Indigenous Education Statement 2015

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Indigenous Education Statement 2015

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The University of the Sunshine Coast acknowledges all traditional custodians of the land and recognises the strength, resilience and capacity of Aboriginal people in this land.

Section 1 Achievement of National Aboriginal and Torres Strait Islander Education Policy (AEP) goals in 2014 and plans for future years

1. Establish effective arrangements for the participation of Aboriginal and Torres Strait Islander people in educational decision-making.

The University of the Sunshine Coast (USC) has a strong commitment to acceleration of national Indigenous Higher Education goals. The USC Buranga Centre commenced operation in 2000 as a small cultural support unit to Indigenous students. Today, the Buranga Centre engages with over 200 Indigenous students across our three main campuses: Sippy Downs (Gubbi Gubbi/Kabi Kabi country), Gympie (Gubbi Gubbi/Kabi Kabi country) and USC SouthBank (Yugarbul country).

The guidance and support of the Buranga Centre is regularly sought by staff and students of USC as well as community members. Similarly, the Indigenous staff at USC continue to play a vital role in our activities and in particular designing the University’s cultural awareness program. This program (“Welcome to Country”) is due for implementation during the later stages of 2015 and will see all staff complete an online learning module to complement face-to-face cultural awareness programs. The cultural awareness program informs the Buranga Centre as well as staff and students of USC in providing industry leading programs grounded on established Indigenous customs, knowledge, and sense of belonging.

Higher level and broader participation of Aboriginal and Torres Strait Islander people in the governance structures and practices of the University of the Sunshine Coast (USC) is a key outcome area of the USC Reconciliation Action Plan. It is reflected in the involvement of Indigenous students, staff, and community elders and leaders in the following activities and roles:

  • University of the Sunshine Coast Council (one community elder).
    • Council is the University’s governing body determining and overseeing the vision and strategic direction of the University.
  • Vice-Chancellor’s Indigenous Advisory Committee (13 Indigenous USC and community members).
    • The Chairperson of the Indigenous Advisory Committee is an Aboriginal and/or Torres Strait Islander member of University Council.
    • Membership includes representatives from community, government, professional and industry bodies, academic institutions, and Indigenous academic staff and students of USC.
    • The Committee makes recommendations to, and advises, the Vice-Chancellor on Indigenous policy matters relevant to the University. The role of the Committee is to provide strategic advice and guidance on the achievement of outcomes for Indigenous students and staff, and research and curriculum matters.
  • Vice-Chancellor’s Student Liaison Committee (one student representative).
    • A Chairperson of the Buranga Indigenous Students Committee is a member of the Student Liaison Committee.
    • The Committee is a student representative forum informing the Vice-Chancellor about emerging student issues and also discusses annual prioritisation of the Student Services and Amenities Fee allocations.
  • Faculty of Science, Health, Education and Engineering: Aboriginal and Torres Strait Islander Education Advisory Committee (nine members including two elders).
    • An advisory committee to the USC School of Education established as a strategy of USC’s More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) goals.
  • Buranga Indigenous Students Committee (two Co-Chairpersons).
    • A student group representing the voice and interests of Aboriginal and Torres Strait Islander and Australian South Sea Islander students at USC.
  • Head of Indigenous Services, Buranga Centre (one Head of Service).
    • The Head of Indigenous Services is a manager in the USC Student Life and Learning department, responsible for supervising and developing services provided through the Buranga Centre that improve the education outcomes of Indigenous people, and the provision of cultural advice and expertise to the University.

In addition to these appointments, Indigenous staff and students at USC attended meetings with state and national bodies which strengthen their capacity and participation within the education sector:

  • Queensland Indigenous Higher Education Network;
  • Sunshine Coast Institute of TAFE Indigenous Advisory Committee;
  • National Indigenous Tutorial Assistance Scheme (ITAS) Network;
  • Annual Queensland Student Leadership Forum (Brisbane – two student representatives);
  • Annual National Student Leadership Forum: on Faith and Values (Canberra – two student
    representatives).
2. Increase the number of Aboriginal and Torres Strait Islander people employed as academic and non-academic staff in higher education institutions.

The University’s current Indigenous Employment and Career Development Strategy was developed in 2010 and outlines USC’s commitment to increasing the recruitment, development and support of Aboriginal and Torres Strait Islander people in academic and non-academic roles in higher education. The Strategy was developed with John Pearson Consulting and was informed through community and staff consultation. It reflects the employment priority areas identified by the Indigenous Higher Education Advisory Council.

