AMC ‘Reflect’ Reconciliation Action Plan

Reflect Reconciliation Action Plan May 2020 – April 2021

Image by Osborne Images

Message from the Principal, AMC 2020 will be a year of significant growth and development for the Australian Maritime College. It will be the first full year of operation under our new strategic direction, which is based on four key pillars – inspiring growth, delivering quality, developing knowledge and valuing people.

This Reconciliation Action Plan (RAP) is an integral component of our strategic direction and details the specific actions we have committed to, as part of our evolution into a valuesbased organisation that achieves excellence through diversity and collaboration.

Through implementation of our RAP, we will work to ensure our learning and teaching, research, industry and community-based activities recognise and respect all aspects of Aboriginal and Torres Strait Islander cultures, with a special focus on maritime culture.

I look forward to working with all AMC staff, and our colleagues within the broader University of Tasmania community, to implement the actions and achieve the deliverables outlined in our Reconciliation Action Plan.

Michael van Balen AO Principal Australian Maritime College

Cover Image and models by David Payne. The top model is a nawi tied bark canoe from the east coast of Australia, the middle one is a nardan or Derrka sewn bark canoe from Arnhem land, and the bottom one is a Tasmanian ningher.

Our Organisation The Australian Maritime College (AMC) is the national institute for maritime education, training and research. AMC was formally established as an institute of the University of Tasmania (UTAS) in January 2008. The AMC Advisory Board is appointed by the ViceChancellor of UTAS and the AMC Principal is appointed by the University.

Our main campus is located at Newnham, a northern suburb of Launceston in Tasmania. Other Tasmanian locations include:

AMC offers a wide range of courses at all levels, including vocational certificates, diplomas, undergraduate and postgraduate degree programs, and higher degrees by research.

Courses are offered in the following study areas:

• Bell Bay: The AMC Marine Firefighting Centre is located at Bell Bay (about 40kms north of Launceston). This facility is used for fire training education for students and staff.

• Maritime Business and Global Logistics • Ocean Seafaring • Maritime Engineering and Hydrodynamics • Coastal Seafaring (VET) We are dedicated to ensuring our course offerings remain relevant to global demands. With a curriculum focused on developing multidisciplinary knowledge and skills, as well as global perspective and social responsibility, our graduates are equipped and inspired to respond to opportunities and challenges in an ever-changing world.

AMC is globally recognised as being a centre for excellence.

Our multi-million-dollar suite of specialist teaching, learning and research facilities are internationally acclaimed and are used by Defence, industry and government organisations world-wide to answer leading-edge research questions. In addition, our experienced teaching and research staff have extremely strong industry links.

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• Beauty Point: courses in vessel operations are delivered from Beauty Point and the training vessels Bluefin, Stephen Brown, Skipjack and Reviresco are moored here.

We also have a Study Centre in Sydney, located at the Australian National Maritime Museum, Darling Harbour. The Sydney Study Centre was opened late in 2017, with the aim of enhancing AMC’s reach and consolidating our role as a centre of national excellence.

The establishment of the Sydney Study Centre builds upon other successful interstate ventures by AMC including: the delivery of maritime training programs in the Torres Strait Islands; training partnerships with key interstate education providers, including the third year of the nautical science degree at TAFE NSW; and industrytailored short courses delivered through AMC’s commercial and training division, AMC Search. AMC has also established an information shopfront at the TAFE South Australia Regency Campus, which has scope to expand to a location for study.

Our students enjoy access to the Southern Hemisphere’s most advanced collection of maritime facilities, including ship simulators, a fleet of training vessels, Towing

Australian Maritime College - Reconciliation Action Plan

Tank, Model Test Basin, Cavitation Research Laboratory, Underwater Collision Research Facility and the Autonomous Maritime Systems Laboratory. We continue to invest in our infrastructure to ensure our students receive a world-class experience.

AMC employs some 124 FTE academic and professional staff, with a further 30+ staff employed through AMC Search (excluding casual staff). Our current records indicate that no staff have identified as Aboriginal or Torres Strait Islander.

