latrobe.edu.au Gamagoen Yarrbat Indigenous Education Strategy

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1 latrobe.edu.au Gamagoen Yarrbat Indigenous Education Strategy

2 There is a special synergy between Bunjil, the creator Spirit of the Kulin Nations and the La Trobe University logo of an eagle. The image on the front cover captures this significant connection between the two icons. Bunjil the eagle is a primal symbol particularly significant to Melbourne and regional Victoria. The connection between Bunjil and the La Trobe University logo exceeds mere coincidence: as a leading contemporary university we aspire to principles of global citizenship, leadership, responsibility and environmental sustenance similar to those values represented by Bunjil and beliefs held by Indigenous Australians. The symbolism and significance for both La Trobe University and for Aboriginal people challenges us all to GAMAGOEN YARRBAT (to soar). CONTENTS ACKNOWLEDGEMENT OF COUNTRY 1 OUR COMMITMENT TO ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES 2 Vice-Chancellor Professor John Dewar 2 Senior Deputy Vice-Chancellor Professor Jane Long 3 University Elder Dr Joy Murphy Wandin 3 INDIGENOUS STRATEGY 4, Indigenous Strategy and Education, Professor Mark Rose 4 Monitoring and reporting protocols 5 The elevator conversation 5 Five strategic domains 5 Targets 6 Domain One: Indigenous Students 7 Domain Two: Whole of University Alignment 8 Domain Three: Indigenous Employment 9 Domain Four: Knowledge / Research 10 Domain Five: Community Engagement 11 Acronyms 12 Indigenous Higher Education strategic policies 13 Cover artwork: ii Storyteller Gamagoen by Yarrbat artist Nellie Indigenous Green Education Strategy

3 Acknowledgement of Country Mildura Shepparton Albury-Wodonga Bendigo Melbourne TRADITIONAL CUSTODIANS IN VICTORIA La Trobe University acknowledges that our campuses are located on the lands of many traditional custodians in Victoria. We recognise their ongoing connection to the land and value their unique contribution to the University and wider Australian society. La Trobe University is committed to providing opportunities for Aboriginal and Torres Strait Islander people, both as individuals and communities through teaching and learning, research and community partnerships across all of our campuses. Aboriginal and Torres Strait Islander people need to be aware that this publication may contain images of and/or references to deceased persons. Throughout this document Aboriginal and Torres Strait Islander and Indigenous are used interchangeably. Gamagoen Yarrbat Indigenous Education Strategy

4 Our commitment to Aboriginal and Torres Strait Islander peoples Professor John Dewar MESSAGE FROM THE VICE-CHANCELLOR AND PRESIDENT PROFESSOR JOHN DEWAR La Trobe University takes its commitment to Aboriginal and Torres Strait Islander peoples and education seriously. As a leading higher education provider we have much in common with Aboriginal and Torres Strait Islander communities. La Trobe University was conceived in a time of immense change, bringing with it a new era of thinking and doing that heralded modern Australia. In 1967, the very year of the ground setting and nation building Aboriginal Referendum, 552 inaugural students also started here at La Trobe University. From then till today the university and the Aboriginal and Torres Strait Islander community have been connected. Our campuses are located in the midst of large Aboriginal and Torres Strait Islander communities and we value the things that we share and the partnerships that we have forged over that time. Deep in the fabric of La Trobe University is the desire to face the big issues of the day and to make a difference. Both Indigenous and non- Indigenous students have benefited from the values and ethos that underpins a La Trobe University education. This can be seen in the way we have graduated many Aboriginal and Torres Strait Islander students, in particular the first and second Indigenous PhDs for the state. Our non-indigenous scholars and staff have made seminal contributions to a practical understanding of Reconciliation, perhaps none more so than our alumnus Don Watson, the author of Paul Keating s Redfern address. The environment that both La Trobe University and Aboriginal and Torres Strait Islander communities operate in today is different than that of That is why we have crafted a strategy that takes into account the vibrancy of the higher education sector and the shifting demographics of the community. It is a strategy that builds on the past with flexibilities for the future. We aim to be the destination of choice for Aboriginal and Torres Strait Islander higher education and employment. Mindful of this heritage and buoyed by our record of Indigenous and non-indigenous achievement, our commitment today is even stronger. With the appointment of Aunty Joy Murphy Wandin as our University Elder and our many dynamic community partnerships and relationships we are confident of our aspirational targets in Future Ready. I would personally like to thank Aunty Joy Murphy Wandin for allowing us to name the Indigenous La Trobe Strategy gamagoen yarrbat, which in the language of the Woiworung means soar. This word builds on the four and a half decade heritage of both the community and the University in a strategic plan for the future. La Trobe University is a place for Aboriginal and Torres Strait Islander students to soar. 2 Gamagoen Yarrbat Indigenous Education Strategy

