04.-CNRM-Final

Feasibility Study Into a CNRM Qualification for Northern Australia for RDA Kimberley – 2015 0
Project Management: Bruce Gorring (UNDA)
Research Team: Jess Clements, Gillian Kennedy, Mel Marshall and Steve Kinnane
Report Authors: Jess Clements, Gillian Kennedy, Mel Marshall and Steve Kinnane
Cultural and
Natural
Resource
Management
Feasibility Study
Report
2015

Note: This Report was supported RDA Kimberley and does not necessarily represent the
views of the Australian Government, its officers, employees or agents.
Cover Artwork: ‘Seeing Country’ by Yangkana Laurel.
Yangkana Laurel is a Walmajarri artist and educator from the Kadjina Community in the Kimberley
region of Western Australia (on the edge of the Great Sandy Desert) - part of Millijidee Station. Along
with her sisters, brothers and mothers, Yangkana advocated to set up the remote Wulungarra
community school.

Table of Contents
LIST OF DIAGRAMS.........................................................................................................................................3
LIST OF MAPS.................................................................................................................................................3
LIST OF TABLES...............................................................................................................................................3
LIST OF IMAGES..............................................................................................................................................3
ACKNOWLEDGEMENTS ..................................................................................................................................4
SUMMARY .....................................................................................................................................................5
BACKGROUND..............................................................................................................................................16
AIMS ............................................................................................................................................................17
METHODOLOGY ...........................................................................................................................................17
ETHICAL CLEARANCE ....................................................................................................................................19
COMBINED TECHNICAL - REFERENCE GROUP ...............................................................................................19
EXTERNAL EVALUATOR ................................................................................................................................20
FINDINGS: WHAT THE LITERATURE SAYS......................................................................................................21
FINDINGS: WHAT WE HEARD .......................................................................................................................39
RESOURCING OPPORTUNITIES .....................................................................................................................50
OPTIONS FOR CNRM QUALIFICATION DEVELOPMENT .................................................................................58
NEXT STEPS ..................................................................................................................................................85
REFERENCES.................................................................................................................................................86
APPENDICES.................................................................................................................................................93
APPENDIX ONE - GUIDING QUESTIONS ........................................................................................................94
APPENDIX TWO - OVERVIEW OF RESPONSES ...............................................................................................95
APPENDIX THREE - KEY INFORMANTS ........................................................................................................105
APPENDIX FOUR- GENERAL CONSTRAINTS AND CHALLENGES....................................................................108
APPENDIX FIVE - LEADING PRACTICE FRAMEWORK ...................................................................................110
APPENDIX SIX - UNDA FULL UNIT DESCRIPTIONS .......................................................................................112
APPENDIX SEVEN - INDEPENDENT EXTERNAL EVALUATION .......................................................................127
APPENDIX EIGHT - RESPONSE TO THE EXTERNAL EVALUATION..................................................................135

List of Diagrams
DIAGRAM 1: ABORIGINAL VERSUS WESTERN KNOWLEDGE ........................................................................ 16
DIAGRAM 2: CAREER PATHWAYS IN THE KIMBERLEY RANGER NETWORK. ................................................. 26
DIAGRAM 3: TEACHING FROM COUNTRY MODEL ....................................................................................... 35
DIAGRAM 4: PATHWAYS TO PROGRESS THROUGH THE CNRM QUALIFICATION.......................................... 64
DIAGRAM 5: THE RELATIONSHIP BETWEEN WORK-BASED LEARNING AND THE CNRM QUALIFICATION ..... 66
DIAGRAM 6: POTENTIAL CROSS INSTITUTIONAL PARTNERSHIPS FOR DIFFERENT CNRM STREAMS............. 74
List of Maps
MAP 1: THE KIMBERLEY RANGER NETWORK ............................................................................................... 25
List of Tables
TABLE 1: KRN ANNUAL SEPTEMBER GRADUATIONS.................................................................................... 28
TABLE 2: RANGER RETENTION 2012 AND 2014............................................................................................ 28
TABLE 3: CNRM QUALIFICATION LEADING PRACTICE ELEMENTS ................................................................. 38
TABLE 4: BACHELOR OF SCIENCE: CNRM...................................................................................................... 69
TABLE 5: BACHELOR OF ARTS: CNRM .......................................................................................................... 71
List of Images
IMAGE 1: PARUKU RANGER COORDINATOR RECEIVES CERTIFICATE 2 ....................................................... 22
IMAGE 2: THREE KIMBERLEY RANGER GROUPS TEAM UP WITH DHIMURRU RANGERS FROM THE NT ...... 27
IMAGE 3: TRADITIONAL KNOWLEDGE RECORDING – GOONIYANDI WOMEN RANGERS’ ........................... 36
IMAGE 4: KARAJARRI HEAD RANGER JESSICA BANGU COMPLETES SURVEY. ............................................. 36
IMAGE 5: KRN LITERACY AND NUMERACY SMACKDOWN 2014. ................................................................ 40
IMAGE 9: NGURRARA RANGERS PLAN REMOTE DESERT OPERATIONS. ..................................................... 63
IMAGE 10: NYUL NYUL HEAD RANGER YOSHI AKUNE PREPARES TO CONDUCT AERIAL BURNING............... 84

Acknowledgements
The authors wish to thank Regional Development Australia (RDA) for making this project possible,
and for its ongoing support and advice during the life of the project.
We would also like to thank the many people working in numerous capacities of Aboriginal and Torres
Strait Islander Cultural and Natural Resource Management (CNRM) development and training,
particularly those working in ranger management, ranger coordination, Vocational Education and
Training (VET) and training coordinators; Government facilitators and community leaders who have
provided their time and advice in the completion of our research. Professional people with extensive
experience in CNRM and the development of university education programmes contributed to this
study through informal conversations and testing of findings. We would like to thank members of the
Technical/Reference Group convened for this project who included: Julie Melbourne (Land and Sea
Manager, Nyamba Buru Yawuru [NBY]); Wil Bennett (Ranger Development Programme Manager,
Kimberley Land Council [KLC]); Daniel Oades (Bardi Jawi IPA Coordinator, KLC); and, Beau Bibby
(Conservation and Land Management lecturer, Kimberley Training Institute [KTI]).
We would especially like to thank Chris Mitchell for his advice and support in the development and
execution of this project, and also the members of the RDA Board for their feedback and engagement
on our presentation. Finally, we would like to thank all participants of the workshop convened in
Broome in October 2014 for providing valuable direction and insight that has informed the findings
of this study and options for development of a CNRM qualification for Northern Australia.

Summary
Background
Cultural and Natural Resource Management (CNRM) is a growing cross-sectoral discipline which
integrates human cultural knowledge, values and relationships with the natural environment in the
management of natural resources. It incorporates and integrates cultural studies, heritage studies,
environmental science, planning, geography and ecology. It is closely aligned with academic
disciplines of geography, human ecology, sustainable development and environmental science. It has
grown as a field of natural resource management which incorporates Indigenous Knowledge of
country specifically where Indigenous peoples, knowledge and values are integrated with and
enhance Western scientific knowledge. Concurrent with this growth in activity is an increase in
demand for qualifications which address unique CNRM cross-discipline characteristics.
Aims and context
This study aimed to identify CNRM-related training and qualifications, the options for UNDA to work
in partnership with other institutions, and resource opportunities to support the development of new
models for curriculum development and the delivery of a CNRM qualification for Northern Australia.
Key parameters for future development options included:
 the use of the Broome Campus of University of Notre Dame Australia (UNDA) and
engagement with CNRM activities in the Kimberley;
 likely partnership between the Broome Campus of UNDA, Indigenous Land and Sea
Management organisations and other potential university, industry and government
organisations to develop and deliver qualifications and training in CNRM; and,
 the long term sustainability of the qualification through identification of resource
opportunities at the institutional, individual (student) and regional level in the phases of
development, implementation and long-term establishment.
The study involved a review of current CNRM activities, current CNRM and Cultural Heritage
Management Planning (CHMP) qualifications and community and industry requirements, and
expectations of the proposed qualification. The study also considered the positive benefits of a
CNRM qualification to transition the growing number of Indigenous rangers into higher qualifications
to support continued employment and skills development for management positions.
Completion of the Study
The study included a review of publically available literature about CNRM, CHMP and
Environmental Planning qualifications and issues affecting Indigenous student transition to higher
education. The research was also undertaken by interviewing Indigenous ranger coordinators,
Traditional Owners (TOs) and staff members from university departments, research institutions,
training organisations, Land and Sea Management Units (LSMUs), government and non-government
funding bodies. Formal and informal interviews were completed to evaluate the interest in, and
capacity to deliver, a CNRM qualification for Northern Australia. A dedicated workshop was also
held in Broome in October 2014 with members of the combined Reference/Technical Working
Group and other community organisations and government agencies active in the CNRM sector
which focused on the needs of Indigenous rangers and the role of Indigenous Knowledge, and on-
ground project-based assessments.

CNRM feasibility: Key findings
 A limited number of CNRM-specific courses are available at the higher education level and
none that address all the needs of Indigenous and non-Indigenous students studying across
Northern Australia in terms of delivery mode, qualification level and access.
 Keen interest exists for the development of a project-based learning CNRM qualification
based in the Kimberley which incorporates Indigenous Knowledge and can be delivered in
intensive block and reverse block programmes, at diploma, bachelor, graduate certificate and
graduate diploma levels.
 The required infrastructure, assets, expertise and partnerships required to implement and
sustain a CNRM qualification exist within current and prospective partner institutions with
an interest in the Kimberley, and beyond to remote and Northern Australia.
 Opportunities exist to support the development and delivery of a CNRM qualification focused
initially on developing pathways for Indigenous rangers, undergraduate and graduate
students, but also being made available to any students seeking to compliment related
discipline qualifications.
 Empirical evidence supports the development of a CNRM qualification for Northern Australia
that employs a partnership approach between universities, non-government organisations
and industry groups.
 Project developers propose that any CNRM qualification needs to involve accredited training
and assessment of the actual work that rangers, Land and Sea Management Units and
communities are engaged in, such as Geographic Information Systems (GIS) and data
management.
 At this time, the study has identified a range of potential programmes that could be accessed
through competitive grant processes to support staged phases of development and
continued support in the form of resourcing scholarships or specific expertise.
 UNDA has indicated that a staged rollout of this programme would be a realistic option. It
has been recommended that the CNRM qualification begin with a diploma of 8 units, with an
optional exit point after 4 units.
 The study finds that sustainability of this qualification will rely on a central lead institution
(UNDA), partnerships with community Land and Sea Management Units, and partnerships
with other CNRM programmes so as to provide a diverse base of unit offerings and shared
investment.
 A CNRM qualification can be developed for formal programme enrolment via UNDA by 2016.
Students can begin pathways in 2015 which can be formalised through the University of
Notre Dame, Australia’s Academic Council in 2016.

CNRM feasibility findings: Key issues
The following sections highlight analysis underpinning the key findings. These summaries reflect
detailed analysis of the evidence obtained through the literature review, interviews and the CNRM
workshop in Broome in October 2014. The section concludes with a summary of the next steps
necessary to initiate a CNRM qualification for Northern Australia with significant engagement of
current Kimberley CNRM activities and the resources of the University of Notre Dame, Australia
(UNDA) and potential partners.
Targeted cohorts to sustain the CNRM Qualification in Northern Australia
The initial impetus for the CNRM Feasibility Study was to investigate the development of a
qualification that would provide a pathway for Indigenous rangers to transition from VET
qualifications in Certificates I – IV in Environmental Management to an undergraduate qualification
in CNRM. This remains an important priority for the development of the CNRM qualification based
on: the needs of remote Indigenous constituents; the unique engagement of Indigenous Knowledge
tied to ranger programmes and Indigenous Protected Areas (IPAs) in the region; and, the comparative
advantage of significant CNRM activities underway in the region that will form the basis of project-
based learning. While Indigenous rangers constitute a significant cohort of students (an estimated
730 Working on Country rangers in 2015), sustainability of the programme will require engagement
of a wider cohort of students. Non-Indigenous students are also expected to be attracted from
demographics such as those completing degrees in CHMP, Environmental Sciences, Environmental
Engineering, Sustainability, Geography and Regional Planning. Such students may choose to
complete this course as a minor, a double major or a Graduate Certificate.
Addressing gaps in delivery and content of existing qualifications
Respondents identified gaps in content, and problems with current delivery methods of training in
CNRM for Indigenous rangers and general CNRM and Cultural Heritage Management degrees.
Content gaps
Considerations of cultural content and the valuing of, and engagement with, Indigenous Knowledge
was considered a high priority. It was believed that current training for Indigenous rangers and
undergraduate degrees in environmental management did not focus enough on the linkage between
cultural knowledge, cultural governance and how these informed natural resource management.
A common response was that many of the current modules were not developed to a sufficiently
complex level or were not dealing with specific Indigenous contexts to any real degree. It was
considered that the level of training in the contexts of health and safety, environmental ethics, fire
management, and so on, was either formulaic, off-the-shelf or ad-hoc. On the other hand,
exemptions from national standards for Indigenous organisations for some licensing and training (e.g.
firearm and vessel certification) results in the qualifications being un-transferrable to the mainstream
context. In this context, the CNRM qualification needs to be specific to a cultural context, yet
transferrable as a recognised undergraduate degree.

Delivery methods
There was clear criticism of the current lack of a bridge between VET and undergraduate
qualifications. This was supported by the literature which revealed a significant cohort of Indigenous
students were willing to transition from VET to undergraduate qualifications, but little support and
few mechanisms to assist in this process. Existing enabling programmes, bridging programmes and
Tertiary Pathways Programmes (TPP) were valued, but were considered too general in nature and
not targeted to regional and remote Indigenous students’ needs. Respondents were critical of
courses that required participants to spend regular extended periods of time away from country,
community, family and work.
Diverse pathways: Transitioning from VET to Higher Education and Post Graduate opportunities
Respondents’ views were supported by a review of relevant literature indicating the need to clearly
define transition pathways, particularly for Indigenous students transitioning from VET. To provide
students with solid skills sets and prepare them for undergraduate study, it was considered essential
for stronger links to be created between VET and higher education qualifications through
benchmarking of Tertiary Preparation Programme and other enabling modules.
Early intervention was considered crucial. ‘Learning from Country’ activities such as the Junior Ranger
Programme were highlighted as a valuable way to target school children through cultural awareness
and environmental science activities within the school curriculum; to focus on how to read country
and value Indigenous Knowledge. A key consideration in the development of a CNRM pathway for
transitioning adult students included the need to structure the course so that problem-based learning
was used as a way to develop skills sets for integration into current work programmes (for rangers
and others, such as rehabilitation specialists), and would be more practical and realisable. Intensive
literacy skills training – applied and contextual (e.g. first year of an enabling course or within a degree
focussed intensively on literacy) — was considered essential for many Indigenous students
transitioning from VET.
The Underpinning Skills for Industry Qualifications (USIQ) programme, which includes skills in
communication, mathematics, technology, culture, cognition, and problem solving, was considered
a valuable model for developing a pathway for the CNRM qualification. Developed by the WA
Department of Training and Workforce Development, USIQ enables Registered Training
Organisations (RTOs) in receipt of public funding to access resources to provide specialised teaching
and additional time for students undertaking industry qualifications who have been identified as
having additional educational support needs.
Challenges and constraints for students and for delivery
Indigenous rangers and others living in remote Northern Australia generally experience significant
constraints to participation in higher education. These include issues of remoteness, difficulty of
accessing resources, lack of on-ground support, inflexibility of higher education delivery models and
a lack of valuing of Indigenous Knowledge and values linked to outcomes based education. General
constraints identified in the 2014 OLT study, Can’t be what you can’t see; The transition of Aboriginal
and Torres Strait Islander students to higher education, identified common constraints for Indigenous

student transitions including financial constraints, accommodation constraints, education costs and
debts, lack of cultural competency within universities, personal factors including family and
community obligations, the need to be responsible for large family groups, and difficulties in the
delivery of the Indigenous Tutorial Assistance Scheme (ITAS) (Please see Appendix Three – General
constraints and challenges).
Respondents working in the field of CNRM highlighted the need to:
 develop literacy, numeracy, and Information Technology (IT) skills — essential for rangers to
develop confidence and build motivation,
 learn specific research and report writing skills,
 target recruitment of people with leadership and cultural skills, based on recognition of the
need to integrate Indigenous Knowledge and protocols in the delivery of CNRM,
 have access to relevant professional people e.g. environmental scientists, archaeologists
and Geographic Information Systems (GIS) mappers,
 incorporate government and industry to resource training needs as a part of funding
programmes, and
 deal with a common issue in the VET sector — training fatigue.
Factors enabling student completion and innovative programme delivery
Modes of delivery were recognised as important factors in the potential success and sustainability of
an effective CNRM qualification. The need for integrated skills development with a view to
preparation for potential transition to higher education was suggested by respondents and this is
supported in the literature; in particular, in the Indigenous Higher Education Review (IHER) 2012.
Respondents also highlighted the need for reverse block, block and intensive delivery of units, as well
as the potential for intensive project-based practical skills assessment processes on country; all
considered essential for Indigenous and non-Indigenous participants. Respondents believed that
future qualifications needed to include appropriate learning structures, such as the use of mentors.
Similarly, a project-based focus – integrating structured learning with field work and creating co-
benefits from the project e.g. financial management, admin, IT, meeting facilitation and other
practical skills, were considered essential. It was also considered important to allow for alternative
assessments to written work, such as the development of graphics, communications strategies and
consultation plans in place of abstract problem solving.
Other factors that were identified as being important to consider when supporting transition
programmes included transport and accommodation, the structure of the academic year around
intensive unit delivery and the value of field-based activities that could even be supported by mobile
classrooms and reverse block teaching. Information technology and mobile technology were
identified as areas in need of support for students to be able to use practical software such as I-
Tracker and a common range of IT applications. This could also involve using DVDs, audio tools,
interactive dictionaries, speaking-to-text conversion programmes and audio-visual devices to
produce assessable outputs.

There was a strong belief that any CNRM qualification needed to involve accredited training and
assessment of the actual work that rangers, Land and Sea Management Units (LSMUs) and
communities engaged in, such as GIS and data management. It was noted that Deakin University was
the only institution that appropriately acknowledged and valued Indigenous Knowledge and the
cultural element. An Indigenous ranger-specific programme in the VET sector would be expected to
be cross-disciplinary and include topics such as media training, public speaking, community liaison,
assertive communication, community governance, corporate governance, community asset planning,
mentoring and leadership.
Essential elements for content of a CNRM qualification
Project-based learning was identified as ideal for imparting knowledge in CNRM. Integration of theory
and field work was considered the best means to support a CNRM designed pathway and to support
a CNRM stream once students had transitioned to higher education. Practical, yet complex skills sets
tied to the management of projects and people; management and leadership; engagement of
community in projects (such as asking TOs about doing a project); cultural governance (such as how
to develop a project; get approval for a project and knowing the governance structure you’re working
under); and, running a workshop and how to facilitate a group for developing aims and outcomes;
were considered essential elements. Cultural protocols such as knowing right people; interpretation
of stories; knowing what species you don’t take; and, looking at country more deeply, were
considered essential skills that Indigenous and non-Indigenous students needed to have integrated
into any developed CNRM qualification. To this degree, respondents believed that a CNRM
qualification should include theoretical and practical elements of Indigenous Ecological Knowledge
(IEK), Cultural Heritage Management and Cultural Database Management.
Where a student is engaged in units of study including project-based learning outcomes, and where
that student is employed, there will be a need to negotiate with their employer about how they can
undertake these components using their day-to-day work on country where possible. Where the
student is Aboriginal, and/or their employer is an Aboriginal organisation, and/or there are any
relevant Aboriginal intellectual traditions to be imparted (ecological, language, law), there will be a
negotiation of teaching and oversight from cultural advisors, bosses and practitioners.
Current CNRM Qualifications
The main qualifications that participants identified were Conservation and Land Management
(C&LM) Certificates at the VET level, often as a requirement of Working on Country employment and
traineeship positions. This qualification is largely NRM focussed and has limited cultural or traditional
knowledge elements included. A Diploma in Conservation and Land Management is also available
for those at the level of managing a small team; however, there were no participants identified in
these consultations who were undertaking training at this level.
At the KLC, training staff are piloting the Advanced Study Group initiative in which the units
undertaken at Cert IV level are selected according to a specific project that the rangers identify and
study over the course of a year, as described below (see “Leading Practice Models”). To support
rangers in their training, participants indicated that rangers also undertake Language, Literacy and
Numeracy (LLN) training. This programme was previously called Workplace English Literacy and

Learning (WELL). In Central Australia, the cost is covered by the Central Land Council (CLC) and
delivered by a private RTO at 10 hours per fortnight. In the Kimberley, it is delivered by the KTI. In a
joint initiative, the KLC and KTI have started an annual event known as the Workplace English
Language and Literacy Smackdown, where rangers compete in their teams in a range of activities that
are ‘designed to challenge team work, communication and problem solving’ (Kimberley Land Council,
2014).
A limited number of CNRM-specific courses are available at the higher education level but none
address all the needs of Indigenous and non-Indigenous students studying across in Northern
Australia in terms of delivery mode, qualification level and access. These are detailed in the section
detailing Other CNRM qualifications available nationally.
Funding and resources
University funding is generally conditional upon delivering graduate attributes within a web of
government supported and regulated frameworks. However, within this highly regulated sector,
opportunities increasingly exist for partnerships between institutions, government programmes and
the private sector. The main funding source upon which the UNDA relies is generated from student
placements, and as a dual sector University, the Broome Campus attracts both VET and higher
education funding from the Commonwealth Government. It also offers a HECS equivalent structure,
which offsets the fees charged to enrolling students. Commonwealth supported places represent the
Australian Government’s contribution to each university per student enrolled. However, not all
courses attract Commonwealth support so will rely largely on fee-generated income.
If implemented, an articulated pathway in land and sea management in the higher education context
would be unique and therefore competitive. UNDA is well placed to capitalise on its regional position,
and the growth of a sector that could be broadly described as land and sea management within the
context of a conservation economy. UNDA is uniquely placed to offer land and sea management as
a professional undergraduate course in certificates and bachelor degrees, and postgraduate
certificates, diplomas and masters programmes. This can be delivered as a stand-alone institutional
offering, but is more likely to succeed through a partnership approach across regional and Northern
Australia that includes other universities, industry, government, and non-government sectors. This
would bolster the education sector of the University, and also enable linkages within its research and
development work.
Funding opportunities outside of the University’s main frameworks were also considered. This
included funding sources within Indigenous affairs’ portfolios, and potential avenues for industry,
education assisted agencies and organisations where support could be extended through the
establishment of funding and in-kind partnerships. These opportunities include scholarships,
cadetships, tutoring, accommodation assistance, as well as in-kind support in areas such as
champions, mentoring and leadership. Within the scope of developing a new suite of CNRM
qualifications, full investigation into the higher education compliance and regulatory frameworks
governing its development will need to be bridged once currently proposed changes to higher
education funding models are more clearly defined. At this time, the study has identified potential
programmes which could be accessed through competitive grant processes to support staged phases

of development and continued support in the form of resourcing scholarships or specific expertise.
There is also scope for philanthropic support of a dedicated CNRM qualification (for Indigenous
rangers). This is detailed in the section Resource Opportunities for supporting a CNRM qualification.
Proposed CNRM Qualification within UNDA
The way in which education is delivered in the attainment of a CNRM qualification at the higher
education level is crucial. Regional and remote locations are a reality of living in the Kimberley
specifically, and Northern Australia more broadly. To be successful, courses of study must be
designed and delivered innovatively. Given that throughout the Kimberley, Aboriginal people
comprise the predominant population, the Broome campus occupies a unique niche in the context
of Reconciliation, being able to provide high quality education for both Aboriginal and non-Aboriginal
people who live and work, not only in the Kimberley but throughout regional and remote locations
across Australia.
The Regional and Remote Delivery Model (RRDM) adopted by the UNDA in 2014 addresses these
challenges and opportunities through the development of intensive programme delivery that is
flexible, practical and based in dedicated pastoral care for students. A feature of the RRDM is that it
uses intensive blocks, delivered on the Broome campus over one week for each unit with pre-
intensive preparation and post-delivery tutorials. Other forms of block delivery, where teachers
travel to off-campus locations, is also accommodated within this framework. Further, as the RRDM
offers the potential for delivery to other regional and remote locations, the pool of potential students
will increase. This provides economies of scale and reduces operating costs. Other elements of the
RRDM include, but are not limited to, the use of pre-recorded materials (created by UNDA and/or by
other sources); web-based delivery (including Collaborate); Blackboard-based delivery; discussion
forums for tutorials and workshops; online learning; and, both traditional and contemporary distance
education materials.
To this end, it is recommended that the CNRM qualification needs to be developed in stages. It is not
feasible, or desirable, to generate an entire degree’s worth of material without testing the delivery
of units and modules and including industry and community groups in the design, delivery and
evaluation of the programme. The process of developing an undergraduate degree is also best
handled in stages with regard to approvals of the Unit and Course Accreditation Committee of the
Academic Council of UNDA.
UNDA has indicated that a staged rollout of this programme would be a realistic option, particularly
given recent changes at the Broome campus, which have seen the standard delivery of
undergraduate courses discontinued. It has been recommended that the CNRM qualification should
begin with a Diploma of 8 units, with an optional exit point after 4 units. This early exit option would
allow participants to graduate with an unaccredited University Certificate. Eventually a Bachelor
Degree (24 units) would be developed from new and existing UNDA and cross-institutional units with
three possible streams, CNRM, Cultural Heritage Management and Environmental Management. The
Diploma could give up to 33% credit (one year equivalent) for a three year Bachelor Degree. Further,
UNDA has the capacity to deliver units with similar content at different levels, which means that the
same units can be taken at both undergraduate and postgraduate levels, with assessments, readings

and learning outcomes being the distinguishing features of the two separate coded units. This would
allow for a larger cohort of students to access the courses.
It is necessary that students begin by being enrolled in the Diploma level course because enrolment
in an undergraduate University Certificate does not enable students to access Fee-Help or HECs-Help.
However, being enrolled in a Diploma course enables students to access HECS-Help and Fee-Help,
and once students have completed 4 units of the Diploma they can choose an optional exit with a
certificate that recognises work completed to that point. This essentially means that a certificate is
obtainable on completion of 4 units and students can access Fee and HECS-Help. A staged process
could offer both a practical study pathway for students transitioning from the VET sector, or for those
who have completed secondary schooling and are either in the workforce, or are looking to build
their skill set in order to secure employment. For those who have not completed secondary schooling
who wish to embark on higher education level studies, it could also provide a useful pathway as long
as adequate enabling support was provided.
It is envisaged that newly designed CNRM Units would be created as follows:
2016 - CNRM 1.1 and CNRM 1.2
2017 - CNRM 2.1 and CNRM 2.2
2018 - CNRM 3.1 and CNRM 3.2
Each of these specific units within the CNRM Stream would be characterised by:
 Project-based learning
 On-country learning
 Intensive delivery
 Integrated cohorts of undergraduate, graduate and short course students
 Tied to Ranger Activities.
As an example, a programme of works would be designed with respect to one specific ranger group.
Not all rangers from that specific group need participate in the unit at the same level. Some may
complete work as part of PD modules toward Cert IV, or may simply carry out their work as rangers.
Those engaged at the undergraduate and postgraduate level would complete the same tasks, but
completing different tasks different levels of assessment.
Identified Potential Partnerships
The above options reflect some examples of UNDA’s capacity to deliver CNRM qualifications
however, collaborating with other institutions will allow a much broader scope of specialisations.
Additionally, the feasibility study of 2009 recommended that cross-institutional partnerships be
sought to support a qualification in the Kimberley, given that universities across Northern Australia
(namely, Charles Darwin University, Batchelor Institute and James Cook University) already have
strong engagement and research capacity in CNRM and Indigenous community development. The
research team made contact with over 40 staff members from these, and other universities, as well
as other institutions and bodies engaged in education, research and training in CNRM across Northern
Australia. Great interest was expressed from all organisations in the opportunity to collaborate with

UNDA on a CNRM qualification. A brief explanation of the potential collaborative opportunities with
each, follows.
For a qualification in CNRM, which aims to recognise and incorporate Traditional Ecological
Knowledge (TEK), a partnership with CDU would be most advantageous. At the Australian Centre for
Indigenous Knowledges and Education (ACIKE), units undertaken at Batchelor Institute are often
delivered via a combination of online and intensive modes. This will be an important consideration,
given the constraints to education outlined earlier, where self-motivation, IT skills and academic
literacy may be a barrier for people studying in wholly-online modes, and long periods away from
home and work may preclude people from studying internal units on campus.
The Protected Area Learning and Research Collaboration (PALRC) is an Initiative of University of
Tasmania, Tasmanian Land Conservancy, James Cook, Charles Darwin and Murdoch Universities.
The PALRC is designed to foster excellence in governance and management of protected areas in Asia
Pacific & Oceania regions, by offering postgraduate courses at four Australian universities from 2015.
The objectives of the PALRC are to enhance professionalism in the CNRM field and to meet global
competency standards by targeting protected area professionals and community-based conservation
practitioners. The PALRC also aims to provide regional support for protected area practitioners, build
regional collaborations between universities, Protected Area agencies and other institutions, support
the objectives of the IUCN, secure accreditation from bodies such as Global Partnership for
Professionalizing Protected Areas Management (GPPPAM), and provide accredited training
programmes throughout Asia Pacific and Oceania regions. CDU and UNDA have both been
approached to join this collaboration, and it is understood that CDU and UNDA would work together
if such involvement were pursued.
Whether created as a stand-alone UNDA qualification, or as part of a wider network of CNRM
qualification delivery, such as the Protected Area Learning and Research Collaboration (PALRC), the
study finds that sustainability of this qualification will rely on the central lead institution, UNDA’s,,
partnerships with community Land and Sea Management Units, and partnerships with other CNRM
programmes so as to provide a diverse base of unit offerings and shared investment.
Next Steps
 Seek feedback from Regional Development Australia and UNDA for an in-principle agreement for
the staged commencement of UNDA’s CNRM courses, starting in 2016 for a new series of CNRM
short courses comprising professional development modules to address the current needs in
ranger training, with an adapted TPP, and a likely staged roll-out in 2017 of a CNRM Diploma with
a Certificate option, and a subsequent CNRM Bachelor’s Degree.
 UNDA to allocate a Project Manager to undertake and manage the Project in 2015.
 Nulungu Research Institute to develop an internal business case for the roll-out. Part of this will
involve engagement of external organisations (Kimberley Development Commission [KDC], for
example) to assist with further interrogation of statistics and student demographics in 2015.
 UNDA approval of Business Case in 2015.
 Project Manager to engage with main public, private organisations and NGOs, agencies and
institutions highlighted in this Report, to work toward formalised partnership arrangements.

