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First Nations Peoples Education Policy

PURPOSE

This policy outlines the Global Leadership Institute (GLI) principles, commitments, and objectives for developing and delivering education opportunities to First Nations Peoples. The policy recognises and respects the First Nations Peoples opportunities for employment and the development of staff who are responsible for learning, teaching and research in relation to First Nations students.

 

This policy has been developed, having regard to current reports, obligations, United Nations Declaration on Rights of Indigenous peoples, National Aboriginal and Torres Strait Education Policy; Universities Australia Indigenous Strategy 2017-2020; The Australian Institute of Aboriginal and Torres Strait Islander Studies Guidelines for Ethical Research in Australian Indigenous Studies and the recommendations in the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islanders People Final Report 2012.

 

DEFINITIONS

First Nations Peoples cultural competence and capabilities means student and staff knowledge and understanding of First Nations People’s cultures, histories, contemporary realities and protocols, and proficiency to engage and work effectively in First Nations Peoples contexts and expectations. First Nations Peoples mean any person who:

 

· is of aboriginal and/or Torres Strait Islander descent;

· identifies as an Aboriginal and /or Torres Strait Islander; and

· is accepted by the Aboriginal and Torres Strait Islander community in which they live as an Aboriginal and/or Torres Strait Islander.

 

First Nations Peoples Education means educational opportunities and outcomes for First Nations Peoples including opportunities for all Australians to learn about First Nations Peoples culture and history.

 

First Nations Peoples Research means research with and by First Nations Peoples and their perspectives and issues impacting on their people.

 

PRINCIPLES

GLI’s approach to First Nations Peoples’ learning, teaching and research includes:

 

· equity in student retention, completion and growth at all levels of education and research;

· opportunities for involvement in governance process in the planning, delivery, evaluation of education and research;

· promoting First Nations Peoples perspectives and student and staff support for collaboration, consultations, and inclusion;

· acknowledging understanding and appreciation of First Nations Peoples perspectives, knowledge, skills, values, and contemporary issues;

· providing opportunities for First Nations Peoples to access, develop and achieve in higher education;

· providing admission pathways for First Nations Peoples;

· producing graduates who demonstrate cultural capability and have skills and knowledge to provide genuinely competent services to First Nations Peoples;

· support and mentor staff to ensure that learning environments, curricula, resources, and assessments enable First Nations students progress and compete courses;

· supporting research that improves the lives of First Nations Peoples;

· ensuring the GLI campus is welcoming, respectful, supportive, non-discriminatory, and free of harassment for First Nations students, and staff;

· providing financial support including government specific funding to support First Nations Peoples with their education;

· supporting First Nations students in their career choices and employment.

 

Scope

Whole Institute

Key Stakeholder

All staff and students

Proceedure

The relevant GLI staff will be responsible for implementing this policy, including the planning and implementing of GLI activities.

Fact Box

Owner : Chair, Executive Management Team

Approval Body : Governing Board

Endorsement Body : Executive Management Team

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Professor Grant Pitman

Professor Grant Pitman is the president of the Global Leadership Institute. He has held senior leadership roles in government such as Chief Superintendent of Police and Director of Strategic Planning ICT in the Queensland Police Service;

  • Varied list of contributions to law enforcement, including disaster management, auditing and finance, organizational reform, education and human resources, and policy development
  • National, state, and regional levels of professional service, including the Ipswich Economic Forum, the Brisbane Airport Emergency Planning Committee, the National Emergency Communications Working Group, the National Police Drug and Alcohol Task Force, and the Police Education Advisory Council.

He has a Ph.D. and Master of Administration from Griffith University. He is a well-versed researcher and has published numerous articles and journals.

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Professor Shane Doyle

Shane was previously a sworn member of the Queensland Police Service (QPS). During the later part of his career, Shane performed the role of police Inspector for 15 years. Shane’s operational experience includes investigations, general duties, regional duty Inspector and district Inspector,

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Professor Geoff Dean

Professor Geoff Dean is the Managing Director of VP Consulting and Adjunct Professor at Griffith University with expertise in policing, security and terrorism studies.