5 OUR COMMITMENT TO ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES Professor Jane Long MESSAGE FROM THE SENIOR DEPUTY VICE-CHANCELLOR AND VICE-PRESIDENT PROFESSOR JANE LONG La Trobe University is a place for rigorous intellectual exchange and where the hard issues of the day can be addressed in an academic community which highly values social justice. La Trobe has a strong commitment to the inclusion of Aboriginal and Torres Strait Islander people and understands the importance of education to the future of all nations. Innovation in teaching and learning at La Trobe University is an important element in the university s strategic plan, Future Ready, and La Trobe is actively engaged in opening up new ways of learning to meet the needs of students at a time and place that suits their personal circumstances. La Trobe seeks to be a destination of choice for Aboriginal and Torres Strait Islander people and a place that actively supports their learning. We value respect for all people and work to develop students who have confidence in meeting and mixing with students from many different cultures. An interactive learning module, Wominjeka La Trobe, will be undertaken by all commencing students from 2015 to provide them with a threshold understanding of Aboriginal and Torres Strait Islander knowledge and culture specifically. We welcome gamagoen yarrbat, a strategy which is far-reaching and aims to increase the numbers of Indigenous students and staff within the university community while forging vital links with government and external organisations to foster productive relationships. Implementation of the strategy will have our strongest support. Dr Joy Murphy Wandin MESSAGE FROM THE UNIVERSITY ELDER DR JOY MURPHY WANDIN While I have been the University Elder at La Trobe for only a short time, my relationship with the university is actually a much longer one with a commitment to education and knowledge sharing that is generational through my lines of my family and through my people. I have always felt special whenever I am at La Trobe. The staff and spirit of learning is one where all students, both Indigenous and non-indigenous, can share, test boundaries and envision a future with them in it. Any vision of the future needs to have an Aboriginal and Torres Strait Islander perspective and there is possibly no better place for this to happen than at La Trobe University. The relationship that La Trobe University has with the Aboriginal and Torres Strait Islander people can be seen in many ways on campus. There is however no greater coincidence than that the iconic La Trobe University eagle is shared with what we, as First Nation people, know as Bunjil the creator spirit. Having named Ngarn-gi Bagora, the Aboriginal and Torres Strait Islander support centre in 2001, I was delighted when asked to name the new Indigenous La Trobe Strategy. The strategy is aspirational and far reaching and using the language of my ancestors, the Woiworung, I have chosen gamagoen yarrbat which means soar. On any given day, on any campus of La Trobe University just cast your eyes upwards and you are likely to see eagles swirl in the sky. Eagles are known for flying very high and seeing far which we want all La Trobe University students to do. I welcome and support gamagoen yarrbat and look forward to seeing students soar. Gamagoen Yarrbat Indigenous Education Strategy

