This study considers issues surrounding professional development for Indigenous
Australians within universities through the lens of the United Nations Declaration on
the Rights of Indigenous Peoples. These efforts to open universities and contribute to
specialized knowledge acquisition and skill advancement by Indigenous Australians
are being carried out from an affirmative action- based perspective.
　The characteristics of and issues surrounding professional development and
specialized job training for Indigenous Australian students attending universities with
such programs are considered. Specific focus is placed on the meaning that
Indigenous Australians are given to the systematization of policies promoting their
participation in mainstream society and providing the foundation for professional
development and specialized job training.
　The results of this study clearly indicate that both ways approach to specialized job
training at universities is needed. Universities are expected to encourage the inclusion
of Indigenous perspectives across professional programs of study. When planning professional development for indigenous peoples at universities, it is important to fully understand the purpose of the Declaration, which internationally recognized the right of indigenous peoples to education, and to consider how to construct programs that enable empowerment of Indigenous Australians through cooperation and collaboration with non-indigenous peoples. The following article is an outcome of the above-mentioned research. "Minority Education and the Reconstruction of Learning Social Research: The Decolonization of Pedagogy and Formation of Indigenous Subjects",edited by Japanese Association for the Study of Learning Society 10th Anniversary Commemorative Publication,Towards the Future of the Learning Society:Rebuiding of Learning Support Systems in Local Communities.