Indigenous Education Statement 2012

Overview

The Department of Industry, Innovation, Science, Research and Tertiary Education (the Department of Innovation) requires information from higher education providers relating to their 2011 outcomes and future plans to meet ongoing responsibilities for Indigenous student achievement in higher education.

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

The Indigenous Education Statement is also used to determine providers’ eligibility for Indigenous Support Program (ISP) funding. Please refer to the Higher Education Support Act 2003 – Other Grants Guidelines (Education) 2012 which details ISP grant conditions. There are three conditions of eligibility for ISP – Table A providers must demonstrate to the Department of Innovation that they:

 Have implemented strategies for improving access, participation, retention and success of Indigenous Australian students.  Have increased participation of Indigenous people in the provider’s decision‐making processes.  Have an Indigenous employment strategy.

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

1

Higher Education Provider: University of

Indigenous Education Unit: David Unaipon College of Indigenous Education and Research (DUCIER)

SECTION ONE: OBJECTIVES FOR INDIGENOUS HIGHER EDUCATION

Since its foundation in January 1991, the University of South Australia has remained committed to equity and Indigenous education. This commitment is enshrined in the University Act of Establishment which states that the University will provide tertiary education programmes as the University thinks appropriate to meet the needs of Aboriginal people. UniSA’s commitment to educational equity is emphasised in the institution’s Vision: UniSA will be a leading contributor to Australia having the best higher education system in the world, supporting the world’s best educated and most innovative, cohesive and sustainable society; and in its Mission: UniSA educates professionals and citizens to the highest standards; creates and disseminates knowledge; and engages with our communities to address the major issues of our time. The University’s Values include a commitment to reconciliation with Indigenous Australians that builds social cohesion by achieving equitable educational access and outcomes across our diverse student community. The institutional values of engagement, sustainability and openness give effect to the many relationships UniSA has with Indigenous communities. UniSA’s approach to improving higher education outcomes for Indigenous Australians and how this is being implemented The University contributes to the achievement of national reconciliation between Indigenous and non‐ Indigenous Australians through objectives and priorities to improve equality of access, participation and outcomes for Indigenous students. As previously reported, UniSA is a national leader in incorporating Indigenous cultural competencies into its undergraduate curriculums. UniSA’s research focuses on the big issues of a changing world, including improving health and health care for all, and building just, resilient and inclusive democratic societies. UniSA’s approach to improving higher education outcomes for Indigenous Australians includes:  extending the quality and range of programs offered across the University to attract and support Aboriginal and Torres Strait Islanders as students and employees

 ensuring that UniSA’s curricula are inclusive of the experience of Indigenous Australians

 raising retention and completion rates for Aboriginal and Torres Strait Islander students towards University‐wide average rates

 promoting and supporting programs to heighten the research profile of Aboriginal and Torres Strait Islander staff and students within the University

 promoting and supporting postgraduate and research degrees among Indigenous Australians

 extending the breadth and scope of collaborative research with Indigenous communities.

2

How Indigenous perspectives are embedded in strategic planning and other key institutional documents In September 2010, UniSA released Horizon 2020, which defines the University’s aspirations for the next decade. Horizon 2020 acknowledges UniSA’s commitment to Indigenous Australians and includes the aspiration that by 2020, this commitment will be given expression across the University’s activities in the curriculum of its educational programs, in improved graduate outcomes in a range of professions where Indigenous people are currently under‐represented, and in UniSA’s staffing profile, where Indigenous employees will be represented among both academic and professional staff.

Taking the aspirations outlined in Horizon 2020, UniSA’s Corporate Plan 2011‐2015 defines a number of priority areas to position the University to respond to and achieve these aspirations. The Corporate Plan contains specific priorities to increase access of Indigenous students to UniSA programs. It is informed by plans prepared by each of the University’s Divisions, which respond to progress against priority areas and set targets against each of the University’s Key Performance Indicators (KPIs). Highlighted in the Corporate Plan is the University’s performance against future targets for each of its KPIs, including number of commencing Indigenous students and number of Indigenous student completions.

The following governance groups have, in their Terms of Reference, specific responsibility to monitor, benchmark and report on student recruitment, achievement and retention of equity groups, including a focus on Indigenous students:

 Academic Board  Academic Standards and Quality Committee  Student Experience Committee  Indigenous Participation Education and Employment Group (IPEEG).

IPEEG reports to the Vice Chancellor and Senior Management Group (SMG) through the Chair (currently the PVC: Education, Arts and Social Sciences). IPEEG receives reports from the Indigenous Employment Working Group (IEWG), a sub‐committee of IPEEG. IPEEG provides strategic advice to the University on participation, education and employment issues that affect Indigenous staff and students.

The terms of reference for IPEEG are to: 1. Provide strategic advice to the University on participation, education and employment issues that affect Indigenous staff and students, including the University’s performance in relation to Indigenous student access, participation, retention, success and graduation. 2. Provide advice on the University’s recruitment of Indigenous students consistent with the University’s strategic intent and priorities. 3. Provide advice on the University’s recruitment of Indigenous staff consistent with the University’s strategic intent and priorities. 4. Facilitate the development of the University Indigenous Education Plan. 5. Provide advice on Indigenous content for key University publications.

3

The roles and functions of the IEWG include: 1. To advise UniSA on strategies and approaches to increasing the recruitment and participation of Aboriginal and Torres Strait Islander people in the University’s workforce. 2. To formally report to the IPEEG on the effectiveness of implementation and continuing development of UniSA’s Indigenous Employment Strategy. 3. To provide specific advice and feedback to the Human Resources Unit on the effectiveness and further development of strategies to improve the recruitment, development and career progression of Aboriginal and Torres Strait Islander people into and within the University’s workforce.

SECTION TWO: ACHIEVEMENT OF NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION POLICY (AEP) GOALS IN 2011 AND PLANS FOR FUTURE YEARS

2.1 Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander peoples in educational decision‐making.

