Biphobia and Transphobia (IDAHOBIT) is a global day of action against homophobia, biphobia, transphobia, and other forms of discrimination, marginalisation and violence that queer people experience. In addition to raising awareness of queerphobia and being a rallying point for people around the world to take action to combat it, May 17th also commemorates the day that the World Health Organisation removed homosexuality from the International Classification of Diseases.
2. During the week of May 17th 2013 the NUS Queer Department coordinated and supported queer students, staff and allies at 14 campuses in 7 states and territories to hold events and actions at their universities that aimed to raise awareness of queerphobia and challenge it.
Platform:
1. 1. NUS recognizes that the homophobia, biphobia, transphobia, and other forms of discrimination, marginalisation and violence that queer students experience both on and off campus has an impact on queer students' safety, mental health and wellbeing.
2. 2. NUS is committed to challenging queerphobia against queer students both on and off campus and creating safe and supportive environments or cultures on campuses for queer students.
Action:
1. NUS National Conference directs the NUS National Queer Officers to coordinate with and support state and campus queer officers or queer student representatives or queer collectives or queer student clubs or allies of queer students around Australia to run campaigns, actions or events during the week of May 17th.
2. The NUS National Queer Officers will distribute to them relevant promotional materials such as posters, flyers or online graphics to unify the campus or state/territory IDAHOBIT campaigns, actions or events on a national level.
3. The NUS National Queer Officers will provide state and campus queer officers or queer student representatives and collectives, clubs or societies with a campaign guide including information about the impact that queerphobia has on queer students and suggested ideas for state or campus actions and events that they may run for IDAHOBIT to raise awareness of the impact of queerphobia, challenge
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queerphobia and create safe and supportive environments or culture on campuses for queer students.
4. The NUS National Queer Officers will work with the NTEU and their Queer Unionists in Tertiary Education (QUTE) groups to investigate the possibility of expanding NUS IDAHOBIT Week to include queer staff at universities and staff members that are queer allies to promote a university-wide culture of supporting queer students and queer staff. The NUS National Queer Officers will support state and campus queer officers or queer student representatives or collectives or clubs in collaborating with university staff ‘ally’ programs or queer staff members on running campaigns, actions or events for NUS IDAHOBIT Week.
5. The NUS National Queer Officers will collaborate with other organisations or groups running IDAHOBIT events to connect student and university campaigns, actions or events with wider queer community campaigns, actions or events, and collectively increase the visibility and awareness of IDAHOBIT across Australia.
Moved: Hiba Casablanca (NUS National Queer Officer) Seconded: Bec Thompson (Murdoch University Guild of Students)
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CHAPTER 7 – ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
ATSI 7.1: Autonomy in the Recognition Debate
Premable:
1. Earlier this year, the Recognise campaign approached Indigenous departments, Indigenous student representatives and Student Representative Councils with funding to host events and expenses- paid excursions to the introduction of the Bill of Recognition. 2. Recognise has since made targeted efforts toward developing a grassroots student campaign which is heavily directed and driven by the government- funded Reconciliation Council. 3. Recently, Oxfam, having received money from the Recognise campaign, launched Students for Recognition, a programme to garner student and youth support for Constitutional Recognition. 4. The NTEU’s Indigenous department reports that Indigenous staff and students are more likely to be opposed to Constitutional Recognition. 5. Many Indigenous persons who hold this view fear that a largely non- Indigenous student campaign for Constitutional Recognition is paternalistic and contrary to the spirit of independent student organising as a whole
Platform:
1. NUS recognises the continuing push for self-determination by Indigenous persons, and that respecting the autonomy of Indigenous students (by not supporting campaigns for which Indigenous students have not expressed support) is integral to the spirit of Reconciliation.
Action:
1. That NUS and its Indigenous department do not direct any support to the Recognise campaign and its student branches on an institutional level.
Moved: Alison Whittaker, University of Technology, Sydney
Seconded:
ATSI 7.2: Residential Cost Option Reform
Preamble:
1. Following a push from the LNP to abolish ABSTUDY and increasing funding cuts towards Indigenous student services, early in 2013, the Residential Cost Option which allows students to defer their ABSTUDY payments to cover
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
university accommodation services costs, was cut so as to restrict eligibility to students in college meal-service accommodation, a service generally only available at wealthy Group of Eight universities. 2. This move was concerning at universities where no such accommodation services existed, where Indigenous students were committed to contracts which well-exceeded the traditional range of ABSTUDY and were left with the choice of forfeiting their accommodation, leaving university or picking up additional paid work to afford rent.
Platform:
1. NUS notes that ABSTUDY is a significant financial support mechanism for Aboriginal and Torres Strait Islander Students, without which education for Indigenous students is often inaccessible. 2. NUS notes that ABSTUDY especially benefits Aboriginal and Torres Strait Islander Students from regional and remote communities, and that ATSI students from regional and remote communities will be the ones affected the hardest as ABSTUDY is limited. 3. NUS calls on government to review and reform the ABSTUDY process to make it easier for Aboriginal and Torres Strait Islander Students to access at all universities.
Action:
1. NUS pledges its commitment to the reform and retainment of NUS’s Aboriginal and Torres Strait Islander officer commits to ABSTUDY and its Residential Cost Option. 2. Working with the Government, universities, Indigenous departments and Indigenous student bodies to ensure ABSTUDY’s retainment and reform, and to mitigate the impacts of recent cuts.
Moved: Alison Whittaker, University of Technology, Sydney
Seconded: Lisa Goff, La Trobe University Student Union
ATSI 7.3: Welcomes and Acknowledgements of Country
Preamble:
1. Welcomes and Acknowledgements of Country are significant cultural protocol and best practice at conferences, functions, meetings and events. 2. At recent conferences, NUS has not followed best practice models in respecting traditional owners and their country.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
Platform:
1. NUS is committed to basic cultural practice and respects traditional owners and their country, in addition to all Indigenous persons present. 2. NUS recognises the difficulty Indigenous students face in accessing education and union spaces and protocol and acknowledges that the significance of cultural protocol in rendering these spaces and events more accessible to Indigenous students as they work for both broad and specific educational reform.
Action:
1. NUS opens each conference with a Welcome to Country. 2. NUS opens each session of each conference with an Acknowledgement of Country, which pays respect to the traditional owners of the land by specifically naming them, their nationhood and their country. 3. NUS opens each meeting with an Acknowledgement of Country.
Moved: Alison Whittaker, University of Technology, Sydney
Seconded: Lisa Goff, La Trobe University Student Union
ATSI 7.4: Saving the Indigenous Tutorial Assistance Scheme
Preamble
1. The Indigenous Tutorial Assistance Scheme is a government-funded programme that grants each Indigenous student two hours of contact per student per subject per week. 2. Some Indigenous centres have used this funding inappropriately by paying tutors over three times the allocated rate or using the allocated tutor funding to develop computer systems, resulting in funding running out. 3. Indigenous departments are allocated funding based on their student load for the previous year, rather than the present one, resulting in funding shortages. 4. These and other factors have led to some Indigenous departments limiting access to the scheme, resulting in Indigenous students failing subjects, discontinuing studying and developing stress-related conditions.
Platform 1. NUS notes the essential nature of ITAS in maintaining Indigenous student welfare and retaining Indigenous students for the completion of their degrees.
Action.
1. NUS Aboriginal and Torres Strait Islander department conducts an audit of all campuses’ implementation of ITAS.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
NUS Aboriginal and Torres Strait Islander department places public pressure on a review of ITAS funding, to raise allocations from $35/hr to the professional rate, and to bind funding allocations to students.
Moved: Alison Whittaker (University of Technology, Sydney)
Seconded: Lisa Goff, La Trobe University Student Union
ATSI 7.5: Flag Display
Preamble:
1. In its operations and conferences, NUS often display flags of states and the Australian flag. Less frequently it displays Aboriginal and Torres Strait Islander flags. 2. This is inconsistent with its commitment to decolonisation practices.
Platform:
1. NUS is committed to adequate acknowledgement of the history of colonisation and the owners of the land. NUS extends this commitment to consistent visual equitable representation.
Action:
1.NUS fly the Aboriginal and Torres Strait Islander flags in all major rooms on conference, including the floor. 2. Wherever the Australian flag is displayed, NUS will display the Aboriginal and Torres Strait Islander flags.
Moved: Alison Whittaker, University of Technology, Sydney
Seconded:
ATSI 7.6: Indigenous and Visible
Preamble
1. Fair-skinned, dark-skinned and mixed-heritage Indigenous persons are subject to particular prejudices and treatments within public discourse pertaining to their identity. 2. In 2011, the case won against Andrew Bolt cast light upon Indigenous identity and the need to not vilify or question the discretion of Indigenous persons with respect to their community-based and individual identification. 3. Local campaigns were launched to celebrate and develop awareness around Indigenous identity. These were successful.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
4. The Bolt case is looking to be overturned by the removal of statute. This warrants some action to continue a more positive and safe promotion of multifaceted Indigenous identity.
Platform
1. NUS is committed to the cultural and social safety of Indigenous students and the autonomy of their identification.
Action 1. NUS Aboriginal and Torres Strait Islander Officer create materials around Indigenous identity. 2.NUS Aboriginal and Torres Strait Islander Department run an ‘Indigenous and Visible’ week in the second half of 2014, co-ordinating with Indigenous students on campus and campus Indigenous departments. 3. This campaign be created with the purpose of developing a discourse of pride and disambiguation around Indigenous identity.
Moved: Alison Whittaker (University of Technology, Sydney)
Seconded: Lisa Goff, La Trobe University Student Union
ATSI 7.7: Racist Curriculum Changes by Christopher Pyne
Preamble 1. Christopher Pyne has made it clear that as part of their review of the national curriculum the Liberals will look to largely remove Indigenous issues from the curriculum. 2. Simultaneously, the review will be used to further the emphasize Australia’s colonial and militaristic history in such a way as to glorify Australian colonialism and imperialism. The arrival of the first fleet and the celebration of ANZAC day are two examples among many of Australian colonialism and imperialism that the Coalition government is looking to further extol. 3. Indigenous issues are already immensely undervalued in primary, secondary and tertiary education. Indigenous history is glossed over or subjugated to European colonial history, while the contemporary oppression of Indigenous people is effectively ignored. 4. The Liberal Party has a long history of racist policy and as an institution of Indigenous oppression and continues to exist as such today. Its attempt to warp the curriculum to erase the study of Indigenous issues and history corresponds to this exactly.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
Platform 1. Christopher Pyne’s proposal to lessen the presence of Indigenous issues on the curriculum is an attack on Indigenous rights and reflective of the endemic racism of the Liberal party. 2. The plan to further emphasise the history of Australian colonialism and imperialism is a further component of this attack. 3. NUS opposes all attempts to lessen the presence of Indigenous issues on the Australian curriculum. 4. NUS recognizes that the prioritizing of instances of Australian colonialism, imperialism and militarism on the curriculum amounts to a celebration of such things and affirms its opposition to all instance of Australian colonialism, imperialism and militarism.
Action 1. NUS will raise demands against cuts to Indigenous studies as part of its campaigns against attacks on education over the coming year. 2. NUS will work with campus Indigenous officers where they wish to run campaigns against the government’s proposed restructuring of the curriculum, or generally around the promotion of Indigenous issues at all levels of education. 3. NUS will campaign for more funding to Indigenous departments across universities. 4. NUS will campaign for more scholarships for Indigenous students to higher education.
Moved: Jade Eckhaus (UMSU)
Seconded: Dominique Houzet (MSA)
ATSI 7.8: Combating low Aboriginal enrolment and retention rates
Preamble:
Indigenous Australians account for less than 1% of all tertiary education students in Australia. Further to this, less 50% of these students go on to complete their studies. 72% of non-Indigenous students complete their studies. This disgracefully low rate of both participation in, and completion of, tertiary studies, is a reflection of the real barriers Indigenous people face to tertiary study, including a lack of student support services, and welfare assistance.
Platform:
1. NUS opposes all barriers to Indigenous students enrolling in, and completing tertiary studies.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
Action: 1. NUS will campaign for more Indigenous specific support services on campus, 2. NUS will campaign for an increase in the welfare payments available to Indigenous students.
Moved: Ben Solah (RUSU) Seconded: Sarah Garnham (MSA)
ATSI 7.9: Reconfirming NUS’ support for having a welcome to country
Preamble:
It is of utmost importance that all NUS events, including conferences, rallies, meeting and other events, begin with either an acknowledgment of country or a welcome to country. Support for Indigenous rights, and opposition to the ongoing displacement and mistreatment of Indigenous people, is a key policy of the National Union, and this should be reflected in its conduct at official events.
Platform: 1. NUS re-affirms its commitment to beginning all official events with either an acknowledgment of country or a welcome to country, as appropriate to the event. 2. NUS supports the ongoing struggle for Indigenous rights. Action: 1. NUS will begin all events with an acknowledgment of country or a welcome to country.
Moved: Dominique Houzet (MSA) Seconded: Brodie May (FUSU)
ATSI 7.10: Against the Northern Territory Intervention:
Preamble: 1. Since 2007 the Northern Territory Intervention has been used to demonise and humiliate indigenous people. The government used the excuse of sexual child abuse in order to undermine the rights of indigenous people. Despite the fear mongering not a single person has been charged for sexual child abuse. 2. The Stronger Futures Policy which is the latest incarnation of the Northern territory intervention has shown to be a continuation of the policies which have discriminated and disempowered indigenous people.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
3. The Intervention has affected indigenous communities in a number of ways including: The control and management of welfare payments, Prison sentences of up to 6 months for having a can of beer, Parents who have children who miss school more than five times in two terms have their welfare payments suspended, Bans on pornography, restrictions on land rights and control of indigenous land.
Platform: 1. NUS expresses its opposition to the Stronger Futures Policies and other policies which continue the oppression of First Nation People. 2. Action: 1. NUS commits itself to campaign against the Stronger Futures Policies. 2. Supporting the setup of aboriginal departments on campuses where they don’t exist.
Moved: Mara Thach (Adelaide Uni) Seconded: Emily Feign (La Trobe Uni)
ATSI 7.11: Supporting ATSI departments
Preamble: 1. The creation of aboriginal departments at University’s is important as it allows indigenous people access to resources, services and the ability to collectively organise and explore indigenous history and culture. Statistics show Indigenous people are four times less likely to have a Bachelor’s Degree in comparison to non-indigenous people. These figures highlight the importance and the need for Indigenous people to have a place to seek assistance.
Platform: 1. NUS supports and encourages the creation of Aboriginal Departments on University Campuses.
Action: 1. National Aboriginal and Torres Strait Islander Students Officer contacts University’s and attempts to establish Aboriginal Departments. Moved: Ben Solah (RUSU) Seconded: Ridah Hassan (USyd SRC)
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
ATSI 7.12: STRONGER INDIGENOUS VOICES WITHIN THE UNION
Preamble
1. The National Union of Students recognises the intrinsic value in having
strong and sustained Indigenous voices represented within the Union.
2. The National Aboriginal and Torres Strait Islander Department recognises the disproportionately low number of Indigenous delegates to National
Conference.
Platform
1. NUS encourages affiliate universities to ensure there are opportunities for
Indigenous students to become involved in conferences and policy
discussions at state and national levels throughout the year.
2. NUS recognises the importance of autonomous debate around Indigenous
student issues.
Action 1. The National Aboriginal and Torres Strait Islander Officer will work in collaboration with student bodies to ensure appropriate opportunities are being made available to Indigenous students to participate in debate around policy which affects them.