The Indigenous Employment and Career Development Strategy is publicly accessible on the USC website at Indigenous Employment and Career Development Strategy.

Indigenous-specific positions at the University of the Sunshine Coast are:

  • Indigenous Early Career Academics (two)
  • Indigenous Early Career Professional Staff (one)
  • Indigenous Cadets (three).

The USC Indigenous Employment and Career Development Strategy is currently undergoing review and renewal.

Current number of Aboriginal and Torres Strait Islander staff (2014)

Table 1 – Permanent positions

Faculty/Institute/Section Academic/Non-Academic Position title Number
  • Faculty of Arts and Business
  • Faculty of Science, Health,  Education and Engineering

Academic

Teaching and Research

2

  • Buranga Centre
  • Faculty of Science, Health,  Education and Engineering

General

Professional/Administration

3

Total

 

 

5

Table 2 – Casual and fixed-term positions

Faculty/Institute/Section Academic/Non-Academic Position title Number
  • Faculty of Arts and Business

Academic

Teaching and Research

4

  • Chancellery
  • Buranga Centre
  • Events and Catering
  • Faculty of Arts and Business
  • Human Resources
  • Marketing and Communications
  • Student Life and Learning

General

Professional/Administration/Cadetship

22

Total

 

 

26

3. Ensure equitable access of Aboriginal and Torres Strait Islander students to higher education.

The University of the Sunshine Coast has sustained annual increase in the number of Aboriginal and Torres Strait Islander student enrolments for the past ten years (2.2% of domestic enrolments in 2014), with the success ratio of those students consistently exceeding Queensland and national performance data since 2006. USC has also consistently achieved an enrolment rate of Indigenous students that is higher than the proportion of Indigenous people in the Sunshine Coast population (1.5% at 2011 Census), and the national university participation rate for Indigenous students in higher education (1.4% from 2009 to 2012).

Practical assistance for new and continuing students includes the availability of a range of private and Commonwealth scholarships. These are promoted on the university website, in print resources, via outreach activities to prospective students (including Murri Pathways, AIME, USC Open Day, and Orientation events); and to enrolled students through broadcast email, social media (including the Buranga Centre Facebook page), financial assistance presentations, and individual guidance with scholarship and bursary applications.

The Buranga Centre’s role in ensuring equitable access of Indigenous students to higher education includes key aspects of leading practice (“Can’t be what you can’t see” [2014] Nulungu Research Institute) enabling prospective students to make informed choices about study and careers:

  • Early student engagement and aspirational programs (dedicated outreach programs eg. Murri Pathways; collaboration with AIME, uni experience days on campus, community events, community celebration with new graduates). The new Buranga Centre opened in February 2014 and achieved USC’s goal to provide a “nexus for academic services as well as a place for Indigenous community to meet. Collectively these aim to raise the confidence and aspirations of secondary students who may be considering university study at USC.” [Eidos – Indigenous Sunrise Project 2009];
  • Preparedness pathways and enabling programs (AIME, Tertiary Preparation Pathway, IDEAS alternative entry);
  • Finance and employment pathways (raising the awareness of prospective students about targeted scholarships and bursaries, and cadetship and graduate employment programs).

Commencing Aboriginal and Torres Strait Islander students *

Students 2013 2014

Aboriginal and Torres Strait Islander students

112

98

Non Aboriginal and Torres Strait Islander students (Domestic students only):

4090

4268

Source: Department of Education - 2013 and 2014 (full year) from HEIMS Online ‘Data Verification Enrolment Summary Report’ – Citizenship and Indigenous tables

Programs to address participation 

Strategies Outline of Strategies  Constraints Outcome

Targeted scholarship opportunities

Indigenous students including Headstart students in Years 11 and 12 of high school.

Indigenous and Australian South Sea Islander students

69 new scholarships/bursaries were awarded in 2014.

Indigenous Direct Entry and Access Scheme (IDEAS)

Any Indigenous applicants.

All QTAC applicants identifying as Indigenous are invited to participate in IDEAS. Panel interview and assessment of applicants’ skills, experience and aspirations, may lead to offer of admission into a degree program or guide applicants to consider TPP as a preparatory program.

Eight students received admission offers through this entry pathway in 2014.

Tertiary Preparation Program (TPP)

Any prospective adult learners.

