SECTION 1
OBJECTIVES FOR INDIGENOUS HIGHER EDUCATION
The University of Tasmania’s (UTAS) Strategic Plan Open to Talent acknowledges “that Aboriginal engagement with
our university brings a richness of knowledge, community and belonging that resonates throughout our work”.
During 2012, UTAS reviewed the responsibility for and structure of support for Aboriginal and Torres Strait Islander
Higher Education at the University to ensure that that this richness of knowledge, community and belonging was
reflected in the University’s strategic directions for Aboriginal and Torres Strait Islander students. Responsibility for
Aboriginal Higher Education support has moved from the Faculty of Arts and now rests with the Deputy Vice
Chancellor Students and Education.
From this review UTAS has set the following objectives to improve participation, access and achievement for
Aboriginal and Torres Strait Islander students, and cultural awareness of all staff and students. Riawunna Centre is
the principal delivery mechanism, assisted by other sections such as Human Resources as appropriate.
Objectives are to:
Participation
Goal: to increase Aboriginal and Torres Strait Islander participation in higher education to match the Tasmanian
state population of Aboriginal and Torres Strait Islander people by building Riawunna Centre's reputation with
Tasmanian Aboriginal Communities, and
 Promoting awareness of the value of education, within families and communities.
 Promoting possibilities and building aspirations for education for Aboriginal and Torres Strait Islander people.
Academic Success
Goal: to encourage and increase the retention and success of Aboriginal and Torres Strait Islander people in all
aspects of higher education, from preparation programs to Research Higher Degrees, by supporting students to
achieve academic success.
Culture
Goal: to develop awareness and encourage use of culturally safe practices by all University of Tasmania staff and
students by promoting knowledge and understanding of Indigenous Australian traditional and contemporary
cultures among all staff and students.
Governance
Goal: to encourage self-determination by involving Aboriginal and Torres Strait Islander people in decision
making within Riawunna Centre and to assist the University in ensuring there is Aboriginal and Torres Strait
Islander representation on high level University decision making committees.
Employment
Goal: to assist the University to establish and implement an Aboriginal Employment Strategy.
Riawunna Centre works within the University to:
 provide Aboriginal and Torres Strait Islander students with cultural support;
 provide Aboriginal and Torres Strait Islander students with teaching and learning support;
 engage with Aboriginal communities.
 advise and provide leadership to the University regarding Aboriginal issues;
 provide support for research and further study.
The objectives are actioned through the Riawunna Centre, and through the following policies:
 Equal Employment Opportunity Policy Statement
http://www.human-resources.utas.edu.au/strategic-hr-management/equity-and-diversity/equity-anddiversity-policy-and-planning-documents/equal-employment-opportunity-policy-statement

University of Tasmania Social Inclusion Strategy 2013-15 (Awaiting approval by University Council)

Aboriginal Employment Strategy
http://www.human-resources.utas.edu.au/__data/assets/pdf_file/0006/8907/aes_2008-2010.pdf
The 2013 – 2015 strategy is awaiting endorsement.

Open to Talent: Strategic Plan 2012 Onwards
http://www.utas.edu.au/__data/assets/pdf_file/0003/263874/OPEN-TO-TALENT-STRATEGIC-PLAN.PDF
During 2013, UTAS will review the objectives and strategies to reflect the recommendations of The Review of Higher
Education Access and Outcomes for Aboriginal and Torres Strait Islander People (Behrendt Report).
SECTION 2 ACHIEVEMENT OF NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER
EDUCATION POLICY (AEP) GOALS IN 2012 AND PLANS FOR FUTURE YEARS
1.
Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander peoples in
educational decision-making.
UTAS has Aboriginal and Torres Strait Islander representation on key University committees including:
 an Ex- Officio Aboriginal staff representative on Academic Senate;
 a new position of Professor of Aboriginal Higher Education, which will be a member of the Senior
Management Team.
UTAS has the following additional appointments:

