KU PROFESSIONAL SERVICES AND LEARNING
Quarterly
KU Children’s Services
OCTOBER 2017
FORMING RESPECTFUL PARTNERSHIPS WITH ABORIGINAL
PEOPLE SUPPORTS THE GROWTH OF CULTURAL KNOWLEDGE
BY THE KU ABORIGINAL AND TORRES STRAIT ISLANDER
PROGRAMS TEAM
T
he ongoing learning and understanding of Aboriginal
and Torres Strait Islander histories, cultures and
communities is reflected through a deep commitment to
diversity and inclusion.
KU Children’s Services launched its Innovate
Reconciliation Action Plan (RAP) in October 2016. Using
the RAP as a framework to achieve the organisational
vision for reconciliation, KU is demonstrating a
commitment to promoting positive change for Aboriginal
and Torres Strait Islander peoples.
KU’s RAP development was a three year journey involving
a working group of KU staff representatives, including
Aboriginal and Torres Strait Islander people, working
closely with Reconciliation Australia, members of KU’s
Aboriginal and Torres Strait Islander Reference Group,
the KU Executive Team and KU Board. One year into the
implementation phase, which includes 17 actions and 84
deliverables, KU is progressing along the reconciliation
continuum, ensuring practices reflect the organisation’s
values.
Supported the engagement and input of Aboriginal
people to the inclusion of cultural knowledge and
information at a local level.
Encouraged open communication between families,
schools and KU, in relation to the transition to school
of Aboriginal and Torres Strait Islander children.
Supported the attendance and participation of
Aboriginal and Torres Strait Islander employees in
professional learning opportunities.
Increased employment of Aboriginal and Torres
Strait Islander people in a range of positions across
the organisation.
Increased enrolment numbers of Aboriginal and
Torres Strait Islander children. Many of the outcomes KU is achieving come to fruition
when colleagues work together to achieve the same
goal. To achieve performance based outcomes, a
similar understanding is needed. That is, success won’t
be achieved in isolation. It involves many factors that
come together to enable the desired result. For example,
relationships and respect within the community support
an increase in enrolments of children. Also, participation
in professional learning opportunities enables Aboriginal
and Torres Strait Islander staff in KU to make choices,
take on leadership positions and be role models for future
employees.
Increased parent, carer and community
engagement and participation in the education of
all children in KU centres. A key deliverable of KU’s Innovate RAP is for each
KU centre to develop a centre-based Reconciliation
Action Plan through the online Narragunnawali RAP
By focussing on achieving positive outcomes through
practice, KU has:
IN THIS ISSUE :
ABORIGINAL WAYS OF BEING AND TEACHING YOUNG ONES