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Indigenous Education Strategies in Higher Education 2001-2003

Victorian University of Technology

• Introduction
• Objectives
• Consultative Mechanisms, Monitoring and Evaluation
• Current and Continuing Activities
• Planned New Activities
• Performance and Review
• Report on Expenditure
• Contact

Introduction

This section outlines the University’s Indigenous Education Strategy 2001 ­ 2003. It describes objectives, consultative mechanisms and monitory processes, current and continuing activities, planned new activities and performance and review. It also includes a report on expenditure of the Indigenous Funding Support Grant.

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Objectives

The two main aims of the Koori Development and Support Unit (KDSU) are to support self determination and self management for Aboriginal and Torres Strait Islander people, families and community organisations and to increase access, participation, success and retention rates for Aboriginal and Torres Strait Islander people in all University programs. In order to progress these aims, the KDSU, as part of the Equity and Social Justice Branch includes the Indigenous Education Strategy in the Branch plan that cascades from the University Strategic Plan.

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Consultative Mechanisms, Monitoring and Evaluation

The University and the KDSU receives advice and direction from the Indigenous community through the Ngaga Jindi Woraback Committee, Echuca Management Committee and the Footscray Local Aboriginal Education Consultative Group. The Ngaga Jindi Woraback Committee is charged with overseeing the implementation of the University’s Aboriginal Education Strategy and therefore monitors and evaluates the activities undertaken by the KDSU and other sectors of the University.

The Echuca Management Committee was established at the commencement of the Nyerna studies program in Echuca. Its main objective is to monitor and evaluate the program in an equal partnership between the local Koori community, University staff and enrolled students. Academic staff in this program gained an Equity Grant in 1999 to undertake a review of the program that commenced in Semester 2 and should be finalised by the end of 2000.

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Current and Continuing Activities

In 1999, representatives of the traditional owners of land, Kulin Nation, in conjunction with the KDSU, established the Koori Cultural Centre adjacent to the Albion Resource Centre (ARC) at the St Albans campus. Koori students and staff assisted the Indigenous artist to complete artwork to the outside of the cultural centre building, and the successful Albion Fire Festival was first held in this precinct. The ARC and the Koori cultural centre will act as a focal point for Indigenous people in the western metropolitan region in regard to land management, cultural trails and heritage protection and management.

A trail constructed with assistance from schools and community groups within the ARC for Grasslands precinct will link together projects demonstrating Koori food use and cultural activities on the western basalt plains. The existing food garden will be expanded and replicated in a natural grassland area, and planted with lilies which can be spread and harvested in subsequent years using digging sticks. Wetland ponds will also be expanded and eel and yabbie traps will be woven and put into place for demonstration using traditional Kulin Nation methods, along with a basket making area and clay pit oven. Displays of Striped Legless Lizard and Fat-Tailed Dunnart will also be included. Traditional Wurundjeri-Woiwurrung stories will be researched and developed for display in conjunction with the University’s KDSU and Kulin Nation and included in interpretation boards along the trail.

The project forms part of the ARC for Grasslands Development Plan and draws on the extensive understanding of grassland management and protection developed at Victoria University over the past ten years. The project will be a major focus for linking together the activities of the ARC for Grasslands and the Koori Cultural Centre, which have been developed jointly on the site, with the assistance of the University-based KDSU. Recently, members of the ARC for Grasslands have attended workshops run by the Kulin Nations focussing on Koori cultural heritage in the west and Koori traditional craft skills.

The project will build on existing links with the Kulin Nation to provide a major interpretation of regional Aboriginal sites and practices along Kororoit/Jones Creek. It will assist, via educational exposure, the protection of both natural and cultural heritage in the western metropolitan region and will add to the development of major recreational places to cater for increasing population levels.

The University’s Bachelor of Arts/Bachelor of Education off-campus program (Nyerna Studies) is progressing well. Nyerna is a Wemba Wemba name meaning "to sit, to listen, to hear, to remember". The program incorporates the Bachelor of Arts/Bachelor of Education courses delivered off-campus in Echuca.

While the content of the program offered is the same as that delivered on-campus, an innovative teaching and learning approach has been adopted which includes the following aspects:

• Year 1 and 2 levels are combined and the Koori Culture and Knowledge and Education subjects are integrated as much as possible.
• All students are considered to be enrolled in a 3-4 year Higher Education program based on the concepts of inquiry and reflection, rather than a series of semester length subjects.
• Staff and students work together in small groups to achieve documented and agreed learning outcomes. Many avenues are available to reach outcomes, based on the interests and experiences of staff and students.
• The program incorporates a diverse range of technologies, literacy styles and practices from all cultures for learning purposes.
• Strong community links and a determination to work from the knowledge, culture and history of the local community that is predicated on the understanding that when academic ideas connect with local experience, learning occurs more quickly and profoundly.
• The proximity of the natural environment, near the Murray River and its various ecosystems, allows naturalistic and cultural learning to form the basis of the program and be investigated on a daily basis.
• A community research protocol has been developed with an equal partnership between the staff, students and local community. The issue of research is important, given the fact that Aborigines are usually researched "on" rather than "with".