an Aboriginal Senior
Executive Officer, Riawunna Centre, who is responsible for outreach and community engagement and day to
day operations of the Riawunna Centre. The Aboriginal Senior Executive Officer is the National Chair for the
Indigenous Tutorial Assistance Scheme (ITAS) Forum and is a member of the National Aboriginal and Torres
Strait Islander Women’s Alliance. As well the Senior Executive Officer is involved in community organisations;
 A Senior Lecturer who facilitates Aboriginal and Torres Strait Islander content into the curriculum, and also
facilitates the integration of Aboriginal and Torres Strait Islander issues across UTAS. The Senior Lecturer is
serving on the National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC) and
the National Indigenous Research and Knowledges Network (NIRAKN) as well as being involved in Tasmanian
community organisations;
 Further to this the then Director of Riawunna Centre attended the Faculty of Arts Executive meetings and
Academic Senate meetings throughout 2012.
 Elders in Residence on each of the three main campuses who provide cultural leadership across the
University.
Constraints on UTAS ability to achieve this goal

Changes to the responsibility
for and structure of Aboriginal Higher Education issues have taken time to bed down, and have been
paralleled by other workplace structure changes at UTAS.
Current Developments

The draft revised Aboriginal
Employment Strategy has, as the main goal, to increase the employment of Aboriginal and Torres Strait
Islander people. Negotiations with the Human Rights Commissioner will allow new positions to be advertised
in the near future.

UTAS is committed to
develop a Reconciliation Action Plan (RAP) with Aboriginal communities in Tasmania. The RAP will ensure
that UTAS works towards strong and effective communication with Aboriginal communities and commits to
the goals of the RAP.

UTAS is committed to
developing a new staff equity principles statement and plan that will support a Cultural Competency Program
for staff to, developed in consultation with Tasmanian Aboriginal Communities.
2.
Increase the number of Aboriginal and Torres Strait Islander peoples employed, as academic and nonacademic staff in higher education institutions.
The Draft UTAS Aboriginal Employment Strategy (AES) acknowledges the importance of Aboriginal engagement with
the University. UTAS is renewing this strategy with input from the Anti-Discrimination Commissioner.
The renewed strategy outlines four keys issues to be addressed.
Leadership and accountability
 This area focuses on the accountability of Senior University Managers including Deans, Institute Directors and
Faculty Managers to drive the Aboriginal and Torres Strait Islander employment strategy within their
respective areas.
Building Cultural Competency across UTAS
 This area focuses on the recommendation of greater participation of staff in the UTAS cultural program Come
Walk with Us and the rewriting of the program with input from Tasmanian Aboriginal Elders and
communities.
Increasing Aboriginal Employment at UTAS
 This area focuses on encouraging Aboriginal and Torres Strait Islander people to apply for all categories of
employment at the University. A dedicated Aboriginal Employment Coordinator will ensure the promotion of
opportunities at UTAS within Aboriginal communities, and provide support to Aboriginal and Torres Strait
Islander applicants.
 This area also focuses on the importance of cadetships and Aboriginal trainee programs, Aboriginal graduate
programs and Aboriginal professional and academic appointments.
Collection and management of Aboriginal employment information

This area focuses on the safe, secure and confidential collection of information on all Aboriginal students,
applicants and employees to measure the success of the AES.
Evaluation of the AES key performance indicators are built into the strategy to monitor and ensure its success.
The Aboriginal Employment Strategy will be available on the website upon acceptance and ratification.
Expected key outcomes of the revised strategy
 Increase in the number of Aboriginal and Torres Strait Islander peoples employed at UTAS.
 Increase in the number of traineeship, cadetships and higher level positions for Aboriginal Australians
across the university.
 Positive working relationships built and developed with key stakeholders and employment agencies.
 Emphasis on UTAS as an equal opportunity employer, particularly for Aboriginal Australians.
 The provision of Cultural Competency Training to all UTAS staff to ensure a respectful and inclusive
working environment;


