University strategies. The University considers itself a leader in this field and has acknowledged the culture and insight of Indigenous Australians in its new Mission statement and also has key objectives for Indigenous Australian students and staff. ▇▇▇▇▇▇▇ ▇▇▇▇▇ University has already implemented a number of strategies specifically for the improvement of higher education access and outcomes for Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander students and staff. These include an Indigenous Australian Employment Strategy which was first introduced in 2005, and an Indigenous Education Strategy approved in 2008. The Indigenous Australian Employment Strategy has regularly been reviewed and updated to take account of recent trends and in particular the National Indigenous Higher Education Workforce Strategy of 2011. With this in mind, the CSU Indigenous Australian Employment Strategy 2012- 2015 focuses on the following: • achieving and maintaining a representation of Indigenous Australians at CSU of at least 3%; • supporting the appointment of indigenous people across a diversity of occupational groups, levels and work areas; • introducing specific strategies to support the appointment and development of Indigenous academic staff; and • supporting the career development and progression of exiting Indigenous staff. For example, in 2012, CSU introduced the Indigenous Academic fellowship project as a strategy to develop Indigenous graduates with potential for an academic career, in recognition of the small pool of existing Indigenous academics within Australia. The aim of this project is to enable Indigenous graduates to contribute their professional experience to the relevant faculty’s undergraduate program while furthering their qualifications and being mentored into an academic role. CSU is committed to increasing the number of Indigenous Australians participating in higher education. This is demonstrated by the University's student load which has increased significantly over the past five years - in 2008 our EFTSL of 200 has grown in 2012 to approximately ▇▇▇ ▇▇▇▇▇. The Indigenous Education Strategy (IES) was approved in 2008 and contains five key performance Indicators, nine key objectives and 36 recommendations. The IES provides a comprehensive whole-of-institution framework for engagement with Indigenous communities and the positioning of CSU as a lead provider of Indigenous education, research, and cultural competence training. CSU is committed to raising the profile of Indigenous research and in 2010 appointed a Chair of Indigenous Studies. The Chair, in collaboration with the Deputy Vice-Chancellor (Research), has responsibility for the development of CSU’s Indigenous Research Plan (currently in draft). This draft strategy will focus on Indigenous community-empowered research partnerships, and development of appropriate research protocols. In addition, the IES has a number of recommendations that addresses teaching and learning, and in particular, the incorporation of Indigenous content into all onshore undergraduate programs. As outlined in recommendation 15 of the IES, embedded Indigenous content in all our on-shore undergraduate programs will be an assessable component. The incorporation of Indigenous content will ensure CSU students graduate with current and appropriate cultural understanding that provides each graduate with the skills to develop attributes necessary for active and ethical local, national and global citizenship. Cultural competence of both staff and students is paramount at CSU, whereby both learning and teaching strategies are governed by the key objectives of the IES while cultural competency training is offered for all staff. Moreover, the CSU Indigenous Education Strategy (IES) is complementary to recommendations of the recent Review of Higher Education Access and Outcomes for Aboriginal and ▇▇▇▇▇▇ Strait Islander people (▇▇▇▇▇▇▇▇ Review). The IES addresses the key areas of issues of Indigenous education, including student access, participation, retention and success, human resources, teaching and learning, Indigenous research, community engagement and governance. An Indigenous Education Strategy Coordinating Group (IESCG) has been established to oversee the development, coordination and evaluation of the IES, and monitor the performance indicators set out in each of the University Plans. The IESCG reports direct to the Vice-Chancellor and is chaired by the Special Adviser, Indigenous Affairs. The Indigenous Student Services (ISS) is the University’s key program that services the needs of Indigenous students regardless of their mode of study (on-campus, distance, or mixed). The ISS has been in operation at CSU since 1991 with a focus on providing academic, personal and cultural support for Indigenous students. A recent review of the ISS enabled the program to operate within the Office of the ▇▇▇▇ of Students, ensuring a more holistic and coordinated approach to supporting our Indigenous students. The ISS has established culturally safe facilities at each campus to enable students to conduct research, complete assignments and to access support services in a culturally appropriate setting. In addition, CSU’s ATSI online forum enables students to communicate and share their learning experience with fellow students. The CSU Student Equity Service in collaboration with ISS promotes scholarships and grants to Indigenous students and provides assistance to students to complete applications for these awards. The Student Services Scholarship Office administers Equity Scholarships and Grants whereby all Indigenous students are encouraged to apply for them including the specific Indigenous scholarships. Further, CSU has a number of internal schemes to support staff with study costs and professional development. For example, the Indigenous Staff Study Support Scheme (general and academic) aims to support staff to engage in career development options by providing some financial support. As mentioned above, CSU has a number of internal schemes that provide support for both academic and general staff. For example, the Indigenous Academic Leadership Development Scheme provides financial support to Indigenous academic staff to undertake professional activity that will ▇▇▇▇▇▇ development of leadership skills. In addition, the CSU Indigenous Australian Employment Strategy has a number of objectives which include the provision of support for career development of Indigenous employees and retention. CSU has appointed several senior Indigenous staff to its executive leadership forums, such as Academic Senate, Vice-Chancellor's Forum, the Human Research Ethics Committee, Faculty Boards, Equity and Diversity Committee, Faculty Courses Committee, Learning and Teaching Committee, and senior manager forums across the University. This membership has allowed CSU Indigenous leaders to participate in decision making forums at the University.