The number of Aboriginal and Torres Strait Islander Australians involved in institutional decision‐making processes and the nature of their involvement UniSA has strong Aboriginal and Torres Strait Islander Australian representation on key University decision making committees, including:  Indigenous Participation, Education and Employment Group, and its sub‐committee: Indigenous Employment Working Group  Student Experience Committee  Pathways Working Group  Domestic Student Recruitment Working Party  Student and Academic Services Committee  University and Division Teaching and Learning Committees and School Boards. The University Council, and the Advisory Committee to the David Unaipon College of Indigenous Education and Research (DUCIER), include Indigenous academic staff and senior members of the South Australian Indigenous community. In 2011, the Dean: DUCIER and Portfolio Leaders maintained membership on various Division based and University committees, including the Human Research Ethics Committee and Divisional and University Research Groups. Indigenous staff play a key role in both providing guidance and leadership on matters relating to Indigenous Australian issues across the University and contributing to the broader teaching and learning, research and research education, and community engagement business of the University. The roles and responsibilities of Aboriginal and Torres Strait Islander leaders at UniSA  Indigenous leaders at UniSA contribute to the strategic direction of DUCIER within the parameters of Horizon 2020 and the University’s Corporate Plan. They advise the Divisions, Schools, Units and Senior Management on matters relating to Indigenous education, and report on factors impacting on Indigenous trends, access, retention, success and completions. All Indigenous academic leaders engage in research, and maintain extensive community engagement and/or industry connection.  Other roles and responsibilities include program development, research development planning and human/financial/resources and strategic management.

4

The role played by UniSA’s IEU (Aboriginal and Torres Strait Islander Education Unit) in decision making processes The University’s Indigenous Student Services (ISS) Unit provides advice and guidance on matters relating to Indigenous education, admissions and recruitment. Positioned within DUCIER, the ISS unit contributes to the business of the College Board and working parties in teaching and learning and research. Indigenous Academic Advisers and/or a Project Officer (Equity—Indigenous) are located on each of the five UniSA campuses, and work closely with Aboriginal and Torres Strait Islander students and Divisions to assist in the implementation of the Indigenous aspects of the Corporate and Division Plans. 2.2 Increase the number of Aboriginal and Torres Strait Islander peoples employed, as academic and non‐ academic staff in higher education institutions.

An outline of UniSA’s active Indigenous Employment Strategy including details on how it was authored, how current it is and whether or not it is publicly accessible on the internet UniSA has a publicly available triennial Indigenous Employment Strategy (IES), Yaitya Warpulai Tappa (Indigenous Work Path). At the core of the IES is a target for Indigenous employment of two percent of UniSA’s total workforce, to be achieved over the life of the strategy. The target is long standing, based on the proportion of Indigenous people in the South Australian population, and is comparable in scope to Indigenous employment targets set in the State’s other universities, its public sector and some former State enterprises. Over the past three years, the University has sought to improve the effectiveness and sustainability of its employment strategy by improving the integration of its Indigenous participation, education and employment strategies, by making it clear that Indigenous employment targets are the responsibility of all managers, and by establishing better linkages with other South Australian agencies working to improve Indigenous employment outcomes and life opportunities. The development of the strategy has been led by the University’s Indigenous Employment Consultant and guided by an advisory group that included members drawn from the external Indigenous community and Indigenous staff within the University. The strategy is available publicly at http://www.unisa.edu.au/hrm/equity/cultural.asp. Work is being undertaken to substantially revise the Indigenous Employment Strategy and to align it with Horizon 2020 and the University’s wider corporate planning objectives. This process is being led by the Dean of DUCIER and staff within Human Resources with specific responsibility for Indigenous recruitment and development. Strategies for increasing the number of Aboriginal and Torres Strait Islander Australians employed at UniSA 2007 2008 2009 2010 2011 Indigenous employment as a percentage of total staff 1.4% 1.3% 1.3% 1.2% 1.1% (headcount) No. of continuing and fixed‐ term Indigenous staff 34 34 34 31 29 (headcount)

Improving the University’s strategy for increasing the number of Indigenous staff has included a number of key features in 2011.  The most significant initiative undertaken by the University has been the introduction of an Indigenous graduate program. The University had engaged actively over the years in supporting and managing trainees of various types, including those funded under government programs. These have not met the University’s need for job ready professionals. Following approval from senior management the graduate program was established to both aid in improving the proportion of Indigenous people in the 5

University’s workforce and provide a structured exposure to work for University graduates. The program is two years in length and the first cohort of two Indigenous graduates entered the program in 2011, funded from the Vice Chancellor’s development fund. The Indigenous graduate program is intended to become a flagship element of the University’s Indigenous Employment Strategy taking in two new graduates each year. The program itself is based on six month rotations with program participants working in a diverse range of professional support areas, such as Human Resources, Marketing and Career Development, across the institution.  Complementing the graduate initiative, the University provides a special professional development fund which is available only to Indigenous staff. The funding allocation is calculated as 20 percent of the employee’s base salary plus on‐costs at the time of appointment. The fund has been used since its introduction in 2004 to fast track acquisition of new qualifications and skills. The fund is also part of the graduate program, providing graduates with an opportunity to supplement work‐based learning with other more structured professional development opportunities.  Improved work design and culture (assessing the suitability of work places/environments for staff from culturally diverse backgrounds). The University provides cultural awareness training for academic and professional staff. In 2011, a project officer was employed for six months to interview all current Indigenous staff, and postgraduate students, to examine the work place culture and to provide recommendations on how the University could better provide a culturally safe and inclusive working environment. The recommendations were considered by the IEWG and are helping to frame redevelopment of the Indigenous Employment Strategy.  The University, with encouragement from the Vice Chancellor, commenced the process of developing a Reconciliation Action Plan. This was informed in part by the Indigenous workplace culture project and was aimed at improving the working environment for Indigenous staff. The first significant step in 2011 was consultation between the Vice Chancellor and Indigenous staff to obtain their support.  Support for line and other managers (via consolidating advice and ongoing support).  Indigenous Employment Register development and job network linkages. Other strategies employed in 2011 included:  oversight by an Indigenous Employment Advisory Committee  an Indigenous Staff Network. Four priority areas continued as the mainstays of the 2011 IES. These included: cultural awareness and developing a culturally inclusive workplace; support for staff development and marketing.