The review of short term contracts to see if they can be converted into longer terms or permanent
positions.
Recognition of the importance of the AES framework for achieving the key outcomes.
Aboriginal people in continuing and contract positions
Faculty/Institute/Section
Academic/
Non-Academic
Role
Australian Maritime College
non-Academic
-
Systems Manager
-
CCC Faculty Officer
Technical Assistant
Director
Lecturer
Academic
-
Associate Professor in Sociology
Academic
-
Assoc. Lecturer Indigenous Health
Academic
-
Lecturer
Academic
-
Lecturer in Psychology
non-Academic
-
Senior Tech. Officer
-
Senior Finance Officer – UBEs
Contract Owner - Grounds Maintenance
Aboriginal Employment Strategy
Co-ordinator
Capability Development Advisor
non-Academic
-
Administrative Officer
non-Academic
-
Director - Central Science Lab
non-Academic
-
Indigenous Higher Education Officer
Senior Executive Officer – Aboriginal
IHEO
Indigenous Higher Education Officer
Cadet - Liaison & Promotional
Academic
-
Lecturer
non-Academic
-
Admissions Officer
non-Academic
-
Systems Manager
-
CCC Faculty Officer
Technical Assistant
Director
Lecturer
Academic
-
Associate Professor in Sociology
Academic
-
Assoc. Lecturer Indigenous Health
Academic
-
Lecturer
Academic
-
Lecturer in Psychology
non-Academic
-
Senior Tech. Officer
-
Senior Finance Officer – UBEs
Contract Owner - Grounds Maintenance
Aboriginal Employment Strategy Coordinator
Capability Development Advisor
Faculty of Arts
Faculty Office
Faculty of Arts
School of Humanities
Faculty of Arts
School of Social Sciences
Faculty of Health Science
Department of Rural Health
Faculty of Health Science
Rural Clinical School
Faculty of Health Science
School of Psychology
Faculty of Science, Engineering & Technology
School of Geography and Environmental Studies
Office of the Chief Operating Officer
Executive Office CSD
Office of the Chief Operating Officer
Human Resources
Office of the Chief Operating Officer
Infrastructure, Planning and Compliance
Office of the Deputy Vice-Chancellor –
Research, Central Science Laboratory
Office of the Deputy Vice-Chancellor Students &
Education
Riawunna Centre
Office of the Deputy Vice-Chancellor Students &
Education Riawunna Centre
Office of the Deputy Vice-Chancellor Students &
Education
Student Centre
Australian Maritime College
Faculty of Arts
Faculty Office
Faculty of Arts
School of Humanities
Faculty of Arts
School of Social Sciences
Faculty of Health Science
Department of Rural Health
Faculty of Health Science
Rural Clinical School
Faculty of Health Science
School of Psychology
Faculty of Science, Engineering & Technology
School of Geography and Environmental Studies
Office of the Chief Operating Officer
Executive Office CSD
Office of the Chief Operating Officer
Human Resources
non-Academic
Academic
non-Academic
non-Academic
non-Academic
Academic
non-Academic
non-Academic
-
Office of the Chief Operating Officer
Infrastructure, Planning and Compliance
Office of the Deputy Vice-Chancellor –
Research, Central Science Laboratory
Office of the Deputy Vice-Chancellor Students &
Education
Riawunna Centre
Office of the Deputy Vice-Chancellor Students &
Education Riawunna Centre
Office of the Deputy Vice-Chancellor Students &
Education
Student Centre
-
Administrative Officer
non-Academic
-
Director - Central Science Lab
non-Academic
-
Indigenous Higher Education Officer
Senior Executive Officer – Aboriginal
IHEO
Indigenous Higher Education Officer
Cadet - Liaison & Promotional
Academic
-
Lecturer
non-Academic
-
Admissions Officer
x 7 Academic
x 16 non-Academic
Totals
3.
non-Academic
Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education.
*Commencing Aboriginal and Torres Strait Islander students
2011
165
12191
Aboriginal and Torres Strait Islander students
Non Aboriginal and Torres Strait Islander students