The Echuca-based program has relocated to more suitable premises and partnership arrangements have been extended to the local Shire and secondary schools. Updated computer equipment has been provided for the program through the University’s minor works budget and student numbers are steadily increasing.

The equal partnerships and collaborative processes established within the Echuca Nyerna studies program have seen a significant development in trust and certainty between all people involved, that is, Koori and non-Koori students, staff, employers and community. The program has evolved into its own community which has led to the taking of small steps in this region towards the dissolution of cultural barriers and the recognition of difference between Koori and non-Koori peoples. On an individual level, students have increased their self-esteem, confidence and sense of identity. Moreover, the first students will complete their courses in 2000.

Northlands Secondary College, located in the high Indigenous population area of metropolitan Melbourne, commenced the provision of Nyerna Studies in Semester 2 1999. Northlands have provided the program with its own space, library and computer facilities. The existing teaching staff to Nyerna studies in Echuca provide the academic resources while the schools Koori Educators and the KDSU Koori Liaison Officer provide student and community support to students.

The University has continued to implement Australian Indigenous inclusive curriculum across its higher education programs and has achieved its success in this area through the provision of Koori guest lecturers. A number of specific Indigenous electives have been developed and delivered by academic staff in conjunction with the KDSU and relevant local Koori people.

In 1994, the University was granted funding from DETYA to undertake an Australian Indigenous Inclusive Curriculum Project, with the aim to develop and produce at least one Australian Indigenous inclusive curriculum module across all Faculties.

This project has resulted in the following notable achievements:

• The delivery of inclusive curriculum across all Faculties to the levels of 120-150 hours in 1997-1998.
• The employment of sessional academics and lecturers to deliver pertinent inclusive curriculum subjects and electives.
• Since 1997 twenty Koori community people have been employed to delivery Indigenous inclusive curriculum.
• From 1998 onwards academic staff have used Departmental funds and/or Equity Grants to develop Koori-specific electives.
• Over the next triennium investigation will commence regarding the potential development of a Koori Studies minor subject stream.
• In the near future it is expected that a Reference Group will be re-formed to expand the delivery of inclusive curriculum across year levels.

At the first meeting of 2000, Council members were welcomed to the traditional lands of the Kulin Nation by the Chancellor and provided with a presentation by the Coordinator of the KDSU on Indigenous education within the University and the process of reconciliation.

The Chancellor introduced the Coordinator, Koori Development and Support Unit, Ms Karen Jackson to make this presentation. In doing so, the Chancellor stressed the need for the University to increase its efforts in the processes of reconciliation. The Council was informed that the University submits a triennial plan to DETYA on Aboriginal education as part of the University profile document. The plan contains seven strategies including the aims to:

• Fully support self-determination and self-management of Aboriginal and Torres Strait Islander people, families and community organizations;
• Increase the access, participation, success and retention rates for Aboriginal Indigenous people in the University’s programs.

At the conclusion of her presentation Ms Jackson spoke of the process of reconciliation and the importance of justice to the Koori people ­ justice achieved through a recognition and understanding of history and an acceptance of Aboriginal rights.

In the course of general Council discussion on this item, the Council noted that the Equity and Social Justice Branch would consider the proposals, and that the Vice-Chancellor and President would report progress and developments on University projects and initiatives towards reconciliation in his monthly report to Council.

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Planned New Activities

The University has given a commitment that a number of specific actions should take place to further the process of reconciliation between Indigenous and non-Indigenous students and staff. These actions include the development of a reconciliation statement, the placement of plaques across our campuses recognising the traditional owners of land, the provision of culturally appropriate graduation sashes for Australian Indigenous students and the appointment of an Indigenous person to Council when the opportunity arises.

Over the coming triennium, the KDSU and relevant academic staff will work towards the formulation of a Koori Studies Minor. It is anticipated that this will be made available to all students in the higher education sector and will constitute the current specific Indigenous electives currently on offer.

Academic staff from the Faculty of Human Development and the Faculty of Engineering and Science have begun discussions with the KDSU on the provision of higher education and TAFE programs in the fields of health and land management. The provision of a culturally appropriate health course for Koori people which links to traditional healing and medicines and also to the appropriate use of land, the propagation of traditional plants and protection and management of cultural heritage sites will allow Koori people to undertake and participate in health and land programs that take care of country and self on a local level. This activity will link closely with the activities being undertaken at the St Albans campus and in the Nyerna studies program at Echuca and Northlands Secondary College.

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Performance and Review

The following points should be noted in relation to these outcomes.

1. Twenty-two new Indigenous students enrolled in 2000
2. Retention levels in 2000, have returned to a level clearly above the 1999 Victorian and National averages.
3. Participation remains at or close to National averages.

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Report on Expenditure

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Contact

Professor Jim Falk
Deputy Vice-Chancellor
Footscray Park Campus
Tel: (03) 9688 4000
Email: Jim.Falk@vu.edu.au

Co-ordinator Koori Development and Support Unit
Karen Jackson
Tel: (03) 9365 2113
Fax: (03) 9365 2578
Email: karen.jackson@vu.edu.au

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