We have a small number of Aboriginal and Torres Strait Islander higher education students (0.8% of our total higher education student population), but have had historically strong numbers of Aboriginal and Torres Strait Islander students in our Vocational Education and Training (VET) programs (11% of all VET enrolments in 2017 and 9% in 2018), specifically through our work in the Torres Strait Maritime Pathways Project.

We have identified the recruitment of Aboriginal and Torres Strait Island staff as a focus in our future people planning. The University has an overall target of 3% or greater Aboriginal and Torres Strait Islander staff participation from 2020, which would equate to 3.7 FTE at AMC. We also seek to increase the number of Aboriginal and Torres Strait Islander students undertaking our higher education programs; our strategies in this area will be directed at not only commencing higher education students but also providing pathways for those transitioning from VET to higher education.

In the spirit of reconciliation, the University of Tasmania (UTAS), through its specialist institute, the Australian Maritime College, respectfully acknowledges the lutruwita nations, the Gadigal of the Eora Nation and the Kaurna people of the Adelaide Plains. The University also recognises the Aboriginal histories and cultures of the lands and seas and acknowledges and pays respect to the Traditional Owners and to Elders past, present and emerging of the lands and seas on which all UTAS campuses stand.

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Australian Maritime College - Reconciliation Action Plan Image by Osborne Images

Our Reconciliation Plan As a national institute, AMC’s vision is to shape and inspire the evolution of the maritime profession. We seek to inspire and educate a new cohort of maritime students and become a more sustainable entity, by leveraging our unique expertise, skills and partnerships in the sector.

We are committed to evolving into a values-based organisation that achieves excellence through diversity and collaboration.

The development of a Reconciliation Action Plan is integral to our diversity and values. To date we have operated as a provider of learning and training to Aboriginal and Torres Strait Islander communities. Through our Reconciliation Action Plan, we seek to provide the framework from which we can continue to provide training to, as well as to learn from Aboriginal and Torres Strait Islander peoples; we will identify ways in which we can ensure the strong maritime links and cultures

of Aboriginal and Torres Strait Islander peoples inform and are part of the curriculum and learning we provide to all students; and we will foster an environment that recognises and respects all aspects of Aboriginal and Torres Strait Islander cultures, with a particular focus on maritime culture.

We will work closely with the University of Tasmania’s Riawunna Centre for Aboriginal Education and the Office of the Pro ViceChancellor for Aboriginal Leadership to promote Aboriginal and Torres Strait Islander knowledge and perspectives.

AMC acknowledges the support from Riawunna Centre for Aboriginal Education

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Australian Maritime College - Reconciliation Action Plan

Our Partnerships Torres Strait Marine Pathways Project AMC successfully delivered a pilot program in fishing operations to Aboriginal and Torres Strait Islander students in Cairns, Queensland. The Certificate III in Fishing Operations was delivered under the Torres Strait Marine Pathways Project (TSMPP), which aimed to further develop the skills and capability of Torres Strait Islander and Aboriginal people to operate commercial vessels and create pathways for careers in maritime related industries such as fishing, tourism, coastal trading and the offshore maritime shipping industry. The project was funded through the Torres Strait Regional Authority.

The aim of the course was to assist students to gain competence in catching, processing, packaging and transporting fish and crustaceans.

Many of the students who participated in the training already worked in the fishing industry. This program further developed their understanding of the processing of fish and what it takes to get this high-value resource to market, in the best possible condition so as to gain the best possible price.

Not only did the training increase the employment prospects for students, it also created a positive economical outcome within the students’ communities.

The Certificate III in Fishing Operations has previously been conducted in Launceston in 2015, with students travelling from the Torres Strait to take part in it. It has since been redeveloped to suit delivery in a more familiar environment closer to the students’ home and focus on the commercial species caught within the region.