2012
172
12502
Programs to improve access 2012
Program Name
Target audience
Cadetship positions
College and high school
students
Indigenous Tutorial
Assistance Scheme
Undergraduate
Postgraduate by
coursework
To provide academic assistance to
recipients to achieve success.
karni mapali
(mentor program)
Springboard recipients
To mentor recipients of the program on
university pathways to university.
Murina Preparation
Program
Aboriginal and Torres
Strait Islander people in
Tasmania
Springboard to
Higher Education Bursary
Grade 10 students who are
committed to transitioning
to grades 11 and 12.
Outline of Program
To encourage and recruit Aboriginal and
Torres Strait Islander youth to come to
University.
Facilitate on campus visits for schools and
colleges.
To provide a culturally safe
environment for Aboriginal and
Torres Strait Islander people to
complete a University bridging
program.
The Murina Preparation Program
offers courses internally,
externally and using mixed
modes. External modes have
access to an online learning tool,
and to a Murina tutor.
To provide bursaries that will be delivered
over the course of two years to assist in the
financial costs of attending college.
Outcome
Increased participation of
young Aboriginal and Torres
Strait Islander people in
higher education.
Higher retention rates
Higher academic results
The encouragement of
Springboard recipients to
transitions to university
Increased participation of
Aboriginal and Torres Strait
Islander people at UTAS.
Successful transition to
higher education or
vocational studies or
employment.
Acceptance by Tasmanian
Aboriginal communities of
the worthiness of the
program.
Increased participation of
Aboriginal and Torres Strait
Islander students in college,
then further education.
Outreach activities in 2012
UTAS, through Riawunna has undertaken:
 community engagement activities to disseminate information about Aboriginal and Torres Strait
Islander support programs at the university;
 school visits, career expos, UTAS marketing events to “showcase” the support programs at UTAS;
 liaison and representation at a number of organisations and community events.
UTAS also created 30 HECS free places to assist class room teachers prepare for the new national curriculum
requirements. Teachers could apply to enrol in an Aboriginal Studies unit to learn how to demonstrate an
understanding and knowledge of the complexity and diversity of Australian Aboriginal societies and cultures and key
historic and contemporary issues, including issues involving social justice.
Outreach Activity
Target audience
Aboriginal Unit for practicing
teachers
Class room teachers
Bunguna Program
High Schools and Colleges
Futures Expos
Colleges and High Schools
Riawunna Events & Seminars
Tasmanian community
Outline of Program
Single unit offered Aboriginal
studies to meet requirements
of Teacher Registration in
2013.
Cultural awareness program
for Aboriginal and Torres
Strait Islander youth
To encourage young
Tasmanians to participate in
higher education.
To educate the broader
community and celebrate
Aboriginal culture.
Outcome
To be advised
Affirming young Aboriginal
peoples identities, backed up
by educational approach.
Tasmanian youth have more
knowledge of UTAS and its
programs.
Support non-Aboriginal
people in Reconciliation.
Scholarships
UTAS offers a number of scholarships for Aboriginal and Torres Strait Islander people (see table below).
Scholarship details
Lucy Beeton Aboriginal
Teacher Scholarship
Riawunna Access Bursary
Riawunna Postgraduate
Scholarship
Riawunna West North-West
Bursary
Indigenous Access
Scholarship (IAS)
Indigenous Commonwealth
Accommodation Scholarship
(ICAS)
Indigenous Commonwealth
Education Costs Scholarship
(ICECS)
Springboard to Higher
Education - Bursary
Government/Private/
University
No.
