Indigenous Education - PowerPoint PPT Presentation

1 / 18
About This Presentation
Title:

Indigenous Education

Description:

National Aboriginal & Torres Strait Islander Education Policy (1989), long term goals include: ... Aboriginal and Torres Strait Islander students have ... – PowerPoint PPT presentation

Number of Views:1244
Avg rating:3.0/5.0
Slides: 19
Provided by: wayne55
Category:

less

Transcript and Presenter's Notes

Title: Indigenous Education


1
Indigenous Education
  • Looking Back, Creating Positive Futures
  • Wayne Muir

2
Indigenous Education Looking Back, Creating
Positive Futures
  • Current Policy Directives
  • Current Indigenous student performance
  • Who is responsible Who makes a difference
  • Suggested approaches going forward What makes a
    difference

3
Current Policy Directives
  • National Aboriginal Torres Strait Islander
    Education Policy (1989), long term goals include
  • Involvement of Indigenous people in educational
    decision making
  • Equality of access to educational services
  • Equity of educational participation
  • Equitable and appropriate educational outcomes

4
Current Policy Directives
  • Australian Directions in Indigenous Education
    2005-2008
  • School and community educational partnerships
    phased in by 2010
  • Training for Indigenous people to take on
    educational leadership roles
  • Personalised learning for Indigenous students
  • Information campaigns to promote value of
    education
  • Learning outcomes for Indigenous students to form
    part of accountability requirements for
    principals
  • Incentives to retain high performing principles,
    accredited training programs for school staff re
    Indigenous education issues
  • By 2010 provide pre service and in service
    professional learning accredited by teaching
    accreditation authorities re Indigenous education
  • Develop strategies to attract and retain high
    quality teachers (esp. regional and remote
    communities with high Indigenous student
    enrolments

5
Current Policy Directives
  • Council of Australian Government (COAG)
  • Closing the Gap Commitments
  • Within five years
  • all Indigenous 4 year olds in remote communities
    enrolled in/attending a proper early childhood
    centre or opportunity.
  • Within a decade
  • halve the gap in infant mortality
  • halve the gap in reading, writing and numeracy
    for Indigenous children
  • halve the gap in employment outcomes for
    Indigenous Australians.
  • By 2020
  • Halve the gap for Indigenous students in year 12
    equivalent attainment
  • Within a generation
  • Close the 17 year gap in life expectancy.

6
Current Policy directives
  • Melbourne Declaration on Educational Goals for
    Young Australians
  • Goal One Australian Schooling promotes equity
    and excellence. School sectors must
  • Ensure that schools build on local cultural
    knowledge and experience of Indigenous students
    as a foundation for learning, and work in
    partnership with local communities on all aspects
    of the schooling process, including to promote
    high expectations for the learning outcomes of
    Indigenous students
  • Ensure that all the learning outcomes of
    Indigenous students improve to match those of
    other students
  • Goal Two All young Australians become successful
    learners, confident and
  • creative individuals, and active informed
    citizens. Successful learners
  • Understand and acknowledge the value of
    Indigenous cultures and possess the knowledge,
    skills and understanding to contribute to, and
    benefit from, reconciliation between Indigenous
    and non Indigenous Australians
  • Schooling should be socially just, so that
  • Aboriginal and Torres Strait Islander students
    have equiteable access to, and opportunities in,
    schooling so their learning outcomes improve and,
    over time, match those of other students (Goal
    3.3)
  • All students understand and acknowledge the value
    of Aboriginal and Torres Strait Islander cultures
    to Australian society and possess the knowledge,
    skills and understandings to contribute to, and
    benefit from, reconciliation between Indigenous
    and non-Indigenous Australians (Goal 3.4)
  • All students understand and acknowledge the value
    of cultural and linguistic diversity, and possess
    the knowledge, skills and understanding to
    contribute to, and benefit from, such diversity
    in the Australian community and internationally

7
Current Policy directives
  • Indigenous Learning and Arts Strategic Plan
    20082011
  • Queensland
  • Overall Goal Strong Indigenous communities
    supported by
  • learning and the arts
  • Focus
  • improving education, training and employment
    outcomes for all Indigenous Queenslanders
  • developing a DETA workforce skilled in maximising
    educational and training outcomes for all
    Indigenous Queenslanders
  • strengthening Indigenous arts and culture.