Indigenous Student Success Program – Shipboard Safety Skill Set Earlier in 2019, AMC successfully applied to the University of Tasmania’s Indigenous Student Success Program for funding to support a new initiative titled Shipboard Safety Skill Set. The Tasmanian Aboriginal people have had a long association with the sea and the coastal fringes. Being on the water, whether working on a small commercial fishing boat or on a recreational vessel can be hazardous at times as the environment can be harsh and unpredictable. Many fishers and boaters go out to sea without the required basic sea safety training which puts them at considerable risk. The proposed training not only has significant benefits for the individual but also for the wellbeing of the community of King Island and the Furneaux Islands by providing improved safety outcomes.

This initiative provides for 11 Indigenous people residing on King Island and the Furneaux Island Group to travel to the Australian Maritime College in Launceston to undertake Shipboard Safety Skill Set training. The training will be delivered in accordance with the national maritime training package which enables students to obtain a nationally accredited certificate. This program provides the participants with opportunities for further study as units included in the Shipboard Safety Skill Set course may count as advanced standing towards other coastal seafaring programs. Training is conducted from both the Newnham and Bell Bay campuses and students will stay on campus in Newnham, giving them an opportunity to experience all aspects of life at a higher education institution. In addition to the training, an interesting and informative schedule is planned, including a visit to the University’s Riawunna Centre and a tour of AMC facilities.

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Our Partnerships continued Staff Training The University of Tasmania offers staff a range of training options which are aimed at increasing awareness of Australian Aboriginal and Torres Strait Islander Cultures and creating a culturally safe and inclusive University environment.

For example, Come Walk With Us is an Aboriginal Cultural Safety Program which is run on a regular basis by the University’s People and Wellbeing Unit. The program is also open to interested students and highlights the strength and resilience of Aboriginal and Torres Strait Islander People and Cultures. As a participant in the Come Walk With Us program, staff improve their knowledge of how to communicate effectively with diverse Aboriginal and Torres Strait Islander cultures and improve their understanding of the impact of past policies on Aboriginal and Torres Strait Islander health, well-being and identity.

Study Scholarships Whilst the University of Tasmania offers a range of scholarships for Aboriginal and Torres Strait Islander students, AMC is keen to grow the number of scholarships to support Aboriginal and Torres Strait Islander students to undertake maritimerelated studies. Discussions are underway with several industry partners, who are keen to provide scholarship support.

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Culture and Connections through Riawunna As noted previously, AMC is keen to work closely and collaboratively with the University’s Riawunna Centre for Aboriginal Education as we progress our reconciliation journey. Examples of the programs facilitated through Riawunna include: • Riawunna Community Program: showcasing that culture is at the heart of the Riawunna Centre, strengthening the welcoming environment for Aboriginal and Torres Strait Islander students and staff, fostering learning and highlighting Aboriginal knowledges held by the Tasmanian Aboriginal Community.

• Riawunna’s Cultural Collection – tunapri milaythina: Riawunna is proud to be custodians of its cultural collection of water carriers, shell necklaces, baskets and an art collection.

• NAIDOC Week Celebrations: activities organised across the University’s campuses.

• University of Tasmania Indigenous Student Association – niyakara Mob: a collective of Aboriginal and Torres Strait Islander students at the University of Tasmania; together they share stories and culture to strengthen their journey through higher education through social and cultural events and peer mentoring.

Australian Maritime College - Reconciliation Action Plan

Culture and Connections through the Australian National Maritime Museum AMC’s Sydney campus is located in the Australian National Maritime Museum (ANMM) Precinct.

The ANMM has developed its Reconciliation Action Plan (Innovate) and has established 5 programs for Aboriginal and Torres Strait Islander maritime heritages: • Exhibitions • On-site programs and collection • Community engagement and development • Education Employment and workplace programs and RAP development initiatives.

AMC is keen to identify ways in which we can collaborate with ANMM to enhance the reconciliation activities of both organisations.