6

The number of Aboriginal and Torres Strait Islander‐specific positions at UniSA, detailed by occupation and level Position Title Work area Classification No. of Staff Aboriginal Research Assistant Spencer Gulf Rural Health School ARA 1 Academic Adviser David Unaipon College A 1 Administrative Officer David Unaipon College 03 1 Associate Professor in David Unaipon College D 1 Aboriginal Studies Learning and Teaching Unit 04 1 Business Project Officer Planning and Institutional 04 1 Performance Clinical Research Associate Sch Health Sciences ARAS 1 Coordinator Indigenous David Unaipon College C 1 Student Services Coordinator: Indigenous Unit Spencer Gulf Rural Health School 07 1 Dean: David Unaipon College of Indigenous Education & David Unaipon College ESS 1 Research Indigenous Student Services David Unaipon College 04 1 Administrator Lecturer David Unaipon College A 1 Lecturer David Unaipon College B 3 Lecturer in Aboriginal Studies David Unaipon College B 1 Lecturer in Aboriginal Studies David Unaipon College A 1 –Education Lecturer in Aboriginal David Unaipon College B 1 Studies—Communication Lecturer in Art and Aboriginal David Unaipon College C 1 Art / Studies Library Officer (High Demand) Library 04 1 Marketing Officer (Future Marketing and Development Unit 04 1 Student Enquiries) Personal Assistant David Unaipon College 04 1 Program Administrative Sch Nursing and Midwifery 04 1 Officer Program Support Officer Sch Art Arch and Design 05 1 Project Officer—Research David Unaipon College 06 1 Regional Indigenous Academic David Unaipon College B 1 Adviser Research Assistant Division Office Research IEE ARA 1 Research Assistant: Spencer Gulf Rural Health School ARA 1 Senior Academic Adviser David Unaipon College B 1

7

The current number of Aboriginal and Torres Strait Islander staff at UniSA and their spread across the University Position title Academic Professional Aboriginal Research Assistant 1 Academic Adviser 1 Administrative Officer 1 Associate Professor in Aboriginal Studies 1 Business Project Officer 2 Clinical Research Associate 1 Coordinator: Indigenous Student Services 1 Coordinator: Indigenous Unit 1 Dean: David Unaipon College of Indigenous Education & Research 1 Indigenous Student Services Administrator 1 Lecturer 4 Lecturer in Aboriginal Studies 1 Lecturer in Aboriginal Studies—Education 1 Lecturer in Aboriginal Studies—Communication 1 Lecturer in Art and Aboriginal Art / Studies 1 Library Officer (High Demand) 1 Marketing Officer (Future Student Enquiries) 1 Personal Assistant 1 Program Administrative Officer 1 Program Support Officer 1 Project Officer—Research 1 Regional Indigenous Academic Adviser 1 Research Assistant 1 Research Assistant: Adelaide 1 Senior Academic Adviser 1 Total 18 11

The role played by the IEU in improving Aboriginal and Torres Strait Islander employment at UniSA  The Indigenous Employment Consultant (IEC) is instrumental in connecting with potential Indigenous employees, and as part of their role, regularly engages with the Aboriginal and Torres Strait Islander communities and promotes UniSA as an employer of choice. Internally, the IEC maintains the Indigenous staff networking group, advocates for Indigenous employees, co‐ordinates the University’s Cultural Awareness Program and is Executive Officer to a range of employment‐related committees.  In 2011, due to difficulties in recruiting a replacement Consultant after a new high level recruit departed early due to being ‘head hunted’ for a more lucrative and prestigious role, the University filled the gap with a special project (discussed above) led by an Indigenous Project Officer. A new Consultant was recruited at the end of 2011 after a number of attempts.  The Co‐ordinator of the Indigenous Student Services Portfolio of DUCIER is on the University’s IPEEG. The IEWG reports to IPEEG.  Academic Advisers within the Indigenous Student Services area are provided with support to engage in further study, research and training.  The outreach and marketing activities of the ISS Unit position it well to promote UniSA as an employer of choice and have positively impacted on Indigenous employment within the Divisions. 8

Continuing and Fixed Term Indigenous staff numbers 2011 Work area Academic Professional Total David Unaipon College 14 4 18 Division Office Research IEE 1 1 Learning and Teaching Unit 1 1 Library 1 1 Marketing and Development Unit 1 1 Planning and Institutional Performance 1 1 Sch Art Arch and Design 1 1 Sch Health Sciences 1 1 Sch Nursing and Midwifery 1 1 Spencer Gulf Rural Health School 2 1 3 Total 18 11 29 Casual Indigenous staff numbers 20111

Work area Academic Professional Total David Unaipon College 5 5 Division Office Research IEE 2 2 Inf Tech Eng and Env Division Office 5 5 Sch Comm Int Studies and Lang 1 1 Sch Health Sciences 1 1 Sch Management 1 1 Spencer Gulf Rural Health School 1 1 Total 15 1 16

2.3 Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education. Commencing Aboriginal and Torres Strait Islander student numbers (access rate)  All Divisions of the University are required to set targets for Indigenous student numbers. Target setting involves identification of discipline areas and programs which address particular needs of Indigenous and wider communities, and goes beyond the more traditional areas of study for Indigenous students. These targets are supported by Divisional and University‐wide scholarships. In 2011, the commitment to Indigenous scholarships across the University was $237,269.  Alternative modes of delivery, use of learning technologies and mixed modes of education have been further developed. Developments in the online learning environment are ongoing and include improving online interactivity in order to overcome many of the disadvantages of remote area learning experienced by Indigenous students who may study at one of seven regional locations.  Through the combined efforts of Indigenous Student Services and Divisional staff, UniSA continued to attract the greatest share of Indigenous first preference applications to the South Australian universities and access rates are continuing to rise.

