Common use of University strategies Clause in Contracts

University strategies. Batchelor Institute has a unique place in education in Australia. The Institute has well-established local and regional relationships and communication networks across NT communities, government departments, the social and community service sector and particular industry groups. This has stemmed from our historical role as a remote community trainer for Indigenous Territorians and our geographical footprint across northern and central Australia. In recent years, the significance of Batchelor Institute as a specialist VET provider for remote Aboriginal communities has been reinforced through a range of community and local/regional partner level projects including, to name a few:- implementing a range of foundation, literacy and numeracy and employability skills projects with a number of remote communities in the Northern Territory with TAFE South Australia establishing a prisoner ‘action learning’ construction program in partnership with the Northern Territory Correctional Services, where prisoners work on live construction projects as they undertake accredited training creating and implementing an Indigenous mining pre-employment program (which won the 2012 Australian Industry Collaboration Award) with the Minerals Council of Australia NT providing ‘wrap around services’ to support 8,000 Northern Territorian Job Services Australia participants improve their training and employment outcomes establishing a CDEP Resource Unit to improve CDEP community and employment outcomes collaborating on various projects and tenders submissions with the Centre for Appropriate Technology through the Desert Peoples Centre establishing MOUs for the delivery of VET courses and the sharing of resources, including with Tiwi Islands Training and Employment Board, Thamarrurr Development Corporation (Wadeye) and various NT Schools (for VET in Schools training) delivering contracted childcare professional development (DEEWR IPSP funding) alongside Children’s Services training and pathways to Early Childhood professional qualifications to remote communities. At the national scale, the Institute has for approximately 15 years delivered undergraduate and postgraduate programs and outcomes as a self-accrediting higher education provider. Across this period, the Institute has built a reputation among Aboriginal and Xxxxxx Xxxxxx Islander peoples nationally as an accessible tertiary education provider and this has enabled many mature age Indigenous Australians who otherwise would not consider university education to enter tertiary courses and pursue professional qualifications and career advancement in a culturally safe environment. Over the last decade, the Institute has continued to develop research networks and project collaborations with a range of partners and introduced a targeted research training program to HDR candidates from around the country. Batchelor staff and HDR candidates lead or participate in research and consultancies throughout Australia and sit on various academic and professional committees and boards of national and international significance. Xxxxxxxxx Institute staff members are active in scholarship and the Institute has an established tradition of supporting academic participation at national and international academic and professional forums and in presenting at key conferences. Over the life of this Compact, the Institute will further strengthen its academic, research and scholarship reach and its professional and community networks at the national scale. It will also target the establishment of up to two international research collaborations in line with the objectives of the CRN project in any of the fields of Indigenous education, creative arts or language and linguistics. At the international level the Institute will also bring its research and teaching strengths to discussions with CDU on the establishment of new on-line postgraduate coursework offerings of international appeal, such as a Masters in International Indigenous Perspectives in Art and Performance. In the main however the focus for the coming years will be at the national level and will revolve around:- engaging with schools, career advisors, employment and training agencies, government departments, major community service employers and key industry groups to promote Xxxxxxxxx and ACIKE as provider of quality, accessible and relevant higher education pathways and courses advancing the objectives and activities within the CRN Indigenous Research Collaborations project hosted by Xxxxxxxxx Institute formalising nodal research collaborations and other project partnerships with Australian and overseas research institutions that are not formally partnered with the Institute through the CRN program coordinating our Indigenous language research and community support programs and resources through the re-establishment of a nationally engaged Centre for Australian Languages and Linguistics (CALL) creating a research impact register and profiling the outcomes of research activity in order to increase external recognition of the Institute’s research focus and activity holding joint institutional researcher forums/conferences with CRN and other nodal partners increasing joint publications and joint grant applications with academics from CRN and other nodal partnering institutions multiplying the number of adjunct researcher appointments at the Institute and establishing reciprocal research affiliations for Xxxxxxxxx Institute researchers with other partner organisations xxxxxxxx off the CRC for Remote Economic Participation relationship to increase active researcher engagement with other CRC partners and networks. participating in Territory, national and international research, and research administration, development and partnership initiatives establishing a strategy for industry investment and philanthropy within the Institute partnering with the Coomalie Council, Xxxxxxxxx Area School and government departments to develop imbedded literacy and numeracy resources and programs for young children at the Batchelor library and also online. developing a Digital Learning Centre for young people with the Coomalie Council, Xxxxxxxxx Area School, Xxxxxxxxx Institute Media and Broadcasting Unit, and government departments. partnering with precinct-based and other stakeholders to develop a centre for learning, information and knowledge transfer on the Desert Knowledge Precinct, incorporating spaces for exhibitions and events that bring together the collective knowledge and expertise of Xxxxxxxxx Institute, the Centre for Appropriate Technology, Desert Knowledges Australia, NintiOne and the CSIRO.

