Federation in 1901,
the Constitution made only two references Aboriginal People
Section 127 excluded Aborigines from the census
Section 51 (Part 26) gave power over Aborigines to the States
Aboriginal people were wards of the state policies and practices in Australian society
at the time including segregated denying people of their basic rights of freedom ,access to education, maintaining inequality in work and pay . Policies were developed by the European Australians
The Aborigines Act of 1940 introduces a new policy of "assimilation". of Aboriginal people
"The policy of assimilation means that all Aborigines and part-Aborigines are expected eventually to attain the same manner of living as other Australians and to live as members of a single Australian community enjoying the same rights and privileges, accepting the same responsibilities, observing the same customs and influenced by the same beliefs, as other Australians. " http://www.austlii.edu.au/cgi-bin/sinodisp/au/other/IndigLRes/rciadic/national/vol2/278.html?query=~%20assimilation
In 1965 The Federal Government introduced an integration policy for Aborigines. Charles Perkins The "Freedom Ride", tours rural NSW in a bid to highlight segregation and racism in country areas.
In 1967 The majority of the Australian population 91% voted to include Aboriginal people in the census and have the right to vote in their own country
The NSW Land Rights Act 1983 . acknowledged the dispossession of Aboriginal people from their land The NSWALC provides a detailed history and provides current information regarding the the 120 Local Aboriginal Land Councils in NSW and 13 Regional Land Councils.
http://www.alc.org.au/
1869 - 1969 The Stolen Generation is the term used to describe the removal and separation of Aboriginal children from their famlies and communities by the state authorities. Children were place in homes and institutions, Aboriginal languages, culture and customs were also lost to many of these children as they were taught only western lifestyle and learning the European Australians at the time believing children would be given a better life and education
In April 1997 the Human Rights and Equal Opportunity Commission released
Bringing them home. which was a national inquiry reporting on the Separation of
Aboriginal and Torres Strait Islander Children from their Families
"The report concluded among other things that "Indigenous families and communities have endured gross violations of their human rights. These violations continue to affect Indigenous people's daily lives. They were an act of genocide, aimed at wiping out Indigenous families, communities and cultures, vital to the precious and inalienable heritage of Australia".
http://en.wikipedia.org/wiki/Bringing_Them_Home#Report_summary
Link-Up (NSW) Aboriginal Corporation was founded around 1980 to assist all Aboriginal people who have been fostered, adopted or raised in institutions to find their way home.
http://www.linkupnsw.org.au/
Acknowledgement to the traditional owners of the land
I would like to acknowledge the traditional owners’ of the land in which I live, the clan groups of the Sydney and surrounding areas referred to collectively as the Eora Nation.
I would also like to acknowledge the traditional owners of the places in which I work , the clan groups and areas referred to as the Tharawal, Daruk and Gandangar nations.
http://www.alc.org.au/about/organisation/RALCS/RALCS.html
I pay respect to elders both past and present, and all Aboriginal peoples from whatever Aboriginal nation you may come from
I welcome you all to this blog site.
The link below provides information and guidelines for Welcome to Country and Acknowledgement of Country. The publication details the protocols to be used in all State and Regional events in NSW public schools, TAFE NSW Institutes and Campuses developed by The New South Wales Aboriginal Education Consultative Group Incorporated
http://www.nswaecg.com.au/webpages/files/welcome%20to%20country.pdf
I would also like to acknowledge the traditional owners of the places in which I work , the clan groups and areas referred to as the Tharawal, Daruk and Gandangar nations.
http://www.alc.org.au/about/organisation/RALCS/RALCS.html
I pay respect to elders both past and present, and all Aboriginal peoples from whatever Aboriginal nation you may come from
I welcome you all to this blog site.
The link below provides information and guidelines for Welcome to Country and Acknowledgement of Country. The publication details the protocols to be used in all State and Regional events in NSW public schools, TAFE NSW Institutes and Campuses developed by The New South Wales Aboriginal Education Consultative Group Incorporated
http://www.nswaecg.com.au/webpages/files/welcome%20to%20country.pdf
Assessment Evidence
In this blog you will find information on traditional cultural values explained through accessing articals ,reports and the stories that have been preserved and told to be shared for understanding and knowledge about Aboriginal People s culture values and beliefs
This E-portfolio of information will attempt to explore and addess the following three points
1. This blog provides access to information, animated stories and images that describe the Dreaming and its cultural importance to the creation of Aboriginal culture
Different sections have been developed to give examples of the importants of the relationship between Aboriginal people and the land in a local community the land
The sections of the blog contain descriptions of selected examples of ceremonies and ritual and the functions these have linking people to the land and each other
2. Within this blog page I have attempted to Identify key government policies that impacted on Aboriginal people in the past and how these are still having effects today. How this would effect service delivery?