Appears in 1 contract
Sources: Mission Based Compact
University strategies. The University considers itself Swinburne will make a leader in this field and has acknowledged the culture and insight of Indigenous Australians in its new Mission statement and also has key objectives for Indigenous Australian students and staff. ▇▇▇▇▇▇▇ ▇▇▇▇▇ University has already implemented a number of strategies specifically for the improvement of higher education access substantial contribution to improving educational access, participation and outcomes for Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander students and staffIslanders during 2014-16. These include an Indigenous Australian Employment Strategy which was first introduced in 2005, and an Indigenous Education Strategy approved in 2008. The Indigenous Australian Employment Strategy has regularly been reviewed and updated to take account of recent trends and in particular the National Indigenous Higher Education Workforce Strategy of 2011. With this in mind, the CSU Indigenous Australian Employment Strategy 2012- 2015 focuses on the following: • achieving and maintaining a representation of Indigenous Australians at CSU of at least 3%; • supporting the appointment of indigenous people across a diversity of occupational groups, levels and work areas; • introducing specific strategies to support the appointment and development of Indigenous academic staff; and • supporting the career development and progression of exiting Indigenous staff. For example, in 2012, CSU introduced the Indigenous Academic fellowship project as a strategy to develop Indigenous graduates with potential for an academic career, in recognition of the small pool of existing Indigenous academics within Australia. The aim of this project is to enable Indigenous graduates to contribute their professional experience to the relevant faculty’s undergraduate program while furthering their qualifications and being mentored into an academic role. CSU is committed to increasing the number of Indigenous Australians participating in higher education. This is demonstrated by the University's student load which has increased significantly over the past five years - in 2008 our EFTSL of 200 has grown in 2012 to approximately ▇▇▇ ▇▇▇▇▇. The Indigenous Education Strategy (IES) was approved in 2008 and contains five key performance Indicators, nine key objectives and 36 recommendations. The IES provides a comprehensive whole-of-institution framework for engagement with Indigenous communities and the positioning of CSU as a lead provider of Indigenous education, research, and cultural competence training. CSU is committed to raising the profile of Indigenous research and in 2010 appointed a Chair of Indigenous Studies. The Chair, in collaboration with the Deputy Vice-Chancellor (Research), has responsibility for the development of CSU’s Indigenous Research Plan (currently in draft). This draft strategy will focus on Indigenous community-empowered research partnerships, and development of appropriate research protocols. In addition, the IES has a number of recommendations that addresses teaching and learning, and in particular, the incorporation of Indigenous content into all onshore undergraduate programs. As outlined in recommendation 15 of the IES, embedded Indigenous content in all our on-shore undergraduate programs will be an assessable component. The incorporation of Indigenous content will ensure CSU students graduate with current and appropriate cultural understanding that provides each graduate with the skills to develop attributes necessary for active and ethical local, national and global citizenship. Cultural competence of both staff and students is paramount at CSU, whereby both learning and teaching strategies are governed by the key objectives of the IES while cultural competency training is offered for all staff. Moreover, the CSU Indigenous Education Strategy (IES) is complementary to recommendations of the recent Review of Higher Education Access and Outcomes Our agenda for Aboriginal and ▇▇▇▇▇▇ Strait Islander people (▇▇▇▇▇▇▇▇ Review)Islander people values: diversity, inclusiveness, and pride in Indigenous identity, tradition, knowledge and practice educational programs, delivery and support models that meet the expectations and needs of Indigenous individuals and communities employment, professional development and career opportunities for Indigenous people capacity-building for Indigenous communities We have committed to the establishment of an Indigenous Education and Research Committee in 2013 and the development of a Reconciliation Action Plan for implementation from 2014. The IES addresses the These actions will further formalise our commitment to Indigenous access and outcomes in key areas of issues such as education, research and employment. We will monitor the participation and performance of Indigenous education, including student students in higher education using measures of access, participation, retention and success, human resourcesretention, teaching completions, and learningemployment and further study outcomes. Swinburne has traditionally had low Indigenous participation rates in higher education, Indigenous research, community engagement and governance. An Indigenous Education Strategy Coordinating Group (IESCG) has been established to oversee the development, coordination and evaluation with 25- 40 enrolments each year representing just 0.2-0.3 per cent of the IESdomestic undergraduate cohort. However, strategies introduced recently to address this, particularly having more courses available online, have resulted in significant participation gains. There will be further improvement throughout 2014-16 through the development of additional pathway and higher education courses, including online and blended delivery options, and monitor the performance indicators set out especially in each fields such as health and education that traditionally achieve good Indigenous participation rates. From 2013, online bachelor-level programs in Early Childhood Education and Primary Education have