Making Indigenous Australian Apprenticeships Your Business

Indigenous Australian Apprenticeships Resource Kit

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Contents

Why engage Indigenous learners?

What are the principles underpinning quality Indigenous learning?

How do you engage Indigenous learners?
What financial support can be accessed?
Special issues facing RTOs working in remote areas

Start by learning from others – Case Studies

The Koori Outreach Options for Learning – The KOOL experience
The YBE-Nabalco Operator Training School (YNOTS)
Batchelor Institute of Indigenous Tertiary Education – Northern Territory
Abmusic Aboriginal Corporation – Indigenous learning
University of Ballarat (TAFE Division) – Culturally appropriate assessment
Traditional Credit Union
Ngaaga Buurbang Aboriginal Cultural Education Program, TAFE NSW – Riverina Institute 2004

REFERENCES

Where can you find further advice and guidance?

TOPIC C5 - Engaging Indigenous Learners

It is well known that Indigenous students do not succeed as well as other Australians in education and training. Their failure to successfully complete a Australian Apprenticeship often stems from problems encountered during the structured training phase delivered by a TAFE or other RTO provider. Often, this can be attributed in part to the relatively low literacy/numeracy rates of Indigenous trainees upon entering the structured training phase.

Most teachers and trainers in the VET sector have had little or no contact with Indigenous people. Apart from programmes in some regional and remote localities, the numbers of Indigenous trainees will be small and non-Indigenous trainers will be unsure about their special needs and how to seek support. The natural tendency is to treat them the same as any other learner. In these situations, Indigenous trainees are often left to ‘tough it out’ on their own which is likely to lead to their poor attendance and failure.

There is a widely held view that successful engagement of Indigenous learners requires training organisations to enter into genuine partnerships – involving the trainees, their parents and communities.

Partnerships are not something foreign to the VET sector – working relationships between providers, business, unions and government are a common feature of the landscape. What is new, is the challenge to forge relationships with a new set of partners in which different cultures and customs must be learned and understood.

Vocational education and training must be meaningful and result in worthwhile outcomes for all learners.

For Indigenous learners the challenge for RTOs is to make the training:


•	meaningful – in that Indigenous learners truly learn when their teaching is responsive to cultural behaviours, attitudes, needs and aspirations. This is quality teaching.

•	worthwhile – in that the training must lead somewhere and have a purpose. The purpose may be to lead to ongoing work after the Australian Apprenticeship. In the case of learners in remote communities, it may be about building capability to improve the functioning and wellbeing of their family and community.

Engaging Indigenous learners is a vital pre-requisite to successful Australian Apprenticeship outcomes because:

•	it is likely to enhance their attendance, retention and completion of training
•	many Indigenous learners do not find mainstream learning styles culturally sensitive or appropriate to their needs
•	many Indigenous learners view the formal learning component as a significant barrier to their participation in Australian Apprenticeships

For all of these reasons, it makes good business sense for RTOs to develop effective learning programs that lead to worthwhile outcomes for Indigenous learners. The key to success is to develop a framework for the design and implementation of your Australian Apprenticeship training that engages and retains their interest until the desired outcomes are met.

What are the principles underpinning quality Indigenous learning?

The Teaching and Learning Strategies Project (ANTA 2004) has identified four principles of general teaching and six Indigenous specific principles that collectively form a model for effective teaching and learning for Indigenous learners. We suggest that you study the findings of this Project.

The web address, as well as that for other helpful resources, is provided in the References section at the end of this Topic.

The ten principles and their relationships are illustrated in the following diagram:

[SOURCE: ANTA 2004, p15]

General Principles

The general (or ‘adult’) learning approach is applicable to all contexts in that it is designed to engage ALL learners by ensuring that:


•	learners have control over their learning – when learners are encouraged to take a direct and active role in deciding what and how they learn, they are more likely to be interested and motivated by what they learn

•	learning is relevant to real life experiences – so that the skills and knowledge can be practised and integrated into daily life

•	learning is cooperative – in this way, the learning reflects work practices in which people are encouraged to work together to develop ideas, discuss options and work out solutions to problems

•	learning is reflective – learners are encouraged to reflect on how the learning can be applied to current issues and new situations.

