Northern Territory Department of Education Submission

Total Page:16

File Type:pdf, Size:1020Kb

Northern Territory Department of Education Submission DEPARTMENT OF EDUCATION Northern Territory Department of Education Submission Inquiry into the Education of Students in Remote and Complex Environments The Northern Territory (NT) Department of Education seeks to provide a submission to the inquiry into the education of students in remote and complex environments, commissioned by the Standing Committee on Employment, Education and Training. The submission aims to highlight the unique circumstances experienced by students in NT remote and very remote communities and how the department is adapting its service delivery, using innovative approaches, to meet their needs. The NT Government recognises the critical role of culture, family, community and country in delivering better outcomes, particularly for Aboriginal people. There are a number of initiatives underway that target these core factors while balancing the complexities of delivering government services in remote and very remote communities. Remote and very remote Territory context The NT is the most remote jurisdiction in Australia, with approximately 245 000 people spread across one sixth of Australia’s land mass. Over 40 per cent of the population is considered to live in remote or very remote areas. The overwhelming majority of residents living in remote communities are Aboriginal Territorians, with a much younger population on average than other parts of Australia. Unemployment is high and there are significant health issues. Fifty-four per cent of remote households and 12 per cent of very remote communities speak English in the home. Most children attending school in remote or very remote communities only speak English at school, not in their community or in their home. The transitional nature of community life, and movement of families between communities can be disruptive to a child’s education, particularly when this movement occurs across multiple jurisdictions, such as the NT, Western Australia and South Australia borders. Tracking a child’s educational progress across jurisdictions is difficult. While initiatives have previously been set up to track the movement of students across the three jurisdictions through enrolment, these have been discontinued due to privacy concerns and barriers in data sharing across jurisdictions. Longer term environmental challenges are beginning to also impact services, especially in Central Australia, where communities are now threatened with a lack of water security, and with Top End communities beginning to be confronted by more intense cyclones and storms. For many communities, student and family mobility can lead to truancy and inconsistent education for students. For example, ceremonies operate during particular periods of time during the year where students may be absent for an extended period of time. These complexities, and their impact on the delivery of education to students in remote and very communities in the NT, is widely acknowledged. They present multiple challenges to students, parents, teachers, schools and the system face in accessing and delivering education. www.education.nt.gov.au DEPARTMENT OF EDUCATION However, there are also many positive factors that come from increased links to culture, family, community and country. The department works to harness these positive contributors and embed their relevance in education programs and services to have a greater impact on educational and well- being outcomes for students. The culture of a NT community will shape the way Aboriginal children view and organise the world and impact the way in which a child learns. To build on this knowledge, and the ways of viewing the world that students bring to school, the department has adopted the use of Aboriginal pedagogies such as Learning on Country as a foundation for the development of learning in Science and Humanities and Social Sciences. The department also has a long term plan and vision to build the capacity of Aboriginal leaders, school leaders and classroom educators to implement teaching and learning programs in Indigenous Languages and Cultures curriculum. The flexibility in tailoring education delivery to student need is absolutely paramount in providing relevant and meaningful education. NT Government initiatives The NT Government has a number of targeted initiatives to cater for local needs and complexities. An important whole of government initiative is Local Decision Making which empowers local communities to make decisions about services that impact them and their children, including in areas of health, justice, housing and education. It provides a holistic approach to addressing challenges and barriers with delivering government services in remote communities. As part of this work, the department is supporting Aboriginal communities to be more involved in school decisions and to have more of a say in the education and training of their children. The department’s adaptation of this policy is the Community-led Schools initiative. It is about providing decision making to local school communities in all aspects of the school to the extent desired by that community. There are seven schools that are advanced with this work, and a further three starting their community led pathway. Fourteen schools have established committees to further facilitate community engagement. While it is early days for this initiative, the desire to be engaged in school decision making is very clear and is anecdotally