Final Plan CENTRE. The way forward strategies for

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Kristian Barker
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1 Final Plan CENTRE The way forward strategies for

2 Indigenous Higher Education (IHE) Strategies 1. Participation Promote awareness of Riawunna s programs in Tasmania and on the mainland, to increase participation of Aboriginal and Torres Strait Islander (ATSI) students at UTAS. 1.1 Continue community engagement and consultation activities to increase ATSI participation 1.2 Continue to raise the profile of Riawunna s programs at University Open Days and other UTAS recruitment functions 1.3 Participate in Careers Expo activities in Hobart, Launceston and Burnie 1.4 Convene events to promote UTAS to Aboriginal people; 1.5 Visit other Indigenous Higher Education centres to investigate collaborative programs and to promote unique study opportunities available in Tasmania 1.6 Director to continue involvement in state and national fora pertaining to Indigenous Higher Education 1.7 Develop and promote a strategy for exchange opportunities for Indigenous students in rural and remote communities 1.8 Develop cross sector marketing strategy and products including videos and flyers to improve pathways between schooling and further education and training 1.9 In association with the University s planning section, develop data reporting and analysis systems to enable more accurate understanding of Indigenous students performance 1.10 Conduct careers activities for Aboriginal students in years 6-9 and collaborate with UTAS events for years Provide staff to support Aboriginal and Torres Strait Islander students in the North-West region and assist with delivery of the Aboriginal Studies program 1.12 Maintain three cadetship positions within Riawunna to assist with marketing and promotion 1.13 Support appointment of Aboriginal Elders as mentors on all 3 campuses 2

3 1.14 Continue to develop preparatory programs in consultation with other schools/faculties 1.15 Continue Springboard to College bursaries and provide follow up to the recipients through visits, contact or mentoring Link in with Jack Manning Bancroft s Australian Indigenous Mentoring Experience (AIME) 1.17 Continue Riawunna accommodation bursaries and scholarships 1.18 Maintain resource centres and computing infrastructure on Hobart and Launceston Campuses 1.19 Provide resources to support students and staff on the Cradle Coast campus 1.20 Deliver and promote ITAS to students and potential tutors on all campuses 1.21 Develop recruitment strategies and pathways to increase enrolment in Research Higher Degree programs 1.22 Director to continue involvement in state and national fora pertaining to Indigenous Higher Education 1.23 Continue to support and expand the Riawunna Alumni 2. Academic Success Maintain and improve performance in Aboriginal student enrolment, retention and completion. UTAS continues to perform above the national average as shown in the table below. Access Participation Retention Success % 0.67% 0.84% 0.85% % 1.94% 0.80% 0.85% % 1.15% 0.94% 0.88% % 1.82% 0.72% 0.77% % 1.57% 0.80% 0.89% National 1.41% 1.22% 0.77% 0.76% % 1.84% 0.87% 0.85% National 1.49% 1.20% 0.78% 0.79% % 1.83% 0.87% 0.86% National 1.49% 1.25% 0.81% 0.77% 3

4 2.1 See See See See See Continue the Murina program and support other pathway programs offered by UTAS 2.7 Maintain social, cultural and educational environment conducive to engaging Aboriginal and Torres Strait Islander students 2.8 Facilitate and convene a range of activities to enhance social networks and relationships, e.g. celebrate student success 2.9 Create and maintain inter-collaborative networks within and without UTAS 3. Cultural Awareness Promote knowledge and understanding of Indigenous Australian cultures and histories 3.1 Promote recognition of protocols for Welcome and Acknowledgement of Country 3.2 Continue to contribute to the UTAS staff development program to increase staff awareness of the diversity of the student population and issues that affect Indigenous success in higher education 3.3 Continue to support NAIDOC, Sorry Day and Harmony Day activities on and off campuses including development of a lecture series 3.4 Continue to promote Aboriginal Studies to international students 3.5 Continue to promote Aboriginal Studies to UTAS students 3.6 Negotiate for the continued inclusion of core Aboriginal Studies units in other programs and courses such as Health and Education 3.7 Continue to deliver the Come Walk With Us program 3.8 Progress development of an on-line Aboriginal Studies Resource for use by teachers and student teachers to assist them in preparation and delivery of Aboriginal Perspectives across the Curriculum for years K-12 to meet national curriculum requirements. 3.9 Negotiate 30 HECS waiver places annually for teachers in Tasmanian schools to undertake an Aboriginal Studies unit. 4

5 4. Research Expand Riawunna research activity (through publications, conference presentations and national competitive grants). 4.1 Co-hosting of research seminar series 4.2 Support Elder in Residence publications 4.3 Provide research skills workshops for Aboriginal community members 4.4 Upgrade staff research skills as appropriate through ACSPRI summer and winter schools and UTAS professional development opportunities 4.5 Provide mentoring for early career researchers 4.6 Support Riawunna staff to engage in scholarly research and publication 4.7 Promote Aboriginal research protocols to researchers 4.8 Support staff to undertake further studies and develop research skills 5. Aboriginal Studies Program Strategies Teaching Through the School of Humanities formulate and deliver an Aboriginal Studies programme committed to academic freedom, creativity, critical scholarship and rigour. We will continue to develop as a broadly based crossdisciplinary enquiry that draws on both the contemporary theories and established traditions of the Humanities and the Social Sciences. 5.1 Maintain and develop sufficient units to offer a major in Aboriginal Studies with adequate range and flexibility to be attractive to students 5.2 Maintain and further develop Honours in Aboriginal Studies 5.3 Progress discussions re the inclusion of core Aboriginal Studies units in other programs and courses as for Health Sciences and Education 5

6 6. Research Individually and collaboratively generate original research committed to the expansion of the body of knowledge pertinent to Aboriginal Studies and cognate fields. 6.1 Continue to support the RHD programme 6.2 Include research requirement into performance management of all academic staff 6.3 Support Voluntary Research Associates to assist staff to increase research activity 6.4 Support Riawunna staff to engage in scholarly research and publication. 6.5 Support two dedicated RHD scholarships instigated by Professor Henry Reynolds until completion 6.6 Collaborate and participate in research projects with other Schools, Faculties, Centres, Institutes and Research units 7. Governance Continue productive participation and advocacy of Indigenous people in the broader university politik. 7.1 Ensure Riawunna representation on School, Faculty and Universitywide committees 7.2 Facilitate the dissemination of information to staff from committee members 7.3 Continue regular whole-of-school staff meetings 7.4 Support Indigenous participation on UTAS decision making bodies 7.5 Maintain the Aboriginal Studies Course Committee 7.6 Ensure Aboriginal Studies is represented by academics of that discipline within UTAS governance. 6

7 Key drivers for the Triennium are: The Australian Government s vision of a socially inclusive society in which all Australians are valued and have the opportunity to participate fully in community life. The Aboriginal and Torres Strait Islander Education Action Plan launched on 9 June 2011 by education ministers on behalf of the Ministerial Council for Education, Early Childhood Development and Youth Affairs. The plan provides an important platform for all governments to improve the educational outcomes and economic participation of Aboriginal and Torres Strait Islander students over the coming years. All Australian education ministers endorsed the National Professional Standards for Teachers and agreed to a national approach to the accreditation of initial teacher education programs. All Australian education ministers endorsed Australia s first national curriculum from Foundation to Year 10 in the learning areas of English, mathematics, science and history. The Australian Government s commitment to halving the gap between Aboriginal and Torres Strait Islander peoples and other Australians in employment outcomes by Closing the gap in employment is vital to ensuring a better quality of life for Aboriginal and Torres Strait Islander peoples and is necessary to ensure both economic and social stability. Having a job provides families with a better standard of living and better health in the long run, especially for children. Secure employment is also vital to breaking the cycle of poverty and welfare dependency, and economic participation improves the choices open to people and improves the national economy. The Faculty of Arts Plan which aims to - achieve greater alignment of teaching programs to the Learning & Teaching Strategic Plan, and - ensure research strategies and focus align to the Research Strategic Priorities in the Research Plan. 7

Recruitment and Retention Position Statement

Recruitment and Retention Position Statement The Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) was founded in 1997. It is the national peak body that represents, advocates