Reconciliation Action Plan 2014–2017
Department of Education Reconciliation Action Plan 2014–2017
Artwork Information
The Department of Education Reconciliation Tree was created during National
Reconciliation Week 2014 with the aim of illustrating individuals’ and the
department’s commitment to reconciliation.
Panels of the Reconciliation Tree were sent to the department’s state, territory and
regional offices to ensure all employees had the opportunity to sign one of the
leaves of the tree. There are over 500 signed leaves on the tree a constant
reminder that the department’s employees are proud to support reconciliation and
Indigenous business is everyone’s business.
The Reconciliation Tree is displayed permanently in the department’s National
Office in Canberra.
Pen and printing ink on paper (134cm x 98cm)
Disclaimer: The Department of Education acknowledges diversity and respectfully uses both the terms ‘Indigenous’ and
‘Aboriginal and Torres Strait Islander peoples’ interchangeably throughout this document.
Acknowledgment: Special thanks go to all Department of Education employees involved in the development of this RAP
specifically:
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Department of Education RAP Working Group members
the Department of Education Aboriginal and Torres Strait Islander Employee Committee
Department of Education focus group participants
the Department of Education RAP team
external stakeholders who were consulted in the development process
Reconciliation Australia for their guidance.
Contact: If you would like further information about the Department of Education RAP or if you have any comments you
would like to share, please email ReconciliationActionPlan_Education@Education.gov.au
© Commonwealth of Australia 2014
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and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution
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The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links
provided) as is the full legal code for the CC BY 3.0 AU licence
(http://creativecommons.org/licenses/by/3.0/au/legalcode).
The Department of Education must be attributed as the author of the material. As far as practicable, material for which
the copyright is owned by a third party will be clearly labelled. The department has made all reasonable efforts to
ensure that this material has been reproduced in this document with the full consent of the copyright owners.
Copyright requests and enquiries concerning further authorisation should be addressed to:
The Copyright Officer, Department of Education, Location code C50MA10 GPO Box 9880 Canberra ACT 2601 or emailed
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The terms of use for the Commonwealth Coat of Arms are available from the It's an Honour website.
Where a copyright owner, other than the Commonwealth, is identified with respect to this material, please contact that
third party copyright owner directly to seek permission.
ISBN: 978-1-74361-868-4
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Department of Education Reconciliation Action Plan 2014–2017
Secretary’s foreword
I am excited to present the Department of Education’s first
Reconciliation Action Plan (RAP). Our RAP supports us to
ensure Indigenous business is everyone’s business is at the
forefront of everything we do.
We work in a department where our core
business―education―can touch the lives of every single
person in Australia and beyond in positive way, which is so
important for our future. This includes getting the best start
in life through early learning, going to school and being
positive about what school can offer and going on to higher
education, research and lifelong learning.
The Department of Education is committed to remaining an employer of choice for Aboriginal and
Torres Strait Islander peoples, and through our RAP we aim to increase our representation of Aboriginal
and Torres Strait Islander people to 4.5 per cent by December 2017.
I am proud to be the Secretary of a department that encourages our people to use their cultural
capabilities to work differently. The influence section of our RAP is a call to action and asks that all of us
use our business approaches to improve outcomes for Aboriginal and Torres Strait Islander peoples.
The Education Journey project on page 17 is a practical example of how we aim to transform our ways
of doing business and more importantly, close the gap in education outcomes for Aboriginal and Torres
Strait Islander peoples. Through this action we propose to partner with a community to help us see how
Aboriginal and Torres Strait Islander peoples and families in that location experience education.
Thank you to everyone who has worked so hard to develop this RAP. I cannot think of a more powerful
combination than education and reconciliation to enable people to reach their full potential and to
improve lives.
Lisa Paul AO PSM
25 September 2014
Spotlight on the Education Journey project
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Our employees will spend time with Aboriginal and Torres
Strait Islander students and their families, experiencing their
educational journeys.
Early childhood, school and tertiary education policy and
programme employees will see how their work translates ‘on
the ground’.
We want a profound and sustained cultural shift amongst
employees to assist in building our capability and informing
our work.
We are driven by a deep desire to improve educational
experiences and outcomes for Aboriginal and Torres Strait
Islander peoples.
Department of Education Reconciliation Action Plan 2014–2017
Message from our Indigenous Leader
As an Indigenous person and the Department of Education’s
Indigenous Leader, I am proud to work in an organisation where
Indigenous business is everyone’s business.
The department’s commitment to Indigenous business is reflected
in our organisational and individual accountability. The
department’s Strategic Plan clearly communicates that Indigenous
business is everyone’s business, which flows down into business
plans and Individual Performance and Development Plans for each
employee.
Our department takes the lead in working towards closing the gap
in educational outcomes for Aboriginal and Torres Strait Islander
peoples. While there are specific Aboriginal and Torres Strait
Islander policies and programmes, the real heavy lifting in
education is done by ensuring all policies and programmes
address the needs and aspirations of Aboriginal and Torres Strait
Islander peoples.
As a department we recognise that cultural capability is essential to delivering effective work outcomes.
Our RAP actions support our people to deepen their cultural understanding through building an
environment based on respect, trust, positive relationships, equality and opportunities for all people.
This enables our people to have the right skills and awareness to develop and implement policies and
programmes which have a positive impact on outcomes for Aboriginal and Torres Strait Islander
peoples.