1 There was also one Indigenous member of University Council in 2011. 9

Access Rates (%) Indigenous Commencing Students

(source 2008, 2009, 2010 IPP) Group 2008 2009 2010 2011 preliminary UniSA 1.38 1.57 1.29 1.54 State – SA 1.29 1.35 1.39 n.y.a Sector 1.58 1.63 1.59 n.y.a

2011 access rate is preliminary, access rate comparisons not available until 2011 IPP issued in 2013. Programs run, through the IEU (Aboriginal and Torres Strait Islander Education Unit) or otherwise, to improve access of Indigenous students  The University’s ISS Unit engages each year in a range of marketing and recruitment activities with the aim of improving access rates for ATSI students. The ISS team maintain strong community, industry and organisation links and uses these to promote university study to Indigenous peoples generally.  The University continues to accept the Indigenous Special Entry Package as an additional pathway for Indigenous students who do not meet the normal entry requirements for admission to some programs. The ISS Unit manage this process and make appropriate recommendations to the Divisions.  In 2011, Health Sciences staff worked with the ISS Unit to develop a special entry pathway for Indigenous students seeking to enter the Bachelor of Midwifery.  A preparation program for potential and commencing students in Health Sciences has been developed by the Division of Health Sciences as a jointly funded program for induction of Indigenous students.  Pathway arrangements have been negotiated with TAFE, and the USANET special access scheme awards bonus points to all current students.  The availability of UniSA Foundation Studies (enabling program) continues to assist Indigenous students ‐ 2.82 percent of students enrolled identify themselves as Indigenous. In 2011, the program was managed and delivered by the newly formed UniSA College. The UniSA College, in partnership with DUCIER, will focus on developing action strategies to overcome barriers and challenges that Aboriginal students confront when considering participating in higher education. During 2011, planning to improve pathways from the Foundation Studies Program into the new Bachelor of Arts (Indigenous Cultures and Australian Society) were strengthened with a view to further developing the capacity for increasing Indigenous student access from 2012. Outreach activities and their success in including and attracting Aboriginal and Torres Strait Islander students  Community engagement activities conducted by the ISS Unit in collaboration with the University’s Marketing and Development Unit and the SA Education Department continued in 2011.  Career and other presentations are undertaken throughout the year, including school visits and attendance at career expos.  The Indigenous Employment Consultant engages with Year 12 and other future students throughout the year with the aim of promoting UniSA as a welcoming place of learning and research.  The Anangu Teacher Education Program (AnTEP) is now in its 28th year of continuous operation and provides opportunities for Indigenous Australian students living in communities in the far north‐west of South Australia in the APY Lands, at Yalata on the west coast of South Australia, and at Oak Valley in the Lands. AnTEP is a collaboration between UniSA, the Department of Education and Children’s Services and the Yankunytjatjara Education Committee. AnTEP prepares Anangu students to become independent classroom teachers in their own community schools and also provides courses to enable Anangu Education Workers to upgrade their professional knowledge and competencies. 10

 The outreach program “Murras@UniSA” continued in 2011. Planned in conjunction with the University’s Marketing and Development Unit and High School Aboriginal Education Workers (AEWs), a two day program of activities on campuses was undertaken to encourage Indigenous Year 12 students to study at UniSA. The Health Sciences Division also ran a ‘Studying in the Health Sciences’ compulsory workshop for commencing students in order to ensure that they were fully aware of the University’s expectations once they commence study.  Academic Advisers, and the Coordinator: ISS, routinely undertake school and community visits in key metropolitan and regional locales to promote the benefits of studying at UniSA as an Indigenous student. UniSA Indigenous staff are well known in their communities and invest time throughout the year to build partnerships of trust so that study at UniSA is identified with flexibility, support and success.  Interstate student recruitment continues to promote collaborative tutoring arrangements for students living in areas where access to ITAS tutors may not be readily available. An Academic Adviser undertakes a recruitment and promotional reconnaissance to NT, Qld and NSW areas throughout the year in order to recruit and develop these collaborative tutoring partnerships.  At every opportunity, Indigenous students are welcomed to UniSA through the Indigenous Student Services Unit. The comprehensive Tertiary Preparation Week activities, which run during the main and mid‐year admissions intakes, and conclude with a Family and Friends Event, encourage potential students to the University.  Indigenous staff are well represented on a range of community and related bodies conducting community events on a regular basis.  The UniCamps program is an initiative of the Centre for Regional Engagement that is run in partnership with the Spencer Gulf Rural Health School (SGRHS). It brings students from Mimili Anangu School in the APY Lands to the Whyalla Campus for a week‐long stay. The students take part in academic, career and independent living activities organised by UniSA and SGRHS. Activities are designed to boost student aspirations to finish Year 12, increase awareness of post‐secondary study options, and equip students to live and study independently. Initial feedback indicates that, after three camps, the first cohort of students has strong aspirations to complete secondary school and undertake further study. Future camps will focus on developing pathways to achieving this aspiration.  The Aboriginal Maths and Science Program aims to deepen student understanding of these disciplines and build skills and knowledge across these discipline areas. The program promotes the history, culture and achievements of Indigenous Australia in relation to maths and science, which is used as a means of demonstrating the interrelatedness of these disciplines and their importance to Aboriginal culture and history.  Support of the Aboriginal Power Cup by the UniSA College and the ISS unit, which involves Indigenous high‐school students in the study of a SACE unit emphasising career aspiration and leadership skills. The unit culminates with a carnival which incorporates a football competition, leadership skills, workshops and career information. In 2010, over 300 Aboriginal students from 18 school sites around the State were involved. Aboriginal and Torres Strait Islander specific and other scholarships An extensive list of Indigenous‐specific and other scholarships are available for Indigenous students, and information can be accessed on the University website at: http://www.unisa.edu.au/scholarship/. Undergraduate scholarships for Indigenous students include:  The Aboriginal and Torres Strait Undergraduate Pharmacy Scholarship Scheme; AusAID Indigenous Scholarships; Rural and Remote Nurse Scholarships; Commonwealth Scholarships; CRC for Water Quality and Treatment—Indigenous Student Scholarship Scheme; Division of Business Indigenous Scholarships; Division of Information Technology, Engineering and the 11

Environment Indigenous Scholarships; Indigenous Scholarship; The Irene and David Davy Scholarship for Advancement of Aboriginal Education; Minerals Council Scholarship Program; National Indigenous Cadetship Project (NICP); Northern Schools Education Scholarships; Puggy Hunter Memorial Scholarships Scheme; Robert Riley Scholarships; Sally White/Diane Barwick Award; Shirley Harper Indigenous Scholarship in Education; South Australian Aboriginal and Torres Strait Islander Peoples’ Scholarships Investment Fund; Terry Roberts Memorial Scholarships for Aboriginal South Australians; Lane Bursaries, provided through the Australian Federation of Australian University Women South Australia Trust Fund; and UniSA Study and Priority Grants. Postgraduate scholarships for Indigenous students include:  Aborigines Advancement League; Reconciliation SA Aboriginal Education Leaders Fund; The Australian Federation of University Women – South Australia Inc (AFUW‐SA Inc) Trust Fund Scholarships for higher degree by research students; and the Division of Health Sciences Postgraduate Scholarships. Promotion of scholarships to Aboriginal and Torres Strait Islander students and take‐up rates, including reasons for low take‐up Promotion of scholarships to Indigenous students is an intensive and sustained process between Student and Academic Services, University Scholarships Office, Indigenous Academic Advisers and staff in the Divisions and Schools. The number of Indigenous students applying for scholarships is relatively low in comparison to the total student population. Students provide a variety of reasons for difficulties experienced in submitting scholarship applications ranging from problems in providing all documentary evidence (e.g. Centrelink documentation) in time, to workload, family and work pressures. Strategies employed in 2011 with the aim of maintaining and increasing application rates included:  providing additional support for obtaining and submitting supporting documentation  improving awareness of eligibility criteria through media, publications and the University student recruitment strategy  preparing students for the process during Tertiary Preparation Week activities. In 2011, a number of meetings were held between donor families/organisations, the University Scholarships Office and the ISS Unit to review marketing and promotion of Scholarships. The role played by the IEU (Aboriginal and Torres Strait Islander Education Unit) in seeking to improve Indigenous access to UniSA Australia has an Indigenous population of 2.5 percent while that of South Australia is 1.9 percent2. The role of DUCIER and the ISS Unit is integral to the success of the Divisions in improving access by Indigenous students to the University. In 2011, the Dean: DUCIER, and the ISS Unit worked across the University to link, promote and support the Divisions in their specific areas of recruitment. In addition, they maintained an important independent schedule of recruitment, outreach and community engagement which created a UniSA point of difference for Aboriginal and Torres Strait Islander students. The ISS Unit consistently maintained its efforts to promote the University to prospective ATSI students in 2011 through outreach activities focussed on prospective students and their family and friends. The Unit maintained strong links with the Schools, Divisions and Units including Student and Academic Services and the Marketing and Development Unit in order to produce the best possible outcomes for students. The ISS Unit, in creating an open and welcoming environment, was able to attract potential students to campuses and engaged in local and interstate recruitment where possible. The Regional Academic Adviser was able to engage creatively in various regional communities by collaborating with DUCIER academics who require field workers in rural and remote areas.

2 ABS, 2011 Census, Catalogue no. 2001.0. 12

Additionally:  Improving Indigenous access to UniSA is a whole of University responsibility with each of the Divisions and Units engaging in a range of activities. IPEEG has representation from all Divisions and monitored the activities and performance of the Divisions in attracting, retaining and completing Indigenous students. The group was responsible for developing the University’s three year Indigenous Education Plan which addresses the major priorities in Indigenous education and ties performance to specified outcomes.  IEWG has external representation from industry, unions and community groups and advises on strategies and approaches to increase the recruitment and participation of Aboriginal and Torres Strait Islander people in the University’s workforce. IEWG also reports on the effectiveness of implementation and continuing development of UniSA’s Indigenous Employment Strategy. These relationships and activities have been continued through IPEEG.  The More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI), is a five year national project awarded to Professor Peter Buckskin and funded by the Australian government in 2011. It was developed to implement national strategies to increase the number and retention of Indigenous teachers employed in schools. Among other things, the project will investigate university approaches to attracting and retaining students into tertiary degree programs and into teaching degree programs specifically. 2.4 Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of other Australians. The total number of Aboriginal and Torres Strait Islander enrolments, 2009 to 2011 2009 2010 2011 Aboriginal and Torres Strait Islander students 327 285 328 undergraduate 274 247 275 postgraduate 53 38 53 Non Aboriginal and Torres Strait Islander 22,301 23,197 23,506 students Source: DEEWR enrolments cube (internal)

Strategies to address Aboriginal and Torres Strait Islander student participation  As a key component of Indigenous Support Funding (ISF) expenditure, DUCIER employs Academic Advisers whose role is to ensure that Indigenous people gain access to UniSA programs, and are provided with academic and other support that contributes to the improvement of Indigenous people’s participation and success rates.  The Indigenous Tutorial Assistance Scheme (ITAS) is available to Indigenous commencing and continuing students with the aim of increasing Indigenous participation and retention rates and overall student learning experiences.  The Tertiary Preparation Program focuses on academic support to new Indigenous students at the start of the academic year and again during mid‐year admissions.  In 2011, Academic Advisers continued the early identification and mentoring of Indigenous students interested in postgraduate or higher degree studies. All Indigenous academics contribute to this, with the aim of promoting opportunities for Indigenous students to engage in research activities, including academic writing workshops for potential postgraduate Indigenous students.  The University’s Indigenous Graduate Employment Program focused on collaborating with industry to advertise and link further study with permanent and other employment opportunities. This collaboration included liaison with government departments such as Environment and Heritage, Health