University strategies. Batchelor Institute has a unique place Deakin's strategic agenda LIVE the future renews Deakin's strong commitment to Indigenous education and to equity, and to improving access and support for students who might otherwise not benefit from higher education. Deakin continues to have the largest enrolment of Aboriginal and Xxxxxx Strait Islander (Aboriginal and Xxxxxx Xxxxxx Islander) students in education in Australia. The Institute has well-established local Victoria and regional relationships and communication networks across NT communities, government departments, is amongst the social and community service sector and particular industry groups. This has stemmed from our historical role as a remote community trainer for Indigenous Territorians and our geographical footprint across northern and central Australia. In recent years, the significance most significant providers of Batchelor Institute as a specialist VET provider for remote Aboriginal communities has been reinforced through a range of community and local/regional partner level projects including, to name a few:- implementing a range of foundation, literacy and numeracy and employability skills projects with a number of remote communities in the Northern Territory with TAFE South Australia establishing a prisoner ‘action learning’ construction program in partnership with the Northern Territory Correctional Services, where prisoners work on live construction projects as they undertake accredited training creating and implementing an Indigenous mining pre-employment program (which won the 2012 Australian Industry Collaboration Award) with the Minerals Council of Australia NT providing ‘wrap around services’ to support 8,000 Northern Territorian Job Services Australia participants improve their training and employment outcomes establishing a CDEP Resource Unit to improve CDEP community and employment outcomes collaborating on various projects and tenders submissions with the Centre for Appropriate Technology through the Desert Peoples Centre establishing MOUs for the delivery of VET courses and the sharing of resources, including with Tiwi Islands Training and Employment Board, Thamarrurr Development Corporation (Wadeye) and various NT Schools (for VET in Schools training) delivering contracted childcare professional development (DEEWR IPSP funding) alongside Children’s Services training and pathways to Early Childhood professional qualifications to remote communities. At the national scale, the Institute has for approximately 15 years delivered undergraduate and postgraduate programs and outcomes as a self-accrediting higher education provider. Across this period, the Institute has built a reputation among Aboriginal and Xxxxxx Xxxxxx Islander peoples nationally as an accessible tertiary higher education provider in Australia. Deakin's Institute of Koorie Education community-based delivery model allows students from all areas; rural, remote and this has enabled many metropolitan, and across all ages particularly mature age Indigenous Australians who otherwise would age, to undertake studies without compromising their family and community obligations. Deakin also ensures Aboriginal and Xxxxxx Strait Islander students in faculties receive appropriate support both academically and culturally, for example there are now two Aboriginal and Xxxxxx Xxxxxx Islander students in the medicine course. The Institute of Koorie Education does not consider university education to enter tertiary courses and pursue professional qualifications and career advancement offer its own courses. It delivers Deakin degrees through a community based mode in a culturally safe environmentinclusive way, with a strong community responsive pedagogy. Over Courses are administered through Academic Course Teams (based at the last decadeInstitute) in consultation with Unit Chairs, Course Coordinators, and Schools and Faculties. Community based learning integrates teaching and student support strategies through the development of an Aboriginal and Xxxxxx Strait Islander focus within the curriculum. The courses and their delivery are subject to all of Deakin’s quality and standards assurance processes and provide pathways to a broad range of professions in the arts, education, nursing, social work, public health, law, commerce and natural resources management. An emerging success is the role Deakin@your Doorstep plays in attracting outer metropolitan Aboriginal and Xxxxxx Xxxxxx Islander students to higher education. In 2012 the total enrolment in D@YD was 220 of whom 6 were Indigenous; the overall success rate was 80%. D@YD Learning Centres established in outer metro and regional Victoria in partnership with TAFEs and Local Government, provide the potential to attract Aboriginal and Xxxxxx Xxxxxx Islander