Annual Report - Batchelor · 3 Dr Christopher Burns MLA Minister for Education and Training Dear...

11

Annual Report2011 | Volume I

BATCHELOR INSTITUTEOF INDIGENOUS TERTIARY EDUCATION

3

Dr Christopher Burns MLA Minister for Education and Training

Dear Minister,

In accordance with the reporting provisions of the Batchelor Institute of Indigenous Tertiary Education Act, 2005, I have the pleasure to present you, for tabling in the Northern Territory Parliaments, the Report of the Council of Batchelor Institute of Indigenous Tertiary Education for the year ended 31 December 2011.

Yvonne Cadet-James Chairperson, Executive Council

Batchelor Institute: A site of national significance in Indigenous education - strengthening identity, achieving success and transforming lives.

BATCHELOR INSTITUTE | ANNUAL REPORT 20114 5


Contents

Chairperson’s Report 7

Director’s Report 8

Who We Are 10

Organisational Structure 12

Council Members 14

Executive Council Members 15

Executive Management Group 16

2011 At a Glance 18

Our Approach to Indigenous Education 24

Faculty of Health, Business and Science 26

Faculty of Education, Arts and Social Science 28

Research, Teaching and Learning Division 31

Corporate Services Division 36

Desert Peoples Centre 39

Community and Industry Engagement 40

Governance and Management 41

Conferences and Publications 42

Summary of Financials 44

Contacts 48

Acronyms 49

BATCHELOR INSTITUTE | ANNUAL REPORT 20116 7BATCHELOR INSTITUTE | ANNUAL REPORT 20116 7

Cover artwork

Long Neck Turtle Turtle swimming in freshwater Gan Gan (homeland) Wunungmurra clan design also showing turtle tracks

Original artwork by Batchelor Institute of Indigenous Tertiary Education Certificate III in Visual Arts and Contemporary Craft student, Donald Wunungmurra. © Donald Wunungmurra 2012.

Artwork reproduced with permission from the artist.

Donald Wunungmurra (Lake Evalla) has lived in a number of locations from Numbulwar, to Lake Evalla, Milingimbi, Daly River, Ti Tree and now back at Lake Evalla. Donald also has skills in spear making and woomeras. The paintings that Donald has produced are simple in form using his Yirritja motifs such as the long neck turtle and crab which often have a sense of symmetry and freshness of palette.


Along with the successes and initiatives above, the Institute enters a new era with the recent passing of legislation introducing a new Act regarding the Institute’s governing Council. The current Council which has been operating as an Executive Council has now been handed over to an interim Council prior to the new Council being established. Thank you to the members of the Executive Council for their time, dedication and support during that period.

I take this opportunity to thank the Director of Batchelor Institute, Mr Adrian Mitchell and Heads of Faculty; Dr Jan Schmitzer, Ms Claire Kilgariff and Dr Peter Stephenson for their leadership, dedication and commitment to the Institute. I would also like to thank staff for their patience and dedication during some difficult times over the last three years. Finally, I would like to thank our students and their families and communities for their ongoing support of and commitment to Batchelor Institute.

My life has been enriched through my association with the Institute and I wish the organisation well in its future endeavours.

Yvonne Cadet-James On behalf of the Executive Council.

It’s that time of the year again when we publish the annual report. It is a time for reflecting on the past, celebrating our achievements and planning for the future. The last three years have at times been challenging but the outcomes have been rewarding in many ways. We are deeply appreciative to those individuals and organisations who continue to support Batchelor Institute of Indigenous Tertiary Education in their role as a unique educational institution which assists Aboriginal and Torres Strait Islander peoples across Australia to achieve their goals.

Successes have been many including; new consultancies and successful research grant applications, the development of improved, more efficient systems, and new partnerships with organisations and communities. The real success of the Institute, however, is evident when watching our growing numbers of graduates walk across the stage on our graduation days.

The ongoing establishment of the Australian Centre for Indigenous Knowledges and Education (ACIKE), a partnership between Batchelor Institute and Charles Darwin University (CDU), has been a priority for the Institute, resulting in the considerable task of reviewing and revising all of our courses and subjects to ensure the best outcomes for our students. The construction of the ACIKE building on the CDU campus is due for completion in 2012 which is a significant achievement for the Centre. The planning of the building which took into consideration the social and study needs of Aboriginal and Torres Strait Islander peoples will provide an appropriate environment for our staff and students.

Chairperson’s Report

8

2011 was a very pleasing year for Batchelor Institute of Indigenous Tertiary Education with many highlights but most noticeably:

• Continued improvement in our financial performance.

• Once again meeting our Vocational Education and Training (VET) delivery targets with ever improving training outcomes.

• Substantial progress being made in preparations for our partnership for the delivery of Higher Education (HE) graduate and postgraduate course work programs with Charles Darwin University (CDU) through the Australian Centre for Indigenous Knowledges and Education (ACIKE).

• The establishment of a number of new collaborative relationships.

In 2011 Batchelor Institute recorded a core profit of $2.8m which included a provision of $1.5m for depreciation. This is a substantial improvement on previous years and provides the organisation with a solid foundation to pursue its strategic aspirations in VET and HE that were developed in our recent strategic planning process.

An increased amount of delivery is being undertaken remotely in response to community demand and to align programs to community employment, economic development and capacity building aspirations.

The Institute also continues to seek to collaborate strongly with other organisations such as Community Development Employment Projects (CDEPs), Job Services Australia (JSA), local government, government agencies, key Indigenous organisations and Industry to maximise the resources available to support the training it delivers. Along with a range of innovative strategies to address literacy and numeracy, foundation (industry specific), and employability skills, collaborative relationships have resulted in:

• Improved engagement and delivery models.

• Better support for students.

• Genuine employment or further education and/or training opportunities for participants.

Key areas of focus include; Aboriginal and Torres Strait Islander Health Worker, Arts, Children’s Services, Community Services, Conservation and Land Management, Construction, Education Support Worker and foundation and work readiness through the Introduction to Vocational Education program.

In 2011, in addition to a number of existing programs having their final year of delivery under the Teach Out policy, substantial effort was put into preparation for the commencement of our collaborative partnership with CDU for the delivery of undergraduate and postgraduate course work programs through ACIKE. I would like to acknowledge the commitment of all lecturing staff for their hard work during this time.

Long term, both organisations have a strong commitment to making the partnership a successful one and to improve both the participation and success of Aboriginal and Torres Strait Islander people in Higher Education. Market share will increase when:

• There is better understanding of the quality of the programs that are being jointly offered.

• Better awareness of the support services and range of learning options now available.

• The first cohort of students completes their studies and share their learning experiences.

Batchelor Institute has a long term aspiration to undertake all its future delivery of education and training in a collaborative manner. In addition to CDU, the Institute would like to acknowledge other key partners including:

• TAFE South Australia Adelaide South Institute - Collaboration in foundation, literacy and numeracy and employability skills and other areas of expertise.

• Minerals Council of Australia - Indigenous Mining Employment Program.

• Northern Territory Corrective Services - Berrimah Prison Construction Project.

• JobFind - Provision of ‘wraparound’ services for their participants.

• Centre for Appropriate Technology - Desert Peoples Centre.

Director’s Report


Director of Batchelor Institute Adrian Mitchell (left) co-signing a Memorandum of Understanding (MoU) with TAFESA Adelaide South Institute (TASI) Managing Director, Stephan Conway on behalf of the South Australian Minister for Employment, Higher Education and Skills.

• The Department of Family and Housing, Community Services and Indigenous Affairs (FaHCSIA) - Community Development Employment Projects (CDEP) Resources Unit.

• Department of Education and Training (DET) - Indigenous Education Support Worker program.

Considerable work was undertaken on refocussing and concentrating our research effort to the areas of Indigenous knowledge and cultural maintenance. It was very rewarding to secure a $1.5m three-year Collaborative Research Network (CRN) grant from the Commonwealth Department of Innovation, Industry, Science, Research and Tertiary Education to support this vision. Through this grant, Batchelor Institute has established a partnership with the Australian National University (ANU), the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), Monash University and CDU to create effective nodes and networks of research collaboration in the fields of Indigenous Creative Arts, Indigenous Language Maintenance and Linguistics and Indigenous Education.

The three year period of the CRN grant will also enable Batchelor Institute to determine how to position its future research effort to best support ACIKE.

In addition, our Higher Degree by Research (HDR) student cohort continues to grow in both the Masters and PhD programs. This has been achieved through linkages being developed with the Collaborative

Adrian Mitchell Director

Research Centre in Remote Economic Participation at the Desert Knowledge Precinct. The support provided to HDR students continues to strengthen through our relationships with our CRN partners.

I would like to acknowledge members of the Institute’s Executive Council; Yvonne Cadet-James (Chairperson), Noelene McCormick, Ted Murphy and Bronwyn Riedel. The Council has been in place since August 2009 and at that point in time nobody would have envisaged that the amendments to the Batchelor Institute of Indigenous Tertiary Education Act and the recruitment of a revised Governing Council would take nearly three years. Their contribution in providing governance and strategic direction to Batchelor Institute of Indigenous Tertiary Education and myself over this demanding period has been invaluable.

Graduations at the Desert Peoples Centre, Alice Springs and Batchelor campus were, as always very uplifting and enjoyable occassions. It was especially pleasing to see over 190 graduates at the Desert Peoples Centre in Alice Springs and the high level and the strong community and stakeholder support for the day.

10

NORTHERN TERRITORY

DARWIN

KATHERINE

ALICE SPRINGS

NHULU NB UY

BATCHELOR

TENNANT CREEK

Our VisionOur Vision continues to be:

Batchelor Institute: A site of national significance in Indigenous education - strengthening identity, achieving success and transforming lives.

Core ValuesBatchelor Institute has identified the following core values:

• Integrity• Quality • Respect• Relevance• Leadership• Sustainability• Aboriginal and Torres Strait Islander cultures

These values will guide and inform everything we do across the Institute.

Who We Are


seven community based purpose built study centres and approximately three community based learning centres situated throughout the Northern Territory.

The Institute offers a range of courses aligned to employment opportunities in remote communities from preparatory courses to VET certificates and diploma level courses, through to higher education degrees, postgraduate course work and research programs across three academic faculties and divisions.

In 2011 Batchelor Institute entered a collaborative partnership with Charles Darwin University (CDU) to establish the Australian Centre for Indigenous Knowledges and Education (ACIKE) for the shared delivery of a specific range of Higher Education and postgraduate study options which address the needs of Aboriginal and Torres Strait Islander students. ACIKE delivery begins in semester one of 2012.

ProfileBatchelor Institute is a dual sector tertiary education provider that services the education, training and research needs of Aboriginal and Torres Strait Islander peoples. Batchelor has a special focus on remote Northern Territory communities and also attracts higher education students from across Australia. The Institute’s main campus is located in Batchelor, with an additional campus in Alice Springs and annexes located throughout the Northern Territory. Batchelor Institute provides culturally safe and sustainable education and training that supports the aspirations of Aboriginal and Torres Strait Island Australians, thus contributing to the cultural, social and economic development of Australia.