provided access to Swinburne courses in areas of the University Planstraditionally high demand by Indigenous students. The IESCG reports direct Current developmental work in health specialisations should also prove to the Vice-Chancellor be both relevant and is chaired by the Special Adviserattractive, Indigenous Affairs. The Indigenous Student Services (ISS) is the University’s key program that services the needs of with online delivery providing outreach to Indigenous students regardless of their mode of not in a position to relocate to study (with Swinburne on-campus, distance, or mixed). The ISS has been University currently offers a minor sequence in operation at CSU since 1991 Indigenous Studies with enrolments increasing from 152 in 2010 to 255 in 2012. New units with a focus on providing academicIndigenous culture have been developed recently by discipline leaders in Indigenous Studies and Sociology, personal and cultural support for delivery throughout 2014-16. For many years, Swinburne TAFE has successfully delivered VET programs for Indigenous studentscohorts in areas including business, community development, education, youth work, the arts and governance. A recent review of However, the ISS enabled the program to operate within the Office of the ▇▇▇▇ of Students, ensuring a more holistic and coordinated approach to supporting our Indigenous students. The ISS has established culturally safe facilities at each campus to enable students to conduct research, complete assignments and to access support services in a culturally appropriate setting. In addition, CSU’s ATSI online forum enables students to communicate and share their learning experience with fellow students. The CSU Student Equity Service in collaboration with ISS promotes scholarships and grants to Indigenous students and provides assistance to students to complete applications for these awards. The Student Services Scholarship Office administers Equity Scholarships and Grants whereby all Indigenous students are encouraged to apply for them including the specific Indigenous scholarships. Further, CSU has a number of internal schemes to support staff with study costs Aboriginal and professional development. For example, the Indigenous Staff Study Support Scheme (general and academic) aims to support staff to engage in career development options by providing some financial support. As mentioned above, CSU has a number of internal schemes that provide support for both academic and general staff. For example, the Indigenous Academic Leadership Development Scheme provides financial support to Indigenous academic staff to undertake professional activity that will ▇▇▇▇▇▇ development ▇▇▇▇▇▇ Islander students moving from VET to higher education has been disappointing in most years. Among the strategies to address this during 2014-16 are the following: a ‘U2Uni’ tertiary transition program, designed to equip VET students with knowledge and skills that will prepare them for higher education study and assessment the Swinburne Indigenous Student Network (SISNet) which connects our Indigenous students for mutual support during their tertiary education active involvement in Toorong Marnong activities - Toorong Marnong is an initiative of leadership skillsthe Victorian Aboriginal Education Association Incorporated (VAEAI) and the Victorian Vice- Chancellors' Committee, aimed at boosting Indigenous participation in higher education promotion of the scholarships available for Indigenous students in higher education An important challenge for us is to attract more Indigenous students into courses in science and technology. These are primary areas of strength at Swinburne, but historically they have had low Indigenous participation rates. We will build on our international reputation for innovative social research during 2014-16. Examples of ongoing work in this area through engaged activity with Indigenous communities include: historical research on relations between Indigenous people and settlers in colonial South Australia research on cross-cultural exchange and historical agency in the ▇▇▇▇▇ River basin, with the aid of an AIATSIS grant, and exchange relationships between the Ngarrindjeri people and settlers in southern Australia national consultation on the training needs of the Indigenous visual arts industry convening the international Historical Justice and Memory Research Network through our Institute for Social Research research on the use of digital media in social innovation and on the use of internet services in remote communities and their outstations research to determine effective ways to address middle ear infections in Indigenous children, with the support of the Queensland, Northern Territory and West Australian governments. A particular priority for 2014-16 is to increase the number of Indigenous HDR students. In additionrecognition that these students are often mature-age and have family and community support commitments, Swinburne will offer targeted scholarships for masters and doctoral research degrees at higher rates than normal APAs. We will identify projects of special interest to Indigenous people and their communities and, where possible, incorporate Indigenous knowledge systems in our academic and research student processes. We will seek the CSU support of the Indigenous Australian Employment Strategy has community in progressing our initiatives, partnering with organisations such VAEAI and other Victorian universities of similar size to create a number of objectives which include the provision of support for career development of Indigenous employees viable and retention. CSU has appointed several senior Indigenous staff to its executive leadership forums, such as Academic Senate, Vice-Chancellor's Forum, the Human Research Ethics Committee, Faculty Boards, Equity and Diversity Committee, Faculty Courses Committee, Learning and Teaching Committee, and senior manager forums across the University. This membership has allowed CSU Indigenous leaders to participate in decision making forums at the Universitysupportive indigenous HDR community.
