Indigenous Learning – Indigenous Partnerships
True partnerships are essential to ensuring that training is provided in the most effective and appropriate way. Partnership is not the same as purchaser provider relationship, a philanthropic beneficiary relationship, or a funder/ grantee relationship. The key elements that distinguish partnerships from other kinds of relationships include: shared goals; shared risk; shared power; shared work and contributions; and that all parties benefit.
The success of partnerships depends heavily on the extent to which community ownership and involvement is incorporated in building and guiding training program. This means ensuring that the local community is an equal partner through the entire process. Partnerships should also be flexible to allow unforseen issues and changes.
The NSW Government Department of Education and Training has a collaborative partnership with the New South Wales Aboriginal Education Group Incorporated. This partnership seeks to ensure that Aboriginal education is determined with the assistance of Aboriginal people and outlines a statement of commitment form both partners. The partnership was developed in May 1999 and is called Securing a collaborative Partnership into the future; consolidating a 21 year working relationship
Indigenous Community Volunteers
Indigenous Community Volunteers are an independent not for profit company that offers support to Aboriginal Communities to pursue their community development goals in their own way It provides volunteers with the opportunity to transfer their skills to Aboriginal communities and community organisations by matching volunteers with short to medium term projects.
Publications
AUSTRALIAN NATIONAL TRAINING RESEARCH AUTHORITY ADVISORY COUNCIL (1998) Djama and VET: Exploring partnerships and practices in the delivery of vocational education and training in rural and remote Aboriginal communities, Research reports, vol.1&2 Northern Territory Press Darwin.
This study looks at specifically the challenges and successes in developing and delivering remote area training for Indigenous communities, with a focus on partnerships and community based delivery.
KRAL Inge, and FALK Ian, 2004, What is all this Learning For? Indigenous Adult English literacy practices, training, community capacity and health. NCVER Adelaide
This report is based on a study of a remote Indigenous community in its quest to implement a culturally appropriate health service, and integrate training and employment of local Indigenous people as a means of strengthening community capacity. The authors found education and training, including literacy, must be linked to community goals and aspirations.
BALL J and PENCE A (2001) First Nations Partnership Program Generative Curriculum Model: Program Evaluation Report University of Victoria, Canada
This Canadian study evaluates seven partnership programmes between First Nations Indigenous Communities and the University of Victoria from 1989 to 1999. The focus is on community capacity building related to early childhood education, with the communities themselves involved in determining the direction of the research and collection of data, through interviews, questionnaires, focus groups, participant observation and community forums.
DEPARTMENT OF EDUCATION SCIENCE AND TRAINING and the AUSTRALIAN NATIONAL TRAINING AUTHORITY, 2004, Getting’ into it. Working with Indigenous Learners. Australian Training Products Ltd., Melbourne.
This document is to support the implementation of training packages within an Indigenous context. It contains sections on underlying principles, seven teaching and learning strategies, professional development activities and resources, linked to the development of partnerships in Indigenous learning.
MILLER, Cydde, 2005, Aspects of training that meet Indigenous Australians aspirations. A systematic review of the research NCVER, Adelaide.
This is a systematic review existing research which found that seven key factors led to positive and improved outcomes for Indigenous Australians as a result of Vocational Education and Training. One of these factors is 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, with 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.
NSW GOVERNMENT Two Ways Together Partnerships: a New Way of Doing Business with Aboriginal People. New South Wales Aboriginal Affairs Plan 2003-2012
This plan requires of all NSW Government agencies that processes and agreed strategies are followed which take a coordinated, accountable approach to partnerships with Aboriginal people and their communities.