GUMALA MIRNUWARNI – “Coming together to learn”

A project in the Karratha region of Western Australia jointly run by the local Indigenous community, schools, and industry has had impressive results in helping Indigenous students improve their educational outcomes.

School attendance levels for Indigenous students involved in the project have been dramatically higher than those for other Indigenous students in the region. Results in school reports have shown a dramatic improvement since the project began in 1997, and testing has shown significant improvements in literacy and numeracy. Three students enrolled in Tertiary Entrance Examination courses in 1998, with all three ultimately gaining entry into university (Science/Engineering, Law and Nursing).

The name of the project “Gumala Mirnuwarni” means “coming together to learn”. The Gumala Mirnuwarni project arose out of research commissioned by Hamersley Iron, in consultation with the Aboriginal community of Roebourne to identify if, and how, educational outcomes for Indigenous young people in the area could be improved.

In 1996 a partnership was developed involving a number of resource companies with operations in the Karratha area (Hamersley Iron, Woodside Energy Limited and Dampier Salt), the Education Department of Western Australia, the Polly Farmer Foundation (a non-profit organisation working in the area of Aboriginal youth development), and the local Indigenous communities. A Memorandum of Understanding was signed in April 1997, confirming arrangements for three years.

The first intake of students occurred in 1997 and the pilot project concluded in May 2000. Selection for students to participate in the project was based on:

• family interest and commitment to the student’s education;
• the student’s potential to succeed educationally; and
• the student’s attitude and commitment.

Twenty-four students were accepted into the project in 1997 (twenty from Years 8 to 10, and four from Years 11 and 12). A further ten Year 8 to 10 students were added in 1998. Students assessed as having the potential to succeed were selected to help create role models for their peers. More than 70 per cent of the original intake of Years 8 to 10 students are still with the project.

The project operated on three levels:

• Staff were employed by the project to work with students, families and teachers.
• An Operations Committee, including staff and family members, arranged the day-to-day management of the project.
• A Steering Committee of representatives of the sponsoring organisations, including the Department of Education, Science and Training (DEST), participating families and the project staff, oversaw the project implementation.

Key strategies used to support the project included:

• Education Enrichment Centres were established in Karratha and Roebourne, as places where students can study after school, with supervision and support. Homework and individual tutoring was undertaken. The centres were set up with educational resources including computers with internet access. Attendance was open to any student, not just project students.
• The Aboriginal Tutorial Assistance Scheme (ATAS) has been accessed via a bulk funding arrangement with DEST.
• Each student was assigned a school-based mentor, who meets regularly with the student to monitor academic progress and general well-being.
• Extra curricular activities could be arranged to develop confidence and abilities. These included visits to industry and education facilities, cultural awareness camps and self-esteem and learning workshops.
• Cultural awareness workshops were run for school staff.
• Family support for students.
• The project adopted a low profile with no publicity.
• The project sought to engage a full range of community and government organisations in working together.

Students recently participated in a Careers Options trip to Perth, where they investigated career options not readily available in the Pilbara. In 1999 five students have just graduated from Year 12, including one from Roebourne –the first ever locally educated Indigenous student to do so.

Commonwealth funding for the project was provided through the DEST’s VEGAS and ATAS schemes.

For further information contact:

Indigenous Education Branch, Western Australia Department of Education, Training and Youth Affairs

Kevin Brahim  
Phone: (08) 9464 4105  
email: kevin.brahim@DEST.gov.au

Philip Abdullah
Phone: (08) 9464 4106
email: philip.abdullah@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.