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 Indigenous Australians 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 South Australia 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