Our department has lots of opportunities to make a difference and our RAP will empower all of our
employees to take those opportunities and run with them.
Kevin Brahim
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Department of Education Reconciliation Action Plan 2014–2017
Message from Reconciliation Australia
On behalf of Reconciliation Australia I congratulate the Department of
Education on its 2014–2017 RAP, which fits comfortably within the
Stretch category of the RISE Framework.
Through this RAP, the Department of Education will play an important
role in progressing Reconciliation Australia’s vision of a reconciled, just
and equitable Australia. Education is a fundamental building block for
reconciliation, and knowing that your RAP will potentially influence
national policies and programmes for early childhood, primary and
secondary school, higher education and academic research excites me.
By ensuring your diverse workforce is better attuned to the goals of
reconciliation, you are helping to create a safe and inclusive
environment for Aboriginal and Torres Strait Islander peoples to thrive.
I thank and congratulate everyone involved in developing the Department of Education RAP for their
leadership and dedication. I wish you well during its implementation over the coming years and look
forward to seeing the outcomes of your reconciliation initiatives.
Leah Armstrong
Chief Executive Officer of Reconciliation Australia
Reconciliation Australia’s RISE Framework
Reflect
At this level, organisations commit to a predetermined set of generic actions to achieve.
Innovate
At this level, actions are negotiated to encourage innovation and flexibility to test and pilot strategies.
Stretch
At this level, an organisation invests in expanding and embedding tested and proven strategies to
improve workplace culture, attitudes and business practices.
Elevate
At this level, organisations are leading the way in advancing reconciliation on a national level.
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Department of Education Reconciliation Action Plan 2014–2017
Our vision
The Department of Education’s vision is Opportunity through learning.
Our RAP supports the department to deliver quality education opportunities to Aboriginal and Torres
Strait Islander peoples through our five RAP goals: culture, understanding, support, partnership and
influence.
Our mission
The Department of Education aims to enrich the early years of children’s lives through quality child care
and early childhood learning, support a world class school education system, and enable the delivery of
quality higher education, international education and research that contributes to Australia’s society
and the global economy.
The department operates on the principle that Indigenous business is everyone’s business, which means
that all employees consider our RAP in their work. This also means we work in partnership with
Aboriginal and Torres Strait Islander peoples and communities to ensure all our policies and
programmes do their part to achieve the Council of Australian Governments’ (COAG) Closing the Gap
targets.
Our RAP goals
Our RAP goals are guiding principles that direct the department’s approach to reconciliation; reminding
us how we can each contribute towards improving outcomes for Aboriginal and Torres Strait Islander
peoples.
Culture
Our departmental culture is based on trust, equitable opportunities, respect and
building a culturally capable workforce to achieve positive outcomes that address the
needs and recognise the strengths of Aboriginal and Torres Strait Islander peoples.
Understanding
Our people consciously apply their own learnings and think about how their work
impacts on the lives of Aboriginal and Torres Strait Islander peoples and communities.
Support
Using specialised recruitment and retention pathways we work with and support our
Aboriginal and Torres Strait Islander employees to succeed.
Partnership
We collaborate with relevant agencies and Aboriginal and Torres Strait Islander
stakeholders and leverage their expertise and perspectives to inform our work.
Influence
We use our funding, national policy responsibilities and partnerships strategically to
drive better education outcomes that meet the needs of Aboriginal and Torres Strait
Islander peoples.
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Department of Education Reconciliation Action Plan 2014–2017
Our department
The Department of Education was established in September 2013. Machinery of Government changes
resulted in the majority of Indigenous-specific policy and programme areas being transferred to the
Department of Prime Minister and Cabinet. This led to a large number of our Aboriginal and Torres Strait
Islander employees also being transferred with these functions.
The department is organised around three major clusters of work: early childhood education and care;
schools and youth; and higher education, research and international education. The department
recognises that all Aboriginal and Torres Strait Islander children and students are impacted by our
policies and programmes and most funding for their education comes through ‘mainstream’ or nonIndigenous specific funding rather than Indigenous-specific programmes. Therefore it is important that
we consider the impact of our work on Aboriginal and Torres Strait Islander peoples and their
communities.
At 31 August 2014, the department comprised a total of 1808 employees including 211 employees
located in our state network, which consists of offices in each state and territory. At this date, 54
employees identified as being Aboriginal and/or Torres Strait Islander which equated to 2.99 per cent of
the department’s workforce.
Our business
The Department of Education is responsible for the Australian Government’s national education policies
and programmes helping all Australians access quality and affordable child care, early childhood
education, school education, higher education, international education and academic research.
The department supports the Australian Government’s priority for accelerated effort and increased
action to close the gap in education outcomes for Aboriginal and Torres Strait Islander peoples.
Education is fundamental to improving economic and social wellbeing for all Australians and we
understand that our policies and programmes must work for everyone.
The department is responsible for all significant education policy levers held by the Australian
Government, therefore the department must take a leadership role in the national effort to achieve the
four education-related COAG Closing the Gap targets. These targets are:
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ensuring all Indigenous four-year-olds in remote communities have access to early childhood
education within five years (by 2013)
close the gap between Indigenous and non-Indigenous school attendance within five years (by
2019)
halve the gap for Indigenous children in reading, writing and numeracy within a decade (by
2018)
halve the gap for Indigenous people aged 20–24 in Year 12 or equivalent attainment rates (by
2020).