Pictured: AMC course coordinator Jarrod Weaving, student Gregory Waigana and lead trainer Andrew Tabor

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Australian Maritime College - Reconciliation Action Plan

nupiri muka: Eye of the Sea In August 2017, the Australian Maritime College launched its new autonomous underwater vehicle (AUV), capable of diving up to 5,000 metres, operating underneath the ice and gathering data on Antarctic research missions. During an official ceremony the $5 million polar vehicle was granted the name nupiri muka, which means ‘Eye of the Sea’ in palawa kani, the language of Tasmanian Aboriginal peoples. An address by Daisy Allan (palawa kani language worker, Tasmanian Aboriginal Centre (now Corporation) at the launch of AMC’s AUV noted:

Image by Dr Damien Guihen

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Australian Maritime College - Reconciliation Action Plan

“The Tasmanian Aboriginal Centre was delighted to receive a request from the Australian Maritime College to give the new Autonomous Underwater Vehicle a palawa kani name. In our role as the representative body for Tasmanian Aboriginal language, the TAC responds to such requests on behalf of the Aboriginal community – in line with the community’s Policy and Protocol for Use of palawa kani. nupiri muka – a combination of palawa kani words for ‘eye’ (nupiri) and ‘sea’ (muka) was chosen.

As a scientific research vessel, nupiri muka the AUV acts as ‘eyes’ in the depths of the oceans, enabling the survey of distant and unfamiliar locations and collecting data to further knowledge and understanding. In a similar way, early Europeans visiting lutruwita (now Tasmania) were keen to document the lifestyle and practices of the Aboriginal inhabitants; this included writing down the words they heard Aboriginal people speaking. nupiri, the palawa kani word for ‘eye’ was first recorded in 1777 at Adventure Bay on Bruny Island, by William Anderson, a surgeon with Captain Cook’s expedition. After this, several officers and scientists in both the d’Entrecasteaux Expedition in 1793 and the Baudin Expedition of 1802, also noted this word and confirmed its meaning.

Both these expeditions had a major focus on research through

information gathering. The characteristic qualities of those scientists – their meticulous observation and recording of detail – have proven invaluable to our people, as they have left us with the best records of some of the early Tasmanian Aboriginal languages, spoken by our Ancestors on their own Country before invasion. Even after the disruption brought by colonisation, this word nupiri was still spoken and was recorded until the late 1840s, when our people were imprisoned at Wybalenna on Flinders Island.

no speakers of our language. Now we have at least two generations of Aborigines who have grown up learning and speaking their language.

Since 2012 the State Government has acknowledged Aboriginal language, with the long overdue Aboriginal Dual Naming Policy, and 14 names now beginning to appear on signs and maps. palawa kani has been spoken in a children’s TV animated show, in a film under production; it has named meeting rooms, restaurants, art works and a newly discovered Velvet Worm – but this is its first trip underwater.

The word muka also originates from a coastal area, first recorded in Macquarie Harbour, and then across many language regions, including Cape Portland in the north east.

The Aboriginal women who survived to become the matriarchs of the families of the Tasmanian Aboriginal community today all originated from the north-east.

That’s very fitting, as the Aborigines of lutruwita have always been seafarers and builders of seafaring vessels; from ninga (canoes made of tea tree) and tuylini (canoes made of stringy bark) through to modern day lukrapina (boats) - most recently, the Truwana Lady, built by Kerry Mansell and others in 2006, and named for their island home, truwana/Cape Barren Island.

Most of our revived language derives from the north-east languages, as sadly, not enough of any one Tasmanian language remained to still be spoken right through. So palawa kani is a composite of remnants of the 8 to 12 original languages once spoken here. We retrieve it through historical research and linguistic analysis and community knowledge, and we write it in the sound and spelling system we developed to represent the original Aboriginal sounds. When language retrieval began in the early 1990s, there were

These were the things that we considered when choosing the name for this vessel. nayri nina-tu (We thank you) for the opportunity to let palawa kani rule beneath the waves, and tapilti nayri (bon voyage) to nupiri muka.”

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Relationships Action

Deliverable

Timeline

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1. Establish and strengthen mutually beneficial relationships with Aboriginal and Torres Strait Islander stakeholders and organisations.