Prospective undergraduate students experience university life before committing to a degree program. Students undertaking TPP are provided with access to the same services and facilities offered to all Indigenous students, including additional tutoring.

48 Indigenous students were enrolled in TPP in 2014.

Headstart entry

High school students in Years 11 and 12.

Prospective visiting students experience university life before leaving high school. Academic credit is awarded towards USC degrees, and students gain entry into many USC degrees with successful completion of two courses.

One Indigenous student completed Headstart in 2013. 18 Year 12 students were AIME mentees with full completion of their senior year and 11 students progressing to further education.

Outreach activities

Outreach activity Target audience Outline of Program Outcome

Australian Indigenous Mentoring Experience (AIME)

High school students in Years 9 to 12.

Engaging 16 schools from Redcliffe to Gympie. Indigenous high school students are mentored/tutored by USC students, with the goal of increasing school retention and Year 12 completions.

170 High school students participated in 2014 (11 schools).

“Murri Pathways”
(since 2008)

High school students and their families.

Collaborative touring presentation promoting post-school options including traineeships and apprenticeships, certificate and diploma courses, defence jobs, sports and health careers, the Headstart program, TPP and undergraduate courses.

Annual increase in school leaver enrolments 2011 to 2013, with 26 Indigenous school leavers enrolled last year. 94% of mentees attained Year 12 completion, with 95% progression of Year 10 mentees into Year 11.

Participation in community events and groups, and links with schools, TAFE and other VET providers – to demystify higher education and promote aspiration for tertiary study.

Prospective adult learners and high school students.

  • Sunshine Coast Indigenous Network Group
  • Booin Gari
  • SCIT Indigenous Advisory Committee
  • North Coast Aboriginal Corporation for Community Health “Well Person’s Health Check Days”, Gympie/Maroochydore
  • NAIDOC events Brisbane/Sunshine Coast
  • Indigenous Jobs Market/FOGS EmploymentExpo/Caboolture Skills Expo
  • USC Open Day
  • local Indigenous youth events.

Annual increase in Aboriginal and Torres Strait Islander student enrolments at USC for over nine years.

Scholarships details (new 2013)

Scholarship details Government/Private/University No. Allocated Cost No. Awarded Comments

Indigenous Access

Government

29

$108 146 23

 

Indigenous CAS

Government

6

$17 448 4

 

Indigenous CECS

Government

25

$51 086 27

 

Indigenous Enabling CAS

Government

3

$0 0

 

Indigenous Enabling CECS

Government

12

$24 690 5

 

Headstart - Indigenous

USC

1

$400 1

$400 one-off payment

Jaralema Scholarship

Private

1

$2 500 1

 

Rotary Scholarship

Private

1

$5 000 1

New recipient in 2014

Indigenous Honours/
Post Graduate

USC (HEPPP)

1

$11 718 1

 

Equity Bursaries

USC (HEPPP)

$6 000

6

 

 

 

Total:

$226 988

69

 

Scholarships details (continuing 2014)

Scholarship details Government Private/University No. Allocated Cost No. Awarded Comments

Indigenous CAS

Government

13

$39 880

9

 

Indigenous CECS

Government

45 

$66 038

30

 

Indigenous Enabling CAS

Government

$1 246

1

Grandfathered Scholarship Program completed end 2014

Indigenous Enabling CECS

Government

$0

0

 

Jaralema Scholarship

Private

2

$3 500

2

 

Rotary Scholarship

Private

0

$0

0

 

Indigenous Honours/
Post Graduate

USC (HEPPP)

1

$3 644

1

 

 

 

Total

$114,308

43

 

4. Achieve the participation of Aboriginal and Torres Strait Islander students in higher education, at rates commensurate with those of all other Australians.

USC’s progress in achieving increased participation rates of Aboriginal and Torres Strait Islander students in higher education is informed by the Universities Australia Best Practice Framework for Indigenous Cultural Competency in Australian Universities (2011), and USC’s collaborative work in the Eidos “Indigenous Sunrise Project – A School to Universities Pathways Project” report (2009). These documents provide guiding principles for the development of student and adult learner pathways to study at USC, strategies to increase attainment, and promotion of excellence in teaching and research in Indigenous studies.

USC delivers a collaborative model for Indigenous student success that is distinctively different to many other tertiary providers. The Buranga Centre is a student development unit within the Student Life and Learning department and functions as part of a multi-disciplinary team that includes Indigenous and non-Indigenous professionals in education, psychology, social work, health, and career guidance.