Allocated
Cost
UTAS
3
$6000
UTAS
3
$1000
3
1
$5000
1
1
$4000
1
Government
20
$750 p.a.
16
Government
5
$4754 p.a
5
Government
21
$2377 p.a
20
UTAS
Varies
$4321
17
UTAS
UTAS
2012 No.
Awarded
Comments
2013 onwards
Lucy Beeton Aboriginal Teacher Scholarship: The Lucy Beeton Aboriginal Teacher Scholarships have been established
in recognition and honour of Tasmania’s first Aboriginal teacher. Lucy Beeton was born on Gun Carriage Island in the
Bass Strait in 1829. In 1871 she established a school in a tent on Badger Island and later successfully lobbied
government to fund a teacher.
Currently in Tasmania, Aboriginal teachers make up less than one per cent of teachers. Through establishing the Lucy
Beeton Aboriginal Teacher Scholarships, the Department of Education seeks to increase the number of Aboriginal and
Torres Strait Islander teachers in Tasmania. The Lucy Beeton Scholarship provides a financial incentive/support for
Aboriginal people to undertake a teaching qualification at the University of Tasmania.
http://www.studentcentre.utas.edu.au/scholarships/AwardDetails.aspx?AwardId=2387
Riawunna Access Bursary: Three bursaries provided by Riawunna, which is committed to the advancement of
knowledge about Aboriginal and Torres Strait Islander cultures and societies.
http://www.studentcentre.utas.edu.au/scholarships/AwardDetails.aspx?AwardId=71
Riawunna Postgraduate Scholarship: This scholarship is provided by Riawunna, which is committed to the
advancement of knowledge about Aboriginal and Torres Strait Islander cultures and societies.
http://www.studentcentre.utas.edu.au/scholarships/AwardDetails.aspx?AwardId=67
Riawunna West North-West Bursary: This scholarship is provided by Riawunna, to encourage Aboriginal or Torres
Strait Islander students from the north-west of Tasmania to undertake study at the University of Tasmania.
http://www.studentcentre.utas.edu.au/scholarships/AwardDetails.aspx?AwardId=370
Indigenous Access Scholarship (IAS)
Indigenous Access Scholarships will provide payment to indigenous higher education students, particularly those
from rural or remote areas of Australia who need to relocate to take up an undergraduate course or an approved
enabling course. An indigenous student who receives an Indigenous Access Scholarship may also have access to a
continuing Indigenous Commonwealth Education Costs Scholarship (ICECS) and, where eligible, an Indigenous
Commonwealth Accommodation Scholarship (ICAS). These scholarships are funded by the Australian Government.
Indigenous Commonwealth Accommodation Scholarship (ICAS)
Funding for these awards is provided by the Federal Government and seeks to help low-income indigenous students
with the costs associated with higher education
Indigenous Commonwealth Education Costs Scholarship (ICECS) Funding for these awards is provided by the Federal
Government and seeks to help low-income indigenous students with the costs associated with higher education.
Role of Riawunna in scholarships
Indigenous Higher Education Officers (IHEO’s) at the Riawunna Centres successfully assisted students in
locating and applying for appropriate scholarships. This role also includes the notification to the student body
and other people in the community of the availability of open scholarships as well as scholarships specifically
for Aboriginal and Torres Strait Islander students. As well, they notify Aboriginal and Torres Strait Islander
people of the many scholarships offered through the Commonwealth Government, Commonwealth
Government Agencies and the private sector.
Details of scholarships can be found in the Indigenous Scholarships guidebook:
http://www.auroraproject.com.au/indigenousscholarshipguidebooks
Constraints
UTAS considers that this is an area that needs more promotion and support. Reasons for a low take-up
include:

