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1. I have been awarded a Bachelor of Science from Aberdeen University, and a Masters of Agricultural Science, Doctorate of Philosophy and Diploma of Education from the University of Adelaide. I received my TESOL (Teaching English to Speakers of Other Languages) qualification at the Adelaide TAFE Institute. 2. I have taught agriculture at the Roseworthy Campus of the University of Adelaide from 1974 to 1994. I have also taught for two years at secondary school level and lectured part-time for a year at the Adelaide TAFE Institute.

Sex Discrimination Commissioner, Kate Jenkins The Australian Human Rights Commission’s National Report on Sexual Assault and Sexual Harassment at Australian Universities outlines the Commission’s findings on the prevalence and nature of sexual assault and sexual harassment at all Australian universities. It is based on analysis of the data collected through a national survey and a separate ...

Failure to implement the Genocide Convention Education and the abolition of Bilingual Education Programs in the Northern Territory Redressing Indigenous disadvantage

The aim of this activity is to introduce students to the issues that faced children who were kept in Australian Immigration Detention Centres prior to the policy change in 2005.

On 5 November 2009 we hosted the Australian and New Zealand Race Relations Roundtable 2009, highlighting the human rights of international students as a major issue. During the year under review, we directly engaged with over 700 international students and student representatives to identify key human rights issues, participated in numerous government and academic forums focusing on international student safety and we are currently leading the development of a draft International Student Compact.

This submission makes brief comment on the education of children in detention. It provides a more complete picture of the education services offered to these children by the Department of Education, Training and Employment in South Australia (hereafter the department) after they have been processed as refugees and released into the community. Note is also made of a group of children who have been sent to Adelaide as detainees in a place of alternative detention and also of recent discussions on the issue of children in detention being enrolled at Woomera Area School.

As a former teacher at the Woomera IRPC, I was able to witness at first hand, the conditions of detention and the resulting outcomes for Asylum Seekers.

State and Territory legislation, programs and policies in the areas of child welfare, adoption and juvenile justice are intended to provide a non-discriminatory framework for the administration of services. In many cases, programs are designed with the objective of reducing the extent of contemporary removals of Indigenous children and young people. In spite of this, the over-representation of Indigenous children among children living separately from their families and communities, temporarily or permanently, remains high.

When I commenced writing this chapter in 2008, Australia did not have a national Indigenous languages policy. However in August 2009, for the first time in Australia’s history, the Commonwealth Government launched a strategy for preserving Indigenous languages: Indigenous Languages - A National Approach 2009 (National Approach). The National Approach sets out the Commonwealth Government’s plan to preserve Indigenous languages through targeted actions. They are: