INDIGENOUS EDUCATION STATEMENT OVERVIEW

Transcription

1 INDIGENOUS EDUCATION STATEMENT OVERVIEW The Department of the Prime Minister and Cabinet (PM&C) requires information from Universities relating to the 2016 outcomes and future plans to meet their ongoing responsibilities for Aboriginal and Torres Strait Islander student achievement in higher education. These responsibilities include assessing and reporting on progress towards improved educational outcomes for Aboriginal and Torres Strait Islander peoples as set out in the goals of the National Aboriginal and Torres Strait Islander Education Policy. The Indigenous Education Statement has, in the past, been used to determine University s eligibility for Indigenous Support Programme (ISP) funding. Please refer to the Higher Education Support Act 2003 Other Grants Guidelines (Education) 2008 which details ISP grant conditions. There are three conditions of eligibility for ISP Table A Universities must demonstrate to PM&C that they: Have implemented strategies for improving access, participation, retention and success of Aboriginal and Torres Strait Islander students Have increased participation of Aboriginal and Torres Strait Islander peoples in the University s decision making processes Have an Aboriginal and Torres Strait Islander employment strategy. Universities in receipt of ISP funding during 2016 are required to provide PM&C with a report on the expenditure of the grant amount. The expenditure report for 2016 ISP funds is included within this document. Please provide as much information as possible. The certification page is required to be signed by the University s most senior financial manager. This page does not require an external auditor s certification. It is recommended that the format for the Indigenous Education Statement is followed to ensure Universities report against all relevant criteria. However, this should not limit Universities that wish to report on a wider range of matters. In accordance with the Guidelines, the Indigenous Education Statement is due to be submitted and accepted by the Department on or before 31 May Please allow sufficient time for follow up discussions between PM&C and the University to avoid any possible delay to 2017 ISSP progress payments. Please note that from 2017, the ISP will be included in the Indigenous Student Success Program (ISSP). ISSP reporting for 2017 funding will occur in 2018 via a similar reporting process as the ISP Indigenous Education Statement. Further information will be circulated during Please submit signed electronic documents by to: ISSP@pmc.gov.au PM&C contact officers: Glen Hansen, Director Tertiary Education Team Phone: ISSP@pmc.gov.au Josh Bowman, Program Officer Tertiary Education Team Phone: ISSP@pmc.gov.au Marissa Booth, Assistant Director Tertiary Education Team Phone: ISSP@pmc.gov.au Michael Johnson, Program Officer Tertiary Education Team Phone: ISSP@pmc.gov.au

2 FORMAT FOR INDIGENOUS EDUCATION STATEMENT While it is recommended that this format is followed to ensure Universities report against all relevant criteria, Universities are invited to comment on a wider range of matters. [University name] [Indigenous Education Unit Name) Victoria University Moondani Balluk SECTION 1 ACHIEVEMENT OF NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION POLICY (AEP) GOALS IN 2016 AND PLANS FOR FUTURE YEARS Please provide evidence of: strategies you have implemented which seek to achieve the AEP goals and your assessment of whether these strategies are working constraints on your ability to achieve the AEP goals plans for future improvement of existing strategies or implementation of new strategies to meet each of the AEP goals relevant to higher education The AEP goals (paraphrased) relating to higher education are to: 1 Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander peoples in educational decision making 2 Increase the number of Aboriginal and Torres Strait Islander peoples employed, as academic and non academic staff in higher education institutions 3 Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education 4 Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of all other Australians 5 Enable Aboriginal and Torres Strait Islander students to attain the same graduation rates from award courses in higher education as for other Australians 6 To provide all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures

3 1. Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander people in educational decision making. Your response to this goal needs to address but is not limited to the following points: The number of Aboriginal and Torres Strait Islander people involved in institutional governance and decisionmaking bodies and processes and the nature of their involvement, i.e. memberships on boards, committees etc. If there is no Aboriginal and Torres Strait Islander membership on key governance and decision making bodies, please provide an explanation. The roles and responsibilities of Aboriginal and Torres Strait Islander leaders within your institution. Academic Governance: Academic Board Academic Board is responsible to University Council for academic oversight of the University's research, academic programs and courses of study in higher education and TAFE, including the provision of advice to the Council on the conduct and content of such research, academic programs and courses, the awarding of degrees, diplomas, certificates and other awards, and the delivery of educational and research support services. Academic Board has one indigenous staff member and thirty seven non Indigenous staff members on the committee. University Management: Vice Chancellor s Indigenous Participation Committee The Indigenous Participation Committee is responsible for the oversight of Victoria University s Indigenous Participation Strategy. The Committee is composed of the senior executive and the Director of Moondani Balluk Indigenous Academic Unit. The Committee has two indigenous members and seven non Indigenous members. The Director Moondani Balluk reports to the Deputy Vice Chancellor and Provost and is part of the Senior Leadership Group and the Provost Leadership Group. 2. Increase the number of Aboriginal and Torres Strait Islander staff employed as academic and non academic staff in higher education institutions. Your response to this goal needs to address but is not limited to the following points: An outline of your current Aboriginal and Torres Strait Islander Employment Strategy including details on its current status, who has responsibility for its implementation, how is progress measured, how and when is progress reviewed or evaluated. Information on your strategies for increasing numbers of Aboriginal and Torres Strait Islander staff employed at your University. (Please provide a link to your Employment statement). The number of Indigenous specific positions at your University, detailed by occupation and level. The current number of Aboriginal and Torres Strait Islander staff at your University and their roles across the University (including numbers in academic and non academic roles, and by level).

4 The Manager, Diversity & Inclusion, with the assistance of the Indigenous Employment & Community Liaison Officer, is responsible for promoting Indigenous employment. This is done at every opportunity by assisting University managers to create career opportunities for Indigenous people. The Manager, Diversity & Inclusion, with the assistance of the Indigenous Employment & Community Liaison Officer, is also responsible for coordinating and implementing strategies outlined in the Yannoneit, the Indigenous employment strategy, which include the attraction, recruitment and retention of Indigenous staff. In conjunction with Moondani Balluk (the Indigenous Academic Unit) the aim is to achieve in the longer term a 2% indigenous staff representation. Yannoneit provides career development, cultural safety and community involvement. These complement other University staff development and retention programs. The Indigenous leave policy enables Indigenous Australians to take leave to meet family, ceremonial and cultural obligations and stay connected to community. Cultural support is provided to Indigenous staff as required by the Indigenous Employment and Community Liaison Officer role. Victoria University strives to provide a culture of inclusion for Indigenous staff. Positions that are impacted by "Change Plans" where Indigenous staff members are the incumbents of such positions are monitored by People and Culture. All staff identified as Aboriginal and or Torres Strait Islander descent are monitored by People and Culture on an ongoing basis, to ensure the proper provision of advice and support in relation to employment processes. In 2016, People & Culture also awarded a new Aunty Carolyn Briggs Scholarship to an Indigenous P&C staff member undertaking a Bachelor of Business. There has been significant progress in ensuring indigenous staff opportunities in Research in 2016 with the appointment of the new Lisa Bellear PhD Scholarship. This PhD Scholarship is granted to a promising Indigenous Australian researcher wishing to undertake a graduate research degree. Yulendj Wurrung, meaning 'knowledge of the language, the Indigenous cultural awareness training program, was launched to all staff in April 2015 by the Vice Chancellor. People and Culture in collaboration with Moondani Balluk developed the program. The program name reflects the knowledge that we envisage the staff at VU will gain from completing the online training and was provided by Carolyn Briggs (Boonwurrung Elder).This program is the first of its kind to be developed in the university sector. The course takes about two hours to complete and contains video interviews with several members of the VU community. It also includes interviews with well known Indigenous Australians such as playwright and musician Richard Franklin, and story teller and artist Ron Murray. Using a question and answer format after the videos, the program focuses on recognising, appreciating, accepting and understanding the differences of Indigenous culture, as well as educating users about Indigenous experiences in Australia before and after European settlement. It offers thoughtful insight into several confronting topics including the stolen generation and Aboriginal deaths in custody, and pays tribute to influential Indigenous activists. In the first 12 months, a total of 528 employees completed the Yulendj Wurrung online training program. And in the second year of the program 219 people have completed. In addition, the University has provided the "The Story Teller" Aboriginal Cultural Awareness face to face training. This full day training course is facilitated by an experienced Indigenous facilitator (who is also a sessional staff member) and is offered to staff three times per year. It provides an overview of the key concepts of Indigenous knowledge and includes activities to raise cultural awareness and understanding of participants. The program is targeted to staff across the University who work with diverse groups of students and/or other stakeholders. In 2016, 36 university staff attended the Storyteller program. The evaluation and participant feedback received from the "Story Teller' training indicated that it was very

5 effective in imparting Indigenous knowledge and raising awareness of Indigenous Culture. As part of Victoria University s continued commitment to Indigenous participation, in November 2016 an Indigenous Career Resilience workshop through the Victorian Chamber of Commerce and Industry (VECCI) was held at the Footscray Park Campus. The workshop gave an insight into the following, but was not limited to: Providing techniques and information on applying for jobs How the interview process works and assistance Improving your interviewing skills CV/Resume and cover letter writing Reducing stress and anxiety associated with interviewing Addressing selection criteria Articulating your experience and skills to the employer Answering interview questions For 2016, the Manager, Diversity & Inclusion and the Indigenous Employment & Community Liaison Officer are working on various methods of progressing towards achieving the 2% Indigenous representation target. Some of these include; Advertising current vacancies to indigenous cohort via a list of potential candidates Assisting indigenous applicants with application preparation Assisting indigenous applicants with interview preparation Ensuring indigenous representation in selection process with shortlisted indigenous applicants Production of Deadly VU brochure and distribution to key indigenous community groups and centres Reviewing various aspects of our recruitment process in regards to how we target and support potential Indigenous applicants. These aspects include: Changing the content of our employment vacancies page to ensure it is more user friendly and up to date Updating our registering process so it is more efficient and effective in linking with Indigenous applicants Ensuring that all hiring managers and staff are aware of our Indigenous Employment Strategy and our targets, referring to Indigenous employment at Victoria University Improving communication, procedures and working closer with our Recruitment team in order to better inform them of recent employment vacancies and opportunities Updating the details of our current database of Indigenous people interested in employment at Victoria University. (Resume, contact details, employment status, etc) Providing Recruitment and Selection skills training to prospective Indigenous staff members

6 Table 1 Permanent positions Faculty/Institute/Section Academic / Non Academic by level Position Title Learning, Innovation And Quality HEW9 Mgr Infor Resources & Coll Services Moondani Balluk HEW10 Director Moondani Balluk College Of Business ACADB Lecturer B Industry, Community & Sport Engagement HEW7 Sports Facilities Coordinator Moondani Balluk ACADB Lecturer - Kyinandoo Moondani Balluk ACADE Professor College Of Education ACADB Lecturer B - Indigenous Education College Of Education ACADB Lecturer B - Indigenous Educ Victoria Polytechnic HEW6 Mumgu-Dhal Community Liaison Officer College Of Education ATSCA Academic Teaching Scholars Victoria Polytechnic TC2 Teacher - Community Services Victoria Polytechnic HEW8 Manager Communications, Strategy & Executive Support Moondani Balluk ACADB Lecturer (Indigenous Health And Wellbeing) People & Culture HEW6 Indigenous Employ & Community Liaison Off College Of Business HEW5 Administrative Officer Marketing & Government Relations HEW7 Project Coordinator Centenary Program Moondani Balluk ACADC Bruce Mcguinness Indigenous Postdoc Res Fellow People & Culture HEW3 Indigenous P&C Trainee Total Total Academic: Total Non Academic: 9 9 Table 2 Casual positions Faculty/Institute/Section Academic / Non Academic by level Position Title Moondani Balluk SESS Academic Sessional Moondani Balluk SESS Academic Sessional Moondani Balluk SESS Academic Sessional Moondani Balluk SESS Academic Sessional College Of Arts HEW5 Casual Moondani Balluk HEW3 Casual College Of Arts HEW5 Casual Industry, Community & Sport Engagement FITC1 Casual Total Total Academic: Total Non Academic: 4 4