Appears in 1 contract
Sources: Compact Agreement
University strategies. The University considers itself During 2014 - 16, Swinburne will continue to make a leader substantial contribution to the Commonwealth’s equity agenda, and particularly to the national goals that relate to increased participation in tertiary education by presently under-represented groups. Principally, this field will be through activity described in our 2011 - 2015 Social Inclusion Action Plan, which sets out goals and has acknowledged the culture and insight of Indigenous Australians in its new Mission statement and also has key objectives priorities for Indigenous Australian improving access for students from under-represented groups, retaining those students and staffsupporting their achievement. One important Action Plan objective is to boost participation and success for students from low SES backgrounds, in both VET and higher education. Historically, low SES students have accounted for just 10 - 11 per cent of our domestic undergraduate cohort, but this representation increased appreciably during 2011 and again in 2012. A complementary objective has been to increase enrolments for students from regional areas. This group has also been under-represented at Swinburne (close to 9 per cent of domestic undergraduates in most years) but online delivery and other initiatives have resulted in marked increases in regional student participation in 2011 and 2012. Significant among these initiatives was the development of a Guaranteed Entry Scheme (GES) which included the establishment of new pathways between TAFE and higher education. As a dual-sector university, we have always provided various pathways to higher education for VET students, and the GES enhanced the range of options available. A parallel initiative to the GES was the introduction in 2012 of a tertiary transition program known as ‘U2Uni’ following a successful pilot the previous year. ▇▇▇▇▇▇▇ ▇▇▇▇▇ University has already implemented a number of strategies specifically for involved the improvement of higher education access and outcomes for Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander students and staff. These include an Indigenous Australian Employment Strategy which was first introduced in 2005, and an Indigenous Education Strategy approved in 2008. The Indigenous Australian Employment Strategy has regularly been reviewed and updated to take account of recent trends and in particular the National Indigenous Higher Education Workforce Strategy of 2011. With this in mind, the CSU Indigenous Australian Employment Strategy 2012- 2015 focuses on the following: • achieving and maintaining a representation of Indigenous Australians at CSU of at least 3%; • supporting the appointment of indigenous people across a diversity of occupational groups, levels and work areas; • introducing specific strategies to support the appointment design and development of Indigenous academic staff; content, delivery strategies and • supporting web- and print-based materials aimed at assisting TAFE articulants, school leavers and others to succeed in a higher education learning environment. Based on its success to date (528 enrolments in 2012), the career program will continue to be delivered, monitored and improved throughout 2014-16. As noted, online delivery has contributed to increased levels of participation for both low SES and regional students, and the range of courses offered online will expand in 2014 - 16. Other initiatives introduced recently to boost participation and achievement for students from regional areas, low SES backgrounds and/or other equity groups, or planned for introduction during 2014 - 16 include: some broadening of our educational provision (Section 4.1.2) development and progression delivery of exiting Indigenous staff. For examplenew higher education diplomas and associate degrees as pathways to undergraduate study establishment of closer links and pathway arrangements with selected secondary and senior secondary schools that draw from predominantly from low SES catchments at Melbourne’s south-eastern and eastern fringe forging closer links, in 2012, CSU introduced the Indigenous Academic fellowship project as a strategy to develop Indigenous graduates with potential for an academic career, in recognition of the small pool of existing Indigenous academics within Australia. The aim of this project is to enable Indigenous graduates to contribute their professional experience to the relevant faculty’s undergraduate program while furthering their qualifications pathways and being mentored into an academic role. CSU is committed to increasing the number of Indigenous Australians participating in higher education. This is demonstrated by the University's student load which has increased significantly over the past five years - in 2008 our EFTSL of 200 has grown in 2012 to approximately ▇▇▇ ▇▇▇▇▇. The Indigenous Education Strategy (IES) was approved in 2008 and contains five key performance Indicators, nine key objectives and 36 recommendations. The IES provides a comprehensive whole-of-institution framework for engagement with Indigenous communities and the positioning of CSU as a lead provider of Indigenous education, research, and