Review of Aboriginal Review of Aboriginal EducationEducation

Background to the ReviewBackground to the Review

Terms of ReferenceTerms of Reference

Data collection processData collection process

Emerging themesEmerging themes

Current situation: development of findings and Current situation: development of findings and

recommendationsrecommendations

TimelineTimeline

Background to the Review Background to the Review

The review of Aboriginal Education in The review of Aboriginal Education in NSW was announced by the Minister NSW was announced by the Minister in October 2003in October 2003

The review is a joint undertaking by The review is a joint undertaking by the AECG Inc and the NSW the AECG Inc and the NSW Department of Education and Department of Education and TrainingTraining

A Secretariat was established in A Secretariat was established in 2003 to manage the review2003 to manage the review

Terms of ReferenceTerms of Reference

To examine current approaches in To examine current approaches in the delivery of Aboriginal education the delivery of Aboriginal education addressing issues including: addressing issues including: attendance, retention rates, and attendance, retention rates, and academic performanceacademic performance

To bring about improved outcomes in To bring about improved outcomes in these areas through consultation these areas through consultation with interest groupswith interest groups

To review and develop system-wide To review and develop system-wide approaches to improving Aboriginal approaches to improving Aboriginal Education and Training and achieving Education and Training and achieving quality learning outcomes for quality learning outcomes for Aboriginal studentsAboriginal students

To incorporate into this To incorporate into this comprehensive system-wide approach comprehensive system-wide approach the Action Plan for Aboriginal the Action Plan for Aboriginal education developed under the education developed under the Two Two Ways TogetherWays Together process process

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

Data Collection ProcessData Collection Process The data collection phase of the review The data collection phase of the review

has been substantially completedhas been substantially completed

In excess of 180 submissions have been In excess of 180 submissions have been received by post, email and telephonereceived by post, email and telephone

Consultations have been held with a Consultations have been held with a range of key interest groups and range of key interest groups and organisations from the government and organisations from the government and non-government sectorsnon-government sectors

Reviews of the implementation of the Reviews of the implementation of the Aboriginal Education Policy and the Aboriginal Education Policy and the Aboriginal Programs Unit (APU) have Aboriginal Programs Unit (APU) have been conductedbeen conducted

Field trips to 375 sites have been Field trips to 375 sites have been conducted around the state meeting with conducted around the state meeting with Aboriginal communities and Aboriginal communities and organisations, students, parents, organisations, students, parents, educational leaders and staffeducational leaders and staff

Data has been collected on attendance Data has been collected on attendance and suspensionand suspension

Working groups, established for Early Working groups, established for Early Childhood, Curriculum and Pedagogy, Childhood, Curriculum and Pedagogy, Personnel, Finance and Data have Personnel, Finance and Data have provided feedback to the Review provided feedback to the Review Reference GroupReference Group

A reference group of prominent A reference group of prominent academics has provided a set of academics has provided a set of paperspapers

Emerging ThemesEmerging Themes

Notions of identity, personal Notions of identity, personal development, self-esteem as development, self-esteem as essential preconditions for learningessential preconditions for learning

The critical importance of the early The critical importance of the early years of life for an Aboriginal child’s years of life for an Aboriginal child’s engagement in learningengagement in learning

The importance of community to The importance of community to Aboriginal learnersAboriginal learners

The impact of racism in all its formsThe impact of racism in all its forms Dissonance between school culture Dissonance between school culture

and that of Aboriginal communitiesand that of Aboriginal communities Lack of awareness and knowledge of Lack of awareness and knowledge of

Aboriginal culturesAboriginal cultures The need for partnerships between The need for partnerships between

Aboriginal communities and Aboriginal communities and schools/collegesschools/colleges

Building capacity for Aboriginal Building capacity for Aboriginal communitiescommunities

The concept of schools as ‘Community The concept of schools as ‘Community Centres’Centres’

Homework Centres and other learning Homework Centres and other learning resourcesresources

Parenting, parent literacy and Parenting, parent literacy and numeracynumeracy

Parent perceptions and expectationsParent perceptions and expectations The impact of health issuesThe impact of health issues Issues around transport and its impact Issues around transport and its impact

on access to serviceson access to services

Collaboration with other government Collaboration with other government agenciesagencies