The majority of Aboriginal and Torres Strait Islander students are enrolled in schools in metropolitan and
regional locations and are supported by non-Indigenous specific education policies and programmes;
therefore our potential to impact the lives of Aboriginal and Torres Strait Islander students is significant.
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Department of Education Reconciliation Action Plan 2014–2017
Our RAP governance support and resources
The development and implementation of this RAP is made possible using a coordinated internal RAP
governance structure; involving representatives from every part of the department who bring with them
an enormous range of skills, expertise and experience. The resources that support this RAP include our:
Indigenous Leader
The Indigenous Leader, Kevin Brahim works with the Secretary and governance committees to ensure
the department is identified as an employer of choice for Aboriginal and Torres Strait Islander peoples,
and the expertise of Aboriginal and Torres Strait Islander employees is supported and valued in all
departmental business. The Indigenous Leader co-chairs the Aboriginal and Torres Strait Islander
Employee Committee and is a member of the RAP Working Group.
Indigenous Human Resources Policy Advisor
The Indigenous Human Resources Policy Advisor, as part of People Branch, works with the Indigenous
Leader to build frameworks to implement appropriate human resource strategies for Aboriginal and
Torres Strait Islander employees. They also ensure a coordinated approach is undertaken in relation to
the development of recruitment, retention and career development activities for Aboriginal and Torres
Strait Islander employees.
Aboriginal and Torres Strait Islander Employee Committee
The Aboriginal and Torres Strait Islander Employee Committee supports our Aboriginal and Torres Strait
Islander employees and offers strategic advice to the department on workplace and workforce matters
affecting Aboriginal and Torres Strait Islander employees.
Strategy and Impact Committee
The Strategy and Impact Committee promotes discussion and builds whole of department perspectives
on strategic and analytic capacity and capability and performance monitoring and evaluation. A key area
of focus for the committee is a whole-of-department approach to achieving positive outcomes for
Aboriginal and Torres Strait Islander peoples including overseeing the development and implementation
of the department’s RAP.
RAP Working Group
The RAP Working Group is a subcommittee of the Strategy and Impact Committee comprising senior
executive employees from across the department. The RAP Working Group oversees the development,
implementation and progress of RAP actions and targets. Members provide strategic direction for the
implementation of RAP actions; work with other departmental committees to maximise RAP
deliverables; and champion and raise awareness of the RAP in their work areas.
RAP team
The RAP team is the secretariat for the RAP Working Group and provides ongoing support across the
department for implementing the RAP and supporting Australia’s reconciliation journey.
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Department of Education Reconciliation Action Plan 2014–2017
Culture goal
Our departmental culture is based on trust, equitable opportunities, respect and building a culturally
capable workforce to achieve positive outcomes that address the needs and recognise the strengths of
Aboriginal and Torres Strait Islander peoples.
What success in this goal will look like: All employees recognise that Indigenous business is everyone’s
business and this is core to being effective in everyday work. Employees strive to create a legacy to be
the best public servants they can be by strengthening and demonstrating cultural capability in
everything that we do. We respect Aboriginal and Torres Strait Islander cultural protocol guidelines,
participate in cultural events and continuously develop our understanding and knowledge of Aboriginal
and Torres Strait Islander peoples and cultures.
Action 1.1–An Indigenous business is everyone’s business framework is developed which will include initiatives
and strategies to build the cultural capability of the department.
Targets
Timeline
Responsible Officer
The Indigenous business is everyone’s business framework is
June 2015
 Group Manager,
developed and promoted to employees.
People
Communication and
Legal Group (PCLG)
 All Senior Executive
Service (SES)
All employees who complete the People Capability Framework
July 2015 and
 All SES
(PCF) also complete the Indigenous Cultural Capabilities Set
each
 All employees
within the PCF.
subsequent year
All new starters attend Indigenous Cultural Awareness Training
December 2014  All SES
within six months of commencement.
and then
 New starters’
ongoing
managers
A wide range of internal and external cultural awareness training June 2015 and
 Group Manager, PCLG
and learning resources are available on the Indigenous Cultural
reviewed and
 RAP team
Awareness Learning and Development tools intranet page.
updated each
 Aboriginal and Torres
subsequent year
Strait Islander
Employee Committee
As part of the Secretary’s Excellence Awards, an annual cultural
December 2014  RAP Working Group
capability award is presented to employees who have
and each
 Group Manager, PCLG
demonstrated an ongoing commitment to extending their
subsequent year
knowledge and understanding of Aboriginal and Torres Strait
Islander peoples’ history, cultures and contemporary issues.
Action 1.2–Aboriginal and Torres Strait Islander cultural protocol resources are available to all employees.
Targets
Timeline
Responsible Officer
The Respecting Country and Cultures of Aboriginal and Torres
December 2014  RAP Working Group
Strait Islander peoples guidelines are developed to guide
and then
 Aboriginal and Torres
employees in acknowledging traditional owners and organising a ongoing
Strait Islander
welcome to country. The guidelines are communicated and
Employee Committee
promoted to all employees and are available on the Department
of Education website, intranet page and the GovShare website.
The department makes relevant external cultural protocol
June 2015
 RAP Working Group
resources available on our intranet to ensure employees are
 Aboriginal and Torres
following the protocols of the land that they are visiting.
Strait Islander
Employee Committee
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Action 1.3–We celebrate and strengthen the department’s commitment to reconciliation and support
employees to make individual contributions towards reconciliation.