Project Manager to investigate any additional partnership pathways, such as the CSIRO,
Indigenous Education Foundation, Indigenous Land Corporation, and Indigenous Business
Australia, for example, in 2015.
 Development of partnerships with regional Aboriginal representative organisations, and key
Aboriginal leaders and cultural bosses ensure Indigenous involvement in the development of the
design of new units, and seek advice in areas of traditional, ecological and cultural knowledge and
where it will be appropriate to incorporate this knowledge into curriculum in 2016. This process
will also create a pathway of engagement leading to involvement in project-based learning
outcomes, discussed below. Such consultations may lead to the creation of a specialised Heritage
and Cultural Advisory Committee, as described in the findings of this Report.
 Nulungu to seek funding to support the agreed partnership and programme of works in 2016.
 University: a myth-busting roadshow — consideration of a discreet project to hold a series of
roadshow discussions with Aboriginal communities about the experience of going to university. It
should seek to engage in a dialogue about perceptions of university, with the aim of addressing
those perceptions in 2016. It would also be a way for UNDA to gather baseline information about
what people think about university generally, and about UNDA specifically. A survey tool could
be designed to support this. It would also be a marketing exercise for UNDA in getting the message
out to young Kimberley people about what UNDA does and what it has to offer. Promotional
material and fact sheets could be provided.
 Design a Tertiary Pathway Programme (TPP) process that fits alongside the short course modules,
utilising the Advanced Study Group approach. This would be an extension of the existing UNDA
TPP framework.
 Development of short course modules and new units required for the undergraduate
qualifications including: cultural heritage units; Kimberley fire practice and ecology unit; directed
CNRM research project and CNRM internship; and adaptation of existing units where required, in
2016.

Background
A feasibility study and needs analysis conducted by the Nulungu Research Institute (Nulungu) of the
University of Notre Dame Australia (UNDA) in 2009 concluded that the concept of providing tertiary-
level, industry-relevant education and applied training in the field of Cultural and Natural Resource
Management (CNRM) is feasible, and has great potential for satisfying an existing and currently un-
met need within the Kimberley region of Western Australia.
CNRM is cross disciplinary, integrating human cultural knowledge, values and relationships with the
natural environment in the management of natural resources. It incorporates and integrates cultural
studies, heritage studies, ecology, environmental science, planning and geography. It is closely
aligned with academic disciplines of geography, human ecology, sustainable development and
environmental science. It has grown as a field of natural resource management integrating
Indigenous Knowledge of country specifically where Indigenous peoples, knowledge and values are
integrated with and enhance Western scientific knowledge. This interdisciplinary approach
underpins much of the feedback that was received for this research, and should remain a
fundamental principle in the development of the qualification. The approach is visually represented
in Diagram 1:
Diagram 1: Aboriginal versus Western Knowledge (Kimberley Language Resource Centre, 2014)
While a key objective of these qualifications is to provide greater opportunity for Indigenous men
and women to access tertiary education, it is intended that non-Indigenous students would also be
drawn to CNRM higher education and training. The qualifications offered would give primacy to
concepts of Indigenous law and culture, land and languages across units offered within either a
science or social sciences/humanities major. Students would have the opportunity to undertake

electives, for example in law (i.e. native title, agreement making, cultural and corporate governance),
business and innovation, urban and regional planning, social/emotional health and wellbeing.
UNDA is well placed to deliver a targeted and staged CNRM qualification utilising a foundation of
environmental science, Indigenous studies, geography, business, and legal and politics units already
available within its higher education courses. Under the imprimatur of the Vice Chancellor and Head
of the Broome campus, a substantial amount of work has already taken place to design a blended
model of delivery (i.e. face-to-face and online learning) that matches an existing, suitably qualified
skill base, current demographic opportunities and constraints, and community aspirations for CNRM
qualifications. Ultimately, it is envisaged that the qualifications offered would include Certificate or
Diploma, Degree, postgraduate Certificate or Diploma, coursework and research higher degrees, as
well as a suite of stand-alone professional development modules.
The 2009 feasibility study and needs analysis focussed on the Kimberley region. Since its completion,
significant progress has occurred in the area of CNRM that requires further examination in the
context of education and training. This project has been successful in attracting funding support from
Regional Development Australia (RDA). A grant agreement between UNDA and RDA was executed
on the 22 January 2014.
Aims
1. Complete an audit of the relevant CNRM-related apparatus and resources of potential
partner institutions to identify:
 their commitment to Indigenous education and the valuing of community-based
traditional knowledge systems;
 existing and potential teaching and research capacity, opportunities for trans-
institutional partnerships;
 the level and type of qualifications to be offered;,
 the scope of available trans-disciplinary expertise, language skills and entry
requirements; and,
 the extent of institutional investment and support.
2. Identify potential models for curriculum development and course delivery, outlining the
activities required to progress the collaboration, and identifying any constraints to progress.
3. Completion of a feasibility study that will enable UNDA to progress the development of a
CNRM qualification for Northern Australia from the Broome Campus.
Methodology
This study employed qualitative and quantitative approaches. An audit of available data regarding
the scope of CNRM activity in Northern Australia and the current training and education in the
delivery of CNRM and CHMP qualifications was completed to complement interviews and workshop
in Broome. The study reviewed current policies, programmes, practices and models being utilised

to deliver CNRM training in Northern Australia. The research and writing of the draft Report was
completed by the research team.
The Project Manager was:
 Bruce Gorring – Director
The research team members were:
 Steve Kinnane – Senior Researcher
 Jessica Clements – Researcher – focusing on government, non-government and industry
stakeholders, and ranger groups and IPAs outside the Kimberley region
 Gillian Kennedy – Researcher – focusing on educational institutions (both UNDA and cross-
institutional partnerships) and ranger and IPA groups in the Kimberley
 Mel Marshall – Researcher – focusing on cultural heritage components.
The project was overseen by a technical/reference group which was convened at the beginning
stages of the project’s implementation and which engaged in a workshop in Broome followed by
individual contact and engagement on specific areas of concern to their discipline. The
Technical/Reference Group reviewed the final draft for completion of the final feasibility Report.
Phase 1. Desk Audit of Available Data
This included:
 a review of current CNRM training activities (including ranger programmes and Indigenous
Protected Areas, CNRM education and training qualifications and pathways);
 a review of elements of leading practice for the transition of Aboriginal and Torres Strait Islander
students from VET to higher education with a focus on CNRM;
 a review of funding programmes and opportunities for sustainable implementation of a CNRM
qualification for Northern Australia; and,
 a review of the scholarly and grey literature relevant to the develiopment of a CNRM
qualification for Northern Australia including case studies of best practice models currently in
operation and gaps in the delivery of CNRM.
Phase 2. Primary Data Collection from Key Stakeholders
Data collection included information relevant to current CNRM activities in Northern Australia and
the delivery of CNRM qualifications nationally. Information was collected through interviewing
officers within federal government departments and Environmental Non-Government Organisations
(ENGOs) and education institutions. The focus, however, was primarily on key centres of CNRM
activity in Northern Australia, in particular Land and Sea Management Units and related training
institutions.
Stakeholders included:
 recognised experts in the field who contributed via one-on-one interviews either face-to-face or
via telephone;

 managers of other institutions delivering CNRM training and education able to collaborate in the
design and implementation of a CNRM qualification via UNDA;
 Indigenous community-based organisations such as land councils and native title registered
bodies corporate, and land and sea management units;
 Traditional Owners and community leaders where significant CNRM activities have been or are
being developed and pathways for future qualifications are limited; and,
 other key informants including government agencies and non-government organisations
currently involved in a range of CNRM activities in Northern Australia.
A workshop was also held on 17 October 2014 with Kimberley stakeholders, including people working
with ranger groups in IPAs, training providers, and cultural advisors, to provide input into the training
needs of Indigenous rangers seeking advanced study options.
Phase 3. Analysis and Completion of the Feasibility Study
All information sources from phases one and two were integrated and analysed to identify current
models being employed in the delivery of CNRM training and education and to develop options and
recommendations (next steps) for development pathways for a CNRM qualification for Northern
Australia led by UNDA. The Kimberley received dedicated focus and was the initial point of
implementation; however, the study took a national and Northern approach to investigations of
CNRM activities and was able to engage widely with a range of experts and practitioners, primarily
by telephone interviews.
Phase 4. Research into Practice
The draft feasibility study and recommendations were presented to Technical-Reference Group for
final clearance. The final feasibility study was submitted to the RDA Kimberley Board for review and
distribution to participating communities and their members, institutions and stakeholders for
feedback and comment. Subsequent to the dissemination, a workshop will be held to seek further
development and investment subject to viability and partnership approvals, for the creation of a
CNRM qualification for Northern Australia.
Ethical Clearance
The project received ethical clearance from the Human Research Ethics Committee of the University
of Notre Dame Australia. Ethics reports were provided to the Ethics Officer of UNDA throughout the
life of the project and the Final Report will be delivered at the conclusion of the project.
Combined Technical - Reference Group
A combined technical and advisory group was formed to provide guidance to content development,
and professional expertise and advice. Members were selected based on their valuable experience
in the sphere of cultural and natural resource development within the Kimberley and beyond, and
their willingness to be involved in, and passion for, seeing increased opportunities for a cultural and
natural resource development pathway at the higher education level. Members included:

 Julie Melbourne, Land and Sea Manager, Nyamba Buru Yawuru
 Wil Bennett, Ranger Development Programme Manager, Kimberley Land Council
 Daniel Oades, Bardi Jawi IPA Coordinator
 Beau Bibby, Conservation and Land Management lecturer, Kimberley Training Institute.
External Evaluator
The Project sought the services of an external evaluator in order to provide expertise and advice. The
benefit of engaging an external evaluator was that they drew on their breadth of experience, and
imparted this in an objective manner, which was critical to measuring and determining our stated
aims against the nature and quality of our outcomes.
The evaluation aimed to interpret the extent of achievement of the project objectives, and to form
an independent opinion on the effectiveness of the project strategy and management. It also sought
to highlight potential gaps or inconsistencies and opportunities, as well as analyse the overall
management and implementation of the project contributed to meeting its key objectives.
In arriving at these views and completing this evaluation, reassurance of the project deliverables and
the following were carried out:
a) Reading the draft study
b) Conversing with project team members
c) Delivering an evaluation report to the Technical/Reference Group and the Board of RDA.

Findings: What the literature says
Opening remark: Indigenous Students – A central focus of a future CNRM
student cohort
The proposed CNRM qualification for Northern Australia is planned to be centred in the Kimberley
region, both as a means to engage with the significant CNRM activities underway in the region, and
to build on the resources of the Broome Campus of UNDA. This study provides options for the staged
creation of a CNRM qualification which can exist independently through the available units of UNDA
and investment in specific CNRM and Cultural Heritage Management Planning (CHMP) units.
Whether created as a stand-alone UNDA qualification, or as part of a wider network of CNRM
qualification delivery, such as the Protected Area Learning and Research Collaboration (PALRC), the
sustainability of this qualification will involve engagement of non-Indigenous and Indigenous
students from a wide range of industry and community sectors.
Non-Indigenous students are likely to be attracted from a range of cohorts – those currently engaged
in completing degrees in Cultural Heritage Management, Environmental Sciences, Environmental
Engineering, Sustainability, Geography, and Regional Planning. Such students will need to form a
significant cohort of the overall student base for this qualification and will likely exhibit the profile of
most non-Indigenous students, transitioning to higher education on completion of secondary
education and operating within the average range of completions and skills evident for the non-
Indigenous student population. Such students may choose to complete this course as a minor, double
major, Graduate Certificate or Graduate Diploma.
However, the genesis of the CNRM Feasibility Study focussed on development of a qualification which
would be of value to and build on the knowledge of regional Northern Indigenous communities and
organisations engaged in CNRM. In particular, the development of this CNRM qualification began
with a focus on providing a pathway for Indigenous rangers to transition from VET qualifications in
Environmental Management to an undergraduate qualification in CNRM that provided blended
delivery, project-based units and the valuing and utilisation of Indigenous Knowledge. This section
focuses on recent studies that have identified key constraints and enablers for Indigenous students
so as to highlight the value of including leading elements of successful transition for Indigenous
students in the development of the proposed CNRM qualification. Further, much of the information
gleaned from the literature is also reflected in the responses received in the interviews undertaken
for this project (see “Findings: What we heard”, below).

Image 1: Paruku Ranger Coordinator Jamie Brown receives his Certificate 2 Conservation and Land
Management as a ranger from Mr Tom Birch, Chair of the Kimberley Land Council (2009).
(© Kimberley Land Council) (KLC. (2014). Ranger Development Business Case, p 10).
Context
Potential Indigenous student pathways
It is important to understand the above mentioned factors when considering attracting a dedicated
cohort of Indigenous students currently working as rangers who are likely to be currently engaged in
VET courses at Certificate Level I to IV. The Working on Country Programme of the Department of
Environment currently employs over 680 Indigenous rangers in approximately 95 ranger teams across
Australia. The Department of Environment expects that approximately 730 rangers will be trained
and employed through Working on Country by June 2015 (Department of the Environment, 2014).
Not all rangers will necessarily complete qualifications to Cert IV, although the success of the Working
on Country Programme and the increase in numbers of Indigenous rangers across a range of funding
bases including mining, pastoral, state conservation, ENGOs and the current Remote Jobs on
Communities Programme, indicates a larger proportion than the indicated 4.9% would be likely to
seek a transition to higher qualifications.
Based on this evidence, Indigenous students from remote regions are most likely to be engaged in
some form of VET training and community-based employment, are either very young (18 – 22), or

mature aged (40 – 64), are seeking to complete qualifications within their regions, or in a regional
context, are more interested in intensive and mixed-mode delivery of education programmes and
bring a wealth of other Indigenous Knowledge to the completion of the relevant qualification.
In 2010, Aboriginal and Torres Strait Islander students made up 1.4% of all enrolments in university
and 1.1% of higher degree students; well below the parity target of 2.2% of the working age
population (Behrendt, L., Larkin, S., Griew, R., & Kelly, P., 2012). In 2011, Pechenkina, Kowal and
Paradies (2011, p. 59) observed that Indigenous university commencing numbers had increased
slowly since 2005, but “completions have fluctuated”. Students who self-identified as Aboriginal and
Torres Strait Islander on enrolment made up 1.0% (12,642) of all university enrolments in 2012
(1,257,722), an increase from 11,807 in 2011 of 7.0%, and 1.1% of all commencements (509,766), an
increase of 8.2% (5,381) from 2011 to 5,824 (Australia. Department of Industry Innovation Climate
Change Science Research and Tertiary Education, 2013 [DIICCRSTE]). The Indigenous Higher
Education Review (IHER) noted that Aboriginal and Torres Strait Islander students experience a one
in three dropout rate from university compared to one in five for all domestic students, and that
overall completion rates were 22% less than for non-Indigenous students (Behrendt et al., 2012, p.
87).
In 2010, 47.3% of Aboriginal and Torres Strait Islander commencing students entered university on
the basis of their prior educational attainment (higher education course, secondary education, or VET
award course). The remaining Aboriginal and Torres Strait Islander students’ entrance was based on
mature age special entry, professional qualifications, or other reasons involving an institution’s
assessment of a prospective student’s individual circumstances (the largest percentage). For
example, the University of Western Australia (UWA) uses “special ATAR [Australian tertiary admission
rank] provisions, enabling courses, and course specific intensive preparatory courses”, and 75% of
Indigenous students gained entry to this university’s undergraduate degrees in this way. By contrast,
83% of all commencing domestic students entered university based on previous educational
qualification (Behrendt et al., 2012, p. 49). Analysis of application to university via Tertiary Admissions
Centres (TACs) by age indicates a higher proportion of Indigenous applicants aged 40-64. Indeed, as
age increases so does the percentage of Aboriginal and Torres Strait Islanders applying to university
(DIICCRSTE Undergraduate applications, offers and acceptances, 2012).
Enrolment of Aboriginal and Torres Strait Islander students in Vocational Education and Training (VET)
is higher than in university higher education. However, the transition from VET to higher education
is not a strong pathway with 4.9% of Aboriginal and Torres Strait Islander students making the
transition in 2012. The IHER (2012) highlighted that VET enrolments better reflect Aboriginal and
Torres Strait Islander “population parity” (p. 40), and suggested reasons for the higher VET levels of
study at university such as “method of study, its curricular content, or the career options”, and the
need to earn money. Geographical location is given as another potential reason, with only 44% of
Aboriginal and Torres Strait Islander peoples living within one of the 49 cities and towns with a
university campus (p. 41).

Potential student populations through VET transitions
Analysis of VET statistics on enrolments and on qualifications achieved during the period 1996-2008
reveals a far higher rate of increase for Indigenous compared to non-Indigenous persons — 700%
compared with 227% (Ainley, Buckley, Beavis, Rothman, & Tovey, 2011, p. 42). The data also reveals
that Indigenous young people aged between 15-19 years are more likely to be enrolled at Certificate
II level than in higher qualifications. In 2010, there were eight times as many Aboriginal and Torres
Strait Islander students enrolled in VET compared to those enrolled in university (Taylor, Gray,
Hunter, Yap, & Lahn, 2011, p. 9). In 2012 Indigenous VET students numbered 89,878 or 4.6% of the
total national VET student population (1,943,195) and 15.3% of the total Indigenous population
(National Centre for Vocational Education Research, 2013). In 2012, 6.4% of students who had
completed training were studying at university (National Centre for Vocational Education Research,
2013). Transition from VET to university has been problematic for more than 25 years because of
incompatibilities in “curriculum, pedagogy and assessment” (Bradley, 2008, p. 179).
Of relevance to the CNRM Qualification for Northern Australia; the Northern Territory has the largest
percentage of the total Aboriginal and Torres Strait Islander population undertaking VET studies
(41.7%). Of interest in regard to transitions from VET to a CNRM Qualification, Certificate IV can be
a pathway into university; however, in 2011, 79% of Aboriginal and Torres Strait Islander VET
completions were for Certificate I—III, revealing that only 21% of Indigenous students at Cert IV level
were able to pursue this pathway, and of these, a few will have completed courses relevant to a
transition to university, instead focusing on units with more direct practical application. Regardless
of these factors, Indigenous students completing up to Cert IV in Environmental Management
constitute a group with significant skill sets able to transition more easily into university than most,
as management, research, monitoring and reporting all form key attributes of this VET programme
(National Centre for Vocational Education Research, 2013).
In 2012 Queensland (17,268/ 5.9%), Western Australia (12,814/ 7.7%) and the Northern Territory
(10,120/ 41.7%) shared a total of 40,202 students enrolled in VET. Based on an estimated transition
rate to university of 4.9%, this constitutes a potential population of over 2,000 students annually who
could consider a CNRM qualification as a suitable university qualification (National Centre for
Vocational Education Research, 2013). Taking into account that an estimated 730 Indigenous rangers
will be working within the Working on Country Programme by 2015 and that all of these workers will
also be completing VET studies as part of their professional development, it is envisaged that a
significant Indigenous cohort already exists and is likely to seek a transition to higher education at
rates greater than the average of 4.9% (2012 figures), if the right qualification can be created to
enable intensive delivery of units, project based unit completion and integration of on-ground case
studies already engaging Indigenous rangers. However, accurate estimates would require
completion of a survey of existing Indigenous VET students in Northern Australia, and potentially a
wider survey of CNRM professionals nationally.

The Kimberley Ranger Network
Map 1: The Kimberley Ranger Network (Kimberley Land Council, 2014a, p 5).
The Kimberley Ranger Network has been operating formally since 2008 with significant investment
of the Indigenous Land Corporation (ILC) and the Federal Department of Environment through the
‘Working on Country’ programme (WOC). In 2014 the Network comprised 14 remote ranger groups
completing a range of activities, training and fee for service work to ‘deliver on diverse annual work
plans across traditional country recognised under native title, including 8 Indigenous Protected Areas
(IPAs)’. This work was completed at the direction of appropriate Traditional Owners and respective
Indigenous entities through separate Healthy Country Committees (KLC, 2014, p 5).

As one of the largest employers of Aboriginal people in the Kimberley, the success of the KRN has been underpinned by training, mentoring and career
pathway development for Kimberley Rangers with a view to provide, ‘a critical link between unemployment and genuine employment pathways’ (Kimberley
Land Council, 2014a, p 8).
Diagram 2: Career Pathways in the Kimberley Ranger Network (Kimberley Land Council, 2014a, p 14).

Image 2: Three Kimberley Ranger groups team up with Dhimurru Rangers from the NT to exchange
knowledge on crocodile management.
The KRN currently employs 73 people in full-time positions as rangers and ranger coordinators, and
a further 80 people in casual employment, which has created significant flow on effects for remote
Aboriginal communities. Rangers are required to complete VET Certificates I-III in Conservation and
Land Management, with 14 going on to Certificate IV and undertaking senior management roles
within the KLC or becoming ranger coordinators within the KRN (Kimberley Land Council, 2014, p 14).
The KLC LSMU has worked in recent years to develop on-ground support for rangers to enhance
retention and development of employment and education pathways through the introduction of
personal development plans, mentoring, and the development of an Advanced Studies Group (ASG)
that, ‘facilitates project-based enrolments beyond a Certificate III level, with a focus on up-skilling
individuals to independently manage cultural and natural resource management (CNRM) activities’
(Kimberley Land Council, 2014a, p 15).
The KRN Training Model utilises literacy, language and numeracy (LLN) sessions that relate directly
to workplace specific activities as a means to increase participation rates, which incorporates:
 ‘Co-enrolled ‘study buddies’ to work with and provide support;
 LSMU staff and third-party project partner experts to assist with designing field work;
 Introductory literacy workshops on project management, report-writing and research skills;
 KTI lecturers engaged to assess independent study projects and deliver training;
 Appropriately paced enrolment in clusters of related units, with gradual articulation to full
certificates; and
 Annual presentations and review workshop with ASG peers’ (Kimberley Land Council,
2014a, p 18).

Table 1: KRN Annual September Graduations – Traineeship Completions in Conservation and Land
Management, and Business, 2011 – 2014 (Kimberley Land Council, 2014a, p 17)
Since the introduction of integrated mentoring, the ASG and individual development plans, the
average length of employment of rangers in the KRN has more than doubled. This indicates that a
targeted approach that addresses individual skills development within appropriate problem-based
learning achieves results for Aboriginal rangers in the Kimberley.
Table 2: Ranger Retention 2012 and 2014 (Kimberley Land Council, 2014a, p 20)

The focus on career and pathway development has created a group of Aboriginal rangers in the
Kimberley progressing through targeted VET and programme specific education and development
who are seeking to gain more senior roles and undertake relevant further studies in their field. In
this regard, the proposed CNRM Qualification offers a significant next step for an increasing number
of largely younger Aboriginal community members engaged in the expanding CNRM Sector. Further
detail of the KRN and the potential for a CNRM Qualification to support the KLC LSMU activities has
been documented in the section ‘What we heard’ of this Report, drawn from interviews with KLC
LSMU ranger (and training) coordinators and a workshop completed in October 2014 that included
key LSMU staff.
Key issues for Indigenous students participating in CNRM
Indigenous rangers and others living in remote Northern Australia experience significant constraints
to participation in higher education generally. These factors include issues of remoteness, difficulty
of accessing resources, lack of on-ground support, inflexibility of higher education delivery models
and a lack of valuing of Indigenous knowledge and values tied to outcomes based education. General
constraints identified in the 2014 OLT study, Can’t be what you can’t see; The transition of Aboriginal
and Torres Strait Islander students to higher education (Kinnane, S, Wilks, J., Wilson, K., Hughes, T.,
Thomas, S., 2014), identified common constraints for Indigenous student transitions that included
financial constraints, accommodation constraints, education costs and debts, lack of cultural
competency within universities, personal factors including family and community obligations and the
need to be responsible for large family groups, and difficulties in the delivery of the Indigenous
Tutorial Assistance Scheme (ITAS) (Please see Appendix Three – General constraints and challenges).
The following section identifies key constraints on Indigenous student participation that need to be
considered in the design of an appropriate CNRM qualification that will attract the identified
Indigenous student profile as a means to informing the design of delivery to be of value to and
support Indigenous student transitions.
Enabling Programmes – A vital element
There has been a lack of ongoing funding for programmes designed to encourage successful
transitions for Aboriginal and Torres Strait Islander students into higher education. Many are short
term pilot programmes with limited follow up, and not integrated, holistic or coming from an
evidence base, and are often one-off research projects. With one or two exceptions, university
course completion rates are lower among Aboriginal and Torres Strait Islander students than for non-
Indigenous students, signalling a need for targeted investment in skills, knowledge and support if they
are to negotiate higher education cultures successfully (Kinnane, et al, 2014, p 11).
Over half of the Aboriginal and Torres Strait Islander students who gained entry to university did so
through enabling or special entry programmes (DIISRTE, 2012 quoted in the IHER p. 49). Enabling
courses and programmes provide a pathway for students without the standard required university
entry qualifications to enter award courses by undertaking preparatory study. Currently, most
universities offer enabling courses known as ‘alternative entry schemes’, ‘access schemes’, ‘bridging
courses’ and ‘preparatory courses’. Many courses are campus wide with a focus on: teaching, writing,

computing and mathematical skills; negotiating the university culture; science or humanities
specialisation; Aboriginal and Torres Strait Islander/Indigenous studies; and liaison with staff
members and other students. The courses may run over a session/semester, or a complete academic
year, and may be specifically designed for Indigenous students, or offered to all prospective students.
It is important to note that students currently undertaking such courses do not qualify for ABSTUDY
unless the unit can be accredited to an undergraduate degree course.
Tertiary preparation courses are more successful at some universities than others. In a recent
presentation by Professor Steve Larkin at CDU, it was noted that the Tertiary Enabling Programme
(TEP) at his university proved the least successful of entry options for Indigenous students in terms
of numbers completing the course. In 2009, 57 students enrolled, 2 (3.5%) discontinued, 48 (84%)
did not participate, 6 (10.5%) graduated and 1 (1%) was still enrolled at the end of the year. However,
the Preparation for Tertiary Success (PTS) course written and delivered by the same institute (BIITE
as an ACIKE course) has had significantly better results in 2011 and 2012. In 2012, 55 students
enrolled, 10 (18%) discontinued, 29 (53%) were continuing and 16 (29%) graduated Bandias, S., Fuller,
D., Larkin, S., 2013, p 26).
In regard to the CNRM qualification for the Broome Campus, it is important to note that enabling
courses generally have low rates of completion (30-40%), lowering the completion success rates of
Indigenous students (Australia. Department of Education Science and Training, 2004, p. 16).
However, the UNDA Broome based Tertiary Pathways Programme has been designed to meet the
specific needs of remote Indigenous students, in particular focusing on the delivery of intensive units
that suit people’s mobility, availability and also the campuses’ assets which include accommodation
for up to 100 students. The programme has been refined in recent years resulting in an overall
success rate above 60% per annum, out-performing many urban-based institutions seeking to engage
Indigenous students. This programme would be employed for those Indigenous students, particularly
rangers, who required support to transition to a CNRM qualification.
In regard to enabling programmes, the IHER (2012) recommended (Recommendation 8) that
universities investigate their programmes’ effectiveness, government funding conditions, and the
collaboration of VET, universities and government in order to extend the “reach and effectiveness”
of enabling programmes (Behrendt et al., 2012, p. xix). This approach has seen a refocusing of
Indigenous enabling programmes nationally, which has aligned their delivery with mainstream
enabling centres, and focused on specific Indigenous constraints. This refocusing of internal enabling
has been accompanied by a parallel programme of wider programme support for Indigenous
students.
Mainstream support programmes
ABSTUDY provides a means-tested living allowance and supplementary benefits supporting study in
order to enable eligible secondary and tertiary Indigenous students and apprentices to stay at school
or make the transition to undertake further study. It is managed and delivered by Centrelink
(Centrelink, 2014). Aboriginal and Torres Strait Islander students must meet the same income
support eligibility requirements as non-Indigenous students. Compliance with this requirement does
not acknowledge their greater educational disadvantage as identified in educational policies