Identify Aboriginal and Torres Strait Islander stakeholders and organisations within our local area or sphere of influence.

June 2020

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Research best practice and principles that support partnerships with Aboriginal and Torres Strait Islander stakeholders and organisations.

January 2021

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2. Build relationships through celebrating National Reconciliation Week (NRW).

Circulate Reconciliation Australia’s NRW resources and reconciliation materials to our staff.

May 2020

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RAP Working Group members to participate in an external NRW event.

27 May- 3 June, 2020

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Encourage and support staff and senior leaders to participate in at least one external event to recognise and celebrate NRW.

27 May- 3 June, 2020

Prin

Scope opportunities for incorporating the National Reconciliation Week theme into teaching/learning programs and resources throughout the year.

July 2020

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Identify opportunities to work with Australian National Maritime Museum to celebrate NRW at AMC Sydney Study Centre.

April 2020

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Communicate our commitment to reconciliation to all staff.

June 2020

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Identify external stakeholders that our organisation can engage with on our reconciliation journey.

July 2020

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Work with Riawunna Centre for Aboriginal Education to promote AMC’s commitment to reconciliation to the wider UTAS community and Tasmanian Aboriginal Community.

August 2020

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Investigate connecting with Reconciliation Tasmania and joining their Education Reconciliation Industry Network Group

July 2020

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Investigate hosting an appropriate link to Reconciliation Australia’s Narragunnawali: Reconciliation in Education online platform on our website (AMC Learning and Teaching page).

July 2020

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Contact Reconciliation Australia’s Narragunnawali team to deliver a guest lecture to teaching staff about reconciliation in education.

August 2020

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Contact Reconciliation Australia’s Narragunnawali team to discuss and identify ways to collaborate with Narragunnawali research / evaluation pertaining to reconciliation in education.

April 2021

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Scope opportunities to join a reconciliation professional learning, special interest, or industry network.

November 2020

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In collaboration with Riawunna, scope delivering a reconciliation lecture series open to staff, students and wider members of our educational community to attend.

April 2021

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Identify RAP and other like-minded organisations that we could approach to collaborate with on our reconciliation journey.

July 2020

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October 2020

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3. Promote reconciliation through our sphere of influence.

4. Promote positive race relations through anti-discrimination strategies.

Research best practice and policies in areas of race relations and anti-discrimination.

Conduct a review of HR policies and procedures to identify existing anti-discrimination provisions, and future needs.

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Australian Maritime College - Reconciliation Action Plan

Responsibility Principal, AMC Associate Head Research, AMC, in collaboration with Riawunna Centre staff Business Manager, AMC

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Principal, AMC

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Principal, AMC Associate Head Learning & Teaching, AMC Defence Maritime Project Manager, AMC Principal, AMC

Business Manager, AMC

Principal, AMC

Principal, AMC Associate Head Learning & Teaching, AMC Associate Head Learning & Teaching, AMC Associate Head Learning & Teaching, AMC Associate Head Learning & Teaching, AMC Associate Head Learning & Teaching, AMC Business Manager, AMC

Director, People & Wellbeing, College of Sciences & Engineering

Respect Action 5. Increase understanding, value and recognition of Aboriginal and Torres Strait Islander cultures, histories, knowledge and rights through cultural learning.

6. Demonstrate respect to Aboriginal and Torres Strait Islander peoples by observing cultural protocols.

7. Build respect for Aboriginal and Torres Strait Islander cultures and histories by celebrating NAIDOC Week.

8. Increase Aboriginal and Torres Strait Islander student enrolment engagement and educational achievement

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Deliverable

Timeline

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Develop a business case for increasing understanding, value and recognition of Aboriginal and Torres Strait Islander cultures, histories, knowledge and rights within our organisation.

April 2021

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Conduct a review of cultural learning needs within our organisation.

November 2020

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Develop an understanding of the local Traditional Owners or Custodians of the lands and waters within our organisation’s operational areas.