6 Indigenous Strategy and Education Professor Mark Rose MESSAGE FROM THE EXECUTIVE DIRECTOR, INDIGENOUS STRATEGY PROFESSOR MARK ROSE The Indigenous La Trobe strategy, gamagoen yarrbat is a strategy for our time. No Victorian university sits amongst the Aboriginal and Torres Strait Islander community like La Trobe University. Our metropolitan and regional campuses are located where the largest population of the community live. With the vibrancy of the Future Ready agenda, gamagoen yarrbat is designed to create a whole of university approach to Aboriginal and Torres Strait Islander education both for Indigenous and non-indigenous students at La Trobe University. While our principal task is to attract and support through to completion Aboriginal and Torres Strait Islander students, we are more than mindful of our part in the very rich fabric of university life. As part of the fabric of university life we will align ourselves to the five guiding values of Future Ready, particularly to holding ourselves accountable for making great things happen. This will mean that all our activities within the five domains and against targets set will be reported on and made available to the La Trobe University Council annually. As the La Trobe Indigenous strategy, gamagoen yarrbat revolves around five distinct domains of Students, University Alignment, Indigenous Employment, Knowledge/Research and Community Engagement. It is designed so that in tandem with Future Ready, La Trobe University will become the higher education destination of choice for the Aboriginal and Torres Strait Islander community as well as enhancing the learning experience for all students. A key enabler of gamagoen yarrbat will be our dynamic and authentic relationship with the Victorian Aboriginal and Torres Strait Islander community, particularly our partnership with the Koorie Academy of Excellence (KAE). Indigenous La Trobe s strategy, gamagoen yarrbat crafts the future through aspiration and vision linking the university s very rich heritage and educational assets in placebased innovative delivery and balanced support and enrichment. Through gamagoen yarrbat and La Trobe University we will soar. 4 Gamagoen Yarrbat Indigenous Education Strategy

7 Monitoring and reporting protocols STRATEGIC TARGETS The Office of Indigenous Strategy and Education (OISE) at La Trobe University is led by its, Professor Mark Rose, and sits within the portfolio of the Senior Deputy Vice-Chancellor. The carries the major responsibility for monitoring the strategy and for its implementation, directly and in collaboration with other senior university leaders and managers. The goals and targets included in this strategy will be monitored regularly, and reports on progress will be made from the OISE to the SDVC, VC and University Council, as follows: REPORTING LINE Senior Deputy Vice-Chancellor STRATEGIC TARGET AREA Recruitment and Retention DATE Census Date THE ELEVATOR CONVERSATION In line with Future Ready, we will attract Aboriginal and Torres Strait Islander students and support them through to completion, making La Trobe University a destination of choice for Indigenous people. By interacting within the cultural and intellectual fabric of the university we aim to enhance the learning experience of all students by contributing from an Indigenous perspective to their development as global citizens. FIVE STRATEGIC DOMAINS Indigenous Students Whole of University Alignment Indigenous Employment Knowledge/Research Community Engagement. Vice-Chancellor Other targets as appropriate Portfolio Annual Business Plan Review Cycle March/July/October October/November University Council OISE Annual Report April Report within SDVC Portfolio Report November Gamagoen Yarrbat Indigenous Education Strategy