including ;
Education
Employment
Health
3. Another section has been developed to detail strategies necessary for development ,design and delivery of culturally appropriate teaching and learning in Aboriginal Vocational, education and training in programs that are focused to engage participants with low literacy levels
I have felt it important on this journey of learning about Aboriginal peoples culture and values to include some information and links to sites which support understanding of traditional culture and values , significant events and contempory society for example TV and movies
This blog includes various sections with links to a diverse range of sites to provide a rich source of material and examples of resources that can be accessed to explore each of the questions. The links to web sites and organisations allow the opportunity to listen to and watch people share their personal histories Also to read newspaper articles that record the events in history and today and to revisit remarkable events and moments in history such as the Redfern speech delivered by Paul Keeting.
One of the purposes of the blog is to Demonstrate a general understanding of traditional Aboriginal cultures and cultural diversity which is fundamentally based on the concept of
Dreaming;
Dreaming refers to the beginning whilst it also relates to the present As dreaming is not only the story of creation but also relates to all aspects of life since that time and now Aboriginal people cultural beliefs customs ,ceremonies and values are based on dreaming
The dreaming is a continuum which has been described as that which underpins lifestyle and cultural values and spirituality. The dreaming determines connection and relationship to the land, creatures of the land,sea and kinship relationships.
In Wikipedia(2007) Dreaming is refer to as the "All-at-once" Time which is experienced as a co-existing confluence of past, present and future.” http://en.wikipedia.org/wiki/Dreamtime_(mythology
Strategies to foster quality adult teaching and learning for people with low literacy
The following report details some of the approches, skills and knowledge that are essential to include for the design development and delivery of culturally appropriate teaching and Learning for Aboriginal people in vocational education and training.
I have included examples of different methods of design and development currently in VET the drive is for educational delivery and assessment to be focused to workplace delivery and assesment with the demand for flexible and responsive learning this means that there is a rapidly increasing use of technology in learning. The programs and readings explored include a common focus in the groups of Aboriginal people attending training programs with low literacy levels being identified as a key aspect of the participants needs
To establish a relationship and trust with the local community it is important to create opportunities to listen to people in the community and to talk about the training they want,
and what they want as a result of the training .
This is essential as educators need to have a clear understanding of what ,how and why training is required to be delivered. Consultation and collaboration is necessary in the community and with the learning group so that in developing the course program , realistic time frames and flexability are necessary as it is essential to acknowledge the responsibilities of the participants. Jill Gientzotis describes the need for Relevance which she indicates "includes the involvement of elders and others in the community and the incorporation of Aboriginal knowledge and understanding". http://icvet.tafensw.edu.au/ezine/year_2006/feb_apr/thinkpiece_gientzotis.htm
The inclusion of flexability is necessary for individual and group needs for example if the learners need to attend a funeral then this responsibility will be the priority
The following links and information describes some of the challanges and successes of teaching online and using technology in learning with Aboriginal people
Creating Community Partnerships for E-learning
Opportunities on the North Coast NSW and
Project A2: Doing IT Our Way
The Creating Community Partnerships for E-learning Opportunities on the North Coast NSW & Doing IT Our Way Projects undertaken by TAFE NSW North Coast Institute
Project A1 provided learning and employment opportunities for long term unemployed and disadvantaged Aboriginal and Torres Strait Islander people as well as students in
years 10 and 11 from the Maclean and Yamba communities.
The program had two aspects to IT developing the elearning capabilities of the communities also to engaging with local employers to ensure employment outcomes. Funding to set up resources and ehubs were accessed through 2005 Framework’s Indigenous Engagement Project
To establish the program the following aspects of training were negotiated These were based on practices used in the community
Time, place and form of teaching - learning interaction
Teaching and learning - flexible and supportive.
Attendance - when they were able to, leave when needed to.