Targets
Timeline
Responsible Officer
The department hosts at least three internal events during
May–June 2015  RAP Working Group
National Reconciliation Week to provide opportunities for
and each
 Branch Manager,
employees to strengthen their cultural capability and build
subsequent year
Communication
relationships with their local community.
Branch
Strong employee participation at National Reconciliation Week
May–June 2015  All SES
events.
and each
 All employees
subsequent year
Reconciliation themed events/activities/learning opportunities
Quarterly
 RAP Working Group
occur a minimum of four times per year outside of National
commencing
Reconciliation Week to maintain momentum and engagement
September 2014
with reconciliation throughout the year.
Employees are encouraged to use the workplace giving
July 2015 and
 All employees
programme to show their support for improving outcomes for
each
 Group Manager, PCLG
Aboriginal and Torres Strait Islander peoples.
subsequent year
Action 1.4–The department commemorates and celebrates Aboriginal and Torres Strait Islander peoples,
cultures, history and connection to country.
Targets
Timeline
Responsible Officer
The department hosts at least three internal events during
July 2015 and
 Branch Manager,
National Aborigines and Islanders Day Observance Committee
each
Communication
(NAIDOC) Week to provide opportunities for employees to
subsequent year
Branch
celebrate the history, cultures and achievements of Aboriginal
and Torres Strait Islander peoples.
Strong employee participation in NAIDOC Week external
July 2015 and
 All SES
community events and departmental NAIDOC Week events.
each
 All employees
subsequent year
A calendar is created to understand, acknowledge and
January 2015
 Branch Manager,
commemorate Aboriginal and Torres Strait Islander days of
and each
Communication
significance, which are identified by the Aboriginal and Torres
subsequent year
Branch
Strait Islander Employee Committee.
 RAP team
 Aboriginal and Torres
Strait Islander
Employee Committee
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Department of Education Reconciliation Action Plan 2014–2017
Understanding goal
Our people consciously apply their own learnings and think about how their work impacts on the lives of
Aboriginal and Torres Strait Islander peoples and communities.
What success in this goal will look like: The department’s employees understand the importance of
their own work to addressing the specific needs and aspirations of Aboriginal and Torres Strait Islander
children, young people, adults and communities. Employees are provided with the tools, processes and
policies to make informed business decisions regarding closing the gap and reconciliation.
Action 2.1–Our business processes create individual and organisational accountability for Indigenous business
being everyone’s business in the Department of Education.
Targets
Timeline
Responsible Officer
The RAP Working Group meets a minimum of four times a year. Quarterly
 RAP Working Group
commencing
March 2014
Reviewed
 The Executive
All business plans include actions that contribute to meeting
September 2015  All SES
the RAP targets and where relevant other planning documents
and each
 All employees
include commitments towards achieving the RAP.
subsequent year
Actions that support the RAP are included as key deliverables in Reviewed
 All SES
all employees’ (including SES) Individual Performance and
September 2015  All employees
Development Plans.
and each
 Group Manager, PCLG
subsequent year
An internal RAP survey is conducted annually to evaluate the
April 2015 and
 RAP team
success of reconciliation strategies and guide future
each
reconciliation strategies.
subsequent year
Action 2.2–Our policies and programmes reflect the needs and aspirations of Aboriginal and Torres Strait
Islander peoples and communities.
Targets
Timeline
Responsible Officer
During the Portfolio Budget Submission development process
Reviewed
 Group Manager,
consideration is given and assurance processes are in place to
September 2015
Finance,
evaluate the impacts of the department’s programmes on
and each
Parliamentary and
Aboriginal and Torres Strait Islander peoples and communities.
subsequent year
Assurance Group
 Relevant SES policy
owners
The Education Participation and Outcomes for Indigenous
September 2015  RAP Working Group
Australians document is updated to reflect current data analysis and each
 The Executive and
and education outcomes for Aboriginal and Torres Strait
subsequent year
cluster senior executive
Islander peoples, including their transition to employment. A
boards
summary document to highlight messages and facts will be
developed. Employees are actively encouraged to use both
documents.
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Department of Education Reconciliation Action Plan 2014–2017
Action 2.3–Our procurement policies increase the department’s engagement with Aboriginal and Torres Strait
Islander owned and/or operated businesses.
Targets
Timeline
Responsible Officer
Relevant communication and support materials promote the
Reviewed
 Group Manager,
benefits of government and industry using the Indigenous
September 2015
Finance, Parliamentary
Business Procurement Policy and Indigenous Opportunities
and each
and Assurance Group
Policy to both internal and external stakeholders.
subsequent year  Shared Services Centre
 All SES
Evidence through the department’s online procurement system Reviewed
 Group Manager,
demonstrates the department is increasing its engagement with September 2015
Finance, Parliamentary
and use of Aboriginal and Torres Strait Islander owned and/or
and each
and Assurance Group
operated businesses using Supply Nation and other Indigenous
subsequent year  Shared Services Centre
business bodies. This is demonstrated by an increase in the
 All SES
percentage of the department’s procurements where an
Aboriginal and/or Torres Strait Islander business was
approached.
“Reconciliation for me will provide
opportunity for my children to develop a
greater understanding of Aboriginal and
Torres Strait Islander cultures and
people.”
Nadine Hannaby , state network
“In my team, we support Indigenous
businesses by choosing to engage an
Indigenous owned and operated catering
business for any special work events. The
food is always delicious and a real talking
point!