students into foundation courses, for example in education and nursing. The Higher Degree by Research (HDR) program delivered in the Institute incorporates Indigenous Knowledge Systems alongside Western systems while ensuring rigorous academic standards. Continued support of this program will assist Deakin make a significant contribution to the Aboriginal and Xxxxxx Strait Islander academic workforce of the future. Strategies have been put in place to strengthen the research and HDR supervision in the Institute of Koorie Education. This involves the appointment of a new Professor of Indigenous Knowledge Systems for June 2013, expanding the Institute’s HDR Committee and supervisory team to include experienced HDR supervisors from the faculties and establishing research performance panels for all at-risk HDR students which include a senior academic with extensive HDR supervision experience. A hallmark of the programs is the strong Community involvement in the Institute’s operation and programs, and decision-making processes, both at Board level and through other forums. Deakin has continued previously invested in infrastructure for the Institute of Koorie Education including ‘state-of-the-art’ student residences completed in 2011. A major $13M refurbishment and extension of the iconic Institute of Koorie Education building in Geelong has recently been completed with the assistance of a $1M donation from the Xxxxxx Xxxxxxxx Foundation. This will enable the University to develop increase its student intake and further its reputation as the University of Choice for Aboriginal and Xxxxxx Strait Islanders. Deakin has incorporated the recommendations of the Review of Higher Education Access and Outcomes for Aboriginal and Xxxxxx Xxxxxx Islander People into its strategies to improve higher education access and outcomes for Aboriginal and Xxxxxx Strait Islander students and staff consistent with its community-based delivery model: • an education strategy that includes the provision of community-based teaching and learning opportunities across a broad range of curricula • a research networks and project collaborations research training strategy enshrining Aboriginal and Xxxxxx Xxxxxx Islander knowledge systems, professional development opportunities at all levels of employment • cultural competency training programs appropriate to different areas and functions of the University • culturally relevant community-based and on-campus student support • financial assistance including student scholarships; and mentoring and leadership initiatives. Deakin’s community-based education model fulfils a particular need in Aboriginal and Xxxxxx Xxxxxx Islander education and is not constrained by geography. This community-based learning offers a combination of off-campus and short residential teaching complemented by local teachers at regional centres. It enables Aboriginal and Xxxxxx Strait Islander students to study without leaving their communities for substantial periods of time. As a result, Deakin has attracted significant Aboriginal and Xxxxxx Xxxxxx Islander enrolments throughout Australia. This strategy does not compete with, but complements more western-traditional on-campus delivery models. Deakin strongly supports the Commonwealth national parity target for Aboriginal and Xxxxxx Strait Islander students and staff in higher education (currently 2.3%.of the population aged between 15 and 64). Victoria has among the lowest proportion of people of Aboriginal and Xxxxxx Xxxxxx Islander origin at 0.7% of the total state population (ABS, 2011). Deakin has set targets for future Aboriginal and Xxxxxx Strait Islander student enrolments that recognise the demographics of both Victoria and Australia as a whole. It is planned that there will be significant growth in enrolments from Victoria, both in the Institute of Koorie Education and directly in faculties, accompanied by more modest growth in enrolments from the rest of Australia. The completion rate of Aboriginal and Xxxxxx Xxxxxx Islander students at Deakin is lower than the University as a whole. When adjusted for the effect of distance education and the ATAR of commencing students this difference is less significant. Nevertheless it remains a concern and is the subject of a student success campaign which commenced in 2012 called “Walking With The Students”. This whole of cohort strategy has had only limited success so far and a new approach is being developed which will be better able to identify individual students at risk and to introduce intervention strategies based on their individual needs. In early 2014 Deakin University is introducing a new university-wide student analytics system that will identify students at risk by their pattern of interaction with learning resources and other facilities. In the Institute