13

and Ageing, and Education and Children’s Services, and where possible, included access to scholarships.  The development of the master class arrangement, which offers the opportunity for intensive study on campus, proved to be an attractive option for Indigenous students looking for a flexible way to engage in study in 2011. The Divisions also contributed to enhancing Indigenous student participation in 2011 through:  the appointment of a Project Officer: Teaching and Learning in the Division of Health Sciences, with a specific remit to enhance equity and Indigenous student participation  improved application, acceptance and orientation processes for Indigenous Special Entry students in the Division of Health Sciences  collaboration through School and Division Teaching and Learning Committees focussing on areas such as retention, student engagement, mentoring programs, improving the online learning environment, and assignment feedback  course development, which focussed on the student experience of learning and included work based learning activities and service learning. The role played by the IEU (Aboriginal and Torres Strait Islander Education Unit) to improve Aboriginal and Torres Strait Islander participation  As a key component of ISF expenditure, DUCIER employs Academic Advisers and a Project Officer (Equity – Indigenous), whose roles are to ensure that Indigenous people gain access to UniSA programs, and are provided with academic and other support that contributes to the improvement of Indigenous people’s participation and success rates.  ITAS is available to both commencing and continuing Indigenous students and is promoted on the University’s new corporate website.  The Tertiary Preparation Program focuses on academic support to new Indigenous students at the commencement of the academic year and again during mid‐year admissions.  Academic Advisers continue to identify and mentor Indigenous students interested in postgraduate or higher degree studies in 2011. All Indigenous academics contribute to this, with the aim of promoting opportunities for Indigenous students to engage in research activities, including academic writing workshops for potential postgraduate Indigenous students. All ISS staff engage in detailed reporting of student progress each study period, with a view to identifying areas of concern. Follow up contact is made with students to ensure that strategies are in place to ensure retention and success.

ISS also plays a major role in:  working with the Schools and Divisions to advise on Aboriginal learning styles and needs and in identifying particular student learning issues  providing services, resources and information  attending Teaching and Learning Committees and other committees to present Indigenous student issues  engaging in University decision‐making bodies to ensure that the University teaching and learning environment is conducive to Indigenous student retention and success.

14

2.5 Enable Aboriginal and Torres Strait Islander students to attain the same graduation rates from award courses in higher education as for other Australians. Aboriginal and Torres Strait Islander Student Completions vs. Non‐Aboriginal and Torres Strait Islander Completions 2009 2010 2011 Aboriginal and Torres Strait Islander students 46 43 60 Non‐Aboriginal and Torres Strait Islander students 4954 4938 5156 (source: IPP and UniSA Corporate Performance Report. Note that count is students not completions. The non ATSI figures include students whose status is unknown.)

Aboriginal and Torres Strait Islander Student Bachelor Completions vs. Non‐Aboriginal and Torres Strait Islander Completions 2009 2010 2011 Aboriginal and Torres Strait Islander students 29 32 45 Non‐Aboriginal and Torres Strait Islander students 3516 3322 3554 (source: DEEWR internal enrolments cube. Note that count is students not completions. Excludes enabling programs, includes bachelor completions only. The non ATSI figures include students whose status is unknown.)

Aboriginal and Torres Strait Islander Student Postgraduate Completions vs. Non‐ Aboriginal and Torres Strait Islander Completions 2009 2010 2011 Aboriginal and Torres Strait Islander students 15 10 11 Non‐Aboriginal and Torres Strait Islander students 1417 1590 1580 (source: DEEWR internal enrolments cube. Note that count is students not completions. The non ATSI figures include students whose status is unknown.)

Strategies implemented to improve completion rates and support mechanisms in place for Aboriginal and Torres Strait Islander students A number of new strategies were implemented in 2011 to improve completion rates. Some focussed on providing pathways to employment and links with the professions. In the Division of Information Technology, Engineering and the Environment, for example, final year computer science/community service learning projects were implemented, where students developed websites or undertook community work for, or on behalf of, Indigenous organisations. In the Division of Education, Arts and Social Sciences, two new Education courses, including Teaching Aboriginal Children were in development to enable students to meet the new national professional standards in teaching. In 2011, all Divisions focussed on developing retention and completion strategies. Support mechanisms are put in place by the ISS Unit, Schools and Divisions to ensure increased University‐wide awareness of Indigenous student learning needs. Areas of potential need are identified early, and consultative committees meet regularly to assess student performance and needs. The provision of ITAS tutoring is also paramount. Additional strategies to support Indigenous students in 2011 included:  strengthening the role of Academic Advisers to work with staff across the University on Indigenous student learning issues so that the Divisions are better equipped to achieve increased success and completion rates  building on a number of key research projects to identify, understand and improve outcomes for Indigenous students at academic risk

15

 promoting uptake and availability of ITAS to all Indigenous students, including putting in place processes for all Indigenous students in the Division of Education, Arts and Social Sciences to receive tutoring  strengthening links with the University’s Learning and Teaching Unit to promote an increased range of services for Indigenous students  strengthening the presence of Academic Advisers and Project Officers in the teaching and learning environment  providing access to professional development to ensure high quality supervision of higher degree students  disseminating research opportunities and information to final year undergraduate students to increase knowledge of, and interest in, research and develop a research culture  developing forums for higher degree students as a way of sharing research ideas and performance, and training in assessing the impact and quality of research.