(Indigenous Higher Education Advisory Council, 2011, p. 4). In January 2012, changes were made to
ABSTUDY and Youth Allowance including changing the age of independence to 22 (no longer subject
to parental means testing if not living with parents), and the extension of self-supporting or
independent status to students from areas classified as Inner Regional Australia (Centrelink, 2014).
This is an Australian Standard Geographical Classification of areas which may have limited access to
a “wide range of goods and services”, such as Bunbury, WA and Wagga Wagga, NSW (Australian
Bureau of Statistics, 2011b). Additional factors determining independent status for Aboriginal and
Torres Strait Islanders include “. . .being 15 years or over and. . .considered an adult in a traditional
community; have been in gaol for a cumulative period of at least six months” (National Welfare
Rights Network [NWRN], 2012).
Mixed Mode Away From Base (AFB) for higher education institutes is a mixed-mode delivery tertiary
study programme for Indigenous students in remote and rural areas. Mixed-mode courses combine
distance education in local communities with some face-to-face teaching on campus (Centrelink,
2014 a)
ABSTUDY AFB provides assistance including students’ travel costs to attend approved courses
requiring travel away from their permanent home or study location for a short time and the
reasonable costs of accommodation and meals while away from home. It is administered by
Centrelink and paid to the student or to their institution. Students cannot receive funding from both
forms of AFB. Outcomes of AFB funding are reportedly difficult to assess because of the performance
indicators used, limited tracking of students, and changes to students’ circumstances within
institutions as they change courses, change between part-time and full-time or take leave of absence
from study (Australian Department of Finance Administration. Office of Evaluation Audit, 2005;
Behrendt et al., 2012, p. 83).
The Indigenous Tutorial Assistance Scheme—Tertiary Tuition (ITAS—TT) provides funding for
eligible Indigenous students for tuition in their areas of tertiary study (university award level courses).
The scheme’s unavailability to students completing bridging courses and literacy and numeracy
programmes; and onerous and complex reporting requirements has proven to be a constrain for
Indigenous students (Australia. Department of Education Employment and Workplace Relations
(DEEWR), 2011; Bunda et al., 2012; Powell & Lawley, 2008; Trudgett, 2010; Whatman, McLaughlin,
Willsteed, Tyhuis, & Beetson, 2008). An urgent need was identified in the IHER’s Recommendation
13 to redesign and improve the delivery and efficacy of the Indigenous Support Programme and the
ITAS—TT, across the Australian higher education sector (Behrendt et al., 2012). Specifically, it was
recommended that significant reform of the ITAS—TT scheme in the form of a new funding model
was necessary. Crucially, it also recommended that the scheme be redesigned: to be more flexible;
tailored to the needs of individual students; more locally relevant and targeted; have a greater
emphasis on retention and completion rates; and be more inclusive of Aboriginal and Torres Strait
Islander students who were not eligible for assistance under the scheme’s existing funding guidelines.
Proposed changes to higher education will likely have impacts on programmes designed to support
Indigenous student participation in higher education. An example of this is evident in the change to
Indigenous Tutorial Support funding which now requires that all universities apply for a targeted
programme of between three and five years of funding for delivery of their ITAS programmes. The

concern with this approach is that competitive funding will result in winners and losers and piecemeal
Indigenous student support. The opportunity represented by this new funding mechanism is that
universities can be more creative and innovative in applying for Indigenous student support
programmes. This would indicate that a possible targeted programme could be created focusing on
attracting remote Indigenous students (Indigenous rangers) to complete a CNRM qualification that is
suitable to this cohort and qualification.
Scholarships
Scholarships to university are offered for Aboriginal and Torres Strait Islander students from
universities, governments, non-government and industry sources, for study across a range of
disciplines at undergraduate and postgraduate levels (Aurora Project, 2011). The Commonwealth
Scholarships Programme (previously known as the Commonwealth Learning Scholarships [CLS]
Programme) was introduced in 2004 to assist students from low socio-economic backgrounds,
particularly those from rural and regional areas and Indigenous students, with expenses associated
with higher education. Since 2010, the Commonwealth Scholarships Programme is only open to new
students who are identified as being of low socio-economic status and Indigenous. Commonwealth-
funded Indigenous Access Scholarships provided eligible commencing students with a one off
payment of $4,659 in 2013. These scholarships assist Indigenous students from a regional or remote
area (according to the Australian Standard Geographic Classification (ASGC) Remoteness Areas
classification) to undertake an eligible enabling course, undergraduate course or Graduate Diploma
(or equivalent postgraduate course of study) in an area of National Priority (Australian Department
of Education Employment and Workplace Relations, 2012b). Industry areas such as mining offer
tertiary scholarships, for example the AIEF-BHP Billiton Iron Ore scholarships to Indigenous students
to study in mining-related disciplines (Australian Indigenous Education Foundation, 2011).
Indigenous Business Australia (IBA), a government body, provides scholarships for TAFE, VET and
higher education study in the fields of commercial and economic management (Indigenous Business
Australia, 2011). The Aurora Project provides a directory and a website of Indigenous scholarships
for study in Australia and beyond (Aurora Project, 2009, 2011).
Young people not making the transition from VET
In 2010, only 3.8% Indigenous students enrolled in university study six months after completing VET
training. This percentage has decreased from 6.5% in 2002, although it has not been a steady decline
(National Centre for Vocational Education Research, 2011a). In 2009 only 6% of Indigenous students
entered university on the basis of a VET Award course which compared closely with the 7% of non-
Indigenous students who followed this pathway (Panel for the Review of Higher Education Access
and Outcomes for Aboriginal and Torres Strait Islander people, 2011), indicating that this is not a
strong preference for Indigenous or non-Indigenous students. Dual-sector institutions RMIT and
Swinburne University had the highest transition of Aboriginal and Torres Strait Islander students from
VET in 2010 (IHER, p. 44), indicating a stronger pathway. UNDA Broome is a dual sector campus with
a programme designed to deliver qualifications based in Indigenous Knowledge and delivered
intensively with the provision of project-based learning. This bodes well for a better transition rate

for young people completing VET, particularly young male rangers who make up the largest
proportion of Indigenous rangers.
Issues for Rural and Remote Indigenous students
Indigenous people are far more likely to enrol in regional universities than in metropolitan ones, a
pattern that is replicated across the whole of Australia (Richardson & Friedman, 2011, p. 41).
Indigenous enrolments, as a percentage of total enrolments, increases with distance from the major
population centres (Richardson & Friedman, 2011, p. 41) which supports a CNRM qualification based
in the Kimberley, or linked with other regional universities such as James Cook University and Charles
Darwin University. These statistics are further supported by figures revealing that the majority of
Indigenous students studying in VET live and study in outer regional, remote and very remote areas.
Mentoring Programmes
Mentoring Programmes are having a significant impact on young Aboriginal and Torres Strait Islander
students by lifting their expectations of higher education. These programmes include: AIME,
AURORA, NASCA, and Stronger Smarter.
AIME (Australian Indigenous Mentoring Experience) is an Indigenous initiative that uses structured
education-based mentoring to link university students in one-on-one relationships with Indigenous
high school students from Years 7 to 12. The programme partners with high schools and universities
to increase progression of Indigenous students through to Year 12 and on to university. It includes:
mentoring sessions for Years 9 and 10; Years 11 and 12 leadership programmes; tutoring in learning
centres in schools; and, outreach visits to universities for Indigenous students in Years 9 to 12 (AIME
Mentoring, 2011).
AIME contacts coordinators at Indigenous Education Units at universities and requests permission to
contact staff members and Indigenous students. AIME’s goal is to share information and to enhance
ITAS and other available programmes. AIME is particularly keen to involve Aboriginal and Torres
Strait Islander students as mentors within the programme once they have settled into their own
studies at university. AIME currently operates from the Fremantle Campus of UNDA and it is expected
that AIME would be engaged to run similar targeted programmes for Indigenous students within the
Kimberley. Being a programme that utilises new technology, and youth culture in particular, AIME
represents a possible means by which a dedicated Indigenous CNRM student cohort could be
supported in a range of face-to-face and online environments.
Cadetships
The Indigenous Cadetship Support (ICS) (formerly the National Indigenous cadetship project) is an
Australian Government programme which aims to improve the professional employment prospects
of Aboriginal and Torres Strait Islander peoples. It links Aboriginal and Torres Strait Islander tertiary
students with employers in cadetship arrangements involving full-time study, including negotiated
work placements. The ICS provides up to $7,050 per semester to employers to support cadets with
a living allowance and study-related costs and offset employer administration costs. Other forms of

assistance, including travel assistance for cadets who are studying or undertaking their work
placement away from home, are also available. Cadets are paid a wage by their employer during
their work placement.
Aboriginal and Torres Strait Islander ranger programmes are offered through partnerships with
schools, colleges, universities, government departments and VET institutions. The Commonwealth
government programme Working on Country provides funding for a combination of education,
vocational training and employment for Aboriginal and Torres Strait Islander peoples to undertake
Natural Resource Management (NRM) work across Australia. Education and training is delivered in
conjunction with Cultural Heritage Management Training Providers in higher education institutions
and private organisations (R. Ryan, Wilczynski, Watkins, & Rose, 2012).
The Indigenous Ranger Cadetship pilot programme is an Australian government project aiming to
assist Aboriginal and Torres Strait Islander young people complete school, and to encourage further
study and training, leading to jobs and careers in land, sea and natural resource management. Twelve
secondary schools in Western Australia, Northern Territory, South Australia, Queensland and New
South Wales will receive funding to develop the skills of Indigenous students who are studying
selected units from Certificate I and II in Conservation and Land Management in association with VET
providers. The Worawa Aboriginal College in Victoria offers a Cadet Ranger Programme in
conjunction with the Healesville Sanctuary and VET training, providing ‘hands-on’ and vocational
training, incorporating cultural content from local Aboriginal Elders.
These programmes represent significant examples of how partnership programmes can be developed
between government, industry, philanthropic groups and universities to develop a dedicated CNRM
programme. Partnerships between universities, TAFEs, schools and communities can also play a
central role in bridging the disconnection many Aboriginal and Torres Strait Islanders experience
between university study and employment.
CNRM Qualification – Essential Features of the Cultural Heritage Component
Best practice models exemplify how Indigenous Knowledge is incorporated into the delivery of the
cultural heritage component. First and foremost, it is important to note that the delivery of all
subjects should include the involvement of Traditional Owners and Site Custodians, from the design
of the course through to the development of curriculum and delivery of the lectures. Where possible,
opportunities should be provided for on country teaching – either face to face as part of field visits,
or recorded on country and delivered via multimedia either in a lecture room or online. Course
content should be developed involving Indigenous people, highlighting perspectives on caring for
country within a broader context, both the tangible and intangible.
Furthermore, it is suggested that each subject involve more than one individual in its development.
A number of the courses developed previously have relied on one lecturer and one Traditional Owner
as part of its development and delivery. To ensure course longevity and ownership throughout the
region, perspectives and input should be sought from Aboriginal people from different language
groups. This involvement of many will ensure that courses are not reliant on the individual, because
as relationships are developed and maintained, the ownership of the material will be shared. Should

one individual decide to withdraw, others will be involved and networks established by the remainder
of the group who will be interested in seeing it continue.
The teaching of a cultural heritage course should also consider cultural protocols involved with
visiting, recording and presenting information about sites. Each should be considered individually
rather than collectively to ensure this. Significance should be determined by relevant factors and on
a case-by-case basis. The following models provide examples of different methods by which country
based learning has been implemented with respect to the transmission of Indigenous Knowledge
bound within country.
Examples of Models founded in Indigenous Knowledge
Dhimurru Learning on Country Model
The Yirrkala, in partnership with the Dhimurru Rangers in eastern Arnhem Land, operates the
Learning on Country Programme. The programme is focused on increasing school attendance
through regular engagement with senior Traditional Owners and Yolngu Rangers through activities
delivered on country in what is known as ‘both ways’ education. ‘Each event is followed up in regular
classroom teaching that uses aspects of the ‘country’ as resources for student development, learning
and academic achievement’ (Dhimurru, 2014).
Teaching from Country Programme (CDU)
A similar programme and philosophy was trialled at CDU in 2008-2009 in which lecturers kept a blog
and developed a set of online materials as the course was delivered for future reference. The
programme was designed as an ‘evaluation in reverse’ that involved the Yolŋgu (northeast Arnhem
Land Aboriginal) lecturers in remote places and the students of Yolŋgu languages, culture and fine
arts, (mostly) on campus (Charles Darwin University, 2014).
Diagram 3: Teaching From Country Model (Charles Darwin University, 2014).

Image 3: Traditional Knowledge Recording – Gooniyandi Women Rangers’ Bush Tucker and Bush Medicine.
Image 4: Karajarri Head Ranger Jessica Bangu completes survey records during biodiversity monitoring.

Elements of Leading Practice relevant for the CNRM Qualification
The OLT Report, Can’t be what you can’t see,’ the successful transition of Aboriginal and Torres Strait
Islander students to higher education (2014) provided a framework in the form of key elements of
leading practice either currently being employed or recently initiated in Australian universities. This
framework provided a list of currently and commonly successful actions Indigenous Education Units
employ across Australian universities to support the successful transition of Aboriginal and Torres
Strait Islander students to higher education.
This framework represents the most recent methods being applied across a range of fronts to
increase Indigenous student participation, including early education and preparation from early
childhood and secondary schooling (Please see Appendix Four – Leading Practice Framework for the
Successful Transition of Aboriginal and Torres Strait Islander Students to Higher Education).
The following section highlights key leading practice elements relevant to the CNRM qualification and
indicates how the CNRM qualification development and delivery can be designed to respond to these
elements.
CNRM Qualification Leading Practice Elements
No. Issue Leading Practice in the development of the CNRM Qualification
1. Early Indigenous
student
engagement
 Engage regional Indigenous students through Learning on
Country initiatives such as the Junior Rangers programme
currently operating in three remote Kimberley schools.
2. Outreach and
aspirational
programmes
 Involve regional secondary students in intensive programmes tied
to the CNRM qualification through hands on, project-based
activities.
3. Targeted student
and community
outreach
programmes
 Create links with senior cultural bosses overseeing Ranger Units
within the Kimberley as a senior reference group.
 Develop community-based materials targeted at communities
and regions with strong and active Ranger programmes.
4. Preparedness
pathways and
enabling
programmes
 Develop partnerships with AIME and Aurora to support
Indigenous student cohorts undertaking the CNRM qualification.
 Develop Northern Australian networks across Land and Sea Units,
NAILSMA, regional authorities and government.
5. Targeted student
case management
and skills
development
 Engage students through the Tertiary Pathways Programme.
 Develop pathways that enable the support of CNRM students
through dedicated ITAS tutors.

No. Issue Leading Practice in the development of the CNRM Qualification
6. Mentors and
tutorial assistance
 Development of a dedicated student enabling and support unit in
collaboration with Ranger groups and LSMUs/PBCs.
7. Blended delivery
for remote
student access
 Implement the Broome Remote Regional Development Model
focused on intensive unit delivery and project-based learning.
 Seek industry, philanthropic and other scholarship support.
8. Finances and
employment
pathways
 Target philanthropic and non-government scholarships.
 Target student support for relocating Indigenous students.
 Link with Indigenous scholarships and cadetship programmes.
9. Life cycle
approach
 Develop student pathways to employment through cadetships
and commercial partnerships – government, ENGO and LSMU.
10. Policy contexts
and strategies
 Link with the PARLC programme in a staged manner to support
diversity of unit offerings and increase CNRM qualification
sustainability.
11. Governance –
Whole of
University
approach
 Link with the Broome UNDA Strategic Plan.
 Development of integrated governance with partner groups.
 Target Key Performance Indicators for student enrolment,
support, completions and industry placement.
12. Indigenous
Education Unit
foundations
 Develop a dedicated CNRM support unit within UNDA and with
partner institutions that oversees the programme’s effectiveness
and provides guidance and review.
13. The value and
role of Indigenous
Knowledge
Centres
 Highlight links between the CNRM qualification and valuing of
Indigenous knowledge within the related disciplines
underpinning the CNRM qualification.
14. Cross cultural
competency
 Link with modules of UNDAs Cultural Competency Training (CCT)
Programme being developed on the Broome Campus.
Table 3: CNRM Qualification Leading Practice Elements

Findings: What we heard
The following sections represent the results of many interviews that occurred over six months from
August 2014 to February 2015, and a workshop held in October 2014 as part of the community
engagement and data gathering component of this Project. The Workshop was held with
practitioners, educators, and cultural workers who operate across the Kimberley land and sea country
management sector. Formal interviews and discussions were undertaken with land and sea
management workers, coordinators and managers, trainers, government representatives, industry
representatives and academic staff. It is clear that the information collected in the consultations
closely reflect that which has been identified in the literature in the previous section.
Current CNRM Activities – Rangers
Respondents identified a wide variety of CNRM activities operating across Northern Australia, most
embedded within Ranger (Working on Country), Indigenous Protected Area (IPA) and Indigenous
Heritage programmes. Some also identified fee-for-service activities and contracts with government
and the private sector, such as biodiversity monitoring, fire protection work around gas fields, surveys
and weed eradication.
Specific activities that were identified include:
 NRM and environmental management – weed mapping and management; fire
management; seed collection; biodiversity surveys; feral animal control; flora and
fauna monitoring; threatened and endangered species management; integrated
water management; and sea country management
 Cultural heritage management
 Documentation of Traditional Ecological Knowledge
 GIS mapping
 Cultural mapping
 Cultural teaching - Language
 Cultural tourism
 On-country trips
 Training and education
 Carbon abatement
 Marine and coastal research
 Governance – e.g. Traditional Owners managing IPAs
 Communication, reporting and coordination with stakeholders and partners – e.g.
cross-regional communication, funding partners and programmes.

Current CNRM Qualifications — Rangers
The main qualifications that participants identified were Conservation and Land Management
(C&LM) Certificates at the VET level, often as a requirement of Working on Country employment and
traineeship positions. This qualification is largely natural resource management (NRM) focussed, and
has limited cultural or traditional knowledge elements included. In the Kimberley, this training is
delivered by the Kimberley Training Institute (KTI) while in the NT, respondents identified CDU-
Batchelor as the main training provider. Primarily, rangers undertake Certificates II and III; however,
a small cohort have begun undertaking Cert IV level units, often due to students taking on leadership
roles. A Diploma in Conservation and Land Management is also available for those who are at the
level of managing a small team; however, there were no participants identified in these consultations
who were undertaking training at this level.
Image 5: KRN Literacy and Numeracy Smackdown at Corkbark on Karajarri country in November, 2014.
Karajarri rangers reviewing their video compilation of the literacy events (itself a competitive activity) –
rangers are Wynston Shovellor-Sesar, Philip Matsumoto, Eugene Bumba.
(© Kimberley Land Council)
At the Kimberley Land Council, training staff are piloting the Advanced Study Group initiative in which
the units undertaken at Cert IV level are selected according to a specific project that the rangers
identify and undertake over the course of a year, as described below (see “Leading Practice Models”).
Delivery modes for the above C&LM training vary from on-country delivery to block-mode in town
for up to a week at a time. The majority of people interviewed indicated that the reverse block option
(ie training undertaken on-country) is the preferred model, given logistical difficulties and other

complexities of travelling into town; however, this is much more resource-intensive for the training
providers.
Other ranger training
Many rangers also undertake additional training as part of their C&LM certification, including First
Aid and Occupational Health & Safety. Other specialised training (both accredited and non-
accredited) also takes place on an ad hoc basis in addition to the C&LM qualifications including, for
example, short courses in multi-media, aerial burning, biodiversity and cultural tourism. Aboriginal
Mentor courses, Ecosystem Management Understanding (EMU) (see Leading Practice section),
Australian Indigenous Leadership Centre courses and Certificate IV in Training and Assessment (TAE)
have also been completed by rangers at different times. Four rangers at the Central Land Council
(CLC) have achieved the TAE Cert IV qualification through the Community Based Indigenous Trainers
Pilot Programme run by the NT Department of Education. Rangers have used this qualification to
assist in their transition to leadership and supervisory roles.
Support
To support rangers in their training, participants indicated that rangers also undertake Language,
Literacy and Numeracy (LLN) training. This programme was previously called Workplace English
Literacy and Learning (WELL). In Central Australia, the cost is covered by CLC and delivered by a
private RTO at 10 hours per fortnight. In the Kimberley, it is delivered by KTI. In a joint initiative, the
KLC and KTI have started an annual event known as the Workplace English Language and Literacy
Smackdown, where rangers compete in their teams in a range of activities that are “designed to
challenge team work, communication and problem solving” (Kimberley Land Council, 2014). The
competition is held on-country for two days. This year’s competition included a cook-off, a GPS
treasure hunt, song writing and the production of a film clip. The integrated LLN training was noted
to be of high value by participants and organisations.

At the CLC two ranger mentors work within the Ranger Programme to assist rangers make the
transition to a permanent job, and to assist them to develop skills in banking and debt management,
work readiness and performance management. The KLC, as part of the Advanced Study Group pilot,
engaged KLC staff volunteers as ‘study buddies’ to mentor rangers during their Cert IV units.
Other CNRM qualifications available nationally
There are limited numbers of CNRM-specific courses available at the higher education level and none
which address all the needs of Indigenous and non-Indigenous students studying across Northern
Australia in terms of delivery mode, qualification level and access. The following list provides a brief
overview.
Deakin University
Graduate Diploma in Natural and Cultural Resource Management
Graduate Certificate in Natural and Cultural Resource Management
These courses are run through Deakin’s Institute of Koori Education within an “Access & Equity”
Programme, which means that it is designed to make it as easy as possible for Aboriginal and Torres
Strait Islander students to access higher education.
The strengths of this programme are that it aims to prepare Indigenous students to be managers on
country and brings together Indigenous and Western knowledge systems in an integrated manner
enabling Indigenous students to draw on their own experiences on country. Limitations of this
programme include that it is only available to Indigenous students, is only offered as a post-graduate
course and therefore requires an advanced level of academic achievement, is located in southern
Australia, does not offer reverse block teaching, and does not incorporate country-based delivery.

Charles Darwin University
Bachelor of Environmental Science
This course is described as a professionally oriented, multidisciplinary programme enabling students
to acquire a broad base of theoretical knowledge and practical skills in unique environments of the
Northern Territory. It has been designed to include a strong focus on environmental science and
management in tropical and desert environments in the Australian and Asia-Pacific region. The course
provides students with a thorough knowledge of environmental science and management, together
with the ability to access information efficiently and apply scientific methodologies across a hierarchy
of scales ranging from the level of organisms in communities, through to landscape level ecosystem
functioning and global processes in order to evaluate, understand and predict the nature of
environmental change.
Comments:
Most units are taught out of Charles Darwin University, but depending on the specialisation chosen,
some may be taught from Batchelor Institute. Units undertaken at Batchelor are more likely to be
delivered in intensive mode, whereas those at CDU are either internal (on campus) or external
(online). The strengths of this programme are that it is a rigorous and multi-disciplinary course
providing sound theoretical and practical background knowledge, it is focused on Northern/Tropical
Australia, and offers specialisations including Natural, Cultural Resource Management, Marine and
Coastal Management and Climate Change. Limitations of this programme include that only a handful
of units are offered in an intensive mode – most being delivered internally or fully externally (online),
it does not incorporate TEK, does not offer reverse block mode, and does not incorporate
project/country-based delivery.
Cultural Heritage courses of relevance
Kimberley Training Institute
TAFE Cert IV Cultural Heritage Modules
In 2013 TAFE revised modules for all courses at all levels from a national perspective. At this time
Kimberley Training Institute picked up three modules for the cultural heritage component of the Cert
IV Conservation and Land Management course. The modules include:
 AHCLPW403A Inspect and monitor cultural places
 AHCILM402A Report on place of potential cultural significance
 AHCILM201A Maintain cultural places
Each of these modules has been developed from a Western knowledge, scientific management
perspective, while consideration of cultural protocols and community requirements is mandatory
when study sites are Indigenous places or landscapes.

Charles Darwin University
Bachelor of Arts
Ability to specialise in cultural heritage, archaeology & anthropology, languages & Indigenous
knowledge)
Bachelor of Indigenous Knowledges
Graduate Diploma in Indigenous Knowledges
Study includes Cultural Engagement, Policy and Governance; History and Cultural Heritage and/or
Yolngu Culture and Languages. Of note is the learning framework for the Bachelor of Indigenous
Knowledge:
‘Special focus is placed upon Indigenous people's engagement in the management of land
and water resources. The students are able to learn about the recording and representing
of knowledge and country in appropriate ways through engagement with and between
Indigenous people and can acquire the ability to negotiate and communicate between
cultural groups. Yolngu Culture and Language is a unique specialisation where students can
immerse themselves in the lived experience of Yolngu societies. Learning takes place within
a context that encompasses both contemporary and traditional Yolngu Knowledges. The
degree also has International Indigenous units of study and makes use of the links
established between the University and Indigenous communities overseas.’ (Bachelor of
Indigenous Knowledges Course Catalogue,
http://stapps.cdu.edu.au/f?p=100:31:2791196119856401:::31:P31_SEARCH_COURSE:BIK
2015 )
University of New England (Armidale, NSW)
Bachelor of Sustainability
Majors available in a selection of five streams including:
 Community Engagement and Development
 Cultural Heritage Management
 Governance and Regulation
 Environmental Resilience
 Environmental Governance.
UNE also has the Heritage Futures Research Centre, where research interests include:
 the creation, use and implications of local and regional history and heritage, including their
implications in the national and international contexts
 the history and role of community organizations
 indigenous, settler and immigrant heritage
 historic objects, sites and precincts
 commercial, industrial, agricultural, environmental, domestic, educational, political, literary
and performing and visual arts heritage.

University of Wollongong (Wollongong, Bateman’s Bay NSW)
Bachelor of Science (Land and Heritage Management)
The Centre for Archaeological Science has also been established here.
Other courses of relevance
Charles Darwin University/Batchelor Institute:
Bachelor of Aboriginal and Torres Strait Islander Advocacy
The Bachelor of Aboriginal and Torres Strait Islander Advocacy degree programme is run through
ACIKE and so is guided by Indigenous knowledge systems. The course aims to give students skills and
knowledge in accountable leadership, working with Aboriginal communities to achieve their
aspirations for cultural maintenance, and in effective participation in contemporary Australian social,
cultural and economic life. The course has three specialisations, one of them being Land and Sea
Management Practice. This specialisation has a large cultural heritage component; however, the
course overall does not cover mainstream NRM content.
James Cook University
Graduate Certificate of Planning and Indigenous Communities
While not directly related to CNRM, this course may indeed be relevant for those working in the
CNRM field who may wish to specialise in planning for communities. While it is a postgraduate
course, JCU is interested in working with UNDA to adapt some of these units to contribute to this
proposed qualification.
Gaps in existing qualifications
Participants identified gaps in existing qualifications. . These related to qualification level, delivery
and content. One group of participants noted that all NRM training is currently inadequate as it is
“off-the-shelf and formulaic” and that existing courses “miss opportunities to capitalise on context-
specific issues”. For example, for students in Broome conducting work in and around Roebuck Bay,
there have been missed opportunities for in-depth study in marine science, wetlands and
hydrogeology. Further, current training is often too short due to time limitations. For example, one
respondent noted that there is only one unit on biodiversity surveys, but the work requires more in-
depth knowledge. For some groups, the absence of reverse-block (on country) teaching was also a
gap oversight.
Gaps in qualification levels
Qualification levels are determined according to the Australian Qualifications Framework (AQF). This
is a scale of qualifications ranging from 1 to 10, with 1 being Cert I and 10 being a Doctoral Degree.
The AQF is designed to facilitate pathways through the formal educational qualifications.

As noted above, current CNRM qualifications exist mostly at the VET Certs II-IV level (AQF Levels 2 to
4). As discussed further below, even within these existing qualifications, gaps in both content and
the way in which courses are delivered should be taken into account for any new qualification being
developed.
It was clear from the consultations that the largest gap exists at the Diploma (AQF Level 5) and
Bachelor Degree (AQF Level 6) levels. Qualifications at these levels would assist people who want to
enter into more senior positions across land and sea management roles in the public, private and
NGO sectors and this could be applicable across a diversity of industry areas. It should be noted that
Diploma level courses fit within both the VET sector and the higher education (university) sector. As
one participant noted, opportunities for engagement in the higher education sector would allow
students to study not only the what and the how of cultural and natural resource management, but
also to investigate the why.
Related to the above, another gap identified was the lack of a bridge to facilitate movement from
VET qualifications into the higher education sector, as the latter requires far more academic writing,
research and analytical skills than the former, which focuses on practical skills and competencies. As
set out in the previous section, some institutions, including UNDA, offer bridging/enabling/tertiary
preparation courses which may help to address this gap.
Deakin University offers one CNRM-specific postgraduate course (AQF Level 8). It is delivered in a
combination of block mode and online teaching and does not require students to hold a bachelor’s
degree to gain entry; rather, it recognises a combination of cultural qualifications and a minimum of
five years’ work experience as equivalent to holding a bachelor’s degree. This course is only available
to Indigenous students, which is an issue for non-Indigenous students who may wish to undertake a
course with a strong Indigenous knowledge component (AQF, 2014).
Content gaps
One of the largest gaps identified in both this, and the previous 2009 feasibility study was the “C” in
“CNRM”. Cultural and Traditional Ecological Knowledge was noted as one of the most common
elements missing from courses undertaken by Indigenous rangers. This is the case at both the VET
level (Certs II-IV C&LM), as well as most mainstream undergraduate degrees (e.g. science,
environmental science, NRM) – the exception being the Bachelor of Environmental Science at CDU
(mentioned above). Related to this was the call for a focus on cultural protocols – knowing the right
people to speak to for the right country, cultural governance, interpretation of traditional stories,
knowing about protocols with plant and animal species and being able to “look at country more
deeply”, to identify and respect place-specific environmental and cultural ethics, including an
awareness of dangers on country.
Other content gaps participants identified included:
 Fundamentals of science, the scientific process (experimental design, statistics)
 Marine, wetlands, water, hydrogeology
 Coastal/sea country management
 Fire

 GIS and data management
 Cultural heritage and cultural database management
 Cross-disciplinary, Indigenous ranger-specific skills that are directly linked to field work
including:
 media training
 public speaking
 community liaison
 assertive communication
 community governance
 corporate governance
 management of projects and people
 community asset planning
 financial management
 administration
 IT skills
 mentoring and leadership
 academic writing and analysis (accessing, interpreting and writing academic papers and
reports).
Finally, one respondent reported that exemptions from national standards for Indigenous
organisations for some licensing and training (e.g. firearms and vessel certification) mean that these
licenses cannot be transferred to the mainstream context. This is an issue for people who want to
take up positions outside of the Indigenous sector. In this regard, it is important when designing a
CNRM qualification for Northern Australia to ensure that courses are both specific in terms of place-
based learning and TEK and general enough to be transferrable to mainstream context.
Enablers for Indigenous CNRM Students
Factors identified in the interviews, which might assist Indigenous students to complete their
qualifications in CNRM, include:
 Course delivery:
o Project-based training and/or training linked directly to work
o Peer-to-peer teaching and learning – makes it more familiar, comfortable and enjoyable for
students. This can also be done in schools, with students teaching younger students.
o Using local examples
o Two-way learning
o Use of training facilities outside of large towns
o Having training coordinators who can travel, support and liaise with training providers and
help make it relevant
o Having different levels of courses available.
 Student attributes:
o For a CNRM course, many Indigenous students will have had a lifetime of experience of in-
depth observations of ecological changes on their country. This long-term knowledge is
valued in ecology. One interviewee reported that: “systems of ecological knowledge transfer

are far superior in a functioning traditional culture, as opposed to western science, which
must rely on journal articles to pass the information on”. This, therefore, puts many
Indigenous students in a position of strength when embarking on their CNRM studies (from
which their non-Indigenous peers can learn). Recognition of, and respect for, such knowledge
will address challenges identified in the next section, including self-confidence and the
university culture that regards Western scientific knowledge as the only valid knowledge
system. This was highlighted by Fogarty and Schwab (2012, p 3) in finding ‘the importance
of Indigenous land and sea management (ILSM) as a development and employment activity
for Indigenous people living in remote regions of Australia, and show how remote education
programmes are connecting to ILSM to provide local ‘Learning through Country’ solutions’.
 Support:
o Ensuring that there are leaders in the community who will support the qualification and the
graduates
o Creation of broad partnership with the community to negotiate the knowledge
incorporated into the degree, with language authorities to approve resources, etc.
o Leaders having a good understanding of both Indigenous knowledge and mainstream
education
o Having positive role models
o Focus on building relationships between teachers, students and their communities
o Mentoring and champions — assistance for participants to make the transition to a
permanent job through partnerships with regional public, private and non-government
organisations
o Mental health
o Concurrent life skills training including banking and financial management, work readiness,
and dealing with personal issues including intergenerational trauma
o LLN support that is linked directly with project-based studies
o ITAS support
o USIQ (Underpinning Skills for Industry Qualifications – includes embedding communication,
mathematics, technology, culture, cognition, and problem solving skills into the context of
students’ learning programmes).
 The Institution:
o Changing perceptions of study at the higher education level, particularly through the
acknowledgement and respect of other worldviews and Indigenous knowledge and
recognition that everyone’s knowledge is valued.
o Having educational/training institutions value what they are doing.
Constraints for Indigenous CNRM Students
There are constraints for Indigenous students accessing, participating in and completing higher
education courses. The interviewees identified the following constraints for Indigenous CNRM
students which relate to their existing qualifications.
 Personal factors:
o Motivation

o Confidence
o Housing: Overcrowding and difficulty finding ‘head space’ to study
o Humbug/Kinship obligations: Need to be strong to ask people to give you space.
o Attitudes to education:
o Community attitudes: The concept of people studying at higher levels attracts a “so what”
attitude.
o Training fatigue.
o Student attitudes about the value of education: As mentioned above, for many, training is a
requirement of WoC funding, and therefore, it is important to identify links for rangers to
explain why they could take their qualifications beyond Cert III.
o Time management and time availability, especially when working full-time
o Money – training wages (either insufficient or a lack of)
o Lack of awareness of what courses and options are available; lack of awareness of
educational pathways to specific careers
o Literacy and numeracy skills – report writing skills, academic reading and writing
o Computer literacy and IT skills
o Distance/remoteness – having to travel/leave home to study
o Some people experience difficulties in gaining a blue card (working with children), driver’s
licence and firearms licence due to previous court convictions
 Institutional factors:
o Access to relevant specialist teachers
o Accessibility of the university experience, e.g. technical language (institutional language,
technological/IT literacy and academic language)
o Staff who lack dedication and/or cultural awareness
o Lack of resources in a relatively new industry
o Inability to package training to suit ranger needs
o Lack of adequate integration and acknowledgement of cultural governance
 Industry/government constraints:
o Lack of recognition of the need for budgets to factor in training/capacity building in jobs
o Funding – government grants – future of ranger programmes not necessarily assured
 Other:
o Loss of traditional knowledge – one person reported that a lot of the traditional knowledge
in one area of the Kimberley has been lost, particularly regarding fire management
Finally, in the consultations, one IPA Coordinator indicated that one of that Indigenous rangers were
often feeling frustrated at TAFE qualifications because they had become more of the teacher than
the student, suggesting that they were, in fact, beyond that qualification level. It was also indicated
that young Aboriginal people leaving school were often recommended to undertake VET
qualifications rather than university, regardless of their scholastic achievements. This issue is broader
than this study can elaborate on, but an important one to investigate.