Key aspects of the Buranga Centre’s role in enabling Indigenous student participation include:

  • Academic skills development (building preparedness in academic writing and study skills from pre-orientation to higher degree study, and supporting students at risk of leaving);
  • Facilitating mentoring and community relationships (sustained community and family engagement through peer mentoring, and AIME mentoring in high schools; connection with elders and community leaders on campus);
  • A continuum approach to studentship and employment (early career guidance and planning, and promotion of employment pathways including cadetships and graduate recruitment programs);
  • Policy development and strategies (informing review and renewal of key University strategies including the Indigenous Employment and Career Development Strategy, Equity Policy, Reconciliation Action Plan, and Student Life and Learning Operational Plan).

The total number of Aboriginal and Torres Strait Islander student enrolments for 2013 and 2014 is as follows:

Students 2013 2014

Aboriginal and Torres Strait Islander students:

212

227

Non Aboriginal and Torres Strait Islander students (Domestic students only):

9 113

9 702

Source: Department of Education - 2013 and 2014 (full year) from HEIMS Online ‘Data Verification Enrolment Summary Report’ – Citizenship and Indigenous tables

Strategies to address participation

Strategies Outline of strategies Constraints Outcome

Indigenous Orientation program and camp (holistic support)

Includes academic skills workshops, tours of the campus and facilities, and personal introductions to staff. This enables a comfortable transition into university life.

In 2013, an Orientation camp was held for the first time at Mudjimba. Commencing students were welcomed by current Indigenous students, staff, and community elders and leaders.

The Indigenous Orientation is held in the week prior to the general O Week, which can limit attendance. An overnight camp was difficult for some students with family commitments.

The retention ratio of Aboriginal and Torres Strait Islander students at USC (0.96) exceeds Queensland (0.87) and national (0.85) retention ratios for 2011 (latest data available).

The 2012 success ratio (0.86) exceeds both Queensland (0.82) and national (0.83) ratios (latest available data).

Culturally welcoming academic environment

A culturally welcoming environment that includes access to reference books and laptop computers, and “IT Yarning” tech workshops. Students have a dedicated study area and social room in the Buranga Centre and adjoining cultural gardens.

 

Regular student social events and celebrations of success

Events including BBQs and morning teas are held with Indigenous students, academic and professional staff, and community elders and leaders. Ongoing social, emotional and cultural programs are available to all students.

 

Indigenous Tutorial Assistance Scheme

Academic skills development, funded through DEEWR, was provided on campus and at the USC Gympie learning hub in 2013.

 

69 students received ITAS in 2014 with 88% of students passing those completed courses. 298 courses were tutored through the ITAS with 12 % fail rate. A total of 5242 ITAS tuition hours were recorded.

Cadetships

Promoting workplace learning opportunities and experience available through the Indigenous Cadetship Support program.

Sourcing cadetship opportunities in the field of some students’ study.

Over 37 cadets have been placed with employers since 2010, with 17 of those employed at USC.

Promoting wellness

Staff of the Buranga Centre are Referrers with North Coast Aboriginal Corporation for Community Health (NCACCH). The Corporation provides health services for Indigenous community members in the Sunshine Coast and Gympie areas, and delivers preventive health services from the Buranga Centre including Flu Vaccinations.

 

Indigenous students, staff and community members are able to access the Buranga Centre for health referrals.

5. Enable Aboriginal and Torres Strait Islander students to attain the same graduation rates from award courses in higher education as other Australians.

USC’s goals for increasing the retention and completion rates of Aboriginal and Torres Strait Islander students involve a multi-strategy approach that delivers best-practice wellbeing and learning initiatives, strong community presence and engagement, and campus-life activities that enhance the education experience. The University places high importance on students’ sense of connectedness and belonging at USC.

