Opportunities for Indigenous Australians

National Indigenous English Literacy and Numeracy Strategy

The Commonwealth Government took an important step towards addressing educational disadvantage amongst Indigenous people with the launch of the National Indigenous English Literacy and Numeracy Strategy (NIELNS). The Strategy was launched on 29 March 2000 by the Prime Minister, the Hon John Howard MP.

The implementation of the Strategy is designed to achieve English literacy and numeracy for Indigenous people at levels comparable to those achieved by other young Australians. Some $27 million will be available to States and Territories for specifically targeted Indigenous education initiatives, for the period 2000–2004.

Indigenous girl

In endorsing the National Goals for Schooling in the Twenty-First Century, all State, Territory and Commonwealth Ministers for Education agreed that all children leaving primary school should be numerate, able to read, write and spell at an appropriate level and that every child commencing school from 1998 would achieve a minimum acceptable literacy and numeracy standards within four years. The Strategy is a significant contribution from the Commonwealth to assist States and Territories in meeting that commitment. It acknowledges that for Indigenous Australian children extra effort and resources are needed to achieve those goals.

The Strategy, which covers preschool and school systems, will heighten awareness of Indigenous literacy and numeracy issues, and accelerate the implementation of successful teaching practices. Education providers will be encouraged to adopt approaches to teaching that have been shown to make a real difference.

The Strategy involves coordinated action within the Commonwealth government across relevant portfolios, cooperative action between the Commonwealth and the States and Territories which have primary responsibility for schooling, and the effective involvement of local communities, schools, parents and students. Community and parental commitment is essential to the success of this Strategy.

The health of children is a key influence on their ability to come to school and on their capacity to learn and fully participate in schooling opportunities. The Department of Education, Training and Youth Affairs is working with the Commonwealth Department of Health and Aged Care to ensure children are screened for health problems as they enter school. The Department of Health and Aged Care has committed $2 million to improve health screening. The screening could provide an immediate assessment of a child’s health status – particularly for those conditions that affect learning, like hearing impairments.

The six key elements of the Strategy are:

  • lifting school attendance rates of Indigenous students to national levels;
  • effectively addressing the hearing and other health problems that undermine learning for a large proportion of Indigenous students;
  • providing, wherever possible, preschooling opportunities;
  • training sufficient numbers of teachers in the skills and cultural awareness necessary to be effective in Indigenous communities and schools and encouraging them to remain for reasonable periods of time;
  • ensuring that teaching methods known to be most effective are employed; and
  • instituting transparent measures of success as a basis for accountability for schools and teachers.

Implementation of these key elements will be carried out by:

  • developing greater self-esteem in Indigenous students;
  • mobilising the active engagement of parents and communities through national and local Indigenous leadership and partnerships;
  • targeting initiatives;
  • coordinating programme implementation by relevant Commonwealth Departments;
  • developing cooperative plans by Commonwealth, State and Territory and local governments and communities;
  • developing with education providers, Indigenous literacy, numeracy and attendance implementation plans; and
  • appropriate funding commitments.

Ambassadors to the NIELNS

A group of national and locally recognised Indigenous people are acting as ambassadors to promote the Strategy. The ambassadors support the Strategy by promoting the Strategy’s individual elements, by raising issues being addressed by the Strategy and talking about their own personal experiences of education and their hopes for the future. Ambassadors for the NIELNS include: Ashley Anderson, Tiga Bayles, Nathan Blacklock, Shayne Blackman, Ngiare Brown, Kevin Coombes, Arnold (Puggy) Hunter, Jimmy Little, Cliff Lyons, May O’Brien, Joe Ross, Evelyn Scott and Eric Wynne.

A copy of the Strategy can be found at:
http://www.dest.gov.au/schools/Literacy&Numeracy/publications/index.htm

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.