Indigenous-Education-Review_DRAFT

Recommendations

Info

Review of Indigenous Education in the Northern Territory Bruce Wilson Appendix Two: School and Site Visits The sites listed below are those visited during the course of the review process prior to the finalisation of the Draft Report. Alyangula Area School Amoonguna School Angurugu School Barunga School Callistemon House Centralian Middle School Centralian Senior College Gray Primary School Gunbalanya West Arnhem College Macfarlane Primary School Maningrida School Milyakburra School Minyerri School Moulden Park Primary School N’taria School Ngukurr College Palmerston High School Sadadeen Primary School Shepherdson College Spinifex State College Mt Isa Spinifex State College Residential Campus Tennant Creek High School Tennant Creek Primary School Umbakamba School Wangkana‐Kari Hostel Wugularr School Yirara College Yirrkala Homelands School Yirrkala School Yuendemu School DRAFT 135
Review of Indigenous Education in the Northern Territory Bruce Wilson Appendix Three: Remote Secondary Provision Trial (Provided by the Industry, Engagement and Employment Pathways (IEEP) team in the Department of Education) Secondary provision to Indigenous students in regional and remote Territory schools is characterised by what can be described as ‘patchy’ outcomes. These outcomes emerge from the challenges of delivering quality education in an environment of low attendance 18 . Effects of low attendance include poor literacy and numeracy, low employability skills and Northern Territory Certificate of Education and Training (NTCET) completions well below national benchmarks. Improving the number of students who obtain an NTCET completion 19 is a key performance indicator to ensure every student is a successful learner 20 . While Indigenous NTCET completions have seen an increase, they have largely been achieved in urban and provincial areas. Remote completions remain low. The Department of Education (DoE) has a goal of increasing the number of students who achieve paid employment at the end of their schooling. The evolution of the Northern Territory Certificate of Education (NTCE) into the NTCET is a result of the desire to legitimise vocational pathways within schools and build flexible options congruent with the economic needs of the Territory. As a result of this, students remaining at school through to year 12 will have a choice of three pathways: full academic, full vocational and a combination of the two. The academic pathway is well understood by educators and programs are often driven by the rules to achieve an Australian Tertiary Admission Rank (ATAR). A vocational pathway, while less understood by schools, allows a student to undertake compulsory NTCET Stage One subjects and then fulfil the educational pattern requirements by gaining credit towards NTCET completion with vocational and educational training (VET) programs. To achieve NTCET completion via the vocational pathway, students would be required to undertake a Certificate III level VET program which is deemed the equivalent of a Stage 2 subject. This presents difficulties due to the higher levels of literacy and numeracy demanded at this certificate level resulting often in a mixture of academic and vocational. The third pathway is a blended mixture of the academic and vocational pathways, and is the basis of the proposal. DRAFT Proposal in brief The aim of the Remote Secondary Provision trial is to improve NTCET and employment outcomes for Indigenous students. Both are considered desirable outcomes. For many students, both aims will be realised simultaneously. Students who gain employment and leave school prior to achieving an NTCET are considered successful by the Department. The four schools identified for the trial are N’taria School, Gunbalanya School, Tennant Creek High School and Katherine High School. In each school the program will be characterised by: a vocationally focused program preparing students for employment pathways, supported by online resources from the Pre‐VET package in the middle years; an employment focussed VET program; a VET based leadership program associated with an engagement program such as Clontarf, Girls Academies or Cadets; 18 One third of NT schools experience attendance less than 70% during Term 3 2013 (µ=76% =22%). http://www.education.nt.gov.au/students/at‐school/enrolment‐attendance/enrolment‐attendance‐statistics 19 NT Certificate of Education and Training (NTCET) http://www.education.nt.gov.au/parentscommunity/curriculum‐ntbos/ntcet 20 Goal 2: Every student a successful learner. Creating Success Together Department of Education Strategic Plan 2013–2015 136
Page 1 and 2:
Bruce Wilson, The Education Busines
Page 3 and 4:
Review of Indigenous Education in t
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86: Review of Indigenous Education in t
Page 135: Review of Indigenous Education in t
show all

Indigenous-Education-Review_DRAFT

Create successful ePaper yourself

Delete template?

Save as template?