having a positive impact on school and community interactions. The Indigenous Education Strategy 2015-2024 The Indigenous Education Strategy 2015-2024 (IES) is a department initiative that is driving actions across five key areas that have a direct and measurable on outcomes for Aboriginal students, ranging from early childhood programs to developing the workforce in remote schools. The strategy forms the basis for the collaborative work between the NT Government and the Commonwealth Government, under the NT Remote Aboriginal Investment national partnership agreement. The Commonwealth Government has provided significant funding in supporting the department to deliver on the actions of the strategy and improve outcomes of Aboriginal students. The IES is primarily funded through the Northern Territory Remote Investment Agreement (NTRAI) and this is agreed through three yearly Children and Schooling Implementation Plans with the Commonwealth Government. Over the life of the IES to date, many of the Commonwealth Government-funded key initiatives have transitioned to core funding of the NT Department of www.education.nt.gov.au DEPARTMENT OF EDUCATION Education. There are, however, a number of programs that require additional investment to enable the appropriate level of delivery and target intergenerational change. Early Childhood The type of educational service provision that is available for a child in a remote or very remote community depends on the community in which they reside. For 37 remote and very remote communities, children from birth to four years of age have access to the FAFT program. FAFT is a quality learning and family program that builds the capacity of parents in their important role as their child’s first teacher. FaFT aims to ensure that every child has the best start in life and the opportunity to achieve their fullest potential. Each FaFT program is delivered by a qualified early childhood educator, alongside a local Aboriginal family liaison officer. Teaching and Learning Literacy and Numeracy The department has adopted two common and consistent approaches to the teaching and learning of literacy and numeracy in remote and very remote schools: Literacy and Numeracy Essentials (LANE) and Direct Instruction. This approach was adopted to have continuity of programming for those students who are highly mobile and often travel between a number of communities over a schooling term. LANE includes a unit planning process enabling teachers to link the Australian Curriculum requirements with the LANE curriculum and local/contextual needs including cultural and English as an Additional Language/Dialect (EAL/D) considerations. LANE is currently being implemented in the majority of remote and very remote schools. Direct Instruction is being implemented through the Commonwealth Government’s Flexible Literacy for Remote Primary Schools Programme in three schools across the Territory. Delivering the Australian Curriculum (including STEM) flexibly Senior secondary provision is provided in a limited number of remote communities. For students seeking to undertake senior secondary education the options available are: A Northern Territory Certificate of Education and Training (NTCET) (delivered on-site) in nine remote and very remote schools NTCET delivered through the Northern Territory School of Distance Education (NTSDE) and Katherine and Alice Springs Schools of the Air1 Employment Pathways in 32 schools Leaving their community to undertake boarding at a facility and/or school in the NT or interstate. Yirrkala School is one example of a school that utilises the full range of NTCET flexibility to cater for its students and their post school aspirations. This includes employment, ATAR and further training pathways. They use community learning, the Duke of Edinburgh Awards program, integrated learning, workplace practices, vocational education and training (VET) undertaken through the Learning on Country Program, other VET, as well as mathematics and English courses to contribute 1 Due to a variety of factors, distance education is unlikely to be an option for
Recommended publications
  • A Framework for Measuring Australian Higher
    A FRAMEWORK FOR MEASURING EQUITY PERFORMANCE IN AUSTRALIAN HIGHER EDUCATION Draft Framework Document V1.6 Tim Pitman and Paul Koshy, November 2014 Make tomorrow better. ncsehe.edu.au A Framework for Measuring Equity Performance in Australian Higher Education – Draft Framework Document Contents Acknowledgements ...................................................................................................................................... 4 Abbreviations and Acronyms ................................................................................................................... 5 Executive Summary ...................................................................................................................................... 6 1. Introduction ................................................................................................................................................ 8 2. Overview of the Equity Performance Framework for Australian Higher Education ........ 10 Tier 1: Context (Pre-higher education) ............................................................................................ 11 Tier 2: Performance (Higher education) .......................................................................................... 12 Tier 3: Outcome (Post-higher education) ....................................................................................... 12 Comparisons by State and Territory ................................................................................................ 13 Comparisons with the General