Leadership in schools, TAFE and DETLeadership in schools, TAFE and DET School/College culture and School/College culture and

organisationorganisation Planning, policies and practicesPlanning, policies and practices FundingFunding Monitoring and accountabilityMonitoring and accountability The need to protect successful The need to protect successful

strategiesstrategies Gifted and talented programsGifted and talented programs

Employment of Aboriginal people in Employment of Aboriginal people in schools and TAFEschools and TAFE

Factors impacting on attendance, Factors impacting on attendance, suspension and progressionsuspension and progression

Student behaviour, expectations and Student behaviour, expectations and engagementengagement

Critical transition points for Aboriginal Critical transition points for Aboriginal students students

Aboriginal English and Aboriginal Aboriginal English and Aboriginal languageslanguages

Mentoring and modellingMentoring and modelling

Teaching practice (pedagogy)Teaching practice (pedagogy) Curriculum relevanceCurriculum relevance Academic achievementAcademic achievement Student leadershipStudent leadership Employment related issues including Employment related issues including

articulation into employmentarticulation into employment ““Second Chance” educationSecond Chance” education Corrective Services and Juvenile Corrective Services and Juvenile

JusticeJustice improved employment outcomesimproved employment outcomes

Expansion of partnerships with Expansion of partnerships with industry industry

Strategies required to help Aboriginal Strategies required to help Aboriginal students gain apprenticeships and students gain apprenticeships and traineeshipstraineeships

Increasing number of 15 year olds Increasing number of 15 year olds leaving school to go to TAFE – TAFE’s leaving school to go to TAFE – TAFE’s role in education for 15 – 19 year role in education for 15 – 19 year oldsolds

Need for regional planning and Need for regional planning and strengthening of links between strengthening of links between schools and TAFEschools and TAFE

TAFE’S role in providing parenting TAFE’S role in providing parenting and basic education courses for and basic education courses for Aboriginal parentsAboriginal parents

Cultural inappropriateness of Cultural inappropriateness of National Training PackagesNational Training Packages

Need for Aboriginal students with Need for Aboriginal students with low literacy levels to be given longer low literacy levels to be given longer time to complete the coursetime to complete the course

Training Certificate IV in Workplace Training Certificate IV in Workplace Assessment as a teaching Assessment as a teaching qualificationqualification

All TAFE Institutes should have an All TAFE Institutes should have an active Aboriginal Advisory Councilactive Aboriginal Advisory Council

Class size requirements in TAFE Class size requirements in TAFE courses are an issue for rural and courses are an issue for rural and remote areasremote areas

Access to childcare needed at TAFE Access to childcare needed at TAFE campuses particularly at night campuses particularly at night

More TAFE courses should be More TAFE courses should be delivered off campusdelivered off campus

Lack of information about TAFE course Lack of information about TAFE course provisionprovision

Current SituationCurrent Situation

The report writing phase has The report writing phase has commencedcommenced

The Board of Management comprising The Board of Management comprising Charles Davison (AECG Inc) and Dr Charles Davison (AECG Inc) and Dr Alan Laughlin (DET) will monitor the Alan Laughlin (DET) will monitor the development of the report on a development of the report on a weekly basisweekly basis

A writing team has been establishedA writing team has been established

An aspect of the report will trace the An aspect of the report will trace the life course of Aboriginal studentslife course of Aboriginal students

The report will address major The report will address major themes and include themes and include recommendations for immediate recommendations for immediate action and longer-term strategiesaction and longer-term strategies

Feedback on the key issues will occur Feedback on the key issues will occur in May – this will involve visits to in May – this will involve visits to major NSW centresmajor NSW centres

TimelineTimeline

A report on the review is scheduled A report on the review is scheduled to be produced for the Minister by to be produced for the Minister by the end of Term 2the end of Term 2

This report will be written in a style This report will be written in a style accessible to Aboriginal accessible to Aboriginal communities, the public, schools, communities, the public, schools, colleges and staffcolleges and staff