Indigenous-specific Principles

The Indigenous learning experience is further enhanced by six specific principles of Indigenous learning that reflect the unique cultural and other needs of the learner.

These principles are:

•

intercultural competence – this means knowing about cultural difference. Being informed means that you can:

a.	modify teaching styles and activities to reflect Indigenous learners’ preferred ways of doing things and ways of thinking about the world
b.	encourage and develop the learners’ abilities to work within the mainstream work and social cultures they are likely to encounter in the workplace.

•

respect – for Indigenous culture, including its complexity and diversity. Teaching and learning strategies must provide opportunities for Australian Apprentices to develop identities as successful learners and employees, while nurturing their own identities as Indigenous Australians.

•

negotiation – means more than developing training programs that are of interest to Indigenous people. Genuine negotiation is essential to ensure that the program meets both the needs of the learners and the aspirations of their communities. Negotiation is not a one-off process during the design phase; it involves developing networks and partnerships with Indigenous communities and organisations that allow the relationship to carry through the program and beyond.

•

relationships – good relationships between trainers and learners involve developing trust and fostering mutual understanding. The relationships are built on cultural awareness, respect and genuine negotiation.

•

meaningful outcomes – the training must support pathways to meaningful activity, whether it be to ongoing employment or to provide opportunities for improving the wellbeing of local communities, or both.

•

‘Indigenisation’ – one way to make sure that learning is connected to Indigenous cultures is to have Indigenous people teaching Indigenous people. Where formal skills are seen and reinforced by Indigenous teachers as being valuable, they are more likely to be regarded as such by the Indigenous learners.

How do you engage Indigenous learners?

The ANTA Teaching and Learning Strategies Project (ANTA 2004) identified seven strategies that provide examples of approaches that have lead to worthwhile outcomes for Indigenous learners. The strategies encompass the structuring, sequencing and delivering of learning activities that are required to attain a Training Package qualification.

The strategies are:

•

the project-based strategy – some of the important features of this learning strategy are that it:

º	involves completion of a practical project that is of real benefit to the learners or community
º	allows for group based activity
º	involves negotiation of the project and learning approaches
º	may include interaction with other people to build intercultural incompetence.

•

the coaching strategy – involves providing learning support on a one-to-one or small group basis. This approach relies on establishing a close and collaborative working relationship during all phases of the learning.

•

the team learning strategy – individuals learn within a team environment in which each learner has a set role to play within the team. This strategy can develop people-related skills and promote responsibility to others, which are essential qualities in the modern team-based workplace environment.

•

the work-based environment – an approach that is closely aligned with the Australian Apprenticeship model. However, the modes of learning (eg. fully on-job with a coach, some formal classroom learning, distance learning) will vary depending on the work context. The strategy must be able to accommodate the special learning needs of Indigenous learners.

•

the entrepreneurial strategy – learning through the operation of a small business, in which the learning activities are structured to support the functions of the business.

•

the institution-based strategy – this common approach can provide specific needs-based programs (eg. literacy and numeracy) or can be used in conjunction with other more tailored strategies.

•

the collaboration strategy – involves the pooling of skills, resources and knowledge for mutual benefit. The learning strategy is negotiated to ensure that it is relevant and meaningful.

What financial support can be accessed?

In addition to the funding provided by your State/Territory Training Authority under ‘User Choice’, you can access additional financial support to assist with the delivery of off-the-job training to Indigenous Australians.

The range of funding sources are outlined in Topic C1. You should also research supplementary funding sources from your State/Territory government.

See TOPIC C1 Making the Australian Apprenticeships system work for Indigenous Australians

Special issues RTOs face when working in remote areas

While providing quality training for Indigenous Australians poses challenges for all RTOs, there are special challenges for RTOs operating in remote localities. The overriding ingredient of success is a genuine partnership of the parties to the learning process – trainee, family, community and training provider.

