Indigenous law students gain work experienceSince the 1970s the University of New South Wales (UNSW) through its Aboriginal Education Program (AEP), has encouraged many Indigenous students to study law and helped them successfully complete their degree. The university started the Pre Law and Cadetship programs for Indigenous students because they found that Indigenous students were not pursuing the more ‘high profile’ courses such as law. They have found, however, that a growing number of Indigenous students express an interest in courses that will help them both maintain links with and work with Indigenous communities The Pre-Law and Cadetship program for Indigenous students started in 1995. The Pre-Law Program is held during January – February, before the start of the academic year. Students participate in a number of classes including Contracts, Legal Processes/Torts, and Native Title, learning about common law, statute law, case construction and how to read and interpret law. The main aim is to develop students’ legal research skills to prepare them to successfully undertake full-time legal studies. Assessment criteria include attendance at lectures and tutorials as well as independent research. Students are encouraged to work collaboratively and to seek feedback on their performance. While the course is intense and demanding, to provide adequate preparation for students to successfully undertake a legal studies degree, the high level of support available as part of the program maximises its benefits to students. The Cadetship Program enables students to gain practical experience within the private legal fraternity as part of their legal studies. As experience is particularly important to successfully acquiring legal qualifications, the program provides a great head start to students entering into an undergraduate law program. In setting up the program, AEP negotiated an agreement with the NSW Law Society for the introduction of cadetships with private law firms in Sydney. Now more than twenty firms provide employment opportunities for Indigenous students during the course of their law degree at UNSW. As a rule students enter the Cadetship Program only after they have successfully completed the first year of study. Students negotiate with law firms the hours they will work and any specific rotation arrangements within and between firms to enhance opportunities for developing specialist skills. A strict monitoring process ensures students’ study time is not impinged upon, and students must demonstrate that they can balance their study and work demands. On average thirty Indigenous students are enrolled in Law School at UNSW at any one time across the various years. Over 100 Indigenous students have completed the Pre-law Indigenous program since its inception. The Pre-Law and Cadetship Program has facilitated the growing retention and success rates of Indigenous law students at UNSW, as well as their successful entry into the legal profession in a variety of roles. There is evidence of a trend for students to increasingly choose to work with private law firms on completion of their degrees, in favour of the previous tendency to take up positions in government departments. This has, no doubt, been influenced by the opportunity to participate in work experience with private law firms. The success of the Pre-Law and Cadetship program has been attributed to the strategic links between the AEP and the UNSW Law School, the dedication of AEP staff to ensuring continued support for the program from the NSW Law Society, and the maintenance of quality outcomes. It has been so successful as a demonstration initiative that it has prompted the Faculty of Medicine at UNSW to provide the AEP with access to resources to develop a Pre-Medical Program for Indigenous students. In the words of one ex-cadet now working for the Commonwealth Government in Canberra, “overall the cadetship was a great experience. It provided unique insights into the profession, and helped develop my legal skills, and my contacts within the profession. The legal firm I worked for took the attitude that any Indigenous lawyers should be treated the same as any other lawyer and for that reason the expectations were high and the work was good.” For further information contact Paula Dewis |
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. |