Batchelor Institute began in the late 1960’s as a small annexe of Kormilda College, providing programs for Aboriginal teacher aides and assistants in community schools. In 1974 Batchelor Institute moved to the Batchelor township. In 1982 the Institute commenced as a dual sector tertiary provider and since the 1980’s has continuously built a focus on learning that is supportive of Aboriginal and Torres Strait Islander cultures. A second campus was established in 1990 in Alice Springs. Between 1988 and 1999 the Institute was known as Batchelor College. In 1999 the current Batchelor Institute was established with an emphasis on Indigenous Australian ownership and governance of the Batchelor Institute Council. Since the Australian Government Higher Education reforms of 2003, Batchelor Institute has been recognised and funded as a ‘National Institute’.

In 2008 the Desert Peoples Centre (DPC) was established in Alice Springs in partnership with the Centre for Appropriate Technology (CAT) as a mechanism to provide contemporary learning, skills and pathways appropriate to desert communities.

Batchelor Institute continues to operate as a dual sector Higher Education provider with campuses in Batchelor and Alice Springs, four regional annexes,


Organisational Structure

BATCHELOR INSTITUTE Of INdIgENOUS TERTIARY EdUCATION

BUSINESS dEvELOpMENT, pOLICY

ANd pLANNINg

• Marketing and Communications• Policy• Business Development• Accreditation and Quality• Web Design

ACAdEMIC ANd CORpORATE

SERvICES

• Human Resources• Finance• Ancillary Services• Facilities• Kitchen• Residential/security• Central Australia Campus• Records• ICT• Student Support• Student Operations• Student and Staff Travel• ITAS

fACULTY OfEdUCATION, ARTS ANd

SOCIAL SCIENCE

VET and Higher Education courses:

• Preparation for Tertiary Success• Indigenous Teacher Education• Indigenous Knowledges,

Languages and Linguistics• Visual Arts• Indigenous Media• Foundation Skills• Community Services

dIRECTOR


VET and Higher Education courses:

• Primary Health Care• Nursing and Advocacy• Construction• Housing and Environmental

Health• Clinical Practice• Conservation and Horticulture• Business and Sport and

Recreation

fACULTY OfHEALTH, BUSINESS

ANd SCIENCE

• Research Office• Research Training• Learning and Engagement• Professional Development• Cross Cultural Communication• Online and New Technologies• Resource Production• Desktop Publishing• Printery• Literacy and Numeracy• Publications and Promotions• Library• Batchelor Press

dIvISION OfRESEARCH, TEACHINg

ANd LEARNINg


Council Members

Yvonne Cadet-JamesChairperson, Executive Council

Yvonne is the Chancellor of Batchelor Institute of Indigenous Tertiary Education and Chair of Indigenous Australian Studies at James Cook University. She is a Gugu Badhun Aboriginal woman from the Valley of Lagoons in north Queensland who is involved in Gugu Badhun activities and in the recording of Gugu Badhun history and language. Yvonne has an extensive background and experience in health and education working to improve outcomes for Indigenous people. Her teaching and research interests include empowerment, health and wellbeing and community development. She is a chief investigator on several research projects exploring the concept of empowerment and its contribution in addressing the social determinants of health and wellbeing for Indigenous people.

During their appointment, KordaMentha undertook a review of the Batchelor Institute of Indigenous Tertiary Education Act which included recommendations on the future composition of the Institute’s Governing Council. These recommendations have been forwarded to the Northern Territory Department of Education and Training (DET) for consideration and further consultation and a proposed revised Act is now with the Northern Territory Government awaiting ascension.

During the period of KordaMentha’s appointment and while awaiting the passage of the amended legislation through Parliament, in accordance with Section 25 (1) of the Act, Governing Council delegated its powers and functions to an Executive Committee until such time as the revised Act is assented to and a new Governing Council appointed. These arrangements were in place for the entire duration of 2011.

The Institute would like to acknowledge the support and contribution of all Council Members, past and present, during this difficult period but is confident that a vibrant sustainable future has been established and looks forward to the appointment of a new Governing Council in the very near future.

Yvonne Cadet-JamesChair of Executive CouncilExpired 11.08.2011

Bronwyn RiedelDarwin Region ResidentExpired 10.09.2012

Bev O’CallaghanAlice Springs Region ResidentExpired 20.11.2011

Terry DunbarHigher Education ExpertExpired 20.11.2011


Executive Council Members

Adrian MitchellDirector

Please see overleaf for Mr Mitchell’s profile.

Noelene McCormickNominee of the CEO of DET

Noelene McCormick is an employee of the Department of Education and Training (DET). She has been involved in Indigenous education in the Northern Territory for over 30 years and is currently the Director Audit and Ethical Standards. Noelene joined the Council at the beginning of 2007 and provides a strong link to both the department and regional centres.

Edward (Ted) MurphyNorthern Zone Resident

Ted Murphy is a Kabi-Kabi man from the coastal areas north of Brisbane. He has lived in the Northern Territory since 1997 when he commenced work in Kunbarllanjnja as a men’s health nurse at the invitation of the Community Government Council.

Ted’s background includes working in health for more than 25 years as both a clinician and an educator. This experience has covered a number of areas as diverse as remote health, intensive care, coronary care and emergency departments in addition to teaching Aboriginal health workers and nurses at the Cunningham Centre in Queensland, the Northern Territory Department of Health and Community Services and at the Institute’s Batchelor campus.

Bronwyn Riedel

Bronwyn Riedel has lived and worked in the Territory for more than 20 years. She is currently in charge of the Northern Territory Government’s Procurement Services within the Department of Business and Employment (DBE), after spending five years working in Treasury’s budgeting and financial management group. Prior to this, Bronwyn spent 15 years working in the university sector, principally in senior administrative roles.

Bronwyn’s areas of expertise include management, budgeting, accounting and finance, information systems and corporate governance. She has a particular interest in applying commercial discipline and governance to Higher Education and community development. Bronwyn’s formal education includes a Bachelor of Science and a Masters in Accounting.


Executive Management Group

Mr Adrian Mitchelldirector

Adrian Mitchell was appointed Director of Batchelor Institute of Indigenous Tertiary Education in March, 2010. Prior to taking up this position Adrian was the Institute Director of TAFE Western in Orange in New South Wales from 2006 to 2010, Managing Director of Kimberley TAFE from 2003 to 2006 and also held senior management roles in Central West TAFE in Geraldton, Western Australia and the Midland College of TAFE in Perth, Western Australia. In 2007, TAFE Western was awarded Australian Large Training Provider of the Year in recognition of its close relationships with industry, the community it serviced and its many innovative training programs.

Adrian brings a wealth of experience in regional and remote Australia to the position and a strong focus on working more closely with industry, employer groups, peak organisations, government, the community and other registered training organisations. He is committed to improving the outcomes for Indigenous people in education and training and ensuring programs are aligned to employment, economic development and building safer, healthier and stronger community aspirations. TAFE Western won the 2007 and 2008 Gili Institute Award for the TAFE Institute that made the most significant contribution to the empowerment of Indigenous people in New South Wales.

Examples of programs Adrian has previously been responsible for include an Indigenous Police Recruitment Program (IPROWD) in New South Wales, Argyle Diamond’s Leadership and Home Valley Station Tourist Programs in the Kimberley. Mr Mitchell has a strong track record of working very closely with and supporting key Indigenous organisations to ensure educational programs are relevant, more engaging for participants and are aligned to employment, economic development, further education and learning outcomes.

Dr Peter Stephenson, EdD, MEnvStud; BAppSc(EnvHlth) Head of Research, Teaching and Learning

The Institute appointed Dr Peter Stephenson to head a new Research Division in August 2007 and in 2011 his portfolio was expanded to include Teaching and Learning. Peter moved to the Northern Territory in 2004 to steer the implementation of a newly accredited Environmental Health degree at Batchelor Institute. He is an experienced teacher, consultant, researcher and project manager with professional interests at the intersection of environment and health policy and practice; Indigenous communities’ capacity building; and professional education and curriculum development. He has been a consultant to the United Nations in Fiji and Cambodia and a manager of national research and development programs for Indigenous Australian environmental health practitioners.

Peter has a record of representation on national grant review panels, course advisory and professional accreditation committees, journal and press editorial boards and non-government organisation/not-for-profit boards.

In the research portfolio at Batchelor Institute, Peter has strategic leadership and operational responsibility for the development of the Institute’s research culture, quality and output and for building mutually beneficial research relationships with key partners and end-users. In the teaching and learning portfolio, Peter has responsibility for overseeing wide-ranging learning and engagement policy and activities that benefit students, staff and the Institute as a whole.


Dr Jan Schmitzer, PhD; MEdSt; BEd; DipT; AssDip Nurs Head of faculty of Health, Business and Science

The Institute appointed Dr Schmitzer as the Head of the Faculty of Health, Business and Science (FHBS) in January 2000. Dr Schmitzer was previously Senior Lecturer for the School of Health Studies at Batchelor College/Institute and held positions as Associate Dean for the School of Health at Northern Territory University and was a Research Fellow in the Centre for Nursing Research at the Northern Territory University. She held the Principal Administrator position for the School of Nursing at Royal Darwin Hospital and has worked in the Northern Territory for over thirty years, establishing a strong academic and management background to support her current role.

Dr Schmitzer brings with her an extensive professional network. She is a member of two National Industry Skills Council Reference Groups and is a Fellow of the Royal College of Nursing. She is also the Chair of NT Training for St John Ambulance Australia (NT) and is a member of the Council of St John (NT), Council for Human Services Training Advisory Council and the NT Clinical School Advisory Committee.

Ms Claire Kilgariff, Dip T Fine Arts, B Ed, Licentiate of Music (Flute), B Arts (Music), Cert IV TAA, Grad Cert Public Sector Management, Grad Dip Leadership and Change.Head of faculty of Education, Arts and Social Sciences

Claire Kilgariff took up the position as Head of the Faculty of Education Arts and Social Sciences at Batchelor Institute of Indigenous Tertiary Education in June 2009.Claire was born in Alice Springs and completed her primary and secondary schooling in Alice Springs. Her first qualification is in Visual Arts, she then completed a Bachelor of Arts in music and a Bachelor of Education. Her Post Graduate qualifications are in change, leadership/ management development and organisational culture. Her research and development interests are in teaching and learning practice, workplace based learning, intercultural collaboration, leadership development and organisational culture, learning and innovation.

Claire has been very active in the NT within the performing arts having worked as a community artist, professional musician and performance artist, music teacher and artist director of Arafura Chamber Ensemble. In the Department of Education and Training Claire made a significant contribution to pre-service teacher preparation, recognition and retention programs, teacher professional learning, whole school approaches to change and improvement, and the development of the Indigenous education workforce. Claire is a member of the NT Teacher Registration Board.

Mr Karl Ashton BFAAcademic Registrar and Head of Corporate Services

Karl Ashton was appointed to Batchelor Institute in July 2010. He has been working in the Higher Education sector for twenty years and has held senior administrative positions at Bond University and the University of Queensland. Karl has worked in both central administration and faculties and has a detailed understanding of university governance, policies and procedures. Mr Ashton’s responsibilities have included the provision of advice to university management and committees on a range of topics including legislative compliance, institutional regulations and course approval. At Batchelor Institute, Karl’s responsibilities include all student related matters as well as corporate services such as information technology, finance, human resources and facilities.


