KARDU KIGAYYoung Aboriginal Men Conduct Cultural Tourism at Port Keats in the Northern TerritoryThe remote Aboriginal community of Wadeye (Port Keats) in the Northern Territory has a growing youth population: of its 1900 or so residents, 1200 are under 25 years of age. Situated 420 kilometres south west of Darwin, the gravel road into the community is impassable from November through to May, when air travel and barge are the only means of transporting goods. There is one telephone, no street lighting, a basic supermarket, credit union and a post office with Centrelink services. School attendance and English literacy levels are low, particularly among young males, and there are few training initiatives, employment opportunities or recreational facilities available to the community. The School to Work (Kardu Kigay) Project in Wadeye is a unique project which aims to address many of the issues confronting young men in the area, by developing their self esteem, strengthening their English literacy and numeracy skills and providing them with skills for possible future employment.
This project is the brainchild of the Wadeye Community. The council of Elders (Memelma) and the Local Council (Kardu Numida) employed the Christian Brothers to help them develop the project. The Wadeye community led negotiations with the Department of Education, Science and Training (DEST), resulting in funding of $269,270 from May 1999 to June 2000 under the Commonwealth School to Work Programme, and $115,112 in Commonwealth funding for a project coordinator under the Full Service Schools Programme. The project received additional Commonwealth funding of $80,100 through the Aboriginal and Torres Strait Islander Commission’s Community Development and Employment Programme (CDEP), and $17,800 through the Vocational and Educational Guidance for Aboriginals Scheme (VEGAS). The young men involved in the project are enrolled in the local school. The only secondary school in the region is Our Lady of the Sacred Heart Primary School with a post-primary unit, administered by the Catholic Education Office in Darwin.
The visit by the Brisbane group was a great success: the whole community embraced the project and went out of their way to make the visitors feel welcome. The two groups of young men combined well. Both groups were taking a huge risk, but from sitting around a campfire together, to learning about the different bush tucker, they came to know and accept each other and quickly formed friendships. Likewise, on the return trip to Brisbane, the Wadeye students were constantly the centre of attention. This made heavy demands on them, but they responded well. From both experiences, their self-esteem improved dramatically, as well as their use of English. They were affirmed and challenged, and had their horizons broadened, all while having a good time! In the next phase of the project, the group will undertake skills training in work related areas such as retail, clerical, electrical, automotive, building, art, sport and recreation. The project will lead to further education and training opportunities, possible future employment, and may lead to on-going cultural tourism in the region. DEST, through the Strategic Results Project component of the Indigenous Education Strategic Initiatives Programme (IESIP), is providing funding of $100,000 for the reconstruction of the old church building in Wadeye as an educational facility. The refurbished building will provide a place of study for the young men who have been through their initiation. According to custom, once the young men reach this stage, their childhood is over and therefore traditional schooling is not seen as an appropriate learning environment for them. A separate building away from the school is important for these young men to continue their education in an appropriate environment. For more information contact: Ms Glenda Sharpe Ms Helen Hill Brother Terry Kingston |
CONTENTSThis 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. |