Mover: Blake Mooney (National Aboriginal & Torres Strait Islander Officer)
Seconder: Jade Gould (JCU)
**
ATSI 7.13: ENDORSING THE NATIONAL INDIGENOUS TERTIARY EDUCATION STUDENT GAMES (NITESG)
Preamble
1. The NITESG is an important community-building event which brings
together Indigenous students from around the country each year to compete for the coveted National Champions Trophy through a series of team-based sporting competitions.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
2. The NITESG serves as a meeting place for many Indigenous students who study away from country, and is the largest gathering of Indigenous students each year.
Platform 1. NUS recognises the continuing importance of the NITESG
Action 1. The National Aboriginal and Torres Strait Islander Officer will continue to liaise with the organising university and provide assistance where possible.
Mover: Blake Mooney (National Aboriginal & Torres Strait Islander Officer)
Seconder: Jade Gould (JCU)
ATSI 7.14: BROAD SUPPORT FOR CONSTITUTIONAL RECOGNITION AND ‘RECOGNISE’
Preamble
1. The historical exclusion of Aboriginal and Torres Strait Islander
Australians from our constitution as First Australians is an issue that
needs to be rectified.
2. Constitutional recognition can only be achieved through the means of a
referendum gaining majority support in a majority of states.
3. Recognise is the foremost national organisation campaigning for this
important reform, engaging Indigenous and non-Indigenous Australians in discussions, and working towards proper recognition of Aboriginal and Torres Strait Islander Australians as our First Peoples.
4. Recognise is governed by the Board of Reconciliation Australia, a respected organisation that cannot be faulted for its pragmatic approach to improving Indigenous outcomes across the board. 5. Auspoll data from 2012 shows that only 8 per cent of Indigenous Australians oppose constitutional recognition.
Platform
1. NUS supports constitutional recognition of Indigenous Australians as our country’s First Peoples.
ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
2. NUS supports and encourages Recognise, the national body leading the campaign for constitutional reform around Indigenous recognition. 3. NUS understands that constitutional recognition is a nation-wide debate for Indigenous and non-Indigenous Australians to engage in.
Action 1. The National Aboriginal and Torres Strait Islander Officer will have the ability to support Recognise if they chose to do so.
Moved: Blake Mooney (National Aboriginal & Torres Strait Islander Officer)
Seconded: Jade Gould (JCU)
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ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
CHAPTER 8- DISABILITES
DISAB 8.1: Mental Health Care
Preamble: 1. In most areas access to sufficient mental health care is beyond the majority of students unless they are willing to wait for services or pay outright for the service. 2. This leaves many students in limbo as they have access to services only when they are able to pay for it. The red tape in the system allows the care to go to those who need it but means that student’s mental wellbeing is left to suffer first before they receive help. 3. Currently the stigmatism against mental health issues causes students to fight their condition without proper mental health care. This leads to students not going and actively seeking help when they need it. Platform: 1. NUS recognizes the mental health care system does not extend to all the students who need it. 2. NUS proposes that access to mental healthcare should be considered a priority for all students. Action: 1. NUS will organize the printing of a pamphlet to be distributed on campuses nationwide for helping students get the mental health care they need. 2. NUS will run a campaign for the awareness of mental health. 3. NUS will authorize the state executives to lobby the state health departments for better mental health care. 4. NUS will lobby the federal government for better mental health care.
Moved: Ryan McNiece (Curtin Student Guild) Seconded: Patrick Dollard (University of Melbourne Student Union)
DISAB 8.2: Campus Disability Collective Building Preamble 1. Currently, there are few autonomous disability collectives on campuses around the country. This is reflective of the lack of disability activism seen in Australia and the lack of representation of people with a disability. Platform 1. The National Disability Officer aims to establish disability collectives in as many campuses as possible throughout the year along with State Disability Officers where available. Action
DISABILITIES
1. The National Disability Officer will play an active role in establishing Disability Collectives on each campuses without disability departments or officers. These collectives will also include carers for persons with a disability. 2. The National Disability Officer will work alongside disability officers and disability departments in building collectives on campus. Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.3: National Disability Network Preamble 1. The absence of campus collectives results in a lack of support for disability activism, representation and lobbying on campuses around the country. 2. Networking students interested in growing action around disability rights, services and representations can foster disability activism around the country. Platform 1. The National Union of Students endorses the creation of a National Disability Network which is autonomous for students with a disability and carers of persons with a disability. Action 1. The National Disability Officer will create, manage and maintain an email list connecting all disability officers and representatives around the country. 2. The National Disability Officer will create, manage and maintain a Facebook group to include any students who identify as having a disability or are carers for persons with a disability. Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.4: Scholarships for people with disabilities and carers Preamble 1. Having a disability or being the primary carer of a person with a disability has a number of financial implications, especially when studying. This can include limited employment opportunities because of time or medical commitments or because of implications of one’s disability, limited hours of employment due to limitations of the disability and carers pensions and a number of other factors. Platform 1. The Nation Union of Students recognises the financial difficulties as a result of caring for persons with a disability or for people with a disability.
DISABILITIES
2. The National Union of Students believes in equity scholarships designated specifically for students who identify as having a disability or students who care for peoples with a disability. 3. The National Union of Students believes these scholarships should be independent disability and carer scholarships, understanding that the intersections of low SES and disability are not exclusive. Action 1. The National Disability Officer will lobby universities without equity scholarships including students with a disability or carers to introduce scholarships for these students in recognition of their financial hardship. 2. The National Disability Officer will lobby universities to expand equity scholarship services and create equity scholarships specifically for students with a disability and carers or persons with a disability. Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.5: Special Consideration for Carers Preamble 1. Caring for persons with a disability can play a significant part in one’s life and can severely impact the study of carers. 2. These difficulties vary depending on the needs of the person they are caring for, the distance the person they are caring for is from campus, whether the carer in on the Carers Pension, the spare time available to carers depending on the needs of the person they are caring for and their limitations they may be under from pension requirements (a person with the Carers Pension is only able to be out of the house for 25 hours a week). 3. These difficulties can impact many aspects of study including, but not limited to, class attendance, exam attendance and the completion of assessments. Platform 1. The National Union of Students acknowledges the impact of caring for persons with a disability on studying and class attendance. 2. The National Union of Students believes in equitable access to special considering for class attendance, examinations and assessments for students caring for persons with a disability. 3. The National Union of Students believes in the inclusion of carers in university policy pertaining to students with a disability where applicable. Action 1. The National Disability Officer will lobby universities to include carers of persons with a disability in their policy pertaining to students with a disability. 2. The National Disability Officer will work with Equity and Diversity departments (or their nearest equivalent) and campus officers or
DISABILITIES
representatives (if available) to include carers in future university disability policy. 3. The National Disability Officer will lobby university administrations to grant special consideration to students caring for persons with disability which will include, but not be limited to, the special consideration of class attendance, examinations and assessments. Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.6: Special Consideration for Anxiety and Depression Preamble 1. Anxiety and depression are common invisible disabilities which are often disregarded in special consideration policy in university administrations and faculties. 2. Anxiety and depression severely impacts the academic performance of students in many different ways which includes, but is not limited to, the time needed to complete assessments, class attendance, concentration in classes and the personal impact of particular subject material and topics. Platform 1. The National Union of Students acknowledges the impact of anxiety and depression on the studies of students with this disability. 2. The National Union of Students believes in significant support for students suffering with anxiety and depression and acknowledges the need to for special consideration in these circumstances. Action 1. The National Disability Officer will lobby universities to include the impacts of anxiety and depression in their special consideration policies. 2. The National Disability Officer, along with campus departments, officers and representatives, will lobby universities faculties to expand their special consideration policies to include the impacts of these disabilities. Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.7: Free and Accessible Mental Health Services Preamble 1. Currently, Medicare covers a maximum of 10 free counselling visits a year for students which can be limited depending on age, need, location and Aboriginal or Torres Strait Islander identity. Without a Mental Health Plan this service can be limited to 4 visits a year. 2. Mental Health plays an enormous part in the academic performance of all students.
DISABILITIES
3. Mental Health Services are commonly needed for people with a physical disability as well as those with invisible disabilities and are often needed for carers of persons with a disability. Platform 1. The National Union of Students believes in uncapped counselling services and other mental health services provided by Medicare. 2. The National Union of Students believes that, in the absence of government support, University Student Services should be expanded to included uncapped visits to campus mental health services. 3. The National Union of Students recognises that mental health significantly impacts the study of students throughout their degree and believes these services should cover all students. Action 1. The National Disability Officer will lobby the Federal Health Minister, Peter Dutton MP, to expand Medicare Mental Health Services to uncap the number of visits students. 2. In recognising the academic implications of mental health, the National Disability Officer, with the National Education Officer, will lobby the Federal Education Minister, Christopher Pyne, to designate funding to universities for mental health services. 3. The National Disability Officer will lobby University Student Services to have uncapped and confidential mental health services for all students. Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.8: Accessible Note-taking Services Preamble 1. Currently only some universities offer note-taking services for students with long and short term disabilities. These services can be limited in accessibility to some students and do not all recognise the impact of invisible disabilities on the quality of education for students with these disabilities. 2. Those who are hired are not always paid for their work, severely limiting the service for students as well as abusing their rights as workers. Platform 1. The National Union of Students supports free and accessible note taking services for students suffering from short and long term disability. 2. The National Union of Students believes this service should hire students of the campus and that those hired should be paid at least minimum wage. 3. The National Union of Students recognises the impact of disability on the quality of education of students and acknowledges the impact of both long and short term disability and visible and invisible disabilities. Action
DISABILITIES
1. The National Disability Officer will lobby universities without these services to introduce these services for students with a disability as a free service. 2. The National Disability Officer will lobby relevant universities to expand these services to carers and students with all disabilities, visible and invisible. 3. The National Disability Officer along with the National Welfare Officer will ensure that these services will pay at least minimum wage for the students hired to take notes. Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.9: Tutoring Accessibility Preamble 1. Being a student with a disability or a student carer leaves many behind in their studies at university. This can be because of missed classes as a result of a disability or caring responsibilities or the difficulties in class resulting from a disability. 2. Students who experience this difficulty are often in need of tutoring assistance to complete these subjects to the best of their potential, but many also experience financial hardship as a result of their disability or caring responsibilities. Platform 1. The National Union of Students recognises the academic implications of disability on students and supports free and accessible tutoring services for students that identify as having a disability and have been academically impacted by their disability. 2. The National Union of Students recognises the academic implications of caring for persons with a disability and believes in the inclusion of carer students to free and accessible tutoring when affected by their caring responsibilities. 3. In acknowledging the intersection of financial hardship with disability and caring for persons with a disability, the National Union of Students believes that these services must be provided to students free of charge. Action 1. The National Disability Officer along with campus departments, officers or representatives, will lobby University Administration and University Student Services to provide accessible tutoring services to students with disabilities or carer students who have experienced academic difficulties as a result of their disability or caring responsibilities. 2. The National Disability Officer will aid Disability departments, officers, collectives and representatives in lobbying their student organisations to provide these services if the relevant departments and collectives feel it is within the students organisation’s means.
DISABILITIES
Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.10: Cross-campus State Disability Networks Preamble 1. State networks allow for more face-to-face organising of activists and allow for more detailed organising on individual campuses. Platform 1. The National Union of Students endorses the creation of State Disability Networks by the National Disability Officer and State Disability Officers (where available) which include campus disability officers, departments or representatives and students that identify as having a disability or care for persons with a disability. Action 1. State Disability Officers will create, manage and maintain an email list connecting all disability officers and representatives in their state. 2. State Disability Officers will create, manage and maintain a Facebook group to include any students who identify as having a disability or are carers for persons with a disability in their state. 3. In the absence of a State Disability Officer, the National Disability Officer will act on the above points. Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.11: National Disability Services Ranking Preamble 1. Universities around the country provide different levels of support for students with a disability or students who care for persons with a disability. The level of support which a university provides can make a profound impact on the experiences and overall academic performance of students with a disability. 2. The experiences of students with a disability or student carers are very diverse and the difficulties of these students manifest in different ways and to different degrees and different times in their life. Platform 1. The National Union of Students endorses the conducting of a national survey run by the Disability Department which will document students’ experiences at university in regards to university support for students with a disability and carer students. 2. The National Union of Students recognises the diversity of experiences of students with a disability and carer students. 3. The National Union of Students endorses the results of the survey to be used as lobbying material for the National Disability Officer to provide better
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services on campuses around the country. The National Union of Students also acknowledges the autonomy of the department with the results of the survey to be used by other departments only at the discretion of the National Disability Officer. Action 1. The National Disability Officer will facilitate the conducting of a national survey on the support for students with a disability and carer students by all major universities around the country. 2. The National Disability Officer will work in conjunction with State Disability Officers and current Disability departments, officers, representatives and collectives to write and conduct the survey. 3. The survey will be written by no later than Education Conference 2014 to be conducted in the beginning of Semester 2 of 2014. 4. The Survey will aim to include aspects such as a) Financial support to students with a disability and carer students. b) Accessibility on campus for classrooms, lecture theatres and laboratories. c) Parking accessibility for those with a physical disability. d) The services provided in aiding the academic performance of students with a disability and carer students. e) Special consideration policies for students with a disability and carers. f) Accessible elevators and ramps on campus. g) Access to disability services on campus. h) Accessibility of academic support. i) The overall experience students have had in regard to their disability at university. 5. The results of the survey will be used to rank each university according to their services provided and the overall experiences students that responded to the survey have had. 6. The results of the survey will be published online on the NUS website as well as the NUS Disability Department Facebook. 7. A website will be set up and maintained by the National Disability Officer to present this information in an easily read way for future students. 8. The website will be advertised on the NUS website and materials will be produced to advertise the website and ranking of universities around university campuses and in high schools around the country.
Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.12: Accessible Conferences Preamble
DISABILITIES
1. NUS National Conference and Education conference are an important opportunity for students from all walks of life to come together to decide on the direction of the National Union. 2. NUS conferences rightly include vigorous debate on many issues, which can become heated or hostile given the passionate feelings of those involved in the student union movement. This can cause concern for students with disabilities, among others. 3. The locations of NUS conferences have in the past been held in buildings that are not fully accessible to students with various disabilities. 4. There is concern that the structure and location of past conferences may have served to discourage students with disabilities from attending. Platform 1. NUS aims to encourage involvement from students with disabilities at both National Conference and Education Conference. NUS acknowledges that the voices of students with disabilities are vital to the student movement. 2. NUS has no wish to stifle debate, but wishes to make conference as welcoming a space as possible for students with mental health issues. 3. NUS acknowledges that it is unacceptable to hold conferences in spaces that are not fully accessible Action 1. The National Disability Officer, National President and National Education Officer will work together to ensure that the 2014 Education Conference and National Conference are held in locations that are fully wheelchair accessible. This includes (but is not limited to) the main conference room, any workshop rooms, locations for NUS organised social gatherings and NUS organised accommodation. This also includes ensuring that wheelchair accessible bathrooms are located within a reasonable distance. 2. The National Disability Officer, National President and National Education Officer will ensure that conference is not completely inaccessible to students with mental health concerns by providing a quiet room close to the main conference room at both Education and National conference 2014. This will allow students to attend conference as much as possible while still having an easy space to take a break should debate become overwhelming. 3. Without censoring debate, the National President/ any other chair of any conference session will ensure that language that is ableist, racist, sexist, queerphobic or otherwise discriminatory is not tolerated. 4. The contact details of the National Disabilities Officer will be provided to all attendees at least one week prior to National Conference and Education Conference 2014, in order to allow students to raise possible accessibility issues confidentially. Should accessibility issues arise, the Disability Officer and conference organisers will make every reasonable effort to accommodate them.