of Koorie Education, this will be backed up by the local knowledge of individual tutors and support staff. Students at risk will receive systematic follow-up coupled with a range of partners diagnostic resources and introduced a targeted research training program to HDR candidates from around the country. Batchelor staff and HDR candidates lead or participate in research and consultancies throughout Australia and sit on various both academic and professional committees and boards social support services. These methods have been trialled elsewhere in Deakin University with significant success for other equity groups. The Institute of national and international significance. Xxxxxxxxx Institute staff members are active in scholarship and Koorie Education has developed an implementation plan with multiple performance indicators that will form the Institute has basis of an established tradition of supporting academic participation at national and international academic and professional forums and in presenting at key conferences. Over the life of this Compact, the Institute will further strengthen its academic, research and scholarship reach and its professional and community networks at the national scale. It will also target the establishment of up to two international research collaborations in line with the objectives of the CRN project in any of the fields of Indigenous education, creative arts or language and linguistics. At the international level the Institute will also bring its research and teaching strengths to discussions with CDU on the establishment of new on-line postgraduate coursework offerings of international appeal, such as a Masters in International Indigenous Perspectives in Art and Performance. In the main however the focus for the coming years will be at the national level and will revolve around:- engaging with schools, career advisors, employment and training agencies, government departments, major community service employers and key industry groups to promote Xxxxxxxxx and ACIKE as provider of quality, accessible and relevant higher education pathways and courses advancing the objectives and activities within the CRN Indigenous Research Collaborations project hosted by Xxxxxxxxx Institute formalising nodal research collaborations and other project partnerships with Australian and overseas research institutions that are not formally partnered with the Institute through the CRN program coordinating our Indigenous language research and community support programs and resources through the re-establishment of a nationally engaged Centre for Australian Languages and Linguistics (CALL) creating a research impact register and profiling the outcomes of research activity in order to increase external recognition of the Institute’s research focus and activity holding joint institutional researcher forums/conferences with CRN and other nodal partners increasing joint publications and joint grant applications with academics from CRN and other nodal partnering institutions multiplying the number of adjunct researcher appointments at the Institute and establishing reciprocal research affiliations for Xxxxxxxxx Institute researchers with other partner organisations xxxxxxxx off the CRC for Remote Economic Participation relationship to increase active researcher engagement with other CRC partners and networks. participating in Territory, national and international research, and research administration, development and partnership initiatives establishing a strategy for industry investment and philanthropy within the Institute partnering with the Coomalie Council, Xxxxxxxxx Area School and government departments to develop imbedded literacy and numeracy resources and programs for young children at the Batchelor library and also online. developing a Digital Learning Centre for young people with the Coomalie Council, Xxxxxxxxx Area School, Xxxxxxxxx Institute Media and Broadcasting Unit, and government departments. partnering with precinctevidence-based student success strategy. Deakin’s targets for Aboriginal and other stakeholders Xxxxxx Strait Islander professional/general staff reflect the demographics of Victoria. Aboriginal and Xxxxxx Xxxxxx Islander performance indicators and targets assist Deakin in monitoring progress against the Commonwealth’s objectives particularly its contribution to develop a centre for learning, information reaching national parity. The University will aim to meet the Aboriginal and knowledge transfer on Xxxxxx Strait Islander targets set out in the Desert Knowledge Precinct, incorporating spaces for exhibitions and events that bring together the collective knowledge and expertise of Xxxxxxxxx Institute, the Centre for Appropriate Technology, Desert Knowledges Australia, NintiOne and the CSIROfollowing tables.