Lee Atkinson, Research and Strategy Group
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Department of Education Reconciliation Action Plan 2014–2017
Support goal
Using specialised recruitment and retention pathways we work with and support our Aboriginal and
Torres Strait Islander employees to succeed.
What success in this goal will look like: The department is recognised by its stakeholders and the
Australian community as an employer of choice who genuinely values, respects and supports difference
and diversity of Aboriginal and Torres Strait Islander cultures in our workplace.
Action 3.1–The department develops a recruitment and career development plan to attract and retain
Aboriginal and Torres Strait Islander employees.
Targets
Timeline
Responsible Officer
The Indigenous Recruitment and Career Development Plan is
December 2014  Branch Manager,
developed and implemented with a specific focus on retention. then ongoing
People Branch in
implementation
consultation with
Aboriginal and Torres
Strait Islander
Employee Committee
The Indigenous Recruitment and Career Development Plan is
January 2016
 Branch Manager,
evaluated annually following its launch.
and each
People Branch in
subsequent year
consultation with
Aboriginal and Torres
Strait Islander
Employee Committee
The representation of Aboriginal and Torres Strait Islander
December 2015  Group Manager, PCLG
employees is increased to 3.5 per cent (which equals
 All SES
approximately 64 Aboriginal and Torres Strait Islander
employees based on 31 August 2014 staffing levels).
The representation of Aboriginal and Torres Strait Islander
December 2016  Group Manager, PCLG
employees is increased to 4 per cent (which equals
 All SES
approximately 73 Aboriginal and Torres Strait Islander
employees based on 31 August 2014 staffing levels).
The representation of Aboriginal and Torres Strait Islander
December 2017  Group Manager, PCLG
employees is increased to 4.5 per cent (which equals
 All SES
approximately 82 Aboriginal and Torres Strait Islander
employees based on 31 August 2014 staffing levels).
Aboriginal and Torres Strait Islander employees have the tools
June 2015 and
 Group Manager, PCLG
available to develop career development plans and undertake
re-evaluated
 All SES
career planning. Pilot the implementation of career
each
 Aboriginal and Torres
development plans for Aboriginal and Torres Strait Islander
subsequent year
Strait Islander
employees.
employees
The Indigenous Australian Government Development
December 2014  Group Manager, PCLG
Programme, the graduate programme and the Indigenous
and each
 All SES
cadetship programme are used to recruit a minimum of 10
subsequent year
Aboriginal and Torres Strait Islander employees each year.
To reach prospective Aboriginal and Torres Strait Islander
Reviewed
 Group Manager, PCLG
employees, we promote employment opportunities with the
September 2015
department through targeted Aboriginal and Torres Strait
and each
Islander media and networks.
subsequent year
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Targets
Exit surveys are conducted with Aboriginal and Torres Strait
Islander employees using the Australian Public Service
Commission Exit Survey.
Face-to-face workshops are conducted with the Aboriginal and
Torres Strait Islander Employee Network to identify issues and
priority actions for the following 12 months.
Timeline
December 2014
and ongoing
Responsible Officer
 Group Manager, PCLG
 Indigenous Leader and
Indigenous Human
Resources Policy
Advisor
June 2014 and
 Branch Manager,
each
People Branch in
subsequent year
consultation with the
Aboriginal and Torres
Strait Islander
Employee Committee
“Reconciliation is acknowledging
Aboriginal and Torres Strait Islander
cultural heritage and respecting the deep
connections their cultures have to this
land and country. It is about educating
non-Indigenous Australians on the
injustices Aboriginal and Torres Strait
Islander people have, and continue to
endure to this day. Reconciliation is about
striving for justice and equality for all.”
Scott Mansfield, state network
“I think the quickest way to reconciliation
is to learn and understand about our
cultural differences and similarities.”
Casey Millward, People, Communication and Legal Group
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Department of Education Reconciliation Action Plan 2014–2017
Partnership goal
We collaborate with relevant agencies and Aboriginal and Torres Strait Islander stakeholders and
leverage their expertise and perspectives to inform our work.
What success in this goal will look like: We use strong mutually beneficial relationships with internal
and external stakeholders to reflect on our work and develop strategies that support the delivery of
quality education outcomes for Aboriginal and Torres Strait Islander peoples and communities.
Action 4.1–We have tools to assist us to engage with identified internal and external stakeholders.
Targets
Timeline
Responsible Officer
December 2014  RAP Working Group
Develop, maintain and use a list of stakeholder contacts that
and each
reflect the Aboriginal and Torres Strait Islander organisations,
subsequent year
academics, leaders and other individuals the department does
business with.
December 2014  RAP Working Group
Internal knowledge sharing mechanisms, including formal and
and each
informal mentoring relationships with Aboriginal and Torres Strait
 All SES
Islander employees and non-Indigenous employees are established subsequent year  Group Manager,
and evaluated.
PCLG
Submit the RAP Impact Measurement Questionnaire and a RAP
September 2015  RAP Working Group
annual report to Reconciliation Australia.
and each
subsequent year
Action 4.2–We build and maintain relationships with our stakeholders.
Targets
Timeline
Responsible Officer
Policy and programme seminars and workshops are conducted a
Reviewed
 RAP Working Group
minimum of twice a year to provide opportunities for internal and
September 2015  All SES
external stakeholders to share best practice service delivery
and each
strategies for Aboriginal and Torres Strait Islander peoples and
subsequent year
communities.