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5. The 2014 National Disability Officer will investigate ways to incorporate these reforms permanently so that they can be enacted at all future conferences. Moved: Georgia Kennelly (Victoria University) Seconded: Liam McDonald (National Disability Officer, NUS)
DISAB 8.13: Knowledge of and Access to Legal Support for Students with Disabilities
Preamble 1. Students with disabilities can require legal support at university because of a. Insufficient academic performance b. Discrimination by university staff c. Insufficient access to learning areas 2. Students are often not aware of their rights when it comes to academic hearings and issues with university staff and the university itself Platform 1. The National Disability Officer aims to create a simple guide to the rights of students and the support services that exist when disputing with universities Action 1. The National Disability Officer will create an easy to read guide outlining the right of students and the avenues that exist to seek representation 2. The guide will include a. Rights of students in relation to academic hearings b. Rights against discrimination c. The role of the ombudsman in settling disputes d. The role of the Disability Discrimination Commission e. A list of disability friendly law firms for basic representation Moved: Liam McDonald (National Disability Officer, NUS) Seconded: Georgia Kennelly (Victoria University)
Motion 8.14: ‘Smash the Stigma’ Mental Health Awareness Preamble 1. Mental Health is a major issue for students, with depression and anxiety affecting many students 2. Understanding of the causes, effects and treatment of mental health issues is severely misunderstood 3. The misconceptions about mental health and the way students with mental health issues are treated has a detrimental effect on those very students; often exacerbating issues and putting further stress on students. Platform
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1. The National Union of Students recognizes the lack of understanding about mental health among students 2. The National Union of Students believes in support and freedom from discrimination for all students 3. The National Union of Students commits to addressing the stigmas attached to mental health Action 1. The National Disabilities Officer will operate the ‘Smash the Stigma’ campaign to raise awareness around mental health issues 2. The National Disabilities Officer will work with state officer bearers, campus officer bearers, collectives and departments to run campaigns and events about mental health to dispel the false ideas that damage students Moved: Liam McDonald (National Disability Officer, NUS) Seconded: Amy Jenkins (Melbourne University)
DISAB 8.15: Disabilities Access and Support Audit
Preamble 1. Currently there is no collection of information ranking universities based upon the level of support provided to student with disabilities and to how accessible campuses are to people with special access needs 2. When considering universities people with disabilities have to take into account a wide range of factors that others do not. 3. A comprehensive assessment of the facilities of universities would be greatly benefit people with disabilities. Platform 1. The Nation Union of Students recognises the advanced critique students with disabilities often have to make when selecting universities 2. The National Disability Officer aims to secure funding from outside of the National Union of Students to complete a comprehensive audit of the accessibility of universities and the support they provide
Action 1. The National Disability Officer actively seek funding from outside National Union of Students to create a comprehensive audit 2. The audit will assess the following but not limited to a. Accessibility of buildings, lecture theatres and laboratories b. Special consideration for students with disabilities and for carers c. Parking and vehicle access d. Financial support e. Access to disability support university departments f. Access to academic support g. Hearing loops and other adaptive technology
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h. After hours security and lighting i. Counselling services j. Emergency Housing k. Mental health and Disabilities Plans
3. That the end product of the audit be readily available on as many websites as possible including the National Union of Students site
Moved: Liam McDonald (National Disability Officer, NUS) Seconded: Amy Jenkins (University of Melbourne)
DISAB 8.16: Campus Disability Officers Preamble 1. Students with disabilities and student carers experience very particular challenges when attending university, and in many student unions across the country they do not have a dedicated Disability Officer representing their interests. 2. This task often falls to Welfare or Equity officers who have numerous other responsibilities, and thus are less able to make the representation of students with disabilities a priority. Platform 1. The National Union of Students acknowledges the importance of campus disability officers to students with disabilities, both in terms of their engagement with the union and the ability of the union to ensure they are represented. 2. The National Union of Students supports the establishment of disability officer positions at campuses nationwide. Action 1. The National Disability Officer will establish which student unions in the country do not currently have a Disability officer, or some other office bearer whose main focus is representing the interests of students with disabilities. 2. The National Disability Officer will work with student unions and state branches to establish disability officers at these campuses, highlighting the importance of this role and assisting with the steps necessary. 3. The National Disability Officer will make an effort to engage with campus disability officers, especially on campuses where the position is newly established, and will provide support and advice where needed. Moved: Amy Jenkins (University of Melbourne) Seconded: Liam McDonald (National Disability Officer)
DISAB 8.17: Mental Health Care Plan information booklet
Preamble DISABILITIES
1. Though it is by no means sufficient, the Mental Health Treatment Plan program that provides up to ten visits to a psychologist per year claimable on Medicare is an important source of help for many students experiencing mental health problems. 2. Information about this plan is not easily accessible, and when available is often confusing, providing contradictory information. Platform 1. The National Union of Students acknowledges the importance of counselling and psychological services to students with mental health concerns. 2. NUS acknowledges that students are rarely in a financial position to afford these services without government support, and thus recognises the importance of the Mental Health Treatment Plan. 3. NUS also recognises that confusing information or an inability to find out about this program is a serious barrier to many students accessing the psychological help that they require. Action 1. The National Disability Officer will research the details of the Mental Health Treatment Plan, including (but not limited to) exactly what is covered, who is eligible, what out of pocket costs can be incurred, and the procedures for students to access a treatment plan. 2. The National Disability Officer will produce a booklet to be made available to all campuses detailing this information in a clear, easy to understand manner, so that all students understand what services they are entitled to. 3. The National Disability Officer will also ensure this information is placed on the NUS website. Moved: Joshua Rebolledo (NSW State Branch President) Seconded: Georgia Kennelly (Victoria University)
DISAB 8.18: Physical Accessibility on University Campuses
Preamble 1. Students with a physical impairment experience significant and varied challenges in attending university, and are often prevented from being fully engaged in student life by the failure of universities to fully adapt to their needs. 2. Many universities in Australia seem to believe that it is acceptable to have lecture theatres, tutorial room and other important student spaces that are not wheelchair accessible. At the same time, it is often the case that recreational student spaces such as bars or food outlets are inaccessible to students, whether because of a lack of space to manoeuvre a wheelchair, a counter that is too high, or a single step leading up to the entrance. Heavy
DISABILITIES
doors present in many older university buildings can also cause issues for students with a physical disability. Platform 1. The National Union of Students recognises the social model of disability, which argues that disability stems from the failure of society to adjust to meet the needs of a disabled minority. 2. NUS strongly believes that students with a physical disability or impairment should be able to enjoy the same university experience as students without such impairments. The recalcitrance of universities in undergoing the necessary changes to make this possible is unacceptable. 3. NUS acknowledges that student unions must take the lead in this issue by ensuring all student run services are fully accessible to all students regardless of any physical disability. Action 1. The National Disability Officer will develop (in conjunction with students who experience physical accessibility issues) a best practice guide for physical accessibility on university campuses. This guide will detail ways in which universities can ensure that students with physical impairments are able to access the same university experience as other students. 2. The guide will also provide an important resource for student unions, both in ensuring that their services are accessible and as a basis for lobbying their respective universities for change. 3. The National Disability Officer will ensure this is distributed to unions across the country and a soft copy is placed on the NUS website. 4. The guide will take into account best practice options for access to both the educational and social elements of the university experience. Moved: Liam McDonald (National Disability Officer, NUS) Seconded: Joshua Rebolledo (NSW State Branch President)
DISAB 8.19: Accessibility in NUS Campaigns
Preamble 1. The Student Movement is a social and political movement, which should be accessible to all types of people so that it can best represent all types of students. 2. Currently, with a central focus of the National Union being on rallies and strikes around the country, there is a lot of room for inaccessibility for students with disability. This can be seen through physical accessibility issues presented in rallying as well as the mental stress of rallies from aggression from both protestors and police brutality.
Platform
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1. The National Union of Students recognises the struggle for students with a disability to actively engage in campaigns focusing on rallies and other physical demonstrations. 2. The National Union of Students will actively work on making rallies as safe a space as possible for students with a disability who wish to engage. 3. The National Union of Students will actively work on making rallies and strikes as physically accessible for students with a disability.
Action 1. The National and State Education Officers will actively organise rallies so that their routes are physically accessible for students with a disability and are not excessively long routes so that students with a physical disability will be able to participate in core education campaigns for the National Union. 2. The National Disability Officer will play an active role in making sure that all NUS campaigns are physically accessible for students. 3. The National Disability Officer will work on a best practices guide for future rallies run by the National Union of Students to make these campaigns as safe a space as possible for students who may suffer mentally and emotionally from these campaigns.
Moved: Joshua Rebolledo (NSW State Branch President, NUS) Seconded: Liam McDonald (National Disability Officer, NUS)
DISABILITIES
CHAPTER 9 - INTERNATIONAL STUDENTS
INT 9.1: International students: racism and discrimination
Preamble
1. The government is responsible for maintaining the economic conditions which make international students vulnerable and is thus complicit in the ongoing racist attacks and abuse towards international students.
2. The federal government’s restrictions on workforce participation for people on student visas forces international students to work illegally and excludes them from their right to safe workplaces and award wages.
3. The Victorian government refuses to grant full Concession cards to International.
4. Federal and State government(s) also refuse to provide affordable accommodation for international students which means that many are forced to live in squalor due to overcrowding.
5. Difficulty in accessing safe and appropriate employment combined with prohibitions from accessing concession rates, combined with the government not providing affordable housing, entrenches poverty amongst international students, making them more likely to be the victims of criminal landlords and bosses. The Tenants Union of Victoria say landlords and companies are increasingly targeting international students as a source of cheap labour.
Platform
1. NUS condemns all racist attacks on International students. 2. NUS recognizes that racist Federal Government policy, such as workforce participation restrictions on visas and exclusion from income support, can only encourage racist attitudes. 3. NUS supports actions taken by International students and supporters to fight back against their oppression.
Action
1. NUS will call on the Federal Government to place harsher penalties on employers and landlords who exploit international students. 2. NUS will raise demands to the Federal Government to increase the availability of affordable on-campus accommodation for students. 3. NUS will lobby the Federal Government to grant access to income support for International students. 4. NUS will work closely with student unions to keep campuses informed of the campaign and distribute information. The national office should help to
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connect the campuses with relevant national or state campaign/community groups.
Moved: Omar Hassan (University of Sydney, SRC)
Seconded: Jade Eckhaus (UMSU)
INTL 9.2: 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 National International Student 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 National International Student Officer will provide information to affiliate campus Student Organizations about rights at work for them to disseminate amongst the student body.
Moved: Johnny Zhang (Deakin University)
Seconded: Isabelle Kingshott (Victorian State Branch President)
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INTL 9.3: 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.
2. In 2013 the Victorian State Branch set up the Proud to be International Students (PTBIS) initiative, which had the capacity to lobby the Victorian State Government and Victorian Opposition and campaign for Concession Cards for International Students.
3. In late 2013 the Victorian Government announced the trial of yearly concession cards for international students, however the fight for full concession cards for international students is not over.
Platform
1. The National Union of Students advocates that the Victorian Government gives concession cards to students for all travel on public transport. 2. The National Union of Students proposes the availability of concession cards to International students and Postgraduate students studying full time. 3. The NUS proposes that the Victorian Branch continues the PTBIS campaign to campaign for full concessions for international students.
Action
1. The National Union of Students calls upon the NUS National International Student Officer and Victoria State Branch President to pressure Treasury to make costing’s into the issues on the availability of concession cards to International students studying full time. 2. The National Union of Students calls upon the NUS National International Student Officer and Victoria State Branch President to pressure treasury to budget more funds towards concession card acquirement. If not a reallocation of funds where possible to ensure full concession cards for International Students.
Moved: Johnny Zhang (Deakin University)
Seconded: Isabelle Kingshott (Victorian State Branch President)
INTL 9.4: Proud to be International Students (PTBIS Campaign)
INTERNATIONAL STUDENTS
Preamble:
1. The Proud to be International Students Campaign (PTBIS) established by the Victorian International Students Officer and the Victorian State Branch in 2013 was set up to ensure the fair representation of International Students whilst they are studying in Australia.
2. PTBIS found that often International Students are underpaid for the work they do, received minimum pastoral care from universities, are overrepresented on Student Appeals committees and have little rights.
3. In Victoria PTBIS worked with International Students to build a cross campus network of International Student support groups to lobby for these issues.
Platform:
1. NUS acknowledges the plight of International Students studying in Australia.
2. NUS recognizes that International Students are underpaid for the work they do, received minimum pastoral care from universities, are overrepresented on Student Appeals committees and have little rights.
Action:
1. NUS instructs the National International Student Officer to run the PTBIS Campaign nationally in 2014 and set up cross campus support networks to lobby on issues effecting International Students.
Moved: Johnny Zhang (Deakin University)
Seconded: Isabelle Kingshott (Victorian State Branch President)
INTL 9.5: International Student Tuition Fee
Preamble
1. In the last several years, tuition fees for international students have increased significantly in many degrees. As an example, the tuition fee for international students in the Bachelor of Pharmacy in 2011, 2012, 2013 and 2014 are A$25,000, A$28,000, A$31,000 and A$32,500 respectively.
INTERNATIONAL STUDENTS
2. Unlike domestic students, international students need to pay their tuition fee up front. This can be very strenuous pressure on them and their family.
3. In order to cover that gap, many of these families decided to save their money from other expenses which are quite important and necessary in their life such as food, textbooks and some entertainments. 4. Tuition fees have been increasing significantly in the last several years, however, it cannot always be seen that the quality of education increase with tuition fees.
Platform
1. NUS recognises that excessive tuition fees put financial stains on international students and that increases in tuition fees, though often necessary to improve the quality of education, are sometimes determined arbitrarily
Action
1. The National International Officer will research tuition fee increases that have financially impacted international students and will create a report that they will send to affiliate associations 2. The National International Officer and the National Welfare Officer will use this information to assist campus presidents to lobby universities on behalf of international students
Moved: Timothy Pham
Seconded: Daniel Nikoloski
INTL 9.6. INTERNATIONAL STUDENTS: STUDENT CONCESSION CARDS
Preamble:
1. International students provide not only billions of dollars to Australia’s economy, but enhance our cultural diversity and strengthen Australia’s relationship with nations around the world, particularly our Asian neighbours.
2. Victoria was the only state in Australia, which denied international students travel concessions, which placed an economic burden on these students, many of whom struggle financially.
3. Recently the Victorian Government has made a positive step in rectifying this issue and has announced that international students will be able to receive a transport concession on annual passes.
Platform:
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1. NUS recognises the importance of ensuring international students receive travel concessions in line with their domestic counterparts.
2. Both Victoria and NSW still need to make significant changes to their travel concession arrangements to be brought into line with the practices off other states
Action:
1. NUS continues to lobbying both the Victorian and New South Wales Governments to ensure Victorian and New South Wales international students receive a full-range off concessions available in other states.
Moved: Kerrie Kahlon (National Ethno-Cultural Officer)
Seconded: Stephanie Kameric (Griffith University Student Representative Council)
INTL 9.7. INTERNATIONAL STUDENTS: WORKERS RIGHTS CAMPAIGN
Preamble:
1. Australian Universities have a significantly large international student population
2. International students bring billions of dollars into the Australian economy it is important that there not just treated as commodities and that there employment rights are upheld.