Some of the key issues include:

•

recognising language and literacy barriers – while this needs to be addressed in most Indigenous training contexts, the problems are particularly apparent in remote areas. Many Indigenous learners use Standard Australian English as a second or third language. They may also use dialects that differ in significant ways from the standard. Most Indigenous adults can adapt their language to suit various contexts, but even this may place the learner at a disadvantage.

•

It is likely that bridging or pre-vocational programs will be required in most remote training situations.

•

Other strategies may include:

º	allowing discussion in small groups using preferred language, with one member translating to English for the whole group
º	taking steps to learn some of the language to demonstrate a willingness to enter into a learning partnership
º	using Indigenous Elders as interpreters to improve communication and contribute cultural knowledge.

•

involving Indigenous community people in the training. This could include:

º	engaging them as trainers and support staff
º	assisting with cultural content, including inclusion of local people, places and history
º	assisting with identification of training needs
º	assisting with design of practical application of skills
º	providing links between the training and employment opportunities.

•

developing culturally appropriate training – that takes account of the learner’s cultural background and needs. In remote communities, the following issues may be more significant:

º	Shyness and loneliness – you will need to promote an environment in which learners can work together and support each other
º	Late or sporadic attendance – this may be caused by community and family circumstances. Sometimes you may need to vary class times or allow catchup opportunities.
º	Knowledge of local protocols and structures – this can only be acquired through forming relationships with key local Elders. For example, ‘avoidance’ between particular people and groups within the community may jeopardise your program unless the issues are addressed.

•

greater attention to flexible delivery – to suit cultural responsibilities, preferred learning styles, relevant venues, child care needs, preferred assessment methods (eg. oral assessment to explore understanding).

CASE STUDIES

The Koori Outreach Options for Learning – The KOOL experience

The Koori Outreach Options for Learning (KOOL) programme for Aboriginal youth is an ongoing educational programme delivered by Griffith Campus of the Riverina Institute (TAFE NSW). It is delivered in partnerships with the local youth refuge, Centrelink, Aboriginal Health Griffith, Lands Council and various government departments. The programme was developed after a thorough survey of community and Indigenous agencies to identify the barriers faced by Aboriginal youth when seeking education and training.

The KOOL program was tailored to address these barriers. Some key features are:

•	the first stage (15 weeks) is run off-campus in a more culturally appropriate environment and removed from school experiences
•	later stages, involving computer skills programs, are held on campus to help transition to the on-campus learning environment.

The KOOL program seeks to continually engage the students by:

•	delivering of flexible student centred programmes (small classes, continuous cultural relevance, community guest speakers, field trips)
•	focusing on project based work
•	conducting activities relevant to the lives of the students, based on extensive consultation with Aboriginal Elders and other representatives of Indigenous organisations
•	addressing transport and health issues.

Students are provided with a mentor to help address learning and everyday issues and problems. Where possible, mentors are accessed from the local Aboriginal community.

[SOURCE: Jenny Geddes and Carolyn White (2002), The Kool Experience, report prepared by the Griffith Campus of TAFE NSW – Riverina Institute for the 2^nd World Congress of Colleges and Polytechnics, Melbourne, 2002. A full copy of the report is available from National Centre for Vocational Education Research (NCVER).]

Visit the TAFE NSW – Riverina Institute website for more about this project: www.rit.tafensw.edu.au (search the site using ‘kool’ as the keyword).