demographics of Aboriginal communities in Tasmania, especially educational attainment;

lack of staff to support and network with all the diverse Aboriginal communities.
4.
Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates
commensurate with those of other Australians.
Total number of Aboriginal and Torres Strait Islander enrolments for 2011 and 2012
Aboriginal and Torres Strait Islander students
Non Aboriginal and Torres Strait Islander students
2011
2012
288
23609
333
24814
UTAS recognises that there is a disparity between the percentage of Tasmanian Aboriginal and Torres Strait
Islander people in the Tasmanian population and percentage of Aboriginal and Torres Strait Islander people
accessing higher education and is implementing strategies to address this issue.
UTAS is committed to improve or advance the following strategies:

The promotion of the Riawunna Centre and the Murina Program to Aboriginal communities;

The support of the continued delivery of the Murina Program which assists students to participate in
an undergraduate subject as part of their preparation for further studies;

Support of the Murina Program to offer academic, literacy and numeracy assistance each semester;

The availability of ITAS to all Aboriginal and Torres Strait Islander students;

The delivery of Aboriginal specific lectures across a range of schools including Education, Nursing,
Social Work, Medicine and Pharmacy;

The continuation of Aboriginal Studies Units cross listed into other disciplines;

The promotion of the Indigenous Tutorial Assistance Scheme (ITAS) to all Aboriginal and Torres Strait
islander students;

The provision of more staff for the Riawunna Centre.
UTAS has applied for HEPPP funding in 2013 to improve access and participation for Aboriginal people.
Role of the Riawunna Centre
 Riawunna supports Aboriginal and Torres Strait Islander students by providing a Culturally safe space.
 It also provides information and assistance to students.
 The Centre advocates for students with study and/or course issues.
Constraints
 Lack of positions for graduate Aboriginal and Torres Strait Islander students. UTAS recognises the need to
further collaborate with industry and government departments to focus on employment opportunities.
5.
Enable Aboriginal and Torres Strait Islander students to attain the same graduation rates from award courses
in higher education as for other Australians.
Total number of award course completions at Bachelor level and above in 2011 and 2012
2011
2012
Aboriginal and Torres Strait
Islander students:
0
1
(Higher Degree)
Non Aboriginal and Torres
Strait Islander
187
199
students:(Higher Degree)
Aboriginal and Torres Strait
Islander students: (Other
3
3
postgraduate)
Non Aboriginal and Torres
Strait Islander
1819
1962
students:(Other
postgraduate)
Aboriginal and Torres Strait
Islander students:
17
26
(Bachelor degree)
Non Aboriginal and Torres
Strait Islander students
3262
3424
(Bachelor degree)
Note: Please use student numbers that
you reported to HEIMS.
Support mechanisms
UTAS recognises there is a disparity between the number of Aboriginal and Torres Strait islander students
commencing University courses and the number of students who successfully complete an undergraduate course and
will review this area in 2013 in conjunction with Faculties.
All Schools, Faculties and Divisions are encouraged to seek support from the Riawunna Centre for at risk Aboriginal
and Torres Strait Islander students.
Role of the Riawunna Centre
 Support schools across the University to have an awareness of Aboriginal and Torres Strait Islander students
study and teaching and learning needs.
 Ensure all students have access to the Riawunna Centre as a Culturally safe space.
 Ensure all students who are eligible have access to ITAS tutoring.
 Provide study spaces and access to technology including computers.
 Monitor the progress of students across campuses.
 Provides mentoring and support.
6.
To provide all Australian students with an understanding of and respect for Indigenous traditional and
contemporary cultures.
The University is committed to a culturally inclusive environment.
UTAS has as its goals:
 To develop awareness and encourage use of culturally safe practices by all University of Tasmania staff and
students by promoting knowledge and understanding of Aboriginal and Torres Strait Islander Australian
traditional and contemporary cultures.
 To undertake to develop a Reconciliation Action Plan with Tasmanian Aboriginal communities.
 To undertake to ensure all staff have access to Cultural Competency training.

