The Indigenous education, research, and employment from UTS policies states five policies such as Indigenous policy, Indigenous education, and research strategy, Wingara Indigenous Employment Strategy 2019-2023, UTS reconciliation statement, and guiding principles for welcome to country and acknowledgment of country (Fam, 2017). The Indigenous policy stated the commitment of Indigenous people with recruitment, career development, and retention in the organizations. UTS recognizes the Indigenous staff members for committee participation and additional workload appropriately. This helped in the development of the Indigenous community into professional competency among non-Indigenous staff (Farr-Wharton & Brown, 2015). Indigenous Education and Research Strategy 2019-2023 supported the commitments of the university under the University Australia Indigenous Strategy 2017-2020. Hence, this helped in realizing the commitments and sentiments within the UTS reconciliation statement. Moreover, the education requirements of students were met by following education strategies under clause 13 of Indigenous student assistance grant guidelines 2017 (Gusheh, Firth & Netherton et al., 2019). The Wingara Indigenous employment strategy 2019-2023 found that the Indigenous people's target is being achieved continuously at a high level. This is supporting the professional and career development of Indigenous staff in different areas. The UTS reconciliation statement is supporting the activities and programs for faculties that explore contemporary social justice issues (Shishehgar, 2020). The relationship between Indigenous and non-Indigenous is maintained in the community and students. The Guiding principles for welcome to country and acknowledgment of country have been serving the country by a local community in opening new buildings, community events, and public engagement activities (Farr-Wharton et al., 2015).
The strengths of the policies are such as they focus on “engagement and sharing” so that equal opportunities are given to Indigenous as well as non-Indigenous people. The higher education access is given to all students across the nation so that they can contribute to transition in the contexts of currents trends and practices (Fam, 2017). The policies and programs underpinned in the policies cover particular elements that afford the success and participation in higher education for Indigenous students studying the remote locations. This dynamic process is continuously evolving with benefits to the nation (Farr-Wharton et al., 2015). Hence, this reveals the efficacy and efficiency of policies in upgrading the education system of the Indigenous population. The weaknesses of the policies are the monitoring and evaluation process, proper systems are not put into practice to measure the effectiveness of strategies and policies (Fam, 2017). This presents that there is a lack of multidisciplinary and interdisciplinary approaches in the system.
The capabilities of the system should be ensured so that Indigenous people are strengthened to achieve the best level objectives in research and education. The protocols and procedures should be followed so that the universities are encouraged to organize events for collaborative participation (Farr-Wharton & Brown, 2015). This states that “moving forward together” is the way to ensure cultural diversity and the use of the intellectual property by Aboriginals and Torres Strait Islanders. The appropriate systems for remuneration should be arranged and discussed before the programs (Gusheh, Firth & Netherton et al., 2019).
Fam, D. (2017). Facilitating communities of practice as social learning systems: A case study of trialing sustainable sanitation at the University of Technology Sydney (UTS). Knowledge Management Research & Practice, 15(3), 391-399. https://doi.org/10.1057/s41275-017-0062-x
Farr-Wharton, B., & Brown, K. (2015). Managing complexities through flow in industry clusters: An emergent framework and case-study evidence from Australia. Managerial Flow. http://hdl.handle.net/10453/77218
Gusheh, M., Firth, V., Netherton, C., & Pettigrew, C. (2019). The creation of the UTS Social Impact Framework: A collaborative approach for transformational change. Gateways: International Journal of Community Research and Engagement, 12(2). https://orcid.org/0000-0001-8294-1389
Shishehgar, S. (2020). Health and Socio-cultural Needs of Iranian Asylum Seeker Women Living in Sydney, Australia (Doctoral dissertation). http://hdl.handle.net/10453/140576
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