7 3. Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education. Your response to this goal needs to address but is not limited to the following points: Commencing Aboriginal and Torres Strait Islander student numbers for 2016 (access rate) as compared to 2015 (please provide an all student comparison). Programmes run, by the University, to improve access by Aboriginal and Torres Strait Islander students. Details on outreach activities and their effectiveness, in attracting Aboriginal and Torres Strait Islander students. (See table below). Details of Indigenous specific and other scholarships offered by your University. (See table below). Promotion of scholarships to Aboriginal and Torres Strait Islander students and take up rates, including reasons for low take up of available scholarships. Indigenous Education / Support Unit s role. Commencing Aboriginal and Torres Strait Islander students Aboriginal and Torres Strait Islander students Non Aboriginal and Torres Strait Islander students (Domestic students only): 7,386 7,223 Programs to improve access The Victoria University Indigenous Participation Strategy (IPS) provides the key objectives and actions to raise indigenous participation. The IPS is being reviewed in 2017 to strengthen Indigenous access and participation In 2016, a number of promotional activities and initiatives were conducted to raise the profile of Victoria University for prospective Indigenous students. Strategies Outline of strategies Constraints Outcome Moondani Balluk 10th Anniversary booklet Victorian Vice Chancellors and VAEAI Toorong Marnong Committee As part of Victoria University s 2016 Centenary Celebrations, the Communications Team (in conjunction with Advancement) produced a new Moondani Balluk 10th Anniversary publication, to highlight achievements in research, teaching, learning and community engagement over the last ten years. The booklet is significant because it celebrates the 10th anniversary of the Moondani Balluk Indigenous Academic Unit. Toorong Marnong is a multilateral project which links all Victorian universities in collaboration with Victorian Aboriginal Education Association Incorporated (VAEAI) with the common aim of increasing the numbers of Aboriginal and Torres Strait Islander students who access and succeed in tertiary education. Difficult to evaluate the impact of the booklet in regard to student application and enrolment. Difficult to evaluate the impact of the booklet in regard to student application and enrolment. Booklet distributed to Aboriginal community members in the west of Melbourne at events and activities. In 2016 the Committee provided the Tracks to Uni website, Koori Big Day Out and the Change of Preference Hotline. Utilise social and traditional media to promote opportunities and outcomes There have been twelve news / media reports in the local newspapers and national special interest news on VU Indigenous students or staff success stories and on events sponsored by VU featuring the works of Indigenous artists in 2016.

8 Indigenous research scholarship and internal research grant. In relation to Indigenous research and research students, VU is endeavouring to promote indigenous research across the University. By improving support for Indigenous researchers and for research engagement on Indigenous matters, VU will provide an environment that is more conducive to the fostering of Indigenous research students. In 2016 VU provided its first Lisa Bellear Research Scholarship to a VU bachelors graduate. The VU Indigenous internal research grant scheme provided funding to 2 projects. Outreach activities The outreach activities undertaken in 2016 bring Moondani Balluk in direct contact with Aboriginal people who reside in the western metropolitan region of Melbourne enabling engagement with Indigenous communities to provide information on education programs at VU. Importantly, the work of creating culturally relevant spaces and places to gather will enable the University to deliver educational programs in the community and increase Aboriginal people s access to higher education. Outreach activity Target audience Outline of Program Outcome Brimbank CfC Footscray Community Arts Centre RAJAC (Regional Aboriginal Justice Advisory Committee) Aboriginal families and children who reside in the Brimbank LGA. Aboriginal community in the Maribyrnong LGA. Aboriginal offenders in the criminal justice system. The Smith Family, Communities for Children Project is housed and managed by Moondani Balluk. This project is aimed at engaging with Aboriginal and Torres Strait Islander families and children in Melbourne s west. The project engages with families and children through the Aboriginal Playgroup and the Aboriginal Women s Group. Moondani Balluk remains a member of the Indigenous Advisory Group at the Footscray Community Arts Centre (FCAC) Each year Moondani Balluk works with FCAC to enable the development and provision of the Wominjeka Festival and NAIDOC Week activities. The Director, Moondani Balluk is the Chairperson of the RAJAC. The aim of this Committee is to implement the Department of Justices Aboriginal Justice Agreement by advocating for and promoting improved justice outcomes and Koori justice initiatives to both Koori communities and government agencies. It also focuses on the development and implementation of regional justice plans that address Koori overrepresentation in the criminal justice system. This engagement introduces Aboriginal people to the University as a safe environment and to the education programs. Engages Aboriginal artists and community members to gather in a culturally safe space and share information through yarning on VU programs and services. Work of this Committee was primarily focussed on early prevention and diversion programs. Advice was provided to Department of Justice representatives on VU educational and employment opportunities. The Committee meets regularly on VU campuses to introduce Aboriginal people to the University as a safe environment.

9 IFVRAG (Indigenous Family Violence Regional Action Group) LIN Cultural Workshops Department of Justice Community Corrections Team Wyndham Aboriginal Community Centre Committee Aboriginal community members across the western metropolitan region. Moondani Balluk is a member of the Western Metropolitan IFVRAG that aims to implement community led responses that educate, prevent, respond to and reduce family violence in Aboriginal communities. They are an inclusive mechanism for Aboriginal community members to develop local responses to family violence matters, ensuring they are responsive and culturally relevant to individuals, families and communities in Victoria. Keeping Our Mob and Families Strong Six annual cultural workshops delivered by the Local Indigenous Network (LIN) are designed, developed and delivered in partnership with Moondani Balluk and the Brimbank CfC project. The workshops, which attract at least 70 local Aboriginal community members, aim to provide a safe environment for community to gather, share and learn from each other. The CCT is involved with Moondani Balluk and the University at the Iramoo site on the St Albans Campus. Moondani Balluk staff work with the team members in Indigenous landscaping, nursery and bush food garden work. Team members enrol into 2 modules of the CGEA VE program. Moondani Balluk staff are members of the WACCC, a Victoria University partnership with the Wyndham City Council, to work towards the establishment and building of an Aboriginal Community Centre in Wyndham. In order to locate and engage directly with more Aboriginal people who live in the west, a gathering space or centre is required. Engagement with Koori Caucus members of this committee provides the opportunity to share information on VU education and employment opportunities. The Committee meets regularly on VU campuses to introduce Aboriginal people to the University as a safe environment. This engagement introduces Aboriginal people to the University as a safe environment and to the education programs. In 2016 this team had approximately 4 Aboriginal offenders participate. In 2016 the WACCC and the Wyndham CC were granted $1.6M to design and build the purpose built community centre.

10 Scholarships details Scholarship details Indigenous Commonwealth Education Scholarship Indigenous Commonwealth Accommodation Scholarship Indigenous Commonwealth Access scholarship Government/ No. No. Cost Private/University Allocated Awarded Government 4 $ Government 3 $ Government 3 $ Comments Soroptimist Private 1 $ Soroptimist went through changes in management which meant they did not award a scholarship in 2016