The Buranga Centre’s role in enabling Indigenous students to attain the same completion rates as other Australians includes:

  • promoting student-to-student networking and learning opportunities (through Mentor, Peer Adviser and ITAS programs that assist students in transition and engagement with study);
  • widening service access through regular outreach to off-campus learning hubs (eg. Gympie);
  • facilitating professional and personal development opportunities (student membership of University committees; promotion of Study Overseas program; sponsorship to attend annual national and state leadership forums; three students will also attend a cultural study tour to the University of Wyoming in 2014);
  • promotion of new Indigenous post-graduate scholarships and designated identified academic and professional appointments.
Degree completions 2013 2014

Aboriginal and Torres Strait Islander students: (Higher Degree)

0

0

Non Aboriginal and Torres Strait Islander students: (Higher Degree)

21

15

Aboriginal and Torres Strait Islander students: (Other postgraduate)

5

3

Non Aboriginal and Torres Strait Islander students: (Other postgraduate)

291

239

Aboriginal and Torres Strait Islander students: (Bachelor degree)

22

19

Non Aboriginal and Torres Strait Islander students: (Bachelor degree)

1 113

1 105

Source: Department of Education - 2013 and 2014 (full year) from HEIMS Online ‘Data Verification Award Course Completions tables

Support mechanisms

Support mechanisms Description Constraints Outcome

Academic and personal assistance

Students are able to access academic skills advice, financial assistance, accommodation support, and health and wellbeing advice.

Buranga Centre staff are referrers through the North Coast Aboriginal Corporation for Community Health and can organise free medical and dental consultations for Indigenous students.

 

Success and retention outcomes for Indigenous students at USC consistently exceed state and national comparative rates, with retention outcomes close to parity with non-Indigenous domestic students at USC.

Celebration of success

Student achievement is acknowledged and celebrated through biannual Indigenous graduate and family events, where students are presented with an Indigenous stole to wear at Graduation.

 

26 Aboriginal and Torres Strait Islander students completed award programs in 2014.

Student and graduate connection

Regular social activities are held throughout each semester for Aboriginal and Torres Strait Islander students, and a Buranga Centre Facebook page was established in 2013 for students to connect, share information, and promote events, employment, and scholarship application activities.

 

205 students and graduates are members of the Buranga Centre Facebook page.

Providing a valued and inclusive learning experience

USC has one of the highest proportions of Aboriginal and Torres Strait Islander students of all the universities in Australia. Inclusive learning environments and flexible multi-modal teaching and learning strategies are key to USC’s approach to universal design in education.

 

USC’s Indigenous student participation has consistently received four stars in the Good Universities Guide; with teaching quality and overall graduate satisfaction rated at five stars.

6. To provide all Australian students with an understanding of and respect for Aboriginal and Torres Strait Islander traditional and contemporary cultures.

The USC Top Level Plan 2 – “Deliver high quality teaching, learning and graduate outcomes”, includes embedding Indigenous perspectives in curriculum design, as a key strategy. This is achieved through:

  • Specific courses in TPP, undergraduate and postgraduate offerings, including
    • TPP106 An Introduction to Aboriginal and Torres Strait Islander Societies
    • EDU410 Aboriginal and Torres Strait Islander Perspectives in Learning and Teaching
    • EGL206 Reading Aboriginal and Torres Strait Islander Writing
    • GEO210 /310 Indigenous Peoples and the Environment
    • GEO700 Indigenous Peoples and Sustainability
    • PSY302 Intercultural and Indigenous Psychologies
    • SCS130 Introduction to Indigenous Australia
    • SCS203 Introduction to Aboriginal and Torres Strait Islander Education
    • SCS210 Indigenous Australia and the State
    • SCS251 Working Effectively with Aboriginal and Torres Strait Islander People
    • SCS751 Engaging Effectively with Aboriginal and Torres Strait Islander People.
  • Indigenous content in program offerings, including:
    • Tertiary Preparation Pathway
    • Bachelor of Environmental Science
    • Bachelor of Education
    • Bachelor of Health Promotion
    • Bachelor of Laws
    • Bachelor Nursing Science
    • Bachelor of Occupational Therapy
    • Bachelor of Social Work
    • Bachelor of Sport and Exercise Science
    • Diploma of Justice (Aboriginal and Torres Strait Islander)/Bachelor of Justice and Legal Studies.

In addressing the cultural competency of its staff and students, the University provides co-curricular activities that raise awareness of Indigenous knowledge and culture including:

  • cross-cultural training workshops delivered each semester;
  • staff development workshops on inclusive teaching practice;
  • the annual USC Indigenous Education Symposia, which aim to facilitate understandings between educators, students, and Indigenous Australians;
  • 2013 collaboration and launch of the website “Gubbi Gubbi: A Traditional Language Journey”, providing an introduction to the language, history and culture of the Gubbi Gubbi people and country in South East Queensland (www.gubbi-gubbi-language.org.au);
  • cultural awareness training provided for ITAS tutors;
  • introduction of Equity and Diversity Awards (2014) to encourage and recognise outstanding initiatives and achievements that support USC’s equity and diversity objectives;
  • ecological knowledge tours of the USC campus, increasing awareness and appreciation of Indigenous issues and culture;
  • connecting students to the experience, inspiration and vision of important members of the local Aboriginal and Torres Strait Islander community;
  • events recognising cultural days of significance are held on campus and in the community.