University strategies. Batchelor In 2012 the Institute developed and released its latest Training, Teaching and Learning Plan 2012- 2015. This strategic document is aligned with the Xxxxxxxxx Institute Strategic Plan 2012-2014 and draws on relevant academic and administrative policies and procedural guidelines and other internal and external documents relating to Teaching and Learning. The Training, Teaching and Learning Plan provides a framework for promoting Xxxxxxxxx Institute’s excellence in all matters pertaining to teaching and learning. In particular it guides teaching and training staff in effective, student-centred and culturally respectful teaching, helps them deliver relevant curriculum and promotes approaches for inspiring students to discover and apply their creative and intellectual potential. Xxxxxxxxx Institute has a unique place in education in Australia. The Institute has well-established local and regional relationships and communication networks across NT communities, government departments, the social and community service sector and particular industry groups. This has stemmed from our historical role as a remote community trainer for Indigenous Territorians and our geographical footprint across northern and central Australia. In recent years, the significance proud history of Batchelor Institute as a specialist VET provider for remote Aboriginal communities has been reinforced through a range of community and local/regional partner level projects including, to name a few:- implementing a range of foundation, literacy and numeracy and employability skills projects with a number of remote communities in the Northern Territory with TAFE South Australia establishing a prisoner ‘action learning’ construction program in partnership with the Northern Territory Correctional Services, where prisoners work on live construction projects as they undertake accredited training creating and implementing an Indigenous mining pre-employment program (which won the 2012 Australian Industry Collaboration Award) with the Minerals Council of Australia NT providing ‘wrap around services’ to support 8,000 Northern Territorian Job Services Australia participants improve their training and employment outcomes establishing a CDEP Resource Unit education to improve CDEP community Aboriginal and employment outcomes collaborating on various projects Xxxxxx Xxxxxx Islanders and tenders submissions prides itself with its work in strengthening identity, achieving success and transforming the Centre for Appropriate Technology through lives of our students. Through implementation of the Desert Peoples Centre establishing MOUs for Training, Teaching and Learning Plan across the delivery life of VET courses and the sharing of resources, including with Tiwi Islands Training and Employment Board, Thamarrurr Development Corporation (Wadeye) and various NT Schools (for VET in Schools training) delivering contracted childcare professional development (DEEWR IPSP funding) alongside Children’s Services training and pathways to Early Childhood professional qualifications to remote communities. At the national scalethis compact, the Institute has aims to build on its existing strengths and set the platform for approximately 15 years delivered undergraduate the continuous provision of leadership and postgraduate programs quality in Indigenous education and outcomes as training. Those five key objectives are to: 1. Create a self-accrediting higher culturally safe learning environment - strategies under this objective strive to provide education provider. Across this period, the Institute has built a reputation among and training for Aboriginal and Xxxxxx Xxxxxx Islander peoples nationally as an accessible tertiary that allow them to achieve education provider aspirations and this has enabled many mature age Indigenous Australians who otherwise would not consider university education to enter tertiary courses and pursue professional qualifications and career advancement community development in a culturally safe and sensitive environment. Over the last decadeApart from being safe, the Institute has continued learning environment for the students will be motivating, relevant, academically engaging and challenging. Specific strategies include:- continuing to develop research networks refine, implement and project collaborations promote a practice framework for the Both-ways philosophy. incorporating an Indigenous dimension in all Batchelor programs by consulting and engaging with Aboriginal and Xxxxxx Xxxxxx Islander peoples at pertinent program development and delivery stages. providing a four stage training program in cross-cultural awareness, sensitivity, competence and proficiency for all staff. providing Aboriginal and Xxxxxx Xxxxxx Islander staff with a range of partners professional activities and introduced training that will enable academic and administrative career development pathways. setting appropriate training and teaching performance targets in performance planning, monitoring and review. 