Team teaching -by teachers also
Peer tutoring, -younger participants tutored and
mentored older participants
The project included the community ,local businesses and TAFE resources included computers softwear and IT support from TAFE
Communication with the community was necessary in the initial phase specifically to resolve some problems
with the use of the ehubs Goori IT Project Leaders explain that when the ehub opened the community had to establish some to rules for its use to ensure all understood and valued the ‘ehub’ as a community learning facility. Group decision making took place to create common understanding about practices and procedures in elearning and using the ehubs
The Ehubs have been sucessful in achieving the outcomes
Employment has been an outcome for some participants
The Yaegl news page reflect activities and events that the Yaegl community have been involved in including the ehubs click on the link and select news on the toolbar http://www.yaegl.org/
1.OWNED
Community engagement and ownership
2. POSSESSING INDIGENOUS SPIRIT
Indigenous identities,culture, knowledge and values
3. CONNECTED
Working in true partnerships
4. ADAPTABLE
Flexibility in course design, content and delivery
5. SKILFULLY LED
Quality staff and committed advocacy
6. BACKED-UP
Extensive student support services
7. RESOURCED
Appropriate funding that allows for sustainability
For successful outcomes NCVER report it is essential to integrating each of these elements into Indigenous e-learning projects, NCVER: http://www.ncver.edu.au/
The National Aboriginal and Torres Strait Islander Education Policy forms the foundation of all Indigenous education programmes. The policy has been endorsed by the Australian Government, as well as all State and Territory governments.Spelling out 21 long-term, national goals, which are subsets of Four long-term major goals. which are as follows :
Involvement of Aboriginal and Torres Strait Islander people in educational decision-making
Equality of access to education services
Equity of educational participation
Equitable and appropriate educational outcomes
http://www.dest.gov.au/sectors/indigenous_education/policy_issues_reviews/national_goals_for_indigenous_education.htm#Equitable_and_appropriate_educational_outcomes
DEST: http://www.dest.gov.au/
To achieve positive educational experiances and outcomes for
Aboriginal people with Low literacy levels it is important to recognise the focus of the The National Indigenous English literacy strategy which identifies as two of the six key elments as Getting good teachers and Using the Best Teaching Methods "The objective of the National Indigenous English Literacy and Numeracy Strategy is to achieve English literacy and numeracy for Indigenous students at levels comparable to those achieved by other young Australians.The strategy acknowledges that extra effort is required by education providers for Indigenous students to be successful and aims to address six key elements:"
The six key elements
Achieving Attendance
Overcoming Hearing, Health and Nutrition Problems
Pre-schooling Experiences
Getting Good Teachers
Using the Best Teaching Methods
Measuring Success, Achieving Accountability
http://www.dest.gov.au/sectors/indigenous_education/policy_issues_reviews/national_indigenous_english_literacy_and_numeracy_strategy.htm
Tertiary Education
"In 2001, an estimated 22% of Aboriginal people aged 15 years or over had tertiary qualifications, compared to 39% of the total population.Results to the question What qualifications do people in the Sydney ATSIC Region have? indicate a disparity in the Aboriginal and Non Aboriginal popultion
Qualification Aboriginal All persons
Postgraduate Degree 0.8% 2.9%
Bachelor Degree 4.1% 12.5%
Advanced Diploma and Diploma 3.8% 6.9%
Certificate 12.8% 15.3%
"In The Two Ways Together Regional Report Western and South-Western Sydney In general, non-Aboriginal men and women are more qualified than Aboriginal men and women"(Page 21).2006. Though regional variations are evident in the different suburbs. the results show that due to the lower educational outcomes of Aboriginal people in Western and South-Western Sydney. The report suggests that a review of the allocation of services and resources is required to improve educational outcomes for people from the aboriginal community The report goes on to indicate that it is important that staff delivering the courses includes Aboriginal people to ensure that communication ,training and assessment are delivered culturally appropriatly.
The report clearly indicates that to eliminate overt racism affermative actions such as educating all staff in the public sector Education and Training organisations , such as TAFE Employees".should be trained in cultural competence course
To read the full report click on the link below http://www.daa.nsw.gov.au/publications/Western&SouthWesternSydneyRegionalReport.pdf
The NSW Aboriginal Education and Training Strategy: 2006-2008 "shows how the Department of Education and Training, in collaboration with key partners, will focus its efforts on: a cultural shift to build perspectives and activities relevant to Aboriginal education and training into all areas of the system improving learning outcomes for Aboriginal students and changed practice to strengthen workplace participation for Aboriginal people.