To support the Riawunna Centre to implement structures and strategies to enable reflection of Aboriginal
Culture and philosophies.
Come Walk With Us Cultural Safety program is delivered as a compulsory part of the curriculum to medicine and
pharmacy students. Additional sessions are available to both UTAS staff and students and people external to the
University. The program is delivered three times a semester on each campus. This activity will continue in 2013.
UTAS has an Aboriginal Studies program which facilitates the understanding of Aboriginal and Torres Strait Islander
cultures and societies, past and present relationships between indigenous Australians and other peoples (nationally
and internationally) and the development of intercultural competence; with 329 people enrolled in the various units
in the 2012 period.
The Footprints module developed in 2012 provides students with insight into becoming an effective, culturally
competent practitioner. The module is being delivered to education and health Science students in 2013, with plans
to expand to students in other faculties.
The University of Tasmania has developed an Aboriginal and Torres Strait Islander Health Theme Bank (IHTB) for
University of Tasmania students and staff as a teaching and learning resource. The aim of the site is to better inform
the knowledge base of Aboriginal and Torres Strait Islander health and educational circumstances in the 21st century
based on history, land dispossession and family breakdown.
http://www.utas.edu.au/Aboriginal and Torres Strait Islander-health-theme-bank
The draft Aboriginal Employment Strategy has as an objective to increase participation of staff in the UTAS Cultural
Safety Program: Come Walk with Us. All existing staff should participate in Come Walk with Us at least once
throughout their career at UTAS, and all new employees should participate in the program as part of their orientation
to UTAS.
Increasing cultural awareness of staff at UTAS will have a two-fold effect in supporting Aboriginal Employment at
UTAS:
 The creation of a supportive and inclusive environment for Aboriginal employees; and
 The promotion of such an environment to Aboriginal students, potential employees, and the broader
community.
Involvement with Tasmanian Aboriginal communities
 The key relationship with Tasmanian Aboriginal Communities is facilitated through the Riawunna Elders
Group. The group was revitalised and expanded in 2013. This group will offer leadership and advice and
guidance on cultural and other relevant issues.
 UTAS is an active member of the Tasmanian Aboriginal Committee for Education, which is the peak body for
Aboriginal Education in Tasmania.
 Three Elders in Residence across campuses provide cultural leadership to staff and students.
 UTAS promotes and is involved in important events including; Sorry Day, Reconciliation Week, NAIDOC week
and other activities on all campuses.
Role of Riawunna