8
Boosting Education increases labour force
participation rates income
9
National Assessment Program Literacy and Numeracy
(NAPLAN) At or above minimum standard
10
NAPLAN Data Qld Indigenous Geolocation at or
above national minimum standard
11
Progress made, disadvantage remains
  • Less Indigenous students meet literacy and
    numeracy minimum standards compared to non
    Indigenous students
  • Less Indigenous students complete yr 12 national
    2006 apparent retention rates was 40.1 compared
    to 76 for non Indigenous students (Qld
    Indigenous apparent retention rate 54.3, 2nd
    highest behind ACT)
  • Attendance remains lower for Indigenous students
  • National Indigenous 2006 VET participation rate
    13 vs 11.4 for national VET participation rate
  • Indigenous people remain under-represented in
    Australian higher education courses and
    over-represented in lower AQF levels. (43.4 of
    Indigenous enrolments at AQF Certificate 1 II
    levels nationally in 2006)
  • Overall national 2006 Indigenous module
    completion rate 70.8 compared to non
    Indigenous module completion rate of 83

12
What makes a difference role of educators
  • Parents/Families
  • Teachers
  • Administrators
  • Indigenous Community

13
Going Forward Suggested Approaches
  • Diversity of Student Experience - Shared
    Responsibility Indigenous and non Indigenous
    programs
  • Parents Community as equal partners
  • Evidence based developing and building
    performance frameworks
  • Professional Development

14
Going Forward Suggested Approaches
  • Positive outcomes for Indigenous Australians will
    generally
  • occur when all of the following seven key factors
    are present
  • Community involvement and ownership
  • Indigenous identities, cultures, knowledge and
    values
  • Working in true partnerships
  • Flexibility in course design, content, delivery
    and assessment
  • Quality staff and committed advocacy
  • Extensive student support services
  • Appropriate funding that allows for sustainability

15
School of Indigenous Australian Peoples
Southbank Institute of Technology
  • Indigenous students using VET as second chance
  • Indigenous students generally have lower levels
    of education (literacy and numeracy), negative
    past experiences
  • Strategies include
  • Flexible delivery and assessment strategies
  • Indigenous teachers /culturally sensitive non
    Indigenous teachers
  • Innovative teaching and learning strategies,
    authentic assessment practices
  • Comprehensive student support
  • Identify pathways for articulation into higher
    level courses or onto employment

16
Conclusion
  • Outcomes have improved slightly but unacceptable
    gap remains
  • Greater focus on improving Indigenous outcomes
    than ever before
  • Acknowledge role of families, communities,
    schools, bureaucracy and business sectors in
    improving outcomes
  • Suggested approaches include acknowledging
    diversity, ensuring shared responsibility,
    building capacity of parents, community
    schools, flexibility, being evidence based

17
In 1984, I was a 17-year-old Aboriginal youth
just finishing school. I hada Tertiary Entrance
score that told me I was average and that I only
hadthe capacity to do some type of agricultural
course if I was serious aboutentertaining the
notion of study beyond high school. Fortunately
for me,what is now the Queensland University of
Technology was running aprogram designed to
encourage more Aboriginal people into teaching.
Ienrolled and my mentor there taught me a great
deal, most importantly tosee myself positively
regardless of how others with limited
expectations perceived me. What started off as a
lucky break saw me, many years later, graduating
with a PhD in psychology and on a continuing
journey to challenge other educators to believe
in the learning capacity of Indigenous
Australians.
  • Dr Chris Sarra

18
Useful Web Info
  • www.aiatsis.gov.au/
  • www.strongersmarter.qut.edu.au/
  • www.budget.gov.au
  • www.racismnoway.com.au
  • www.sustainabledreaming.com/what.html
  • www.whatworks.edu.au
  • www.daretolead.edu.au
  • www.atsis.uq.edu.au/ajie/index.html?page33821
  • http//toolboxes.flexiblelearning.net.au/demosites
    /series9/907_demo/907/index.htm
Write a Comment
User Comments (0)
About PowerShow.com