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Dr. Jason Hartley

Jason Hartley is lecturer in criminology at Griffith University in Brisbane, Australia. Jason is a former police officer with 23 years of experience, and has trained personnel for deployment in Timor Leste, the Solomon Islands, Iraq and Afghanistan. Jason specializes in, and has published on engagement with Muslim communities, Indigenous Polynesian approaches to rehabilitation and reducing recidivism, and Asian Organised Crime. Jason also completed a community internship in Hebron on the West Bank.

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Simone Fulcher

Simone Fulcher is the Campus Manager at Global Leadership Institute responsible for managing the day-to-day operations for the campus. Simone has previously worked in the education sector for over 5 years where she has enjoyed helping young minds realise their potential. Simone also has a history of volunteer work assisting various communities in improving their quality of life in places such as New South Wales, Guam, and Palau. Simone still enjoys volunteering, currently organising events for young adults in Southeast Queensland and helping them form connections their fields of interest.

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First Nations Peoples Education Policy

PURPOSE

This policy outlines the Global Leadership Institute (GLI) principles, commitments, and objectives for developing and delivering education opportunities to First Nations Peoples. The policy recognises and respects the First Nations Peoples opportunities for employment and the development of staff who are responsible for learning, teaching and research in relation to First Nations students.

 

This policy has been developed, having regard to current reports, obligations, United Nations Declaration on Rights of Indigenous peoples, National Aboriginal and Torres Strait Education Policy; Universities Australia Indigenous Strategy 2017-2020; The Australian Institute of Aboriginal and Torres Strait Islander Studies Guidelines for Ethical Research in Australian Indigenous Studies and the recommendations in the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islanders People Final Report 2012.

 

DEFINITIONS

First Nations Peoples cultural competence and capabilities means student and staff knowledge and understanding of First Nations People’s cultures, histories, contemporary realities and protocols, and proficiency to engage and work effectively in First Nations Peoples contexts and expectations. First Nations Peoples mean any person who:

 

· is of aboriginal and/or Torres Strait Islander descent;

· identifies as an Aboriginal and /or Torres Strait Islander; and

· is accepted by the Aboriginal and Torres Strait Islander community in which they live as an Aboriginal and/or Torres Strait Islander.

 

First Nations Peoples Education means educational opportunities and outcomes for First Nations Peoples including opportunities for all Australians to learn about First Nations Peoples culture and history.

 

First Nations Peoples Research means research with and by First Nations Peoples and their perspectives and issues impacting on their people.

 

PRINCIPLES

GLI’s approach to First Nations Peoples’ learning, teaching and research includes:

 

· equity in student retention, completion and growth at all levels of education and research;

· opportunities for involvement in governance process in the planning, delivery, evaluation of education and research;

· promoting First Nations Peoples perspectives and student and staff support for collaboration, consultations, and inclusion;

· acknowledging understanding and appreciation of First Nations Peoples perspectives, knowledge, skills, values, and contemporary issues;

· providing opportunities for First Nations Peoples to access, develop and achieve in higher education;

· providing admission pathways for First Nations Peoples;

· producing graduates who demonstrate cultural capability and have skills and knowledge to provide genuinely competent services to First Nations Peoples;

· support and mentor staff to ensure that learning environments, curricula, resources, and assessments enable First Nations students progress and compete courses;

· supporting research that improves the lives of First Nations Peoples;

· ensuring the GLI campus is welcoming, respectful, supportive, non-discriminatory, and free of harassment for First Nations students, and staff;

· providing financial support including government specific funding to support First Nations Peoples with their education;

· supporting First Nations students in their career choices and employment.

 

Scope

Whole Institute

Key Stakeholder

All staff and students

Proceedure

The relevant GLI staff will be responsible for implementing this policy, including the planning and implementing of GLI activities.