3. However often international students often do not know what their rights as workers in Australia.
4. International students can be particularly vulnerable as work may be critical for them to gain work in order to gain permanent residency. They may come from countries which do not have a minimum wage or allow for unpaid internships to go for months on end and are unaware that in Australia that this is illegal employment and breaches there fundamental rights at work. Due to the fact that many are English as a second language this means there may be communication issues and further perpetuates their vulnerability. Another issue is that in some may come from repressive nations in which contacting the government for support is not common.
Platform:
1. NUS recognises the importance of both domestic and international students understanding their fundamental rights at work.
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2. NUS recognises that international students are particularly vulnerable to exploitation in the workforce.
Action:
1. The NUS International Student Officer works with the NUS Welfare Officer to run a ‘Workers Rights Campaign’ which includes information particularly targeted to international students.
Moved: Kerrie Kahlon (National Ethno-Cultural Officer)
Seconded: Stephanie Kameric (Griffith University Student Representative Council)
INTERNATIONAL STUDENTS
CHAPTER 10 - ETHNO-CULTURAL
ETHNO 10.1: Fear of a Brown Planet: Mobilising an Ethno-Cultural Department
Preamble: 1. NUS acknowledges that racial discrimination exists in university communities, through administration, policy and cultural attitudes. 2. The composition of delegates at the NUS National Conference and of National Office Bearers points to a lack of engagement with the student movement by people of colour, which is a major weakness of the NUS as a representative organisation. 3. In order to avoid falling in the trappings of the same pattern of racial oppression, the NUS must actively work towards being a more inclusive organisation that students from diverse ethnic, cultural and linguistic backgrounds do not struggle to identify or engage with. 4. A large failure of the NUS in engaging students has not just stemmed from a weakness in the organisation as a whole but also from an inactive Ethno Cultural Department that has done little to no work in recent years. 5. A weak representation of students from culturally, ethnically or linguistically diverse backgrounds occur despite the strong presence of student controlled cultural clubs and campuses across universities in Australia. This indicates that building a strong presence within student organisations and the NUS is possible. 6. Students from ethnically or linguistically diverse backgrounds often do not engage in wider student organisations due to a lack in confidence that they possess the skills or knowledge necessary to succeed in these student organisations.
Platform: 1. NUS believes that racism within university communities cannot be tolerated and will work towards the elimination of racism within university communities. 2. NUS affirms that there is a need to engage a wider range of students within the student movement, particularly students of colour. 3. NUS acknowledges a lack of representation by students of colour within student organisations across the country, noting that many student organisations do not have office bearers to address issues of racism on campus. 4. NUS must actively mobilise its Ethno-Cultural Department in order to break down racist aspects of dominant social bodies within in the university sector. 5. NUS recognises that skill and knowledge sharing between Ethno Cultural students is integral to mobilising a strong Ethno-Cultural Department.
Action: 1. The NUS Ethno-Cultural Officer shall coordinate a campaign to mobilise the Ethno-Cultural Department of NUS over the course of 2014. 2. At the start of the year, the NUS Ethno-Cultural Officer shall establish contact with their relevant campus counterparts.
ETHNO-CULTURAL 3. The NUS Ethno-Cultural Officer shall launch a National Ethno-Cultural Student Survey during O’Weeks of 2014 to gauge the concerns of the Ethno-Cultural student body and asses ways in which they can be more engaged with the student movement. 4. The survey will address, but not be limited to, the following key areas: a. Ethnic background b. Access to income support c. Educational background d. Course area studied e. Experiences of racism within their discipline f. Experiences of racism in the wider university community g. Awareness of university cultural services h. Awareness of Ethno-Cultural representation in the university community 5. The NUS Ethno-Cultural Officer shall prioritise working with ethno-cultural officers, collectives or activists on campus to administer the survey on campuses. 6. The NUS Ethno-Cultural Officer, in collaboration with other relevant NUS Office Bearers, shall publish a report of the surveys finding by the start of Semester 2: The Ethno-Cultural State of the Union. 7. While the survey is being administered across campuses, the NUS Ethno- Cultural Officer shall also engage in an audit of student organisations in the country. The audit shall be sent to campus Presidents to be returned by April 15, 2014. 8. The audit will address, but not be limited to, the following areas: a. Is there an Ethno-Cultural Officer or similar, elected position in the student organisation? b. Are the cultural specific services available on campus (eg. An Islamic prayer room)? c. Is cultural sensitivity or diversity training made available to student activists on campus? d. What cultural specific clubs have a presence on campus? 9. At the start of Semester 2, the NUS Ethno-Cultural Officer shall launch the Cross Campus Ethno-Cultural Network. 10. The NUS Ethno-Cultural Officer will utilise contacts they made during the National Ethno-Cultural Survey to create a national mailing list of cultural clubs and Ethno-Cultural Officers on campuses. This will be further broken down to create individual state mailing lists. 11. The NUS Ethno-Cultural Officer shall prepare a starter kit for each State Ethno-Cultural Officer to build up Cross Campus Ethno-Cultural Networks in their states. This will include: a. A guide to hold a forum of representatives from campus culture clubs which will include i. Workshops on engagement in student activism ii. Opportunities to skill share and knowledge share b. A guide to running culturally sensitive event to promote multiculturalism and solidarity between cultural groups.
ETHNO-CULTURAL Moved: Hiba Casablanca (National Queer Officer) Seconded: Josh Rebolledo (NSW State Branch President)
ETHNO 10.2: 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. 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 Ethno-Cultural Officer will hold multiple phone link-ups throughout the year to connect the various Ethno-Cultural Departments around Australia.
Moved: Hiba Casablanca (National Queer Officer) Seconded: Josh Rebolledo (NSW State Branch President)
EHTNO 10.3: Racism is…
Preamble: 1. Racism appears in many different forms which vary depending on the individual, their background and their personal experience. 2. It is acknowledged with the autonomy of the Ethno-cultural department that these forms of racism are best understood by the people who have lived experience as a person identifying as Ethno-cultural, a person of colour or a person from a culturally or linguistically diverse background. 3. In this capacity, it is also understood that there are many forms of racism which are unnoticed or implicit and are not brought the attention those outside this lived experience.
Platform: 1. “Racism is…” is a photo campaign aimed at o-weeks, but to be continued throughout the year to engage ethno-cultural students, CALD students or students of colour in NUS and in anti-racism activism. 2. It is a campaign aimed at ethno-cultural students as a platform for them to express what racism is from their personal experience. This is done in the hopes of creating a better dialogue between ethno-cultural and non-ethno- cultural students and is a public platform to spread awareness of racist experiences and what racism is, as defined by people who experience it.
Action: 1. The National Ethno-Cultural Officer, along with the State Officers, attend to campuses during O-week to run this campaign at either the stalls of Ethno- cultural and people of colour collectives, or the student run organisation’s stall in the absence of an Ethno-cultural collective. 2. The National Ethno-Cultural Officer will maintain an active online presence of the campaign, starting a Facebook page for the campaign and posting the photos taken in the campaign with the consent of those who are in the photo throughout the year.
Moved: Hiba Casablanca (National Queer Officer) Seconded: Josh Rebolledo (NSW State Branch President)
ETHNO 10.4: Round Table Racism Forum Preamble: 1. Education is an important part in combating racism on campus. There are many instances of racism, which arise from ignorance and can be resolved through open dialogue with the communities in the university.
ETHNO-CULTURAL Platform: 1. The ethno-cultural department will organise forums on racism that involve open discussions on particular issues regarding racism on campus and in general. 2. These discussions will have specific topics that will be directed by the campus collective, or in the absence of, the state and national ethno-cultural departments. 3. These forums will involve discussion with the attendees and speakers.
Action: 1. The National Ethno-Cultural Officer will visit all affiliated campuses throughout the year to run a Round Table Racism Forum. 2. The State Ethno-Cultural Officers will run these forums monthly on campuses across their state. These will be run with the direction of the campus collectives or relevant departments. 3. The State and National Office bearers will distribute materials advertising the forums to the appropriate campuses.
Moved: Hiba Casablanca (National Queer Officer) Seconded: Josh Rebolledo (NSW State Branch President)
ETHNO 10.5: Intersecting with the Indigenous Department Preamble: 1. There are some issues, particularly racism, which overlap between the Aboriginal and Torres Strait Islander (ATSI) Department and the Ethno- cultural department. 2. This is seen through the lived experiences of being a person of colour.
Platform: 1. The ethno-cultural department recognises and respect the autonomy and different lived experiences of indigenous and ethno-cultural people and will work along-side with the National ATSI Officer when in regards to campaigns on racism.
Action: 1. The National Ethno-cultural Officer will actively liaise and work with the National ATSI Officer on campaigns regarding racism that may intersect with the department. This will be done at the discretion of the National ATSI Officer.
Moved: Hiba Casablanca (National Queer Officer) Seconded: Josh Rebolledo (NSW State Branch President)
EHTNO 10.6: Engaging with Campus Cultural Clubs Preamble: 1. Australian universities are made up of many different cultural groups that often make a great number of clubs and societies focused on these cultural backgrounds.
ETHNO-CULTURAL 2. This has been a thriving aspect of campus life on many campus around the country and actively engages ethno-cultural people and people of colour.
Platform: 1. In the absence of ethno-cultural collectives, cultural clubs and societies can be an effective way of interacting with EPOC people who are engaged with campus life. 2. Interaction between the Ethno-cultural department and these cultural clubs is an effective way of engaging students in a comfortable and safe environment outside the realm of predominantly Anglo student activism and can ultimately encourage EPOC students to become involved in anti-racism on campus and the broader student movement.
Action: 1. In the absence of ethno-cultural departments, the National Ethno-Cultural Office and state officers will meet with the cultural clubs around these campuses as a way to encourage their engagement with NUS campaigns.
Moved: Hiba Casablanca (National Queer Officer) Seconded: Josh Rebolledo (NSW State Branch President)
ETHNO 10.7: Campus Cultural Services Preamble: 1. Student from culturally diverse backgrounds often have unique needs that are not catered to by standard student services on campus. 2. Cultural expectations from students often form a significant component of their day to day lives. 3. Many universities already offer culturally specific services, such as an Islamic prayer room, but the provision of these services are not done in a culturally sensitive way.
Platform: 1. NUS believes the provision of cultural specific services are integral to creating a diverse, inclusive and welcoming university community. 2. The provision of culturally specific services will assist in breaking down racist attitudes within university communities
Action: 1. The NUS Ethno-Cultural Officer shall provide a guide to student organisation around the provision of cultural services on campus. 2. The guide shall include: a. Recommendations on common cultural services that should be provided on campus, including but not limited to: i. An Islamic prayer room ii. An autonomous, ethno-cultural space for ethno-cultural organising
ETHNO-CULTURAL iii. The provision of culturally sensitive food on campus b. Outlines on culturally sensitive ways to deliver these services. 3. The NUS Ethno-Cultural Officer shall further work with campus activists to lobby universities to develop race discrimination policies to help provide a framework to report, mediate and eliminate racism on campus. 4. The NUS Ethno-Cultural Officer shall work with campus activists to ensure that on campus counsellor, health professionals and the like are appropriately trained in cultural awareness and sensitivity.
Moved: Hiba Casablanca (National Queer Officer) Seconded: Josh Rebolledo (NSW State Branch President)
EHTNO 10.8: A Resourced Ethno-Cultural Department Preamble: 1. The NUS Ethno-Cultural Officer remains the only autonomous office bearer who is unpaid. 2. The deliberate exclusion of the Ethno-Cultural Officer from the list of waged office bearers within the National Union of Students betrays a lack of significance attributed to race politics in the student movement and Australia. 3. It is often difficult for the NUS Ethno-Cultural Officer to dedicate time to the NUS Ethno-Cultural Department as they often must work and study alongside their duties as an office bearer. 4. The constitution/by-laws of NUS must be amended if the NUS Ethno-Cultural Officer is to be paid and this requires a notice period that was not met this year.
Platform: 1. NUS believes that systematic racism exists within university communities, the student movement and Australia. 2. NUS holds that to combat racism within the student movement, it is important to fully resource the NUS Ethno-Cultural Department including having a paid organiser like other autonomous departments.
Action: 1. The NUS President and NUS General Secretary shall conduct a review into the financial viability of paying the NUS Ethno-Cultural Officer at half-time. 2. The NUS President and NUS General Secretary shall report at NUS Education Conference 2014 on whether this is a viable option for the National Union of Students. 3. A policy to amend the constitution/by-laws of NUS to pay the NUS Ethno- Cultural Officer at half-time will be put to NUS National Conference 2014 with the required notice period.
ETHNO-CULTURAL Moved: Hiba Casablanca (National Queer Officer) Seconded: Josh Rebolledo (NSW State Branch President)
ETHNO 10.9: Refugee Rights
Preamble 1. The last year has seen the further persecution of refugees by both Labor and Liberal governments. Australia’s asylum policy is now one of the most disgusting and inhumane in the world. 2. In July the Rudd government announced the Papua New Guinea Solution, a policy that would see all refugees who come to Australia by boat sent to offshore detention centres in Papua New Guinea, where they would be detained indefinitely and deprived of any right of resettling in Australia. The policy also saw the significant expansion of detention centres on Manus Island. The announcement of the Papua New Guinea Solution triggered large scale public demonstrations of opposition. 3. The Abbott government has continued to implement the Papua New guinea solution. Furthermore, Immigration Minister Scott Morrisson has attempted to create complete silence around the issue. This includes preventing information about boat arrivals, identities of detainees and cases of self- harm, among other things, from being made public. 4. On November 17th the Abbott government signed a deal with the Sri Lankan government to provide it with patrol boats to be used to intercept asylum seekers fleeing the country. The Sri Lankan government has for decades been enacting genocide and terror again the Tamil people; the Abbott government’s actions amount to assistance in this terror and genocide. 5. Conditions in detention centres are notoriously inhumane, leading to high incidences of mental illness, self-harm and suicide. 6. The past year has also seen numerous cases of resistance by refugees, including hunger strikes at Broadmeadows Detention Centre and a riot on Nauru.
Platform 1. NUS opposes the Papua New Guinea Solution and all forms of offshore processing. 2. NUS opposes all forms of mandatory detention 3. NUS condemns the Abbott government for blocking public access to information about the conditions and wellbeing of asylum seekers. 4. NUS condemns the Abbott government for assisting the Sri Lankan government in its persecution of Tamils. 5. NUS recognises the right of all people seeking asylum to land and full citizenship rights.
ETHNO-CULTURAL 6. NUS supports the right of refugees to resist and protest against their detention.
Action: 1. NUS will work with the Refugee Action Collective, the Refugee Advocacy Network, the Refugee Rights and Advocacy Network, as well as other relevant organizations, to build and advertise demonstrations for refugee rights over the coming year. 2. NUS calls on the Abbott Government to end the Papua New Guinea solution and abolish all forms of offshore processing. 3. NUS calls on the Abbott Government to abolish all forms of detention. 4. NUS will fight against the Liberals’ veil of silence over refugees by regularly publishing articles about refugee rights on its website. 5. NUS will support the Boycott Sri Lanka campaign by working with groups such as the Tamil Refugee Council in promoting demonstrations and events that highlight the human rights abuses of the Sri Lankan government. 6. NUS calls on the government to resettle all refugees in Australia and to provide them with public education equal to that of all other Australians, including compulsory high school education. NUS also calls for the creation of scholarships to allow refugees access to further education and tertiary education
Moved: Ridah Hassan (USyd SRC) Seconded: Mara Thach (Adelaide Uni)
ETHNO 10.10: Name Recognition
Preamble
1. The Republic of Macedonia declared its independence from the former Socialist Federal Republic of Yugoslavia on 17 September 1991.