VET Pathways
Key informants were asked to consider issues that need to be addressed to support Indigenous
transition from training in the VET sector to studying in the higher education sector. As noted above,
in the “Gaps” section, the competency-based skills and knowledge required to undertake training at
the VET level are very different to the academic skills and knowledge required to successfully
complete higher education courses. The responses concerning initiatives to support these transitions
from the interviews included:
o Starting young – targeting school-aged children to bring cultural awareness and
environmental science into the school curriculum
o There needs to be a better link between VET and higher education through benchmarking
(such as CNRM competencies)
o Intensive literacy skills that are applied and contextual – e.g. the first year of a degree could
be focussed intensively on literacy
o IT skills support
o Personal and academic support – independent learning support
o Structuring the course in a way that provides the pathway
o Recognition of Aboriginal knowledge and languages
o Starting with current abilities and strengths and then move into the unfamiliar
o Providing learning activities that focus on visual, interactive tools including DVDs and audio
recordings, interactive dictionaries, speaking-to-text conversion programmes
o Provision of alternative assessments (e.g. oral and visual presentations, graphics, arts),
balanced with written forms
o Allowing Recognition of Prior Learning where suitable
o Involving Indigenous students in the creation of the cultural components of the qualification
o Building programmes around community priorities.
Resourcing Opportunities
There are several nuances inherent in university funding frameworks. The main funding source upon
which the UNDA relies is generated from student placements, and as a dual sector university, the
Broome Campus attracts both VET and higher education funding from the Commonwealth. As a Table
B University, UNDA offers a HECS equivalent structure, which offsets the fees charged to fee-paying
students. The Australian Government’s contribution to a university per student enrolled within an
allocated number of Commonwealth supported placements. However, not all courses attract
Commonwealth support so will rely largely on fee-generated income. It is relevant to note that UNDA
cannot apply for Indigenous student support under the Higher Education Participation and
Partnerships Programme (HEPPP), because the programme is only available to Table A universities
(Department of Education and Training, 2014).
In terms of funding outside of the University’s main frameworks, consideration was given those
within the Indigenous affairs portfolios, and potential avenues within industry and education assisted
agencies and organisations where support could be extended through the establishment of funding
and in-kind partnerships. This includes scholarships, cadetships, tutoring, accommodation
assistance, as well as in-kind support from champions, mentors and leaders.

Australian Government’s Indigenous Advancement Strategy (IAS) 2014
The Commonwealth Government of Australia allocated $4.8 billion over four years to the Indigenous
Advancement Strategy (IAS), which commenced on 1 July 2014. This figure includes an allocation of
$45 million to the Vocational Education and Training Centres (VTEC) discussed below. The IAS
currently has funding of $2.3 billion to spend over a four-year period for new IAS grant funded
initiatives (DPMC, 2014, p 4). Announcements regarding further open funding rounds have not been
made.
THE IAS replaces over 150 individual programmes and activities previously in operation. The focus is
now on three main endeavours: getting children to school, adults to work and making communities
safer. Specifically, the five new IAS programmes are:
1. Jobs, Land and Economy
2. Children and Schooling
3. Safety and Wellbeing
4. Culture and Capability
5. Remote Australia Strategies.
The Commonwealth Government’s stated need, which is particularly relevant to this work, is to “do
things differently” directly in relation to a subsequent statement that there should not be any more
“training for training’s sake”. The 2014-2015 period is highlighted as the transition year to the new
IAS arrangements.
Within the Principles set out in the IAS, priorities include communities being at the centre of design
and delivery. The stated focus is on outputs, not inputs and that correspondingly, bureaucracy and
red tape must be reduced for communities, organisations and service providers to make it easier to
produce said outputs. Likewise, there’s an expectation toward a high degree of accountability.
In terms of engagement, the focus is on regional and local/place-based solutions and responsiveness.
In regard to supporting regional and remote Indigenous students, funding is prioritised to focus on:
“Increasing Indigenous Year 12 attainment and pathways to further education and training”, and,
“Addressing the disproportionate disadvantage in remote Australia and the need for strategic grant
funding for local solutions” (DPMC, 2014 d).
Over the next 12 months, starting from June 2015, the Prime Minister and Cabinet (PM&C) Network
intend to move to a regional model. This is so that senior public servants and decision makers are
located close to the communities with whom they work, and so that the Network can work in
partnership with clients and, “…tailor action and long-term strategies to achieve solutions in the
Government’s priority areas” (DPMC, 2014e).
IAS funding arrangements are primarily available via annual open rounds. Called the IAS National
Competitive Funding Round, it commenced 8 September 2014 and was open for six weeks. An option
exists for applications taking advantage of “time-limited” opportunities to be received at any time.
Organisations could have applied for IAS funding from 1 January 2015 (if funded on a calendar year

basis) or can apply from 1 July 2015 (if funded on a financial year basis). Organisations or individuals
can make applications from one or more of the programmes through a single application and have
one agreement with the DPM&C (DPMC, 2014, p 4).
Funding received by successful applicants in this latest round is available for use until 30 June 2018.
The time-limited opportunities detailed above correspond to a “demand-driven” application form,
which can be submitted at any time (discussed in greater detail below). However, it is critical to note
that the 2014 funding round is the only one that has been announced. While a 2015 annual round is
anticipated, it is not confirmed (DPMC, 2014, p 4).
UNDA Opportunity under the IAS
If subsequent funding rounds are confirmed, and if demand driven applications continue to be
received, there is opportunity UNDA to utilise the IAS to develop a set of cultural and natural resource
management qualifications at the undergraduate, and postgraduate level (DPMC, 2014a, p 12).
Children and Schooling programme would be the main entry point for UNDA, because of the direct
correlation it has with key performance indicators highlighted in the guidelines. And, while the key
performance indicators (KPI) do not correspond directly with this Project under the Jobs, Land and
Economy programme, some of the elements it identifies may resonate, and could come under the
demand driven application model.
The elements of the Children and Schooling programme relating directly to this Project include:
 Increasing Year 12 attainment pathways to further education and training; and
 Increasing course completion at university level study.
Against Education Achievement, the KPI will measure an increased proportion of Indigenous people
with Year 12 or higher qualification. And, against Youth Transition, the KPI will measure an increase
in 20-24 year old Indigenous people in employment, training, and further education.
The guidelines state that the IAS Australian Government grant funding will be used to primarily focus
on “‘outside the school gate’ activities (actions which support the capacity building of parents, care-
givers and communities) to complement mainstream grant funding”. So, although it includes
consideration of funding toward supporting the increased completion of university level studies, and
pathways to further education and training, targeted funding for these may largely exist under
specified funding within the Education portfolio.
The elements of Jobs, Land and Economy relating to the scope of this Project include:
 Activities that provide employment, training, and participation services that build skills
and work readiness of job seekers in remote Australia;
 Support for school students/graduates to connect to real employment; and
 Activities that support jobs in land and sea management.
And, while the KPIs do not translate directly, these elements constitute activities that may be
supported where they can be demonstrated to be demand driven in nature.

Demand driven applications
The IAS guidelines state that a provider, community, region or jurisdiction may approach the
Department to discuss proposals for place-based strategies or demand driven activities at any time.
The regional office in Broome is where UNDA would commence such negotiations.
Applicants are assessed based on their ability to: demonstrate a good understanding of the need for
the outcome in the chosen target group; describe how the implementation of their proposal will
achieve the outcomes required, as well as demonstrate value for money; demonstrate their
experience and/or capacity in effectively developing, delivering, managing and monitoring grant
funding to achieve outcomes in the chosen target group; demonstrate their capability to deliver
outcomes in the chosen target group, including the ability to manage financial affairs and strong
governance arrangements; and demonstrate a commitment to Indigenous participation in the design
and delivery of the activity, in particular, by ensuring that relevant Indigenous communities are
consulted in the development of the project and support the delivery of the project; and through a
commitment to employing Indigenous Australians (DPMC , 2014 (b), p 7).
It is significant to note that UNDA has made an application in the open funding round. Under the IAS
Children and Schooling programme, it is seeking approximately $1.67 million over three years and
across the three campuses for Indigenous Tutorial Assistance (ITAS) (discussed in the literature review
section of this Report). It is seeking resources for the appointment of an Indigenous Support Officer
(ISO) based in Fremantle, plus the funds to provide the assistance. Tertiary (and VET) tuition provides
fundamental skills required for students to be able to obtain successful outcomes in these dual
sectors.
Indigenous Cadetship Support (ICS)
Discussed in the literature review section of this Report, the ICS, which falls under the Australian
Government’s Indigenous Employment Programme within the IAS, aims to improve the professional
employment prospects of Aboriginal and Torres Strait Islander people. It works to achieve this by
linking tertiary students undertaking a Diploma, Advanced Diploma or their first undergraduate
Degree, with employers, in a cadetship arrangement involving full time study and paid work
placements. Cadets combine their full-time study with an annual 12 week/60 days (or equivalent)
work placement, which complements their course of study (DEEWR, 2014).
Vocational Training and Employment Centres (VTEC)
VTEC represents a $45 million allocation from within the Indigenous Advancement Strategy (IAS) pool
to deliver 5,000 job outcomes under a demand driven model, which matches people to jobs via
commercial sector demand and willing participants, or employees. It builds on the Generation One
employment initiative launched by the former Labour Prime Minister, Kevin Rudd, in March 2010.
Run by Department of Prime Minister & Cabinet (DPMC), the VTEC partners with and utilises the
services of Job Services Australia (JSA) where appropriate. The main VTECs in Western Australia
include the Chamber of Commerce and Industry (CCI) in Perth, which is contracted to secure 300 jobs
 Departmental advice given in October via telephone on 1800 088 323 advice line. October and December 2014.

by end of June 2015, and Kimberley Group Training (KGT) in Broome and Kununurra, which is
contracted to deliver 150 jobs within the same timeframe (Generation One, 2014).
In terms of higher education, it is significant to point out that there is no requirement regarding study
or training. VTEC is primarily concerned with an employment outcome. An individual can be placed
directly into employment without training if he/she meets the employer’s requirements. University
studies are just as relevant as VET; however, timing will be the issue as currently VTEC is only available
to participants who commence in the workplace by 30 June 2015 (DPMC, 2014c). This may change
in the first half of 2015 so longer-term pathways could be planned (Warrener, 2014).
Part of the Indigenous Employment Programme (IEP), which was a source of employment support,
ceases on 30 June 2015. VTEC has more or less taken its role with IAS taking up other components
not covered by VTEC. A Participation Account belongs to Job Services Australia (JSA), which holds it
in trust for paying for its clients’ programmes. This is to prepare JSA clients to enter the workforce
and may include training, outfitting, mentoring, and wage subsidies.
VTECs receive milestone funding at the six-month mark, and this amount varies depending on the
‘streaming’ of the participant. Streams are a classification of job seekers as determined through a
Jobs Capacity Assessment. Streams 1 and 2 jobseekers are deemed more employable (assessed as
having fewer barriers to employment), while Stream 3 and 4 jobseekers are assessed as facing
multiple barriers to employment. VTEC funding is greater for Streams 3 and 4. However, in the
Remote Jobs and Communities Programme (RJCP) areas, which in the Kimberley applies once outside
of JSA’s area of Broome, there is no streaming as far as funding is concerned. All parties working with
RJCP’s clients are entitled to the same levels of support. In terms of VTEC support, it is commensurate
with funding at the higher levels (Streams 3 and 4).
Each VTEC has to show it has a degree of flexibility as to how it expends these funds. Some Centres
will retain 100% to cover their own costs in reaching this milestone, whereas others, such as
Kimberley Group Training (KGT), seek to reduce their risk and encourage investment from employers,
in particular, to reach this milestone, so are willing to share the funds with an employer. KGT has a
standard offer to provide a higher financial incentive to the employer at six months for a Stream 3 or
4 participant, which is negotiated up or down depending on the context of the placement, or how
many other parties are involved in preparing a participant to reach this goal. For a Stream 1 or 2, the
amount is less. The Indigenous Wages Subsidy (IWS) is also available to employers, which is available
separately for the same participants. There are no other direct financial benefits to the employer.
KGT states, ‘the other benefits to an organisation depend on how it values its social engagement, and
what value it derives from having local staff able to network with the community and attract
additional business to the organisation from that community’ (Warrener, 2014). In terms of industry
groups, KGT’s major Host Employers are Argyle Diamonds, Kimberley Land Council, Indigenous Land
Corporation (Agriculture), Northern Airport Services (Aviation) and a range of smaller employers from
construction, automotive, business, hospitality and similar industries (Warrener, 2014).
Other Australian Government Funding
Separate to the areas that now fall within the IAS, the Commonwealth Scholarships Programme (CSP)
(which is also highlighted in this Report’s Literature review section), assists Aboriginal and Torres

Strait Islander students from low socio-economic backgrounds, particularly those from rural and
regional settings, with costs associated with higher education. The CSP is administered by eligible
higher education providers (on behalf of the Commonwealth Government), and are responsible for
conducting their own application and selection procedures on the basis of guidelines outlined by the
Government (Department of Industry, 2014). In 2014 the values of the CSP Scholarships are:
 Indigenous Commonwealth Education Costs Scholarship (ICECS) $2,492
 Indigenous Enabling Commonwealth Education Costs Scholarship (IECECS) $2,492
 Indigenous Commonwealth Accommodation Scholarship (ICAS) $4,985
 Indigenous Enabling Commonwealth Accommodation Scholarship (IECAS) $4,985
 Indigenous Access Scholarship (IAS) $4,702 (Department of Industry, 2014).
The Indigenous Support Programme (ISP) is another source of support, which provides grants to
higher education providers to assist them to meet the needs of their Aboriginal and Torres Strait
Islander students and to advance the goals of the National Aboriginal and Torres Strait Islander
Education Policy. The types of activities supported under the ISP include the establishment and
management of Indigenous Education Units, and assistance with study skills, personal counselling
and cultural awareness activities (Department of Industry, 2014a).
While the UNDA does have access to a limited number of Commonwealth scholarships for Aboriginal
students, it is not eligible for the ISP funding as this is only accessible to Table A providers, whereas
UNDA is a Table B provider. The question of consortia applications, however, may be possible as
detailed in the Act, and would require further investigation to establish this as a pathway (Higher
Education Support Act, 2003).
Rio Tinto
Rio Tinto owns and operates the Argyle diamond mine in East Kimberley. The mine has been
operating since 1983 and is one of the world's largest suppliers of diamonds (Rio Tinto, 2014). In
terms of investment in education at the higher education level, Rio Tinto enjoys a strong partnership
with the University of Western Australia (UWA), which has been operating for over twenty years and
features collaborations with the UWA Energy and Minerals Institute. The Rio Tinto Group Education
Partnership programmes include:
 Centre for Safety - Rio Tinto is a founding partner of a dedicated Centre for Safety, which
ensures faculties such as Engineering, Psychology and Human Factors take a consistent and
integrated approach to safety.
 Rio Tinto visiting master class — An opportunity for talented undergraduate and
postgraduate students (earth sciences and engineering) to interact with international
experts on topics of importance to industry needs.
 Girls in Engineering
 In the Zone: Next Generation programme
 Rio Tinto scholarships

 Sponsorship of student societies
 Rio Tinto Iron Ore-funded Pilbara Aboriginal Scholarships and Indigenous Scholarship
Programme
 Joint research projects for students with CEED (Co-operative Education for Enterprise
Development) – which include a period of work on a project at one of Rio Tinto’s operations
as well as the normal time invested on campus (Rio Tinto, 2014a and 2014b).
Apart from the above mentioned education and skills development focus areas, the Rio Tinto–UWA
partnership also includes the Rio Tinto Centre for Rock Art Research and Management (CRAR+M). It
supports the Chair in Rock Art and Director of the Centre, and involves working toward the
preservation of Indigenous art and culture.
Rio has expressed interest in receiving further information to facilitate the exploration of synergies
between its objectives and development of this Project. In addition, in terms of the UWA partnership
with Rio Tinto, and in relation to our investigations to ensure adequate support in areas such as
scholarships, the UWA, through the Winthrop Professor in Archaeology, is keen to discuss any
appropriate pathway for students engaged in cultural and natural resource management studies at
UNDA to be supported in areas such as scholarships and exchange.
Woodside Energy Ltd
Woodside is Australia’s largest oil and gas company with a strong profile in the Kimberley Region. The
Broome office of Woodside has indicated it would like to engage further regarding UNDAs
development of CNRM qualifications, to determine any shared objectives and potential partnership
opportunities (McPhee, 2014). Woodside is an active agent in the education space in Western
Australia. Its goals are clearly articulated in relation to Indigenous education in their 2011-2015
Reconciliation Action Plan (RAP). As the RAP will require review leading up to the 2015 period, it
could be an ideal time to hear about their successes, and to assist them with the negotiation of new
partnership goals in the Kimberley and beyond.
Initiatives include the Follow the Dream: Partnerships for Success programme, which targets
Aboriginal students with substantial academic aspirations as they commence their secondary
education. It works with the Graham (Polly) Farmer Foundation, which brokers industry support and
further funding. Through individualised case management, specifically in the areas of academic
acceleration, longitudinal subject selection, and career and transition support, students are
supported to complete high school and attain results which enable entrance into tertiary studies
(Education Department WA, 2014). Woodside is also committed to increasing Indigenous
employment in its workforce in a way that reflects the demographic of Western Australia’s
Indigenous population in 2015. Other areas of commitment detailed in their RAP include:
 Establish a new Community Cadetship programme and provide 10 Indigenous university
students with community cadetships under this programme;
 Award 15 Indigenous university students with Woodside Cadetships;
 Support the implementation of a Kimberley-based literacy Programme;
 Support 30 Indigenous students from year 8 through to the completion of their first year
of university studies through supporting the Aspiration Initiative;

 Support of over 200 Indigenous students to participate in science and engineering
education camps;
 Facilitate the delivery of conservation agreement projects; and
 Provide support to assist 100 Indigenous students to participate in the Clontarf
Foundation programme (Woodside Energy, 2014 and 2014a).
Under its Browse Basin joint venture, it also supported five Indigenous trainees to graduate through
the Browse Indigenous Training and Employment Programme. Woodside played a coordination and
support role with trainees hosted by a local business and engaged in on-the-job training. Kimberley
Group Training and Kimberley Training Institute are key training partners. Woodside has reportedly
funded the training and employment of over 100 Kimberley Aboriginal people with some full-time
employment outcomes. In October 2013, apart from the five trainees mentioned above, it was
supporting a further 29 Aboriginal trainees and apprentices (Woodside Energy, 2014b).

Options for CNRM Qualification Development
What we heard: Essential elements as identified in the consultations
The interview questions called for participants to outline the essential elements that should be
included in a CNRM qualification. Responses are grouped into two categories: essential content
elements and essential elements for effective delivery and support.
Essential content elements
The following were identified as topics or modules that would be essential to include in a CNRM
qualification:
 Basic science concepts – the scientific method (e.g. research, statistics) – could be
integrated into other units
 NRM – weeds, fire, erosion, etc. (could link these with science units)
 Environmental science
 Basic grounding in animals (zoology), plants (botany) and ecology
 Biodiversity surveys – both traditional and Western
 Ecological fire management – vegetation, fire behaviour, carbon funding initiative,
monitoring of effective fire management, language around fire (technical and
Indigenous knowledge)
 Applied traditional knowledge
 Mapping and GIS
 Cultural mapping
 Database management
 Project management – making a plan, talking to the right people, time management,
resources, how to do the project
 Data recording and analysis
 Working with people – governance, engagement in organisations
 General knowledge about the role of government and what government departments
do
 Cultural governance
 Healing – to address trauma (see below)
 Intricacies of the Aboriginal kinship system
 Contemporary history of Aboriginal people
 A basic introduction to Knowledge systems to unpack both Traditional Ecological
Knowledge and Scientific Knowledge, their assumptions, epistemology and ontology
(such as the CDU programme “contested knowledges”.
Essential elements for effective delivery and support
 “Any course needs to address issues of intergenerational trauma first, as this inhibits
people’s ability to study at higher levels”.

 A healing/preparatory camp or activity with trained and experienced psychologists to
assist participants to address these issues (in line with Yiriman activities)
 Literacy and numeracy support
 IT skills
 Mentors and support from staff, peers, community members
 Community involved in the design of the course
 Cultural safety – supervision and guidance from elders
 Opportunities to build relationships
 Project-based delivery and applied learning
 Practical assessments
 Flexibility to tailor units to individual needs
 Include specialisations that assist career pathways (e.g. governance focus, GIS focus,
etc.)
 Partnership links to other institutions with centres of excellence in particular areas of
interest (e.g. Seagrass at JCU)
 Enabling/support pathways
 Very experienced people developing curriculum.
UNDA Qualification Options
A person’s decision to study for a qualification in CNRM through UNDA Broome, will support, and
strengthen professional knowledge and aspirations. Education translated to professions can find
graduates working while studying, or post study, gaining positions in land and sea management units,
environmental non-government organisations, border protection, and in industry sectors such as
mining, pastoralism, forestry, tourism, fisheries, aquaculture, horticulture, wildlife utilisation, and the
commercial provision of environmental services. The sphere of the maintenance and application of
traditional ecological knowledge and other cultural heritage aspects, underpin all of the above.
The disciplines CNRM courses would draw from include: Arts & Sciences (science, archaeology,
behavioural science, communications and media, social justice, politics and international relations,
history); Business (finance, management, public relations, economics, governance and human
resource management); and Law (Native-Title, agreement-making).
Pathway to Undergraduate CNRM courses
The Tertiary Pathway Programme (TPP)
The TPP provides students with the skills and confidence to study at a university level. The TPP assists
students to develop new methods of learning and strategies for success. The course aims to develop
skills for independent learning. There is also a focus on providing students with the essential study
skills required when working as an individual, or in a collaborative environment including:
understanding the language and culture of an academic environment, including critical and reflective
thinking; developing essential mathematical skills and how to apply data and statistics in study;
developing academic reading and writing skills; and developing IT, research and presentation skills.

The TPP course structure comprises four units delivered in one semester. However, students can take
up to two years to complete the TPP. It is delivered via the Regional and Remote Delivery Model
(RRDM), which enables students to participate from anywhere in regional Western Australia. While
students need to undertake TPP001 on the Broome campus, the remaining units are available either
online and/or in separate week-long study blocks on the Broome and/or Fremantle Campuses. Some
units may require additional online activities either prior to or after the on-campus contact weeks.
The four units include:
TPP001: Communication and essential study skills – will involve broad consideration of different
writing styles and how to identify academic writing; how to write structured paragraphs, punctuation,
word comprehension and an overview of paraphrasing, quotations, summaries etc.
TPP002: Essential mathematics
TPP003: Digital research and information literacy – will include digital research and information
literacy with a focus on research and referencing.
TPP004: Writing for Tertiary Studies (TPP001 and TPP003 are prerequisites for TPP004) – will involve
developing concise writing style for university contexts.
The TPP may also be able to be delivered in reverse block mode which reflects the broader Regional
and Remote Delivery Model (RRDM – see below), as well as the findings from this research, which
calls for more teaching to take place on country. This would be available to all students engaged in
the programme, but is primarily aimed at Indigenous students, such as Rangers, in remote
communities.
Appropriate Delivery in Regional and Remote Northern Australia
The way in which education is delivered in the attainment of a CNRM qualification at the higher
education level is crucial. The disadvantages of living in regional and remote locations are a reality in
the Kimberley specifically, and Northern Australia more broadly. To be successful, courses of study
must be innovatively designed and delivered. Given that throughout the Kimberley, Aboriginal
people comprise the predominant population, the Broome campus has a unique mission in the
context of Reconciliation to provide high quality education for both Aboriginal and non-Aboriginal
people who live and work, not only in the Kimberley but throughout regional and remote locations
across Australia.
The Regional and Remote Delivery Model (RRDM) recently adopted by the Broome campus of UNDA
addresses these challenges and opportunities, by being multifaceted and practical. A feature of the
RRDM is that it uses intensive blocks, delivered on the Broome campus over a one-week period.
Alternatively, block delivery, where teachers travel to off-campus locations is also accommodated
within the framework. With the RRDM having the potential to be delivered to other regional and
remote locations, the pool of potential students increases. This provides economies of scale and
reduces operating costs. Other elements of the RRDM include, but are not limited to, the use of pre-
recorded materials (created by UNDA and/or by other sources); web-based delivery (including

Collaborate); Blackboard-based delivery; discussion forums for tutorials and workshops; online
learning; and the use of both traditional and contemporary distance education materials.
The RRDM assumes that more than one element will be utilised, preceding, following on from, or
delivered in conjunction with, other activities to progress to achieve a successful outcome. An
intensive block of one week may be preceded by set readings and pre-recorded lectures, for example.
This could then be followed by a set of outline quizzes, forums and practical exercises requiring
student engagement and completion.
Cohorts, Pathways and Stages of Development
To be sustainable, the CNRM qualification will need to provide multiple outcomes for the different
cohorts undertaking it. This will ensure sustainable numbers of participants, while also providing an
environment for two-way learning between different groups. New CNRM units will also be developed
for intensive delivery via project-based learning on country. This will be an attractive option for many
non-Indigenous students, as well as being beneficial to Indigenous rangers, field officers, supervisors
and managers.
Cohorts
Undergraduate
The CNRM undergraduate qualification needs to be able to be delivered concurrently to the following
cohorts:
 Indigenous rangers currently completing Certs I – IV in Conservation and Land
Management,
 other students who have completed equivalent VET qualifications to Cert IV level,
 students with suitable ATAR able to complete direct entry into the CNRM degree, and
 students already enrolled in undergraduate studies in a related discipline who may wish to
complete a Minor, Diploma or Double Major in CNRM.

Image 8: Increased numbers of younger rangers are swelling ranger teams through RJCP and casual
employment.
Postgraduate
The CNRM qualification will also be designed for concurrent delivery via double coded units that allow
for postgraduate student intake. Being double coded, students seeking to complete a Graduate
Certificate or Graduate Diploma in CNRM will complete the same units as undergraduate students,
but will complete a more complex level of assessment and unit readings. The CNRM postgraduate
qualification will be offered at the Graduate Certificate level initially (4 units) with the potential to
develop a Graduate Diploma (8 units). Depending on the success of these programmes, it is possible
that the qualification could also articulate to a Masters by Research and Training qualification as
follows:
 Graduate Certificate made up of 4 double coded CNRM units
 Graduate Diploma made up of 8 double coded CNRM units
 Masters by Research and course work made up of 4 CNRM Units (including Research
Methodologies) and requiring the completion of a significant research project.
Tertiary Preparation Programme (TPP) and Professional Development
Respondents engaged in the management of Ranger Programmes identified the need for rangers to
be provided with opportunities to develop skills as part of an enabling programme to transition to
university. To support students in need, particularly Indigenous students, a course of this nature
could also be preceded by a series of professional development modules or short courses, which, if

designed and assessed in a rigorous way, may then articulate to the Diploma. The UNDA Advanced
Standing Policy allows for non-tertiary-based advanced standing. This could support articulation if
short course modules met certain criteria, including, but not limited to, equivalency in hours (40 for
example), and contained some assessed work components, such as a work-based project, a written
assessment and a presentation to peers. Pre-approval would be required for advanced standing, and
would be obtained from the Dean of the corresponding School. Being self-accredited, CNRM
focussed professional development modules could provide greater flexibility in unit design and
assessment, while also building literacy and academic skills which may prepare students to transition
to (AQF accredited) higher education studies if desired.
Respondents identified the need for Professional Development Modules and a transition pathway to
university, such as the TPP, to be aligned so as to provide options and different outcomes for Ranger
groups.
Key skills identified in consultations that need attention included:
 Community Engagement
 Community Meeting Facilitation
 Literacy and Numeracy
 Governance
 Project Management
 Data Recording and Analysis
 Research Methods
 Mapping and GIS
 Data Storage and Management
 IT Skills and Mobile Technology
This last area, Information Technology (IT), was identified as crucial and it was indicated that this
should form an element of all other potential PD modules to strengthen student skills. Of course,
while the above list reflects the needs identified by those working with ranger groups, there would
be a range of agencies and organisations whose staff could also benefit from these PD modules.
Image 9: Ngurrara Rangers plan remote desert operations.

Potential Pathways
Cohorts Cert I –
IV
TPP/
PD
Certificate Diploma Bachelor Grad
Cert
Grad Dip
Rangers from
Cert IV
Optional
Exit
Optional
Exit
Completion
of
BA or BSc
Undergraduate
Intake
Completion
of
BA or BSc
Postgraduate
Grad. Cert and
Grad. Dip.
Note: It is also possible to extend the programme to include Masters level courses.
Diagram 4: Pathways to progress through the CNRM Qualification
Staged Approach
The CNRM qualification will need to be developed in stages to assist with the roll-out of courses and
to ensure that sufficient time is allowed for relevant approvals to be gained from the Unit and Course
Accreditation Committee (UCAC) of the Academic Council of UNDA. This is also necessary to enable
marketing and promotion of the programme to achieve a likely (but yet to be calculated) minimum
cohort of students of between 15 and 20 per unit.
UNDA has also indicated that a staged roll-out of this programme would be realistic, given recent
changes at the Broome campus, where undergraduate courses have been discontinued. It has been
recommended that the undergraduate CNRM qualification begin with a Diploma of 8 units, with an
optional exit point after 4 units. This early exit option would allow participants to graduate with an
unaccredited University Certificate. Eventually a Bachelor Degree (24 units) would be developed
from new and existing UNDA and cross-institutional units within three streams. A Diploma could give
up to 33% credit (one year equivalent) for a three year Bachelor Degree.
It is necessary for undergraduate students to begin by enrolling in the Diploma level course because
an undergraduate University Certificate would not enable students to access Fee-Help or HECs-Help.
However, being enrolled in a Diploma enables students to access HECS-Help or Fee-Help, and once
students have completed 4 units of the Diploma they may still exit early to gain a Certificate. This
essentially means that a Certificate can be obtained on completion of 4 units and students can still
access Fee- and HECS-Help.