The Strategy has been designed to focus the work of
schools, colleges, regions, TAFE Institutes and state office directorates towards achieving the goal that:
by 2012, Aboriginal student outcomes will match or
better outcomes of the broader student population".
http://www.aboriginaleducation.nsw.edu.au/strategic_policies/AET_Strategy.pdf
TAFE Provides Guidance and information this can be accessed through the support services and access and Equity units TAFE NSW South Western Sydney has an number of Support Services including : Aboriginal Support: Aboriginal Education Unit . SWSI Institute has an Aboriginal
co-ordinator,located at Miller collage
Support is available for Aboriginal people seeking access to vocational education and training within TAFE.
also to Aboriginal students enrolled in TAFE courses .
Specific courses are offered to Aboriginal students to assist in developing skills and knowledge required to find employment.
http://www.swsi.tafensw.edu.au/support/ab_support.asp
It is essential that training and assessment are culturally relevant and that training supports and promotes Aboriginal protocols ,values and knowledge liasing with the local community is critical is the follwing programs and links
Whilst the following link is focused to Schools the wealth of information in this site is enormously valuing for all programs that are developed to engage and provide training and assessment including Aboriginal Educational Contexts
"This website
http://ab-ed.boardofstudies.nsw.edu.au/
showcases examples of school-developed context-based teaching and learning projects collaboratively developed by teachers, Aboriginal education workers and local community members". The website materials show the educational and cultural journeys of teachers, students and community members in a range of schools and communities in rural and urban areas. the are site includes people discussing and explaining the process through video, audio, images and work samples. The website also provides examples of processes that teachers can use to develop contextual classroom teaching units that connect learning outcomes and content with the needs and interests of students."
TAFE NSW ICVET: Jill Gientzotis report "Toward a pedagogy that delivers vocational education and training outcomes for Aboriginal learners and their communities" (2006).
To achieve successful educational experiances and positive outcomes for the participants Gientzotis outlines key factors and strategies that should be used to incorporate aboriginal peoples values and beliefs when planning and implementing training programs . This report details seven critical factors necessary in the development of training programs that meet the needs of Aboriginal people
1 Community ownership and involvement
2 Incorporation of Indigenous identities, cultures,
knowledge and values
3 The establishment of ‘true’ partnerships
4 Flexibility in course design, content and delivery
5 Quality staff and committed advocacy
6 Extensive student support services
7 Appropriate funding that allows for sustainability
"If all of these seven factors known to improve indigenous people’s experiences and outcomes from training are present they will lead to outcomes that Indigenous Australians aspire to, including skills for self-development, employment, community development and self determination. The absence of any one of these will lessen the likelihood of positive outcomes. "
http://www.icvet.tafensw.edu.au/ezine/year_2006/jul_aug/overview_indigenous_learning.htm
TAFE NSW ICVET is supporting teachers to achieve positive outcomes for Aboriginal students through access to reports and learning esources ,professional development and learning opportunities for teachers.
Indigenous Engagement through elearning in NSW North Coast EXEMPLAR eZine February 2006
This report includes a number of practical and useful examples compiled from the experiances of the authors Included is a connected learning experiance based on literacy
Practical Tips to Increase the Effectiveness of Teaching, Coaching and Mentoring when Working in Aboriginal Education [Flexible Learning Repository]
http://flexiblelearning.net.au/accessequity/guidelines/tipsworkingaboriginaledu.doc
Category: Teachers, Trainers
Working Both Ways is an online forum established in 2004, as part of the Australian Flexible Learning Framework's Online Community. It aims to connect practitioners working with Indigenous people in online education. This document represents contributions from members; practical tips to increase the effectiveness of teaching, coaching and mentoring when working in Aboriginal education.
I have included examples of different methods of design and development currently in VET the drive is for educational delivery and assessment to be focused to workplace delivery and assesment with the demand for flexible and responsive learning this means that there is a rapidly increasing use of technology in learning. The programs and readings explored include a common focus in the groups of Aboriginal people attending training programs with low literacy levels being identified as a key aspect of the participants needs
To establish a relationship and trust with the local community it is important to create opportunities to listen to people in the community and to talk about the training they want,
and what they want as a result of the training .