2. Though it is constitutionally called the Republic of Macedonia, Australia continues to refer to the Republic of Macedonia as the Former Yugoslav Republic of Macedonia
3. One hundred and thirty-five countries have recognised Macedonia under its constitutional name, including the United States of America, the United Kingdom, Canada, Russia, China, India, Indonesia and many others in our region.
ETHNO-CULTURAL 4. Students of a Macedonian background continue to be referred to by derogatory names because of the Australian Government’s policy to called the Republic of Macedonia, the Former Yugoslav Republic of Macedonia
Platform
1. NUS believes that no person of a culturally or linguistically diverse background should feel discriminated against
Action
1. NUS condemns the Australian Government’s decision to continue to refer to The Republic of Macedonia as the Former Yugoslav Republic of Macedonia
2. The National Ethno-Cultural Officer will lobby the Australian Government and relevant organisations on behalf of Macedonian students for Australia to call the Republic of Macedonia by its constitutional name.
Moved: Daniel Nikoloski (South Australia State Branch President)
Seconded: Mikaela Wangmann (National Women’s Officer)
ETHNO 10.11: Social Media
Preamble
1. Social media is a continuously growing and fluid medium that a large proportion of students are involved in
2. Many culturally and linguistically diverse students use social media as a way to interact with other non culturally and linguistically diverse students and have found the NUS Ethno-Cultural Department Facebook page to be a very helpful resource
Platform
1. NUS understands that social media is a very powerful tool for engaging with students
Action
ETHNO-CULTURAL 1. NUS congratulates the current National Ethno-Cultural Officer, Kerrie Kahlon, for starting the NUS Ethno-Cultural Department Facebook page
2. The 2014 National Ethno-Cultural Officer will continue to use and will grow the NUS Ethno-Cultural Department Facebook page
Moved: Daniel Nikoloski (South Australia State Branch President)
Seconded: Sam Catanzariti-Smith (Griffith University, SRC)
ETHNO 10.12: Multicultural Calendar
Preamble
1. Many of the ethnically diverse diasporas in Australia celebrate important national, religious or cultural days or festivals in which they might observe special traditions.
2. As an example, the Macedonian diaspora celebrates August 2nd as the day that it rebelled from the Ottoman Empire and became the first republic on the Balkan Peninsula and September 8th as the day that it gained independence from Yugoslavia.
Platform
1. NUS understands that these days form an integral part of these groups identities and believes that it is important that the university environment is one which supports their observance.
Action
1. The National Ethno-Cultural Officer will collate the important national, religious or cultural days or festivals of as many culturally and linguistically diverse groups as possible
2. The National Ethno-Cultural Officer will use this list to create a calendar which is will distribute to affiliate organisations and universities.
Moved: Daniel Nikoloski
Seconded: Sarah Ahern
ETHNO-CULTURAL
ETHNO 10.13 Condemnation of the abolition of the Multicultural Affairs Minister
Preamble 1. Australia is one of the most culturally diverse nations on the planet with a large number of university students coming from diverse backgrounds. 2. The multicultural affairs portfolio was created by Gough Whitlam in the 1970s after the abolition of the White Australia policy. 3. Previous Ministers for multicultural affairs have worked to ensure that nobody is deprived the chance of tertiary education by reason of their ethnicity. 4. Previous Ministers for multicultural affairs have also ensured that discrimination is not accepted within our society, making our university campuses more inclusive. 5. The Abbott government has abolished the multicultural affairs portfolio, meaning reduced recognition for multicultural organisations and individuals in Australia. 6. Multicultural organisations are often a point of contact for many international and diverse migrant students who may have difficulty socialising with other students due to cultural and/or language barriers.
Platform 1. National Union of Students recognises the significantly positive impact of multiculturalism to the student movement. 2. Culturally and linguistically diverse students are valued by the National Union of Students, thus the union created the position of National Ethno-cultural officer in 2007.
3. National Union of Students acknowledges the importance of having a Federal Minister for Multicultural Affairs to cater for students of diverse backgrounds. 4. The abolition of the multicultural affairs portfolio leaves culturally and linguistically diverse students at risk.
Action 1. National Union of Students strongly condemns the Abbott government for abolishing the portfolio of Multicultural Affairs. 2. National Union of Students applauds the Federal Opposition leader Bill Shorten for creating the Shadow Multicultural Affairs portfolio, currently held by Michelle Rowland MP, despite the lack of a Government Minister in the portfolio.
ETHNO-CULTURAL 3. The National Ethno-cultural officer and relevant NUS office bearers such as the National President and the National welfare officer will lobby the government to re-introduce the multicultural affairs portfolio.
Moved: Talal Shah (UWS) Seconded: Gokhan Paltar (UWS)
ETHNO-CULTURAL
CHAPTER 11 - ENVIRONMENT
ENVIRO 11.1: Fossil Free Universities (and Student Organisations)
Preamble
1. Utilising the services of finance institutions which supply finance to fossil fuel production industries indirectly supports fossil fuel production. 2. Numerous organisations are moving finance from banks that provide financial services to the fossil fuel industry to financial institutions that have made a commitment to avoid investing in fossil fuel production. 3. Climate change is a serious threat to current and future generations here in Australia and internationally. 4. The Intergovernmental Panel on Climate Change (IPCC) Fourth Assessment Report found that global warming is already causing costly disruption of human and natural systems throughout the world, including the melting of Arctic ice, acidification of ocean waters and increased flooding and drought. 5. In its “Unburnable Carbon” report, the Carbon Tracker Initiative found that fossil fuel companies and governments possess proven fossil fuel reserves that would release approximately 2,795 gigatons of CO2 if they are burned, which is five times the amount that can be released without exceeding 2°C of warming. 6. Students at hundreds of university campuses worldwide have launched campaigns to have their institutions divest from fossil fuel companies. 7. The corporatisation of universities has created a situation where taking action on climate change is not conducive to raising funds from the private sector.
Platform
1. NUS recognises that climate change is being accelerated by human activities. 2. NUS recognises that allowing financial institutions to invest our finance in fossil fuel projects contributes to accelerated climate change. 3. NUS recognises that investments should support a future where all citizens can live healthy lives without the negative impacts of a warming climate. 4. NUS should encourage all student organisations and universities to divest from the fossil fuel industry. 5. Universities should not be reliant on fossil fuel corporations for funding or resources.
Action:
ENVIRONMENT
1. NUS directs the Environment Officer to work with 350.org and the Australian Student Environment Network to build the ‘Fossil Free Universities’ campaign. 2. NUS directs the Environment Officer to contact each student organisation to discuss the concept of divestment and how they may be able to contribute.
Moved: Stephen McCallum (NUS Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.2: 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. This is to protect the integrity of research and maintain ethical research practices that students can 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.
ENVIRONMENT
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.
Moved: Stephen McCallum (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.3: 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.
ENVIRONMENT
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: a. Postcards for students to sign and submit to their VC, via their student organisation b. Championing leading faculties and Universities through social media and pushing others to not get left behind c. Lobbying university administration, in conjunction with campus student environment groups. d. Work with AESA to lobby decision-makers in Canberra
Moved: Stephen McCallum (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.4: ‘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:
ENVIRONMENT
1. 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. 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 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: Stephen McCallum (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.5: 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.
ENVIRONMENT
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 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
ENVIRONMENT
Moved: Stephen McCallum (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.6: Flick My Switch
Preamble:
1. Renewable energy sources have less destructive environmental impacts and are the solution to our future energy uses. 2. Universities 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. 3. 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:
1. NUS calls on universities to increase their targets for renewable energy on campus. 2. 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. 3. NUS calls on universities to become as self-sustaining as possible by producing their own renewable energy. 4. 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: a) Pressuring Universities to sign the Tallories Declaration: a commitment to environmental sustainability across the board at University
ENVIRONMENT
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 (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.7: 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.
ENVIRONMENT
Platform
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 (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.8: Sustainable Sustenance
Preamble:
ENVIRONMENT
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. 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 (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.9: Environmentally Sustainable Unions
ENVIRONMENT
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
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: a) 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. b) Low waste, recycled/recyclable packaging in food and beverage and retail outlets c) Fair-trade and/or ‘union-made’ procurement d) Increase or create secure and accessible bike stations on union property e) 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: Stephen McCallum (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRONMENT
ENVIRO 11.10: Sustainable retail operation - 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 reusable cups by students and staff on university campuses. 2. 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.
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Moved: Stephen McCallum (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.11: 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 (National Environment Officer) Seconded: Hannah Smith (University of Sydney, SRC)
ENVIRO 11.12: Don’t eat paper, recycle it!
Preamble 1. Only 49.6 per cent of paper that is consumed in Australia is collected for recycling. 2. Paper that has passed through a person’s digestive system is unsuitable for recycling. 3. Eating paper is covered by none of the three R’s - Reduce, Reuse, Recycle. 4. Eating paper is also covered by none of the three R’s - Reading, Writing, Arithmetic. In fact, it directly prevents all three of these things.
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5. Eating paper is an entirely wasteful act. 6. Digested paper can cause blockages in a person's digestive system, which can lead to environmentally damaging toilet outcomes.
Platform 1. NUS supports principles of environmental sustainability. 2. NUS recognises the serious risk to the environment that lavatories clogged with paper excrement poses.
Actions 1. NUS will ban the consumption of paper at all events and conferences that it runs. 2. The National Environment Officer will produce a best practice guide for not eating paper to be distributed at NUS conferences. 3. The National Environment Officer will ensure that the best practice guide is not consumed or is printed on non-consumable material.
Moved: Lucy Small-Pearce (Adelaide University Union) Seconded: Casey Briggs (National Executive / Adelaide University Union)
ENVIRO 11.13 – Planning for the Future
PREAMBLE: 1. Student organisations have a responsibility to their members to advocate for a sustainable future. 2. Student organisations have a significant effect on the perception of environmental sustainability among their students. 3. A Sustainability Plan is a useful, non-binding tool for student organisations to work towards both short-term and long-term goals. 4. A long-term strategic plan helps incoming student representatives to continue the work of outgoing and past student representatives, and the continuity of projects that is often lacking in student organisations is a large hurdle to making significant progress on sustainability at a campus level.
PLATFORM: 1. NUS recognises the environmental impact of student organisations and the responsibility to students to reduce this. 2. NUS acknowledges that student representatives often struggle to ensure continuity between incoming and outgoing representative teams, and often do not have formalised long-term strategic plans.
ACTION: 1. The NUS Environment Officer will collaborate with State Environment Officers and campus representatives to help student organisations to develop
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their own sustainability plans to achieve both short-term and long-term sustainability goals. 2. The NUS Environment Officer will disseminate any sustainability plans developed in order to promote collaboration and idea sharing between student organisations.
Mover: Lizzy O’Shea (University of Western Australia Delegate, WA State Education Officer) Seconder: Pat Dollard (University of Melbourne)
ENVIRO 11.14- Clean Energy Bill
Preamble: 1. The Clean Energy Bill and its accompanying legislation are key to reducing the greenhouse gas emissions of Australia in an effort to combat climate change. 2. If action is not taken on climate change now students of the younger generations will have to bear the effects.
Platform 1. That the NUS oppose any attempt to repeal or amend the Clean Energy Act as it would endanger human life on earth and the futures of students. 2. That the NUS acknowledge that a market based tax is more effective than a subsidy that will be paid by taxpayers including students at combating climate change.
Actions 1. That the National Environment Officer and State Environment Officers shall lobby Ministers, MP’s, MLA’s, MLC’s and Senators to protect the environment and students futures. 2. That the National Environment Officer shall organise a campaign around this policy.
Moved: Liam O'Neill (Curtin Student Guild) Seconded: Patrick Dollard (University of Melbourne Student Union)
ENVIRO 11.15: Climate change
Preamble 1. Climate change continues to be one of the most critical issues confronting human society. 2. The current Liberal government has an atrocious attitude to climate change. Australia’s climate change performance index is now one of the worst in the world. Tony Abbott has a history of climate denial and has shut down the climate commission. ENVIRONMENT
3. Coalitions of business groups have continually vocally attacked any notion of responding to climate change in a manner that would increase business costs. The Liberal government acts on their behalf in its opposition to pursuing any such measures. 4. The carbon tax introduced by Labor and The Greens was not a progressive measure in dealing with climate change but a neoliberal tax that only acted to pressure ordinary people to consume less by increasing costs. It was therefore both an attack on ordinary people and completely useless as a measure to combat climate change. 5. There have been no real measures taken in the Australian parliament to combat climate change. 6. Mass sentiment for real action against climate change exists, as shown by the over 60,000 people who marched around the country in November as part of a National Day of Action against climate change.
Platform 1. Tony Abbott and the Coalition government’s climate-denialism and subservience to big business make them clear enemies of any movement looking to combat climate change. 2. Labor and The Greens have similarly shown that they are unprepared to take meaningful progressive action against climate change. However, on occasions when they or their members show support for such actions, they should be worked with. 3. NUS believes that without radical political action there can be no hope in combatting climate change.
Action 1. NUS will promote and help to organize rallies and other events to build a grass-roots campaign against climate change. 2. The Environment Officer will help to build such events by organizing transport to them from campuses where students have expressed an interest in attending. 3. The Environment Officer will liaise with activist groups and publish online and distribute their material so as to raise awareness around such campaigns where they exist. 4. NUS will campaign against any regressive taxes placed on ordinary people ostensibly to combat climate change.
Moved: Ben Solah (RUSU)
Seconded: Shalyce Larkin (Curtin Guild)
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ENVIRO 11.16: Tax the polluting mining bosses
Preamble:
1. The mining industry in Australia has experienced massive growth over the past decade, as companies have capitalised on the resource boom. Companies like BHP and Newcreast have increased their share value by over 300% in that period, while Gina Rinehart has risen to the status of the world's richest woman.
2. The industry continues to escape any significant taxation. Last year saw over $4.5 billion in federal subsidies and tax concessions to mining, while 2010 saw the mining bosses pool their resources to wage a successful campaign against the Rudd government's proposed resources super-profits tax.
3. This growth has corresponded with a massive increase to the environmental damage caused by the industry. Mining is one of the biggest producers of carbon emissions in Australia, exacerbating the country's already disproportionate contribution to global warming; as well as causing immense and irreversible environmental destruction in key regions of biodiversity.
Platform:
1. NUS is concerned by the low rates of taxation enjoyed by the mining industry and the political campaigns figures in the industry have run to maintain this state of affairs.
2. NUS opposes the environmental damage and destruction caused by the mining industry.
3. NUS recognises that the current functioning of the mining industry is harmful to the economic and social wellbeing of students and ordinary Australians.
Action:
1. That NUS calls on the federal government to cease all subsidies and tax concessions to the mining industry. 2. That NUS calls on the federal government to increase taxation of the mining industry. 3. That the National Environment Officer will participate in and support any campaigns against the environmental damage caused by the mining industry, such as the campaign against coal seam gas. Moved: Brodie May (FUSU) Seconded: Emily Feign (La Trobe)
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ENVIRO 11.17: Monsanto
Preamble:
1. Monsanto is an American multinational chemical, agricultural and biotechnology corporation. It is the leading producer of genetically engineered seed and the herbicide glyphosate. Monsanto is heavily involved in the Australian cotton industry, grains industry and horticultural industry.