Riawunna facilitates the Come Walk with Us program at UTAS.
It provides leadership and advice to the University on cultural matters.
The centre works closely with Elders and community members to ensure a culturally safe involvement for
Aboriginal and Torres Strait Islander students at the University.
The centre is working with respected Elders and community members to extend the program Come Walk
with Us into a Cultural Competency Program to enable participants to extend their knowledge and
understanding about the history and culture of contemporary Aboriginal communities and as well be
culturally competent in their chosen careers.
SECTION 3
EXPENDITURE OF INDIGENOUS SUPPORT PROGRAM GRANT
From 2013, Universities will be advised of their full year ISP entitlement at the start of the year, and will be expected
to plan for its expenditure accordingly. The carry forward of unexpended funds will only be considered in exceptional
circumstances.
Please provide a report on the expenditure of the provider’s ISP grant for 2012. Where ISP expenditure does not
match the audited annual financial statements for the year ending 31 December 2012 provided under section 19-10
of Higher Education Support Act 2003, please provide a reconciliation action plan.
This ISP report is a legislated requirement, through the Higher Education Support Act 2003 –
Other Grants Guidelines (Education) 2008.
1
2
3
4
4a
4b
4c
4d
4e
5
6
5a
5b
5c
5d
5e
6a
6b
7
Indigenous higher education
2012 expenditure
ISP grant
2012
Unspent 2012 ISP funds, to be carried over to 2013 – as reported in your providers audited annual
TOTAL
ISP
income
for 2012expenditure separately)
financial statements. (Report
$989000.00
$-75065.38
$913,934.62
EXPENDITURE of Aboriginal and
Operating costs, including salaries, for
Aboriginal
TorresSupport
Strait Islander
support services. (Itemise
Torres
Strait and
Islander
Program
-each
Salaries
on-costs
line Including
item please)
(ISP)
2012
(from
Item
1)
- Travel Transport and Fuel
- Special Events Catering and Entertainment
- Training and Conferences
- Other Operating Costs
Capital Items – list any major items purchased for Aboriginal and Torres Strait Islander student/staff use
Higher
providerhow
overheads.
only andeducation
briefly describe
they were committed to Aboriginal and Torres Strait Islander Education –
Other Aboriginal and Torres Strait Islander Support Program expenditure (list major items conferences,
(e.g.
New
computers
in
the
ISU).
Total
and Torres
Strait
Islander
higher education expenditure for 2012
schoolAboriginal
visits, publications
and
program
costs).
$698,588.16
$53,745.93
$15,218.64
$2,602.97
$103,879.29
$ 874,034.99
EXPENDITURE of Aboriginal and
Operating costs, including salaries, for
Aboriginal
TorresSupport
Strait Islander
support services. (Itemise
Torres
Strait and
Islander
Program
Capital
Items
list any major items purchased for Aboriginal and Torres Strait Islander student/staff use
each line
item–please)
carry over funds 2012 (from Item 2)
Higher
providerhow
overheads.
only andeducation
briefly describe
they were committed to Aboriginal and Torres Strait Islander Education –
Other Aboriginal and Torres Strait Islander Support Program expenditure (list major items conferences,
(e.g.
New computers
in the over
ISU).funds.
Total
of carry
schoolexpenditure
visits, publications
and program
costs).
INCOME for Other Aboriginal and
Other funds provided to Aboriginal and
Torres
Strait
Islanderfunds
higherprovided
education
Torres
Strait
Islander
in(non ISP funds, including
-other
Aboriginal
and Torresgrants,
Strait state
Islander
Tutorial Assistance
Scheme
(ITAS)funds)
Commonwealth
government
grants,
privately
sourced
2012
- Other Operating Projects
- ARC Grant (A study of walkabout, Australia’s Geographic Magazine (1934-74))
-ARC Grant (Founders and Survivors: Tasmanian Life-courses in Historical Content)
- Other Research Projects
Total Other Aboriginal and Torres Strait Islander higher education income for 2012
EXPENDITURE of Other Funds in 2012
Expenditure of Other funds provided(Item
to Aboriginal
and Torres Strait Islander higher education Item 5
6b)
-(non
Aboriginal
andincluding
Torres Strait
Islander
Tutorial Assistance
Scheme
(ITAS)grants, privately sourced
ISP funds,
other
Commonwealth
grants, state
government
- Salaries Including on-Costs
funds).
- Travel Transport and Fuel
- Special Events Catering and Entertainment
- Training and Conferences
- Other Operating Costs
7b Total Other Aboriginal and Torres Strait Islander higher education expenditure for 2012
* Item 4
7a
SECTION 4
$
$89,278.88
$684,226.31
$11,444.52
$784,949.71
$106,929.58
$505,881.42
$18,186.73
$819.24
$4,927.65
$35,184.52
$671,929.14
HIGHER EDUCATION PROVIDER’S CONTACT INFORMATION
University Officer
Indigenous Education Unit Officer
Name: Professor David Sadler
Position Title: Deputy Vice Chancellor
Phone Number: 03) 6226 1926
Email: David.Sadler@utas.edu.au
Name: Jaime Cave
Position Title: Senior Executive Officer
Phone Number: 03) 6226 2772
Email: Jaime.Cave@utas.edu.au
SECTION 5
PUBLICATION OF THE STATEMENT
http://www.utas.edu.au/riawunna/quick-links/the-way-forward-strategies-for-2012-2014