The YBE-Nabalco Operator Training School (YNOTS)

The Yirrkala Business Enterprises (YBE) in the Northern Territory – Nabalco Operator Training School (YNOTS) is a tripartite initiative between YBE, Alcan Gove PTY LTD (formerly Nabalco) and the Department of Employment and Workplace Relations (DEWR). Students graduate as licensed equipment operators with a Certificate II in Open Cut Mining (Metaliferrous). Many are placed in full-time employment, while others choose to return to their community to apply their newly learned skills. This 30-week training programme is unique in its use of innovative techniques to achieve successful outcomes. For example, the programme includes:

•	a graduated induction over eight weeks, during which training is undertaken in an informal relaxed atmosphere, allowing trainees time to familiarise themselves with classmates, trainers and course expectations. The intensity of training increases over the period.
•	a ‘cultural’ day each month, including a range of recreational activities. The day is designed to improve understanding and respect between cultures.
•	real world projects, towards the end of the course, in which trainees are given responsibiltiy for planning and carrying out the activities with minimum supervision. The projects help build teamwork, esteem and confidence. Often the project is carried out in or near the trainee’s homeland in order to contribute to the development of their community.

www.ybe.com.au/ynots

Batchelor Institute of Indigenous Tertiary Education – Northern Territory

Batchelor Institute is a unique institution specialising in the provision of education and training programmes to meet the needs of Indigenous peoples in remote communities across the northern part of Australia. Due to the requirements of the communities served, Batchelor provides a range of intermediary services to improve the relevance and applicability of training.

Types of intermediary services offered include:

•	transactions with respect to apprentices and traineeships
•	co-ordinating Community Development Employment Programme (CDEP) and training opportunities on remote communities
•	identifying how Aboriginal knowledge can be incorporated and recognised, ensuring that training and funding programmes incorporate the opportunities and realities of the community
•	responding to the local and regional diversity of communities, their histories, languages and perspectives
•	customising learning programmes to support Indigenous students and promote Indigenous philosophy, ideas, hopes and aspirations
•	supporting genuine employment outcomes for Indigenous peoples
•	identifying and using the most effective and comfortable forms of communication for learning and assessment including oral, written information and pictorial
•	encouraging communities and community enterprises to understand the new training agenda
•	creating powerful linkages between literacy and VET.

Some Indigenous communities do not have the resources available to provide the same standards of support, employment, or outcomes articulated in Training Packages where partnerships with Government are essential. It is sometimes difficult to get a quick enough response especially when planning for certain number of trainees or apprentices to make the project viable. Batchelor now ensures ‘everything is in place before we will proceed’.

A key part of training is growing the social capacity of communities. Communities are fragmented and Batchelor wants to strengthen its links with community aspirations to make sure it does not compound this situation. The Institute is seeking to develop better ways of working with clusters based on languages and road links, and to improve training for work at a local level; for example, through work sites and infrastructure. The Institute sees itself as contributing to the strengthening of social capital of all Indigenous communities in the Northern Territory.

Abmusic Aboriginal Corporation – Indigenous learning

Abmusic Aboriginal Corporation in Western Australia was established in 1985 as a community-based organisation to ‘empower Aboriginal and Islander people to become independent learners in a positive environment that promotes teamwork, self-esteem and training in all fields of music’.

The Corporation offers Certificate I to IV in Music. The staff have used an action learning research project (under Reframing the Future) to develop practical strategies for the retention of Indigenous students and their progression to higher levels of qualification. The strategies contributed to a 20% increase in retention. For example, the problem of sporadic attendance was addressed by providing individualised tutorial support, rather than taking up class time to provide ‘catch up’, for students who miss classes. Student feedback indicated that ‘shame’ was associated with going to a session called catch up class so the name was changed to ‘Tutorial Support’. The sessions were then open to any student wanting some extra assistance or practice.

www.abmusic.org.au

University of Ballarat (TAFE Division) – Culturally appropriate assessment

In a 2003 Reframing the Future project the Indigenous and non-Indigenous staff from the University of Ballarat and some Koori child care centres in Victoria collaborated to develop culturally appropriate assessment tools for units in the Diploma of Children’s Services. The work-based learning process used by the team of trialing and using a holistic assessment tool primarily in the workplace proved to be very effective.