    [Show full text]
  • The Evaluation of the Adult Migrant English Program (AMEP) “New Business Model”
    AUSTRALIAN COUNCIL OF TESOL ASSOCIATIONS SUBMISSION TO The Evaluation of the Adult Migrant English Program (AMEP) “new business model” March-April 2019 CONTENTS ABBREVIATIONS 5 EXECUTIVE SUMMARY 7 RECOMMENDATIONS 9 Introduction 13 1. The goals of the Adult Migrant English Program (AMEP) 14 2. The goals of the Skills for Employment and Education (SEE) Program 16 3. Where does the AMEP belong? 18 4. Targeted Tuition Streams (requirement 1a) 20 4.1 Rationale 20 4.2 Overlap between the AMEP pre-employment stream and the SEE Program 23 4.3 ACTA Recommendations on streaming in the AMEP 23 5. Extra tuition hours - the Special Preparatory Program (SPP) and AMEP Extend (requirements 1b & c) 23 5.1 The SPP 23 5.2 AMEP Extend 26 6. Assessment – use of the Australian Core Skills Framework (ACSF) as a benchmark and to align the AMEP and SEE Program (requirements 1e and 4) 28 6.1 The stated rationale for mandating the ACSF 28 6.2 The ACIL Allen recommendation 29 6.3 The ACSF as “a tool for measuring language proficiency” 31 6.3.1 The ACSF: is it reliable? Implications for its role as the basis for a KPI 32 6.3.2 The ACSF: is it a valid tool for assessing English language proficiency and progress? 34 6.4 The ISLPR 38 6.5 The ACSF – facilitating greater [sic] pathways between the AMEP and other training programs and the tertiary education sector 41 6.6 Use of the ACSF in aligning the AMEP and SEE Program 43 7. Performance management (requirement 1f) 46 7.1 Engagement 47 7.1.1 Continuous enrolment/rolling intakes 47 7.1.2 Monitoring attendance and accounting for absences.
    [Show full text]
  • Constructing the Australian School History Curriculum: Ideology, High Politics and the History Wars in the Howard Years
    Chapter 2 Constructing the Australian School History Curriculum: Ideology, High Politics and the History Wars in the Howard Years Tony Taylor This chapter is a substantially revised and expanded version of a keynote address “Disputed Territory: Who Owns History in Schools?” given at the Australian National University Research School of Social Sciences’ conference “Governing by looking back” 12–14 December (2007). The relevant official government papers for the summit, including an edited transcript of proceedings, have been archived on the Department of Employment Education and Workplace Relations website at http://www.dest.gov.au/sectors/school_education/ policy_initiatives_reviews/key_issues/Australian_History/ (as at July 2009) 2.1 Background to Policy and History Curriculum In 1996, a Liberal/National conservative coalition was victorious in the Australian March general election and coalition leader, John Howard, became the nation’s 25th prime minister. Howard’s accession, bolstered by a large majority, came following his own long and difficult political apprenticeship and after 13 years of Labour federal government. Although focused throughout his next three administrations on the big political issue including race relations, immigration policy, Middle East conflict, privatisation and industrial relations, Howard still kept time for history, which, after small beginnings, began to loom increasingly large in the prime minister’s con- sciousness. This incipient public attention to history began in 1996 in his Sir Thomas Playford memorial speech where he accused “cultural dieticians in our midst” of attempting to “rewrite Australian history in the service of a partisan political cause.”1 His comments were aimed at academics and others who favoured what had already been referred to by conservatively inclined historian Geoffrey Blainey as the “black armband” view of Australia’s past.
    [Show full text]
  • International Comparative Study: the Australian Curriculum and the Singapore Curriculum
    INTERNATIONAL COMPARATIVE STUDY: THE AUSTRALIAN CURRICULUM AND THE SINGAPORE CURRICULUM © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018 This work is copyright. You may only download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal non-commercial educational use or non-commercial educational use within your organisation. All other rights are reserved. Requests and enquiries concerning reproduction and rights should be addressed to: ACARA Copyright Administration Level 10 255 Pitt Street Sydney NSW 2000 [email protected] 2 TABLE OF CONTENTS EXECUTIVE SUMMARY ........................................................................4 1 PROGRAM OF RESEARCH .............................................................8 1.1 Background ....................................................................................................................... 8 1.2 Methodology ..................................................................................................................... 8 2 CONTEXTUAL DESCRIPTION AND ANALYSIS ........................... 14 2.1 Preamble ......................................................................................................................... 14 2.2 Demographic comparison: Australia and Singapore ........................................................ 15 2.3 Curriculum design principles and purpose ....................................................................... 31 2.3.1 Education Policy ......................................................................................................
