Aboriginal Policies and Disadvantage in Schools

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Table of Contents

Introduction
Recent initiatives designed to redress aboriginal disadvantage through schooling
Conclusion
Reference

Introduction

Over the years, the disengagement of the Aboriginal students with school education has been a matter of serious concern. In fact, various studies reveal that “…majority of Aboriginal students are attending school but it is their level of engagement in schooling that is the critical issue” (NSW DET & AECG 2004, 96).

However, a number of initiatives have been taken in the form of policies, programs and services to address the critical issue.

Recent initiatives designed to redress aboriginal disadvantage through schooling

Some of policies formulated in the recent past to improve the learning outcomes of Aboriginal students at all levels is discussed below.

The first New South Wales Aboriginal Education Policy (AEP) was formulated in the year 1982 by the Aboriginal Education Unit of the New South Wales Department of Education. The primary intentions were imparting education to the Aboriginal students, encouraging the participation of the communities in various decision-making processes and providing culturally aligned teaching. This policy underwent further modification in 1996 to incorporate the importance of assessing student learning outcomes at all levels (NSW DET & AECG 2004, 35).

The National Aboriginal and Torres Strait Islander Education Policy of 1990 emphasized on the concerted effort of all Australian governments “… towards educational equity for Aboriginal Australians” (NSW DET & AECG 2004, 35). This policy was revised in the year 1995 to formulate the National Strategy for the Education of Aboriginal and Torres Strait Islander Peoples 1996-2002 with 21 long-term goals and objectives (NSW DET & AECG 2004, 35).

Apart from government policies, a number of initiatives, services and programs have been undertaken which have created a great impact on the school education imparted to the Aboriginal students. These have been supported by various funding programs monitored by the Aboriginal Programs Unit like Indigenous Education Strategic Initiatives Program (IESIP), National Indigenous Literacy and Numeric Strategy (NIELNS), Vocational Education Guidance for Aboriginals Scheme (VEGAS) and Aboriginal Tutorial Assistance Scheme (ATAS) (NSW DET & AECG 2004, 37).

Some of the programs undertaken with the help of IESIP funds include:

Aboriginal Targeted Funding Program aimed at providing funds to the School Education Areas from IESIP funds (NSW DET & AECG 2004, 40).
Cultural funds of $5000 imparted to all School Education Areas to facilitate Aboriginal cultural experiences (NSW DET & AECG 2004, 40).
Aboriginal Student leadership Programs with the aim of facilitating the growth of leadership qualities in Aboriginal students (NSW DET & AECG 2004, 40).

Some of the programs undertaken with the help of NIELNS funds include:

Otitis Media Strategy to facilitate an understanding of the usefulness of Otitis Media and services among teachers and parents (NSW DET & AECG 2004, 41).
Home to School Transition Program designed for Aboriginal students with no access to pre-school (NSW DET & AECG 2004, 41).
Bidialectal Approach to Teaching Standard Australian English aimed at helping the teachers understand Aboriginal English and improve students’ understanding of the language (NSW DET & AECG 2004, 41).
Numeric Strategy to enhance the numeric skills of Aboriginal students.

Conclusion

In conclusion, it should be stated that, Our Story, Telling IT program aims at helping the Aboriginal students, teachers and Aboriginal Education Assistants in curriculum development. Additionally, Employment and Career Development Programs is developed as a priority employment and transfer program for Aboriginal teachers (NSW DET & AECG 2004, 41).

Reference

NSW DET., & AECG., 2004. Support for Aboriginal education. Sydney: NIELNS.

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Aboriginal Policies and Disadvantage in Schools

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