A staged process could offer both a practical study pathway for students transitioning from the VET
sector, or for those who have completed secondary schooling and are either in the workforce, or are
looking to build their skill set in order to secure employment. For those who have not completed
secondary schooling who wish to embark on higher education level studies, it could also provide a
useful pathway as long as adequate enabling support was provided.
Development of new units
It is envisaged that newly designed CNRM Units would be created as follows:
2016 - CNRM 1.1 and CNRM 1.2
2017 - CNRM 2.1 and CNRM 2.2
2018 - CNRM 3.1 and CNRM 3.2
Each of these specific units within the CNRM Stream would be characterised by:
 Project-based learning
 On-country learning
 Intensive delivery
 Integrated cohorts
 Being tied to ranger activities.
As an example, a programme of works would be designed with respect to one specific ranger group.
Not all rangers from that specific group would need to participate in the unit at the same level. Some
may be completing work as part of PD modules toward Certs III or IV, or may simply be carrying out
their work as rangers. Those engaged at the undergraduate and postgraduate level would be
completing the same tasks, but completing different levels of assessment.
Accessing double coded CNRM units via project-based learning for different purposes may be
represented in the following manner:

Diagram 5: The relationship between work-based learning and completion of the CNRM Qualification
CNRM Streams
It is envisaged that the CNRM qualification would be delivered in three streams:
 Cultural and Natural Resource Management – Environment Management (BSC)
 Cultural and Natural Resource Management – Heritage Management (BA)
 Cultural and Natural Resource Management – Governance and Planning
Each of the three streams are planned to be developed as stand-alone programmes through UNDA.
The following two tables represent the capacity of UNDA to offer a Bachelor of Science and a Bachelor
of Arts, majoring in CNRM.
On Country
Delivery
Intensive
CNRM
Units
Rangers
Completing
work-based
learning for
undergraduate
Or
Professional
Development
Mainstream
undergraduate
and graduate
students
Completing
work based
learning and
higher level
assessable
material

Feasibility Study Into a CNRM Qualification for Northern Australia for RDA Kimberley – 2015. 67
Two Sample Bachelor Programmes
1. Bachelor of Science: CNRM
In the first table (BSc), the first two columns represent existing courses of study available and are provided below for comparison. The third is our prospective
course to be mixed into various CNRM specialisations. Items in green indicate new units that would need to be developed or existing units that would need
to be adapted. This degree is merely one possible option.
Current UNDA Bachelor of Science:
Environmental Science
Current UNDA Bachelor of Science: Geography Bachelor of Science: CNRM
Core Curriculum Units Core Curriculum Units Core Curriculum Units
AL100 Academic Writing, Communication and
Research
AL100 Academic Writing, Communication and
Research
AL100 Academic Writing, Communication and Research
PH100 Introduction to Philosophy PH100 Introduction to Philosophy PH100 Introduction to Philosophy
TH101 Introduction to Theology TH101 Introduction to Theology TH112 Spirituality and the Challenges of Reconciliation
ET100 Ethics ET100 Ethics ET100 Ethics
Science Foundation Units Science Foundation Units Science Foundation Units
SS115/515 Introduction to Biological Sciences SS115/515 Introduction to Biological Sciences SS115/515 Introduction to Biological Sciences
SS120/520 Introduction to Physical Sciences SS120/520 Introduction to Physical Sciences SS120/520 Introduction to Physical Sciences
SS227 Data Analysis and Experimental Design SS227 Data Analysis and Experimental Design SS227 Data Analysis and Experimental Design
Additional Required Units Additional Required Units Additional Required Units
SS335 Directed Science Research Project SS335 Directed Science Research Project Directed CNRM Research Project – e.g. AB325/525 with
SS335 combination (3rd
Year)
SS390 Science Internship SS390 Science Internship CNRM Internship (see SS390) (3rd
Year)
Environmental Science Major Units (4 required) Geography Major Units (7 required) CNRM Major Units (4-7 units required and
remaining up to 8 become electives)

SE100 Principles of Environmental Science SG111 Physical Geography: Climate, Geology and
Soils
SE100 Principles of Environmental Science
SG100 Physical Geography: Climate, Geology and
Soils
SG121 Human Geography: Place, Environment and
Society
SG111 Physical Geography: Climate, Geology and Soils
SS210 Animal Diversity (SS115 prerequisite) or
SS226 Plant Diversity (no prerequisite)
SS229/329/529 Geographic Information Systems
(prerequisite: completion of 1st
year)
Introduction to Cultural Heritage Management
SE233/533 Australian Ecology and Environmental
Issues (SS115 prerequisite)
SG511 Coastal and Marine Systems (prerequisite:
SG111 or equivalent environmental unit, and
completion of 1st
year)
Tropical Environments and Ecology (modify SE500 for
undergraduate level: Kimberley focused ecology unit
delivered biennially from Broome campus)
Four of following electives SE352/552 Natural Resources Management
(prerequisite: SE100 and completion of 1st
year)
(Cultural) Natural Resources Management (modify
SE352/552 for the “C” aspect)
 SS225/325/525 Aquatic Science (SS115
prerequisite)
 SS229/329/529 Geographic Information Systems
year)
 SG511 Coastal and Marine Systems
(prerequisite: SG111 or equivalent
environmental unit, and completion of 1st
year)
 SE352/552 Natural Resources Management
(prerequisite: SE100 and completion of 1st
year)
 SE350/550 Foundations of Environmental
Education (prerequisite: completion of 1st
year)
SG384 Geographies of Regional Development
year)
SG511 Coastal and Marine Systems (modify for
undergraduate level. Prerequisite: SG111 or equivalent
environmental unit, and completion of 1st
year)
SG383 Asia, Culture, Environment and Development SS229/329/529 Geographic Information Systems
year)
One elective unit chosen from others available Kimberley Fire Practices/Ecology.
 Dylan Korczynskyj —UNDA Science
 Savannah Enrichment Systems/Project
 Steve Sutton Research Institute for the Environment
and Livelihoods RIEL at CDU: completed work
towards the commencement of providing an
appropriate Northern Australian fire training
package.

 SE331/531 Environmental Impact Assessment
and Planning (prerequisite: SE100 & completion
of 1st
year)
 LS306 Managing the Environment: Political,
Social and Legal Issues (prerequisite: completion
of 1st
year)
 SE320 Understanding Sustainable Development
Practices (prerequisite: completion of 1st
year)
 SS350/550 Pollution and Ecotoxicology
(prerequisite: SS115/SS120)
 SE500 Tropical Environments and Ecology
 SS528 Ecophysiology
Table 4: Bachelor of Science: CNRM

2. Bachelor of Arts: CNRM
For students who may wish to undertake a Bachelor of Arts (BA), examples of majors include Cultural Heritage Management, Social Justice, Indigenous Studies
and Planning and Governance, and units could be undertaken either through UNDA, where available, or cross-institutionally.
The table below represents a Bachelor of Arts in CNRM with a Cultural Heritage Management Major. Note that a major component requires 8 dedicated
units from the chosen stream. The remaining electives may be chosen from other Arts units.
The course below is set out using the Degree Planner model provided on the UNDA website, which provides an indication of a full-time student’s study load.
Again, items in green indicate new units to be developed or existing units to be adapted (see Appendix Five for full unit descriptions).
DRAFT UNDA Bachelor of Arts: CNRM (Cultural Heritage Management Major)
Year One
Semester One Semester Two
AL100 Academic Writing, Communication and Research (core curriculum unit) PH100 Introduction to Philosophy (core curriculum unit)
AB100/500 Aboriginal People (required unit) Insert an L100 Business / Community Development unit (if there is something
akin to community & stakeholder engagement)
100-level Introduction to Cultural Heritage Management 100-level Cultural Heritage management in Principle and Practice
Arts Unit (Elective) – e.g business, law, community development (cross
institutional)
Arts Unit (Elective)
Year Two
ET100 Ethics (core curriculum unit) TH112 Spirituality and the Challenges of Reconciliation
AB303/503 Contemporary Aboriginal Issues (could make it a required unit) Cultural Heritage Protection within a Built Environment
Cultural Heritage Conservation Management Plans Landscape Approaches to Cultural Heritage Management (strong links to CNRM
practice/considerations)

Cultural Heritage Management: Tangible and Intangible Arts Unit (Elective)
Year Three
Cultural Heritage Management: Field Techniques (could include an intensive field
school component 1-2 weeks)
Cultural Heritage Management Research Project (3rd
year) (Prerequisite for
graduate degrees)
AB303/503 Contemporary Aboriginal Issues Arts Unit (Elective)
Arts Unit (Elective) Arts Unit (Elective)
Arts Unit (Elective) Arts Unit (Elective)
Table 5: Bachelor of Arts: CNRM

Drafting of New Cultural Heritage Management Units for UNDA
The unit descriptions below reflect work done to date on the development of new Cultural Heritage
Units undertaken as part of this research project.
To undertake this stream as a minor component, students would need to successfully complete one
unit at first year, one unit at second year, and two units at third year. A unit in CHM practice is
mandatory at second or third year. To undertake this stream as a major component, students need
to successfully complete two units at first year and three units in both second and third year.
First Year
 Introduction to Cultural Heritage Management (1 semester; core unit)
This unit provides students with an introduction to Cultural Heritage and its management. Students
will learn about the different types of cultural heritage that can be found in our landscape, both
Indigenous and non-Indigenous, part of either the natural or built landscape. This subject will include
elements of learning relating to the Law, Language, and Cultural streams (knowledge as a rite of
passage in a cultural context, and the importance of kinship systems, cultural governance and
language recording as integral management tools). Also provided will be an overview to some of the
second and third year units, particularly regarding tangible and intangible heritage.
 Cultural Heritage Management in principle and practice (1 semester)
This unit provides students with the theoretical principles guiding cultural heritage management, and
the implementation of these strategies in practice. The identification of management issues, and the
recording of relevant evidence of potential threats and other deterioration will be explained.
Emphasis will be placed on understanding legislative requirements for CHM, as well as the use of
guiding frameworks such as the ICOMOS Burra Charter, the Australian Heritage Commission’s Ask
First guidelines, and those developed by leading organisations such as AIATSIS. Conservation and
management strategies will be considered, along with their subsequent application, throughout the
unit. This subject will include elements relating to LLC streams of cultural governance, and
community engagement in the CHM process. The differences between different forms of land
tenure, such as reserves, national parks, IPA’s and World Heritage sites will be examined.
Second Year or Third Year
 Cultural Heritage Conservation Management Plans (1 semester)
This unit provides students with the tools required to conduct and complete an array of management
plans to protect cultural heritage places and objects. This includes understanding the differences
between the various planning mechanisms, such as: cultural heritage management plans;
conservation management plans; interpretative plans; environmental impact assessments; social
impacts assessments; and the reasons and requirements involved in each. Planning methods such as
participatory planning frameworks and cultural governance structures that are integral to the
development of a successful plan will also be considered. An understanding of the process required
to assess the significance of cultural heritage places or objects will be provided. All stages of the
planning process will be discussed, from initial documentation and consultation through to the
requirements for the installation of relevant management infrastructure.

 Cultural Heritage protection within a built environment (1 semester)
This unit provides students with the opportunity to investigate ways cultural heritage can be
protected and managed within a built environment, such as part of museums, cultural, or
interpretative centres. Issues relevant to this process will also be navigated including both the
repatriation and reconciliation movements. Emphasis will be placed on the identification,
documentation, describing and the provenance of cultural heritage material for this purpose.
Techniques required to care for cultural heritage objects and remains will also be considered.
 Cultural Heritage Management: tangible and intangible (1 semester)
This unit provides students with the opportunity to obtain greater understanding of all aspects of
cultural heritage. It will include comprehensive examination of both the physical, tangible elements,
as well as the intangible more difficult to define elements. The subsequent documentation,
monitoring, maintenance and management of these aspects will be considered.
 Landscape approaches to cultural heritage management (1 semester)
This unit provides students with the opportunity to understand the management of cultural heritage
places and objects within the broader landscape, with particular reference to associated issues of
natural resource management. The interplay between NRM and CHM will be analysed with reference
to NRM impacts at cultural heritage sites. This will also be investigated in relation to the introduction
and/or increase of cultural heritage tourism and required visitor management at sites. Consideration
will be given to the development of long-term monitoring and maintenance programmes at this
broader level, utilising the most recent technologies including GIS, apps [such as Canning Stock
Route], map and web interface [such as the desert mob displayed at the Festival], as well as back to
country programmes and contemporary art initiatives, to assist with cultural heritage protection and
preservation.
 Cultural Heritage Management: field techniques (1 semester; ideally to include an intensive
field school for one-two weeks)
This unit will provide students the opportunity to develop practical skills and knowledge in cultural
heritage management. Current techniques in site recording and documentation, the recording of
oral histories, the development of cultural mapping skills and techniques, as well as the identification
and mitigation of management issues will be considered. Emphasis will be placed on the importance
of developing realistic monitoring and maintenance programmes for cultural places, as well as
identifying when specialised skills are required from conservation specialists. Attention will also be
given to both the identification and recording of evidentiary material relating to site impacts and
deterioration, as well as an understanding of conservation methods required for specific types of
cultural heritage sites, such as rock art complexes.
 Cultural Heritage Management Research Project (1 semester; pre-requisite for graduate
degrees)
This unit provides students with the opportunity to undertake a research project of their own interest
in cultural heritage management. The research should include both theoretical and practical aspects,
the development of a comprehensive research design, and an understanding of methodological
theories with reference to cultural governance frameworks.
Successful completion of this unit will be followed by the submission of a 6000-8000 word essay.

Cross Institutional Partnerships
As this study has revealed, while UNDA has capacity to conduct full Degrees in CNRM, there is unique
interest in, and the possibility for, taking a partnership approach, either through discrete agreements
and MOUs with other institutions, or as a part of the PARLC. The following diagram relates to core
units that would be required to complete each of these streams and shows how different units could
be completed through collaboration and recognition of units between institutions. Detailed notes
about cross-institutional partnership potential follows.
Diagram 6: Potential cross institutional partnerships for different CNRM streams
The research team made contact with relevant staff members from the abovementioned universities,
as well as other institutions and bodies engaged in education, research and training in CNRM across
Northern Australia. All organisations expressed keen interest in the opportunity to collaborate with
UNDA on a CNRM qualification. A brief explanation of the potential collaborative opportunities with
each follows; however, it must be kept in mind that for most partnerships mentioned below, this has
only involved initial discussion, and further opportunities to meet and discuss partnerships will be
required in the next steps to determine specific details.
Charles Darwin University (CDU) and Batchelor Institute
Potential for collaboration with CDU was discussed with the Director of The Northern Institute who
has vast experience in remote Indigenous student pathways from VET into higher education and the
workforce, as well as Indigenous community engagement and enterprise development. CDU also has
CNRM
Cultural Heritage
Management
Planning
CNRM CHMP 1
CNRM CMHP 2
CNRM CHMP 3
CNRM
Environmental
Management
CNRM Env 1
CNRM Env 2
CNRM Env 3
CNRM
Governance and
Planning
CNRM CHGP 1
CNRM CMGP 2
CNRM CHGP 3
JCU Murdoch UNE CDUUNDA

an excellent track record of incorporating Indigenous Knowledge into curricula at the university level
as well as recognising cultural knowledge as being on a par with academic knowledge. For example,
the Master of Indigenous Knowledges (Mawul Rom) is an accredited Master’s degree based on
traditional Yolngu law. For a qualification in CNRM, which aims to recognise and incorporate
traditional knowledge, a partnership with CDU would be most advantageous.
The Protected Area Learning and Research Collaboration (PALRC) is discussed below. CDU and UNDA
have both been approached to join this collaboration, and it is understood that they would
collaborate if such involvement were pursued. One of the recognised gaps in the PALRC is the
incorporation of traditional ecological knowledge and Indigenous cultural elements and it is likely to
be in this capacity that UNDA and CDU would work together to develop units at the VET,
undergraduate and postgraduate levels.
At the Australian Centre for Indigenous Knowledges and Education (ACIKE), units undertaken at
Batchelor Institute are often delivered via a combination of online and intensive modes. This will be
an important consideration, given the constraints to education outlined earlier, where self-
motivation, IT skills and academic literacy may be a barrier for people studying in wholly-online
modes, and long periods away from home and work may preclude people from studying internal units
on campus.
James Cook University (JCU)
Discussions have commenced with staff at JCU in the disciplines of Environmental Science and
Planning, where there has been much enthusiasm for collaboration. In particular, the opportunity
for JCU to offer Planning units is most beneficial as it would allow students to specialise in this much-
need area of Indigenous community development. The specific units that have been mentioned are:
 Indigenous Environmental Management (AQF 8)
 Planning for Sustainable Communities in a Changing Environment (AQF 8)
 Native Title and Land Use Planning (AQF 7)
While these units are currently taught at postgraduate level, the Planning lecturer at JCU has passion
for this area of education and has indicated that a case could be made to adapt these units to lower
AQF Levels, say, 5 and 6. This is similar to the way in which some UNDA units operate, where they
may be taught at both postgraduate and undergraduate levels but with more advanced readings and
assessments for the former group. Another benefit of a JCU partnership is the fact that many units
are taught in limited attendance or block mode, which would suit the Indigenous ranger target
cohort.
University of Western Australia (UWA)
The Winthrop Professor in Archaeology (Kimberley Foundation/Ian Potter Chair in Rock Art) within
the School of Science received a small brief on the Project, and has expressed interest to engage in
discussions about the Project further. This would allow UNDA to explore the potential for cross-
institutional synergies relating to cultural heritage management. The UWA Centre for Rock Art
Research and Management (CRAR+M) is active in the Kimberley and should be expanded for

regionally-based future cultural and natural resource management higher education outcomes with
practical application (Veth, 2014).
The UWA also runs a unit which could be ideal for creating a cross-institutional partnership for
student exchange. The Unit, Knowing Country: The Dreaming and Darwin is run through the School
of Indigenous Studies. It is a multidisciplinary unit that is described as taking:
‘…students on a journey across space and time to examine the relationship between human
beings and the environment. How do we 'see' and 'know' nature? How do we describe and
experience it? Two lenses are used to examine these questions. The first is Indigenous
perspectives starting from creation in the Dreaming to understandings of the environment.
The second lens is the science of Natural History. The unit explores the discipline's
philosophy, techniques and scientific rationale’ (UWA, 2014).
A four-day interactive field trip in the Albany region during mid-semester break forms the centrepiece
of the Unit, which also involves four lectures and three interactive seminars prior to the field trip and
one lecture and interactive panel session after returning. The camp provides students with the
opportunity to explore how scientific and Indigenous approaches to ‘knowing’ the environment might
be reconciled by engaging in practical exercises. A range of learning outcomes are covered, including:
gaining a critical understanding of Indigenous and Western views on nature; philosophy and
techniques of Natural History; gaining awareness of Indigenous protocols relating to the
environment; learning ways of forming a relationship with the environment through language,
description and visual imagery, and being able to explain this relationship in writing, and critically
exploring literature about the tension and convergence between Indigenous and Western
approaches to the environment (Buchannan, 2014).
Murdoch University
Units from within the Community Development programme that could be drawn on in discussing
cross-institutional collaboration between Murdoch University and the UNDA in the design and
delivery of CNRM streams of study. However, Creative Ways to Work with Community has been
highlighted as relevant from a community development context at the undergraduate level. It
operates as a four-day workshop unit with online equivalence. This unit is a methods unit that draws
heavily upon key ‘planning for country’ texts, and is focused on enhancing communication,
engagement and participation. The workshops involve presentations, digital case study examples, a
series of practice-based activities (including but not limited to the creation of digital picture
books/photo essays, layered maps, the use of music and digital sound and working with fine art); and
student’s testing out some of these activities externally. (Murdoch University, 2014). The Unit
Coordinator has indicated this unit could easily be transferred to intensive study in the block mode
(Palmer, 2014).
International Water Centre (IWC)
The research team made contact with the IWC, a collaborative for universities and partners across
Australia and internationally, which delivers postgraduate courses in integrated water management,
as well as programmes for professional development, capacity building and research. Initially,
contact was made to seek input about how the IWC operates; that is, developing courses using cross-

institutional partnerships, and intensive delivery of units and learning techniques. While staff at the
IWC provided contributions in this regard that informed these aspects of the research, there was also
great interest expressed at the potential for partnership with UNDA and other institutions for a CNRM
qualification in Northern Australia, particularly with regard to water issues. While CNRM students
would not be able to access units from the postgraduate programmes (Graduate Certificate,
Graduate Diploma and Masters), it was suggested that UNDA select relevant units from the vast list
of custom-designed training modules that are available. These modules are cross-disciplinary,
covering all aspects of the water cycle including:
 Water and climate change
 Water governance and policy
 Stakeholder engagement and community development
 Water planning and economics
 Groundwater management
 Water in mining
 Science of water.
The modules can be tailored according to the needs of the group and utilise a range of learning
techniques including classroom lectures, team-based learning, field trips, case study analysis,
practical skill development and individual research projects. They may be run as intensive workshops,
short courses or fellowships (internships) and can be taught either on location (e.g. Broome), on the
campus of one of the partner institutions, or on country as field-based research modules. Students
studying the CNRM qualification who have a specific interest in water issues may wish to undertake
such units to contribute to their qualification.
Ninti One
Ninti One is a not-for-profit organisation based in Alice Springs operating in the remote Aboriginal
community space across Australia. It creates opportunities with Aboriginal people and associated
organisations mainly through research, leading to innovation and greater employment opportunities,
including small and larger scale enterprises and community development outcomes. Ninti One has
over 60 formalised collaborations with government, private sector and community organisations. It
manages the Cooperative Research Centre (CRC) for Remote Economic Participation (REP), and
delivers across the following areas of specialisation, including:
 Participatory action learning, planning, evaluation and research.
 Aboriginal and Torres Strait Islander cultural knowledge and its uses.
 Energy and water.
 Enterprise development and entrepreneurialism.
 Function and sustainability of remote settlements.
 Governance and IP management.
 Natural resource management and land issues.
 Remote education.
 Social, economic and service delivery systems (Ninti One, 2014).

Ninti One entered into a formal agreement with the UNDA, Fremantle, in January 2014 for the
purpose of sharing research and development projects and associated activities that create maximum
benefits to remote Australia (UNDA, 2014, pp 1-4). To date, shared work under the agreement has
included: joint facilitation of the knowledge and information hub at the 2014 Kimberley Aboriginal
Law and Culture Festival; participation in the Talking Heads seminars with the Nulungu Research
Institute; and collaboration in a Category One grant application to the Australian Government’s Office
of Learning and Teaching focusing on remote, online Indigenous Education. Ninti One offers further
potential by having a wide scope for student exchange and engagement in case studies, which
students could embark upon as part of their coursework. The current partnership the Nulungu
Research Institute enjoys with Ninti has established a firm ground upon which to further develop
collaboration between the two organisations (Guenther, 2014).
Savannah Enrichment Project
The Savannah Enrichment Project is part of horticultural studies accredited at Certificates II and II
level through the Kimberley Training Institute (KTI). Savannah Enrichment commenced seven years
ago and involves a land management approach which uses controlled burns to enrich the ecosystem
with high value native plants. It is concerned with transforming a dry savannah, which features in
the Kimberley over tens of thousands of kilometres of country, back into productive tropical
woodlands.
Savannah enrichment reverses the consequences of regular hot fires and establishes long-lived
‘climax’ trees, which store carbon. The concept is being promoted under the Australian
Government’s Carbon Farming Initiative. The Master Tree Growers (Agforestry, Otway VIC) and the
Aboriginal Carbon Fund, a not for profit organisation based in Alice Springs with a particular focus on
carbon farming as part of agribusiness, have recently been involved in the Project to further its
potential reach and application.
As part of its cultivation work, the Savannah Enrichment system is developing bush foods and
products, and is also exploring carbon economy possibilities with Kimberley communities. The
cultivation of gubinge, ebony wood, and bush potato using the savannah enrichment concept
provides students with valuable skills and experience, and puts them in a positive position in relation
to emerging economic and employment opportunities. It provides hands-on, project-based training
establishing plantations of trees, providing something tangible into the future. Gubinge, or Kakadu
Plum, is a small green native fruit occurring in coastal vine thickets of the West Kimberley to the
tropical woodlands of the Top End and beyond, and provides new agricultural opportunities that have
attracted attention internationally due to the fruit’s exceptional nutritional properties. It contains
unprecedented levels of Vitamin E and antioxidants, as well as the highest levels of Vitamin C of any
fruit worldwide. The savannah enrichment technique is being utilised to cultivate gubinge at key trial
sites, and is emerging as new and innovative approach to agronomy. The Savannah Enrichment
Project has expressed a keen interest in collaborating with UNDA in order to see university students
engage for further research and development across the environmental science and economic fronts
as part of their studies. It could provide a valuable study pathway with practical components in a
local setting as well as extending into the research and development areas within the UNDA itself
(Courtenay, 2014).

The Protected Areas Learning and Research Collaboration (PALRC)
The Protected Areas Learning and Research Collaboration (PALRC) is a tertiary and vocational
education and research initiative dedicated to natural and cultural heritage protection, stewardship
and conservation management and capacity development for the Asia Pacific and Oceania regions.
The Collaboration is aimed at benefiting professionals and community-based conservation
practitioners working on protected areas and other area-based conservation activities. Three
Australian universities, James Cook University, Murdoch University and the University of Tasmania
have developed courses that specifically address selected competencies from the draft IUCN Global
Partnership for Professionalising Protected Areas Management (GPPPAM) framework. Charles
Darwin University is a signatory to the PALRC MoU and a founding member of the steering
committee, and the University of South Pacific is currently considering its participation with the
Collaboration.
The approach is partly based on the development of curriculum built around the International Union
for the Conservation of Nature’s (IUCN) Draft Core Competency framework which will be linked to
the teaching of the Open Standards for the Practice of Conservation. The IUCN Framework discerns
levels according to scope and responsibility of work in the protected area space. The Open Standards
is a way of bringing together common ideas and approaches in protected area design, management,
and monitoring and evaluation for adaptive management. Open Standards planning was utilised and
adapted as Healthy Country Planning by the Wunuumbal Gaambera people in the North Kimberley
for the development of their land and sea management ‘healthy country’ plan. It is currently being
utilised in over 56 countries (Cowell, 2014).
At this stage, the Collaboration is rolling out Short Courses, Graduate Certificates, and Masters
programmes of study in 2015. The University of Tasmania (UTAS) will deliver a short course using
open standards planning for conservation on campus, with online components. It is focused on
protected area management plans and delivers three modules: one for 10 days, another for 5 days
and then another for 5 days over a six-week period. It comprises one unit of study from the UTAS
Graduate Certificate of Protected Area Planning. This Graduate Certificate is designed to address
middle manager, technical specialist, and senior manager competencies. Delivery will be on-line,
with options of attending a field-based session, or undertaking that field work through a virtual online
mode. It comprises three units which can be completed in three semesters part time or one semester
full time. Apart from the unit above, it includes Protected Area Planning & Management Systems,
and Reserve System Planning. UTAS will also offer a Master of Protected Area Governance and
Management. The learning outcomes are aimed at middle managers, technical specialists and senior
managers. Delivery will be on-campus in Hobart and by distance mode, and can be completed in a
minimum of 2 years and a maximum of 4 years. The course is a combination of governance and
planning, leadership and business administration, conservation and management, and a research-
based assessment. Interestingly, students can replace up to 50% with relevant units offered by the
other Collaboration universities — Murdoch, JCU and CDU.
James Cook University will offer a Masters of Science in Protected Area Management as a Major with
a Graduate Certificate and Graduate Diploma option. There is also an option to take up to 12 credit
points of electives at one of the Collaboration universities. Murdoch University will offer a Graduate

Certificate in Protected Area Administration. This is aimed at middle to senior level protected area
managers. It is a six-month, full-time course, and requires a Bachelor degree or equivalent work place
experience for entry. Murdoch will also offer a 1-year Master of Protected Area Management, which
is again aimed at middle to senior level managers. The prerequisite for entry is the completion of the
Graduate Certificate, or equivalent study or workplace experience. The Masters includes a project or
internship component.
One of the identified gaps in the Collaboration to date is the development and delivery of content
relevant for Aboriginal people who are working in the protected area space. This will include
managers, but also people who are perhaps field officers, rangers or protected area participants who
have completed some VET studies but would like to study further in an area that speaks to a particular
interest. The provision of courses at the undergraduate level, and the ability to provide appropriate
modes of delivery and assessment for this cohort is required to respond to this identified market, as
has been highlighted and discussed throughout this Report. The PALRC provides an opportunity for
UNDA to work with Charles Darwin University, in particular, to bridge these gaps and become part of
this Australia-wide network. CDU is a Collaboration Steering Committee Member and is currently
considering its role through the CDU Northern Institute, and the Research Institute for the
Environment and Livelihoods (REIL). Discussions have already taken place, and an indicative trip is
planned in 2015 which will involve the CDU representatives of these two CDU institutes traveling to
Broome to talk with the Yawuru Land and Sea Management Programme Manager, and the UNDA
Nulungu Research Institute, to explore collaborative synergies further and the way in which this
partnership could develop into a formal agreement.
Cultural Heritage: Opportunities for Cross-Institutional Partnerships
The information provided in this subsection lists the potential for cross-institutional partnerships
specifically related to the cultural heritage component of the qualification. It should be noted that
the recommendations made here are based only on desktop research and not as yet based on
collaboration between these institutions.
Discussions to date have indicated that both CDU (Darwin) and JCU (Cairns) could provide potential
cross-institutional partnerships and opportunities. Whilst this remains the case, particularly when
looking at what JCU offers currently, and has offered previously, other institutions may also provide
additional support.
Given the comparative nature of the programme offered at UNE (Armidale) as well as that at the
University of Wollongong (UoW), both of these institutions should also be considered. The course at
UNE focuses on Cultural Heritage Management (CHM) as part of a Bachelor of Sustainability, which
contextualises issues with CHM in a more holistic manner, much of what has been under discussion
to date. The course at UoW focuses more on scientific mechanisms to support cultural heritage
management and this could provide additional access to hard science – techniques, methods and
potentially, equipment.
In addition to the strengths of both courses, each institution also has established centres relating to
cultural heritage management. UNE has the Heritage Futures Research Centre while UoW has the
Centre for Archaeological Science, further solidifying the research basis for both courses.