11 4. Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of all other Australians. Your response to this goal needs to address but is not limited to the following points: The total number of Aboriginal and Torres Strait Islander student enrolments for 2016, compared to 2015 (please provide an all student comparison). Details of your Universities strategies to address Aboriginal and Torres Strait Islander student participation. Indigenous Education / Support Unit s role. The total number of Aboriginal and Torres Strait Islander student enrolments is as follows: Aboriginal and Torres Strait Islander students: Non Aboriginal and Torres Strait Islander students (Domestic students only): 16,377 16,425 Strategies to address participation The Victoria University Indigenous Participation Strategy (IPS) provides the key objectives and actions to raise indigenous participation. This strategy was informed by the work of Professor Larissa Behrendt who was commissioned at the time by VU to: Make recommendations on Indigenous teaching and learning, research and research training and courses of study Establish Victoria University as a supportive and significant education provider for Indigenous people across all course offerings Maintain and further develop Indigenous community engagement, partnerships and research opportunities. With the release of Universities Australia (UA) Indigenous Strategy , VU is reviewing the 2013 Indigenous Participation Strategy to ensure that we are positioned to achieve the ambitious aims articulated in the UA strategy. Importantly this new strategy will ensure alignment with the UA aims: increase the numbers of Aboriginal and Torres Strait Islander people participating in higher education as students, as graduates and as academic and research staff increase the engagement of non Indigenous people with Indigenous knowledge, culture and educational approaches improve the university environment for Aboriginal and Torres Strait Islander people. A review of outcomes against objectives of the previous strategy and lessons learnt will be undertaken to inform the new strategy. A priority action will be the development of Indigenous Student Recruitment Strategy that is supported by strong indigenous community partnerships. Working groups comprising of Leadership Committee members and co opted subject matters experts will work on the development of objectives and associated actions for the new strategy. Victoria University has developed a series of major and minor sequences for the bachelor programs focussing on contemporary issues, histories and cultures of Indigenous Australians. The major and minor programs provide the opportunity for Indigenous and non Indigenous students to focus in depth on Indigenous studies relevant to their field of education.

12 Program Name Target audience Outline of Program Outcome Aboriginal Yulendj Major in Bachelor of Arts Kyinandoo In The Arts Minor in Bachelor of Creative Industries Indigenous Studies Minor in the Bachelor of Education (P 12) Indigenous and non Indigenous students to develop understanding of Indigenous Australian issues and perspectives. Indigenous and non Indigenous students interested in developing knowledge of Indigenous Australian traditions and cultural expression. Indigenous and non Indigenous students to develop understanding of Indigenous culture and context. This major provides an integrated set of units focussing on Aboriginal Australia. It covers disciplinary knowledge in Aboriginal Yulendj and humanities with a particular focus on citizenship, politics and selfdetermination from a traditional to contemporary worldview through the understandings and lived experiences of Aboriginal academics who will challenge standpoints and introduce critical Aboriginal knowledge. Students develop their skills in communication, critical analysis and evaluation, selfreflection and leadership. Assessment tasks across the major include oral presentations, group projects, site visits, reflective journals and essays. In addition, the Bachelor of Arts includes a core unit on Aboriginal History and Political Movements and the option to undertake the Global Indigenous Challenge minor offering a extensive specialisation in Indigenous studies. This minor provides an integrated set of units focussing on Aboriginal Australia. It covers disciplinary knowledge in Aboriginal Australia with a focus on Aboriginal politics and self determination from a historical to contemporary focus through the eyes of Aboriginal activists and artists that challenge worldviews and introduce critical Aboriginal knowledge and understandings. Students develop their skills in oral communication, critical analysis and different forms of writing for audiences. Assessment tasks across the minor include yarning, Aboriginal site visits, oral presentations, group projects that include presentation of information via theatre, and essays. This minor is intended to deepen understanding of Indigenous Australian cultures and histories, ensuring that Indigenous knowledge, perspectives and experiences are respected, valued, accessed and incorporated into future learning environments. In this multidisciplinary area of study, students examine the theory related to the historical, cultural and political relationship between Aboriginal and Torres Strait Islander peoples and non Indigenous Australians. Theoretical and practical studies also focus on exploring the various modern day challenges faced 2016 was the first year this unit set was offered to students. The prerequisites have meant that student enrolment numbers are limited and as such a number of the units could not be delivered. In 2016, a graduate of VU s Indigenous studies, Bachelor of Arts (Kyinandoo), was awarded the Charles Perkins Trust Scholarship to begin a master in Social Anthropology at Cambridge University was the first year this unit set was offered to students. The prerequisites have meant that student enrolment numbers are limited and as such a number of the units could not be delivered was the first year this unit set was offered to students. The prerequisites have meant that student enrolment numbers are limited and as such a number of the units could not be delivered.