2. Offer relevant VET training and HE qualifications that lead to employment - strategies under this objective aims to ensure that graduates are work ready through work integrated learning and are equipped with necessary employability skills. This objective incorporates strategies to see students acquire the necessary skills, attitudes and confidence to self-manage their lives and careers and continue to be successful life-long learners. Specific strategies include: engaging with remote communities to xxxxxx mutual understanding and reciprocal agreements that will lead to increased community and student well-being. establishing new strategic alliances with industry. supporting staff in negotiation and project management skills. offering a targeted research wide range of contemporary and relevant teaching and training program courses that will prepare graduates to HDR candidates from around the country. Batchelor staff and HDR candidates lead be work-ready or participate in research further study. contributing to national Indigenous education and consultancies throughout Australia training forums and sit on various academic policy discussions. 3. Promote a flexible teaching approach to training and professional committees learning - Given the previous educational and boards employment backgrounds of national and international significance. Xxxxxxxxx Institute staff members are active in scholarship and the majority of its students, the Institute has an established tradition will be adopting (and evaluating) across the life of supporting academic participation at national the compact a very broad interpretation of flexible learning in order to provide a positive learning experience for a diverse student population. The Institute will create a learning environment that allows student choice in their preferred learning method, such as: online supported blended learning, online study, face-to-face delivery, on-campus intensive workshops, delivery in remote areas and international academic communities, field study. Specific strategies include: delivering VET and professional forums Higher Education programs through a variety of delivery modes and in presenting at key conferencesa variety of locations. supporting and encouraging teaching and training staff to use new technologies and develop innovative ways to teach. widening access, increasing choice, building up collaboration, providing more flexibility and encouraging innovation in order to enhance the quality of the student learning experience. 4. Increase literacy and numeracy skills of students - strategies for supporting teaching and learning practices that facilitate access to, and successful participation in Higher Education are core to the Institute's mission. Over the life of this Compact, the Institute will further strengthen its be addressing issues related to a growing number of underprepared students entering tertiary education and training. The Institute will be identifying features of successful foundation/bridging programs for Indigenous learners, and develop a suite of programs for students at various educational levels. Specific strategies include: providing a suite of literacy and numeracy training products or courses for students in need of assistance. supporting the provision of tuition as necessary and appropriate including incorporating Both-ways strategies when practicable improving student preparation for tertiary training and education providing academic, language and numeracy support to students on and off campus. providing numeracy and literacy professional development for teaching and training staff. developing a literacy and numeracy policy and teaching and learning models and practices across both VET and Higher Education to improve literacy and numeracy outcomes for students. 5. Improve expertise in Aboriginal and Xxxxxx Xxxxxx Islanders research and scholarship reach to support continuous improvement in Teaching and its professional Learning - this objective, and community networks at the national scale. It will also target the establishment of up to two international research collaborations in line with the objectives of the CRN project in any of the fields of Indigenous educationstrategies that sit under it, creative arts or language and linguistics. At the international level the Institute will also bring its research and teaching strengths to discussions with CDU on the establishment of new on-line postgraduate coursework offerings of international appeal, such as a Masters in International Indigenous Perspectives in Art and Performance. In the main however the focus for the coming years will be at the national level and will revolve around:- engaging with schools, career advisors, employment and training agencies, government departments, major community service employers and key industry groups to promote Xxxxxxxxx and ACIKE as provider of quality, accessible and relevant higher education pathways and courses advancing the objectives and activities within the CRN Indigenous Research Collaborations project hosted by Xxxxxxxxx Institute formalising nodal research collaborations and other project partnerships with Australian and overseas research institutions that