2011 At a Glance

STUDENT NUMBERS BY GENDER (HIGHER EDUCATION SECTOR)

Student Numbers by Gender(Higher Education)Red = female (248)Yellow = Male (107)

248

107

MALE STUDENTS

FEMALE STUDENTS

TOTAL = 355

STUDENT NUMBERS BY GENDER (VET SECTOR)

Student Numbers by Gender(VET)Red = female (1422)Yellow = Male (1128)

1422

1128

MALE STUDENTS

FEMALE STUDENTS

TOTAL = 2550

STUDENT NUMBERS BY SECTOR

Student Numbers by SectorRed = HE (355)Yellow = VET (2550)

355

2550

VET STUDENTS

HE STUDENTS

TOTAL = 2905


Student Numbers by STATE

STUDENT NUMBERS BY STATE FOR BOTH SECTORS

TOTAL = 2905

NT (2612) QLD (146)

SA (26)

TAS (3)

VIC (17)

WA (34)

ACT (5)

NSW (62)

0

500

1000

1500

2000

2500

STUDENT NUMBERS BY STATE AND SECTOR

VET

HIGHER EDUCATION

ACT NSW NT QLD SA TAS VIC WA

500

1000

1500

2000

2500

0

100

200

300

400

500

71 +66 - 7061 - 6556 - 6051 - 5546 - 5041 - 4536 - 4031 - 3526 - 3021 - 25Youngest - 20

STUDENT NUMBERS BY AGE GROUP AND SECTOR

100

200

300

400

500

<20

21- 2

5

26- 3

0

31- 3

5

36- 4

0

41- 4

5

46- 5

0

51- 5

5

56- 6

0

61- 6

5

66- 7

0

>71

VET

HIGHER EDUCATION

AGE (YEARS)


0

100

200

300

400

500

71 +66 - 7061 - 6556 - 6051 - 5546 - 5041 - 4536 - 4031 - 3526 - 3021 - 25Youngest - 20

STUDENT NUMBERS BY AGE GROUP AND GENDER

100

200

300

400

500

<20

21- 2

5

26- 3

0

31- 3

5

36- 4

0

41- 4

5

46- 5

0

51- 5

5

56- 6

0

61- 6

5

66- 7

0

>71

500

1000

1500

2000

2500

MALE STUDENTS

FEMALE STUDENTS

0

500

1000

1500

2000

2500

Neither Aboriginal or Torres Strait IslanderTorres Strait IslanderAboriginal and Torres Strait IslanderAboriginal

STUDENT NUMBERS BY INDIGENOUS STATUS IDENTIFIER* AND SECTOR

ABORIGINAL ABORIGINAL AND TORRES STRAIT

ISLANDER

TORRES STRAIT

ISLANDER

NEITHER ABORIGINAL OR TORRES STRAIT

ISLANDER

0

300

600

900

1200

1500

Torres Strait IslanderAboriginal and Torres Strait IslanderAboriginal

STUDENT NUMBERS BY INDIGENOUS STATUS IDENTIFIER* AND GENDER

300

600

900

1200

1500

ABORIGINAL ABORIGINAL AND TORRES STRAIT

ISLANDER

TORRES STRAIT

ISLANDER

NEITHER ABORIGINAL OR TORRES STRAIT

ISLANDER

*INdIgENOus sTATus IdENTIfIEr INDICATES A CLIENT WHO SELF-IDENTIFIES AS BEING OF ABORIGINAL OR TORRES STRAIT ISLANDER DESCENT.

MALE STUDENTS

FEMALE STUDENTSVET

HIGHER EDUCATION

AGE (YEARS)


LANGUAGES SPOKEN AT HOME - HIGHER EDUCATION STUDENTS

TOTAL = 355

AUSTRALIAN INDIGENOUS LANGUAGES (93)DID NOT INDICATE (1)

ENGLISH (260)

OTHER NON-ENGLISH LANGUAGE (1)

LANGUAGES SPOKEN AT HOME - VET STUDENTS

TOTAL = 2550

AUSTRALIAN INDIGENOUS LANGUAGES (1615)

ENGLISH (935)

0

50

100

150

200

71+66-7061-6556-6051-5546-5041-4536-4031-3526-3021-25Youngest-20

50

100

150

200

<20

21- 2

5

26- 3

0

31- 3

5

36- 4

0

41- 4

5

46- 5

0

51- 5

5

56- 6

0

61- 6

5

66- 7

0

>71

SPOKEN ENGLISH PROFICIENCY ACCORDING TO AGE

NOT AT ALLNOT STATED

NOT WELLWELLVERY WELL

AGE (YEARS)


0

50

100

150

200

250

300

ALICE

SPRINGS

GALIWINKU

WADEYE

NGUKURR

TENNANT

CREEK

ARLPARRA

NUMBULWAR

NYIRRIPI

GAPUWIYAK

MANINGRIDA

LAJAMANU

YIRRKALA

MILINGIMBI

BATCHELOR

TITJIKALA

SANTA

TERESA

DARWIN

KATHERINE

ELLIOTT

BORROLOOLA

50

100

150

200

250

300

BO

RR

OLO

OLA

ELLIOT

KAT

HER

INE

DA

RW

IN

SAN

TA TER

ESAT

ITJIK

ALA

BATC

HELO

RM

ILING

IMB

I

GA

PU

WIYA

KN

YIR

RIP

I

NU

MB

ULW

AR

AR

LPAR

RA

TEN

NA

NT C

REEK

NG

UK

UR

R

WA

DEY

E

GA

LIWIN

KU

ALIC

E SPR

ING

S

YIR

RK

ALA

LAJA

MA

NU

MA

NIN

GR

IDA

TOP 20 COMMUNITIES BY STUDENT NUMBERS

Masters by Research

Graduate Diploma

Graduate Certi�cate

Enabling

Doctorate by Research

Diploma

Bachelor Pass

COURSE ENROLMENTS BY SECTOR & COURSE TYPE (HE)

TOTAL = 378

MASTERS BY RESEARCH (6)GRADUATE DIPLOMA (2)GRADUATE CERTIFICATE (21)

ENABLING (74)DOCTORATE BY RESEARCH (8)DIPLOMA (14)BACHELOR PASS (253)

COURSE COMPLETIONS BY SECTOR (HE)

DIPLOMA ADVANCED DIPLOMA

BACHELOR PASS

GRADUATE CERTIFICATE

0

5

10

15

20

25

30

35

40

5

10

15

20

25

30

35

40

TOTAL = 81


VET DELIVERY AHC* RECURRENT FUNDING

TOTAL = 457,927

REMOTE 2 (230,382)REMOTE 1 (32,330)URBAN (195,215)

COURSE ENROLMENTS BY SECTOR & COURSE TYPE (VET)

TOTAL = 3160*

NON-AWARD LEADING TO STATEMENT OF ATTAINMENT ONLY (292)

DIPLOMA (120)CERTIFICATE IV (252)

CERTIFICATE III (618)CERTIFICATE II (981)CERTIFICATE I (897)

*COURSE ENROLMENTS INCLUDES STUDENTS ENROLLED IN ONE OR MORE COURSE ATTEMPT PER CALENDAR YEAR.

COURSE COMPLETIONS BY SECTOR (VET)

CERT I CERT II CERT III CERT IV0

30

60

90

120

150

5

10

15

20

25

30

35

40

DIPLOMA

TOTAL = 399

*AHC (ANNUAL HOURS CURRICULUM)


Our Approach to Indigenous Education

“Both-ways” philosophy“Both-ways” is a philosophy of education that brings together Indigenous Australian traditions of knowledge and Western academic processes and cultural contexts, and embraces the values of respect, tolerance and diversity.

At the heart of the both-ways principles lies the recognition of the right of Aborigines and Torres Strait Islanders to determine the nature of their engagement with various knowledge systems, including their own intellectual and social traditions and practises in the past and in the present. This is part of the foundation for any effective form of self-determination, and includes learning practises in which students can apply thoughts and methodologies to their own story and the history and condition of their communities (urban, rural or remote). This learning practice builds student identity on a personal and community level, and allows them to gain ownership over their learning as members of their Indigenous and wider community.

Both-ways also requires that students are accountable to any Indigenous knowledge authorities outside of Batchelor Institute with whom they are working. This entails ethical conduct which might be quite different from, and additional to, that required by the Institute. It is important, too, to apply knowledge and skills in culturally respectful, confident and accountable ways when working with a variety of non-Indigenous communities.

Our studentsBatchelor Institute is a unique institution. For a number of our students it opens a door into Higher Education that may have otherwise remained closed as a result of previous educational disadvantage. With a culturally safe, both-ways approach, our students are able to undertake an educational journey that not only imparts knowledge and develops skills but also provides a foundation for future learning and personal development. To become competent and reflective learners, students are expected to critically analyse the knowledge and methods provided within the curricula, whilst drawing on their existing perspectives and practices. It is hoped that this approach will inspire our students to become professional, valued members of their communities and broader society.

We also seek to instil in our students the values of a love of learning, an appreciation of the many rich and varied perspectives that exist on issues, an enquiring mind, a respect for academic rigour, the importance of research and the confidence to engage more fully in their community. Our students have achieved success in a number of ways and continue to impact positively in their family, community and professional lives. Examples include Education Support graduates who work in schools supporting teachers with their day to day classroom activities, Health Workers who work in remote communities building the wellbeing of communities, teaching and nursing graduates who return to work in their communities and our construction students who learn life-long skills that provide them with sustainable employment into the future.

To celebrate our students’ achievements, the Institute conducts graduation ceremonies at its Batchelor and Alice Springs campuses as well as holding graduation ceremonies at various communities at other times of the year. These celebrations are warmly welcomed by the community and allow our graduates to receive acknowledgement of their achievement in front of their families, friends and community.


Our staffOur staff are very committed to the mission and core objectives of the Institute. Through their commitment to teaching, research and student services they contribute to the improvement of the social and intellectual wellbeing of Indigenous Australians and the wider Australian community. In attracting staff we seek to employ people who see their work at Batchelor Institute as more than ‘just as a job’.

For staff, the teaching and learning aspects of the both-ways practice require not only a professional approach but also a personal commitment in order to achieve our students’ learning goals. Our staff and students share their educational journey with the underlying purpose of empowering individuals and communities in social, cultural, professional and educational contexts.

The Institute continues to place a significant emphasis on inter-cultural learning and has incorporated a number of cross cultural awareness programs into the induction process for all new staff members.


Faculty of Health, Business and Science

The Batchelor Institute Faculty of Health, Business and Science (FHBS) is a diverse faculty with offerings from Certificate I to IV in the Vocational Education and Training (VET) sector. The challenge is to meet urban, regional and remote student demands with a workforce that enables students to gain confidence to complete their studies and be competent and successful in their employment.

In 2011 a number of faculty undergraduate degrees had their final year of delivery under the Teach Out policy. These included:

• Bachelor of Applied Science (Natural and Cultural Resource Management - NCRM).

• Bachelor of Applied Science (Environmental Health).

• Bachelor of Community Nutrition and Diploma of Community Nutrition.

• Bachelor of Primary Health Care. (This will have 10 graduands in 2012).

These courses will not be offered in 2012.

The Department of Land, Housing and Environmental Health delivers six qualifications across the Northern Territory: Certificates II to IV in Conservation and Land Management; Certificates II to III in Indigenous Environmental Health; Certificates III and IV in Social Housing. While some training is conducted on campus, most of the delivery is conducted remotely.