The project began with a ‘Cross Cultural Awareness’ session that helped the group to see learning and assessment from a Koori perspective. With input from a Koori child care worker, the participants realised that some assessments could be done as group work, which is a preferred method of learning in Koori culture. They also looked at the reasons why learners may not be keeping up with work or might not turn up at assessment time. As a result, one of the trainers tried using oral assessments in the workplace with her Koori students rather than written assignments.

The experience formed the basis of draft guidelines for assessing Indigenous students. ‘Through the project, it became apparent that the whole assessment process is fraught with cultural assumptions.’ said co-convenor Jenni White. ‘We tried to reflect this revelation in our draft guidelines.’

Traditional Credit Union

The Traditional Credit Union – a case study in the success of flexible learning strategies.

The Traditional Credit Union (TCU) is a not-for-profit organisation that is based in Darwin. The TCU provides banking facilities through branches in some 11 remote locations across the Top End region of the Northern Territory.

Although 80% of staff are located in remote areas, all have completed (or are completing) the financial services traineeship at AQF level II and/or AQF level III.

The training is modified from the mainstream Australian Apprenticeship model to involve job sharing and extended time frames. The traineeship is undertaken through a partnership with an external independent RTO and relies on the TCU and the RTO delivering highly flexible delivery modes. On-the-job reinforcement plays a major part in the delivery of training. All staff are personally involved in the development of their training plans.

www.tcu.com.au

NGAAGA BUURRBANG Aboriginal Cultural Education Program TAFE NSW – Riverina Institute 2004

This program has been established as part of TAFE NSW – Riverina Institute's Business Plan item no 7: ‘Establish continuing Aboriginal and Torres Strait Islander Cultural Awareness Programs to strengthen relationships between Institute staff and local Aboriginal communities’. The program will be offered as a guarantee of service to all Institute staff.

A series of workshops will be conducted across the Institute as an introductory program in 2004.

Program Objectives

•	To improve retention, attendance, participation and completion rates of Aboriginal students in Riverina Institute.
•	To provide an inclusive learning environment for Aboriginal learners.
•	Ensuring campuses are comfortable and accessible for Aboriginal clients.
•	Riverina Institute staff to participate in Cultural Education activities.
•	Riverina Institute staff to participate in Networking* 2004 On-line Conference focussing on Aboriginal Cultural Education.

Quality Measures

•	Increased Aboriginal student participation/completion rates.
•	Aboriginal students articulating into higher level courses.
•	Staff/student surveys.
•	Meet ISO 9001 standards.
•	Increased understanding and acknowledgement of Aboriginal Culture.
•	Riverina Institute staff will be more aware of the needs of Aboriginal students, staff and local Aboriginal communities.

ABORIGINAL CUTURAL EDUCATION WORKSHOP

Riverina Institute 26 October 2004

The purpose of this workshop is to improve the retention, attendance and participation rates of Aboriginal students at Riverina Institute. The workshop will provide staff with a better understanding of issues Aboriginal people face by discussing practical ideas, which can be applied in the workplace immediately.

This workshop is introductory and will be delivered in a safe environment, focussing on constructive strategies.

The program is mapped against two elements of the national unit of competency ‘Maintain and protect Culture’, providing a pathway into a three day program for those interested and available to participate.

Delivery

The first session will be delivered in Wagga Wagga at the Tolland Aboriginal Corporation in partnership with local Aboriginal Elders, students, staff and community people participating.

Duration Three hours

Strategies

To ensure the continual Aboriginal and Torres Strait Islander Cultural Awareness Program meets the needs of the local Aboriginal communities, the following strategies are being implemented:

1.	Arrange working meetings with relevant Aboriginal organisations to identify overall Aboriginal community needs.
2.	Aboriginal Coordinators and staff to plan workshops with local communities and Admin/teaching staff. Trailed in four campuses with extension to others in late 2004 or 2005.
3.	Find opportunities for Aboriginal TAFE NSW students and staff to speak to prospective Aboriginal students in schools and local communities.
4.	Develop survey or other process for tracking needs, concerns and satisfaction of Aboriginal students.
5.	Work with Online Learning to make cultural awareness material available online and participate in NETWorking 2004 Online-Conference.