Employees are provided with opportunities to participate in the
Reviewed
 All SES
Jawun Indigenous Community Secondment Program and work with September 2015  Branch Manager,
other organisations, including Indigenous Community Volunteers.
and each
People Branch
subsequent year
We will encourage the department’s five portfolio agencies to
Reviewed
 All SES
develop RAPs.
September 2015
and each
subsequent year
The department encourages portfolio agencies, service providers
Reviewed
 All SES
and stakeholders to engage with the reconciliation agenda by
September 2015  All employees
promoting our RAP and our RAP annual report to them.
and each
subsequent year
Meetings and workshops with other government agencies
Reviewed
 Branch Manager,
including the Secretaries’ Committee on Indigenous Affairs, deputy September 2015
Strategy and
secretary committees, state network meetings and fortnightly
and each
Economic Branch
group manager meetings are effective and result in practical
subsequent year  The Executive
actions to improve education outcomes for Aboriginal and Torres
 All employees
Strait Islander peoples.
 State and Territory
managers
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Department of Education Reconciliation Action Plan 2014–2017
Action 4.3–We collaborate with the Department of Employment and the Shared Services Centre to embed
Indigenous business is everyone’s business into the everyday work of the Shared Services Centre.
Targets
Timeline
Responsible Officer
A representative from the Shared Services Centre is a member of
Reviewed
 Shared Services
the RAP Working Group.
September 2015
Centre
and each
 RAP Working Group
subsequent year
All Shared Services Centre employees are invited to participate in
Reviewed
 Shared Services
the department’s RAP related activities and events.
September 2015
Centre
and each
 RAP Working Group
subsequent year
Shared Services Centre employees recognise the important role
Reviewed
 Shared Services
their work plays in improving outcomes for Aboriginal and Torres
September 2015
Centre
Strait Islander peoples.
and each
 RAP Working Group
subsequent year
“The Aboriginal cultural workshop gave
me foundation knowledge of Aboriginal
history and cultures and this helped me to
understand and more deeply appreciate
an Aboriginal perspective which is so
different from my own experience.”
Karen Cooper, Early Childhood Initiatives Group
Recognising reconciliation invites
reflection, commitment and
acknowledgement. We bring this to life
through our shared words and actions.
Every step, every story, every person
makes a difference
Western Australia State Office Team
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Department of Education Reconciliation Action Plan 2014–2017
Influence goal
We use our funding, national policy responsibilities and partnerships strategically to drive better
education outcomes that meet the needs of Aboriginal and Torres Strait Islander peoples.
What success in this goal will look like: We use innovative methods of working with Aboriginal and
Torres Strait Islander peoples and other stakeholders and are informed educational policy developers.
Our experiences and learnings from engaging with Aboriginal and Torres Strait Islander peoples during
their education journey increases our credibility and our ability to influence funding levers where it
matters, so we can improve education outcomes and close the gap.
Action 5.1–We implement a place-based project in partnership with an Aboriginal and Torres Strait Islander
community and other stakeholders. Departmental employees will spend time with Aboriginal and Torres Strait
Islander students and their families to experience their education journey, whether that is in day care centres,
schools, training or higher education institutions. The project aims to have a positive impact on educational
experiences and outcomes for Aboriginal and Torres Strait Islander peoples across early childhood, primary,
secondary and tertiary education. The project also aims to build our understanding of the impact of our
policies and programmes on Aboriginal and Torres Strait Islander children, young people and adults.
Targets
Timeline
Responsible Officer
Key stakeholders/partners are co-authors in the design of the
March 2015
 Education Journey
Education Journey project, including the project plan, evaluation
project lead
plan, relationship management plan and internal engagement
 RAP Working Group
and communications strategy.
Education Journey project partnerships are reviewed annually
September 2015  Education Journey
and are maintained (unless exceptional circumstances arise) over and each
project lead
the life of the RAP as reported by project partners and
subsequent year  RAP Working Group
stakeholders.
At least five different employees from each cluster in the
November 2015  Education Journey
department spend time in the community working on the
and each
project lead
‘Education Journey’ project each year and are enriched by the
subsequent year  RAP Working Group
experience.
 The Executive
Communication of learnings from employees experiences in the
November 2015  Education Journey
community occur at least quarterly through a variety of effective and each
project lead
channels and approaches.
subsequent year  RAP Working Group
At least 10 instances are reported each year where employees
work is informed by the department’s experience in the
Educational Journey project, acknowledging that one size does
not fit all communities and needs to be tailored to the local
context.
Progress is made towards long term improvements in education
outcomes as assessed by the Secretary, accepting that major
improvements may take longer than the lifetime of this RAP.
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September 2016
and each
subsequent year
 Education Journey
project lead
 RAP Working Group
September 2017
 Education Journey
project lead
 RAP Working Group
Department of Education Reconciliation Action Plan 2014–2017
Action 5.2–Early Childhood Education and Care cluster ensures that future policies and programmes arising
from the Productivity Commission (PC) Inquiry into Child Care and Early Childhood Learning drive
improvements for Aboriginal and Torres Strait Islander children and their families.
Targets
Timeline
Responsible Officer
A clear focus on Aboriginal and Torres Strait Islander outcomes is December 2014  Branch Manager,
‘built in’ as an integral part of future child care reforms.
and ongoing
Policy Linkages and
Programme Branch
Baseline data is established with ongoing collection, evaluation
December 2014  Branch Manager,
and monitoring that focuses on Aboriginal and Torres Strait
and ongoing
Policy Linkages and
Islander children and families, to ensure reforms result in better
Programme Branch
outcomes.