December 2020

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Continue to implement the UTAS Aboriginal Business Research Ethics principles throughout the work of AMC.

April 2021

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Continue to work with UTAS Aboriginal Higher Education Advisor in the development of curriculum encompassing Aboriginal and Torres Strait Islander content and perspectives.

April 2021

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Continue to work with the UTAS Elder in Residence program to encourage strong links with AMC staff and students.

April 2021

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Increase staff’s understanding of the purpose and significance behind cultural protocols, including Acknowledgement of Country and Welcome to Country protocols.

July 2020

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Raise awareness and share information amongst our staff about the meaning of NAIDOC Week.

June 2020

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Introduce our staff to NAIDOC Week by promoting external events in our local area.

June 2020

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RAP Working Group to participate in an external NAIDOC Week event.

First week in July, 2020

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Work closely with the Riawunna Centre to develop strategies and coordinate activities to increase Aboriginal and Torres Strait Islander student enrolments in AMC programs.

February 2021

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Australian Maritime College - Reconciliation Action Plan

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Responsibility Business Manager, AMC Director, People & Wellbeing, College of Sciences & Engineering Associate Head Learning & Teaching, AMC in collaboration with Riawunna Centre staff Associate Head Research, AMC Associate Head Learning & Teaching, AMC Principal, AMC

Business Manager, AMC

Principal, AMC

Events Coordinator, AMC

Principal, AMC

Business Manager, AMC

Opportunities Action

Deliverable

Timeline

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9. Improve employment outcomes by increasing Aboriginal and Torres Strait Islander recruitment, retention and professional development.

Develop a business case for Aboriginal and Torres Strait Islander employment within our organisation.

February 2021

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Build understanding of current Aboriginal and Torres Strait Islander staffing to inform future employment and professional development opportunities.

February 2021

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10. Increase Aboriginal and Torres Strait Islander supplier diversity to support improved economic and social outcomes.

Develop a business case for procurement from Aboriginal and Torres Strait Islander owned businesses.

April 2021

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Investigate Supply Nation membership.

April 2021

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Identify industry partners to provide scholarship and bursary support for Aboriginal and Torres Strait Islander students.

December 2020

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Encourage prospective Aboriginal and Torres Strait Islander students to attend Open Day and other future student-focussed events.

November 2020

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Work with partner institutions to encourage pathways to study at AMC for Aboriginal and Torres Strait Islander students.

February 2021

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Deliverable

Timeline

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Form a RWG to govern RAP implementation.

May 2020

Prin

Draft a Terms of Reference for the RWG.

May 2020

Prin

Establish Aboriginal and Torres Strait Islander representation on the RWG.

May 2020

Prin

Define resource needs for RAP implementation.

May 2020

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Engage senior leaders in the delivery of RAP commitments.

May 2020

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Define appropriate systems and capability to track, measure and report on RAP commitments.

May 2020

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14. Build accountability and transparency through reporting RAP achievements, challenges and learnings both internally and externally.

Complete and submit the annual RAP Impact Measurement Questionnaire to Reconciliation Australia.

30 September, 2020

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15. Continue our reconciliation journey by developing our next RAP.

Register via Reconciliation Australia’s website to begin developing our next RAP.

January 2021

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11. Promote AMC as a provider of VET and higher education programs for Aboriginal and Torres Strait Islander students

Governance Action 12. Establish and maintain an effective RAP Working Group (RWG) to drive governance of the RAP.

13.Provide appropriate support for effective implementation of RAP commitments.

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Australian Maritime College - Reconciliation Action Plan

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Responsibility Business Manager, AMC

Business Manager, AMC Business Manager, AMC in collaboration with UTAS Procurement staff Business Manager, AMC in collaboration with UTAS Procurement staff Business Manager, AMC

Events Coordinator, AMC Associate Head, Learning & Teaching, AMC

Responsibility Principal, AMC

Principal, AMC

Principal, AMC

Business Manager, AMC

Principal, AMC

Manager, AMC Strategy

Manager, AMC Strategy

Manager, AMC Strategy

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