8 Targets The following targets have been set in collaboration with the Planning and Institutional Performance Unit (PIPU) and the Office of Indigenous Strategy and Education (OISE). The projections are challenging and aspirational, but predicated on a realistic appraisal of the current political and sectoral circumstances. The targets relate to both students and staff participating in a range of academic programs and employment opportunities at La Trobe. Table 1: Aboriginal and Torres Strait Islander student and staff targets to 2017 PRINCIPAL PERFORMANCE INDICATORS (REQUIRED) BASELINE 2012 ACTUAL 2013 PROPOSED TARGET 2014 PROPOSED TARGET 2015 PROPOSED TARGET 2016 PROPOSED TARGET 2017 Number of all Aboriginal and Torres Strait Islander student enrolments Enrolments 119 EFTSL 156 Enrolments 116 EFTSL 170 Enrolments 130 EFTSL 190 Enrolments 135 EFTSL 210 Enrolments 140 EFTSL 250 Enrolments 160 EFTSL Number of all Aboriginal and Torres Strait Islander student completions 2 Number of all Aboriginal and Torres Strait Islander professional/general staff 3 Number of all Aboriginal and Torres Strait Islander academic staff Baseline: 2012 Census Jan to Dec (including revisions to 31/3/13); Actual 2013: 2013 Census Jan to Dec (including revisions to 31/3/14) 2 Baseline: 2012 Census Jan to Dec; Actual: 2013 Census Jan to Dec 3 Baseline: 2011 Census, including actual casuals; Actual: 2012 Census, including actual casuals 4 Baseline: 2011 Census, including actual casuals; Actual: 2012 Census, including actual casuals Table 1 highlights the targets for student enrolments and completions, and for the recruitment of Indigenous staff. A substantial increase in overall student enrolments will be driven partly by innovative new courses, such as the Graduate Certificate of Management (Public Sector) introduced in This course is already attracting a large number of Indigenous students, and reflects the university s commitment to increase opportunities at both undergraduate and postgraduate level. Table 2: Proportion of Indigenous domestic undergraduate students at La Trobe University YEAR Target 0.90 % 1 (STUDENTS) 1 Calculation Indigenous / All Domestic Undergraduate students Source: Appendix 2 Equity Groups, Table 2.6 All domestic undergraduate students. Exludes Tertiary Enabling Program. Table 2 represents progress towards the 2017 Future Ready goal of specifically increasing the proportion of Indigenous domestic undergraduate students to 0.9% of La Trobe students. The 2017 target was based on the Bradley Review Access Rate of 0.9%, reflecting the percentage of Aboriginal and Torres Strait Islander people aged years, as at the 2011 Census for Victoria. As proportional representation of Indigenous domestic undergraduate students is known to advantage dual sector and away from base settings, progress towards the 0.9% target has been slow. DEECD data indicates that while the numbers of Aboriginal and Torres Strait Islanders attempting VCE has increased, the viability of their ATAR decreases the pool of Indigenous domestic undergraduate prospects for La Trobe. Despite this challenge, the gamgoen yarrbat strategy aims to increase Aboriginal and Torres Strait Islander enrolments and completions in all target groups, including domestic undergraduate students. Every effort will be made to work towards to 2017 Future Ready target. Our relationship with the Koorie Academy of Excellence (KAE), the student recruitment strategy itself, and the development of curriculum initiatives are expected to lift numbers significantly over the next few years. 6 Gamagoen Yarrbat Indigenous Education Strategy

9 Domain One: Indigenous Students AIM: TO ATTRACT ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS AND SUPPORT THROUGH TO COMPLETION DOMAIN FOCUS STRATEGY SUCCESS INDICATORS ACCOUNTABILITY TIMELINE ATTRACTION Increase the number of Aboriginal and Torres Strait Islanders undertaking study at the University The development and implementation of evidence based Indigenous Student Recruitment Strategy that incorporates specific strategies and targets for all campuses. Maintain the LTU relationship with the Koorie Academy of Excellence (KAE) as a priority cohort and develop joint curriculum initiatives as a LTU pathway. Production of annual plans reviewed annually for cost benefit analysis Development of Early Gateway Program, and meeting associated targets Development of second Early Gateway Program 2014 Reviewed annually thereafter 2014 Review of targets 2015 End 2015 Develop niche programs for Indigenous cohorts based upon community identified needs, aspirations and opportunities. Exploration and development of an IRU Indigenous MBA Three industry related programs End of 2016 End of 2016 Establish place based initiatives in regions through Regional Education Action Plans (REAPs). 4 REAPs developed (one for each regional campus) per year 2017 Assist the Colleges in setting and meeting Indigenous Student Load targets. Set targets Reporting of targets College General Managers Targets set 2015 Reporting 2016 onward Devise strategy to increase study opportunities for Indigenous people connected to LTU via the Indigenous Employment Program. Annual strategy devised and implemented Annual Reporting RETENTION Improve student support and enhance the learning experience, participation Encourage Aboriginal and Torres Straits Islander students to partake in the rich experience of an on campus student. Establish focus groups to assess student experience. Student Satisfaction Survey Focus Groups All staff Ongoing. Annually Reviewed June 2015 and retention of Indigenous students across the University All Indigenous Education Enrichment Centres (IEEC) to deliver cutting edge Indigenous student services programs. This includes academic, community, cultural and well-being. Student Satisfaction Survey Focus Groups Traffic/usage in IEEC uptake of dedicated services (eg: ITAS) Ongoing Annually Reviewed Secure and facilitate access for students to internal and external scholarships. Increase by 5 the number scholarship/ bursaries sourced Alumni and Engagement End 2017 Create opportunities for Aboriginal and Torres Straits Islander students to engage with Indigenous networks state-wide and nationally aligned to their discipline/ profession. 1 event annually Student Satisfaction Survey Focus Groups Ongoing Annually Reviewed COMPLETION Enhance success experience and facilitate alumni and postgraduate options Establish a La Trobe University Indigenous Hall of Fame as part of LTU Alumni. Create an Indigenous Services Officer role leading to a position with specific responsibility for postgraduates. Initial induction One event held per year Formalised connections with Colleges Role description developed College A/PVCs 2015 Annually 2016 Gamagoen Yarrbat Indigenous Education Strategy

10 Domain Two: Whole of University Alignment AIM: TO EMBED ABORIGINAL AND TORRES STRAIT ISLANDER PERSPECTIVES IN THE ORGANISATIONAL FABRIC OF THE UNIVERSITY DOMAIN FOCUS STRATEGY SUCCESS INDICATORS ACCOUNTABILITY TIMELINE GOVERNANCE Establish protocols and procedures for seeking Indigenous representation on University governing bodies, Boards and Committees SYMBOLIC Increase the visibility of Aboriginal and Torres Strait Islander cultures and people in the life of the University Establish an Aboriginal and Torres Strait Islander advisory body that will directly advise the Vice-Chancellor on all matters Indigenous. University-wide initiative, development of a compulsory on-line non-credit unit Wominjeka La Trobe for all LTU students to be introduced to Indigenous knowledge and culture. Establish protocols and procedures for including Indigenous representation where appropriate on LTU governing bodies, boards and committees. Produce an annual report that monitors and reports against set targets and implementation milestones. The report will be made available to the LTU Council. Develop a La Trobe Charter/Accord/ Statement of Intent with the Aboriginal and Torres Strait Islander community affirming the University s long standing Indigenous commitment; launch at significant event. Revive the Hyllus Maris Oration as the flagship University Indigenous activity. Develop a series of awards in the Aboriginal and Torres Strait Islander space to be awarded as part of the Hyllus Maris Oration. As an expression of LTU s commitment to Aboriginal and Torres Strait Islander people, appoint Indigenous Adjunct Professors in each College which reflect the domains of their College. Board members sourced and established with functional Terms of Reference Module finalised and first students enrolled for Semester 1, Policy developed and initiated End of 2014 February 2015 Governance Services End of 2015 Production of report Annually Development and launch of Charter/ Accord over Hyllus Maris Oration held Awards concept briefed and progressed through University approvals Annual awards ceremony held Target set and achieved University Events Unit College PVC and College General Manager Annually Target set April 2015; achieved end of Gamagoen Yarrbat Indigenous Education Strategy