This is essential as educators need to have a clear understanding of what ,how and why training is required to be delivered. Consultation and collaboration is necessary in the community and with the learning group so that in developing the course program , realistic time frames and flexability are necessary as it is essential to acknowledge the responsibilities of the participants. Jill Gientzotis describes the need for Relevance which she indicates "includes the involvement of elders and others in the community and the incorporation of Aboriginal knowledge and understanding". http://icvet.tafensw.edu.au/ezine/year_2006/feb_apr/thinkpiece_gientzotis.htm
The inclusion of flexability is necessary for individual and group needs for example if the learners need to attend a funeral then this responsibility will be the priority
The following links and information describes some of the challanges and successes of teaching online and using technology in learning with Aboriginal people
Creating Community Partnerships for E-learning
Opportunities on the North Coast NSW and
Project A2: Doing IT Our Way
The Creating Community Partnerships for E-learning Opportunities on the North Coast NSW & Doing IT Our Way Projects undertaken by TAFE NSW North Coast Institute
Project A1 provided learning and employment opportunities for long term unemployed and disadvantaged Aboriginal and Torres Strait Islander people as well as students in
years 10 and 11 from the Maclean and Yamba communities.
The program had two aspects to IT developing the elearning capabilities of the communities also to engaging with local employers to ensure employment outcomes. Funding to set up resources and ehubs were accessed through 2005 Framework’s Indigenous Engagement Project
To establish the program the following aspects of training were negotiated These were based on practices used in the community
Time, place and form of teaching - learning interaction
Teaching and learning - flexible and supportive.
Attendance - when they were able to, leave when needed to.
Team teaching -by teachers also
Peer tutoring, -younger participants tutored and
mentored older participants
The project included the community ,local businesses and TAFE resources included computers softwear and IT support from TAFE
Communication with the community was necessary in the initial phase specifically to resolve some problems
with the use of the ehubs Goori IT Project Leaders explain that when the ehub opened the community had to establish some to rules for its use to ensure all understood and valued the ‘ehub’ as a community learning facility. Group decision making took place to create common understanding about practices and procedures in elearning and using the ehubs
The Ehubs have been sucessful in achieving the outcomes
Employment has been an outcome for some participants
The Yaegl news page reflect activities and events that the Yaegl community have been involved in including the ehubs click on the link and select news on the toolbar http://www.yaegl.org/
Several newspaper articles reflect the value of the ehubs to the community Some older residents have been locating the aboriginal names for local areas and plan to have Bi lingual signage in Aboriginal langualge and English on signs for place names
I have provided a range of links and supporting information below to explain how Aboriginal education and training programs should be developed , changed and supported to accomodate and acknowledge the the needs of Aboriginal students
Examples and recomendations that can be implemented to accomodate Aboriginal people includes the following;
A continued commitment to the introduction of e learning environments for Aboriginal education and training
is necessary for connected and relevent educational options
with meaningful positive outcomes Miller states that for e-learning to be effective , programs need to be designed to maximise outcomes.NCVER in 2005 (Miller, 2005) identified;
Seven factors in training programs that ensure positive outcomes.
1.OWNED
Community engagement and ownership
2. POSSESSING INDIGENOUS SPIRIT
Indigenous identities,culture, knowledge and values
3. CONNECTED
Working in true partnerships
4. ADAPTABLE
Flexibility in course design, content and delivery
5. SKILFULLY LED
Quality staff and committed advocacy
6. BACKED-UP
Extensive student support services
7. RESOURCED
Appropriate funding that allows for sustainability
For successful outcomes NCVER report it is essential to integrating each of these elements into Indigenous e-learning projects, NCVER: http://www.ncver.edu.au/
The National Aboriginal and Torres Strait Islander Education Policy forms the foundation of all Indigenous education programmes. The policy has been endorsed by the Australian Government, as well as all State and Territory governments.Spelling out 21 long-term, national goals, which are subsets of Four long-term major goals. which are as follows :
Involvement of Aboriginal and Torres Strait Islander people in educational decision-making
Equality of access to education services
Equity of educational participation
Equitable and appropriate educational outcomes
http://www.dest.gov.au/sectors/indigenous_education/policy_issues_reviews/national_goals_for_indigenous_education.htm#Equitable_and_appropriate_educational_outcomes
DEST: http://www.dest.gov.au/