13 Indigenous Health Major and Minor in Bachelor of Health Science Global Indigenous Challenge Minor in 12 bachelor programs Indigenous and non Indigenous students to develop understanding of Indigenous culture and context for health programs. Indigenous and non Indigenous students to develop understanding of issues for Indigenous identity and selfdetermination. by Indigenous Australians. In addition, Re thinking Australian Studies is a core unit of the Bachelor of Education / Early Childhood Education, that enables pre service teachers to develop the skills, knowledge and practices needed to include Indigenous perspectives in Australian Studies. This major provides students with a complete context and understanding of the cultural and historical factors that need to be considered when developing and implementing health programs for Indigenous populations. Students explore, analyse and deconstruct disciplinary and lived perspectives, impacts and outcomes for Indigenous individuals and communities in the 21st Century. Topics that are explored include history, human rights, traditional owners, sovereignty, governance and societal structures, and colonial systems of power, and how these influence the health outcomes of Indigenous populations and groups. In addition to this students will learn about and explore traditional health interventions used in Indigenous communities and their relationship to the conventional western medicine construct. This minor is available for students enrolled in VU undergraduate programs focussing on de colonial and postmodern theories to consider a range of complex topics concerning personal and national identity in a changing global world. In this minor, students will explore, analyse and deconstruct disciplinary and lived perspectives as well as the subsequent impacts and outcomes for individuals and communities in the 21st Century. Topics to be explored include history, human rights, traditional owners, sovereignty, governance and societal structures, and colonial and systems of power was the first year this unit set was offered to students. The prerequisites have meant that student enrolment numbers are limited and as such a number of the units could not be delivered was the first year this unit set was offered to students. The prerequisites have meant that student enrolment numbers are limited and as such a number of the units could not be delivered.

14 5. Enable Aboriginal and Torres Strait Islander students to attain the same completion rates from award courses in higher education as for other Australians. Your response to this goal needs to address but is not limited to the following points: The total number of Aboriginal and Torres Strait Islander student completions at Bachelor level and above in 2016, compared to 2015 (please provide an all student comparison). Support mechanisms you have in place to assist Aboriginal and Torres Strait Islander students to complete their study. Indigenous Education / Support Unit s role Aboriginal and Torres Strait Islander students: (Higher Degree) 0 0 Non Aboriginal and Torres Strait Islander students: (Higher Degree) Aboriginal and Torres Strait Islander students: (Other postgraduate) 3 5 Non Aboriginal and Torres Strait Islander students: (Other postgraduate) 935 1,150 Aboriginal and Torres Strait Islander students: (Bachelor degree) Non Aboriginal and Torres Strait Islander students: (Bachelor degree) ,736 Support mechanisms VU s Indigenous education unit, Moondani Balluk, plays a leading role in supporting Indigenous students. Support mechanisms Description Constraints Outcome Orientation Information for Indigenous Students Direct contact and referral Space and direct liaison for Indigenous students to Moondani Balluk staff At Victoria University s Orientation day events, Moondani Balluk organises a Welcome to Country and provides an information stand on Indigenous education and employment programs. Moondani Balluk information is available in Student Diaries, Course Guides and on the web. This information gives Indigenous students the ability to make contact with Moondani Balluk to enable the provision of appropriate services and referral information as required. Moondani Balluk connects Indigenous students with other University support services and provides information to assist them to undertake their studies and meet their career objectives. The Director makes contact with all enrolled Indigenous students at the end of each Semester in order to determine any issues pertaining to support or pastoral care. Students are also referred to the University s Academic Support Team for skill based assistance. In 2016 the majority of Moondani Balluk staff relocated to the Footscray Park Campus.. Small numbers of Indigenous students attend Orientation events. The onus is on students to make contact with Moondani Balluk for support. Response rates to direct contact via to students in low. The move to Footscray campus is hampered by the limited space allocated in comparison to the previous space at the St Albans campus. As such a specific student In 2016 all information was updated. A Student Life Project Officer position was discussed as an option with the Dean of Students to take on this role. Moondani Balluk will continue to work with the Facilities Department on further space allocation.

