Review of Aboriginal Education

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

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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

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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

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• 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

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

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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

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• 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

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• 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

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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 childs engagement in
  learning
• The importance of community to Aboriginal
  learners

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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 TAFEs role in education for 15
  19 year olds
• Need for regional planning and strengthening of
  links between schools and TAFE

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• TAFES 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

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• 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

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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

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• 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

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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