2. Monsanto has a history of military research, interfering with research into chemicals it produces and withholding known data that would be detrimental to the company's profits. For example internal memos have shown when Monsanto sold the herbicide 'Agent Orange' to the US government for use in the Vietnam war, the company was aware of the possible impact that it would have on health of people who came into contact with the substance. Due to the withholding of this information many children that are born in Vietnam to this day suffer severe birth defects.
3. Further scientific research is required to better understand the long-term health and environmental impacts of GM crops in order to prevent harm to the environment and health of the public.
4. Credible and reliable research can be conducted only when it is independent of corporate influence, and submitted for independent peer-review.
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 Australian universities entering into partnerships with Monsanto or purchasing shares in Monsanto. 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 that it isn't controlled or influenced by corporate interests.
3. NUS supports a fully funded public higher-education system that isn't reliant on corporations for funding.
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4. NUS supports actions such as “March Against Monsanto” that are held to raise the awareness of the possible dangers of GM crops, that oppose Monsanto, or speak out against laws that benefit corporations at the expense of the Australian public.
Action:
1. The National Environment Officer will work with campuses on targeted, specific issues regarding integrity of research.
2. The National Environment Officer will work in consultation with campus environment groups and student environment organisations such as AYCC and ASEN to develop resources and materials to assist in on campus activism and awareness-raising campaigns.
3. The National Environment Officer will support and be involved in world-wide, national or state-wide campaigns against Monsanto, GM crops or laws passed that benefit Monsanto at a cost to the Australian public, higher- education's integrity or the environment.
Moved: Omar Hassan (University of Sydney, SRC)
Seconded: Emily Feign (LTSU)
ENVIRO 11.18: Build Rail Not Roads aka Stop the East-West Link
Preamble: 1. As part of their 2013 Federal Election announcements the Liberal Party committed to spend billions of dollars on transport infrastructure, of which the vast majority of funding was allocated for road projects. 2. In Melbourne, a mammoth $1.5 billion has been allocated to the East-West Link, an 18 kilometre toll road which will, if built, connect Clifton Hill in Melbourne’s Inner North to the Western Ring Road in the cities west. 3. Under the first stage of the East-West Link, a tunnel will be built from Clifton Hill to Parkville, resulting in, amongst other effects, increased congestion in the cities inner north, increased pollution, particularly in areas where air ducts are to be built, the destruction of Royal Park West, heavy vibrations throughout the inner north of Melbourne during construction and the compulsory acquisition and destruction of over 100 homes and 40 businesses in Collingwood and Parkville.
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Platform
1. The National Union of Students condemns the Federal and Victorian State Government for their support of the East-West Link, as well as similar projects in other states such as WestConnex in Sydney. 2. NUS believes in Federal Government investment in quality tertiary education, as well as environmentally friendly transport options, and is opposed to Federal money going to projects which are going to have a detrimental environmental impact on Australian cities. 3. NUS believes that any transport project pursued by either the State or Federal Governments should be one which is not going to result in increased pollution, destruction of the natural and historic environment and have lasting irreversible repercussions on the air quality of any Australian city or town. 4. NUS is opposed to any project which is likely to remove students from their homes for its construction. In Collingwood and Parkville (the two suburbs where the tunnel is to surface) a number of students rent properties in the area affected, and are likely to be forced from their rentals as a result of construction). Furthermore, NUS is opposed to any transport project which construction will lead to physical trauma for any animal. The vibrations of the tunnels construction in Royal Park are likely to affect the population of a number of species of fauna, including the White Skink, with the project likely to destroy its entire habitat and lead to its extinction in Royal Park. 5. The NUS supports public transport projects, such as the Melbourne Metro rail tunnel which will not result in any environmental destruction, provide Melbournians with a more environmentally transport option into the city and construct an underground railway station at the University of Melbourne.
Action: 1. The National Environments Officer is to publish a press release outlining the NUS’s opposition to the East-West Link, as well as other road projects, and state the NUS’s support of Federal funding instead going to railways and tertiary education. 2. NUS expresses solidarity with community groups in Melbourne and throughout Australia who are currently fighting road developments which are to have a detrimental environmental impact on Australia. 3. The NUS shall publish information to students about road developments such as the East-West Link, and encourage students to get involved with campus environmental campaigns which will oppose further road construction, as well as encourage students to get involved in non-campus organised groups opposed to road construction.
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Moved: Patrick Dollard (University of Melbourne Student Union) Seconded: Jade Eckhaus (University of Melbourne Student Union)
ENVIRO 11.19: Sustainable Transport to University
Preamble: 1. Every day, University students make their way to University by both public and private transport. 2. In recent years, the number of people using public transport has increased substantially across the country, with the public beginning to grow aware of the environmental impacts that arise from travelling to work.
Platform: 1. The NUS encourages students to take public transport to and from University and places of higher education. 2. NUS supports the construction of public transport links to Australian tertiary institutions, with an emphasis on building rail transport. 3. NUS supports the construction of bike lanes surrounding Australian Universities, particularly in regional areas where the number of bike lanes connecting Universities and cities is lacking. 4. NUS encourages campuses to construct more places for students to park their bicycles, in an attempt to encourage riding to University.
Action: 1. The NUS directs the National Environments Officer to conduct a survey of University students about ways in which they travel to university, the advantages and weaknesses of their means of travel and any improvements which can be made near their University to improve public transport. Further, the findings of this survey are to be presented to relevant State and Federal politicians, in an attempt to see improvements to sustainable transport near universities.
Moved: Patrick Dollard (University of Melbourne Student Union) Seconded: Thomas Hayes (University of Melbourne Student Union)
ENVIRO 11.20: Sustainable and Affordable University Materials
Preamble: 1. Every year, University students spend hundreds of dollars on course materials including, but not limited to, text books, course readers and stationary. 2. If a student wishes to sell their textbooks afterwards, they have to either sell their book to someone they know, through personal advertising or through a
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union or bookshop organised book buying and selling program, of which few students know about. 3. Further, the majority of course readers and textbooks are printed on non- recycled paper, which not only destroys forests but also encourages deforestation through students buying paper from suppliers who profiteer from the destruction of the natural environment.
Platform 1. NUS supports the use of recycled paper in the creation of University materials, as well as retailers who sell University materials that are recycled. 2. NUS supports student unions in the creation of book co-ops, as a means of recycling university text books. 3. NUS believes that all students should have access and be informed about any scheme which encourages book recycling and cost effective mechanisms for which students can access books. 4. That NUS condemns University departments who continue to print course readings on non-recycled paper.
Action 1. The NUS directs the National Environments Officer, together with their state counterparts, to lobby all university book suppliers, producers and sellers to move to printing textbooks on a minimum 60% recycled paper, with this to increase in 10% intervals each year until all textbooks are printed on 100% recyclable paper. 2. The NUS encourages relevant campus officers to create student run book co- ops, as an opportunity and a place for students to buy, sell and trade books at a reasonable price. 3. The NUS directs the National Environments Officer to create a handbook showing campuses how to create campus co-ops, with this handbook to be distributed to all member campuses of the NUS
Moved: Patrick Dollard (University of Melbourne Student Union) Seconded: Thomas Hayes (University of Melbourne Student Union)
11.21 The Impact of Climate Change and the Need for a National Divestment Campaign
Preamble: 1. Dangerous global climate change and environmental degradation can be regarded as two of the greatest challenges for this century. 2. If current ‘business as usual’ emission projections are maintained, the world is likely to see up to a 4.8 degree Celsius rise in temperature by 2100
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according to the most recent report by the United Nations-mandated Intergovernmental Panel on Climate. 3. Universities have a responsibility to be environmentally ethical in dealing with students and prospective students. 4. Student Unions have a role in holding Universities to account for environmentally unfriendly policies that could further the national carbon emissions burden, and the aim to keep global warming to within 2 degrees Celsius and below.
Platform: 1. NUS acknowledges that the current and future educational outcomes of students are irrevocably tied to impact of climate change over the coming century. 2. NUS believes that as educational and business leaders, Universities have a responsibility to engage in socially and environmentally ethical behaviour with the aim of reducing their emissions footprint. 3. NUS encourages University students to engage with their Environment Collective and wider environmental advocacy organisations to push for greater environmental responsibility and ambition in combatting climate change by their resident University. 4. NUS holds true that national success in reducing the emissions of the tertiary education sector can only be achieved through collaboration on climate change campaigns with environmental non-governmental organisations (e- NGO’s) with similar goals, so as to access a broader network of sustainability conscious students.
Action: 1. NUS will make a national climate change campaign a central pillar of its environmental advocacy on both a national and state level, in recognition of the threat with which climate changes poses to the natural system and the value of the Australian lifestyle as a whole. 2. NUS and the National Environment Officer will collaborate with the fossil fuel divestment campaign being run by ‘Go Fossil Free’ student organisations and 350.org to co-ordinate a national campaign to have University Institutions (inclusive of student unions and student organisations) look at freezing any new investment in fossil fuel companies, and divest from direct ownership and any commingled funds that include fossil fuel public equities and corporate bonds over the next 5 years. 3. In recognition of the associated time-cost of helping co-ordinate such a campaign, NUS will increase the Campaign/Projects budget of the National Environment Officer to a minimum of $3000 for at least the 2013-2014 period.
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Moved: Michael Rosser (ARC@UNSW) Seconded: Dorothy Rapisardi (ARC@UNSW)
11.22 Supporting a Price on Pollution
Preamble: 1. Dangerous global climate change and environmental degradation can be regarded as two of the greatest challenges for this century. 2. If current ‘business as usual’ emission projections are maintained, the world is likely to see up to a 4.8 degree Celsius rise in temperature by 2100 according to the most recent report by the United Nations-mandated Intergovernmental Panel on Climate Change. 3. The 2010 Stern Review into the Economics of Climate Change concluded that the best key elements of future international frameworks on climate change action should include: a. Expanding and linking cost-effective emissions trading schemes b. Support for energy research and development, particularly in developing countries c. Action to reduce deforestation d. Adaption, through aiding the poorest developing countries most vulnerable to climate change with development assistance. 4. A joint report by the Climate Vulnerable Forum and the DARA Group in September 2012 found climate change to be damaging the global economy already, to the extent of $1.2 trillion per year, wiping off 1.6% of GDP globally. By 2030 under ‘business as usual’ emissions this is predicted to rise to 3.2% of global GDP and up to 11% of GDP in the least developed countries around the world.
Platform: 1. NUS recognises the anthropogenic climate change is one of the greatest moral, social, environmental and economic challenges of our time. 2. NUS acknowledges that many nations around the world are moving to Emission Trading Schemes in order to account emission reduction pledges on a national level, with the overall aim and development of an international carbon market over time. 3. NUS holds true that current and future educational outcomes are irrevocably tied to the impacts of anthropogenic climate change.
Action: 1. NUS supports an Emissions Trading Scheme (ETS) as the optimum, most cost- effective and most equitable way to reduce emissions on a national level for Australia.
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2. NUS supports the linkage of any current or future ETS with other international ETS’s to further consolidate international action on climate change. 3. NUS supports the work and value of the Clean Energy Finance Corporation as in instrument of the Australian Government. 4. NUS commends the $3 billion Australian Renewable Energy Agency (ARENA) as an instrument of the Australian Government to make renewable energy solutions more affordable and increase the amount of renewable energy used in Australia. 5. NUS supports the independent Climate Commission and abhors the abolition of this institution by the Coalition Government in 2013.
Moved: Michael Rosser (ARC@UNSW) Seconded: Rayan Jericho (UTSSA)
ENVIRO 11.23: Fossil Free
PREAMBLE 1. The neoliberal project has attacked our education, transforming universities into sites of exploitation where staff are disenfranchised from their labour and students are fed rigid ideas dictated by the so-called 'free' market and corporate interests. 2. These interests range from what are seen as more simple business partnerships, like interweaving with Ernst & Young, into more explicitly exploitative ones like partnerships with Rio Tinto, CSG research centres, and military research centres. 3. This corporatisation not only affects our education, turning us into products to be churned out of an education factory, but also directly impacts the environment as it allows for the development of new ways of environmental exploitation that puts our planet at risk. 4. This corporatisation is increasingly being challenged by students across the world, with divestment campaigns across America, Europe and Australia amongst other places as well as a strong push against cuts and privatisation.
PLATFORM 1. The NUS believes that our education should not only be free of costs, but free of corporate control and interests. 2. The NUS believes that our environment is too precious to lose and universities must take action in support of our environment. 3. The NUS recognises that involving corporate interests to invest in our education contributes to the destruction of our environment.
ACTION 1. The NUS directs the Environment Officer to collaborate with the Australian Student Environment Network in fighting to build the 'Fossil Free University' campaign.
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2. The NUS directs the Environment Officer to contact the environment departments of every student organisation to discuss the concept of divestment. 3. The NUS directs the Environment Officer to support the Education Department in fighting the threatened privatisation of our education by the Liberal government.
Moved by: Dean Anthony (ARC @ UNSW) Seconded by: Florence Roney (Monash Student Association @ Monash University)
ENVIRO 11.24: Live Exports Preamble 1. Over the last 30 years, Australia has sent well over 150 million sheep and cattle in the live export trade, with millions of animal deaths in the process and appalling conditions which drive most animals into severe illness and mutual mutilation if they do not die before arrival. 2. After an exposure of the live exports industry by 4 Corners, there was a large amount of public backlash against the industry, leading to federal Agriculture Minister Joe Ludwig establishing a series of new animal welfare regulations and briefly halting the live cattle trade to Indonesia. 3. Despite the large amount of support from the public – over four in five Australians - for the halting of live exports and pressure from the Greens and ALP backbenchers, the live cattle trade was re-opened by the Minister, to the detriment of local industries. 4. The new animal welfare regulations, ECSAS, are entirely inadequate and cannot prevent further animal cruelty via the live exports trade. New reports are already coming in of further incidences of animal cruelty in Indonesia – domestic processing with ethical treatment of animals is necessary. 5. The push for live exports has, in favour of short term gain, hindered our economic growth and employment rates with the Meat Worker’s Union reporting a loss of over 40,000 jobs. Research indicates that each domestic processing site, with ethical processes, would in of itself contribute $200million to our economy – money that could be invested in education, welfare and sustainability.
Platform 1. NUS support the ethical treatment of animals. 2. NUS express solidarity and support with the Meat Worker’s Union. 3. NUS believe that investment in education, welfare and sustainability and not in subsidising extraneous port facilities, is in the best interests of students and youth.
Action 1. NUS call upon the federal Government to ban live exports, shift meat processing on shore and encourage investment in regional Australia and regional economies. 2. NUS call upon the government to create an independent office in Animal Welfare. 3. NUS call upon the government to legislate requirements for CCTV cameras in every abattoir and meat processing site and introduce stronger animal welfare laws.
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Moved: Dean Anthony (ARC @ UNSW) Seconded: Florence Roney (Monash Student Association @ Monash University)
ENVIRO 11.25: It's time to Lock the Gate - Let's Stop Unconventional Gas! Preamble: 1. The unconventional gas industry is rapidly increasing its scope in the Australian energy market. Production projects to date are largely coal seam gas (CSG) on the east coast, but exploration into shale and tight gas deposits (with large estimated reserves) are underway. Gas is talked up by some as a clean energy source, or as a “transition fuel”, while we develop renewable energies. 2. For a safe climate, we need to shift to zero emissions within the next decade. With stationary energy currently responsible for 51% of our total emissions, the single biggest contribution to a safe climate future in Australia will come through making the switch to 100% renewables. This means no fossil fuels, including natural gas. 3. Particular concerns with gas mining and use – that require policy to address existing projects – include threats to water systems and supplies, leaking methane, above ground footprint, threats to the productive quality of the land (including agricultural land), health impacts, seismic activity and insufficient research.