    [Show full text]
  • Navitas Submission
    Submission: Draft National Strategy for International Education About Navitas Navitas Ltd is an Australian global education partner providing pre-university and university programs, English language courses, migrant education and settlement services, creative media education, student recruitment, professional development and corporate training services to more than 80,000 students across a network of over 120 colleges and campuses in 27 countries. Navitas listed on the Australian Securities Exchange (ASX) in 2004 and is now an S&P/ASX Top 100 Company, employing more than 5,800 staff globally. General comments Navitas commends the Government for: Responding positively to, and adopting, all the recommendations of the report of the International Education Advisory Council, chaired by Michael Chaney AO, Australia – Educating Globally. Recognising the critical importance of international education to Australia, developing a national vision, strategy and approach, and establishing ‘a ministerially led coordinating council for international education’. Developing a 10-year market development strategy, Australia International Education 2025, to inform, support and focus investment and actions in delivering on the national strategy. Consulting with the international education sector, business and industry, and communities on the development of the strategies and their implementation. Navitas welcomes the support given by various levels of government to international and transnational education, and the recognition by governments of the contribution the international education sector makes to economies and societies, both in Australia and globally. In the Strategic Actions we endorse the progress that is being made on a whole of government effort, including current reviews and consultations into the student visa framework, ESOS Act and National Code, all of which are integral to an integrated regulatory and support framework for the sector.
    [Show full text]
  • Deciding to Implement the International Baccalaureate (Ib) Primary Years Programme: a Case Study
    DECIDING TO IMPLEMENT THE INTERNATIONAL BACCALAUREATE (IB) PRIMARY YEARS PROGRAMME: A CASE STUDY Sanjay Lalwani Bachelor of Education (Primary) (Queensland University of Technology) Master of Educational Leadership (Leading Learning) (Australian Catholic University) A thesis submitted in total fulfilment of the requirements of the degree of Master of Philosophy School of Education Faculty of Education & Arts Australian Catholic University 11 November 2019 Deciding to implement the International Baccalaureate (IB) Primary Years Programme: A case study. i STATEMENT OF ORIGINAL AUTHORSHIP This thesis contains no material that has been extracted in whole or in part from a thesis that I have submitted towards the award of any other degree or diploma in any other tertiary institution. No other person’s work has been used without due acknowledgment in the main text of the thesis. All research procedures reported in the thesis received the approval of the relevant Ethics/Safety Committees (where required). Signed: Sanjay Lalwani Date: 11 November 2019 Deciding to implement the International Baccalaureate (IB) Primary Years Programme: A case study. ii STATEMENT OF APPRECIATION The completion of this thesis has taken a few years. As I near the end, I have the opportunity to acknowledge the generosity of a number of people who have helped, supported and encouraged me. First, my appreciation goes to my supervisory team – Professor Brendan Bartlett and Associate Professor Lauren Stephenson (both formerly of the Australian Catholic University). The enriching conversations, valuable insights, effective critiques and guidance you have offered me have been invaluable. My particular thanks go to Associate Professor Janeen Lamb for assisting me in conceptualising the findings of the study and for assisting me to get this thesis ready for submission.