cultural competence training. CSU is committed to raising the profile of Indigenous research and in 2010 appointed a Chair of Indigenous Studies. The Chair, in collaboration with the Deputy Vice-Chancellor (Research), has responsibility for the development of CSU’s Indigenous Research Plan (currently in draft). This draft strategy will focus on Indigenous community-empowered research partnerships, and development of appropriate research protocols. In addition, the IES has a number of recommendations that addresses teaching and learning, and in particular, the incorporation of Indigenous content into all onshore undergraduate programs. As outlined in recommendation 15 of the IES, embedded Indigenous content in all our on-shore undergraduate programs will be an assessable component. The incorporation site delivery arrangements with selected TAFE providers that draw from predominantly low SES catchments in rural Victoria bursaries for low SES students in selected Victorian secondary schools active participation in regional Tertiary Information Service and Career Group events expansion of Indigenous content will ensure CSU students graduate with current and appropriate cultural understanding that provides each graduate with the skills to develop attributes necessary for active and ethical local, national and global citizenship. Cultural competence of both staff and students is paramount at CSU, whereby both learning and teaching strategies are governed by the key objectives of the IES while cultural competency training is offered for all staff. Moreover, the CSU Indigenous Education Strategy (IES) is complementary to recommendations of the recent Review of Higher Education Access and Outcomes for Aboriginal and ▇▇▇▇▇▇ Strait Islander people (▇▇▇▇▇▇▇▇ Review). The IES addresses the key areas of issues of Indigenous education, including student access, participation, retention and success, human resources, teaching and learning, Indigenous research, community engagement and governance. An Indigenous Education Strategy Coordinating Group (IESCG) has been established to oversee the development, coordination and evaluation of the IES, and monitor the performance indicators set out in each of the University Plans. The IESCG reports direct to the Vice-Chancellor and is chaired by the Special Adviser, Indigenous Affairs. The Indigenous Student Services (ISS) is the University’s key program that services the needs of Indigenous students regardless of their mode of study (on-campus, distance, or mixed). The ISS has been in operation at CSU since 1991 with a focus on providing academic, personal and cultural support for Indigenous students. A recent review Regional Student Ambassador Program expansion of the ISS enabled Experience Swinburne grant scheme to increase the program attendance of regional students at our annual Open Day grants and scholarships to operate within the Office of the ▇▇▇▇ of Students, ensuring a more holistic assist low SES undergraduates with living and coordinated approach to supporting our Indigenous students. The ISS has established culturally safe facilities at each campus to enable students to conduct research, complete assignments and to access support services in a culturally appropriate setting. In addition, CSU’s ATSI online forum enables students to communicate and share their learning experience with fellow students. The CSU Student Equity Service in collaboration with ISS promotes scholarships and grants to Indigenous students and provides assistance to students to complete applications for these awards. The Student Services Scholarship Office administers Equity Scholarships and Grants whereby all Indigenous students are encouraged to apply for them including the specific Indigenous scholarships. Further, CSU has a number of internal schemes to support staff with study costs and professional development. For example, the Indigenous Staff Study Support Scheme educational support (general HEPPP funding) regional roadshows and academic) aims to support staff to engage in career development options by providing some financial support. As mentioned above, CSU has a number of internal schemes that provide parent information evenings enhanced support for both academic relocation, coupled with advice (and general staff. For example, the Indigenous Academic Leadership Development Scheme provides financial support sometimes support) in relation to Indigenous academic staff to undertake professional activity that will ▇▇▇▇▇▇ development of leadership skills. In addition, the CSU Indigenous Australian Employment Strategy has a number of objectives which include the provision of support for career development of Indigenous employees accommodation and retention. CSU has appointed several senior Indigenous staff to its executive leadership forums, such as Academic Senate, Vice-Chancellor's Forum, the Human Research Ethics Committee, Faculty Boards, Equity and Diversity Committee, Faculty Courses Committee, Learning and Teaching Committee, and senior manager forums across the University. This membership has allowed CSU Indigenous leaders to participate in decision making forums at the University.living expenses
Appears in 1 contract
Sources: Compact Agreement