2018 Indigenous Education Statement

4.  Indigenous Education Strategy accessible by public

4.1 UNE Indigenous Education Strategy 2019-2021

The UNE Indigenous Education Strategy (IES) 2019-2021 has been drafted in consultation with UNE’s Indigenous staff and academic leaders and is subject to ongoing review and development. This strategy will ensure UNE is a culturally welcoming environment to support growth in Indigenous student and staff numbers, greater inclusion of Indigenous knowledge in UNE's curricula and teaching practices, and in UNE's graduate attributes.

The 'grow phase' of the Indigenous Education Strategy (IES) is in progress. Actions from IES were commenced at the end of 2018. The IES is currently being refreshed for the 2019-2021 period, in collaboration with the Office of the PVCAI and the UNE Indigenous Engagement Committee (UNEIEC). A working party has been established, and is supported administratively through the PVCAI Office. Members include PVCAI and co-chairs of the UNEIEC, as well as staff from the Learning and Teaching Transformation Directorate. Measures against the targets in access, participation, retention and success, as noted in the IES, will be available at the end of the 2019 period.

Continuing strategies and support

In addition, retention and completion remain the focus for ongoing improvement activity and UNE acknowledges that improving access to higher education for Aboriginal and Torres Strait Islander candidates will require a sustained University-wide commitment to implement short, medium and long-term priorities as outlined in UNE's Strategic Plan 2016 - 2020 and it subordinate Teaching and Learning Strategic Plan (in Revision) and the Research Plan 2016 - 2020, that include the following strategies:

• Provide effective academic scaffolding and support services.
• Innovate in the recruitment and retention of regional, remote and Aboriginal and Torres Strait Islander students and staff, particularly within the New England region.
• Employ innovative recruitment and retention activities aimed at regional, remote and Indigenous students, particularly within the New England region.
• Develop innovative partnerships focused on students from low SES areas and Indigenous students (e.g. alternative entry pathways, scholarships, strategic courses) that build capacity in these students and their communities.
• Ensure our graduate attributes promote social and cultural understanding including an appreciation of Indigenous culture and history.
• Establish alternative pathways and academic support programs that address Indigenous and low SES student participation in higher degree programmes.

Indigenous Education Statements

All UNE Indigenous Education Statement from 2012-2018 are available at:

http://www.une.edu.au/about-une/executive/deputy-vice-chancellor/indigenous-education-statements