In addition to these two institutions, three rock art centres have been established at: ANU (RARC-
Rock Art Research Centre), UWA (CRAR+M-Centre for Rock Art Research and Management), and
Griffith University (PERAHU-Place, Evolution and Rock Art Heritage Unit). RARC focuses on Australian
rock art, CRAR+M focuses on Western Australia, while PERAHU focuses on Northern Australia and
South-East Asia. (Additionally ANU obviously has the North Australian Research Unit [NARU] on the
CDU campus in Darwin). Relationships with all three would be advisable as each would benefit the
proposed course.
Leading Practice Models
KLC’s Advanced Study Group
The Advanced Study Group is an initiative currently being piloted at the Kimberley Land Council. It is
designed for rangers and emerging IPA Coordinators to undertake advanced level, specialised study
beyond the Cert III Conservation and Land Management training. The initiative began after many
three years of discussion with senior rangers who had been looking to further their own areas of
interest and skills, but who had found it difficult to find the time in their daily work schedules. The
ASG is described in brief below:
The overall goal is that rangers who participate in this programme will ultimately manage
independent projects within their groups including required reporting, and formal project
monitoring. The Advanced Study Group provides a formal support structure for rangers
aspiring to enrol in accredited training to these ends. These rangers will have the opportunity
to hone their skills in computer work, report writing, research, data organisation, budgeting
and planning, working together in a peer supported environment through literacy and
numeracy focused workshops (Bennett, 2014).
Advanced study is not compulsory, and the focus is on the project, rather than on the training.
Clusters of units are selected in order to assist students to carry out their project, and while the units
may eventually result in a Cert IV, this is not the primary aim. It also has a significant level of support
from Ranger Development staff members, Ranger and IPA Coordinators and nominated ‘study
buddies’ co-enrolled in accredited units of study. Two workshops are held each year, one early, for
planning projects and mapping units, and one late, for reporting back.
This is a flexible and practical model with high levels of mentoring support which can be undertaken
within a person’s existing workload. It is one that has been identified as a potentially innovative
model upon which to base study at the higher education level.
Ecosystem Management Understanding (EMU)
At the CLC, ranger groups have also been involved in EMU. Delivered over say 6 weeks in one year,
and involving on-country trips and discussions, it enables Traditional Owners, rangers and others
participating, the opportunity to share information. It is site-specific and then focuses outwardly to
the broader landscape level and helps participants to understand the broader ecosystem perspective.
With combined scientific and ecological knowledge it can set up work plans for years. The work then
begins to put the planning into practice.

What we heard: Innovation
The interviews called for participants to identify ideas for innovative, country-based learning
modules. There were many suggestions could be taken into account for the development of a new
CNRM qualification.
A cultural advisory committee
One participant noted that within the IPA in which he is involved, there is a Heritage and Cultural
Advisory Committee (HCAC), comprising Traditional Owners, which provides advice to the IPA team
on cultural matters. This person suggested that it might be appropriate in the development of the
CNRM qualification to ask representatives from PBC groups to advise on the design of the cultural
elements of the course, to participate in hands-on experiences with the students, to undertake some
teaching, if desired, and also to act as mentors to the Aboriginal students. Including a committee
such as this would also, as one focus group agreed, utilise the vast ecological knowledge that elders
hold about their country. Encouraging elders to speak in their own language and/or in Kriol, with the
use of interpreters, was also suggested, as was the use of bilingual learning materials, as a way of
both respecting traditional knowledge and assisting with the preservation of local languages.
Such an idea would need a group of interested TOs to be identified, their skills and capacity for
involvement to be audited, and a schedule of regular HCAC meetings to be established, along with
appropriate university staff assistance and input.
Project-based delivery and peer-to-peer teaching
Again, the importance of the CNRM qualification being developed around projects and practical field
work was identified by the majority of respondents. For example, one participant suggested linking
course work to Healthy Country/IPA management plans. The importance of “keeping it real”,
contextualised and relevant cannot be overstated. While not uncommon at the Honours and
postgraduate levels, this would be a most innovative concept at the undergraduate level, but the
reality is that having such an approach approved by official spell out then bracket (UCAC) processes
may prove difficult. One way to pilot this approach may be to begin with a non-accredited university
certificate course of 4 units that may then articulate into an accredited Diploma. The Broome Head
of Campus has indicated that beginning with an unaccredited course offers more flexibility and
opportunity for innovation if project-driven modules were to be attempted. (For more information,
see “Options for CNRM Qualification Development”).
Peer-to-peer teaching was also suggested as an innovative way to both showcase the knowledge and
work that is already happening on country as well as increasing confidence and interest in Aboriginal
students. For example, one participant noted that a lecturer from KTI has plans to engage Indigenous
rangers who have completed their coxswain’s certificate, as teachers, or instructors of other ranger
groups across Northern Australia. Linked to this was the assertion by one participant of the
importance of leading from students’ strengths.

Partnerships and relationships
Many participants recognised that relationships are key to a successful CNRM course that combines
Indigenous and Western knowledge systems. Opportunities to bring in, and develop relationships
with, professionals from various industries, as well as the different levels of government, were
identified as important for sustainable working practice which builds on the qualifications. Such
relationships may also provide longer- term economic opportunities for rangers to engage in fee-for-
service work that may be required for government and industry (e.g. monitoring and evaluation
activities for mining companies). Additionally, in Northern Australia, a myriad projects are happening
in progress on-country (concurrently, which led some participants to comment that a CNRM course
should capitalise on the knowledge and expertise of these groups and the individuals people involved.
Opportunities to build relationships may also emerge with other institutions which may offer more
traditional science courses with limited TEK components to include options for their students to travel
to Broome to undertake intensive units which engage with Aboriginal people working on country.
This would not only bring in more students into the CNRM course, but it would also enrich the
students’ education with experiences they would not normally have had.
Internships and cadetships
Both representatives from UNDA and other interviewees noted the benefits of internship and
cadetship programmes to linking education and employment. From the UNDA perspective, staff
members spoke encouragingly about including an internship unit in the course to provide young
people with opportunities to gain work experience while studying. They added that units such as
these were also relatively undemanding in terms of cost and logistics. One respondent saw the idea
of an internship unit as an opportunity for non-Aboriginal students to gain valuable life and work
experience working in IPAs or with an Indigenous ranger team, again creating the opportunity to build
relationships between people and two cultures. Cadetships can offer real links to industry and
employment and federal and state government programmes encourage businesses to take on cadets,
as well as some industry-specific cadetship programmes.

Image 10: Nyul Nyul Head Ranger Yoshi Akune prepares to conduct aerial burning on the Dampier
Peninsula. (© Kimberley Land Council) (KLC. (2014). Ranger Development Business Case, p 30).

Next Steps
 Seek feedback from Regional Development Australia and UNDA in-principle agreement for the
staged commencement of UNDA CNRM courses, starting with 2016 for a new series of CNRM
short-courses comprising professional development modules to address the current needs in
ranger training, with an adapted TPP, and a likely staged roll-out in 2017 of a CNRM Diploma with
a Certificate option, and a subsequent CNRM Bachelor’s Degree.
 UNDA to allocate a Project Manager to undertake and manage the Project in 2015.
 Nulungu Research Institute to develop an internal business case for the roll-out. Part of this will
involve engagement of external organisations (Kimberley Development Commission, for example)
to assist with further interrogation of statistics and student demographics in 2015.
 UNDA approval of a Business Case in 2015.
 Project Manager to engage with main public, private and NGO organisations, agencies and
institutions highlighted in this Report to work toward formalised partnership arrangements.
Project Manager to investigate any additional partnership pathways, such as with the CSIRO,
Indigenous Education Foundation, Indigenous Land Corporation, and Indigenous Business
Australia, for example, in 2015.
 Development of partnerships with regional Aboriginal representative organisations, and key
Aboriginal leaders and cultural bosses to ensure Indigenous involvement in the development of
the design of new units, seek advice in areas of traditional ecological and cultural knowledge and
where it will be appropriate to incorporate this knowledge into the curriculum in 2016. This
process will also create a pathway of engagement leading to involvement in project-based
learning (PBL) outcomes, discussed below. Such consultations may lead to the creation of a
specialised Heritage and Cultural Advisory Committee, as described in the findings of this Report.
 Nulungu to seek funding to support the agreed partnership and programme of works in 2016.
 University: a myth-busting roadshow - consideration of a discreet project to hold a series of road
show discussions with Aboriginal communities about the experience of going to university. It
should seek to engage in a dialogue about perceptions of university with the aim of addressing
those perceptions in 2016. It would also be a means for UNDA to gather baseline information
about what it is people think about university generally, and about UNDA specifically. A survey
tool could be designed to support this. It would also be a marketing exercise for UNDA in getting
the message out to young Kimberley people about what it is UNDA does and what it has to offer.
Promotional material and fact sheets could be provided.
 Design a Tertiary Pathway Programme (TPP) process that fits alongside the short course modules,
utilising the Advanced Study Group approach. This would be an extension of the existing UNDA
TPP framework.
 Development of short course modules and new units required for the undergraduate
qualifications including: cultural heritage units; Kimberley fire practice and ecology unit; directed
CNRM research project and CNRM internship; and adaptation of existing units, where required in
2016.

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Appendices

Appendix One - Guiding Questions
1. What CNRM activities (such as ranger programmes, Indigenous Protected Area management,
biodiversity management or carbon abatement), is your institution engaged in?
2. What current levels of training in CNRM are available to Indigenous and non-Indigenous people
engaged in CNRM activities in your region?
3. What gaps exist in the delivery of CNRM training for Indigenous and non-Indigenous people
engaged in CNRM activities in your region?
4. What initiatives are necessary in your opinion to support the transition from Vocational
Education and Training (VET) into higher education for people working in CNRM in your region?
5. Are you aware of the range of CNRM related qualifications available nationally and what are the
key issues for people in your region who may wish to complete such courses?
6. What are the key constraints and enablers for people wishing to develop CNRM skills sets in
Northern Australia?
7. What funding programmes currently exist to support educational pathways for people engaged
in CNRM in your region, and what potential programmes exist that can be utilised to support the
sustainability of a CNRM qualification in Northern Australia?
8. What cross-sectoral and cross-disciplinary approaches are currently being employed in the
delivery of CNRM qualifications in Northern Australia?
9. What are the essential elements required in the development of curriculum for a tertiary CNRM
undergraduate degree and postgraduate qualification?
10.How could this curriculum be delivered in an innovative way that engages with practical country-
based learning modules?

Appendix Two - Overview of Responses
Guiding
Questions
Number
Gaps in existing
qualifications
Transition initiatives
VET-HEd
Challenges Enablers Funding
programmes
Essential elements Innovation
1. Health & Safety;
being aware of
dangers on country;
place-specific
environmental
ethics
Cultural protocols –
knowing right
people;
interpretation of
stories; knowing
what species you
don’t take; Looking
at country more
deeply
Align discipline to
your job
Integrated theory and
field work
Targeting school kids
– cultural awareness
and environmental
science into school
curriculum; focus on
how to read country
How you structure
the course needs to
help provide the
pathway
Need to recruit
properly – right
people for right jobs
Motivation
Confidence
Not a lot of
recognition in
communities for
people who are
studying at higher
levels (“so what”
attitude)
Overcrowding – can’t
get head space;
Need to be strong to
tell people to give
you space – this is
going against kinship
protocols
Leaders in the
community are
needed to get
behind this
Having support
and good people
around you
N/A Environmental
Science
Mentoring literacy
and numeracy
Science knowledge
Technical skills
IT skills
Cultural content, esp.
understanding of
kinship;
contemporary
history of Aboriginal
people
Pastoral industry –
diversification;
management
HCAC – Heritage and
Cultural Advisory
Committee:
Reps from different
PBCs to advise on the
course
Participate in hands-on
experiences with
rangers
Rangers participate in
voluntary
activities/internships
Opportunities to
develop relationships
(with Aboriginal and
non-Aboriginal people,
with individuals in
government, industry
etc.)
Intricacies of kinship
system – relationship,
and behaviours.

Guiding
Questions
Number
Gaps in existing
qualifications
VET-HEd
programmes
2. Level of NRM (and
all) training
inadequate and off-
the-shelf.
KTI is formulaic and
not context-specific
(e.g. Roebuck Bay –
Marine, wetlands,
water,
hydrogeology
opportunities)
Currently ad hoc
training through
partnerships but not
sustainable.
Need to get
accredited training
around the work
that goes on.
Cultural element:
Deakin University
only one that covers
cultural element
Intensive literacy
skills – applied and
contextual (e.g. first
year of a degree
focussed intensively
on literacy)
Aboriginal knowledge
and languages
recognised, in a
rigorous way
Balancing values
Support – personal
and academic
Assessment:
Alternatives to
written work e.g.
oral, graphics, art – a
balance.
Time and money
Lack of skills
Lack of confidence
Need to recruit
people into courses
Availability of
appropriate courses
Funding – training
wage
Access to relevant
professional people
e.g. archaeologists
Lack of
industry/government
recognition of the
need for budgets to
factor in
training/capacity
building in jobs
Changing
perceptions –
your knowledge
is valued
Project-based
training
All
partnerships
should
include a
requirement
for and
investment in
capacity
building
Trust fund
(e.g. Gabbie
Kylie
Foundation –
a community-
based
governance
structure)
Applied traditional
knowledge –
seasonal impacts, etc
Audit of traditional
knowledge
Language and
landscape – animals
and flora
Mapping
Data recording and
analysis
Cultural safety –
supervision/guidance
from elders
Project based
Geographically-
relevant and
integrated with what
people are doing in
their workplace
Tourism is a flexible
model – project based
Partnerships –
capitalising on projects
and people already
based in the Kimberley
On the job – projects
Utilising the people who
hold the traditional
knowledge
Relevance to community
and industry (e.g. M&E
for mining companies)

Guiding
Questions
Number
Gaps in existing
qualifications
VET-HEd
programmes
3. Fundamentals of
science – scientific
process
(experimental
design; statistics)
Marine
Journal
articles/writing
papers
Philosophy of
science (both ways)
Current training is
too short (eg only
one unit on
biodiversity surveys)
Only look at skills,
not background
ecological
knowledge about
that area (eg WHY is
fire important) –
these are things
that aren’t covered
by IEK.
Lots of literacy and
numeracy support
IT skills
Transport and
accommodation
Structure of the
academic year, not
too classroom based,
so include lots of
field-based activities
On-country lessons
Transportable/mobile
classrooms
Literacy and
numeracy
IT skills
Access to literature
(university
resources)
Funding –
government grants –
future of ranger
programmes not
necessarily assured
Intergenerational
observations on
country enable a
long-term view of
ecological
changes (v
important in
ecology). Systems
of ecological
knowledge
transfer are far
superior in a
functioning
traditional
culture, as
opposed to
Western science,
which relies on
journal articles to
pass information
on.
Having different
levels of courses
available
Ask employers
what skills are
required.
EK would
support an
education
initiative if it
took off e.g.
through
stipends,
scholarships,
internships,
etc.
Basic grounding in
Animals (zoology);
plants (botany) and
ecology
Scientific method
(e.g. research,
statistics) – this could
be integrated into
other units.
Cultural knowledge
NRM – weeds, fire,
erosion, etc. (could
link these into
science units)
Bring students who are
studying straight science
degrees or
environmental science
up from southern unis
(e.g. by agreement
between universities) to
experience units that
have cultural content.
Long term projects;
intensive class-based
units plus ongoing
projects based on their
ranger work
Based on honours

Guiding
Questions
Number
Gaps in existing
qualifications
VET-HEd
programmes
4. Fire is a huge gap VET is often very
basic; not enough
time to go into detail
Technical language
Lack of skills staff in
Fire Management
and Cultural Burning
Traditional
knowledge – in the
North Kimberley, lots
of local (fire)
knowledge is lost.
Ranger
programmes is an
excellent
initiative
On-the-job
training
N/A Core units:
GIS
Ecological Fire
Management –
vegetation; fire
behaviour
Carbon Funding
Initiative
M&E (how effective
your fire
management is)
Cultural mapping –
sites; computers and
GIS to store
information;
database
management
Language around fire
(technical and
indigenous
knowledge)
Being on country
Talking to old people
Language exchange –
using interpreters

Guiding
Questions
Number
Gaps in existing
qualifications
VET-HEd
programmes
5. Marine – KTI are
looking into this
Higher-level training
at Cert IV+
Lots of literacy and
numeracy support
Resourcing – people
unfamiliar with
technology; using
tablets
VET level is practical.
Higher Ed will need
more technical
knowledge with
computing, etc.
Distance –
remoteness
Lack of resources –
new industry
Literacy and
numeracy
Government
funds
accredited
courses (ie
with contact
hours)
Some are
capped, CLM
is not as it is
recognised as
a skills
shortage
area.
Cert IV/Dip
fees have
increased.
Now more
like HECS.
Ecological systems
(plants, animals,
landforms)
Fire
Working with people
– governance;
engagement in
organisations and
people (e.g.
government, expert
partners)
Understanding what
all the government
departments do
Project-based training –
contextual
Not abstract concepts.
Need to keep it real and
relevant – something
they can see.
Not theoretical concepts
in the classroom.
6. Reverse block
teaching
An Indigenous
ranger-specific
programme in the
VET sector (this
would be cross-
disciplinary and
include things like
media training,
Lots of LLN support
Independent learning
skills
Relevant training and
contextual
Support for students
in need
Inability to package
training to suit
ranger needs (see
“gaps”)
Currently these extra
skills training
happens in addition
to existing Cert I-IV
qualifications, which
puts added pressure

Guiding
Questions
Number
Gaps in existing
qualifications
VET-HEd
programmes
public speaking,
community liaison,
assertive
communication,
community
governance,
corporate
governance,
community asset
planning, mentoring
and leadership)
Allowing RPL where
suitable
On-the-job training
Start with current
abilities
on workloads, cost,
time, etc.
7. A bridge between
VET and Higher Ed
Exemptions from
national standards
for Indigenous
organisations for
some licensing and
training (e.g.
firearm and vessel
certification) mean
that the
qualifications they
receive are not
transferable to the
mainstream context
GIS and data
management
A better link between
VET and Higher Ed
qualifications through
benchmarking
LLN
Blue card (working
with children)
Drivers’ licence
Firearms licence
(many barriers due
to court convictions)
RJCP
community
engagement
funding
Training
budgets
within Fed
government
programmes
NRM funding
State
Government
(Mentored
Aboriginal
Training and
Applicable to ILSM
organisations.
Specialisations that
assist career
pathways (e.g.
governance focus;
GIS focus etc.)
Links to centres of
excellence in
particular areas of
interest (e.g.
seagrass at JCU)
Supportive on-campus
environment
Online support network
Cadetships (including
through federal and
state government
programmes)

Guiding
Questions
Number
Gaps in existing
qualifications
VET-HEd
programmes
Employment
Scheme)
8. Linkages to why you
would take your
qualification further
post Cert III.
Skills – e.g.
management of
projects and people;
management and
leadership;
Engagement of
community in
projects (ie asking
TOs about doing a
project); Cultural
governance (ie how
to you develop a
project; get
approval for a
project; knowing
the governance
structure you’re
working under);
Running a workshop
and how to
facilitate a group –
aims, outcomes etc.
Cultural awareness
Cultural governance
Knowing protocols
within communities
Intellectual property
and native title
Mentoring and
tutoring
Development of
independent learning
skills
Motivation
Need to develop
relationships
Support (especially
for students outside
phone range)
Training fatigue
No value on further
education
Appropriate trainer
(not just a numbers
game)
Students who are
training because they
have to.
People who are
unaware of what’s
possible and what
they need to do to
get there.
Institutions that
value what
they’re doing.
Students who are
interested in
learning.
Peer-to-peer
learning and
teaching – makes
it more
recognisable,
comfortable and
enjoyable for
students.
Local examples
WoC Students need to
show a high
commitment and
lecturers a high
standard of delivery.
Applied learning.
Need to be able to
demonstrate
knowledge, but also
need good literacy.
Cultural governance
– can use visual
materials to explain
these structures (e.g.
Bardi Jawi
Governance project)
Bilingual approaches – in
the learning materials
Peer-to-peer teaching
and learning (e.g. Bardi
Jawi rangers are going to
be teachers of the
coxswain’s course for
Northern Australia).
Local projects and local
examples
Lots of on-country trips.
Guest lecturers coming
in to Broome.
Engagement of Elders
for cultural governance
and their applied
learning from country.
(Might need guidance
from lecturers).
Variation of delivery
Enjoy the Kimberley –
celebrating the diversity,

Guiding
Questions
Number
Gaps in existing
qualifications
VET-HEd
programmes
Cultural content –
currently just NRM
the people and the
culture
9. Mode of delivery –
going away from
country
Time management-
completion difficult
for some
Personal awareness
Employer/employee
relationships
Coastal
management/sea
country
management
Indigenous
Ecological
knowledge
Cultural heritage
management
Cultural database
management
Lots of literacy
support
Alternative forms of
assessment (but
academic writing
important too)
Embrace DVDs, audio
tools, interactive
dictionaries,
speaking-to-text
conversion
programmes
Travel
Leaving home
Literacy
Identity
Support (team
members,
supervisors,
mentors, trainers
etc.)
Mental health
support
Training linked
directly to work;
having good
country plans
WoC
IPA
Royalty
money
Pastoral
programme
within CLC
More
philanthropic
support for
scholarships
(e.g. Pew,
TNC,
Christiansen
Fund) is
needed
Very experienced
people developing
curriculum
Certs more about
skills for doing a job
Tertiary level –
thinking skills e.g. the
adaptive cycle of
management;
reviewing how
country changes over
time; looking at the
bigger picture and
complex
relationships in the
natural environment,
people’s cultural
backgrounds and
requirements for
economic
development
Engaging elders as
mentors – having them
talk about and
demonstrate knowledge
Connecting an action or
learning to the bigger
picture of
country/plans/visions
Involving elders and
groups from other
countries
Working directly with
scientists

Guiding
Questions
Number
Gaps in existing
qualifications
VET-HEd
programmes
10. Cert IV and above
Appropriate
learning structures
– with mentors
Project-based focus
– integrating
structured learning
with field work and
creating co-benefits
from the project
e.g. financial
management,
admin, IT, meeting
facilitation
Starting where they
are
Involving them in the
creation of the
cultural component
of the qualification
Have input from their
own Aboriginality –
strengths based
USIQ – Underpinning
Skills for Industry
Qualifications –
(includes skills in
communication,
mathematics,
technology, culture,
cognition, and
problem solving) – a
very good
programme –
contextualised into
what they’re learning
Need to be creative
in the delivery
Humbug
Overcrowding – need
space to study
Computer literacy
Report writing skills
Research skills
“Academic” reading
Institutionalised
training pathway
Confidence
Lack of awareness of
options
Adequate integration
and
acknowledgement of
cultural governance
ITAS
USIQ
Biridu has a
training facility –
No alcohol zone
Bridging skills
that address the
constraints
Relationships
Training
coordinators that
can travel,
support and liaise
with training
provider and
make it relevant
Peer support –
doing it with
them
On-country
training
Check RJCP –
has money
available for
projects
WoC, IPAs
Address issues of
trauma – any course
needs to address this
first, as it inhibits
people’s ability to
study at higher
levels.
E.g. a hybrid unit –
AB100 + Healing
Analytical skills – why
things are the way
they are (Ab. People
not so good at these,
so good to develop
them)
Learning through
doing
Relationships –
opportunity to build
these
Biodiversity surveys
– both traditional
and Western
Field trips
Practice/task based
Strengths based –
starting where they are
Linking theory back to
practice
Language – Translators –
Kriol
Advice from elders – e.g.
about the impact that
law has on young men
Digital media –
documenting own
cultural management
practices
Lots of video footage
March 2015:
Yawuru/Bunuba –
cultural induction
programme with Jawon
seconded as the
“students” – 6 week on

Guiding
Questions
Number
Gaps in existing
qualifications
VET-HEd
programmes
country trip. Could link
in with this as a module
10
(continued).
Foundational skills –
stepping stones to
higher education –
literacy and
numeracy, report
writing for different
audiences
Working with simple
budgets
Communication
around project
management terms
(project literacy) –
this is common to all
projects and can help
create a peer-
supportive
environment.
Project Management
– making a plan;
talking to the right
people; time
management;
resources; how to do
the project; literacy
support, IT skills
Need flexibility to
tailor things to
individual needs
Needs support from
staff, mentors,
training coordinators
Someone to help
lead the way
Advanced study group
model
Having people come
together on campus
once a year gives a
feeling of peer support
(ie not just on-country)
Having a good facilitated
classroom element
brings a respect for
learning.
An on-country
classroom: Udialla;
Biridu; Djugerari;
Roebuck Plains
On university campus
also makes the learning
more valued

Appendix Three - Key Informants
Name Position Organisation
Government
Dave Foster
Senior Adviser, Australian
Government
Delivery and Network Division, Department of the
Prime Minister and Cabinet (DPMC)
Matt Salmon
Assistant Director
Joint Management Branch
Parks Australia Division, Department of the
Environment (DoE)
Anna Morgan
Assistant Secretary, Joint
Management Branch
Parks Australia Division, Department of the
Environment
David Collard Aboriginal NRM Coordinator
State NRM Office, Department of Agriculture and
Food WA, Perth (DAFWA)
Stuart Field
Western Australian Marine Sciences Institute WAMSI
Department of Parks & Wildlife (DPaW)
Alan Byrne Manager, Kimberley West Department of Parks and Wildlife (DPaW)
Rob Cossart
Waterways Coordinator,
Water for Food section
Department of Water
Chris Ham
Department of Agriculture and Food WA (DAFWA),
Kimberly
Ian Warrener Operations Manager 
Kimberley Group Training Inc, Broome and
Kununurra
Tim Bray
Director, Regional Planning and
Project Delivery
Kimberley Development Commission (KDC), Broome
Chris Mitchell Executive Officer Regional Development Australia (RDA) Kimberley
Rangers & IPA groups across Northern Australia, Land Councils, NTRBs, Regional Land & Sea Organisations
Tom Vigilante IPA Coordinator Wunambal Gaambera Rangers/Bush Heritage
Sam Bayley IPA Coordinator Karajarri Rangers/KLC
Daniel Oades IPA Coordinator Bardi Jawi Rangers/KLC
Wil Bennett
Ranger Development Programme
Manager
Kimberley Ranger Programme, KLC
Tom Nagle Ranger Training Mentor Kimberley Ranger Programme, KLC
Anna Pickworth Fire coordinator KLC
Katherine Mitchell Wilinggin IPA Coordinator Kimberley Ranger Programme, KLC
Rona Charles
Wilinggin IPA fire project officer
& Nyikina Mangala Ranger
Kimberley Ranger Programme, KLC
Julie Melbourne Manager Nyamba Buru Yawuru Land & Sea

Howard Pedersen Policy & Planning Nyamba Buru Yawuru
Joe Edgar Chair Karajarri Traditional Lands Association
Jane Blackwood
Fire Project, and formerly Land &
Sea Coordinator and Mapoon
Ranger Coordinator
Central Land Council, formerly of Marpoon Land &
Sea Council
Nikki Cowcher and
Jade Kudrenko
Ranger Programme Manager
Ranger Trainer, Land
Management Unit
Central Land Council (CLC) 11 operating ranger
groups across its region.
Justine Yanner Manager, Land & Sea
Northern Land Council (NLC) 18 Ranger Groups
across its region.
Kaylene Yates Training Officer Kakadu National Park
Michelle Coles
Former Coordinator, Yiriman
Project
Kimberley Aboriginal Law and Culture Centre
(KALACC)
Wes Morris Coordinator
(KALACC)
Wayne Barker
Festivals and Cultural Events
Coordinator
(KALACC)
Research & Education Institutions & Orgs
Amy Matheson AIME coordinator UNDA
Beau Bibby CLM lecturer KTI
Robyn Wells Literacy support AESC, UNDA
Libby Gaggin VET Manager UNDA, Fremantle
Ruth Wallace Director The Northern Institute, CDU
Andrew Campbell Director, RIEL CDU
Linda Ford Senior Researcher CDU
Sharon Harwood
Ed Wensing
Planning lecturers JCU
Prof Steve Turton Professor of Geography College of Marine and Environmental Sciences, JCU
Dylan Korczynskyj
Associate Professor, Lecturer -
School of Arts and Sciences, UNDA
Martin Drum Arts Coordinator School of Arts and Sciences, UNDA
Keith McNaught Head of Campus; Manager, AESC UNDA
Petrine McCrohan Tourism Lecturer Ex-KTI

Dana Kelly Lecturer, Integrated water
management
International Water Centre
Malcolm Lindsay Ecological Projects Coordinator Environs Kimberley
Kim Courtenay
Horticulture lecturer and
Savannah Enrichment Project
Leader
Kimberley Training Institute (KTI)
Doug Humann,
Stuart Cowell
Development Director
Protected Areas Learning & Research Collaboration
(PALRC)
John Geunther
Associate Professor, Principal
research leader, Remote
Education
Ninti One, Flinders University, Alice Springs
Dr David Palmer
Community Development
Programme Coordinator, School
of Arts
Murdoch University
Dr Peter Veth
Winthrop Professor in
Archaeology, School of Science
University of Western Australia (UWA)
Jennifer Buchanan Unit Coordinator, School of Arts University of Western Australia (UWA)
Dr Sandy Blair Programme Coordinator
Institute of Professional Practice in Heritage and the
Arts (ANU)
Alice Buhrich Postgraduate researcher School of Arts & Social Sciences (JCU)
Industry (career pathway advice; cadetships, scholarships, internships, mentoring, tutorial support, and
accommodation, etc.)
Rob McPhee
Manager, Community Relations,
Kimberley
Woodside
Lynda Strawbridge Heritage Superintendent Rio Tinto Iron and Titanium
Owen Edwards
Andy Shepherd
Ecology Ecology, CSIRO
Chris Ellison Tropical Forestry Industries (TFS)
Wayne Bergmann CEO Kimberly Regional Economic Development (KRED)
Richard Potok Director The Aurora Project

Appendix Four- General constraints and challenges
The key constraints and challenges to successful transition for Aboriginal and Torres Strait Islander
Students from interviews and from the literature:
 Financial constraints. Accommodation, the direct costs of studying, child care, public
transport, running a car, and financial debts.
 A siloing, or separation, of IEUs from input into mainstream university governance.
 IEUs identified as the go to places for all things Indigenous leading to over burden of
responsibilities and other sectors not taking appropriate responsibility for Indigenous
student support.
 Sidelining of Indigenous knowledge by mainstream university practices leading to an
underutilisation of Indigenous knowledge assets.
 Absence of monitoring and evaluation systems for student progress. Discovery of
problems and then assistance often too little too late.
 Too many expectations on Indigenous students. Students often feel that they are
expected to know and represent all things Indigenous.
 Combinations of personal factors. Interplays of various things in a student’s life (crisis
in families, homesickness, poverty in communities, ill-health, deaths in extended
families), often resulting in students getting ‘sucked out’ of university.
 Lack of cultural competency amongst university staff members. Students experiencing
a deficit model of low expectations or alienation from the overall university culture.
 Particular experiences of students living in remote areas in engagement in courses and
course resources.
 School to university transitions: Low Australian tertiary admission ranks (ATARs); low
expectations; absence of family experience of university participation.
 A ‘tick-a-box’ culture. Focused on numbers only without real engagement in critical
issues
 Difficulties associated with the Indigenous Tutorial Assistance Scheme (ITAS): an
important scheme hindered by inflexibility.
Key Successful initiatives and programmes for successful transition, and their important elements:
 A new focus on relationship building, and on mentoring for success and for targeted
support. For example, the Australian Indigenous Mentoring Experience (AIME); the
Aurora Project.
 Cultural competency for professional and academic staff members as university-wide
programmes.
 Life-cycle approaches. The offer of financially supported pathways into higher
education—cadetships and other partnership initiatives. Creative and synergistic
pathways programmes to higher education via VET and TAFE.
 Monitoring of student performance and targeted strategies based in evidence.
 University—school—community engagement. Outreach programmes, community
involvement, and Elders in Residence programmes.

