Developing Best Practice with Indigenous New Apprenticeships

Indigenous specific pilot programmes to increase the participation of Indigenous people in structured training programmes that meet the economic and cultural values of Indigenous communities were evaluated in a recent research project. Developing Best Practice with Indigenous New Apprenticeships was commissioned by the Department of Education, Science and Training (DEST). The research aimed to identify innovative approaches to the implementation of Indigenous New Apprenticeships by undertaking case studies of five pilot projects in Cherbourg (Queensland), Sydney (NSW), Adelaide and Port Augusta (South Australia), and in the Kimberley region of Western Australia.

The pilots were run through the Australian Vocational Training System (AVTS) from 1993 to 1995, with the aim of improving the skills and employment prospects of the labour force, and particularly of young Australians making the transition from school to work. The pilots formed part of the progressive implementation of the new training system in Australia, with a view to making employment-based training a more attractive business proposition for a wider range of industries.

The second stage of the Developing Best Practice with Indigenous New Apprenticeships project involved an analysis of the completed case studies and the development of a model of good practice for Indigenous-specific traineeships. The project also looked at the implications of the model for the delivery of New Apprenticeships involving Indigenous Australians.

Good Practice Themes

The report identified innovative approaches to implementing Indigenous specific traineeships and condensed them into themes of good practice for general application. The report also identified positive and negative indicators by which the themes could be defined and evaluated.

Good practice training project themes include:

  • Embedded Training – this builds on a pre-existing work situation in an Indigenous community and involves key community members in the planning and development of the training.
  • Collaborative Networking and Partnerships – constructive relationships and effective lines of communication between agencies and organisations at local, regional, state and national level focus the work of the training programme onto the needs of the participating Indigenous communities and their enterprises.
  • Comprehensive Training Project Support – for the Indigenous training project from existing training support infrastructure at the regional, state and national levels. Support includes resources and participation from the relevant industry sector and the Indigenous communities, and continuity between the conception of the training project and the implementation of the programme.
  • Training Course Materials developed for Indigenous students leading to nationally recognised qualifications.

Good practice training programme themes:

  • Integrated training provision.
  • Discerning recruitment of trainees, aiming for the best possible match between trainees and their prospective place of employment.
  • Maximising the delivery of training to enhance the potential for successful participation of Indigenous people in traineeships.

Finally, the report considered four options for incorporating the findings of this research project into future policy development relating to the participation of Indigenous Australians in the National Training Framework:

  • Indigenous-operated group training schemes and/or Indigenous specific New Apprenticeships;
  • Indigenous-oriented operational units within existing Group Training Schemes;
  • Indigenous specific training programmes within the New Apprenticeship system under the policies of the National Training Framework; and
  • the provision of a Training/Learning Resource Kit for Indigenous-Specific New Apprenticeships for inclusion in Training Packages.

For a copy of the report contact:

Chireen Ludowyk
Research and Evaluation Branch
Department of Education, Training and Youth Affairs
Phone: (02) 6240 8672
email: chireen.ludowyk@DEST.gov.au

CONTENTS

This edition of Learning for All provides details of some significant developments in the education and training of Indigenous Australians in the schools, vocational education and training, and higher education sectors. The publication also provides information on research findings and best practice in education.

Closing the Gaps – an overview of outcomes for Indigenous students in the different sectors.

Introduction – the Minister for Education, Training and Youth Affairs, the Hon Dr David Kemp MP.

The National Indigenous English Literacyand Numeracy Strategy – a major initiative to improve educational outcomes for Indigenous students.

Absenteeism investigated – examines the attendance rates of Indigenous students at all levels of schooling and ways to improve them.

Is there a relationship between the school success of Indigenous students and positive self-identity? – considers the relationship between school outcomes and the self-identities of young Indigenous Australians.

Developing Best Practice with Indigenous New Apprenticeships – identifies innovative ways to implement Indigenous New Apprenticeships.

Helping Indigenous students make the transition from school to work – examines how Indigenous students are performing at a number of transition points from school to work. (continued over page)

Green Corps – discusses the participation of Indigenous people in this national training programme for young Australians.

What Works? – discusses effective teaching strategies, which were trialled in schools throughout Australia during 1998 and 1999. 17 Partners in a Learning Culture – outlines the Aboriginal and Torres Strait Islander Strategy for Vocational Education and Training 1999–2005.

Partners in a Learning Culture – outlines the Aboriginal and Torres Strait Islander Strategy for Vocational Education and Training 1999–2005.

Kardu Kigay – young men in a remote Aboriginal community are helped to develop self-esteem, strengthen English literacy and numeracy skills and gain skills for possible future employment.

Territorian takes out top training award – for Indigenous students in the 2000 Australian Training Awards.

Career options and the world of work – help for Indigenous students and their parents to make choices about their education and careers.

Gumala Mirnuwarni – “coming together to learn”, Indigenous community, schools and industry in the Karratha region of Western Australia work together.

WADU “together in partnership and trust” – innovative workplace learning experiences for Indigenous secondary students.

Indigenous law students gain work experience – since the 1970s Indigenous law students have been helped to successfully complete their degree.

Yandi – an assignment and assessment tracking database to increase the success and retention rates for Indigenous students.

Open Learning Initiatives to Assist Indigenous Australians – aim to improve access to education for Indigenous people.

The Facts and Figures section – profiles trends in participation by Indigenous Australians across all sectors of education and training.

 

Questionnaire: Learning for All: Opportunities for Indigenous Australians. – The editors would appreciate your feedback on the pilot edition of Learning For All.