Action 5.3–Early Childhood Education and Care and Schools and Youth clusters support improved attendance
at school by Aboriginal and Torres Strait Islander children. This will be done through improving relationships
between early childhood services and schools to improve children’s transition to school. This will also be
achieved through active engagement of Aboriginal and Torres Strait Islander parents, children and their
families with early childhood services and schools.
Targets
Timeline
Responsible Officer
Our programmes such as Home Interaction Programme for
September 2014  Branch Manager,
Parents and Youngsters, Budget Based Funded Programme and
and ongoing
Stakeholder
the Inclusion and Professional Support Programme provide an
Engagement and
opportunity to gain insights into improved school transitions and
Budget Based Funding
parental engagement. Based on the practical experience and
Branch
outcomes across all three programmes, we will draw out
common themes and strategies that work to deliver improved
transitions to school for Aboriginal and Torres Strait Islander
children and stronger engagement of parents and families with
early childhood services and schools. We will examine how best
to communicate these findings and strategies to maximise
engagement with Aboriginal and Torres Strait Islander
communities and disseminate case studies to early childhood
services.
In promoting parental engagement through interactive, online
September 2014  Branch Manager,
resources that assist parents to support their children’s learning
and ongoing
Assessment Branch
at home, we will provide resources specifically developed for the
parents of Aboriginal and Torres Strait Islander school aged
children.
Through national peak parent organisations and other
September 2014  Branch Manager,
stakeholders, Schools and Youth cluster will actively promote the and each
Access Engagement
Narragunnawalli: Reconciliation in Schools programme to
subsequent year
and Youth Branch
promote parental engagement and strengthen relationships
between the wider Australian community and Aboriginal and
Torres Strait Islander peoples.
Provision and regular updates of relevant school location data to September 2014  Group Manager,
Reconciliation Australia to support implementation and
and each
Evidence and
monitoring of the Narragunnawali: Reconciliation in Schools
subsequent year
Assessment Group
programme.
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Department of Education Reconciliation Action Plan 2014–2017
Action 5.4–Schools and Youth cluster will work with its stakeholder network to maximise the department’s
contribution towards the COAG targets to improve education outcomes for Aboriginal and Torres Strait
Islander students and youth.
Targets
Timeline
Responsible Officer
The department works collaboratively with state and territory
New strategy in
 Branch Manager,
governments and stakeholders to develop and implement a new place from
Access Engagement
strategy for the COAG’s schooling related priority areas and to
January 2015
and Youth Branch
further accelerate improvements in relation to the Closing the
and ongoing
Gap targets.
This strategy takes into account evidence of what works from
January 2015
 Branch Manager,
implementation of actions under the current Aboriginal and
and ongoing
Access Engagement
Torres Strait Islander Education Action Plan 2010–2014.
and Youth Branch
Appropriate data is collected, identified and used to support the
January 2015
 Group Manager,
development of the strategy and we measure progress and drive and ongoing
Evidence and
improvement against key performance indicators.
Assessment Group
Action 5.5–Schools and Youth cluster helps employees understand that Indigenous business is everyone’s
business and how to reflect that in their core business.
Targets
Timeline
Responsible Officer
Through a schedule of face-to-face meetings, advice and
October 2014
 Branch Manager,
guidance is delivered to business areas to support them to review and ongoing
Access Engagement
their current practices and consider how best to apply the
and Youth Branch
principle of Indigenous business is everyone’s business. Relevant
learnings will also be shared with the broader department.
Action 5.6–Schools and Youth cluster and Higher Education, Research and International cluster undertake
shared research into current and emerging pathways for Aboriginal and Torres Strait Islander school students
to higher education.
Targets
Timeline
Responsible Officer
Prepare an issues paper that maps transition patterns for
June 2015
 Branch Manager,
Aboriginal and Torres Strait Islander peoples from school to
Access and
higher education, identifies best practice and scopes future
Participation Branch
opportunities.
 Branch Manager,
Strategy and
Economic Branch
 Group Manager,
Evidence and
Assessment Group
Policy development in Schools and Youth cluster and Higher
June 2015
 Branch Manager,
Education, Research and International cluster are informed by
Access and
the research findings.
Participation Branch
 Branch Manager,
Strategy and
Economic Branch
 Group Manager,
Evidence and
Assessment Group
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Department of Education Reconciliation Action Plan 2014–2017
Action 5.7–Higher Education, Research and International cluster works with Higher Education Institutions to
support Aboriginal and Torres Strait Islander academics to thrive.
Targets
Timeline
Responsible Officer
Four 2014 Office for Learning and Teaching (OLT) Fellowships by
March 2016
 Higher Education,
Aboriginal and Torres Strait Islander academics and/or
Research and
fellowships on Aboriginal and Torres Strait Islander topics are
International cluster
successfully undertaken and completed.
Executive
 OLT
An increase of at least one per year in the number of Aboriginal
July 2015 and
 Higher Education,
and Torres Strait Islander academics as members of the
each
Research and
Australian Learning and Teaching Fellows.
subsequent year
International cluster
Executive
 OLT
At least one OLT grant application that extends completed OLT October 2015
 Higher Education,
and
each
Research and
work focussed on an Aboriginal and Torres Strait Islander
subsequent year
International cluster
matter is successful following a competitive process.
