Review of Aboriginal Education

1. Review of Aboriginal Education

2. Background to the Review • Terms of Reference • Data collection process • Emerging themes • Current situation: development of findings and recommendations • Timeline

3. Background to the Review • The review of Aboriginal Education in NSW was announced by the Minister in October 2003 • The review is a joint undertaking by the AECG Inc and the NSW Department of Education and Training • A Secretariat was established in 2003 to manage the review

4. Terms of Reference • To examine current approaches in the delivery of Aboriginal education addressing issues including: attendance, retention rates, and academic performance To bring about improved outcomes in these areas through consultation with interest groups

5. To review and develop system-wide approaches to improving Aboriginal Education and Training and achieving quality learning outcomes for Aboriginal students • To incorporate into this comprehensive system-wide approach the Action Plan for Aboriginal education developed under the Two Ways Together process

6. To assess the extent that the principles of the Aboriginal Education Policy are incorporated in the education of all students, staff and school communities

8. Data Collection Process • The data collection phase of the review has been substantially completed • In excess of 180 submissions have been received by post, email and telephone • Consultations have been held with a range of key interest groups and organisations from the government and non-government sectors

9. Reviews of the implementation of the Aboriginal Education Policy and the Aboriginal Programs Unit (APU) have been conducted • Field trips to 375 sites have been conducted around the state meeting with Aboriginal communities and organisations, students, parents, educational leaders and staff

10. Data has been collected on attendance and suspension • Working groups, established for Early Childhood, Curriculum and Pedagogy, Personnel, Finance and Data have provided feedback to the Review Reference Group • A reference group of prominent academics has provided a set of papers

12. Emerging Themes • Notions of identity, personal development, self-esteem as essential preconditions for learning • The critical importance of the early years of life for an Aboriginal child’s engagement in learning • The importance of community to Aboriginal learners

13. The impact of racism in all its forms • Dissonance between school culture and that of Aboriginal communities • Lack of awareness and knowledge of Aboriginal cultures • The need for partnerships between Aboriginal communities and schools/colleges • Building capacity for Aboriginal communities

14. The concept of schools as ‘Community Centres’ • Homework Centres and other learning resources • Parenting, parent literacy and numeracy • Parent perceptions and expectations • The impact of health issues • Issues around transport and its impact on access to services

15. Collaboration with other government agencies • Leadership in schools, TAFE and DET • School/College culture and organisation • Planning, policies and practices • Funding • Monitoring and accountability • The need to protect successful strategies • Gifted and talented programs

16. Employment of Aboriginal people in schools and TAFE • Factors impacting on attendance, suspension and progression • Student behaviour, expectations and engagement • Critical transition points for Aboriginal students • Aboriginal English and Aboriginal languages • Mentoring and modelling

17. Teaching practice (pedagogy) • Curriculum relevance • Academic achievement • Student leadership • Employment related issues including articulation into employment • “Second Chance” education • Corrective Services and Juvenile Justice • improved employment outcomes

18. Expansion of partnerships with industry • Strategies required to help Aboriginal students gain apprenticeships and traineeships • Increasing number of 15 year olds leaving school to go to TAFE – TAFE’s role in education for 15 – 19 year olds • Need for regional planning and strengthening of links between schools and TAFE

19. TAFE’S role in providing parenting and basic education courses for Aboriginal parents • Cultural inappropriateness of National Training Packages • Need for Aboriginal students with low literacy levels to be given longer time to complete the course • Training Certificate IV in Workplace Assessment as a teaching qualification

20. All TAFE Institutes should have an active Aboriginal Advisory Council • Class size requirements in TAFE courses are an issue for rural and remote areas • Access to childcare needed at TAFE campuses particularly at night • More TAFE courses should be delivered off campus • Lack of information about TAFE course provision

22. Current Situation • The report writing phase has commenced • The Board of Management comprising Charles Davison (AECG Inc) and Dr Alan Laughlin (DET) will monitor the development of the report on a weekly basis • A writing team has been established

23. An aspect of the report will trace the life course of Aboriginal students • The report will address major themes and include recommendations for immediate action and longer-term strategies • Feedback on the key issues will occur in May – this will involve visits to major NSW centres

24. Timeline • A report on the review is scheduled to be produced for the Minister by the end of Term 2 • This report will be written in a style accessible to Aboriginal communities, the public, schools, colleges and staff