The Department of Nursing offers the undergraduate Bachelor of Nursing (pre-registration) degree to Aboriginal and Torres Strait Islander students nationally via mixed mode delivery (inclusive of intensives at Batchelor Campus).

AchievementsA number of significant achievements were made by the faculty in 2011 including:

• In partnership with the Department of Business and Employment (DBE), the faculty commenced a Certificate II in Community Services qualification for the Indigenous Employment Program (IEP). The program aimed to develop eight graduates to be employed in correctional services.


• The faculty entered into an 18 month contract with the South Australian Department of Health to deliver Certificate III in Indigenous Environmental Health to remote areas in and around Ceduna and Port Augusta.

• Implemented an externally funded project to deliver Certificate III in Social Housing to Community Housing Officers.

• Procured funds to construct a large horticulture facility on Batchelor Campus.

• A remote health day was held with Flinders University Medical School and the pharmacy students at Batchelor Campus in May. A poster on the activities was presented at a conference in Paris, France.

• Karrina DeMasi received a Ministerial Appointment to the National Board of Aboriginal and Torres Strait Islander Health Practitioners.

New or Re-accredited CoursesThe following courses were introduced or re-accredited in 2011:

• Conservation and Land Management was transferred to a new training package.

• Construction was transferred to a new training package.

• Certificate II in Sport and Recreation.

Community InvolvementFHBS Senior Lecturer, Karrina DeMasi:

• Community Member of the Aboriginal Health Board of the Northern Territory.

• National Appointment to Aboriginal and Torres Strait Islander Health Performance Board.

• Course Development Committee for the Bachelor of Midwifery, Charles Darwin University.

Sport and Recreation Community Based project

In late 2011, project funding from the Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) was secured for non-accredited training focussing on engagement of Community Development Employment Projects (CDEP) participants through sport and recreation activities. The skill building program draws upon components from the Sport and Recreation Industry Training Package and Introductory Vocational Education Certificate (IVEC). The program has a focus on embedded literacy and numeracy development for individual capacity, leading to work readiness. Importantly, participants will later have a pathway opportunity to pursue further accredited sport and recreation training at the Certificate I or II level.

Four community trial sites have been selected after extensive local community consultations with the respective CDEP providers, Job Services Australia (JSA) and other relevant community stakeholders. Delivery is community based consisting of four, one or two week blocks with additional support by the visiting Language, Literacy and Numeracy (LLN) specialist lecturer both during, and in between, these blocks.

To date there has been a steady uptake by CDEP participants in these project sites, supported by local mentors (male and female) and funded by the respective CDEP providers. Subject to funding, it is hoped to continue this training post June 2012 and to be able to expand the delivery model to other community sites.


Faculty of Education, Arts and Social Science

The Faculty of Education, Arts and Social Sciences (FEASS) delivers quality Higher Education (HE) and Vocational Educational and Training (VET) courses across a range of discipline areas including teacher and assistant teacher education, tertiary preparation programs, social sciences, Indigenous knowledges, languages and linguistics, cultural arts and craft, foundation skills literacy and numeracy, early childhood and media. FEASS offers onsite course delivery in schools and remote communities. The faculty also offers academic support in literacy and numeracy across all courses, placing an emphasis on language and background requirements for multilingual and multidialectal Indigenous students.

AchievementsIn 2011 a key strategic focus for FEASS was the building of partnerships to improve student outcomes and transitions into employment, further study and career development. In the VET sector, the faculty has focussed on building partnership projects which provide clients with a strong focus on developing foundation, literacy and motivational skills with the aim of strengthening pathways to livelihoods and employment.

Highlights included:

• The Minerals Council of the Northern Territory (NT) partnership with the 2nd Mining Program. This program improves local Indigenous employment prospects, as well as providing workplace English language, literacy and numeracy skills for mining trainees. Thirteen of the participants took employment in four different mines across the Territory.

• The Central Land Council (CLC) Warlpiri Education Training Trust (WETT) partnership established a lively learning hub in the Nyirrpi community with an emphasis on foundation skills, computing, construction, art and craft and sewing.

• The development of a multi-purpose learning centre at Arlparra for the Utopia Homeland Communities. Partners included the Jack Thompson

Foundation, Urapantja Council, Barkly Shire CDEP and JobFind. Emphasis has been on learning in the areas of foundation language, literacy and numeracy skills, functional computer literacy, construction, health support services, Indigenous language and knowledge work, cultural arts, music and business.

• The Education Support and Children’s Services teams across the NT in partnerships with the Department of Education and Training (DET) and local shires achieved greatly improved student outcomes evidenced by dramatically increased course completions with a total of 132 graduations in 2011 from Certificate I through to Diploma level.

• The partnership with Catholic Education in Western Australia has been successful with 13 graduates across Certificate I in Work Preparation, Certificate III in Education Support and the Diploma of Education Support in Derby and Balgo.

• Program partnership with CHARTTES Training Advisory Council for the delivery of the Certificate IV in Training and Assessment.

• FEASS celebrated the final graduands from our teaching degrees in preparation for the 2012 collaboration with the Australian Centre of Indigenous Knowledges and Education (ACIKE). Seven primary and early childhood teachers graduated and were immediately employed. Through their education at Batchelor Insitute, these Indigenous teachers have been equipped with strong, both-ways teaching and learning practises.

• FEASS business development partnerships which aimed to support improved student outcomes included education industry partnerships worth $180,000 and literacy and numeracy partnerships of $44,000.

Successful tenders included:

• $400,000 ‘Safe House Workforce Development’ project in partnership with the Department of Children and Families.

• $186,000 ‘Building the Remote Early Childhood Workforce’ project in partnership with DET.


During 2011 the Indigenous Media Unit reported very high levels of student employment and career success including:

• Students’ appointments to the National Indigenous Television service (NITV) in Sydney and B105 Radio.

• NT Mojos Brendan Yunupingu (Galiwin’ku) won ‘Best Indigenous Film’ for Bush Medicine, and Gerald Yawulpuy (Ramingining) won ‘Best Documentary’ for ramo News at the Fist Full of Films Festival in Darwin.

New or Re-accredited Courses2011 was a year of intense curriculum development and reaccreditation in preparation for the transition to ACIKE. The following courses were accredited:

• Diploma of Creative and Indigenous Writing (DCIW.)

• Diploma of Aboriginal and Torres Strait Islander Knowledge (DATSIK).

• Bachelor of Aboriginal and Torres Strait Islander Advocacy (BATSIA).

• Bachelor of Indigenous Languages and Linguistics (BILL).

• Preparation for Tertiary Success (PTS).

The faculty was successful in achieving scope for the Certificate IV in Training and Assessment (Cert IV TAE40110).

Community InvolvementFEASS staff recognise that fundamental to their contribution to Batchelor Institute’s success is the need to maintain a strong focus on professional development and engagement with a diversity of communities and groups. In 2011 this involvement included:

Staff and student exhibitions• Aly de Groot solo exhibition, ‘from Arnhem to

Arnhem’ at Outstation Gallery Parap, November-December 2011.

• Amanda McMillan installation at Bar Dopieos Café, Alice Springs, November 2011.

• Amanda McMillian et al, ‘Sequences and Cycles Contemporary Ceramics from the Desert’, November 2011 - January 2012.

• Top End Visual Arts students exhibition ‘Melubut One Bala - One Mob’ at Darwin Visual Arts Association, September 2011.

• Desert Peoples Centre Visual Arts and Creative Writing students exhibition, ‘Weaving Words’ at Olive Pink Botanic Gardens, September 2011.

• Senior lecturer, Jacki Fleet’s painting ‘Top End-Sea Country’ (2005) was on loan to Government House in 2011.

Boards and Community groups

Claire Kilgariff, Head of Faculty:

• Northern Territory Teacher Registration Board.

• Australian Council of Deans VET Group.

• Department of Education and Training NT Indigenous Employment and Career Development Implementation Group.

Dr. Sue Stanton, Senior Lecturer:

• Interim Board of the new NT Aboriginal Peak Agency – Children, Youths and Families.

Katrina Railton, Indigenous Teacher Education lecturer:

• Professional Conduct Referencing Committee with the Northern Territory Teachers Registration Board.

Susana Akua Saffu, Social Sciences Lecturer:

• Member Australian Government Children and Family Roundtable Peak Advisory Group.


SubmissionsAs a member of the Australian Council of Deans VET Working Party, Head of Faculty Claire Kilgariff provided a submission to the Australian Productivity Commission report on the Australian VET Workforce 2011.

Research GrantsSenior lecturer, Teacher Education Terri Hughes secured an Office of Learning and Teaching research grant in 2011. Her project ‘The Transition of Aboriginal and Torres Strait Islanders Students into Higher Education’ was hosted by the Nulungu Centre for Indigenous Research, University of Notre Dame, Australia.

Dr Ase Ottosson received a three-year Australian Research Council Discovery Research grant. She is the main researcher in an anthropological research project titled ‘Inside Alice Springs: A new view of difference, division and diversity’.

Staff Professional DevelopmentDr Melodie Bat won the Charles Darwin University Australian Council of Educators award for Most Outstanding Student in the Field of Education. She was awarded her PhD entitled ‘Learning from the journeys: Quality in Indigenous teacher education in Australia’.

Senior lecturer, Language and Linguistics, Jeanie Bell was accepted into PhD study with the School of Linguistics, Australian National University, Canberra.

Susana Saffu was accepted into PhD study at Charles Darwin University, Darwin.

Janine Oldfield was accepted into PhD study at the Graduate School of Education, University of Melbourne.


Research, Teaching and Learning Division

The establishment of a single Division of Research, Teaching and Learning, through the merger of two previously separate and smaller divisions, saw the implementation of a key structural and operational change for the Institute across 2011. The newly constituted Division of Research, Teaching and Learning is responsible for providing strategic leadership and operational management to the Institute’s learning and engagement programs and advancing its research development agenda. The Division now incorporates the following key operational units:

• Learning and Engagement

• Library and Information Services

• Batchelor Press

• Office of Research

• Research Training

Learning and EngagementAcross 2011, the Learning and Engagement Unit commenced new work to build organisational capacity and promote and support the achievement of excellence in teaching, learning and engagement. The emphasis in this first year of operations was; recruiting a new team of dedicated learner support, resource production, on-line and new technologies staff, and, developing strong relationships with faculty and divisional staff. The Learning and Engagement Unit’s philosophy is client focussed, promoting and implementing new initiatives in accordance with the Institute’s key values and strategic priorities.

The team commenced initiatives that focus on:

• Integrating literacy and numeracy into teaching and training programs of the Institute.

• Coordinating the timely and effective development of teaching and learning resources.

• Supporting staff to utilise current and emergent technologies in their teaching and learning practice.

• Supporting the quality assurance processes of the Institute.

• Providing professional development programs and services to the academic and general staff at the Institute.

• Providing cross-cultural training and promoting cross-cultural awareness for all staff at the Institute.