    [Show full text]
  • Curriculum Change and Teachers' Responses: a NSW Case Study
    Curriculum change and teachers’ responses: a NSW case study Linda Merewyn Lorenza A thesis submitted for fulfillment requirements for the degree of Doctor of Philosophy The Sydney School of Education and Social Work Faculty of Arts and Social Sciences The University of Sydney 2018 i Statement of originality This is to certify that to the best of my knowledge, the content of this thesis is my own work. This thesis has not been submitted for any degree or other purposes. I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged. Linda Merewyn Lorenza ii Abstract This thesis reports on the findings of a study into NSW Arts teachers’ perceptions of curriculum change in the Arts in the Australian context. From 2015 Australian schools began to engage with a national curriculum in the Arts. There are considerable implications for both practice and policy. Teachers’ willingness to adopt a new curriculum and adapt to change is a mitigating factor. This research focussed on NSW drama, music and visual arts teachers’ perceptions of curriculum change from the state curriculum they currently teach, to the incoming Australian arts curriculum. Research was qualitative and employed a case study approach (G. Thomas, 2010) including the use of in-depth interview and document analysis. The opinions of the case study participants in this particular study reflect some and oppose other views expressed in consultation reports, which reflect the wide consultation conducted by the Australian Curriculum Assessment Reporting Authority (ACARA) during the development of the Australian arts curriculum.
    [Show full text]
  • P O Stgradu Ate Gu Id E 20 20
    Contact us Postgraduate guide 2020 1800 SYD UNI (1800 793 864) Teaching and Professional Education +61 2 8627 1444 (outside Australia) sydney.edu.au/ask We acknowledge the tradition of custodianship and law of the Country on which the University of Sydney campuses stand. We pay our respects to those who have cared and continue to care for Country. Forest Stewardship Council (FSC®) is a globally recognised certification overseeing all fibre sourcing standards. This provides guarantees for the consumer that products are made of woodchips from well-managed forests and other controlled sources with strict environmental, economical and social standards. Join us Where will postgraduate study lead you? ....... 2 Teaching Master of Teaching ..............................................4 Master of Teaching (Early Childhood) ............. 5 Master of Teaching (Primary) ............................6 Master of Teaching (Health and Physical Education) ....................... 7 Master of Teaching (Secondary) ....................... 8 Postgraduate guide 2020 and Education Professional Teaching Professional education Master of Education .......................................... 10 Master of Education (Digital Technologies) ...12 Master of Education (Educational Management and Leadership) .........................13 Master of Education (Educational Psychology) ................................. 14 Master of Education (International Education) ..................................15 Master of Education (Leadership in Aboriginal Education)..............16
    [Show full text]
  • Navitas Limited Full Year 2018 Financial Results
    Navitas Limited Full Year 2018 Financial Results Incorporating the requirements of Appendix 4E Navitas Limited Annual Report 2018 0 ASX APPENDIX 4E Results for announcement to the market Report for the full year ended 30 June 2018 $m Revenues from ordinary activities 931.0 down 2.5% Earnings before interest and tax (EBIT*) 1.1 down 99% Loss after tax from ordinary activities attributable to members (55.8) down n/a Dividend Information Amount Franked amount per share per share (cents) (cents) Interim 2018 dividend (paid 15 March 2018) 9.4 9.4 Final 2018 dividend (to be paid 17 September 2018) 8.0 5.6 Important dates for shareholders Ex-dividend date 31 August 2018 Record date 3 September 2018 Payment date 17 September 2018 The Company’s dividend reinvestment plan (DRP) will apply for the final dividend. The DRP will be offered at no discount to market. The last date for receipt of an election notice to participate in the DRP is by 5.00pm (AEST) on 4 September 2018. 30 June 2018 30 June 2017 Net tangible asset backing per ordinary security (103.8 cents) (70.6 cents) Additional Appendix 4E disclosure requirements can be found in the directors’ report and the 30 June 2018 financial statements and accompanying notes. This report is based on the consolidated financial statements which have been audited. This document comprises the information required by ASX Listing Rule 4.3A and is Navitas Limited’s preliminary final report including its 2018 Full Year Financial Results. All comparisons are with the reported results for the full year ended 30 June 2017.