Community members are included in formal and ceremonial University occasions, with traditional blessings opening every USC Graduation Ceremony. Protocols for acknowledging the traditional custodians of the land, and inviting community members to provide a Welcome to Country, are published on the USC website. The Nyabung Djamga Gallery at the USC Innovation Centre was named in 2011 with a smoking ceremony with Indigenous elders, and the USC Art Gallery has always prominently featured traditional and contemporary Indigenous art with an education resource supporting the Western Desert art collection available online for school teachers since 2008.

The Buranga Centre holds a broad role in promoting cultural competency on campus, and respectful partnerships with communities. Buranga staff are invited to deliver guest lectures into courses; along with members of the Vice-Chancellor’s Indigenous Advisory Committee, they are consulted on learning and teaching projects and research ethics approval applications with Indigenous content. The expanded Buranga Centre facility (opened 2014) includes an adjoining cultural public gathering place, designed through consultation with the Vice-Chancellor’s Indigenous Advisory Committee. This community place is an interpretation of the traditional Gubbi Gubbi yarning circle (Nga Tana Lui Dhar), and includes areas representing the elements of earth, air, water and fire. It provides a prominent place to promote cross-cultural understandings and advance knowledge about Aboriginal and Torres Strait Islander societies, values and traditions. The Centre is a supportive inspirational environment for Aboriginal and Torres Strait Islander students to explore learning, leadership and planning for the future.

Section 2 Expenditure of Indigenous Support Program Grant

Acquittal Summary Details (excluding GST)
Income Amount
1. Unexpended Indigenous Support Program funds from 2012 which were committed for expenditure prior to 31/12/2012. $0
(+) 2. Unexpended and uncommitted Indigenous Support Program funds from 2013 which were approved for expenditure in 2013=4. $44 931
(+) 3. Indigenous Support Program funds provided in 2014. These amounts appear on Recipient Created Tax Invoices (RCTIs) or Payment Advice Letters. $296 000
(+) 4. Interest, royalties and other income derived from Indigenous Support Program funds in 2014. $0
(=) 5. Total Indigenous Support Program funds to be acquitted in 2014. $340 931

 

Expenditure Amount
6. Total Indigenous Support Program expenditure in 2013, excluding any GST. $278 596
(+) 7. Unexpended Indigenous Support Program funds which were committed for expenditure prior to 31/12/2014. $0
(+) 8. Requested carryover into 2014 of unexpended Indigenous Support Program funds which were not committed for expenditure by 31/12/2014 – written approval date /…/2015. * $0
(=) 9. Total Indigenous Support Program Funds which by 31/12/2014 were fully expended and/or committed for expenditure. $278 596
10. Returns of 2013 Indigenous Support Program Funds by 31/12/2014. $0
11. Balance of Funds for 2013 (Unexpended/uncommitted Indigenous Support Program funds to be returned or recovered from 2014 entitlements). $0
12. Balance of provider’s Indigenous Support Program bank account or cost centre as at 31/12/2014. $62 335

 *  The Department will only approve the rollover of unspent funds in exceptional  circumstances.

Breakdown of ISP Expenditure (excluding GST) Amount

Salaries

$226 467

Travel

$1 988

Other operating costs (promotional material, accommodation, Indigenous Education Symposium, Orientation camp)

$30 628

Higher Education provider overheads (events, printing, motor vehicle expenses, ITS, postage)

$19 513

(=) Total 2013 ISP Program Expenditure

$278 596

 
Optional Information Breakdown of Non-ISP expenditure  to support Aboriginal and Torres Strait Islander students Amount
ITAS $267 783
Scholarships and bursaries (including HEPPP $61,982) $341 296
Other Buranga Centre salaries (USC) $96 830
(=) Total of Non-ISP expenditure $705 909

Section 3 Higher Education provider's contact information

University Officer

Director, Student Life and Learning Dr Eva-Marie Seeto
Phone: + 61 7 5430 1224
Email: eseeto@usc.edu.au

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