Batchelor Press Batchelor Press was established to support the documentation and dissemination of endangered Aboriginal languages and knowledge. The Press is one of the ‘keeping houses’ for research and publications undertaken through endangered language projects ensuring ‘just-in-time’ production of Aboriginal language teaching and learning resources. Key languages published include:

• Murrinhpatha

• Marri Ngarr

• Marri Tjevn

• Marri Amu

• Magati Ke

• Noongar

Batchelor Press provides a distribution service for research publications within Batchelor Institute and for external organisations that foster Aboriginal knowledge and well-being.

Batchelor Press specialises in Indigenous publishing providing design, desktop publishing and distribution services for internal and external clients including:

• Northern Territory Library Services

• Anti- Discrimination Commission

• Northern Territory Education Department

• Noongar Radio

• New Norcia Benedictine Monastery

• Torres Strait Language Project

• Gidarjil Development Corporation

• CDEP Wadeye


In 2011 Batchelor Press supported the production and distribution of numerous bilingual titles and the production of sets of mother-tongue readers with audio recordings and talking books. Titles launched in 2011 include:

• Bernard, R 2011, The Nyoongar Legacy. The naming of the land and the language of its people, Batchelor Press, Batchelor.

• Bernard, R 2011, Nyoongar dictionary, Batchelor Press, Batchelor.

• Awu Ngawak i Awu Djimbetj Yagatiya 2011, Black and yellow Mosquito dreaming. Ancestral Knowledge of the Marri Ngarr rak dirrangarra rak Murringin Thuwurri rambu Tjendi People, Batchelor Press, Batchelor.

• Yorkshire-Selby, G 2011, Noongar Wudjari wer Ngati Kwont, Ngalang Wongi, Ngalang Boodja, Batchelor Press, Batchelor.

• Knapp, L 2011, Noongar Mirnang, Mirnang Waangkaniny, Batchelor Press, Batchelor.

Office of ResearchAn agenda of collaboration with a range of research organisations led to an expansion of the Institute’s research networks and partnerships and an increase in the Institute’s research activity and outputs. Two significant partnership programs activated across 2011 include:

1. The Australian Indigenous Research and Researcher Development Project whereby Batchelor Institute was awarded a Collaborative Research Network (CRN) funding allocation from the Commonwealth Department of Innovation, Industry, Science Research and Tertiary Education (DIISRTE) to build staff and student researcher capacity at the Institute. The three year project is directly tackling a national need for; Indigenous research and researcher capacity building, researcher critical mass, and effective nodes and networks of collaboration across the Institute’s existing areas of research concentration, namely the Creative Arts, Language and Linguistics and Education. The program is based on the establishment of a world-leading research development partnership between

Batchelor Institute, Monash University, Australian National University (ANU), Charles Darwin University (CDU) and the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS). It complements and strengthens the links between all partners nationally, and regionally, and provides additional resourcing and stimulus to the challenge of:

• Empowering Indigenous researchers for enduring leadership.

• Strengthening the research culture of the Institute.

• Establishing long term networks and partnerships.

• Developing and nurturing academic careers.

• Broadening Higher Degrees by Research (HDR) student access to supervisors.

• Increasing researcher access to research resources.

• Increasing research output and growing research income.

2. The Collaborative Research Centre for Remote Economic Participation which the Institute contributes to as an Essential Partner through:

• Coordinating the education management and postgraduate support programs of the CRC.

• Leading the ‘pathways to employment’ research project. This project sets out to map pathways between formal education and employment and pathways that reflect a broader interpretation of learning, vocation and work through exploring the experiences and aspirations of Aboriginal and Torres Strait Islander people who reside in remote communities.

Other major outcomes for the Office of Research from 2011 include:

• The continued growth of an Indigenous researcher base through the recruitment of early career and adjunct researchers.

• Strengthening of the research culture of the Institute and on-going support for weekly research discussion groups.

• Building of the Institutes’ research networks and partnerships nationally and internationally.

• Increasing HDR student enrolments.

• Increasing research income and output in identified priority areas.


Research Training Batchelor Institute commenced Higher Degree Research training in 2007 with the commencement of a Masters of Indigenous Knowledges and enrolled its first PhD cohort in 2009. In 2011 the Institute continued to ensure all HDR programs are underpinned by specialised formal training and workshops that ensure that candidates are familiar with both Indigenous and Western research paradigms and methodologies.

As support for high quality research training, Batchelor Institute provided in 2011:

• Four dedicated formal units in research training [Research Ethics; Indigenous research issues and practice; Analysis and Interpretation; Research skills].

• On-line short courses for HDR students in areas where they require specific development.

• Opportunities for HDR students to participate nationally and internationally in conferences and forums.

New Projects• ‘Evaluation of the Family Support Package: A

Community Perspective’ by Dr Catherine Holmes, Assoc Prof Lyn Fasoli and Dr Peter Stephenson - a project funded by FaHCSIA and NT Department of Children and Families (DCF). The project gathered and analysed community views of the ‘Family Support Package’ (FSP) i.e. Safe Places for men and women; Mobile Child Protection Teams (MCPT);and Remote Aboriginal Family and Community Workers (RAFCWs).

• ‘National Quality Standards Indigenous Resource Package’ by Donna Bradley and Lisa Albion – a project funded by DEEWR to develop an Indigenous ‘resource package’ in consultation with students, community members, staff in remote children’s services, stakeholders and partners. The package aimed to complement the National Quality Standards (Early Childhood) and assist Indigenous early childhood practitioners to implement and practice quality care in their communities.

• ‘Prevention of Conductive Hearing Loss Project in Remote Indigenous Communities’ by Dr Lyn Fasoli and Alison Wunungmurra and Dr. Damien Howard (Phoenix Consulting) – a project funded by Early Childhood Policy and Regulations, NT DET to research effective practices in hearing loss prevention and identify potential cross agency strategies to maximise prevention and intervention

A snapshot of postgraduate numbers in 2011

Award Continuing from 2009*

Continuing from 2010* New 2011 Cumulative

totalgraduated students

2009

Master of Indigenous Knowledges

4 1 2 7 3 exited with Graduate Certificate in Indigenous Knowledges

PhD 4 3 2 9 Nil

* Does not include those on leave or who had discontinued.


to reduce the incidence of conductive hearing loss in children from birth to four years in Territory Growth Towns.

• ‘Baseline Socio Economic Analysis’ by Dr Catherine Holmes, Assoc Prof Lyn Fasoli, Dr Peter Stephenson, Patrick Anderson with Justine Williams, Kim Johnstone and Stephanie Kelly – a project funded by BHP Billiton to provide baseline data for a longitudinal study on the socio-economic characteristics of a northern West Australian Traditional Owner group including demographics, education levels, health and wellbeing, past and present employment experience, employment capability and personal and cultural aspirations and expectations.

• ‘My Success: Positive Experiences in the Working Lives of Aboriginal People in Darwin’ by Dr Eva McRae-Williams – a research project funded through the NT Research and Innovation Board, investigating employed Aboriginal people’s perceptions of positive and innovative work environments, including experiences and actions, which have contributed to feelings of working-life success in Darwin’s urban labour market. This study partnered with Group Training Northern Territory (GTNT), Northern Territory Police, Office of the Commissioner for Public Employment and Red Cross to produce information relevant to the development of effective Indigenous employment attraction and retention strategies for increasing Indigenous labour force participation in the Northern Territory.

• ‘Arandic Endangered Languages Project’ by Margaret Carew – a project funded by the Department of the Prime Minister and Cabinet and the Maintenance of Indigenous Languages and Resources to work with Arandic speakers to produce a web-based video dictionary and learning resources for Iltyem-Iltyem Angkety “sign language”; a DVD of Alyawarr and Anmatyerr women’s performance arts; and a booklet with song texts, images, music transcriptions, descriptions about the singers, their country and the significances of the songs and music.

• ‘Dandjoo Moordyap Darbakan: Noongar Language Revitalisation’ by Maree Klesch – a project funded by the Department of the Prime Minister and Cabinet and the Maintenance of Indigenous Languages and Resources to work with Noongar Elders, community members, Noongar teachers and relevant professionals to research, document, develop print and digital language and cultural resources for revitalisation, teaching and dissemination of Noongar languages/dialects and culture across the Noongar and wider Australian community.

• ‘Mowanjum Community Language Revitalisation’ by Maree Klesch – a project funded by the Department of the Prime Minister and Cabinet and the Maintenance of Indigenous Languages and Resources to work with Worrorra, Ngarinyin and Wunumbal Elders, community members and relevant professionals to research, document, develop print and digital language, and cultural resources for revitalisation, teaching and dissemination of Worrorra, Ngarinyin and Wunumbal languages and culture across the Mowanjum and wider Australian community.

• ‘Planning and Development: Western Australian Aboriginal Language Alliance’ by Maree Klesch – a project funded by the Department of the Prime Minister and Cabinet and the Maintenance of Indigenous Languages and Resources to establish a resource, service and advocacy agency for Western Australian Aboriginal Language services: the WA Aboriginal Language Alliance (WAALA). As a first stage planning and consultation process, this project will work with representatives from each language centre/project and establish a development framework for a state-wide model supporting Aboriginal language organisations in working together, sharing resources and building skills, professionalism and capacity.

• ‘Wadeye Endangered Languages Project’ by Maree Klesch – a project funded by the Department of the Prime Minister and Cabinet and the Maintenance of Indigenous Languages and Resources to work with Wadeye Elders, community members and relevant professionals to research,


document, develop print and digital language and cultural resources for maintenance, revitalisation, teaching and dissemination of Wadeye languages and culture knowledge. To draw together previous documentation for continued development of a comparative dictionary.

• ‘You’re in New Country’ by Lyn Fasoli and Rebekah Farmer – a project funded by the Department of Education, Employment and Workplace Relations (DEEWR) for an action research project to develop a teaching resource with Wadeye early childhood staff and Batchelor Institute students. The resource provides information to non-Indigenous teachers, mentors and service directors on how to work more effectively with remote Indigenous colleagues and students.

Internal Research Grants (IRG)Margaret Carew received IRG funding to support a project entitled ‘Participatory repatriation: Taking Language Recordings Back to Country’. The project digitised approximately 80 cassette tapes of language material from senior knowledge holders at Gochan Jiny-jirra and neighboring outstation, and in Maningrida and involved several language consultants in community-based documentation, archiving and repatriation of this language material.

Robyn Ober and Noressa Bulsey received IRG funding to support a project entitled ‘Both-ways in Action’ which aims to apply a scholarly approach to explore staff and students application of ‘both-ways’ in their teaching practice and learning process.

Rebekah farmer received IRG funding to undertake an investigation into levels of community awareness of the services available to community through two early childhood facilities operating in a remote NT Aboriginal community.

Eva McRae-Williams received IRG funding to extend the ‘My Success’ project funded through the NT Research and Innovation Board to include a second stage interview process with a select group of research participants.


Human ResourcesA review of the Institute’s organisational structure was undertaken which involved revision of reporting lines, changes to position descriptions and the creation of new positions to better meet the challenges currently confronting the Institute. The opportunity was also taken to update information in the human resource management system to more accurately reflect the current staff profile and to more closely align the personnel system with the finance system.

Daly River EvacuationThe entire Corporate Services team worked extremely well to accommodate, feed and look after the Daly River community for two and a half weeks earlier this year when the community were evacuated from Daly River due to flooding.

During this time the kitchen served 11,197 meals and other resources such as maintenance and security were stretched to the limit. A significant amount of overtime was worked in the evenings and on weekends. The cleaning, grounds and maintenance staff all worked hard to restore the campus to working order in a short time following the departure of the Daly River people so that we were prepared for the next student workshop.

Information Communication and Technology (ICT)Many of our remote facilities have been using expensive satellite connections for internet access. Where possible, we have replaced those connections with terrestrial ADSL links, representing a considerable cost saving to the Institute as well as increasing the speed of the connection.

A new lease on the Institute’s printer fleet has been negotiated providing considerable savings to the Institute. The annual bill was originally around $500,000 per annum but was reduced to $193,000. As part of the new lease arrangement, all printers at the Institute were replaced with new devices.

We have also been working closely with Callista to reduce the work they do on our behalf with regard to the Student Management System. This has primarily involved Batchelor staff undertaking tasks which were previously outsourced realising significant cost savings.

InfrastructureThe Institute made use of three years of VET Infrastructure grants provided by the Northern Territory Government to construct an Arts and Crafts teaching facility at the Desert People’s Centre in Alice Springs. Work is expected to be completed in May 2012.

The Institute also utilised a Teaching and Learning (Higher Education) grant from the Federal Government to refurbish an old teaching space in building A3 on the Batchelor campus in order to create a new lecture theatre. Construction was completed in November and work was due to commence early in 2012 on supply and installation of IT equipment. The facility should be ready for teaching at the commencement of first semester 2012.

Utilising a Federal Government Capital Development Pool grant the Institute has constructed staff houses in Katherine and Wadeye. Negotiations are continuing for two more houses in other communities.

Corporate Services Division


Business Development, Policy and Planning2011 saw the commencement of the Business Development, Policy and Planning Group (BDPPG) at Batchelor Institute. The responsibilities of the group include strategic planning, quality assurance, policy, marketing and communications, business development and the development of a ‘new look’ web site. Some of the Institute’s key partnerships are coordinated through the group, including the pilot CDEP Resource Unit, BIITEBUILD, and our Indigenous Mines Training program.

Major achievements include:

Strategic planWork began on the Batchelor Institute Strategic Plan 2012–2014. Extensive consultation has led to the drafting of our new Strategic Plan to be launched early 2012. The Plan identifies nine key outcome areas which are founded on our shared values and our ongoing commitment to Aboriginal and Torres Strait Islander communities; our ‘both-ways’ philosophy; student, staff and stakeholder satisfaction; quality service delivery; and building solid collaborative partnerships.

QualityThe commencement of the Business Development Policy and Planning Group provided the Institute with the necessary expertise and resources to manage its approach to continuous improvement and ensure it met quality standards both in the VET and Higher Education sector.

In 2011 the Institute successfully completed an Australian Skills Quality Authority (ASQA) re-registration audit by the Department of Education and Training (DET).

Since the audit, the BDPPG, led by our Accreditation and Quality Manager, has introduced internal quality induction workshops; developed a quality management library service for VET and Higher Education; and worked with faculties in establishing improved client services.

The group has also improved the knowledge and skills of lecturers through internal workshops and advisory services.

A ‘Quality Approach to Continuous Improvement Strategy’ and ‘Implementation Strategy’ were formulated mid-2011 and from this, a systematic approach to VET and HE management systems has resulted in improved standards. The BDPPG is represented and provides advice to the Academic Board, Quality Management Group, Accreditation Committee, VET Leadership Group, ICT Strategic Committee and the Senior Management Forum.

CdEp Resource UnitA pilot CDEP Resource Unit was established in 2011 under a proof of concept initiative funded by FaHCSIA. The CDEP Resource Unit’s objective is to develop long term relationships with CDEP providers to support improved planning, understanding of the VET sector, and opportunities for sharing best practice. Equipping CDEP providers with support and improved resources will help them to; better establish the literacy and numeracy requirements of their participants, identify community aspirations and ensure effective access to available resources. This will ultimately lead to improved pathways for participants to undertake training aligned to community employment goals and employability skills.

Initiatives that have been implemented include:

• Multi-media programs (Digilink).

• Sport and recreation programs.

• ‘Mums and Bubs’ programs.

• Development of a best practice Community Learning and Engagement Strategy.

• Development of CDEP (remote service provider) on-line TAE.

• Establishment of a Community Housing Officer employment pathway.

• Up skilling of Batchelor lecturing staff in Australian Core Skills Framework and Certificate IV in Literacy and Numeracy.


Indigenous Mine Training programOur Indigenous Mine Training pre-employment program ran for its second year. The program is a collaborative initiative with the Minerals Council of Australia, Northern Territory (MCANT) and four mining companies to deliver pre-employment training for Indigenous participants interested in a career in the mining industry. The program developed in response to an identified need by mining companies for Indigenous employees to work in all areas of industry. Training replicates workplace requirements on mine sites in a blended block delivery mode, incorporating Quicksmart Literacy, IVEC foundation skills, and Certificate II units in Resource and Infrastructure.

Preference is given to trainees from remote communities across the Northern Territory where mining operations occur.

Fourteen Indigenous men (ranging from 20 to 50 years old) completed the program in 2011 to go on to employment opportunities with the four industry participants. A successful graduation evening was held in Darwin with participants, family, industry representatives and representatives from the Minerals Council, Charles Darwin University and Batchelor Institute.

Plans are underway to introduce a Women’s Mine Training program at Batchelor in 2012.

BIITEBUILd

Our prison-based Construction Training program, BIITEBUILD completed a successful 2011. In total, 53 prison-based trainees participated across three locations; Darwin prison, East Point WWII Museum project and Venndale Drug and Rehabilitation Unit. Participants gained general construction experience, work-readiness skills, and completed units of competence from the Certificate I and II in General Construction, with embedded literacy and numeracy. This training has prepared them for employment in a much needed skill shortage area post-release. Batchelor Institute also held a planning workshop with Northern Territory Correctional Services and is building a robust Memorandum of Agreement (MoA) to continue and build on the successful work accomplished to date.

The Business Development, Policy and Planning Group is poised for a busy 2012 as it sets out to drive the key outcomes of the Batchelor Institute Strategic Plan, including quality and continuous improvement plans, a marketing Strategy and quality communications for the Institute. The 2012 work plans for the CDEP Resource Unit, BIITEBUILD and MCANT are both extensive and exciting and will set the lead for the ongoing development of collaborative partnerships to achieve the best outcomes for our students and stakeholders.

BATCHELOR INSTITUTE | ANNUAL REPORT 201138 39BATCHELOR INSTITUTE | ANNUAL REPORT 201138 39BATCHELOR INSTITUTE | ANNUAL REPORT 2011 39

The new Batchelor Institute Arts and Crafts Building under construction at the Alice Springs Desert Peoples Centre. Batchelor Institute’s rolling mill in Darwin and students from the Centre for Appropriate Technology (CAT) worked together to fabricate, assemble and install the steel walling in the building.

Desert Peoples Centre

The Desert Peoples Centre (DPC) is a joint venture between Batchelor Institute and the Centre for Appropriate Technology (CAT) that:

• Seeks to maximise the benefits around the shared campus.

• Facilitates innovative joint initiatives that will improve livelihood outcomes for Aboriginal people in Central Australia.

CampusThe Arts and Crafts Building is scheduled for completion in May 2012 and will allow the Arts team to relocate from Bloomfield Street to the DPC campus. This project involved a direct subcontract for the Batchelor Institute rolling mill in Darwin and CAT training students to fabricate, assemble and install all of the steel walling in the building.

The library, residential and some teaching functions will continue to operate out of Bloomfield Street because of demand on facilities at the DPC. The development of a new strategy to consolidate all Central Australian activities at the DPC is a priority for 2012.

Social EnterpriseIn April 2011, with the assistance of the Commonwealth Bank of Australia the DPC appointed Jason Quin into the new role of Social Enterprise Hub (Desert Hub) Manager.

The goal of the ‘Desert Hub’ is to support and grow the social enterprise sector in desert Australia, particularly social enterprises which provide employment

opportunities for disadvantaged Indigenous people. Enterprise where social outcomes sit alongside the profit goals sits well with the sorts of initiatives that can engage and retain Indigenous people.

Teaching and LearningCAT and Batchelor Institute have been working together on a VET focussed Teaching and Learning model that will inform all new educators in both organisations. The context we work in involves addressing and understanding issues of remoteness, culture, limited grounding in literacy and numeracy and community aspirations for students who have not received the holistic education experience assumed as a given in most parts of Australia.

The model will develop a common language and approach around the learning process. It will introduce students to problem-based enquiry learning and also provide assistance with writing training materials in plain English, a way to learn from what others are doing and a toolbox of ideas and resources.

Livelihood PathwaysOur Livelihood Pathways program has been developed to better enable Aboriginal people to choose and pursue the opportunities available to them to improve their future livelihoods. We do this through mentoring support from early engagement, work experience and work placement and on the job support that assists clients to become independent learners and confident citizens pursuing their livelihood aspiration.


Community and Industry Engagement

The Batchelor Institute of Indigenous Tertiary Education Community Engagement team is responsible for developing positive working relationships with government departments, local shires, Aboriginal organisations, industry and Aboriginal communities in order to establish strong partnerships that achieve learning outcomes and livelihood pathways for Aboriginal clients.

In Central Australia, a number of partnerships have been forged, notably with; the Department of Education and Training (DET), the Central Desert, MacDonnell and Barkly Shires, Tangentyere Council, World Vision, Desart and the Warlpiri Education and Training Trust (WETT) at the Central Land Council (CLC).

Central to the achievements of Batchelor Institute’s partnership with WETT is the establishment of Learning Community Centres in Nyirrpi and Arlparra. These centres provide hubs for formal and informal community engagement, accredited and non-accredited learning, libraries of language, internet facilities and cultural and educational resources.

In 2012 a similar multi-purpose Learning Community Centre will be established at Lajamanu followed by one at Willowra in 2013. An evidence based approach is being developed for government to demonstrate the benefits of a coordinated approach to learning that includes social support and cultural affirmation with a view to upscaling this model to other remote communities.

Highlights in 2011partnership Agreements

In March 2011 Batchelor Institute and the Roper Gulf Shire Council (RGSC) signed a Memorandum of Agreement (MoA) which focussed on the development of a collaborative partnership to support and deliver a range of Vocational Education and Training (VET) programs across the Katherine region. Communities involved in the program include Barunga, Beswick, Bulman, Eva Valley, Ngukurr, Werebun, Jodetluk, Jilkminggan, Numbulwar and Mataranka.

Following the development of the MoA, the delivery of all training to remote communities was monitored by the Top End Senior Advisor from the Community Engagement unit of Batchelor Institute’s Faculty of

Health, Business and Science (FHBS). As the main contact person, the Top End Senior Advisor worked in close consultation with the appropriate Senior Lecturers and Trainers and in conjunction with the Training and Development Manager from the RGSC.

In the latter part of 2011 the MoA was reviewed by two senior officers from the RGSC and Batchelor Institute. The progress of program participants was recorded to ensure community based members who had not completed their training in 2011 would continue their participation in the program in the following year. It was also agreed upon to cancel out several programs which were not required by the RGSC. A number of recruitment drives in several communities in the Katherine region were planned for early to mid-2012 which aimed to support RGSC participants seeking to join a range of training programs. In 2011 approximately 160 students were enrolled in VET programs through Batchelor Institute across 11 discipline areas from the RGSC region.