2.6 Provide all Australian students with an understanding of and respect for Indigenous traditional and contemporary cultures. Details of how and to what extent Indigenous perspectives are reflected in curriculum at your institution  The University’s Learning and Teaching Unit has developed support documents to assist academic staff to implement an inclusive curriculum.  The University has made impressive progress in implementing the Indigenous Content in Undergraduate Programs Policy (ICUP), ensuring the appropriate inclusion of Indigenous content in UniSA undergraduate programs. This initiative is seen as a significant move forward in Indigenous Education in Australia, and UniSA is recognised as a leader in this space.  In 2003, it was estimated that more than 87 percent of UniSA graduates had not been exposed to any required course with Indigenous content. In 2008, 60 percent of all UniSA undergraduate programs contained compulsory and assessable Indigenous content, and in 2009, the figure rose to 80 percent. By the end of 2010, all UniSA undergraduate programs contained compulsory and assessable Indigenous content, thereby ensuring that UniSA graduates are able to demonstrate the Indigenous indicators contained within the UniSA Graduate Qualities.  In 2011, Professor Peter Buckskin was awarded Commonwealth funding to investigate ways of increasing the number of Aboriginal and Torres Strait Islander students in teaching (MATSITI). As a result, a number of initiatives have been implemented across the sector, including a series of grants to school jurisdictions and universities to support mentoring programs, leadership development, pathways into teaching in remote communities, marketing a career in teaching and comprehensive qualitative and quantitative pre‐service and school workforce research. The project has led to the promulgation of a number of initiatives across UniSA, including program and course development and the integration of national professional standards in teaching within the curriculum.  A new Bachelor of Arts (Indigenous Cultures and Australian Society) was developed in 2011–for 2012 implementation, offering an Indigenous Knowledges major to students across the Divisions. The program features new courses in Indigenous Philosophy, Languages and Culture, Pitjantjatjara Languages and Culture, Being and Belonging, and Caring for Country. Redesigned courses are available in Contemporary Aboriginal Issues and Comparative Aboriginal Issues.  Opportunities for students to engage in discipline‐specific ICUP activities in 2011 provided new depth to the curriculum across the University, including courses relating to Property Law, Australian Constitutional Law, Tourism and Indigenous Peoples, and Business and Society. 16

 Introduction of the University Global Experience Program provides opportunities for visiting international students to acquire skills relating to the valuing of Indigenous cultures by opting for a course titled Valuing Minority Cultures. How the University addresses the cultural competency of its staff and students  The University affirms its commitment to a culturally inclusive environment in its Anti‐Racism Policy and reinforces the unacceptability of racism in its Equal Opportunity Policy, recognising the rights of individuals and groups to be free from discrimination and harassment on the grounds of race.  The University offers Strategic Indigenous Cultural Awareness Workshops to all University staff. Over 400 staff members attend these workshops each year. Increasing the number of skilled culturally competent teachers continues to be a major focus of the Indigenous Employment Strategy.  In addition to the compulsory and assessable Indigenous component in all undergraduate programs, specific courses also address cultural competency of students preparing for the professions. Examples include: Indigenous Australians and the Human Services, Social Work in Indigenous Contexts and Cultural Perspectives on Health. The curriculum was extended in 2011 to include a greater range of discipline specific courses, for example, in the Division of Business, Indigenous content was included in several Law courses, and in Cultural Competency in Professional Practice.  The ITAS Program has over 200 tutors on its database and recruits in new and high demand areas throughout the year. As the University recorded an increase in the number of Indigenous students in the Health Sciences, tutors have been recruited in this area. As a result of the skills gained through tutoring, DUCIER now has a number of young emerging Indigenous academics keen to pursue a career in academia, which is a very positive outcome. Involvement with Indigenous community members in working toward this goal  Involvement of Indigenous community members is an essential element of working towards the goal of ensuring a culturally competent workforce and student population. For example, the Indigenous Adjuncts and two respected Aboriginal Elders in DUCIER ensure contact with students through guest lecturing, participation in the annual Pitjantjatjara Language course, and research seminars.  The community engagement and entrepreneurial role of the senior Indigenous academics in DUCIER provide a direct link between the Aboriginal community and the teaching and learning and research environment by informing curriculum and driving the development of Indigenous knowledge and thought in the academy.  The UniSA Indigenous Advisory Committees comprise Aboriginal community and industry members providing advice and guidance on a range of issues. This plays an important role in increasing cultural competency at UniSA. For example, a former Social Justice Commissioner is a member of the DUCIER Advisory Committee (as are other important agencies and community members such as the Aboriginal Legal Rights Movement, who also provide guest lecturing in high enrolment courses).  One of the most powerful influences in working towards a culturally competent staff and student population is the role played by Indigenous staff themselves—particularly Indigenous academics, Academic Advisers and Project Officers. Individual networks with Aboriginal communities play an important role in modelling culturally competent behaviour through engagement in activities which are visible and consistent. These include outreach activities, where Indigenous students and their families and friends are invited onto campuses. University involvement in, and promotion of, Reconciliation Week, NAIDOC, Journey of Healing, and other activities on campuses, further model culturally competent behaviours. Indigenous academics working more formally within the broader community, and demonstrating a commitment to enhancing a more culturally competent workforce, include:

17

 The School of Health Sciences has been conducting podiatry clinics in the Anangu Pitjantjatjara Lands for about 10 years. The service has been expanded to include the Lands in Western Australia, with clinics run by a small team of final year podiatry students and their clinical supervisors, senior lecturer and program director.  The Yuntuwarrun Learning Centre in Raukkin will promote cultural exchange and awareness training for staff and students.  Since 2009, as part of the Place‐based Placement Project, a small number of teacher education students from the School of Education have carried out their professional placement in schools in the APY Lands and some have since been employed in those schools.  In the Bachelor of Nutrition and Food Sciences, Indigenous cultural awareness is embedded in Communication and Biosciences, Lifespan, Physiology and Biochemistry and Nutrition, Communication and Food Studies. Students taste and evaluate a selection of Indigenous fruits and herbs as part of their sensory analysis studies using the ‘indigenous sensory wheel’. These fruits and herbs are further evaluated in the functional foods, nutraceuticals and medicines, where students explore their physiological properties and long term health effects. The role of your Aboriginal and Torres Strait Islander Unit in enhancing the status of Indigenous Knowledge and overseeing cultural competency at your institution Intellectual, cultural and social diversity are proudly woven into the history and fabric of UniSA. Including Indigenous Knowledge development in the University’s curriculum has been a critical step in addressing its mission to advance knowledge of the cultures and teachings of our traditional inhabitants. This is a University‐ wide responsibility, which is integral to its values and aspirations. UniSA has a commitment to ensuring that all undergraduate students will complete their program with an understanding of Indigenous culture, history and contemporary experience. This is relevant to all students as educated citizens. The DUCIER and ISS Unit are essential to the process of enhancing the status of Indigenous Knowledge at the University, providing advice and guidance to the University on policy and planning, and practical assistance at Division and School level. Essential work undertaken by academic advisers and project officers with program directors and other academics contributes to an understanding of Aboriginal Knowledge and complements the more strategic planning work undertaken by committees. Extensive community engagement activities undertaken by DUCIER have continued to enhance the status of Indigenous Knowledge at UniSA. Visiting speakers and scholars have introduced Indigenous Knowledge to staff and students, and high level respected Indigenous appointments continue to raise awareness of Indigenous matters.

