Indigenous Learning Resources
Toward a pedagogy that delivers vocational education and training outcomes for Aboriginal learners and their communities.
What we know from the research
Recently the National Centre for Vocational Education Research commissioned Cydde Miller to review all recent vocational education and training research on Indigenous learning. This resulted in a report; Aspects of training that meet Indigenous Australians’ aspirations.
The report identified seven critical factors which would enable vocational education and training policy makers and practitioners to act and move forward in developing training that meets the needs and aspirations of Indigenous Australians and result in positive outcomes. These factors are:
1 Community ownership and involvement
The
single most important factor in achieving positive outcomes is Indigenous
community ownership and involvement in training for start to finish. The
more control and authority a community has in its training, the more successful
that training will be.
The TAFE NSW Professional Development Framework 2004-2006 provides to TAFE Institutes, curriculum centres, and system wide units, a strategic framework for developing their own customised professional development plans, priorities, activities and programs for teachers.
In accordance with the goals of the Framework, TAFE NSW aims to enable teachers to be responsive to the learning needs of Aboriginal people and their communities; competent in their teaching, facilitation and assessment; and capable of designing and developing customised products to meet the needs and requirements of Aboriginal people.
2 Incorporation of Indigenous identities, cultures, knowledge and values
Training needs to reaffirm students own identities, cultures and histories to provide the appropriate space in which people can acquire skills for employment, community development and self determination. Participation in education and training is a social activity and as such must be negotiated between students and teachers to ensure that the structures, environment and content are congruent with Indigenous backgrounds.
3 The establishment of ‘true’ partnerships
The development of ‘true’ partnerships is essential as they establish a process through which Indigenous community aspirations can be incorporated within VET provider, industry and government priorities. Partnerships involve joining up with organisations, within communities and with external parties, which have the professional, financial and structural means to assist indigenous communities to meet their aspirations. These types of partnerships can reduce duplication of services and wastage of effort.
4 Flexibility in course design, content and delivery
The
above three factors in turn rely heavily on the flexibility of VET systems,
policies, organisations, programs and staff. Flexibility ensures that communities
can maintain involvement throughout the training process that programs can
be adapted according to local conditions, and that funding can be more appropriately
distributed. Some key aspects of flexibility include:
- Workplace hands on and practical course delivery
- Community based training delivery in rural and remote areas
- Sufficient time to develop programs and respond to change
The flexibility of individual staff, including teachers and tutors is also critical. This allows for a responsive training system that adapts to the needs and backgrounds of students.
5 Quality staff and committed advocacy
There is clear evidence that program effectiveness is directly affected by the commitment expertise understanding and sensitivity of teachers, tutors, support staff and administrators. The evidence shows a need to appoint and develop more Indigenous people in these roles.
6 Extensive student support services
Educational
support services, such as tutoring and literacy support are essential for
Indigenous students to start and stay in training and to achieve positive
outcomes. Students must also have access to financial social and cultural
support. Partnerships with various organisations can provide this access
using linked up services.
7 Appropriate funding that allows for sustainability
Funding levels must be responsive to the realities of location and requirements and new initiatives that are effective must be backed with long term funding. Flexibility in application and administrative demands must be allowed in instances where funding originates from multiple sources.
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.
While there can be no single approach to providing education and training, this set of overarching criteria can lead to success in any circumstances.
Indigenous Learning Resources and Reports on this site
To
support teachers in their provision of TAFE NSW ICVET is committed to improvements
in outcomes for Aboriginal students from vocational education and training
by fostering professional development and learning opportunities for teachers.
This may be either self directed or part of a training program. ICVET notes
it is only one of a number of contributors to these outcomes.
One way ICVET is supporting teachers to achieve these positive outcomes for Aboriginal students and their communities is by identifying and linking key Indigenous learning resources and significant reports and papers. This article celebrates the placing online of a number of these.
Under A-Z Resources selected resources are grouped under the headings:
- Indigenous Learning – Capacity Building and Governance
- Indigenous Learning – Enterprise, employment and training
- Indigenous Learning – Identities, cultures, knowledge and values
- Indigenous Learning – Indigenous Partnerships
- Indigenous Learning – Language and Literacy
- Indigenous Learning – Professional Development
- Indigenous Learning – Training Packages
- Indigenous Learning – VET delivery
In
addition, major government reports and papers as well as
exemplars of teaching and learning practice within the Indigenous learning
context have been added to the INDIGENOUS
LEARNING (Research & Exemplars) page.
You are invited to contribute additional resources you have found valuable, feedback, or comments to the ICVET Blog.
In the future, ICVET will continue to integrate these into a complete learning package to help support the implementation of the unit of competence Foster and promote quality adult teaching and learning strategies in Aboriginal education and training (NSWTCED408A) in New South Wales.
Also see
MILLER, Cydde 2005, Aspects of training that meet Indigenous Australians' aspirations: A systematic review of research NCVER report