Platform: 1. NUS believes Unconventional Gas is not an appropriate source of energy. 2. NUS believes Australia must move to renewable energy and become a more sustainable society. 3. NUS recognises that unconventional gas fracking is an issue which affects people from small, rural and regional areas. 4. NUS believes there should be no new gas. Investment in energy must be limited to technologies that can move us to a zero emissions economy, not commit us to new fossil fuels. Along with other fossil fuels, existing unconventional gas projects must be rapidly phased out, with workers guaranteed a just transition to alternative employment.
Action: 1. NUS calls for a royal commission into the full impacts of unconventional gas. 2. NUS calls for an immediate moratorium on all unconventional gas exploration and production until the outcome of the royal commission and democratic decision about the future of existing projects. 3. NUS call for a ban on hydraulic fracturing (“fracking”) and similar stimulation techniques for unconventional gas mining.
Moved: Dean Anthony (ARC @ UNSW) Seconded: Florence Roney (Monash Student Association @ Monash University)
ENVIRO 11.26: Uranium Preamble:
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1. In December 2011, the Australian Labor Party came to a resolution that they should remove the ban on uranium sales to India. India is not a signatory to the Nuclear Non-Proliferation Treaty and has developed nuclear weapons in the past; engaging in uranium sales may facilitate militarism and weapon development in India. 2. In 2007, the government accepted the nomination of Muckaty Station, an Aboriginal free holding in the Northern Territory, as a site for a radioactive waste facility against opposition by the NT government, environmental organisations and some traditional owners who testify that "they were never consulted, while others [will] say that they were not properly consulted and never consented to the nomination". 3. Uranium mining was prohibited, as a cross-partisan measure, in NSW under the Uranium Prohibition act of 1986, however in 2012 Premier Barry O'Farrell of the current NSW LNP government has lifted the ban. The LNP governments in other states also support uranium mining. 4. Uranium presents an ethical and environmental problem for Australia across its production, transport, sale and disposal. If we wish to preserve the health of our land, respect the sovereignty of traditional owners and take an active stance against militarism and nuclear warfare then we must reject uranium as a solution to the energy dilemma.
Platform: 1. The National Union of Students rejects uranium and nuclear energy as a solution to the dwindling of fossil fuels. 2. The National Union of Students condemns the development of nuclear weapons. 3. The National Union of Students supports the rights of the traditional owners of the land.
Action: 1. The National Union of Students commends the "Lizard's Revenge" action which protested against the mine expansion and the uranium industry in July of 2012. 2. The National Union of Students condemns the 2012 changes to uranium legislation by Barry O'Farrell. 3. The National Union of Students expresses solidarity with the traditional owners of Muckaty Station. 4. The National Union of Students condemns the Australian Labor Party's stance on uranium sales to India.
Moved: Dean Anthony (ARC @ UNSW) Seconded: Florence Roney (Monash Student Association @ Monash University)
ENVIRO 11.27: Supporting Social Movements and Student Networks Preamble: 1. In the period between 1994 and 2009, the position of NUS Environment Officer was held by activists involved in the Australian Students Environmental Network
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(ASEN) - founded in 1997 - and similar groups. Since this practice has lapsed, the position of NUS Environment Officer and its Department have often been neglected and disregarded by NUS. 2. Students increasingly are mobilising to react to the destruction of our environment and address the issue of climate change and this has led to proliferation of student organised environmental campaigns. In particular, we’ve seen the youth movement, dominated by students, mobilise through AYCC under the guidance of AYCC founder, former ASEN convenor and former NUS Environment Officer Anna Rose. 3. As the environmental movement surges amongst students, NUS has less student environmentalists engaging in the union than ever before at its detriment - the union has lost not only numbers but a diverse range of activist skills. 4. If the NUS Environment Department and the NUS itself is to be revitalised, it needs a broad range of skills and the rift between NUS and the activist movement needs to be bridged.
Platform: 1. That the NUS recognises that the environment is a key issue for students. 2. That the NUS recognises and supports the success of students mobilising for change on their own terms. 3. That the NUS recognises and supports the role of ASEN and AYCC in the student movement. 4. That the NUS Environment Department aims to represent the interests of the National Union of Students and attempt to act as a conduit between itself and ASEN and AYCC.
Action: 1. Campaign Participation: The NUS Environment Officer will support and take direction from campus and other student campaigns. The NUS will prioritise campaigns that environmental activists within the movement, such as AYCC, ASEN and campus collectives are actually developing. • Campaign support and participation by the NUS will seek at all times to be truly national, avoiding where possible the prioritisation of campaigns in a particular geographical area, based on an assessment - via consultation with activist networks and collectives - of where there is the greatest need and potential nationally. • It is not the role of the NUS to initiate, impose or ‘run’ campaigns on campuses nor to impose or make use of campus brands but to participate in existing campaigns around environmental issues, supporting them with the NUS’ contacts, network and experience. 2. Activist Support The NUS Environment Officer will endeavour to support campus and cross-campus activists and convenors in their activities, whether in the assistance of building on- campus campaigns or the production of grassroots publications. In particular, it should also involve: • Attendance and prioritisation of cross-campus convergences such as Students of Sustainability, Power Shift, and ASEN Training Camp.
ENVIRONMENT
• Travel, in particular, to places where the environmental movement needs support. These trips are solely to assist activities of campus activists in their ongoing activities. 3. Research and statistics The NUS Environment department will update and act as a central information system for: • The status and structure of campus and cross-campus activist groups, officers/convenors to be supplied upon request to any campus or cross-campus environment convenor of officer. • The role of the NUS Environment Officer should include undertaking one research project each year in collaboration with the NUS Research Department, as decided through consultation with campus and cross-campus environment activists. 4. Election The NUS will investigate the process of autonomous selection of the NUS Environment Officer position through ASEN and report back to National Executive throughout the year as to the method this could be done. Further to this, at the 2014 NUS National Conference, NUS will look to implementing the regulation changes required for this process.
Moved: Dean Anthony (ARC @ UNSW) Seconded: Florence Roney (Monash Student Association @ Monash University)
ENVIRONMENT
CHAPTER 12 – SMALL AND REGIONAL STUDENTS`
SR 12.1: Don’t scrap SSAF: Our Small & Rural Unis Need It
Preamble:
1. Throughout the period of Voluntary Student Unionism (VSU), rural and small universities and their student body suffered under a lack of funds and core services. Many union and associations in these areas closed as a result of VSU and the withdrawal of funds. 2. These policies, designed to target student activism, were devastating for rural and regional communities. 3. The Student Services and Amenities Fee (SSAF) provided funds for the much needed services for rural and regional campuses. Services funded have included careers and employment services, legal services, and other services vital to regional equity.
Platform:
1. The NUS condemn recent comments by the Minister for Education in support of repealing the Higher Education Support (Student Services and Amenities) Act 2011. 2. The NUS affirm the importance and benefit of SSAF in enforcing regional and rural equity. 3. The NUS oppose any effort to repeal the aforementioned legislation.
Action:
1. NUS will run campaigns supporting the importance of this legislation in supporting regional services and equity. 2. NUS will consult with student representatives on small and regional campuses in running the aforementioned campaigns.
Moved: Isaac Foster, TUU, University of Tasmania Seconded: Hannah Smith, TUU, University of Tasmania
SR 12.2: Endorsement of Demand-Driven System for Regional Universities
SMALL AND REGIONAL STUDENTS Preamble:
1. In 2009, the Commonwealth Minister for Education removed caps of student places on universities, and moved to a system of funding where universities were funded to whatever capacity of students they were able to handle. This was known as the ‘demand driven system’ 2. The demand-driven system has provided great benefits for students studying at small and regional universities, increasing access and participation from students who are disadvantaged by living in regional areas. This policy has also been good for regional communities and rural development. 3. In 2013, the newly elected Education Minister announced he would be conducting a review of the system.
Platform:
1. The NUS strongly endorses the demand driven policy of university funding for the benefits which it delivers for students and small and regional universities; 2. The NUS recognises the tangible benefits that the policy has for regional communities, and rural development, and recognises the role that universities play within regional communities; 3. The NUS unequivocally condemns any attempts by governments to restore caps on universities and abandon participation targets, lamenting the substantial impact this will have on regional equity and rural development. 4. The NUS condemns elitist rhetoric in the public debate concerning ‘quality’ at universities, and affirms the worth and potential of small and regional universities.
Action:
1. NUS office bearers will oppose any moves by governments to reimpose student caps and the abandoning of student participation targets. 2. NUS office bearers will consult with student representatives on small and regional campuses in conducting potential campaigns against the aforementioned policy changes.
Moved: Isaac Foster, TUU, University of Tasmania Seconded: Hannah Smith, University of Sydney, SRC
SMALL AND REGIONAL STUDENTS SR 12.3: Public Transport Victoria Zones for Concession
Preamble
1. Student finances are often pushed to the limit, resulting in less-than-adequate housing, food and clothing. Monash Clayton, Monash Berwick, Monash Peninsula, La Trobe Bundoora, RMIT Bundoora, Melbourne University Werribee and Victoria University Werribee are not considered rural, yet come with altered fees to utilise public transport to the Melbourne CBD. For a student wishing to stay within zone 2 on a concession card for one day, they are charged a fee of $2.42. If they need to cross into the current zone 1, their fee more than doubles and increases to $5.92. 2. This fee is discouraging at best. For students attending some of the above universities, travelling to the Melbourne CBD by Public Transport can take over an hour. Despite this, they are still on a metropolitan train network. This significant amount of time coupled with a higher fee leads students questioning whether they can afford the trip. 3. This leads to students not participating in further student activities. The National Union of Students is losing activists due to this barrier.
Platform
1. The National Union of Students acknowledges the barrier that multiple zones on the Public Transport Victoria Network presents to tertiary students towards:
a) Their financial circumstance b) Their ability to be involved in National Union of Students activities
2. The National Union of Students recognises the difficulty for tertiary students to travel into the Melbourne CBD
3. The National Union of Students proposes the abolishment of the zones system.
Action
1. The National Union of Students calls upon the National Union of Students President, National Small and Regional Officer and State Small and Regional officer to lobby the Victorian Government to:
a. Abolish zones in the Public Transport Victoria Network b. Adopt the current concession zone 1 fee across the Public Transport Victoria Network for all concession cardholders
Moved: Dani Rothwell (Monash University Berwick)
Seconded: Isabelle Kingshott (Victorian State Branch President)
SMALL AND REGIONAL STUDENTS SR 12.4: Small and Regional Campuses: Keeping Communities together
Preamble
1. The small and regional campuses have made outstanding contributions to their universities and are a vital part of the student experience at rural and regional universities. 2. With the small and regional campuses having a small population of students, they are not recognised as being a high priority for proper funding towards their student organisations. 3. The Federal Coalition Governments announcements around the removal of the Student Services and Amenities Fee could severely hurt small and regional campus organisations and the student bodies at these sometimes very isolated campuses.
Platform
1. NUS acknowledges the importance of Small and Regional Campus organisations in providing vital services to students at these campuses. 2. NUS recognises the significance of the small and regional campuses involvement towards student engagement and their organisations. 3. NUS recognises the importance of an active student organisation and having a positive campus life at the small and regional campuses. 4. NUS acknowledges that proper funding of these organisations is vital to their survival.
Action
1. The NUS National Small and Regional Campus Officer along with relevant NUS State Branches will run a campaign in the 2014 term to ensure that the funding at all Small and Regional campuses is maintained or increased for 2014. 2. The NUS National Small and Regional Campus Officer and relevant State Branch President will touch bases with the small and regional campuses regularly to ensure that their funding is maintained. 3. The NUS National Small and Regional Campus Officer will provide on-going support to the student organisations of the small and regional campuses through regular correspondence with these campuses.
Moved: Dani Rothwell (Monash University Berwick)
Seconded: Isabelle Kingshott (Victorian State Branch President)
SMALL AND REGIONAL STUDENTS SR 12.5: Engaging Small and Regional Campuses with National Days of Action
Preamble
1. Many Small and Regional Campus organisations find it hard to engage with student activism and National Days of Action particularly when these actions are held in state capital cities. 2. With travel times being long and expensive many campus activist are not financially able to attend actions and there is limited capacity for large actions to be held in rural areas.
Platform
1. NUS recognises the need to engage Small and Regional campus organisations with National Days of Action and other actions that happen throughout the year.
Action
1. The NUS Small and Regional Officer together with relevant NUS State Branches and the NUS President will contact Small and Regional campuses to find an appropriate way for them to engage with National Days of Action before the events occur.
Moved: Dani Rothwell (Monash University Berwick)
Seconded: Isabelle Kingshott (Victorian State Branch President)
SR 12.6: Small and Regional Campus participation in National Days of Action and NUS Campaigns.
Preamble
1. Small and regional campuses vary greatly in issues and environment from traditional city campuses. 2. The methods of effective advocacy and representation delivery are often very different from city campuses. 3. Regional campus student associations often feel disconnected, distanced and unable to participate in the National Days of Action. 4. Regional campuses often have their student cohort distributed over a greater geographic area, and/or have large sprawling campuses. 5. Regional campuses often have a large number of distance education students who care about their education but feel unable to contribute to national campaigns.
Platform
1. NUS believes that all students are entitled to fair and equal representation. 2. NUS strives to inform all students of the issues that affect their education.
SMALL AND REGIONAL STUDENTS Actions 1. That NUS endeavours to provide opportunities to participate in National Days of Action outside the traditional rally in a major city model. 2. That for every NUS campaign at least one element should be included that can be actively participated in by regional and distance students. 3. That NUS, wherever possible, includes elements in all campaigns such as photo petitions and online postcards.
Moved by Dylan Summerell (Newcastle University Students' Association)
Seconded by Casey Briggs (National Executive/Adelaide University Union)
SMALL AND REGIONAL STUDENTS SR 12.7: Formation of a Small and Regional representatives network
Preamble
1. Small and regional campus student associations are often disconnected from each other and can become insular and isolated. 2. Student associations benefit from skill sharing and shared knowledge. 3. The issues that affect small and regional campuses are often unique from issues that affect large city campuses. These issues often go unacknowledged . Platform
1. NUS believes that the voice of students united is stronger than those divided.
Actions
1. The Small and Regional Officer should form and administrate a group that is open to all elected members of small and regional student associations. This group shall be in a format that allows equal and active participation and discussion by all members. 2. The Small and Regional Officer shall investigate the feasibility of hosting a Small and Regional Summit.
Moved by Dylan Summerell (Newcastle University Students' Association)
Seconded by Casey Briggs (National Executive/Adelaide University Union)
SMALL AND REGIONAL STUDENTS 12.8 All Universities are equal
Preamble
1. Within the university sector an often elitist attitude is exhibited by (non-student) representatives of major city campuses. This is particularly prevalent within the “G08/Group of Eight” universities. 2. The actions and attitudes advocated by representatives of these universities often encourage and support policy that advantages their universities while disadvantaging other universities, most often the small and regional. 3. Small and regional campuses often have higher numbers of low SES and Indigenous students than large city campuses. The small and regional universities offer a valuable opportunity for students to obtain a higher education who may not otherwise be able to.