[SOURCE: www.rit.tafensw.edu.au/ace/Ngaaga_Buurrbang/default.asp]

The Online Conference was one of the local events presented within the NET*Working 2004 Conference. The following illustration shows how the event was promoted on the Internet:

[SOURCE: www.flexiblelearning.net.au/nw2004/localevents/nsw/13_waggawagga.htm]

References

Where can you find further advice and guidance?

This topic should be read in conjunction with some authoritative resources that have been specifically designed to support education and training providers to engage Indigenous learners.

The suggested resources are:

•

ANTA (2004), Gettin’ into it! Working with Indigenous learners, A Teaching and Learning Strategies Project

This guide has been produced for Indigenous and non-Indigenous VET trainers and assessors who work for RTOs and whose primary role is to deliver Training Package qualifications to Indigenous learners. The guide includes information that may also be useful for programme managers who design and develop training courses. An electronic version of the guide can be downloaded for free from www.resourcegenerator.gov.au

•

WestOne, Working with diversity.

A web-based resource that asks the questions: What do I need to know? What do I need to do? Where can I get help? Helpful information and practical case studies are provided to support RTOs in providing quality training to people with a disability and to Indigenous Australians. It is available at www.westone.wa.gov.au/workingwithdiversity/

•

Wadu Resources (2001), Vocational Learning for Indigenous Australians

This online resource was developed by the Enterprise and Career Education Foundation, Australian Indigenous Training Advisory Council, 2001. It is available online at www.dest.gov.au/ecef [search for Wadu]

The materials and resources aim to promote the development of high quality vocational education to Indigenous learners through a series of professional development activities. These activities range from putting in context the educational disadvantages facing Indigenous learners to identifying ways to assist the RPL process. Materials for reproduction include overhead transparencies, Word documents, tabled documents and other pro formas that can be adapted to suit the local context.

•

ACSA and NCS (2002), What works? The Work Programme: Improving outcomes
for Indigenous learners

This resource was developed by the Australian Curriculum Studies Association and National Curriculum Services, 2002. It is available online at www.whatworks.edu.au

While these professional development materials were developed for the secondary education sector, they are also relevant to the VET sector. They include a guidebook, a set of online materials and a workbook. The guidebook (which can be printed from the website above) outlines the background to Indigenous education in Australia. It provides examples and practical, sound approaches for people working with Indigenous learners.

•

Indigenous Learners and Language – Improving the educational outcomes of Indigenous learners through a focus on the Aboriginal English/ESL interface

This resource can be used by trainers of Indigenous learners to investigate one of the major literacy and numeracy issues dealt with daily – the use of Aboriginal English. It is available online at www.tesol.org.au/esl/index.htm

The site allows users to look at research findings, reports and case studies about Indigenous literacy and numeracy. It contains links to media releases, reports, statistical information and websites that have a prime focus on Indigenous literacy or numeracy.

•

NCVER (2004), Exploring locality: The impact of context on Indigenous vocational education and training aspirations and outcomes

Written by Susan Gelade and Tom Stehlik and published by the National Centre for Vocational Education Research (NCVER), this report is available online at www.ncver.edu.au/publications/1477.html

The purpose of the project was to explore the extent to which three differing educational settings – urban, regional and remote – impact on opportunities for Indigenous learners and their aspirations and post-course destinations such as employment or continuing education opportunities.

The research indicates that employment outcomes for Indigenous participants in VET programmes are limited by a range of factors identified in the report. It reinforces the view that outcomes valued by Indigenous learners are not necessarily defined solely in terms of employment or further training, but include improved literacy and study skills, the importance of contributing to community building and being in a position to help others in the community.

•

Australian Flexible Learning Framework – Toolboxes

The Australian Flexible Learning Framework has funded a series of interactive multimedia resources to support the delivery of Training Packages. The list of Toolboxes can be accessed at www.flexiblelearning.net.au/toolbox where some previews are also available.

