Indigenous-Education-Review_DRAFT

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Review of Indigenous Education in the Northern Territory Bruce Wilson Effective delivery is not via block delivery mode which provides a single week of training during a term. VET programs need to be a regular feature of the school’s timetable and guided by an embedded trainer reporting to a recognised Registered Training Organisation. Literacy and numeracy should be a contextualised learning experience 23 . The Employment Pathways model is also dependent on school leadership to ensure teachers contextualise curriculum so there is an authentic connection to the VET program. As a collaborative team teaching‐training model, students undertake learning as a means of strengthening both vocational and academic outcomes. VET programs are more successful when a mentor is engaged. However, this is frequently outside the scope of school budgets. An important stakeholder, the mentor needs to be a traditional owner with a vested interest in the success of the program that acts as an important link between community and school by providing support and understanding to the student before they disengage. Engagement Various engagement programs are run in schools with the intent of ensuring that students who attend school remain at school. Programs such as Clontarf and Sporting Chance for Girls are now widely known and well established models facilitated by third party organisations. In every school some form of engagement program is undertaken. The Clontarf program exists in three of the four identified trial schools. Girls’ engagement programs are run in each school in various forms. Cadets do not currently operate in any of the identified trial schools, however discussions are being undertaken between DoE and the Department of Defence. Online Resources The team has developedd a suite of online courseware to support that will underpin the model in any context but is most suited to remotee delivery. Pathways products are ideal for new teachers in Northern Territory remote schools or teachers inexperienced in delivering a particular subject. For experienced teachers Pathways products are an exceptional resource for adaption as a whole, or in components for integration into existing programs. DRAFT Pathways online courseware products provide extensive support in prepared documentation and course materials. The Pathways products focused on are: Pre‐VET, Ready to Run, Nodes and Fliplets Nodes and Fliplets products both focus on Hospitality and Tourism and extract the literacy and the numeracy required for a learnerr to be able to achieve a successful outcome in a VET program. They scaffold the student’s broader learning with relevant resources that are applicable to everyday items known to the student’s world. They help makes sense of the training program to the student. Showcasing a broad range of possible jobs, Pre‐VET and provides a set of resources to teachers information to students that unpacks the elements of a series of jobs. It uses everyday Indigenous people as role models to introduce positive ideas about work and connect the work activities to the classroom through layered support resources. Pre‐VET about opens up possibilities for each student and gets them thinking employment, usually in circumstances where they rarely engage with long 23 McGlusky, N., Thaker, L. (2006). Literacy support for Indigenous people: current systems and practices in Queensland. Adelaide: NCVER. p.24 139
Review of Indigenous Education in the Northern Territory Bruce Wilson term employed Indigenous people. Ready to Run subjects support VET Pathways by providing teaching and learning materials for Senior Years subjects through four NTCET recognised subjects: Personal Learning Plan, Workplace Practices, Design and Technology Stage 1 (Talking Poster) and Stage 2 (Vamp TV Music Video). Each course is designed to improve digital literacy, problem solving skills and focus wherever possible on post schooling employment pathways. New teachers in the Northern Territory or teachers inexperienced in delivering a particular subject would significantly benefit from the standards modelled in this courseware. Ready to Run provides extensive support in prepared documentation and course materials. For experienced teachers this is a comprehensive resourcee available on DoE’s learning management system (Moodle) in a cloned form for adaption or in components for integration into existing programs. Bringing it all together The above programs have been developed in broad consultation and are aligned to employment pathways but largely in isolation of each other. Now they are being brought together to operatee more effectively in schools. The individual parts of the outlined Employment Pathways model can operate well together. However an effective linking together can be achieved by the introductionn of an employability skill focused VET led program operating alongside existing engagement and VET programs. The introduction of such a program would strengthen and build on work already being achieved in key engagement programs such as Clontarf and offer an outcome that can contribute to the students’ overall educational achievement. To date the work of Clontarf‐type engagement programs have been useful as character builders and in improving attendance, but have not directly contributed to the educational attainment of a student. Equally VET programs, while ensuring employability skills are addressed, do not exclusively focus on them. As part of the Employment Pathways Model, it is proposed that VET aligned Leadership Certificates be developed to act as the link most suitable for this task. Currently, the identifiedd Certificate is based on a Western Australian program and will require a significant amount of development to reflect Northern Territory contexts. Embedded trainers will be required to deliver the program. The DoE has a Registered Training Organisation (RTO) in place, but the Leadership Certificate will need to be added to its current scope of registration to allow the delivery of certificate to occur. DRAFT The outcome will be a project in four schools that takes the following shape: a team made up of IEEP, Senior Years, NTOEC and KSA would monitor the introduction and progress of the project; the model of operations adopted would be based on the Employment Pathways model outlined above; linked to this model would be a leadership program that would be VET orientated and support students involved in defined engagement programs; a VET Consultant and Senior Years representative would work together to advise schools on student patterns; and the eLearning and Development team would develop a leadership program and senior years VET 140
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