11 Domain Three: Indigenous Employment AIM: TO SECURE LA TROBE UNIVERSITY AS AN EMPLOYER OF CHOICE FOR ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE DOMAIN FOCUS STRATEGY SUCCESS INDICATORS ACCOUNTABILITY TIMELINE ACADEMIC Identify, source and create opportunities to increase the number of Aboriginal and Torres Strait Islanders employed in academic roles across the University PROFESSIONAL Identify, source and create general and professional opportunities to increase the number of Aboriginal and Torres Strait Islanders employed across the University Update the La Trobe University Closing the Gap, 35 in 5 Indigenous Employment Strategy, for the new College structure. Assist Colleges in setting employment targets for Aboriginal and Torres Strait Islander academic staff. Investigate strategy to grow our own from professional positions into academic positions. Develop a strategic alliance between OISE and LTU Human Resources department in order to achieve the goals of updated Academic specific Employment strategy. Develop LTU profile and employment strategy with Indigenous Higher Education Networks and in the community at career expos community events. Update the La Trobe University Closing the Gap, 35 in 5 Indigenous Employment Strategy for professional staff, including the extension years 2016/17 in line with Future Ready. Production of an Academic specific Employment Strategy Targets set and achieved and reported in the OISE Annual Report to Council Strategy identified and implemented Relationship created and maintained and reported in the OISE Annual Report to Council Number of community at career expos community events attended. Regular attendance and involvement in NATSIHEC (AC) Compliance and attendance targets set and achieved and reported in the OISE Annual Report to Council College PVC and General Manager, HR End of 2015 Targets set April 2015; achieved end of 2015 End 2016 Ongoing Ongoing June 2015 Gamagoen Yarrbat Indigenous Education Strategy

12 Domain Four: Knowledge / Research AIM: TO ACKNOWLEDGE AND PROMOTE THE SHARED SPACE AND INTERSECTION OF KNOWLEDGE SYSTEMS AND TRANSFER DOMAIN FOCUS STRATEGY SUCCESS INDICATORS ACCOUNTABILITY TIMELINE CURRICULUM Increase the offerings of Indigenous Australian Studies and perspectives in programs across all disciplines and campuses INDIGENOUS KNOWLEDGE SYSTEMS Elevate the value and profile of Aboriginal and Torres Strait Islander perspectives in undergraduate offerings across all disciplines and campuses. Assist Colleges whose disciplines require professional certification in Aboriginal and Torres Strait Islander knowledge competency, literacy. Liaise between the University and community/indigenous networks to ensure cutting edge Aboriginal and Torres Strait Islander perspectives are translated into curriculum. Make connections and provide opportunities for local Indigenous communities to engage with LTU researchers in generating community identified and owned research projects through established networks and relationship. Create pathways and opportunities for HDR students entering the University from industry, community experience or alternative admission criteria. Develop targeted support programs for postgraduate students. Develop a suite of policy documents on Indigenous Knowledge Systems (IKS), including: 1. A statement on the primacy of IKS in a modern University setting 2. A statement on Indigenous Cultural and Intellectual Property, as part of a consolidated Aboriginal and Torres Strait Islander Research Strategy. Increase University wide understanding and practice of ethical research practice with Aboriginal and Torres Strait Islander people and knowledge. Colleges declaring and meeting targets for both dedicated and embedded subjects supported by OISE Development of new and or enhancement of existing Aboriginal and Torres Strait Islander streams specifically designed to meet professional requirement (eg. AITSL Standards 1.4 and 2.4) Recorded curriculum changes and new subjects College reporting mechanisms Quantified and reported in the OISE Annual Report to Council At least one LTU/Community general research projects annually Reported in the OISE Annual Report College targets met Increase in number of Aboriginal and Torres Strait Islander HDR students by at least one annually Production of Postgraduate support strategy Support provided to all students on request Production of two papers Statement endorsed by university mechanisms Policy operational Active membership on LTU Human Ethics and Animal Ethics committees College PVC College PVC and A/PVCs College PVC and A/PVCs All staff Research Services Research Services Research Services College A/PVC(R) Research Services Ongoing Ongoing Ongoing Annually End End of 2016 End of Gamagoen Yarrbat Indigenous Education Strategy