Top End Education & Training Network (TEETN) developments

TEETN is in its fourth year of operation and has continued to make positive steps forward with the support of the Department of Education and Training (DET) and Batchelor Institute. TEETN produces several professional networking forums annually which are closely linked to various initiatives and updates of programs in the Northern Territory. The membership of TEETN in 2011 was maintained at approximately 70 members consisting of Senior Managers from various government sectors and organisations.

TEETN convened five forums and one major workshop leading up to the end of the year. The annual TEETN workshop was held in May 2011 and attracted approximately 55 attendees from key community organisations, registered training organisations, industry groups and various agencies. The workshop centred around identifying strategies which will assist Government departments and Northern Territory organisations in improving professional work practices in the areas of employment, education, training and social and economic development. During the annual workshop key presentations were delivered by various community organisations, Registered Training Organisations (RTOs) and Industry Advisory Councils.


Governance and Management

Batchelor Institute of Indigenous Tertiary Education was defined by the Batchelor Institute of Indigenous Tertiary Education Act 1999 as an ‘educational institution for the tertiary education of Indigenous people of Australia and the provision of other educational and training programs and courses, and the facilities and resources and study, and for related purposes’.

Batchelor Institute Governance Best PracticesIn accordance with the National Governance Protocols the schedule of compliance was monitored and the Institute was deemed compliant with the National Governance Protocols as described in the Commonwealth Grant Scheme Guidelines under the Higher Education Support Act 2003.

Freedom of InformationBatchelor Institute of Indigenous Tertiary Education is committed to protecting the privacy of students, staff and other stakeholders. The Institute’s privacy statement contains the Institute policy for management of the personal information it collects. This is part of the procedures we put in place which aim to protect personal information in accordance with the information privacy principles set out in the Northern Territory Information Act 2003.

The Institution received no Freedom of Information requests in 2011.

Cultural and Intellectual PropertyBatchelor Institute supports the recommendations from the ‘Our Culture: Our Future’ report (Janke 1998) which defines Indigenous intellectual and cultural property as follows:

“Indigenous Cultural and Intellectual Property refers to Indigenous people’s rights to their heritage. Heritage comprises all objects, sites and knowledge, the nature or use of which has been transmitted

or continues to be transmitted from generation to generation, and which is regarded as pertaining to a particular Indigenous group or its territory.”

Heritage includes:

• Literary, performing and artistic works (including songs, music, dances, stories, ceremonies, symbols, languages and designs).

• Scientific, agricultural, technical and ecological knowledge (including cultigens, medicines, and the phenotypes of flora and fauna).

• All items of movable cultural property (as defined by UNESCO).

• Human remains and tissues.

• Immovable cultural property (including sacred and historically significant sites and burial grounds).

• Documentation of Indigenous peoples’ heritage in archives, film, photographs, videotape or audiotape and all forms of media.

ManagementBatchelor Institute is governed by the Council and managed by the Director. The Director leads the Executive Management Group (EMG), which meets fortnightly and which engages in a responsive and energetic management approach. This group shapes and implements the strategic directions for the Institute, reviewing results, updating forecasts and plans and discussing strategic issues.


Conferences and Publications

ConferencesBat, M 2011, ‘Learning from the Journeys: Quality in Indigenous Teacher Education in Australia’, paper presented to the AIATSIS National Indigenous Studies Conference, Canberra, 19-22 September.

Bat, M 2011, ‘The How and the Why of it: What are the Essential Elements in a Quality Indigenous Teacher Education Program in Australia?’, paper presented to the Australian Teacher Education Association Conference, Melbourne, 3-6 July.

Bat, M 2011, ‘Valuing Teacher Education: Policy, Perspectives and Partnerships’, paper presented to the Australian Teacher Education Association Conference, Melbourne, 3-6 July.

Bell, J & Bonner, J 2011, ‘Language Use and Language Mixing in the Butchulla Revival Program in Hervey Bay SEQ’, paper presented to the Pulima Language Conference, Brisbane, May.

Bell, J 2011, ‘Language Mixing in the Badjala Language’, paper presented to the Australian Languages Weekend, Stradbroke Island, February.

Carew, M 2011, ‘“Jurra is best”: Planning for a Range of Outputs from Legacy Recordings’, paper presented to the Sustainable Data from Digital Research Conference, Melbourne, 12-14 December.

deMasi, K, Starr, C & Tyson, M 2011, ‘Our Learning Journey’, paper presented to the Congress of Aboriginal and Torres Strait Islander Nurses, September.

Lord, A & fasoli, L 2011, ‘What’s Wrong with Learning in the Bush?’ paper presented to the Australian Association for Research in Education Conference, Hobart, 27 November-1 December.

farmer, R, fasoli, L, & Griffiths-Chandran, S 2011, ‘Does Availability Equate to Access?’, paper presented to the New Zealand Childcare Association Conference, Rotorua, New Zealand, 21-24 July .

fasoli, L & Wunungmurra, A 2011, ‘Contexts for Communication and Learning, Indigenous Perspectives, Anti-bias Practices and Curriculum, Socio-cultural Perspectives, Issues in Inclusion and Belonging’, in Worldviews, Theories & Philosophies in Children’s services Videos, ACT Professional Support Coordination Unit, Online at <http://actpsc.com.au/resources/worldviews-of-child-services/> or <http://actpsc.com.au/resources/video-gallery/>

fasoli, L 2011, ‘Wadeye Early Childhood Workforce Development Project & Culture-Play-Children’s Rights & Ethics’, paper presented to the Charles Sturt University Seminar, Griffith and Parkes, 4-5 March.

fraser, J 2011, ‘Everything Looks Beautiful’ and ‘Wize’, presented to the Indigenous Screen Production Symposium, Seoul, Korea, 3-12 November.

gilbey, K 2011, ‘The three R’s : Rights Rhetoric and Recognition’, key note address presented to the Adult Learning Australia Conference, Melbourne, 26-27 September.

Green, J, Woods, g & Foley, B 2011, ‘Looking at Language: Appropriate Design for Sign Resources in Remote Australian Indigenous Communities’, paper presented to the Sustainable Data from Digital Research Conference, Melbourne, 12-14 December.

Klesch M, Smith-Ali d 2011, ‘Dictionaries Dialects and Dilemmas’, paper presented to the WA State Language Conference, Geraldton, 12 April.

Klesch M, Smith-Ali d 2011, ‘Danjoo Moordiyap Dabakarn language documentation’, paper presented to the WA State Language Conference 2011, Geraldton, 12 April.

Koerner, C 2011, ‘A Critical Analysis of White Australian Identities and Indigenous Land Rights: An Empirical Study’, paper presented to the Native American and Indigenous Studies Association Annual Conference, Sacramento, California, 18-22 May.

Marsh, J 2011, ‘Native Title and Commercial Mining Relations in Australia: Indigenous Cultural Heritage Places and the Integrity of Creation’, International Symposium on Society and Resource Management Conference, Kota Kinabalu, Malaysia, 13-17 June.

Oldfield, J & Zhang, J 2011, ‘Traversing the Chasm: Cultural and Generational Confluence in Teaching Science’, paper presented to the AIATSIS National Indigenous Studies Conference, Canberra, 19-22 September.

O’Sullivan, S 2011, ‘Locating Voice and Identity: Understanding Successful Indigenous Representation in National Museum Spaces’, peer-assessed paper presented to the Museums Australia Annual Conference, Perth, 14-18 November.

Saffu, S 2011, ‘Adult Education and Capacity Building, School of Education’, paper presented at Charles Darwin University, Darwin, September.


Shilton, L 2011, ‘Ethical Imaginations’, paper presented to the 16th Annual conference of Australasian Association of Writing Programs, 23-25 November.

Turpin, M & Carew, M 2011, ‘On-line Resources for Off-line Communities’, paper presented to the Sustainable Data from Digital Research Conference, Melbourne, 12-14 December.

Whiteside, T 2011, ‘Detecting a Fire-sensitive Species in a Fire-prone Landscape: object-based rule-set driven approaches’, paper presented to the 34th International Symposium for Remote Sensing of the Environment, Sydney, 10-15 April.

Zhang, J 2011, ‘Teaching Literacy to Indigenous Students: a capacity-based approach in teaching’, paper presented to the AIATSIS National Indigenous Studies Conference, Canberra, 19-22 September.

Research Publicationsfarmer, R and fasoli, L 2011, You’re in New Country, Advice for Non-Indigenous Mentors Trainers and Teachers, Charles Sturt University, Dubbo. Available at: <http://www.csu.edu.au/special/teach-ec/RESOURCES/PDF/You’re%20in%20new%20county-low%20res.pdf>.

Holmes, C & McRae-Williams, E (in press), “Captains” and “selly-welly”: Indigenous Women and the role of Transactional sex in Homelessness, Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA), Canberra.

Holmes, C, fasoli, L and Stephenson, p 2011, Evaluation of the family support Package: A Community Perspective report, for the Northern Territory government department of Children and families, Research Project Report, Batchelor Institute of Indigenous Tertiary Education, Darwin.

Howard, D, McLaren, S, fasoli, L, & Wunungmurra, A 2011, ‘Dangerous Listening: The Exposure of Indigenous People to Excessive Noise’, Aboriginal & Islander Health Worker Journal, vol. 35, no. 1, pp. 3-8.

Howard, D, Wunungmurra, A and fasoli, L 2011, ‘Too Much Loud Noise Stories’, Aboriginal & Islander Health Worker Journal, pp. 26-27.

Lea, T, Holmes, C, Chenall, R, Senior, K & Wegner, A 2011, Parent-school Engagement: Exploring the Concept of ‘Invisible’ Indigenous Parents in Three North Australian Communities, The Northern Institute, Charles Darwin University, Darwin.

Lea, T, Thompson, H & McRae-Williams, E 2011, ‘Policy Fuzz and Fuzzy Logic: Researching Contemporary Indigenous Education and Parent-School Engagement in North Australia’, Journal of Education Policy, Vol. 26, No. 3, pp. 321-339.

Lea, T, Wegner, A, McRae-Williams, E, Chenhall, R & Holmes C 2011, ‘Problematising School Space for Indigenous Education: Teachers’ and Parents’ Perspectives’, Ethnography and Education, vol. 6, no. 3, pp. 265-280.

McRae-Williams, E 2011, ‘Living With Work in a Remote Aboriginal Community’, in North Australian Political Economy: Issues and Agendas, Charles Darwin University Press, Darwin, pp. 86-105.

Nicholson, R & Stephenson, p 2011, ‘Natural Environments as Determinants of Health’ in Keleher, H & MacDougall, C (eds) understanding Health. 3rd ed., Oxford University Press, Melbourne.

O’dowd, M 2011, ‘Australian Identity, History and Belonging: The Influence of White Australian Identity on Racism and the Non-acceptance of the History of Colonisation of Indigenous Australians’, International Journal of diversity in Organisations, Communities and Nations, vol. 10, no. 8, pp. 29-44.

Ottoson, A 2010, ‘Aboriginal Music and Passion: Interculturality and Difference in Australian Desert Towns’, Ethnos, vol. 75, no. 3, pp. 275-300 which received a 2011 publication prize by the International Association for the Study of Popular Music (IASPM) ANZ at their annual conference in Wellington, New Zealand.

