Review of Indigenous Education Consultative Bodies and Indigenous Support Units: final report

This review was undertaken to examine ways in which the Indigenous Education Consultative Bodies (IECBs) and Indigenous Support Units (ISUs) could provide more effective advice to the Commonwealth and more usefully facilitate consultation on key national education priorities. The structure and management arrangements for each organisation were analysed to determine strengths and weaknesses. The review also examined funding arrangements, funding sources for each organisation and cost effectiveness.

Findings indicate that IECBs and ISUs are important because of their contributions to indigenous education. However, there are some problems with the structures and operation of IECBs and ISUs. In most States and Territories regional areas had little if any knowledge of IECBs and their activities. Similarly, there was confusion about the role of ISUs and their activities. Generally, committee members were unclear about their roles and responsibilities. In situations where IECB Committee members are appointed by State and Territory governments, the review found there was a lack of transparency in regards to the criteria for appointment. Lack of funding appears to hamper the IECBs in undertaking consultations in the regions. It also hampers the infrastructure of IECBs in dealing with the administrative issues that arise out of the consultations.

Other major concerns include:

• IECBs and ISUs tend to lack direction and focus because they are involved in a broad range of education activities and programs;
• they are reactive rather than proactive;
• committee members and staff are often frustrated with the restraints placed on them;
• they are not scrutinising Government education policies;
• there is not enough attention paid to the educational outcomes of Indigenous students;
• committee and staff members are in need of training with regard to their roles and responsibilities;
• DEST Agreements are too broad and do not reflect educational issues at state level; and
• DEST Agreements are not aligned to the MCEETYA eight priority areas.

Recommendations include:

• that a model which includes regional and local IECBs be encouraged, similar to the regional IECBs in NSW and Victoria;
• DEST considers establishing mechanisms to coordinate and guide the strategic directions of IECBs and ISUs and to facilitate better advice from IECBs to the Minister;
• the issue of funding for IECBs requires further discussion and review, so that IECBs understand the basis on which funding is allocated;
• that State Government appointments to IECBs be transparent and those appointed have the expertise and ability to analyse government education policies; and
• that DEST consults with relevant Commonwealth Government agencies to raise awareness of IECBs and ISUs and to explore opportunities for improving access by IECBs and ISUs to their programmes that focus on improving Indigenous governance.

Download PDF    (330.9 KB, 44 pages)

Download RTF    (2.2 MB, 44 pages)