are not formally partnered with the Institute through the CRN program coordinating our Indigenous language research and community support programs and resources through the re-establishment of a nationally engaged Centre for Australian Languages and Linguistics (CALL) creating a research impact register and profiling the outcomes of research activity in order to increase external stem from recognition of the Institute’s research focus and activity holding joint institutional researcher forums/conferences with CRN and other nodal partners increasing joint publications and joint grant applications with academics from CRN and other nodal partnering institutions multiplying the number of adjunct researcher appointments at unique role the Institute plays in the Australian Indigenous education and establishing reciprocal training sector and the importance of staff undertaking research affiliations and scholarship as a means of documenting practice and sharing learning across the sector. This is particularly relevant today, and across the life of this Compact, as the sector tackles challenges in improving Indigenous student access and outcomes outlined most recently in the Xxxxxxxx Report. Specific strategies include: promoting and encouraging the relationship between excellence in teaching and learning and research and practice. strengthening research capacity in general and in teaching and learning specifically through a range of new research partnerships providing institutional guidance and support to the continuous improvement of Teaching and Learning practices. setting up institutional incentives and supporting OLT bids to improve the quality of Teaching and Learning across the Institute reviewing the academic promotions process to create a stronger link between teaching excellence and performance and the academic promotion criteria. Number of active learning and teaching projects supported by the PELTHE10 program where the University is the lead institution 1 Nil Nil 1 1 Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution 2 5 5 6 6 Number of citations for Xxxxxxxxx Institute researchers with other partner organisations xxxxxxxx off the CRC outstanding contributions to student learning Xxx Xxx Xxx 1 2 Number of awards for Remote Economic Participation relationship to increase active researcher engagement with other CRC partners and networks. teaching excellence Xxx Xxx Xxx 1 1 Number of awards for programs that enhance excellence Xxx Xxx Xxx Xxx 1 Number of OLT Fellowships 1 1 1 1 2 Number of academic staff participating in Territory, national and international research, and research administration, development and partnership initiatives establishing a strategy for industry investment and philanthropy within the Institute partnering with the Coomalie Council, Xxxxxxxxx Area School and government departments to develop imbedded literacy and numeracy resources and programs for young children at the Batchelor library and also online. developing a Digital Learning Centre for young people with the Coomalie Council, Xxxxxxxxx Area School, Xxxxxxxxx Institute Media and Broadcasting Unit, and government departments. partnering with precinct-based and other stakeholders to develop a centre for learning, information and knowledge transfer on the Desert Knowledge Precinct, incorporating spaces for exhibitions and events that bring together the collective knowledge and expertise of Xxxxxxxxx Institute, the Centre for Appropriate Technology, Desert Knowledges Australia, NintiOne and the CSIRO.OLT assessment process 3 4 5 5 6

University strategies. Batchelor Xxxxxxxxx Institute has a unique place in education in Australia. The Institute has well-established local and regional relationships and communication networks across NT communities, government departments, the social and community service sector and particular industry groups. This has stemmed from our historical role as a remote community trainer for Indigenous Territorians and our geographical footprint across northern and central Australia. In recent years, the significance of Batchelor Xxxxxxxxx Institute as a specialist VET provider for remote Aboriginal communities has been reinforced through a range of community and local/regional partner level projects including, to name a few:- implementing a range of foundation, literacy and numeracy and employability skills projects with a number of remote communities in the Northern Territory with TAFE South Australia establishing a prisoner ‘action learning’ construction program in partnership with the Northern Territory Correctional Services, where prisoners work on live construction projects as they undertake accredited training creating and implementing an Indigenous mining pre-employment program (which won the 2012 Australian Industry Collaboration Award) with the Minerals Council of Australia NT providing ‘wrap around services’ to support 8,000 Northern Territorian Job Services Australia participants improve their training and employment outcomes establishing a CDEP Resource Unit to improve CDEP community and employment outcomes collaborating on various projects