This site allows trainers to search for Toolboxes relating to particular Training Packages and qualifications. It includes answers to frequently asked questions and is also equipped for online purchasing of a particular Toolbox.

Toolboxes that have been developed specifically for Indigenous learners are:

- Deadly Jam Music Festival to support the CUS01 Music Training Package

- Building and construction to support the BCG98 General Construction
Training Package

- Cultural resource development to support the RTD02 Conservation
and Land Management Training Package.

•

TAFE NSW, Deadly Bay: Open for Work

This CD-ROM, developed by TAFE NSW, was funded by the Department of Education, Science and Training. It is available from Australian Training Products at www.atpl.net.au

Based on workplace vocational education, the CD-ROM allows learners to interact in virtual workplace settings. The package focuses on five industry sectors: fishing; hospitality; tourism; horticulture; and youth, sport and recreation. There is an underpinning self-independence theme throughout that encourages learners to entertain the thought of small business practices once they have gained sound industry knowledge. The package allows learners to interact with staff and carry out specific duties in the workplace while also allowing valuable educational outcomes to be fulfilled. The package is culturally appropriate for various Indigenous settings and contexts across Australia.

•

National Aboriginal and Torres Strait Islander Education website

This resource provides links to a comprehensive collection of Aboriginal and Torres Strait Islander resources from across the Internet. It is available online at www.natsiew.nexus.edu.au

The section entitled ‘Viewing the Internet critically’ contains selection criteria for the evaluation of Aboriginal Studies and Torres Strait Islander studies resources. It includes questions to ask, things to look for and action to take when evaluating resources.

•

McIntyre, J., Ardler, W., Morley Warner T., Solomon, N, and Spindler, L. (1996)

Culture Matters: Community Report: Reporting on a Project to Explore what Factors Affect the Outcomes of Vocational Education and Training for Aboriginal and Torres Straits Islander People. Broadway NSW: University of Technology Sydney (UTS). Research Centre for Vocational Education and Training (RCVET).

This report presents the findings of a research project into factors affecting the participation of Indigenous Australians. ‘Learner interviews showed that the over-riding factor identified by students for achieving success is a recognition of their Aboriginality, at each stage of the educational process’ (page 2); through course content, peers, staff, delivery, assessment, support on campus, support of family/community – either all or some of these factors need to exist. English language learning was a significant dimension of learning for some. Institutions indicated that the following factors had contributed to successful outcomes for their students:

•	recognition of Aboriginality
•	support services (and space for students and staff)
•	involvement of community in course development
•	recruiting of Indigenous staff
•	general staff development and flexible structures and delivery systems. (pages 5-7)

The report concludes that education and training for Indigenous Australians has to be approached as a cultural and cross-cultural activity and suggest ways of achieving culturally appropriate arrangements which are primarily through negotiation, not through imposition. This might include:

•	making institutional space for Aboriginality
•	involving communities in course design
•	negotiating course delivery
•	recognising staffing and support issues
•	including language and literacy learning in courses
•	and evaluating effectiveness of each part of the system.

The authors also caution against emphasising access and participation at the expense of educational quality, ‘Aboriginal people come to non-Aboriginal institutions to get non-Aboriginal skills and knowledge not to get “Aboriginal education”’. To deny students a quality experience of non-Indigenous education is to doubly disadvantage them.

•

Training Agenda: A Journal of Vocational Education and Training, Summer 200405, Vol 12 No 4

º	This issue is devoted to Aboriginal vocational education and training and includes articles about engaging communities, building partnerships and using technology to overcome distance. Published by NSW Department of Education and Training with whose permission it is reproduced.

º	Three PDF files are saved on the CD-ROM accompanying this Resource Kit: Front Cover: TASpring Front cover B.pdf Pages 2 to 16: TASummer04p2-16BLUE.pdf Pages 17 to 30: TASummer04p17-30.pdf

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