In other areas:  Service teaching into programs throughout the Divisions by Indigenous academics continued in 2011 and facilitated cross‐divisional collaboration and enhanced understanding of Indigenous content.  Through its committees, factors impacting on Indigenous Knowledge development and cultural competency are monitored and discussed regularly. The role of your Aboriginal and Torres Strait Islander Unit and Aboriginal and Torres Strait Islander community involvement DUCIER directly engages with a broad range of Aboriginal and Torres Strait Islander communities to champion student engagement and recruitment, and celebrate Indigenous graduations and student achievement and success. By growing awareness of the importance of the role of Indigenous graduates in the professions, community encouragement and support for students is secured. The ISS Unit’s impact on retention and success

18 factors, and provision of support services, resources and advocacy, similarly encourage ATSI students towards graduation. Employment pathways developed between the Aboriginal and Torres Strait Islander community and the University play an important role in linking students to community and the professions. For example, in 2011, a DUCIER project to develop a series of multi‐media resources, in collaboration with the Raukkin Aboriginal community, was undertaken and led to a community‐based proposal in 2012 for the establishment of a Yuntuwarrun Learning Centre (YLC: a UniSA interdisciplinary Community Engagement Project with the Raukkan Community).

19

SECTION 3 EXPENDITURE OF INDIGENOUS SUPPORT PROGRAM GRANT

Indigenous higher education expenditure 2011

INCOME for Indigenous Support Program for 2011 1 2011 ISP grant $1,008,000

2 Unspent 2010 ISP funds, carried over to 2011 – as reported in your providers 2011 $ ‐ audited annual financial statements. (Report expenditure separately, at section 5)

3 TOTAL ISP income for 2011 $ 1,008,000

4 EXPENDITURE of Indigenous Support Program (ISP) 2011 (from Item 1) 4a Operating costs, including salaries, for Indigenous support services. Salaries and salary oncosts $694,476 IT hardware leases & software $24,564 Printing & Stationery $11,225 Travel expenses $43,362 Other operating expenses includes: photography, occupational health and safety and $133,573 injury management, exhibition and advertising, staff training and professional

development, seminars and entertainment, postage, telephone, overhead charges for facilities. *These expenses are administered by the Indigenous Support Services unit

4b Capital Items – list any major items purchased for Indigenous student/staff use only and briefly describe how they were committed to Indigenous Education – (e.g. New computers in the ISU).

4c Higher education provider overheads.

4d Other Indigenous Support Program expenditure $ 100,800 AnTEP program

4e Funding provided to the University’s Indigenous Education Support Centre (see 4a)

4f Total Indigenous higher education expenditure for 2011 $1,008,000

** Where possible, this expenditure report should indicate where funds were managed by your IEU/Faculties. Where total ISP funds for 2011 (Item 4e) are not fully expended, a separate letter to Craig Ritchie, General Manager, Indigenous and Equity Branch, Department of Innovation signed by the Vice‐Chancellor/Chief Executive is required requesting carry forward of unspent 2011 ISP funds, specifying the purpose the funds will be used for and by when in 2012.

20

5 EXPENDITURE of Indigenous Support Program carry over funds 2011 (from Item 2)

5a Operating costs, including salaries, for Indigenous support services. (Itemise each line $ item please)

5b Capital Items – list any major items purchased for Indigenous student/staff use only and $ briefly describe how they were committed to Indigenous Education – (e.g. New computers in the ISU).

5c Higher education provider overheads.

5d Other Indigenous Support Program expenditure (list major items conferences, school $ visits, publications and program costs).

5e Funding provided to the University’s Indigenous Education Support Centre

5f Total expenditure of carry over funds. $ ‐

6 INCOME for Other Indigenous funds provided in 2011 Other funds provided to Indigenous higher education (non ISP funds, including other 6a $2,360,728 Commonwealth grants, state government grants, privately sourced funds ‐ Away From Base, Indigenous Tertiary Assistance Scheme Tertiary Tuition (ITASTT) 2010, Indigenous Access Scholarships, Other scholarships(non Aust Govt), Strategic Allocation ‐ Dean's Office, AnTEP Remote Area Allowance, Divisional scholarships, UniSA Study & Priority Grants & UniSA Indigenous Research Scholarships, Contribution to ICUP , Teaching & Learning Framework, Indigenous Employment Strategy plus Consultant: Indigenous Employment and Development salary, Other Contributions ‐ marketing, cultural awareness programs, community support, political engagement, indigenous scholars & Finance Support. 6b Total Indigenous higher education income for 2011 $3,368,728

7 EXPENDITURE of Other Funds in 2011 (Item 6b) 7a Expenditure of Other funds provided to Indigenous higher education Item 6 (non ISP $2,360,728 funds, including other Commonwealth grants, state government grants, privately sourced funds).*

7b Total Indigenous higher education expenditure for 2011 $3,368,728

 Please note that some of these contributions are estimates only.

21

SECTION 4 HIGHER EDUCATION PROVIDER’S CONTACT INFORMATION

Professor Peter Buckskin PSM FACE Dean: Indigenous Scholarship, Engagement and Research Council Services and Chancellery University of South Australia Tel: (08) 8302 9148 Email: [email protected]

Ms Jillian Miller Co‐ordinator: Indigenous Student Services David Unaipon College of Indigenous Education and Research Division of Education, Arts and Social Sciences University of South Australia Tel: (08) 8302 9151 Email: [email protected]

SECTION 5 PUBLICATION OF THE STATEMENT

The Indigenous Education Statement will be published on the David Unaipon College of Indigenous Education and Research website at: http://www.unisa.edu.au/DUCIER/

22