and tenders submissions with the Centre for Appropriate Technology through the Desert Peoples Centre establishing MOUs for the delivery of VET courses and the sharing of resources, including with Tiwi Islands Training and Employment Board, Thamarrurr Development Corporation (Wadeye) and various NT Schools (for VET in Schools training) delivering contracted childcare professional development (DEEWR IPSP funding) alongside Children’s Services training and pathways to Early Childhood professional qualifications to remote communities. At the national scale, the Institute has for approximately 15 years delivered undergraduate and postgraduate programs and outcomes as a self-accrediting higher education provider. Across this period, the Institute has built a reputation among Aboriginal and Xxxxxx Xxxxxx Islander peoples nationally as an accessible tertiary education provider and this has enabled many mature age Indigenous Australians who otherwise would not consider university education to enter tertiary courses and pursue professional qualifications and career advancement in a culturally safe environment. Over the last decade, the Institute has continued to develop research networks and project collaborations with a range of partners and introduced a targeted research training program to HDR candidates from around the country. Batchelor staff and HDR candidates lead or participate in research and consultancies throughout Australia and sit on various academic and professional committees and boards of national and international significance. Xxxxxxxxx Institute staff members are active in scholarship and the Institute has an established tradition of supporting academic participation at national and international academic and professional forums and in presenting at key conferences. Over the life of this Compact, the Institute will further strengthen its academic, research and scholarship reach and its professional and community networks at the national scale. It will also target the establishment of up to two international research collaborations in line with the objectives of the CRN project in any of the fields of Indigenous education, creative arts or language and linguistics. At the international level the Institute will also bring its research and teaching strengths to discussions with CDU on the establishment of new on-line postgraduate coursework offerings of international appeal, such as a Masters in International Indigenous Perspectives in Art and Performance. In the main however the focus for the coming years will be at the national level and will revolve around:- engaging with schools, career advisors, employment and training agencies, government departments, major community service employers and key industry groups to promote Xxxxxxxxx and ACIKE as provider of quality, accessible and relevant higher education pathways and courses advancing the objectives and activities within the CRN Indigenous Research Collaborations project hosted by Xxxxxxxxx Batchelor Institute formalising nodal research collaborations and other project partnerships with Australian and overseas research institutions that are not formally partnered with the Institute through the CRN program coordinating our Indigenous language research and community support programs and resources through the re-establishment of a nationally engaged Centre for Australian Languages and Linguistics (CALL) creating a research impact register and profiling the outcomes of research activity in order to increase external recognition of the Institute’s research focus and activity holding joint institutional researcher forums/conferences with CRN and other nodal partners increasing joint publications and joint grant applications with academics from CRN and other nodal partnering institutions multiplying the number of adjunct researcher appointments at the Institute and establishing reciprocal research affiliations for Xxxxxxxxx Institute researchers with other partner organisations xxxxxxxx off the CRC for Remote Economic Participation relationship to increase active researcher engagement with other CRC partners and networks. participating in Territory, national and international research, and research administration, development and partnership initiatives establishing a strategy for industry investment and philanthropy within the Institute partnering with the Coomalie Council, Xxxxxxxxx Area School and government departments to develop imbedded literacy and numeracy resources and programs for young children at the Batchelor library and also online. developing a Digital Learning Centre for young people with the Coomalie Council, Xxxxxxxxx Area School, Xxxxxxxxx Batchelor Institute Media and Broadcasting Unit, and government departments. partnering with precinct-based and other stakeholders to develop a centre for learning, information and knowledge transfer on the Desert Knowledge Precinct, incorporating spaces for exhibitions and events that bring together the collective knowledge and expertise of Xxxxxxxxx Institute, the Centre for Appropriate Technology, Desert Knowledges Australia, NintiOne and the CSIRO.