Indigenous-Education-Review_DRAFT

Recommendations

Info

Review of Indigenous Education in the Northern Territory Bruce Wilson undertake a Certificate III level VET program which is deemed the equivalent of Stage 2 subject requirements. The third path is a mixture of pathways one and two. Proposed trial The trial proposal would deliver both the second and third options. It will consist of the following elements: a pre‐VET program preparing students for the world of work supported by online resources from the Pre‐VET; an employment focused VET program; a VET based leadership program; an industry engagement process; an industry placement program; and online resources for Stage One and Two subjects. The basis for the trial of this approach is that using online and distance delivery offers the opportunity to maintain secondary provision in a small number of larger bush schools. This will allow the realistic provision of secondary education closer to a larger number of communities. If successful it could be linked with the residential option, enabling larger numbers of students to take advantage of the opportunity and supporting the provision of the program in bush schools. This approach could also be used to provide an alternative pathway in town schools. Criteria will need to be developed to determine how widely this approach can be delivered. It is probably appropriate for only a small number of bush schools. These should be schools with a substantial existing secondary population, a realistic prospect of attracting a number of additional students from nearby communities, a relatively strong pattern of attendance, an existing senior program with some experience of success and a moderately welldeveloped job market with different options for students. It is proposed that while the trial is conducted, modeling of school populations should be conducted across bush communities to determine specific criteria for the establishment of remote service delivery. DRAFT Residential facilities The second option is the establishment of residential facilities, which would link with town schools to provide access to each of the three pathways outlined above. There is a history of uneven outcomes from boarding arrangements for secondary Indigenous students. The Secondary Review pointed out in 2003 that some boarding schools in urban centres were catering for remote Indigenous students but that: Poor retention and lack of achievement of outcomes at the secondary level are issues in some of these (Ramsey, 2003: xii). The review noted that one reason for the failure of young people to maintain enrolment at boarding schools might be homesickness, along with social issues in a new setting. Another is the fact that they have not been effectively prepared for the level of work required in secondary school (Ibid.: 166). The present review’s analysis and data gathering has demonstrated that while some boarding options have generated a degree of success, there are continuing difficulties with student attendance, engagement and retention. There were many anecdotal accounts of students from bush locations being overawed by their first contact with a large school. They 77
Review of Indigenous Education in the Northern Territory Bruce Wilson quickly felt lost in its social and educational environment, and either reacted against the school with behaviour that schools find difficult to manage, or choosing to leave the school early in their time there. Despite reservations, there is now a growing view that quality secondary education cannot feasibly be delivered in many bush locations and that residential and boarding facilities are a viable solution. Noel Pearson, speaking in May, 2013, said he was ‘realistic about the fact that we can’t offer quality secondary education in remote communities’. He indicated his support for ‘the idea of boarding school for children in high school’ (Kim, 2013). Some communities already embrace the boarding option. The review visited several locations where leaving for boarding school is the preferred option for the delivery of secondary education and in some of these cases it seemed to be effective for most young people. There are examples of successful residential accommodation facilities for Indigenous students, including Callistemon House in Katherine and Spinifex College in Mt Isa. Both provide a positive, attractive physical environment and a well‐managed, systematic and consistent social environment. Both have strong systems of support and care along with high expectations of resident behaviour and a common understanding of the contribution made by residents in taking responsibility for themselves and participating in the life of the community. Both facilities house Indigenous and non‐Indigenous students, helping to broaden the social contact and aspirations of both groups. Each can cite evidence of student achievement at school. A number of respondents to the present review were supportive of the use of boarding schools and/or hostels linked with large government schools as a partial solution to the delivery of secondary education. They were also clear, however, about the kinds of criteria that must be met by such facilities: a boarding facility has to be close enough to the communities so students can visit their homes and parents can realistically visit: a travelling time up to three hours, perhaps. It would also be valuable if students had family members in the town where the school is located; there must be an extensive transition process with contact between Year 5 and 6 primary students from potential feeder schools, the residential facility and the school; the facility must engage closely with communities and parents (e.g. an outreach program to ensure a regular flow of information to families and communities and to encourage visits and participation in activities); the facility should house both Indigenous and non‐Indigenous students; the boarding school or hostel must be closely involved in the schooling process and focused on outcomes and educational aspirations; school staff have to talk to principals and teachers in the communities from which the students come; the facilities must have access to Indigenous staff members, preferably drawn from communities with which some students are familiar, and including staff members with a responsibility to support the engagement of parents and home communities; and they must include residential accommodation for parents and community members during visits. DRAFT The review proposes that a trial should be conducted to enable an evaluation of the effectiveness of residential approaches to secondary education. There have already been negotiations in the Barkly Region involving Tennant Creek High School and a number of very 78
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: Review of Indigenous Education in t
Page 77: Review of Indigenous Education in t
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
show all

Indigenous-Education-Review_DRAFT

Create successful ePaper yourself

Delete template?

Save as template?