To achieve positive educational experiances and outcomes for
Aboriginal people with Low literacy levels it is important to recognise the focus of the The National Indigenous English literacy strategy which identifies as two of the six key elments as Getting good teachers and Using the Best Teaching Methods "The objective of the National Indigenous English Literacy and Numeracy Strategy is to achieve English literacy and numeracy for Indigenous students at levels comparable to those achieved by other young Australians.The strategy acknowledges that extra effort is required by education providers for Indigenous students to be successful and aims to address six key elements:"
The six key elements
Achieving Attendance
Overcoming Hearing, Health and Nutrition Problems
Pre-schooling Experiences
Getting Good Teachers
Using the Best Teaching Methods
Measuring Success, Achieving Accountability
http://www.dest.gov.au/sectors/indigenous_education/policy_issues_reviews/national_indigenous_english_literacy_and_numeracy_strategy.htm
Tertiary Education
"In 2001, an estimated 22% of Aboriginal people aged 15 years or over had tertiary qualifications, compared to 39% of the total population.Results to the question What qualifications do people in the Sydney ATSIC Region have? indicate a disparity in the Aboriginal and Non Aboriginal popultion
Qualification Aboriginal All persons
Postgraduate Degree 0.8% 2.9%
Bachelor Degree 4.1% 12.5%
Advanced Diploma and Diploma 3.8% 6.9%
Certificate 12.8% 15.3%
"In The Two Ways Together Regional Report Western and South-Western Sydney In general, non-Aboriginal men and women are more qualified than Aboriginal men and women"(Page 21).2006. Though regional variations are evident in the different suburbs. the results show that due to the lower educational outcomes of Aboriginal people in Western and South-Western Sydney. The report suggests that a review of the allocation of services and resources is required to improve educational outcomes for people from the aboriginal community The report goes on to indicate that it is important that staff delivering the courses includes Aboriginal people to ensure that communication ,training and assessment are delivered culturally appropriatly.
The report clearly indicates that to eliminate overt racism affermative actions such as educating all staff in the public sector Education and Training organisations , such as TAFE Employees".should be trained in cultural competence course
To read the full report click on the link below http://www.daa.nsw.gov.au/publications/Western&SouthWesternSydneyRegionalReport.pdf
The NSW Aboriginal Education and Training Strategy: 2006-2008 "shows how the Department of Education and Training, in collaboration with key partners, will focus its efforts on: a cultural shift to build perspectives and activities relevant to Aboriginal education and training into all areas of the system improving learning outcomes for Aboriginal students and changed practice to strengthen workplace participation for Aboriginal people.
The Strategy has been designed to focus the work of
schools, colleges, regions, TAFE Institutes and state office directorates towards achieving the goal that:
by 2012, Aboriginal student outcomes will match or
better outcomes of the broader student population".
http://www.aboriginaleducation.nsw.edu.au/strategic_policies/AET_Strategy.pdf
TAFE Provides Guidance and information this can be accessed through the support services and access and Equity units TAFE NSW South Western Sydney has an number of Support Services including : Aboriginal Support: Aboriginal Education Unit . SWSI Institute has an Aboriginal
co-ordinator,located at Miller collage
Support is available for Aboriginal people seeking access to vocational education and training within TAFE.
also to Aboriginal students enrolled in TAFE courses .
Specific courses are offered to Aboriginal students to assist in developing skills and knowledge required to find employment.
http://www.swsi.tafensw.edu.au/support/ab_support.asp
It is essential that training and assessment are culturally relevant and that training supports and promotes Aboriginal protocols ,values and knowledge liasing with the local community is critical is the follwing programs and links
Whilst the following link is focused to Schools the wealth of information in this site is enormously valuing for all programs that are developed to engage and provide training and assessment including Aboriginal Educational Contexts
"This website
http://ab-ed.boardofstudies.nsw.edu.au/
showcases examples of school-developed context-based teaching and learning projects collaboratively developed by teachers, Aboriginal education workers and local community members". The website materials show the educational and cultural journeys of teachers, students and community members in a range of schools and communities in rural and urban areas. the are site includes people discussing and explaining the process through video, audio, images and work samples. The website also provides examples of processes that teachers can use to develop contextual classroom teaching units that connect learning outcomes and content with the needs and interests of students."
TAFE NSW ICVET: Jill Gientzotis report "Toward a pedagogy that delivers vocational education and training outcomes for Aboriginal learners and their communities" (2006).
To achieve successful educational experiances and positive outcomes for the participants Gientzotis outlines key factors and strategies that should be used to incorporate aboriginal peoples values and beliefs when planning and implementing training programs . This report details seven critical factors necessary in the development of training programs that meet the needs of Aboriginal people
1 Community ownership and involvement
2 Incorporation of Indigenous identities, cultures,
knowledge and values
3 The establishment of ‘true’ partnerships
4 Flexibility in course design, content and delivery
5 Quality staff and committed advocacy
6 Extensive student support services
7 Appropriate funding that allows for sustainability
"If all of these seven factors known to improve indigenous people’s experiences and outcomes from training are present they will lead to outcomes that Indigenous Australians aspire to, including skills for self-development, employment, community development and self determination. The absence of any one of these will lessen the likelihood of positive outcomes. "
http://www.icvet.tafensw.edu.au/ezine/year_2006/jul_aug/overview_indigenous_learning.htm
TAFE NSW ICVET is supporting teachers to achieve positive outcomes for Aboriginal students through access to reports and learning esources ,professional development and learning opportunities for teachers.
Indigenous Engagement through elearning in NSW North Coast EXEMPLAR eZine February 2006
This report includes a number of practical and useful examples compiled from the experiances of the authors Included is a connected learning experiance based on literacy
Practical Tips to Increase the Effectiveness of Teaching, Coaching and Mentoring when Working in Aboriginal Education [Flexible Learning Repository]
http://flexiblelearning.net.au/accessequity/guidelines/tipsworkingaboriginaledu.doc
Category: Teachers, Trainers
Working Both Ways is an online forum established in 2004, as part of the Australian Flexible Learning Framework's Online Community. It aims to connect practitioners working with Indigenous people in online education. This document represents contributions from members; practical tips to increase the effectiveness of teaching, coaching and mentoring when working in Aboriginal education.
e-Learning Guidelines for Aboriginal and Torres Straight Islander Learners [Flexible Learning Repository]
http://www.flexiblelearning.net.au/accessequity/downloads/R018G.pdf
Category: ResourcesSupport NetworksProfessional DevelopmentTeachers, TrainersCEO
These guidelines were developed for managers and practitioners planning and developing e-learning resources for Aboriginal and Torres Strait Islander Learners. Consultation, customisation and localization are critical to the success of Indigenous learning experiences and the resources developed to support them. Topics include planning, content and delivery of learning programmes, Indigenous Australians' barriers to computer use, cultural and ethical issues. Apparently according to the report A squad of 15 older Aboriginal Community Police Officers (ACPOs) across the Northern Territory (NT) will use virtual classrooms, chat rooms and digital stories to further their career paths
http://accessequity.flexiblelearning.net.au/downloads/R018G.pdf
Resources have been developed to make online education tools more accessible for Indigenous students. A TAFE guide designed to enhance an interactive toolbox for ease of use by Indigenous learners works with three principles:
that Indigenous people played substantial roles in developing the resource;
that Indigenous people, communities and organizations reviewed and validated the
resource; and
that Indigenous people appeared in the resource telling stories about themselves.
Cultural Issues When Aboriginal and Torres Strait Islander people learn, they want to do so in ways that are responsive to their unique requirements. Ignorance of Aboriginal and Torres Strait Islander cultural issues has been a significant factor in the failure of some online resources to inspire confidence in users, or respond to their learning requirements. In some cases, failure to respect certain cultural practices has resulted in a community’s rejection of a resource.
The following observations and experiences provide a useful framework for thinking about successful Aboriginal and Torres Strait Islander learning experiences and how they might be
applied to e-learning resource development and management.
Education and training in Aboriginal communities is reported by Aboriginal people to be effective
when:
it involves some components of face to face delivery;
it is culturally appropriate;
it is delivered by trainers who are either Indigenous, or experienced with and sensitive to
Indigenous learners; and
it is truly flexible and considers that family and cultural commitments may affect a community member’s participation.
e-Learning Guidelines for Aboriginal and Torres Strait
Islander Learners (R018G)Access and Equity in Online Learning http://accessequity.flexiblelearning.net.au/downloads/R018G.pdf
National Aboriginal and Torres Strait Islander Education Website (NATSIEW) This site is amazing and has links to sites that inform and support educational experiances for Aboriginal people including some for the teaching and learning of Indigenous learners and some for Aboriginal and Torres Strait Islander Education groups.
In conclusion; Educators at all levels need to be aware of the issues and challenges that face Aboriginal students to be knowledgeable about what actions are essential to support their success, For culturally appropriate training and assessment and the resources developed to support them. it is essential to incorporate consultation, customisation and localization which are critical to the success of learning experiences and positive outcomes for Aboriginal people.
Thursday, November 1, 2007
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