WADU – “Together in partnership and trust”Wadu, a word from the Kaurna people of Adelaide Plains in South Australia meaning “together in partnership and trust”, is a National Vocational Learning Strategy for Young Indigenous Australians. Wadu was launched by the Minister for Education, Training and Youth Affairs in Alice Springs in November 1999. It is a joint initiative of the Australian Student Traineeship Foundation (ASTF) and the Aboriginal and Torres Strait Islander People’s Training Advisory Council to the Australian National Training Authority (ANTA). Through Wadu, the ASTF provides funding for innovative national and demonstration projects to implement innovative workplace learning experiences for Indigenous secondary students. The ASTF Aboriginal and Torres Strait Islander Strategy, operating together with Wadu, aims to develop effective school/industry and community partnerships at the local level to further opportunities for Indigenous students to access and complete vocational education courses that incorporate structured workplace learning. Eight projects commenced in 1999 and a further six were funded in 2000. A resource guide will also be produced through the Wadu projects for people wishing to put in place programmes to support Indigenous students in their secondary schooling years and into jobs. In November 1999 the Alliance of Cape York Schools Training Development Programme was awarded the inaugural National Wadu Award for excellence in developing and delivering school-based vocational learning programmes for Indigenous students. In accepting the award on behalf of the Alliance of Cape York Schools Training Development Programme, Mr Leigh Schelks, urged educators to “become more adventurous to ensure a closer match between education and local social, economic and cultural contexts”. The Alliance of Cape York Schools Training Development Programme involves four remote Aboriginal School Communities on Cape York working together to develop appropriate and contextually relevant Indigenous vocational learning programmes. A range of industries are involved both at local and regional levels to support vocational learning programmes across the four communities. These four schools have done significant networking and development within their local communities while sharing and collaborating with the other Alliance schools to develop and explore opportunities. Schools are being viewed as community partners through this venture. Through Wadu, the ASTF provides funding for innovative national and demonstration projects to implement innovative workplace learning experiences for Indigenous secondary students Over 150 students are involved in vocational learning across the four schools, and all of these students speak English as their second language. At Aurukun and Kowanyama schools 100% of students have completed their module successfully, and at Weipa employer requests for student placements outstripped the number of students enrolled. The Aboriginal and Torres Strait Islander Peoples’ Training Advisory Council believes that the Alliance of Cape York Schools Programme provides evidence of a successful vocational learning programme which responds to local and regional economic, cultural and social contexts and community development plans. Mr Schelks said that “vocational learning is working in Cape York because it moves away from a traditionally white, middle-class curriculum to a more localised and responsive educational experience. Our programme has continued to grow over the past 18 months to become a part of the real economy”. The Alliance of Cape York Schools Training Development Programme has faced and overcome many of the challenges which typify the experience of principals, teachers and work placement coordinators trying to deliver VET for Indigenous students:
For further information on this programme contact: Clair Andersen |
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. |