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A Red Dirt Journey
The document outlines findings from the Remote Education Systems Project, highlighting issues faced by remote Indigenous communities in Australia. Key findings include the misconception of job scarcity, the importance of community involvement in education, and the necessity for local staff and resources to improve educational outcomes. It emphasizes that education should align with local aspirations and that simple solutions are inadequate for complex challenges in these contexts.
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A Red Dirt Journey
- 1. Adelaide, 9 February 2016 RemoteEducation Systems project A Red Dirt Journey
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- 3. CRC-REP Remote EducationSystems project 3
- 4. The Red DirtThinking Journey 4
- 5. 10 Key Findings 5 Documentsource All sources All coding references* Remote Aboriginal references* Number of unique participants Interviews and focus groups 45 2501 523 250 Field notes and observations 12 111 0 0 Secondary sources/reports created by or for RES 10 856 603 ~800† Butchers papers and whiteboards 20 197 0 0 Total 87 3665 1126
- 6. Finding #1 RemoteIndigenous Disadvantage • A metro-centric construct not supported by those living in remote communities 6 0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% 3.5% References to ‘disadvantage’ System responses: reconciliation, equity, race and aboriginality System responses: poverty and socio- economic status Cross-cutting theme: context and complexity Teaching to success: health and well being PERCENTOFALLRESPONSES EQUITY ITEMS Remote Aboriginal references* Non-remote responses
- 7. Finding #2 TheNo Jobs Myth • There are ‘jobs aplenty’ in remote parts of Australia. 7 16395 236 27411 -561 1729 8780 -5000 0 5000 10000 15000 20000 25000 30000 Employed Unemployed Total population 27Changes in employmentges in e 2006 n e 0606- mploymn e 66-2011 Non-Indigenous Aboriginal and Torres Strait Islander
- 8. Finding #3 SimpleSolutions For Complex Contexts • There are no quick fixes. 8 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 R1 R2 (blank) SCHOOLATTENDANCERATE RSAS ROUND 1 AND 2, AND NON-RSAS SCHOOLS 2008 2009 2010 2011 2012 2013 2014 2015
- 9. Finding #4 WhatIs Education For? • Education should support local aspirations for culture, land, language and identity. 9 Language, land and culture Identity Strong in both worlds Employment and economic participation Meaningful engagement in the world Community leadership and participation Learning Choice and opportunity Holistic Further learning and skills Socialisation to schooling Other
- 10. Finding #5 SuccessfulRemote Schools • Success is first about parent and communityinvolvement in school. 10 Parent involvement and role models in child's education, 63 Academic outcomes, 42 Community engagement, 27 Attendance, 22 Learning outside school, 21 Children choose to engage, 20 Place and space, 17 First language literacy, 14 Meeting student needs, 13 Post school transition, 13 Governance and decision making, 12 Strong, 10 Other, 21
- 11. Finding #6 Qualities,Not Quality Specific teaching context & Frameworks and Standards • Local Standards - relational • AITSL Teacher Standards, Assistant teacher standards • Cultural competency frameworks Adapt and implement responsive curriculum • System support Expertise in teaching, monitoring and assessing English language learning • in specific TESOL/Multilingual learning setting • ATESOL Elaborations of the AITSL Standards # Teaching in very remote schools is a specialist field, requiring specialist qualities 11
- 12. Finding #7 LocalStaff Matter • Schools with higher proportions of non-teaching staff get better results. 12 62 64 66 68 70 72 74 76 78 80 0-.5 (n=512) .51-1 (n=266) 1.01-1.5 (n=177) 1.51-2 (n=92) 2.01-2.5 (n=22) >2.5 (n=35) AVERAGEPERCENTAGESCHOOL ATTENDANCERATE RATIO OF NON-TEACHING TO TEACHING STAFF
- 13. Finding #8 BoardingSchools # There is too much we do not know about the effectiveness & impact of boarding for very remote students, their families and communities 13 Policy promoting boarding school at Federal, State/Territory levels • Non-Government-Government partnerships, eg. Australian Indigenous Education Foundation, Yalari, Future Footprints Anecdotal and derivative data indicate low success of boarding for very remote students, identifies specific issues. Overall, • No easily available quantitative data • Little empirical research • Growing qualitative research • Development of good practice guidelines to support to enhance options and opportunities
- 14. Finding #9 MoneyMatters • Schools with more resources get better outcomes. 14 0 10000 20000 30000 40000 50000 60000 70000 AVERAGERECURRENTINCOME($)PER STUDENT SCHOOL ATTENDANCE PERCENTAGE
- 15. Finding #10 EngagementFor What? 1. Success, as defined by communitiesis parents and communities involved in education (‘close and constant voices’) 2. If we take community view seriously, community involvement/power/ownership will be a priority 3. The type of engagement matters: ‘Targeted’ engagement will be unsustainable. (Tjukurpa nganngi-tjara) 4. Create opportunity structures for participatory involvement: governance, local staff, engagement accountability *‘Power-sensitive’ (Haraway 2004), Incorporating the ‘assets’ (Moll et al. 1992) of the students’ families and communities 15
- 16. Strategies For ImprovedOutcomes Resourcing Employ, train and develop local workforce Invest in teacher qualities that matter Establish local governance structures Explicit pathways through school to economic participation Understand the full impact of boarding options AND provide quality secondary options 16
- 17. Concluding Remarks AndThanks 17
- 18. More About RES http://crc-rep.com/remote-education-systems JohnGuenther 0412 125 661 john.guenther@flinders.edu.au Samantha Disbray 0437 330 042 Samantha.Disbray@cdu.edu.au Sam Osborne 0408 719 939 Samuel.Osborne@unisa.edu.au 18