13 Domain Five: Community Engagement AIM: IN THE SPIRIT OF DYNAMIC PARTNERSHIP, TO ENGAGE THE ABORIGINAL AND TORRES STRAIT ISLANDER COMMUNITY FOR MUTUAL BENEFIT DOMAIN FOCUS STRATEGY SUCCESS INDICATORS ACCOUNTABILITY TIMELINE PARTNERSHIP The University to establish, implement and build on specific partnerships supporting Indigenous La Trobe Enshrine the standing relationship LTU has with the Aboriginal and Torres Strait Islander communities in Victoria in a Charter/Accord to formalise a dynamic partnership and strategic alliance. Concept briefed and progressed through University mechanisms to approval Charter/Accord drafted and signed as a significant event University Council 2015 PROFILE Elevate and reinforce an Aboriginal and Torres Strait Islander profile throughout the fabric and culture of the University Through the agency of Aboriginal and Torres Strait Islander staff, hold membership on relevant boards and bodies to demonstrate LTU community commitment. Membership of bodies and boards tabulated and reported in the OISE Annual Report to Council Ongoing Gamagoen Yarrbat Indigenous Education Strategy

14 Acronyms A/PVCs Associate Pro Vice-Chancellors MBA Masters of Business Administration A/PVC(R) ABS Associate Pro Vice-Chancellors (Research) Australian Bureau of Statistics NATSIHEC(AC) National Aboriginal and Torres Strait Islander Higher Education Consortium (Aboriginal Corporation) AITSL IEEC IKS IRU ITAS KAE Australian Institute for Teaching and School Leadership Indigenous Education Enrichment Centre Indigenous Knowledge Systems Innovative Research Universities Indigenous Tutorial Assistance Scheme Koorie Academy of Excellence OISE PIPU PVC REAP SDVC VAEAI Office of Indigenous Strategy and Education Planning and Institutional Performance Unit Pro Vice-Chancellor Regional Education Action Plan Senior Deputy Vice-Chancellor Victorian Aboriginal Education Association Incorporated LTU La Trobe University VC Vice-Chancellor 12 Gamagoen Yarrbat Indigenous Education Strategy

15 Indigenous Higher Education strategic policies National Aboriginal and Torres Strait Islander Education Policy (NATSIEP) 1989 The Coolangatta Statement 1993 Wurreker VAEAI 2003 Indigenous Higher Education Advisory Council (IHEAC) 2006 Ngapartji Ngapartji - Yerra- IHEAC Conference 2007 The Review of Australian Higher Education (Bradley Review) 2008 Toorong Marnong Accord 2008 Aboriginal and Torres Strait Islander Education Action Plan On Stony Ground: Governance and Aboriginal and Torres Strait Islander Participation in Australian Universities Universities Australia National Best Practice Framework for Indigenous Cultural Competency in Australian Universities Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People 2012 (Behrendt Review) IRU Statement of Intent 2014 Disclaimer: The information contained in this brochure is indicative only. While every effort is made to provide full and accurate information at the time of publication, the University does not give any warranties in relation to the accuracy and completeness of the contents. The University does not accept responsibility for any loss or damage occasioned by use of the information contained in this publication. La Trobe University is a registered provider under the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). CRICOS provider: 00115M CS /15 Gamagoen Yarrbat Indigenous Education Strategy

16 FOLLOW OUR PROGRESS WITH GAMAGOEN YARRBAT INDIGENOUS EDUCATION STRATEGY For more information, please contact: Professor Mark Rose, Indigenous Strategy and Education E mark.rose@latrobe.edu.au T Ms Nellie Green Manager, Indigenous Student Services E n.green@latrobe.edu.au T Mr Mick Coombes Indigenous Employment Co-ordinator E m.coombes@latrobe.edu.au T CONNECT latrobe.edu.au/indigenous latrobe.edu.au CRICOS Provider 00115M