| Victoria University of
Technology Introduction Victoria University, through the Koori Development and Support Unit (KDSU), has continued to strengthen its networks and working relationships with local Koori populations and community based organisations located within our catchment area The establishment of a Local Aboriginal Education Consultative Group and a Cultural Centre at the St Albans campus will enhance relationships with the Koori residents of the Western Metropolitan region. Of special interest is the discovery of several artefact scatters in the grasslands to be managed by the University at the St Albans campus. Objectives for Aboriginal and Torres Strait Islander Education The two main objectives of Victoria University's KDSU are:
Strategies and Performance In order to achieve these University aims, seven strategies have been implemented. Each of these strategies is described below, along with 1997–98 activities in relation to the strategy Strategy 1 Establish and maintain appropriate links and promote the University within local and Statewide Aboriginal communities and organisations, in particular the Western Metropolitan region of Melbourne, the Western District and north-west regions of Victoria. The Koori Liaison Officer has established an excellent working relationship with the Department of Education's Koori Cross-Sectoral Coordinator, North-Western Metropolitan Region. Apart from undertaking joint visits to schools in the area with ABSTUDY recipients, the two workers have commenced discussions with the Victorian Aboriginal Education Association Inc to establish a Footscray Local Aboriginal Education Consultative Group. The establishment of a Local Aboriginal Education Consultative Group and a Cultural Centre at the St Albans Campus will improve relationships with the Koori residents of the Western Metropolitan region. Strategy 2 Consolidate the concept of joint authority and joint management for Australian Indigenous education within the University management processes. Through the Nyerna Project, Victoria University has proven its strong commitment to Australian Indigenous education in a number of ways: the provision of student load and funding; the implementation of Personalised Access Study and Recognition of Prior Learning; the inclusion of flexible exit and entry points and assessments and inclusive curriculum; the development and delivery of a multi-disciplinary course; and the achievement of the principles of partnership, collaboration, and respect. Most importantly, the inherent value and capability of staff involved has proved that Indigenous issues do matter. The local Koori community has worked closely with the University to share its culture, knowledge, experience, and people. Nyerna Studies—Echuca The Bachelor of Arts/Bachelor of Education (Nyerna Studies) was officially opened on Monday 6 July 1998. Nyerna is a Wembawemba word meaning ‘to sit, to listen, to hear, to remember’. A Victoria University TAFE program, Preparation for Tertiary Studies, was conducted last year in Echuca. Nyerna Studies commenced in Semester 1, 1998, with twenty-six enrolments totalling 21 EFTSU. Premises have been leased by the University to provide a stable and culturally appropriate learning environment. An on-site coordinator, on-site lecturer (0.5 full-time equivalent), and two University lecturers have been appointed to the program. Close links have been established between the on-site staff and the Koori Development and Support Unit and the Faculty of Human Development. Nyerna Studies represents the equal partnership formed between the Echuca Koori community and the University. The partners are:
The significance of the Nyerna program is that it highlights the University's willingness to listen and to act appropriately with the Koori community and further exemplifies the University's excellence in teaching, learning, and inclusive curriculum. Strategy 3 Develop further support mechanisms within Victoria University for higher education enrolled Australian Indigenous students based on identified needs. Continued implementation of the Indigenous Australian Inclusive Curriculum project has provided sessional lecturing and/or full day workshops for ten Koori people during Semester 1, 1998. Also of note is the employment of a 0.5 (full-time equivalent) subject co-lecturer within the Faculty of Arts in Semester 2, 1998. The KDSU will be negotiating with the Faculty for a Koori lecturer to deliver and coordinate the Aboriginal Australia subject in 1999. This subject has previously been coordinated by a non-Koori lecturer, with the KDSU providing guest lecturers for the majority of the subject. Strategy 4 Collate accurate data on enrolments, success rates, completion rates, and later employment rates for all Australian Indigenous students within the University. Strategy 5 Improve access, participation, success, and retention rates for Australian Indigenous postgraduate students within Victoria University. KDSU is most positive that the inclusive and participative processes followed by the University at Echuca, and soon to be implemented at other regional locations, will greatly improve the retention rates and success rates of Aboriginal and Torres Strait Islander students. In 1997, Aboriginal and Torres Strait Islander students enrolled for a total of 218 subjects, with the following results:
The success rate of Aboriginal and Torres Strait Islander undergraduate students was very close to the University's average success rate, although the seven postgraduate students did not progress at satisfactory rates. In terms of retention, nineteen of the twenty-seven undergraduate Aboriginal and Torres Strait Islander students enrolled in 1997 continued their studies into 1998, a retention rate of 71%. The retention rate of postgraduate students (two out of seven) at 29% was less than satisfactory. In 1998–99 intensified efforts will be made to improve success and retention rates for postgraduate students. Strategy 6 Further develop and encourage the employment of Australian Indigenous staff and ensure the implementation of an Australian Indigenous employment program under the University policy on Affirmative Action for staff. As described under strategies 2 and 3 above, considerable progress has been made in this regard, with 3.5 (full-time equivalent) staff employed through the Nyerna project, and further employment generated within the Faculty of Arts. Strategy 7 Introduce and advise academic and general staff and non-Indigenous students on the needs of Australian Indigenous students and Aboriginal and Torres Strait Islander issues through the provision of cultural awareness activities and programs and the expansion of Australian Indigenous inclusive curriculum across the University. National Sorry Day 1998 was acknowledged and supported by University Council, Academic Board, and Vocational Education Board. The KDSU held an event at the St Albans campus with Koori speakers, dancers, and band. A Victoria University of Technology Sorry Book was signed by participants and the book is now moving across campuses for further signatures. The Curriculum Research and Development Unit and the KDSU were invited to participate in the selective tender process being undertaken by the Commonwealth Department of Health and Family Services for an Accredited Youth Suicide Prevention Training for Indigenous Community Workers Project. The Department felt that the University has access to the appropriate skills for the development, delivery and evaluation of the project given the following elements:
The successful tenderer for this project is to be announced by mid-July 1998. The KDSU forms part of the Working Group for the Combined Environmental, Cultural, and Medicinal Park for St Albans Campus of Victoria University. As a result of negotiations between the University, the Urban Land Corporation, and the Brimbank City Council, the University has approximately 34 hectares of grassland to manage. A community educational resource centre is established which has attracted over 600 visitors, including many local school groups who undertake basic and advanced ecological studies. The KDSU has gained space adjacent to the resource centre for establishing a Cultural Centre. Our plan is that the centre will provide information to staff and students of the University, link into the visitor program of the resource centre and establish culturally appropriate venue for the operations of the Local Aboriginal Education Consultative Group and interested local Koori people. Contact Officer Ms Karen Jackson |
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