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First Nations Education and Cultural Equity Policy

Section 1 - Summary

(1) This Policy states Victoria University’s (VU’s) commitment to pursuing social justice and equity for First Nations people, and to the access and improvement of First Nations Australian education and employment outcomes.

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Section 2 - HESF/ASQA/ESOS Alignment

(2) HESF: 2.2.2 Diversity and Equity; 6.2.1g Corporate Monitoring and Accountability.

(3) Standards for Registered Training Organisations (RTOs) 2015 (Cth). National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025: Standard 1.2 Training, 2.5 Diversity and Inclusion, 2.6 Wellbeing.

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Section 3 - Scope

(4) This Policy applies across the University.

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Section 4 - Definitions

(5) First Nations - The use of the word First Nations throughout VU Policy and Procedure refers to Aboriginal and Torres Strait Islander people connected to and/or residing in South East Australia.

(6) Cultural Safety - An environment that is safe for people: where there is no assault, challenge or denial of their identity, of who they are and what they need. It is about shared respect, shared meaning, shared knowledge and experience of learning, living and working together with dignity and truly listening.

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Section 5 - Policy Statement

(7) The commitment of Victoria University in providing employment, educational and development opportunities for First Nations people and educating staff and the wider community on First Nations culture, is informed by the following documents:

  1. VU Strategic Plan 2022-2028
  2. First Nations Action Plan 2025 – 2028
  3. Universities Australia Indigenous Strategy 2022 - 2025

Part A - Governance

(8) Through the Vice-Chancellor's leadership and implementation of the First Nations Action Plan 2025 – 2028, the University aims to:

  1. Ensure access and success for First Nations people in tertiary education programs;
  2. Further develop and enhance First Nations knowledge across institutions;
  3. Strengthen the University's First Nations research culture;
  4. Engage respectfully with First Nations people and communities.

(9) Moondani Balluk Indigenous Academic Unit, in accordance with the First Nations Action Plan 2025 – 2028, will:

  1. Create and foster a culturally safe environment that welcomes, nurtures and recreates community;
  2. Community that is embedded in relationship to land, culture, law and Elders;
  3. Share First Nations knowledge;
  4. Translate and embed First Nations practices into all its work, research and curricula;
  5. Be accountable to First Nations cultural values, protocols and norms, in a manner that is respectful for all people through mutually engaged relationships.

(10) The University Council, Vice-Chancellor’s Group and its organisational units are committed to supporting the Moondani Balluk Indigenous Academic Unit in achieving this strategy.

Part B - Guiding Principles

(11) The following principles will guide VU’s operations framed across and informed by the VU Strategic Plan 2022-2028, the Research with Impact Plan 2023-2028 and the First Nations Action Plan 2025 – 2028:

  1. Protecting Country: provides guidance and instruction from Country. Protecting Country is an intrinsic responsibility of First Nations people to care for and protect all people, places, and the planet. Knowledges and wisdom embedded in Country are transmitted by Ancestors, through Elders and Knowledge Holders. Within the University, Protecting Country involves perpetuating cultural knowledges through teaching and learning, research, and community relations and engagement. Practices guided by Country are from the world view and standpoint of First Nation peoples. They are grounded in Lore and Law. Actions are through a framework of values and ethical practice principles.
  2. Epistemic Justice: is the re-possession and just return of First Nation people’s way of being, knowing, seeing, and doing. Within the University, epistemic justice involves upholding cultural authority through self-determination and sovereignty in learning and teaching, in research, the application of Lore, Law and Cultural Knowledges, and the creation of academic and physical spaces that privilege Blak lives, Blak experiences and Blak participation. Epistemic Justice comes from sovereignty and re-possession.

Employment

(12) Increase the participation and success of First Nations staff; 

(13) Actively encourage First Nations people to equip themselves with the skills, knowledge and experiences that are valued in the employment market.

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Section 6 - Procedures

(14) Nil.