 Tertiary preparation and pre-orientation courses helping to alleviate anxieties around
transitioning into the unfamiliar world of university.
 New approaches and perspectives on the operation of the ITAS scheme.
 Driving change across university cultures; for example the valuing of Indigenous
knowledge, integrated governance, and whole of university approaches.

Appendix Five - Leading Practice Framework
No. Issue Elements of Leading Practice
1. Early Indigenous
student
engagement
 Targeted programmes such as the More Aboriginal and Torres
Strait Islander Teachers’ Initiative (MATSITI) which seeks to
increase the number of Indigenous teachers in schools
 Strengths-based approach to Indigenous student participation
(Stronger Smarter Institute)
2. Outreach and
aspirational
programmes
 Early testing and positive experiences of university through
summer schools and winter schools
 Specialist outreach information sessions and awareness-raising
programmes that define pathways early
 Dedicated outreach programmes underpinned by industry and
philanthropic support
 Changing community perceptions to assist the likelihood of
university participation
3. Targeted student
and community
outreach
programmes
 Recognising and valuing the role and assets of Aboriginal and
Torres Strait Islander communities in integrated practical and
symbolic ways to strengthen community ownership and
involvement
 Engaging with Aboriginal and Torres Strait Islander communities
to create transition pathways
 Adopting a holistic approach to community engagement
 Creating high profile centres that support Indigenous students
and community engagement
4. Preparedness
pathways and
enabling
programmes
 Aspirational programmes linked to community and student
outreach
 Indigenous youth-based mentoring programmes (e.g AIME)
 Merit-based programmes that support and enhance the skills sets
of talented students (Aurora)
5. Targeted student
case management
and skills
development
 Dedicated skills assessment, programmes of support and skills
development and monitoring of progress
 Employment of a dedicated student case management team
 Early intervention and development of an academic skills base
6. Mentors and
tutorial assistance
 Development of a dedicated student enabling and support unit
within IEUs
 Continued engagement with programmes such as AIME and The
Aspiration Initiative
 Providing ITAS to all Indigenous students in the first year of study
 Involving elders and community leaders to foster community and
family support

No. Issue Elements of Leading Practice
7. Blended delivery
for remote
student access
 Development of dual sector outreach
 Blended delivery models providing consistent and successful
pathways
 Programmes that identify knowledge strengths for regional and
remote students
 Additional programmes within VET and dual sector institutions
that specifically target university readiness
 Assisted travel and accommodation
8. Finances and
employment
pathways
 Targeted philanthropic and non-government scholarships
enabling Indigenous women who are primary carers appropriate
resources and flexible solutions to parenting responsibilities
 Targeted student support for relocating Indigenous students
either through mainstream commercial accommodation and
other services or through dedicated community college places
 Linkage with the growing range of Indigenous scholarships and
cadetship programmes
9. Life cycle
approach
 Development of student pathways to employment through
cadetships and commercial partnerships so as to create a
pathway through education to employment
10. Policy contexts
and strategies
 Evidence based programmes that engage Indigenous knowledge
 Implementation of regularly reviewed Indigenous Education
Strategies
11. Governance –
Whole of
University
approach
 Development of dedicated Indigenous Education Strategies
 Development of integrated governance
 Targeted Key Performance Indicators
12. Indigenous
Education Unit
foundations
 Building on the foundations of IEUs to develop strategies
 Transforming governance to include senior Indigenous
representation in governance
13. The value and
role of Indigenous
Knowledge
Centres
 Development of IEUs into Indigenous Knowledge Centres
 Development of business models for the transition of IEUs to
IKCs.
14. Cross-cultural
competency
 Develop targeted programmes of cross-cultural competency
 Provide opportunities for continued cross-cultural competency

Appendix Six - UNDA Full Unit Descriptions
CORE CURRICULUM UNIT DESCRIPTIONS
AL100 Academic Writing, Communications & Research
(No prerequisite. Compulsory unit for all Arts & Sciences students)
This unit introduces students to techniques and approaches to develop learning skills that foster
successful study at university. The unit covers key aspects of researching, writing and formal speaking
in academic contexts, and works to develop communication skills necessary for effective participation
in group learning activities and collaborative projects. Students initially learn how to locate relevant
information from a broad range of printed and electronic sources and how to document and
reference sources in written work. Following the information literacy component, students will
produce a researched essay, developing skills in critical evaluation and synthesis of information, the
development of argument, and the presentation of academic documents.
PH100 Introduction to Philosophy
The term 'philosophy' literally means 'the love of wisdom', but what does this mean for us today?
Essentially the impulse to philosophise is the desire to understand the meaning and significance of
things. In this sense our quest for truth in science, our quest for values for living, for beauty in art
and literature, and for meaning in politics and history are all driven by the impulse to find answers to
some of the most fundamental questions of human existence. In PH 100 we explore some of the
central themes of philosophy—reason and faith, the nature of love, the nature of beauty, the nature
of the good life, the nature of knowledge and the nature of being human—by examining how they
are handled by a number of influential thinkers in the Western philosophical tradition. Students of
philosophy are encouraged to reflect deeply on these fundamental questions and to examine our
own beliefs. We encounter different styles of thinking and learn to criticise and evaluate the
arguments of different philosophers. We also develop cultural literacy by exploring how these great
thinkers have influenced Western culture.
TH101 Introduction to Theology
This unit seeks to introduce students to the rich heritage of theological thinking within the Catholic
tradition by considering such key elements as the person of Christ, the role of Scripture, the
relationship between faith and reason, the Sacramental life of the Church and the dialogue between
faith and contemporary culture. Students are encouraged to reflect on these key issues in the light
of their own experience as adult learners.
ET100 Ethics
In the moral traditions of both East and West, ethics is concerned with three interrelated questions:
what we value as 'Good' or 'Bad'; what we regard as 'virtuous' or 'vicious' behaviour or character; and
what we define by rule as 'Right' or 'Wrong' to protect ourselves and society from harm, and to
promote the health and well-being of the community. The unit introduces the student to the themes
and methods of Ethics as an academic discipline, but the emphasis in the course is on practical skills
in sound ethical decision-making and a critical examination of current moral issues.

SCIENCE FOUNDATION UNIT DESCRIPTIONS
SS115/515 Introduction to Biological Sciences
This unit provides students with a sound foundation in biological science by incorporating human,
animal and plant perspectives at a range of scales from the sub-cellular to the ecosystem level. Topics
covered include: cell structure and function; biological chemistry; cell division; genetics and patterns
of inheritance; animal and plant nutrition and water balance; animal respiration; nervous and
endocrine control; reproduction, growth and development; introductory ecology; and biodiversity
and evolution. Complementing the broad range of topics covered are practical experiences either in
the laboratory or field which help students to develop valuable skills to support their interest in
biological science. Please note: This unit is available to students on the Fremantle campus only.
SS120/520 Introduction to Physical Sciences
This unit adopts an interdisciplinary approach integrating physics and chemistry to enable students
to place important public and environmental issues in a scientific context. It is an introductory unit in
science which demonstrates the universal laws which describe the behaviour of our physical
surroundings. It emphasises general principles and their application to real-world problems
associated with selected mining and process industries in Western Australia. The scientific basis of
the energy industry including the refining and use of fossil fuels, uranium and the alternatives, such
as solar and wind energy and their environmental benefits and drawbacks are discussed. The
chemistry of atmospheric and water pollution and its technological origins are studied, along with
the scientific basis for remediation. Please note: This unit is available to students on the Fremantle
campus only
SS227 Data Analysis and Experimental Design
This unit provides an introduction to the iterative nature of scientific investigation. Students will gain
a greater understanding of experimental design, data analysis and interpretation of results in
research. Basic statistical analyses will be covered; hypothesis development, central tendency,
probability, analysis of variance, correlation, regression significance testing and non-parametric
statistics. Students will become familiar with the statistical package SPSS.
ADDITIONAL REQUIRED UNITS
None Listed
ENVIRONMENTAL SCIENCE MAJOR UNITS
SE100 Principles of Environmental Science
This unit is an introduction to the principles of Environmental Science. It provides an overview of the
many environmental problems facing humanity and describes a range of solutions. The unit covers
basic principles of environmental science - ecosystem structure, function and balance. Also studied
are the growth and impact of global population; natural resources; air and water pollution; toxic
substances, and hazardous waste. Solutions examined include the environmental impact process,
environmental ethics and environmental education. Please note: This unit is available to students on
the Fremantle campus only.

SG111 Physical Geography: Climates, Geology and Soils
This unit provides an introductory exploration of physical geography. Its main objective is to stimulate
an understanding of both the global and the biophysical environment. Topics covered include: the
atmosphere, hydrosphere, lithosphere and biosphere; the global envelope, circulation patterns and
weather; climate and its impact on the distribution of plants and animals; the water cycle, surface
and ground water, and the role of running water in the formation of fluvial landforms. Geomorphic
processes including gravity, water, ice, wind and waves are also examined in regard to their influence
on the surface of the earth. An investigation is made of the major landform units and biogeography
of Australia and Western Australia in relation to their physiographic, processes and evolutionary
history.
SS210 Animal Diversity
(Pre-requisite: SS115 Introduction to Biological Sciences)
This unit provides students with an understanding of the evolutionary relationships and
environmental adaptations of animals. Through an exploration of morphology, behaviour and
ecology, the diversity of the animal kingdom is revealed. The first half of the unit uses a systematic
approach to biological classification and phylogenetic relationships of the major animal phyla with a
particular focus on the invertebrates. The unit then shifts its attention to animal behaviour,
community ecology and the fundamental concepts of population genetics. Special attention is paid
to the geographical distribution of animals in the Australian environment.
OR
SS226 Plant Diversity
This unit provides students with an opportunity to understand patterns of plant diversity and their
associated organisms through comparisons of morphology, lifecycles and ecological characteristics.
Plant Diversity commences with a systematic assessment of the main phyla of fungi, algae, and lower
plants, before exploring a series of topics that focus on the relationship between plants and the
physical environment. The effect of water and nutrient availability, temperature, and fire within
different Australian environments are some of the topics considered. A diverse study programme
incorporating laboratory and field work, and industry experiences, assists students develop a range
of practical biological skills to supplement their knowledge.
SE233/533 Australian Ecology and Environmental Issues
(Prerequisite: SS115 or previous Biological or Environmental subject)
This unit is aimed at providing a basic understanding of ecology in the context of the Australian
environment. Ecology is the study of a large number of interacting factors and their impact on plants
and animals. The course will demonstrate how an understanding of ecology is an essential
prerequisite to developing systems to restore the environment and prevent further environmental
damage; it will also provide some clues as to how humans can fit into ecosystems. Please note: This
unit is available to students on the Fremantle campus only.

FOUR OF THE FOLLOWING ELECTIVE UNITS
SS225/325/525 Aquatic Science
(Prerequisite: SS115)
This unit examines natural processes occurring in inland, estuarine and near-shore marine
environments. Aspects of biodiversity, ecosystem function, and physical and chemical features of
aquatic systems are considered in detail using examples drawn from aquatic environments of
southwestern Australia. The impacts of human activities on the natural functioning of aquatic
systems are also considered in the context of management issues and approaches. A practical
component of the unit explores relevant physical, chemical and biological research techniques in
aquatic environments. Please note: This unit is available to students on the Fremantle campus only.
(Prerequisite: Completion of 1st year)
This unit examines the structure, function and use of Geographic Information Systems (GIS) as a tool
for managing, presenting, and analysing geographical data. With a significant practical component
this unit allows students the opportunity to generate and manipulate digital spatial information, as
well as undertake digital terrain modelling. The ability to use GIS software is a widely sought after
skill in planning, management and research. Geographic Information Systems specifically uses the
context of environmental planning and management to introduce students to this technology. Please
note: This unit is available to students on the Fremantle campus only.
SG511 Coastal and Marine Systems*
(Prerequisite: SG111 or equivalent environmental unit, and completion of first year)
This unit provides a comprehensive study of the coastal and marine environment with particular
reference to Western Australia. An understanding of the dynamic processes operating within coastal
environments is used as a basis of an examination of the coastal geomorphology of Western Australia.
A series of field trips and exercises complement the theoretical component to this unit. *Please note:
This unit is available to students on the Fremantle campus only.
SE352/552 Natural Resources Management
(Pre-requisite: SE100 and completion of First Year)
This unit provides an introduction to natural resource management. It examines different types of
resources including air, water, land, wildlife, minerals and energy. It defines renewable and non-
renewable resources and examines their abundance and distribution. Management of natural
resources is examined with reference to economic, political and environmental considerations, and
human population.
SE350/550 Foundations of Environmental Education
This unit provides an introduction to the basic concepts of environmental education through an
examination of its history, nature, scope, purposes and processes. The unit assists the student to
develop skills for studying and resolving environmental questions, issues and problems. Key
environmental concepts will be addressed in relation to how they are taught at the school level.
Please note: This unit is available to students on the Fremantle campus only.

SE331/531 Environmental Impact Assessment and Planning
(Prerequisite: SE100 & completion of 1st year)
Environmental impact assessment is an important planning and management tool used worldwide.
This unit examines the theory and practice of environmental impact assessment with a particular
emphasis on current procedures in Western Australia. It examines the prediction and management
of impacts from development projects on the biophysical and social environments. The principles of
planning are also addressed, as are the economic, social and political factors that influence the
planning process. Presentation of theoretical material is supported by practical work including field
trips.
LS306 Managing the Environment: Political, social and legal issues
(Pre-requisites: completion of first year of degree)
This unit will introduce students to the growth and development of environmental issues such as
pollution, sustainability, natural resource management and climate change, as well as growth and
development of environmental law issues, the sources of environmental law and the role of the State
and Federal Governments in addressing environmental law matters. Students will consider the
purpose, structure and content of legislation as it relates to the environment, the influence of
international law on environmental policy, the mechanisms of resolving environmental disputes and
the law in relation to sustainable development, pollution control and natural resource management.
Issues in respect to pollution, forestry, mining, sustainability and climate change will be a particular
focus. This unit will ideally suit students interested in International Relations, Australian Politics,
Human Rights and Environmental Management
SE320 Understanding Sustainable Development Practices (Pre-requisites: Completion of 1st year)
This unit deals broadly with issues surrounding sustainable development in general. Special emphasis
will be on sustainable development in Australia and strategies for the implementation of the WA
State sustainability strategy. It aims particularly to demonstrate the synergies between
environmental ethics, multi-culturism, appropriate technology (including renewable energy
technology systems), and pro-restorative natural resource management.
SS350/550 Pollution and Ecotoxicology
(Prerequisite: SS115 & SS120)
This unit provides a broad understanding of the physical, biological and chemical processes involved
in pollution of the atmosphere, land and waters. Causes of pollution and effect of pollutants on
human health, marine and terrestrial environments will be explained. The latest approaches to waste
management will also be outlined. Field inspections of areas affected by pollution and processing
facilities designed to minimise the impact of waste complement the theoretical component of the
course. Please note: This unit is available to students on the Fremantle campus only.
SE500 Tropical Environments and Ecology
This unit explores the physical environments and ecology of the tropical northwest of Australia,
focusing on the mosaic of terrestrial and marine ecosystems that comprise the west Kimberley.
Savannah woodlands, remnant rainforest, mangrove forests, tidal sediment flats, intertidal rocky

platforms and coral reefs are considered in terms of the complex interactions between geological
history, contemporary geomorphic expression and characteristic biological components. These inter-
relationships are the key to understanding fundamental ecological questions regarding organism
distribution and abundance, and during the unit are studied at four levels of organisation from the
individual organism to the ecosystem. Because of the growing threat to the high natural values of the
Kimberley, students will not only gain an appreciation of this unique region of Western Australia, but
also the challenges for conservation in the future. * Please note: This unit is run biennially on the
Broome campus during Winter Term.
SS528 Ecophysiology
Ecophysiology is the study of an organism’s structure and function in relation to its environment. This
unit endeavours to make sense of plant and animal ecological relationships through an understanding
of physiological mechanisms and adaptive strategies. Using a comparative approach, the unit looks
at how plants and animals from different environments meet their basic needs (e.g. nutrition, water
balance, temperature regulation) and cope during times of stress. Regular laboratory work and
research projects provide students with the opportunity to develop their understanding and practical
skills and to learn research and wildlife management techniques.
GEOGRAPHY MAJOR UNITS
(All seven units plus one elective from a choice of 4 units as yet unidentified)
SG111 Physical Geography: Climates, Geology and Soils
This unit provides an introductory exploration of physical geography. Its main objective is to stimulate
an understanding of both the global and the biophysical environment. Topics covered include: the
atmosphere, hydrosphere, lithosphere and biosphere; the global envelope, circulation patterns and
weather; climate and its impact on the distribution of plants and animals; the water cycle, surface
and ground water, and the role of running water in the formation of fluvial landforms. Geomorphic
processes including gravity, water, ice, wind and waves are also examined in regard to their influence
on the surface of the earth. An investigation is made of the major landform units and biogeography
of Australia and Western Australia in relation to their physiographic, processes and evolutionary
history.
SG121 Human Geography: Place, Environment and Society
This unit is an introductory exploration of human geography, the main objective being for students
to gain an understanding of human populations as well as their effect on the physical environment.
Topics covered include the study of human population characteristics such as numbers, composition
and distribution as well as human settlements, cultures, economics and politics. Other aspects focus
on the geography of nutrition, gender, language and religion. The unit has a predominantly global
perspective and focuses on the competing demands placed on the earth's resources by different
nations. Please note: This unit is available to students on the Fremantle campus only.

This unit examines the structure, function and use of geographic information systems (GIS) as a tool
for managing, presenting, and analysing geographical data. With a significant practical component
this unit allows students the opportunity to generate and manipulate digital spatial information, as
well as undertake digital terrain modelling. The ability to use GIS software is a widely sought after
skill in planning, management and research. Geographic Information Systems specifically uses the
context of environmental planning and management to introduce students to this technology. Please
note: This unit is available to students on the Fremantle campus only.
G511 Coastal and Marine Systems*
(Prerequisite: SG111 or equivalent environmental unit, and completion of first year)
This unit provides a comprehensive study of the coastal and marine environment with particular
reference to Western Australia. An understanding of the dynamic processes operating within coastal
environments is used as a basis to an examination of the coastal geomorphology of Western
Australia. A series of field trips and exercises complement the theoretical component to this unit.
*Please note: This unit is available to students on the Fremantle campus only.
SE352/552 Natural Resources Management
(Pre-requisite: SE100 and completion of First Year)
This unit provides an introduction to natural resource management. It examines different types of
resources including air, water, land, wildlife, minerals and energy. It defines renewable and non-
renewable resources and examines their abundance and distribution. Management of natural
resources is examined with reference to economic, political and environmental considerations and
human population.
SG383 Asia: Culture, Environment and Development
This unit explores the dynamic cultures of the Asia-Pacific region including those of South, East and
Southeast Asia. Knowledge of the history of settlement, trade and utilisation of environments is
considered an essential part of the study of development and political structures in the region.
Contemporary problems and the future of the peoples of Asia are closely related to both human and
environmental potential; it is in this context that the prospects for future sustainable development
are considered.
SG384 Geographies of Regional Development
This unit critically examines the meaning of 'development' and considers this concept as an uneven
process of geographical change throughout the developed and developing world. Contemporary
economic, social and environmental issues are examined in the context of their interrelatedness at
regional scales. Topics include poverty and inequality, policy approaches to development problems,
environmental resources and limitations for development as well as the geographies of sustainable
resource development and globalisation issues. Students will learn to appreciate the complexity of
development issues facing 'Third World' regions and to apply practical approaches to tackling

development problems regionally both in Australia and internationally. Please note: This unit is
available to students on the Fremantle campus only
One other unit from a list of Four Units (as yet to be identified)
ABORIGINAL STUDIES UNITS
AB100/500 Aboriginal People / The Silent History
This unit aims to promote, from a largely historical perspective, an understanding of the relationships
of Aboriginal people with other members of the Australian community. It focuses on patterns of
positive interaction, conflict and alienation between settler and Aboriginal communities. The unit
provides the opportunity to explore Aboriginal and non-Aboriginal perspectives on government
policies from 1827 to the present. The focus on issues of Aboriginality, power and control will also
link wider West Australian contexts to this narrative. The unit is consistently directed towards a
critical understanding of the interaction between Aboriginal and mainstream Australian values and
activities in historical and contemporary contexts.
The University of Notre Dame Australia encourages students to engage in cross-campus enrolment.
If studying on the Broome campus for a semester (or longer), students from Fremantle or Sydney
campuses are permitted to substitute ET100 Introduction to Ethics or PH100 Introduction to
Philosophy for AB100 Aboriginal Studies or TH112 Spirituality and Challenges of Reconciliation. There
is no substitute for TH101 Introduction to Theology permitted on any campus.
AB110 Foundation to Australian Indigenous Languages
This unit introduces students to indigenous languages of Australia, particularly in Western Australia,
and provides a foundation for further studies in these languages and in descriptive linguistics. Three
main topics will be covered. Firstly Australian languages will be viewed in the context of world
languages. Secondly, the sounds of Australian languages and how to write these oral languages will
be explored along with linguistic, social and educational issues. Examples will be mainly drawn from
the Kimberley through the students’ own languages and will be included where possible. Preservation
of languages will be the third topic, looking at the role Aboriginal people, schools, and other agents
play in the maintenance of Australian indigenous languages.
AB200/501 The Cultural and Spiritual Life of Aboriginal People
The first part of the unit looks at Aboriginal society and culture in its more traditional forms and what
social organisation is understood to have been like prior to the European invasion of Australia. The
following topics will be studied: the social organisation and structure of traditional Aboriginal society
(e.g. basic social groups, kinship and marriage customs); the relationship with the land; the lifestyle
and various initiations associated with it; religious belief and practices, for example, The Dreaming,
how Aboriginal people are connected to country, rituals, and healing. In the second part of the unit,
students will develop an understanding of the dynamic nature of culture and appreciate that
Aboriginal culture is not static. Contemporary issues studied such as the recognition of customary
law, land rights and Aboriginal heritage protection show students the cultural continuities that
connect the traditional past with the present.

AB272/575 (ED4750) History of Aboriginal Education
This unit offers education students an opportunity to develop an appreciation of historical events,
which is an essential element in their understanding of contemporary issues relating to the education
of Indigenous Australians and, as educators, their active involvement in the reconciliation process.
The unit is also designed to extend and round out other Aboriginal Studies units offered by the College
of Arts and Sciences.
AB303/503 Aboriginal People in Contemporary Australian Society
This unit has been developed for students whose future careers require an in-depth understanding
of the complex, multi-layered field of contemporary inter-cultural relationships. In particular it aims
to develop in students an appreciation of this relationship within the socio-political context of
conflicting values and beliefs, government policies and service delivery. To achieve this objective the
unit commences with an examination of the nature and diversity of Aboriginal knowledge and
experience as an introduction to the fundamental issues underlying contemporary debate over land,
native title and regional agreements. The basic interconnections between federalism, bureaucracy
and service delivery are then analysed at the macro level, through an examination of our current
political/funding structures, before utilising case studies as a means of developing an understanding
of what is happening “on the ground”. The issues of relationships of power, community governance
and the employment of non-Aboriginal expertise within the Aboriginal domain are dealt with in the
context of local studies situated within WA. The final module then focuses on welfare dependency,
symptom or cause, as the major issue currently under the socio-political spotlight.
AB304 Aboriginal People and the Media
This unit has as its goal, to develop an appreciation of how issues, currently the focus of intense
scrutiny and debate located within the discourse of Aboriginal Australia, are represented in the
media. To achieve this aim the unit commences with a study of the historical role played by the media
in shaping colonial attitudes towards indigenous Australians, before moving on to examine the nature
and depth of current television and newspaper coverage of Aboriginal affairs. The unit then explores
theories and practices relating to the nature of the media, before concluding with an examination of
recent Aboriginal media initiatives in both the print and electronic mediums.
AB325/525 Special Projects
This unit provides students with an opportunity to undertake an individually directed study as an
elective within a Bachelor of Arts (Aboriginal Studies Major). It is therefore based on a negotiated
field of study that primarily utilises secondary source material. For example, an extensive literature
review of publications and other forms of critical commentary on contemporary Aboriginal Art,
Aboriginal involvement in the tourist industry, etc. The unit is designed to explore, in depth, one of
the many issues raised within the broader context of units undertaken earlier in the Bachelor of Arts
degree in order to seek further specific knowledge and skills to satisfy particular interests and/or
enhance employment prospects.

AB331 Aboriginal People and the Legal System
This unit will focus on certain aspects of traditional law in Aboriginal communities, leading into an
understanding of the legal implications of European settlement on the Indigenous population. The
content will then move into an exploration of the contemporary issues faced by Aboriginal people in
domestic and international law.
AB372/572 The History of Aboriginal People in the Kimberley Region
The aim of this unit is to develop a critical understanding of the interaction between Indigenous and
mainstream Australian values, government policies, their administration and the imperatives of
socio-economic development within a regional context. To assist in achieving these objectives, the
introductory topic examines the vexed question “who writes history?” or, put another way, “whose
histories do we listen to?” With this question firmly planted in the back of our minds, the focus then
shifts to a relatively brief examination of the diversity of social structures and resource management
regimes developed by pre-colonial society in the Kimberley. The following topics then pick up on the
consequences of non-Indigenous contact through an examination of the relationships that developed
between colonised and coloniser over a period of approximately one hundred years. The attitudes
and responses of diverse groups such as non-Indigenous explorers, pastoralists, missionaries,
government officials and others to an Indigenous presence will be included in these topics.
Conversely, the attitudes and responses of the Indigenous people will also be examined. The
concluding topics will then provide an overview of what is often referred to as the post-colonial
period commencing with the initial implementation of the policy of self-determination from 1972
through to the 1990s. Events covered by these topics include the growth and incorporation of
Aboriginal communities and organisations, land rights and native title issues as well as an exploration
of the role played by significant Aboriginal figures in the post war development of the region.
AB391 Directed Individual Study
As with AB 325 Special Projects, this unit provides students with an opportunity to undertake an
individual, directed study as an elective within a Bachelor of Arts (Aboriginal Studies Major). It is
therefore based on a negotiated field of study which predominantly utilises primary source material
such as interviews, site visits, original documents and personal communication. It also requires
students to use secondary source material, such as an extensive literature review of publications and
other forms of critical commentary on contemporary Aboriginal Art, Aboriginal involvement in the
tourist industry, etc. The unit is designed to explore, in depth, one of the many issues raised within
the broader context of units undertaken earlier in the Bachelor of Arts degree in order to seek further
specific knowledge and skills to satisfy particular interests and/or enhance employment prospects.
This unit can be taken with AB 325 as a second part of a major research topic, focusing on an issue
revealed by completing earlier research.
AB512 (TH112) Spirituality and the Challenges of Reconciliation
This unit is based on the principles of Catholic social teachings and focuses on the need to develop a
spirituality that will enable people of different cultures and histories to live in harmony. The unit
proposes that the spirituality for the third millennium is a spirituality of reconciliation. The unit will
provide the opportunity to study the meaning of reconciliation theologically; to look at the situations
nationally and globally where reconciliation is needed; and to reflect on the skills and strategies used

by churches, organisations and individuals to bring about reconciliation in various conflict situations
around the world. Special emphasis will be placed on the Australian scene.
SOCIAL JUSTICE UNITS
JS100 Introduction to Social Justice
In the context of widespread global poverty, criticisms of local and global inequalities and questions
over the consequences of environmental and social degradation, social justice is a concept gaining
increasing international recognition. Centred on principles of equality, solidarity and human dignity,
social justice aims to link social theory with social action and change. However, while social justice as
an idea is gaining momentum, what it actually means and how it can be applied is often left largely
unexplored and undefined. In this unit, students will be introduced to the study of social justice.
Engaging with diverse meanings and definitions, students will be encouraged to develop a critical
understanding of key concepts and theories of social justice. Presented in relation to some of the
most important social justice debates today, the unit will equip students to apply these concepts and
theories to a range of subject areas and social issues.
JS112/212 Living Human Rights
In this unit students will be introduced to human rights from interrelated perspectives: global and
local; professional and personal; present and historical. This unit will move outside the legal
frameworks and explore how human rights need to form an integral part of how we relate to each
other, as people and professionals, in a human and ethical way.
JS313 Human and Environmental Security
(Pre-requisite: Completion of 1st year)
The central questions of the course are: What is critical? What is security? Traditionally, the field of
International Relations concerned itself with state security, and has studied it through realist and
occasionally liberal, Marxist, and constructivist lenses. This course goes beyond this mainstream in
two ways. First, we question whether the state is the appropriate (or only) referent object for
security, and second, we use analytical models from outside the mainstream. The first part of the
course reviews critical approaches to the study of international security, and the second part
examines a range of issues including environmental security, public safety, cyber security, and
counter-terrorism which might be considered non-traditional.
JS315 Inside the Politics of Global Development
This unit critically examines the creation of the 'Third World' and the issue of 'underdevelopment' as
both a theoretical construct and a practical reality. Students examine the history of colonialism,
nationalism and de-colonisation in the context of global politics and the development of a world
economy since the nineteenth century. The contemporary role of the nation state and international
organisations such as the World Bank, United Nations and International Monetary Fund are
examined, as well as the role of NGOs and other non-state actors. From the 'Cold War' to the more
recent backlash against 'globalisation', what is 'underdevelopment' and how does it relate to issues
of international politics and social justice? This unit seeks to address these questions.