15 Career Resilience Program In November, 2016 a career resilience program, facilitated by VECCI, was conducted and covered areas such as Resume Writing, Key Selection Criteria and Interview techniques. In 2017 it is planned to deliver the program using internal resources to ensure the program is sustainable on an ongoing basis. space is not available at Footscray. This will lead to entry into the Students as Staff program and will also lead Indigenous students to fieldrelevant work experience.

16 6. To provide all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures. Your response to this goal needs to address but is not limited to the following points: Details of how and to what extent Indigenous perspectives are reflected in curriculum at your University. How the University addresses the cultural competency of its staff and students. The University s involvement with Indigenous community members in working toward this goal. Indigenous Education / Support Unit s role. Victoria University offers Yulendj Wurrung, the online cultural awareness training to VU s employees. The training takes two hours to complete and over the previous two years over 750 employees have completed the program. The University aims to develop Indigenous competency amongst its students by striving to create an environment in which all students have the opportunity to gain knowledge of Indigenous Australians. The University developed and approved a suite of Indigenous Global Challenge units as part of the University s Curriculum Reform program and in 2016 included this minor unit set into 12 bachelor programs across the University. VU has developed course content focussed on Aboriginal culture and context. Moondani Balluk was involved in the College of Arts, and College of Health and Biomedicine curriculum and course reform and worked with colleagues to provide minors and majors within courses. This curriculum reform is outlined in our participation response noting that in 2016 delivery options were severely hampered by course and unit requirements. Three Aboriginal specific units are included in courses as a core component in first year. These courses are; Bachelor of Arts, Criminal Justice Studies, Community Development, Health Science, Nursing, Midwifery, Social Work and Youth Work. Reconciling Australian Humanities Education is a core unit of the Bachelor of Education developed and delivered by College of Education Indigenous academics in collaboration with Moondani Balluk. It is a praxis inquiry core unit within the Bachelor of Education and the Bachelor of Education/Early Childhood that enables pre service teachers to develop the skills, knowledge and practices needed to include Indigenous perspectives in Australian Studies.

17 SECTION 2 EXPENDITURE OF INDIGENOUS SUPPORT PROGRAM GRANT (Attachment 1) Please use the financial acquittal template attached to report on the expenditure of your University s ISP grant for2016, noting that a breakdown of expenditure is required (eg salary and travel breakdown). Where ISP expenditure does not match the audited annual financial statements for the year ending 31 December 2016 provided under section of Higher Education Support Act 2003, please provide reconciliation. This ISP report is a legislated requirement, under the Higher Education Support Act 2003 Other Grants Guidelines (Education) SECTION 3 HIGHER EDUCATION PROVIDER S CONTACT INFORMATION Please nominate contact officers for all policy and operational matters regarding your Indigenous Education Statement, including name(s), position title, phone number and address. Where your Indigenous Education Unit has been consulted in the development of this Indigenous Education Statement, please provide the contact details of the relevant staff member. University Officer Indigenous Education Support Unit Officer Name: Bruce Carroll Name: Karen Jackson Position Title: Director, Analysis and Planning Position Title: Director, Moondani Balluk Phone Number: Phone Number: Bruce.Carroll@vu.edu.au Karen.Jackson@vu.edu.au SECTION 4 PUBLICATION OF THE STATEMENT Following approval of the IES by PM&C, Universities are to publish the current and the previous two IES on their website. The documents are required to be externally accessible to the public. Please provide PM&C with a link to these statements. The Indigenous Education Statements for current and previous two years are published on the Victoria University website on the Moondani Balluk, Our Aboriginal and TSI Profile, Strategies and Statements webpage see: vu/university profile/moondani balluk/our aboriginal tsi profile/strategiesstatements

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