Executive
 OLT
Action 5.8–Higher Education, Research and International cluster works with education and training institutions
to provide early opportunities for strong performing, interested, Aboriginal and Torres Strait Islander students
to work in the department.
Targets
Timeline
Responsible Officer
Develop partnerships with high performing universities to
September 2017  Higher Education,
increase the number of Aboriginal and Torres Strait Islander
Research and
peoples participating in the department’s graduate programme.
International cluster
Executive in
conjunction with PCLG
Partner with identified high performing Higher Education
September 2017  Higher Education,
providers to develop more effective pathways from higher
Research and
education to employment in the department.
International cluster
Executive
Action 5.9–Higher Education, Research and International cluster researches the transitions to employment
and the earnings differentials for Aboriginal and Torres Strait Islander graduates and communicates the
results.
Targets
Timeline
Responsible Officer
Research completed and results used on departmental website
June 2015
 Higher Education,
and appropriate documents.
Research and
International cluster
Executive
 Branch Manager,
Strategy and
Economic Branch
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Department of Education Reconciliation Action Plan 2014–2017
Respect, Relationships and Opportunities Matrix
Respect
Relationships
Opportunities
1.1– An Indigenous business is
everyone’s business framework is
developed which will include
initiatives and strategies to build the
cultural capability of the
department.
2.3– Our procurement policies
increase the department’s
engagement with Aboriginal and
Torres Strait Islander owned and/or
operated businesses.
(relationships and opportunities)
1.3– We celebrate and strengthen
the department’s commitment to
reconciliation and support
employees to make individual
contributions towards reconciliation.
(all)
1.2– Aboriginal and Torres Strait
Islander cultural protocol resources
are available to all employees.
4.1– We have tools to assist us to
engage with identified internal and
external stakeholders.
1.4– The department
commemorates and celebrates
Aboriginal and Torres Strait Islander
peoples, cultures, history and
connection to country.
(respect and relationships)
4.2– We build and maintain
relationships with our stakeholders.
2.1– Our business processes create
individual and organisational
accountability for Indigenous
business being everyone’s business
in the Department of Education.
2.2– Our policies and programmes
reflect the needs and aspirations of
Aboriginal and Torres Strait Islander
peoples and communities.
5.1– We implement a place-based
project in partnership with an
Aboriginal and Torres Strait Islander
community and other stakeholders.
Departmental employees will spend
time with Aboriginal and Torres
Strait Islander students and their
families to experience their
education journey, whether that is in
day care centres, schools, training or
higher education institutions. The
project aims to have a positive
impact on educational experiences
and outcomes for Aboriginal and
Torres Strait Islander peoples across
early childhood, primary, secondary
and tertiary education. The project
also aims to build our understanding
of the impact of our policies and
programmes on Aboriginal and
Torres Strait Islander children, young
people and adults.
(all)
5.5– Schools and Youth cluster helps
employees understand that
Indigenous business is everyone’s
business and how to reflect that in
their core business.
(all)
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4.3– We collaborate with the
Department of Employment and the
Shared Services Centre to embed
Indigenous business is everyone’s
business into the everyday work of
the Shared Services Centre.
5.3– Early Childhood Education and
Care and Schools and Youth clusters
support improved attendance at
school by Aboriginal and Torres
Strait Islander children. This will be
done through improving
relationships between early
childhood services and schools to
improve children’s transition to
school. This will also be achieved
through active engagement of
Aboriginal and Torres Strait Islander
parents, children and their families
with early childhood services and
schools.
(relationships and opportunities)
5.4– Schools and Youth cluster will
work with its stakeholder network to
maximise the department’s
contribution towards the COAG
targets to improve education
outcomes for Aboriginal and Torres
Strait Islander students and youth.
(relationships and opportunities)
5.7– Higher Education, Research and
International cluster works with
Higher Education Institutions to
support Aboriginal and Torres Strait
Islander academics to thrive.
(relationships and opportunities)
3.1– The department develops a
recruitment and career development
plan to attract and retain Aboriginal
and Torres Strait Islander employees.
(all)
5.2– Early Childhood Education and
Care cluster ensures that future
policies and programmes arising
from the PC Inquiry into Child Care
and Early Childhood Learning drive
improvements for Aboriginal and
Torres Strait Islander children and
their families.
5.6– Schools and Youth cluster and
Higher Education, Research and
International cluster undertake
shared research into current and
emerging pathways for Aboriginal
and Torres Strait Islander school
students to higher education.
5.8– Higher Education, Research and
International cluster works with
education and training institutions to
provide early opportunities for
strong performing, interested,
Aboriginal and Torres Strait Islander
students to work in the department.
(relationships and opportunities)
5.9– Higher Education, Research and
International cluster research the
transitions to employment and the
earnings differentials for Aboriginal
and Torres Strait Islander graduates
and communicate the results.
Department of Education Reconciliation Action Plan 2014–2017
Greg (Yidinji) Joseph. Dance of the Brolga. 2013. Acrylic on canvas.
Artwork information:
During National Reconciliation Week 2013 artist Greg (Yidinji) Joseph facilitated painting workshops with
department employees and created a suite of four beautiful Aboriginal paintings.
Dance of the Brolga is one of the four paintings and represents the department’s commitment to
supporting and promoting Australia’s reconciliation journey.
Workshop participants contributed to the painting by putting their handprint and white dots throughout
the canvas.
Yidinji generously shared stories with participants about his own art practice, his family in North
Queensland and his culture.
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