Whiteside, T, Boggs, G & Maier, S 2011, ‘Comparing Object-Based and Pixel-Based Classifications for Mapping Savannas’, International Journal of Applied Earth Observation and geoscience, vol. 13, no. 6, pp. 884-893.

Whiteside, T, Boggs, G & Maier, S 2011, ‘Extraction of Tree Crowns from High Resolution Imagery Over Eucalypt Dominant Tropical Savanna’, Photogrammetric Engineering and remote sensing, vol. 77, no. 8, pp. 813-824.

Key financial data

2011 2010

Income from continuing operations $47.083M $44.624M

Expenses from continuing operations $41.316M $47.502M

Operating result $5.767M ($2.878M)

Net assets $42.957M $37.112M

Operating margin % 12.2% (6.4%)

Working capital ratio (liquidity) 2.72 1.61

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The year ended 31 December 2011 was the first full reporting period independent of KordaMentha’s appointment. Batchelor Institute delivered a sound operating surplus of $5.8 million compared with a restated loss of $2.9 million in 2010. Figures for 2010 have been restated to reflect the liability for unspent Australian Government funding which, under contractual obligations, were required to be repaid if unspent.

The improvement of $8.6 million over the prior year is primarily due to $2.5 million in increased government funding and the one off recognition of $6 million in 2010 in unexpended government grant funding.

The Institute classifies all activity into the following three sources:

• Core business – encompasses the principal activities of the Institute and excludes the operating activities covered within Away From Base and specific purpose funding (project). The principal activities of the Institute include: the provision of higher education and Vocational Education and Training; and the undertaking of research and consultancy services. The core operating result is the most relevant indicator for the ongoing financial viability of the Institute.

• Away From Base – an Australian Government funded program designed to cover travel costs for Vocational Education and Training and higher education students studying an approved nationally accredited course that is delivered through a combination of distance education and face-to-face teaching. This funding must only be utilised for which it has been provided and unspent funding is required to be returned.

Summary of Financials

• Project – funding receipted from external sources where the use of which is subject to contractual obligations and includes activity reporting and acquittal of finances.

The improvement in the operating surplus was reflected in core business and project which increased by $2.7 million and $5.9 million respectively. As Away From Base funding must be returned to the Australian Government if unspent, this remained at a nil surplus for both 2010 and 2011. An increase in operating surplus for core business resulted in an increase in cash balances from $2.8 million to $7 million to be utilised for future Institute investment or initiatives.

-3.0

-2.5

-2.0

-1.5

-1.0

-0.5

0.0

0.5

1.0

1.5

2.0

2.5

3.03.0

2.5

2.0

1.5

1.0

0.5

0.0

-0.5

-1.0

-1.5

-2.0

-2.5

-3.0

OPERATING RESULT BY SOURCE

AM

OU

NT

$M

MOVEMENT FROM 2010 TO 2011

Core BusinessAway From BaseProject


IncomeThe Institute recorded a growth in income of 5.5% (or $2.5 million) over the prior year making a total income of $47.1 million for 2011. This increase was due to the combination of a $2 million increase in Northern Territory Government funding as a result of improved Vocational Education and Training annual hour curriculum and an increase of $0.5 million in Australian Government funding under the Diversity and Structural Adjustment Fund.

Australian and Northern Territory government funding represent over 93% of total income. The Institute also derives revenue through: the provision of consultancy and contract services; charges for hire, accommodation, and childcare centre services; and bank account interest.

2011 INCOME FROM CONTINUING OPERATIONS

Investment revenue $0.87MFees and charges $0.29MNT Government financial assistance $13.17MHECS-HELP Australian Government payments $0.36MAustralian Government financial assistance $30.4M

Consultancy and contracts $1.17MOther revenue $0.82M

0

10

20

30

40

50INCOME COMPARISON

AM

OU

NT

$M

YEAR

50

40

30

20

10

02011 2010

Other incomeNT Government financial assistanceAustralian Government financial assistance

ExpenditureExpenditure decreased by 13% (or $6.2 million) over the prior year to $41.3 million. Employee related expenses represent 59% of total expenditure in 2011 and this increased by 7.9% (or $1.8 million) over the prior year. This increase is due to the general salary increase under the Enterprise Agreement and utilisation of the Australian Government Diversity and Structural Adjustment Fund during 2011.

However, the increase in employee related expenses was offset by a $7.6 million decrease in other expenses primarily due to the one off recognition in 2010 of $6 million in unexpended grant funding and reduced expenditure in travel and contracted services. The major expenses incorporated within other expenditure include travel, communications and utilities, contracted services, property management and motor vehicles. A decrease of $0.4 million in repairs and maintenance expenditure was due to the one off recognition and utilisation of specific purpose project funding in 2010. Depreciation and amortisation increased by 5.8% over the prior year reflecting the $2 million increase in asset base.

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AssetsTotal assets have increased over the past two years with a total increase of 3.5% in 2011 from 2009 figures. Cash and cash equivalents increased to $16 million with core business representing 44% of total cash balances. This is an improvement of $4.3 million from 2009 (an increase of 165%). Receivables have increased by 23% due to the recognition of accrued revenue in 2011 for the Australian Government HECS-HELP payment. Property, plant and equipment increase of $0.8 million from 2009 reflects asset purchases and revaluation increases offset by depreciation and amortisation allocation in both 2010 and 2011. Assets purchased during the year include the completion of A3 Lecture Theatre at the Batchelor campus; a house and land in Katherine; a house in Wadeye; and commencement of the Arts and Craft Facility in Alice Springs and the horticultural training facility in Batchelor.

ExPENDITURE COMPARISON

0

10

20

30

40

50

AM

OU

NT

$M

YEAR2011 2010

Other expensesRepairs and maintenanceDepreciation and amortisationEmployee related

2011 ExPENDITURE FROM CONTINUING OPERATIONS

Other expenses $15MRepairs and maintenance $0.44MDepreciation and amortisation $1.48MEmployee related $24.39M

0

5

10

15

20

25

30

35ASSETS

35

30

25

20

15

10

5

0CASH AND CASH EQUIVALENTS

RECEIVABLES PREPAYMENTS PROPERTY, PLANT AND EQUIPMENT

201120102009

AM

OU

NT

$M

50

40

30

20

10

0


LiabilitiesTotal liabilities have decreased by 13.3% since 2009 which has decreased the debt to equity ratio from 0.23 in 2009 to 0.18 in 2011. Therefore, of each $1 of net worth, $0.18 is required to meet obligations (an improvement of $0.13 from 2010 or $0.05 from 2009).

While provisions for employee entitlements have remained fairly constant over the three years, unearned revenue has reduced significantly from $6.5 million in 2010 to $1.7 million in 2011. The reduction reflects the repayment of Australian Government unspent grants during the current reporting period.

EquityThe Institute is currently worth $43 million, an improvement of $5.8 million over the prior year. This increase directly reflects the surplus recorded in 2011. Over the past five years, the Institute has increased net worth by $20.5 million (or 91%).

0

1

2

3

4

5

6

LIABILITIES

6

5

4

3

2

1

0

TRADE AND OTHER

PAYABLES

PROVISIONS UNEARNED REVENUE

AM

OU

NT

$M

EQUITY

05

10152025303540455050

45

40

35

30

25

20

15

10

5

02007 2008 2009 2010 2011

AM

OU

NT

$M

201120102009


Contacts

Batchelor Campus

Nurndina St, Batchelor.

Postal Address:

c/- Post Office

BATCHELOR NT 0845

Telephone (08) 8939 7111

Fax (08) 8939 7100

Central Australian Campus

5 Bloomfield St, Alice Springs.

desert Knowledge precinct

South Stuart Highway, Alice Springs.

Postal Address:

PO Box 9170

ALICE SPRINGS NT 0871

Telephone (08) 8951 8300

Fax (08) 8951 8311

Barkly Annexe

Staunton St, Tennant Creek.

Postal Address:

PO Box 595

TENNANT CREEK NT 0861

Telephone (08) 8962 4407

Fax (08) 8962 4408

darwin Annexe

37 Gregory St, Parap.

Postal Address:

PO Box 106

PARAP NT 0804

Telephone (08) 8946 3800

Fax (08) 8946 3820

East Arnhem Annexe

Nhulunbuy Training Centre, Chesterfield Circuit, Nhulunbuy.

Postal Address:

PO Box 1621

NHULUNBUY NT 0881

Telephone (08) 8987 0482

Fax (08) 8987 0496

Katherine Annexe

19 Second Street, Katherine Training Centre Grounds, Katherine.

Postal Address:

PO Box 1896

KATHERINE NT 0851

Telephone (08) 8966 2010

Fax (08) 8971 3010

freecall Numbers

Campus Freecall Number 1800 677 095

Student Travel 1800 815 262

Email: [email protected]

Internet: www.batchelor.edu.au


Acronyms

ACIKE Australian Centre of Indigenous Knowledges and Education

AIATSIS Australian Institute of Aboriginal and Torres Strait Islander Studies

ANU Australian National University

ASQA Australian Skills Quality Authority

ATSI Aboriginal and Torres Strait Islanders

ATSIHp Aboriginal and Torres Strait Islander Health Performance

BATSIA Bachelor of Aboriginal and Torres Strait Islander Advocacy

Bdppg Business Development, Policy and Planning Group

BILL Bachelor of Indigenous Languages and Linguistics

CAT Centre for Appropriate Technology

CdEp Community Development Employment Projects

CdU Charles Darwin University

CLC Central Land Council

CRN Collaborative Research Network

dATSIK Diploma of Aboriginal and Torres Strait Islander Knowledge

dBE NT Department of Business and Employment

dCf Department of Children and Families

dCIW Diploma of Creative and Indigenous Writing

dET NT Department of Education and Training (previously DEET)

dEEWR Department of Education, Employment and Workplace Relations

dIISRTE Department of Innovation, Industry, Science, Research and Tertiary Education

dpC Desert Peoples Centre

EMg Executive Management Group

faHCSIA Department of Families, Housing, Community Services and Indigenous Affairs

fEASS Faculty of Education, Arts and Social Sciences

fHBS Faculty of Health, Business and Science

fSp Family Support Package

HdR Higher Degrees by Research

HE Higher Education

ICT Information Communications Technology

IEp Indigenous Employment Program

IRg Internal Research Grant

IvEC Introductory Vocational Education Certificate

JSA Job Services Australia

LLN Language, Literacy and Numeracy

MCANT Minerals Council of Australia, Northern Territory

MCpT Mobile Child Protection Teams

MoA Memorandum of Agreement

MoU Memorandum of Understanding

NCRM Natural and Cultural Resource Management

pTS Preparation for Tertiary Studies

RgSC Roper Gulf Shire Council

RTOs Registered Training Organisations

TASI TAFESA Adelaide South Institute

TEETN Top End Education and Training Network

vET Vocational Education and Training

WEET Walpiri Education and Training Trust

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freecall number 1800 677 095 Email [email protected] Website www.batchelor.edu.au

BATCHELOR INSTITUTEOF INDIGENOUS TERTIARY EDUCATION

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Annual Report - Batchelor · 3 Dr Christopher Burns MLA Minister for Education and Training Dear...

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