JS316 Peace and Conflict Studies
Since the 1990s the world has watched as some longstanding political and/or ethnic conflicts have
slowly moved towards resolution in Southern Africa, Northern Ireland, El Salvador, and elsewhere.
Meanwhile, longstanding conflicts in Israel/Palestine, Colombia, etc, have proved to be decidedly
resistant to resolution. New conflicts – often raising the perennially vexed issues of ethnicity,
nationalism and religion – have erupted in Congo, the Middle East and the former Yugoslavia. What
causes these societies to plunge into warfare, ethnic violence or armed separatism? What theories
explain the breakdown of the social and political order in conflict zones? And what can the world
community do to assist in resolving such conflicts? This unit examines these and other important
questions.
JS317 Social Justice, Service-Learning and Community Engagement
(Prerequisite: ET100, PH100 or TH101)
This unit introduces students to issues of service-learning and social justice. Emphasis will be placed
on ethical decision-making, critical thinking, leadership development and maintaining a balance
between self, community and environment. The theoretical component involves an investigation of
topics such as international human rights, Catholic Social Teaching, Community Development and
globalisation. It is intended that students will become active members of their community with well-
developed reflective skills for engaging in community, social, political and environmental issues.
JS319 The Social Implications of Globalisation*
(No Pre-requisite) Prerequisite: Nil (used elsewhere)
Globalisation has become a seemingly unstoppable force over recent decades and, in its wake,
campaigns for improved social justice have developed around the world in response to its negative
and fragmenting aspects. This unit will explore the economic, political and cultural factors which give
rise to the social problems of globalisation, and will examine the many attempts to solve or address
them. There are many reasons why social problems occur. In addressing the social dilemmas inherent
in the pursuit of justice, this unit will examine the operation of social policy in the contemporary
welfare state and the key social problems in Australia in areas such as law and order, alienation,
climate change, health, education, income security, housing, citizenship and immigration.
* Please note this is offered on the Fremantle campus only, and cannot be taken in addition to the
archived unit, SO103 The Social Implications of Globalisation.
POLITICS UNITS
PL1000 Introduction to World Politics
(No prerequisite: Essential for Major)
This unit looks at international issues and ideologies, and how they shape our increasingly globalised
political world. As such, the unit seeks to unravel contemporary international relations, examining
the importance of the USA as a global superpower in a 'uni-polar' world, European integration, the
United Nations and the plight of the Third World. Using an issue based approach, students look at
the impact of war, HIV/AIDS, ethnic conflict, environmental crisis and regional economic competition,

on world politics. What ideas are used to explain these processes? And what does it all mean for the
political future of our planet?
PL1001 Politics, Democracy and Governance in Australia
(No prerequisite: Essential for Major)
The aim of this unit is to give students an understanding of Australian politics at both an institutional
and social level. By discussing contemporary issues, the unit leads into an examination of the key
concepts, institutions and ideologies which have shaped the Australian political system. Important
contemporary debates, like those over Aboriginal land rights, the republic, immigration restrictions
and labour relations are used to test political theories on the nature and practice of government and
society in Australia. Throughout the unit, students are expected to utilise a range of media resources
including the press, radio and current affairs programmes.
PL3006 Public Policy and Practice: The Business of Government
This unit is designed the familiarise students with the theories, models and processes of public and
social policy making. It is intended to provide an understanding of the role of the public sector, its
management and the ways in which policy is devised, implemented and evaluated. The unit also
examines some key policy areas.
PL3007 Home and Away: Comparing Political Systems
An understanding of Australian politics is enriched by comparing and contrasting it with politics and
political systems in other countries. This unit examines a selection of similar politics, such as those in
the US, the UK and Canada, along with a selection of very different systems in Asia and Africa. The
focus is on constitutional politics, divergences in political culture, models of political economy and
ideas about political representation.
PL3008 Politics Internship
(Prerequisite: 3rd year Arts student)
Arts internships allow students to gain valuable practical and professional skills within industry as
part of their degree programmes. Internships may take a student to such areas as Government, Non-
Government Organisations and private industry, in which the critical analysis, writing and research
skills they have honed at University will be tested in the workforce. Internship students will, ideally,
be exposed to a wide range of workplace issues, including professional practice and the ethical
delivery of self. Students may be required to complete a research project or similar work as part of
their placement, and will be required to complete a report for the host organisation and the
University at the completion of their internship. This unit is normally available to students in their
final year of enrolment.

PL3021 The History and Politics of Southeast Asia
This unit thoroughly examines contemporary issues in Southeast Asia and explores how the various
countries in the region have sought to forge new national identities in the wake of European
colonisations. There will be a strong emphasis on issues such as warfare, security, and terrorism, the
impact of communism and Islam; and the influence of the region's history. Students will be asked to
consider the future of Southeast Asia nations within the wider Asia-Pacific Region, and their
relationship with Western countries such as Australia.
BUSINESS UNITS
BS100 Economics
(Prerequisites: Nil. Completion of BS103 Quantitative Methods recommended for students who have
not completed a Year 11 mathematics unit.)
In this unit you will study those aspects of microeconomics and macroeconomics that will be useful
in your business career. You will examine the way in which individual households and firms make
business decisions; the way in which individual markets work; the way in which taxes and government
regulations affect the operation of individual markets; the way in which the National Accountant
measures macroeconomic variables; and the way in which macroeconomic variables oscillate and
grow over time. You will become acquainted with notions such as the laws of demand and supply,
the elasticity of demand, perfect competition, monopolistic competition, oligopoly, monopoly,
producer and consumer surplus, market efficiency, externalities, Gross Domestic Product, the CPI,
the multiplier, fiscal policy, and monetary policy.
BS105 Business Communication
(Prerequisite: Nil)
This unit equips students with professional communication skills relevant to business study and
practice. The emphasis is on developing the high-level literacy attributes that are essential for
improved performance throughout the students’ academic and professional careers. The unit will
develop the skill set necessary to identify and conform to the structure and expectations of a type of
communication (the essay), as well as the underpinning ability to transfer that skill set to any genre,
any discipline and any professional environment.
BS122 Principles of Marketing
(Prerequisite: Nil)
Marketing is a major force in business and society, influencing everyone’s life in many ways. As well
as the many products and services supplied to help us in our daily lives, firms often need to market
ideas, events, and even people. Marketing is both an essential practical process, and corporate
philosophy which has been adopted by businesses, service companies, as well as non-profit
organizations worldwide. This unit will not only expose you to the fundamental marketing concepts
being used within a range of industries, but also provide a clear insight into how these concepts relate
to the real world. You will thus find this unit both stimulating and challenging as it introduces you to
the marketing discipline through topics such as consumer behaviour, marketing research, product
planning, promotion planning, distribution planning, product & service pricing, as well as an overview

of how broader societal and environmental issues impact upon many marketing and business
decisions.
BS160 Principles of Management
(Prerequisite: Nil)
This unit provides a sound introduction to management and the functions of an organisation. It
examines both the classical and contemporary theories of management and organisation behaviour.
In so doing, the unit considers motivation, controlling, planning, decision making, control and theories
of power, politics, corporate culture in the context of small and large businesses and entrepreneurial
ventures. The intention is to provide the student with a broad base of understanding of general
principles of management from which they can choose to specialise.
BS200 Events Management
(Prerequisites: BS258 Public Relations, Recommended BS252 Consumer Behaviour)
The prime objective of this unit is to provide students with a detailed understanding of the processes
and practices involved in events management, from the genesis of an idea to conducting the event.
Subsidiary objectives include providing students with skills in: critically evaluating an idea, developing
a realistic business plan; sourcing finance; managing personnel (especially volunteers); risk
management in areas of legal/financial/insurance/social/media etc. Practical outcomes for students
include the development of a reference portfolio and a real events management plan from inception
to execution. The portfolio will be compiled through materials provided to them, and their own
research. Student teams will also work with local organisations to develop ideas into events
management plans, the presentation of which will form part of their assessment.
BS205 Advertising and Promotion
(Prerequisites: BS122 Principles of Marketing, BS252 Consumer Behaviour)
This unit introduces students to the concepts of integrated marketing communications (IMC) and asks
students to apply the concepts to a “real world” client. The unit encourages students to use their
knowledge of principles of marketing and consumer behaviour as well as media planning, advertising,
and promotions to develop and implement a marketing communications plan for their client. The
unit identifies the advantages and disadvantages of using media and promotional tools, and
challenges students to develop the most appropriate advertising and promotional strategies for their
client. Student teams will pitch their communication plan.

Appendix Seven - Independent External Evaluation
Cultural and Natural Resource Management:
Feasibility Study Report 2015
External Evaluation
Report prepared by Tanya Vernes for
The Nulungu Research Institute,
The University of Notre Dame Australia,
19th
January 2015

1) Evaluation Scope
This independent evaluation of the findings of the Report ‘Cultural and Natural Resource
Management: feasibility study report 2015’ aims to interpret the extent of achievement of the project
objectives, and form an independent opinion on the effectiveness of the project strategy and
management. It also seeks to highlight potential gaps or inconsistencies and opportunities, as well
as comment on the overall management and implementation of the project contributing to meeting
its key objectives.
In arriving at these views and completing this evaluation, the following were carried out:
a) Reading of the draft study
b) Conversation with project team members
c) Delivering an evaluation report that will be provided to the Technical/ Reference Group and
the Board of RDA.
Finally, this evaluation will provide a brief conclusion on key aspects of the project findings and the
value or significance of the project’s work contributing to existing knowledge and potential
opportunities to support further successful transition.
2) Effectiveness of the project strategy and management
The project employed succinct and clear aims and a logical methodology to reach the desired
outcomes. The four main stages undertaken in this study (Phase 1 – 4) were clearly articulated. The
research collated and interpreted qualitative data, primarily, with some quantitative information
derived from literature, which are both useful in this context. The methods included a review of
published and grey literature available to establish a baseline of information which informs interview
questions and enables a greater depth of understanding and interpretation of participants’ responses
in the interviews that followed. The formal and informal interviews enabled the evidence from the
literature to be ‘ground-truthed’ in the current context with practitioners engaged in this field. This
is a robust approach for a qualitative study such as this and both desktop and interviews, alongside
continual review and input from the Technical/Reference Group informed the direction of the study
and the findings.
All of the research team members have the appropriate skills and qualifications to undertake this
research, and also have extensive practical experience both in education and Indigenous CNRM in
remote Australia, among other contexts. The Technical/Reference group is comprised of local
Kimberley practitioners engaged in Indigenous CNRM activities, and within potential partner
organisations, is a strong approach to enable continuous feedback and review of the project as it
progresses. The addition of an independent education consultant1
who has experience establishing
similar courses in CNRM at the University level may have provided a wider perspective and lessons
1
For example, Greg Wearne Education Consultant with direct experience in developing university courses for
Indigenous rangers with Dhimurru, Arnhem Land.

learned; however, funding may not have been available to enable such an addition to the group. If
warranted, engagement may be possible in the implementation phase.
Dissemination of this Report will be a key step in achieving peer-reviewed feedback and
strengthening opportunities for partnership. In disseminating this Report to Indigenous groups and
communities through face-to-face engagement or presentations (as outlined in Next Steps Section)
would be the best approach and will enable further engagement and feedback. To realise the
establishment of a new qualification led by UNDA will require significant intellectual effort to develop
course content, especially concerning the integration of Indigenous Knowledge, and further review
by stakeholders and partners as articulated in the ‘Next steps’ section. To pursue a pathway starting
in 2015 the Report would benefit from reworking the ‘Next Steps’ section into time-bound actions
with nominated responsibility, if this is realistic. However, as it stands, the Report offers a logical and
comprehensive list of actions to achieve the remaining tasks. As outlined in the final Report, funding
may be challenging in the future, but opportunities do exist and have been well covered here.
3) Project Aims
This project has successfully achieved its aims to identify CNRM training and qualifications available
and modifications required to existing units from UNDA and other institutions that could form part
of a CNRM qualification. It also identified those institutions with which UNDA could form a
partnership to deliver such a qualification.
Resource opportunities to support the development of new models for curriculum development were
identified from external sources, and a model for delivery was well thought out and researched to
enable sustainability of CNRM qualifications. It would be useful to point out any constraints arising
from a UNDA perspective, such as minimum numbers or continuity of funding within UNDA which
may have a bearing on success of this model for development and delivery of a CNRM qualification
for Northern Australian. I understand these issues would be covered in detail in the Business Case
(Next Steps); however, a brief mention here may assist in their being picked up ahead of the Business
Case being developed.
4) Stakeholder Engagement
Overall, the project engaged widely with the appropriate stakeholders. The scope for engagement
with people in the Kimberley region was well covered as was engagement with staff in UNDA and
other institutions. However, the project may have benefitted from discussion with some additional
people who have worked closely with Indigenous groups to establish indigenous-focussed education
in the Northern Territory2
but it may be that other staff and consultants already interviewed have
covered key issues these people may have raised. Although there was discussion with CDU it is
recommended that contact be made with Peter Stephenson, Director - Batchelor Institute of
Indigenous Tertiary Education, given the long experience Batchelor has in developing and delivering
2
Such as Michael Christie (CDU), Margaret Ayre, (ex-Batcheor Lecturer based on Country), Bruce Lawson (ex-
Batchelor), John Henry (Deakin University), Matthew Campbell (Central Land Council).

Tertiary Indigenous courses in block release mode specifically for Indigenous students (beyond VET),
and who could potentially be a key partner organisation.
Similarly, the outcomes may have benefited from including Indigenous rangers, especially those
seeking further qualifications, and a broader pool of community leaders. Indigenous rangers were
identified as contributing to interviews (p.5); however, no rangers3
were identified in Appendix 2: Key
Informants. First hand Indigenous input (interviews) may not have been possible within the time
available, and this seems to be a crucial element to be taken up in Phase 4 and Next Steps, given the
findings that negotiation of place-based learning in Indigenous communities requires negotiation
with that community. The ‘Roadshow’ outlined in the Next Steps section would therefore be seen as
a critical step to elicit current Indigenous perspectives to inform this work further.
The researchers established relevant and focussed engagement with other institutions to investigate
possible partnerships and resourcing opportunities, with initial feedback detailed. It is practical to
allow for further detailed discussions on how a CNRM qualification would be developed and delivered
with relevant staff in partner institutions at a further stage (as detailed in Next Steps).
The approach and methods used to engage with informants was sound and translated to robust
results. There was a good emphasis on personal feedback from practitioners in the field to provide
context and additional experienced input to the literature review. There were fewer formal
interviews than informal e.g. telephone discussions, however these unstructured interviews were
just as relevant as formal interviews as they were still guided by the interview questions (as outlined
in the Report’s Appendix 1) so that a consistent approach was taken by all researchers. All
participants were sent a copy of the consent form and background information (as per Ethics
Approval) and consent was given verbally. Any quotes used in the final Report were first approved
by that person providing both verification and endorsement of the material.
5) Level of Review
The research undertaken in this project was very comprehensive and the researchers engaged in the
most up-to-date information on the subject. The scope of the literature review was comprehensive
and showed that the researchers explored the most recent literature on this topic. The
recommendations in this Report are clearly based on key information derived from the literature,
and extended and reinforced by informants’ perspectives gained in interviews.
A copy of the full reference list was not able to be provided at the time of this evaluation but will be
inserted for the final Report and will enable the Technical/Reference Group to gain a sense of the
scope of literature sourced. While the full reference was not always provided within the text of the
Report, it was clear that a range of sources were considered. While not the most recent, a review of
Arnott et al (1998)4
might have added some theoretical and case study analysis to the Report
3
With the exception of one Indigenous IPA Coordinator who has already obtained higher education
qualifications through mainstream education.
4
Arnott, A., Clark, T., Clarke, L., Dembski, L., Henry, J., Langton, M., and Wells, J. (1998) Djama and VET:
Exploring Partnerships and Practices in the Delivery of Vocational Education and Training in Rural and Remote
Aboriginal Communities, NT Unipress, Darwin, Volume 1&2, ANTARAC (Australian National Training Authority
Research Advisory Council).

regarding best practice delivery of education and training to Aboriginal communities. Although
focussed on VET, the issues and approaches are relevant to the development and delivery of CNRM
courses for Indigenous education in Northern Australia, as it defines the theoretical background and
provides case study examples for issues relating to how to integrate country based work into higher
education.
6) Project Management
I understand there were some delays in approval for this project within UNDA which led to the project
operating in a shortened timeframe. However, the authors were able to work within these
parameters to achieve a solid amount of work with few resources, producing a draft report on time
(19th
December 2014) for external evaluation. Although this meant that there was no interim report
midway through the research process to enable suggestions to be evaluated and acted on, the Phase
4 review may allow for any significant issues to be addressed, if the timeframe and funding allows.
The suggestions outlined in this external evaluation report are minor and could be considered and
implemented through Phase 4 alongside input by the Technical/Reference Group and other
stakeholders.
7) Research Results
The research and resultant report is comprehensive and well researched within the time available
and the conclusions drawn from the data are logical, and the recommendations are realistic.
Altogether this Report represents an important contribution to the development of a CNRM course
for Northern Australia.
Some potential gaps identified in the data (see 9 below); however, they do not detract from the
usefulness or importance of the Report. The draft Report presented for this evaluation is still to
undergo a final edit which will improve its structure and more clearly present the findings.
The case made in this Report to ground education within daily work activities within Indigenous
country and focussed on Indigenous Ranger programmes such as WOC, IPAs etc is a well-grounded
approach in action in many remote communities today (see review by Fogarty & Schwab 20125
).
Focussing initial development and delivery of a CNRM course on an existing cohort of Indigenous
rangers and working closely with Land & Sea Units in the Kimberley is a successful starting point. This
innovative approach was utilised in the design of the Associate Diploma of Natural and Cultural
Resource Management developed by Batchelor and the growing number of Dhimurru Rangers
seeking additional qualifications in the late 1990s. Lessons learned from the Dhimurru experience
are relevant to the progress and successful implementation of this Report and may provide key
insights for UNDA in an almost identical process.
Two important outcomes of the Batchelor/Dhimurru experience are the need for long established
and trusted relationships between the community and institution to negotiate the development of a
new education model, and also that the delivery of the course is a whole of community approach to
5
Fogarty, W. & Schwab, R. G. (2012) Indigenous education: Experiential learning and learning through
Country, CAEPR Working paper 80/2012.

the education and a partnership between the community and the institution, not just the rangers
(Margaret Ayre, pers. com.). These lessons are relevant to the implementation of the Next Steps
outlined in this Report.
A clear outcome of this research is the need for a CNRM course which blends generic and experiential
modes of learning for Indigenous students in remote contexts and this is supported both by the
literature and by informant responses. Additionally, the need not only for support to enter a
university but throughout the duration of the course is another key factor for success as shown in
previous and existing programmes.
The review of existing qualifications, identification of gaps, and the drafting of new qualifications was
very well researched and provides a significant amount of work to progress the development of a
new CNRM qualification.
Potential partnerships and realistic options for funding were identified both for development of a
qualification and for student support, showing an excellent understanding of the interrelatedness of
these issues. Continual student support for the duration of the course – financial as well as ongoing
motivation and emotional health was also identified and could be emphasised equally alongside the
enabling programmes. The staged rollout of a qualification and the flexibility to study the units at
different levels of assessment shows familiarity with best practice approaches, and that
recommendations from related research have been taken up.
8) Needs/Interests of stakeholders
The project meets an identified need of stakeholders which is supported both in the literature review
and the informants’ responses. On Country Land & Sea work comprises a significant industry for
Indigenous people in Australia, especially in places such as Kimberley and Northern Territory, and
very remote regions where other opportunities are less and where large numbers of Indigenous
Rangers and Indigenous owned and/or managed land.
A strategic fit between CNRM work/employment in remote Australia and educational opportunities,
has been well researched in the current literature to which this Report is aligned. This Report
adequately draws on extensive evidence showing place based or context based learning and
experiential learning lead to better learning outcomes for students.
Clearer articulation of the demand by Indigenous rangers for uptake of a university course is
suggested. The Report currently outlines the numbers of rangers engaged in CNRM activities on
country across Northern Australia, Indigenous students enrolled in VET and likely to seek transition
alongside the average Indigenous enrolments in university as the main evidence for demand. At
present the evidence is presented as perceived need and the arguments made in this Report will be
strengthened by greater discussion and evidence showing these initiatives are demand driven rather
than theoretical. This may be provided by incorporating the results of VET student and/or Indigenous
ranger questionnaires, if existing, or providing greater evidence from direct contact with participants
in this study and UNDA experience. Evidence of demand will strengthen the case for a viable course
where demand meets or exceeds minimum numbers.

The incorporation of Indigenous knowledge within an appropriate delivery mode is currently a gap in
existing qualifications identified in this Report. A wealth of literature calls for Indigenous knowledge
to form a central component of educational and pedagogic design. However, the incorporation of
Indigenous knowledge, especially specific, Country-based knowledge, is problematic given the very
different ontologies upon which Indigenous and mainstream knowledge systems are based6
.
While it was not within this project’s scope to have extensively researched or to document in this
Report either the evidence from decades of ‘Galtha’ experiences pioneered by Dr. M. Yunupingu and
Greg Wearne and others, or the ‘Learning on Country’ programmes in their various forms and
‘Teaching from Country’ initiatives (http://learnline.cdu.edu.au/inc/tfc/index.html), they provide key
insight for the implementation of the Next Steps section in this Report.
The material presented on existing courses, and modification required to meet the needs of
Indigenous students is very comprehensive, shows familiarity with the material, the context and
strong engagement with institutions in this study, and provides clear guidance.
9) Potential gaps or inconsistencies and opportunities
Job security and funding are key issues that may impact upon the interest and/or availability of the
Indigenous cohort to undertake or complete further education, or impact upon the security of
enabling programmes such as Working on Country or the IPA Programme, and this is a risk tied to
government policy changes. It would be useful to briefly explore the risks as well as the opportunities
of focussing on rangers/IPAs where such programmes are often overly reliant on short to medium
term funding cycles and susceptible to shifts in government policy. Although programmes such as
WOC and IPA currently enjoy bipartisan support and are unlikely to cease altogether, there may be
changes to the model or funding, periods of uncertainty or change in policy that may impact on
Ranger employment or programmes. The suggestion here is to not focus or detail the risks in great
detail but to ensure the risks are understood and incorporated into the future steps.
Similarly, a brief view as to the impact of certain policy contexts such as the recent closure of a large
number of Aboriginal communities in WA, and the impact on the model being put forward in this
Report would strengthen the outcomes.
It may also be useful to highlight how the outcomes of this Report meet any current and key
educational policy recommendations to strengthen the proposal and highlight its relevance (e.g.
Close the Gap policy, Indigenous Higher Education Review 2012).
As noted in the above section, data on the high level of motivation shown by Indigenous students to
extend their education may create a case for demand as opposed to perceived need. Their
motivations may come less from an economic perspective (e.g. increase in wages) and more from the
opportunity to work on Country. It may be pertinent to explore whether the social impact and
6
There is also much literature on the incorporation of dual knowledge systems in practical application in
Northern Australia. Dr Jonathan Wearne, Learning on Country Manager, Dhimurru has recently collated a
bibliography of Indigenous education, knowledge and learning that may be useful for the implementation
phase.

economic costs may be of more significance for an Indigenous student than the benefits of further
education. This issue should not be neglected.
10) Emergent Issues/challenges
This project has provided clear recommendations and provided stepwise actions that are likely to
lead to successful initiation of a new CNRM qualification, with institutional support. The outcomes
of this Report align with major findings in the literature regarding remote Indigenous education policy
and pedagogy, especially the focus on models that connect students and their communities to
education through place-based and experiential learning. The outcomes also strongly reflect the
reality of Indigenous land managers employed in CNRM work across the Kimberley.
The employment of a Project Manager with Indigenous education experience will be crucial to the
implementation of the recommendations in this Report. It is noted that given the need identified in
this Report, potential students may seek partnerships to develop opportunities elsewhere if UNDA is
not able to take up this opportunity.
11) Conclusion
Overall the main objectives of the project have been achieved exceptionally well.
This Report lays the foundation for UNDA to advance a CNRM qualification for Northern Australia.
The evidence presented is logical and shows a depth of understanding of Indigenous issues in
Northern Australia, both from a theoretical perspective and from lived experience of participants
accurately captured by the researchers. The review of available courses is comprehensive and the
development of new units reflect the theoretical evidence and personal feedback in this Report.
A potential gap in the Report is an analysis of, or reference to, the consequences of shifting
government policy or withdrawal of funding resources for Indigenous employment and NRM
programmes, and the potential impact on education and other supporting programmes for
Indigenous students.
The Technical/Reference Group may have benefited from the experience of a practitioner who has
worked directly to establish an Indigenous Ranger focussed CNRM university course or in
transitioning Indigenous rangers from VET to University courses. However, this does not limit the
usefulness of this Report and there is scope for involvement of such practitioners in Phase 4 and/or
Next Steps if time and funding allows.
This Report has convincingly identified a gap in the availability of CNRM qualifications in remote and
Northern Australia. The Report will undoubtedly enhance knowledge and inform the development
of Indigenous focussed CNRM qualification for remote Australia.
I commend this Report and congratulate all involved.
Tanya Vernes

Appendix Eight - Response to the External Evaluation
This section responds directly to key points raised by the Independent Evaluator’s Report. The
Evaluation of the project and Report was overall, very positive. The comments below represent
critical points that required a response from the Project Team indicating awareness of necessary
steps required ahead of undertaking the implementation phase to develop the CNRM Qualification.
2) Effectiveness of project strategy and management
Evaluator Comment Project Team Response
The addition of an independent education
consultant who has experience establishing
similar courses in CNRM at the University level
may have provided a wider perspective and
lessons learned; however funding may not
have been available to enable such an addition
to the group. If warranted, engagement may
be possible in the implementation phase.
The team and reference group comprised
individuals with experience of delivery of
sustainability, and community development
programmes at the university level and
dedicated CNRM courses at the VET level.
Suggested CNRM specific expertise will be
engaged in the implementation phase,
particularly with reference to on-country
learning activities.
3) Effectiveness of the project strategy and management
It would be useful to point out any constraints
arising from a UNDA perspective, such as
minimum numbers or continuity of funding
within UNDA that may have a bearing on
success of this model for development, and
delivery of a CNRM qualification for Northern
Australian.
This has been indicated within the Report in
the section detailing pathways to
undergraduate CNRM Courses. However, this
cannot be ascertained until a detailed business
case has been developed in 2015
4) Stakeholder Engagement
The project may have benefitted from
discussion with some additional people who
have worked closely with Indigenous groups to
establish Indigenous focussed education in the
Northern Territory, but it may be that other
staff and consultants already interviewed have
covered key issues these people may have
raised.
Senior staff at Batchelor Institute were
contacted for this project, but were not able to
participate. Contact was also made with
relevant staff of James Cook University and this
information has been incorporated into the
findings. Suggested engagement with
Batchelor Institute will be instigated as part of
the development/ implementation phase of
this project.
The outcomes may have benefited from
including Indigenous rangers, especially those
seeking further qualifications, and a broader
Although rangers were not directly engaged,
within the limited timeframe, the project did
engage with Northern Australian ranger

pool of community leaders. Indigenous
rangers were identified as contributing to
interviews, however no rangers were identified
in Appendix 2: Key Informants.
coordinators and trainers, which covered the
educational components as the primary
interest of this Report, across several ranger
groups. The Kimberley was also covered via
representation through the KLC. This was not a
purely Indigenous focussed project, so it is
appropriate that further exploration on this
front would take place with further
commitment of resources, both human and
financial.
5) Level of Review
Evaluator Comment Project team Response
While not the most recent, a review of Arnott
et al (1998) might have added some theoretical
and case study analysis to the Report regarding
best practice delivery of education and training
to Aboriginal communities.
The review was based on a significant and
more recent body of work, ‘Can’t be what you
can’t see’ The transition of Aboriginal and
Torres Strait Islander students to higher
education (2014). The Arnott et al paper will
be reviewed as part of the development and
implementation phase.
6) Project Management
I understand there were some delays in
approval for this project within UNDA, which
led to the project operating in a shortened
timeframe. However the authors were able to
work within these parameters to achieve a
solid amount of work with few resources,
producing a draft Report on time (19
December 2014) for external evaluation.
The lack of an interim Report for ongoing
evaluation is noted. The final evaluation has
been incorporated into suggested changes of
the Technical/Reference Group and feedback
from RDA.
7) Research Results
The research and resultant Report is
comprehensive and well researched within the
time available and the conclusions drawn from
the data are logical and recommendations
realistic. Altogether this Report represents an
The independent evaluation did not identify
gaps or issues that needed to be addressed in
the findings. The findings will be disseminated
widely and will be used to develop a business
case for implementation.

important contribution to the development of
a CNRM course for Northern Australia.
8) Needs/ Interest of stakeholders
Clearer articulation of the demand by
Indigenous rangers for uptake of a university
course is suggested. The Report currently
outlines the numbers of rangers engaged in
CNRM activities on country across Northern
Australia, Indigenous students enrolled in VET
and likely to seek transition alongside the
average Indigenous enrolments in university as
the main evidence for demand. At present the
evidence is presented as perceived need and
the arguments made in this Report will be
strengthened by greater discussion and
evidence showing these initiatives are demand
driven rather than theoretical.
The analysis was not theoretical but more
reflective of baseline data that requires further
interrogation as part of the development of a
business case as suggested in Next Steps. The
suggestion of completing a survey of VET
student and/or Indigenous rangers to provide
greater evidence from direct contact with
potential students will be considered as part of
the implementation phase. It is agreed by the
Project Team that evidence of demand will
strengthen the case for a viable course where
demand meets or exceeds minimum numbers,
but this was beyond the scope of this study.
9) Potential gaps or inconsistencies and opportunities
It would be useful to briefly explore the risks as
well as the opportunities of focussing on
rangers/IPAs where such programmes are
often overly reliant on short to medium term
funding cycles and susceptible to shifts in
government policy. Although programmes
such as WOC and IPA currently enjoy bipartisan
support and are unlikely to cease altogether,
there may be changes to the model or funding,
periods of uncertainty or change in policy that
may impact on Ranger employment or
programmes.
This has been considered within the Study with
reference to attracting Indigenous and non-
Indigenous students other than rangers, by
offering a variety of qualification levels, entry
pathways and intensive delivery under the
Rural and Remote Delivery Model. However, it
is very important to note that in the current
climate of uncertainty of funding there is no
guarantee that the Working on Country
Programme that underpins the employment of
rangers nationally, will definitely continue
beyond 2018.
It may also be useful to highlight how the
outcomes of this Report meet any current and
key educational policy recommendations to
strengthen the proposal and highlight its
relevance (e.g. Close the Gap policy,
Indigenous Higher Education Review 2012).
This study responded directly to many of the
issues raised by the IHER (2012), in particular
through adopting the Elements of Leading
Practice for Successful Transition designed in
response to IHER 2012 within the ‘Can’t be
what you can’t see’ Report.

10) Emergent issues/ challenges
The employment of a Project Manager with
Indigenous education experience will be crucial
to the implementation of the
recommendations in this Report. It is noted
that given the need identified in this Report,
potential students may seek partnerships to
develop opportunities elsewhere if UNDA is
not able to take up this opportunity.
This issue has been addressed in the Next Steps
as a necessary step to leading the
implementation phase. UNDA are being asked
to allocate a relevant project Manager for the
implementation with a view to employment
upon provision of suitable funding.
11) Conclusion
A potential gap in the Report is an analysis or
reference to the consequences of shifting
government policy or withdrawal of funding
resources for Indigenous employment and
NRM programmes, and the potential impacts
for Indigenous students or education and other
supporting programmes.
This is simply too volatile an area to ascertain
at this particular time and was outside the
scope of this study. Not-withstanding, the KLC
has provided access to their latest business
case to the Department of Prime Minister and
Cabinet and valuable evidence of the success
of KLC initiatives to improve educational and
employment outcomes for rangers has been
used in this study.
The Technical/Reference Group may have
benefited from the experience of a practitioner
who has worked directly to establish an
Indigenous Ranger focussed CNRM university
course or in transitioning Indigenous rangers
from VET to University courses. However, this
does not limit the usefulness of this Report and
there is scope for involvement of such
practitioners in Phase 4 and/or Next Steps if
time and funding allows.
As noted, the team and reference group
comprised individuals with experience of
delivery of sustainability and community
development programmes at the university
level and dedicated CNRM courses at the VET
level. Suggested CNRM specific expertise will
be engaged in the implementation phase,
particularly with reference to on-country
learning activities.

04.-CNRM-Final

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04.-CNRM-Final