Platform
1. NUS condemns any policy that favours any particular university, or type of university, over others. 2. NUS supports equal opportunity for person to obtain higher education and acknowledges that small and regional campuses offer increased accessibility. 3. That NUS considers all universities equal.
Action
1. The Small and Regional campus officer should, with assistance from other appropriate office bearers, campaign against any policy that unfairly disadvantages any university.
Moved by Dylan Summerell (Newcastle University Students' Association)
Seconded by Casey Briggs (National Executive/Adelaide University Union)
12.9. Establishment of the Small and Regional Campus Network
Preamble:
1. With many Small and Regional Student Associations in dire financial straits, and the threat of Abbott government funding cuts looming, it is important that Small and Regional campuses across the country maintain strong communication channels in order to present a clear, unified message on behalf of all Small and Regional students.
SMALL AND REGIONAL STUDENTS 2. The establishment of a Small and Regional Campus Network is vital step in ensuring that NUS stays relevant with regional students, but also maintains a cohesive relationship between campuses, be they in far North Queensland or regional centres like Armidale.
Platform:
1. NUS recognizes that Small and Regional campuses face unique difficulties not encountered by campuses in major cities, particularly relating to enrollment levels, financial conditions and location.
2. Due to the unique difficulties faced by S&R campuses, a collaborative approach should be taken, not only in the implementation of campaigns, but in the development of campaigns.
3. The National Union of Students supports the establishment of a Small and Regional Campus Network aimed at creating an efficient communication system between S&R campus leaders and NUS.
Action:
1. The National Small and Regional Officer will work with representatives from Small and Regional Student Associations as well as NUS State Branch Small and Regional Officers to develop a Small and Regional Campus Network.
2. The Small and Regional Campus Network shall meet;
· On at least one occasion, face to face, at a small or regional campus before the 2014 NUS National Conference.
· On at least three occasions via phone hook up before the 2014 NUS National Conference.
3. The National Executive will aim to provide material support in facilitating the establishment of the Small and Regional Campus Network and its subsequent meetings.
Moved: Jack Boyd (WUSA)
Seconded: Michael Pettersson (National Small and Regional Officer)
SMALL AND REGIONAL STUDENTS CHAPTER 13 - MISCELLANEOUS
MISC 13.1: Solidarity with imprisoned members of Pussy Riot - Hooliganism is a right not a crime!
Preamble:
1. Pussy Riot is a punk group based in Russia who perform publicly against the Russian Government for women’s and LGBTIQ rights. 2. In 2012 three members imprisoned for performing a punk prayer at Moscow’s Cathedral of Christ the Saviour. Their charge was; “hooliganism motivated by religious hatred”. 3. In 2013 one of the members, Nadia Tolokonnikova, wrote an open letter, which was published in The Guardian describing the conditions in which she and the other members were being kept. In protest to these conditions she had undertaken a hunger strike. 4. After this letter was published, Tolokonnikova was moved to a prison hospital, in which she was unable to see any visitors. She was then moved to a penal colony in Siberia.
Platform:
1. The National Union of Students believes in the equal rights for those disenfranchised and excluded by their governments internationally. 2. Conference floor affirms its support for activists both locally and internationally working towards the same goals as the National Union of Students. 3. NUS calls for the immediate release and pardon of Nadia Tolokonnikova, Maria Alyokhina and Katia Samutsevich.
Action:
1. Conference floor calls upon the NUS 2014 National Office Bearers to write a letter of solidarity to Nadia Tolokonnikova, Maria Alyokhina and Katia Samutsevich. 2. Further to this 2014 National Office Bearers will co-sign a letter to the Russian Government and Russian President, Vladimir Putin, calling for the immediate release and pardon of all members of Pussy Riot.
Moved- Clare Keyes-Liley, National Education Officer Seconded- Helen Morrison, La Trobe University Student Union
MISCELLANEOUS MISC 13.2: Cops off Campus
Preamble 1. Over the course of 7 days of strike action at the University of Sydney, Vice Chancellor Michael Spence along with other members of University management, invited the police onto campus to break the picket lines. 2. At many of the picket lines this resulted in violent clashes between the police, and staff and students, and a total of 19 arrests were made throughout the campaign, resulting in dozens of charges. 3. A number of injuries were also incurred due to the aggressive nature of the police, including but not limited to a broken leg and severe bruising.
Platform 1. NUS recognises that the police are an anti-union organisation who present a threat to the rights of staff and students. 2. NUS opposes the use of police by University management to try undermine industrial action taken by the NTEU and to harass student protesters. 3. NUS believes that University campuses should offer a safe environment for both staff and students, and thus opposes the presence of police on campus. 4. NUS recognises that the presence of cops on campus has only increased the level of violence rather than prevented it.
Action 1. NUS condemns University of Sydney Vice Chancellor Michael Spence for inviting cops onto campus to violently break the NTEU picket lines. 2. NUS calls on all Universities to ban police from their campuses, and to allow students to take protest action free from the repression of police. 3. NUS and affiliated student unions, will show solidarity with any student who is arrested as the result of an action on campus by providing both legal and financial assistance. 4. NUS requires all affiliated students unions to be police free zones, so as to assure a space for students on campus that is free from the threat of police.
Moved: Ridah Hassan (University of Sydney, SRC) Seconded: Omar Hassan (University of Sydney, SRC)
MISC 13.3: NUS should be pro-Palestine
Preamble:
MISCELLANEOUS 1. The Zionist state of Israel is one based on the ethnic cleansing of and racism towards Palestinian people. The birth of Israel in 1948 saw over 500 Palestinian villages and 11 urban neighbourhoods wiped off the map. 700,000 Palestinians were expelled from their homes and thousands massacred. This atrocity is remembered by the Palestnians as the Nakba, meaning the ‘Catastrophe’ or ‘Disaster’ in Arabic.
2. Israel is an expansionist, aggressor state. Through a series of Wars, military assault – such as the ‘Pillar of Cloud’ offensive on Gaza beginning in November 14 - and the gradual expansion of illegal settlements, Israel has stolen Palestinian land. Israel is the fourth biggest military power in the world and the only country in the Middle East with nuclear arms.
3. Hand in hand with Israel’s expansionist project is that of the ethinic cleansing of the Palestinians, involving countless violations of human rights and international law. Gaza can be seen as a case study, where Palestinians in Gaza have not only been terrorized and killed by the Israeli military and settler gangs but have been under blockade since 2007. The reality of the blockade means that Gaza does not receive many of the basic necessities of life, such as adequate water, electricity, food and medical supplies. 2013 represents an escalation of the blockade conditions with Israel’s constant closure of crossings out of Gaza and Egypt’s crackdown on the tunnels linking the two counties, tunnels which channel a vital stream of the before mentioned basic resources. The past few years has seen the Palestinian economy on the verge of collapse, the United Nations Office for the coordination of Humanitarian Affairs (OCHA) stating the unemployment rate in Gaza is one of the highest in the world.
4. The Boycott, Divestments and Sanctions (BDS) Campaign calls for a global response to injustice in Palestine, involving political and economic pressure on Israel. The profile of the BDS campaign has increased significantly in the past few years. One example of this is the increase endorsement of the campaign, and active Boycott of Israel by celebrities - Stephen hawking, Roger waters, Elvis Costello, Pete Seeger to name a few. In Australia, the growing number of industrial union that endorses BDS is adding weight to the campaign. This includes the national office of the AEU, AMWU, CFMEU and the ETU, as well as numerous branches of these and other unions.
5. Student unionism has a significant role to play in the pro-Palestine movement. This is undermined by NUS office bearers going on payed Junkets to Israel.
6. These are by and large funded by the Australia/Israel & Jewish Affairs Council (AIJAC) through the Rambam Israel Fellowship program as a political intervention - to weld the student wings of political organisations to an allegiance to the Zionist project. This has a conservatizing and intimidating effect toward any pro-Palestine
MISCELLANEOUS sentiment within the union and by extension the student movement as a whole. The junkets can only serve to reinforce the whitewashing of Israel, that dominates mainstream discourse on the oppression of Palestinians and is rabidly pushed by the Australian ruling establishment, even more so under Abbott. Furthermore, the junkets discredit the seriousness of the unions approach to solidarity and issues of oppression.
Platform
1. NUS condemns all National Office Bearers involved in paid junkets to apartheid Israel in line with the BDS campaign.
2. NUS commends all worker and student organizations that have commitment to pro-Palestinian activism and endorsed the BDS campaign
3. NUS reaffirms its commitment to support the rights of the oppressed by recognizing the struggle of the Palestinians as one against Apartheid ethnic cleansing and self-determination.
4. NUS reaffirms its commitment to fighting on the side of the oppressed by recognizing the rights of the Palestinians to resist the Apartheid occupation by Israel.
5. NUS condemns the Australian government’s economic and political support for Israel and all organizations that promote Zionism.
Action
1. NUS condemns all Office Bearers who have previous gone to Israel 2. NUS will not allow union funds to be spent on any event promoting Zionism. 3. NUS will promote pro-Palestinian activism both on a national level and on affiliated campuses. This involves mobilizing members and providing funding for where possible for pro-Palestine events.
Moved: Jade Eckhaus (UMSU)
Seconded: Omar Hassan (USyd)
MISC 13.4: Defending Jake Lynch’s Academic Boycott of Israel
Preamble
MISCELLANEOUS 1. Professor Jake Lynch, head of the Centre for Peace and Conflict studies at the University of Sydney, refused to sponsor an application for a fellowship in Australia by Dan Avon, an Israeli academic from the Hebrew University 2. Lynch’s actions stem from his support of the Boycott Divestment and Sanctions campaign (BDS) against Israel 3. BDS is against Israeli atrocities against Palestine including the building of illegal settlement on the land of the Palestinian people, blockades at the port of Gaza and the abuse of human rights Israel carries out against Palestine 4. Shurat HaDin of the Israel Law Centre has filed a legal suit against Lynch for his support of BDS which will be taken to Federal Court. HaDin alleges Lynch’s support of BDS violates the Racial Discrimination Act (1975) however Lynch argues he has the right to refuse to sponsor Avon due to the center’s pro-BDS stance.
Platform 1. NUS stands with Professor Jake Lynch and the Centre for Peace and Conflict Studies in support of BDS 2. NUS supports BDS in general 3. NUS condemns the inhumane actions of Israel against Palestine and stands in support of the Palestinian people
Policy 1. NUS will work with organisations on university campuses and in the wider community relevant to the support of Palestine and BDS 2. NUS calls for the Australian government to support BDS 3. NUS supports Jake Lynch and other academic boycotts of Israel and stands in solidarity with Jake Lynch 4. NUS will actively publish articles on their website and other relevant forms of media showing support for Jake Lynch and BDS
Moved: Mara Thach (Adelaide Uni)
Seconded: Omar Hassan (USyd SRC)
MISC 13.5: Supporting radical international student movements
Preamble:
1. The ongoing global economic crisis has seen an intensification of attacks on the quality and accessibility of education in countries around the world.
MISCELLANEOUS 2. This has led to a number of students movements springing up in order to resist these attacks and defend education.
3. The Chilean student movement is an inspiring example of this, with hundreds of thousands of students mobilised against government attacks on the education sector.
Platform:
1. NUS recognises that it has an interest in student organisation in other countries successfully campaigning against attacks on education.
2. NUS stands in solidarity with all international student movements.
Action:
1. NUS pledges support for the Chilean student movement, and other struggles in defence of education.
2. NUS will seek to make contact with and offer solidarity and support to any major student movements that emerge in the coming year.
Moved: Grace Hill (FUSU) Seconded: Miranda Wood (Curtin Guild)
MISCELLANEOUS MISC 13.6: Police brutality at Mardi Gras Preamble 1. At Mardi Gras this year police brutally attacked a 19-year-old man named Jamie Jackson and a video of the assault went viral. Several other attendees of the parade reported being assaulted, police violently shoved people as a method of 'crowd control', drug searches were wide-scale and often carried out illegally, one person was strip searched in public, and police harassed topless women and men in chaps with the threat of being thrown out of the parade. All up there were 1000 police at the event, including some in full riot gear. 2. Two days after the video of the assault on Jamie Jackson came to light, 2,000 people turned out in defense of Mardi Gras to march down Oxford St in Sydney to Surry Hills police station, demanding an end to police brutality. The NUS Queer Department and local student organisations played a significant role in the protest, with UNSW, UTS and USyd Queer Collectives, UTS Indigenous Collective, leaders of USyd and UTS SRCs and many other student activists attending the march and supporting it in various ways. The rally was chaired by NUS Queer Officer Cat Rose. 3. At a 'community forum' held to air complaints after the protest, the officer in charge of the Mardi Gras police operation stated his intention to send as many police as he could to Mardi Gras next year, and that sniffer dogs and searches would continue to be used. This same officer has now been promoted to head NSW Police Gay and Lesbian Liaison Officer, while no action has been taken against any officer for misconduct.
Platform
1. NUS condemns the police violence and harassment at Mardi Gras this year and considers the event to have been unacceptably over-policed. 2. NUS condemns NSW Police for currently having taken no action against any police officer despite more than 100 separate complaints being lodged regarding police misconduct at Mardi Gras, for having as of September still not asked any questions of Fairfield Officer 266 (Cnst. Leon Mixios - who was at the centre of the two assaults against Jamie Jackson and Bryn Hutchinson), and for the same officer remaining on duty. 3. NUS condemns NSW Police's appointment of Superintendent Tony Crandell to Gay and Lesbian Liaison Officer after his management of the police operation of Mardi Gras this year. 4. NUS supports the call for an independent investigation body to be set up to replace the current method of police investigating themselves in cases of police brutality. 5. NUS considers the protest it involved itself in to be in the best traditions of
MISCELLANEOUS Mardi Gras, and reaffirms its support of the right to hold pride marches such as Mardi Gras and protests for queer rights free from police interference.
Action
1. The NUS Queer Department will seek the outcome of the long-overdue police investigation into the assault on Jamie Jackson; and the Attorney General's review into police oversight of critical incidents, and issue media statements that outline NUS' position. 2. The NUS Queer Department will initiate a media campaign in the lead-up to Mardi Gras in 2014 calling out the inadequacy of the response to complaints and demanding clear changes to police practice.
Moved: Cat Rose (NUS Queer Officer) Seconded: Sam Cavallaro (Curtin Student Guild
MISC 13.7: AUTONOMOUS CAMPAIGN TRAINING
Preamble
1. While fiercely contested student elections are an important aspect of
strong representation, instances of bullying, harassment or intimidation during elections damage the ability of elected bodies to engage with autonomous collectives.
2. Questionable conduct not only affects victims, but has the longer-term impact of deterring students from being involved with their representative bodies, arguably moreso among students identifying as Indigenous, queer and/or women.
Platform
1. NUS notes that racist, sexist, homophobic, transphobic and xenophobic
campaign behaviour locks out particular student communities from the
processes of student representation.
2. Students should be aware that inappropriate campaign behaviour
discourages engagement with collectives, departments, office bearers, student events and activism in general, in the long term.
Action
MISCELLANEOUS 1. Autonomous National Office Bearers should make themselves available to
assist in campaign training for campus elections.
2. Campaign training should have a focus on building engagement with
students who identify as a woman, Indigenous, and/or queer.
Mover: Blake Mooney (National Aboriginal & Torres Strait Islander Officer)
Seconder: Mikaela Wangmann (National Women’s Officer)
MISCELLANEOUS CHAPTER 14 - BY-LAWS CHANGES
NO CHANGES SUBMITTED
BY-LAWS CHANGES