    [Show full text]
  • Alice Springs (Mparntwe) Education Declaration DECEMBER 2019 Mparntwe (Pronounced M-Ban Tua) Is the Arrernte Name for Alice Springs
    Alice Springs (Mparntwe) Education Declaration DECEMBER 2019 Mparntwe (pronounced M-ban tua) is the Arrernte name for Alice Springs. The Aboriginal Arrernte (pronounced arrunda) peoples are the traditional custodians of Alice Springs and the surrounding region. This Declaration is made by all Australian Education Ministers: Ms Yvette Berry MLA Minister for Education and Early Childhood Development (Australian Capital Territory) The Hon Dan Tehan MP Minister for Education (Australian Government) Chair, Ministerial Council on Education The Hon Sarah Mitchell MLC Minister for Education and Early Childhood Learning (New South Wales) The Hon Selena Uibo MLA Minister for Education (Northern Territory) The Hon Grace Grace MP Minister for Education (Queensland) The Hon John Gardner MP Minister for Education (South Australia) The Hon Jeremy Rockliff MP Minister for Education and Training (Tasmania) The Hon James Merlino MP Minister for Education (Victoria) The Hon Suzanne Ellery MLC Minister for Education and Training (Western Australia) Contents Story Preamble 2 Ceremony, Karrinyarra by Nerine Tilmouth represents Water Dreaming (also called Kapi, The Education Goals for Young Australians 4 or Ngapa Tjukurrpa), from Karrinyarra and Central Mt Wedge, north of Goal 1: The Australian education system promotes Papunya in Central Australia. The circles excellence and equity 5 represent water holes, and this site is Goal 2: All young Australians become confident and strongly associated with rain making creative individuals, successful lifelong learners, ceremonies. Karrinyarra represents an and active and informed members of the community 6 important cultural point of intersection, where people come together to share in access to the resources, and to take A Commitment to Action 9 responsibility for the Country and its Law.
    [Show full text]
  • Publications for Nicole Mockler 2021 2020 2019 2018
    Publications for Nicole Mockler 2021 Historical Thinking for History Teachers: A new approach to Mills, M., Mockler, N., Stacey, M., Taylor, B. (2021). 'The engaging students and developing historical consciousness, (pp. village and the world': Research with, for and by teachers in an 323-336). Sydney: Allen and Unwin. <a age of data (editorial). Teaching Education, 32(1), 1-6. <a href="http://dx.doi.org/10.4324/9781003115977-27">[More href="http://dx.doi.org/10.1080/10476210.2020.1868141">[Mor Information]</a> e Information]</a> Mockler, N. (2019). Shifting the Frame: Representations of Mockler, N., Stacey, M. (2021). Evidence of teaching practice Early Career Teachers in the Australian Print Media. In Anna in an age of accountability: when what can be counted isn�t Sullivan, Bruce Johnson, Michele Simons (Eds.), Attracting and all that counts. Oxford Review of Education, 47(2), 170-188. <a Keeping the Best Teachers: Issues and Opportunities, (pp. 63- href="http://dx.doi.org/10.1080/03054985.2020.1822794">[Mor 82). Singapore: Springer. <a e Information]</a> href="http://dx.doi.org/10.1007/978-981-13-8621-3_4">[More Information]</a> Mockler, N., Hogan, A., Lingard, B., Rahimi, M., Thompson, G. (2021). Explaining publicness: A typology for understanding Groundwater-Smith, S., Mockler, N. (2019). Student voice the provision of schooling in contemporary times. In A. Hogan work as educative practice. In I. Berson, M. Berson & C. Gray & G. Thompson (Eds.), Privatisation and commercialisation in (Eds.), Participatory methodologies to elevate children's voice public education: and agency, (pp. 25-46). Charlotte: Information Age Publishing.
    [Show full text]
  • The Australian National History Curriculum
    The Australian National History Curriculum: Politics at Play Zeb Joseph Woodpower University of Sydney 2013 A thesis submitted in partial fulfilment of the requirements of the degree of B. A. (Hons) in History School of Philosophical and Historical Inquiry Department of History The University of Sydney Australia i Contents Synopsis iii Acknowledgements iv Introduction: Setting the Scene 1 Chapter One: The History Curriculum Political Football 10 Chapter Two: Labor’s Turn 28 Chapter Three: Imagining the Nation 49 Epilogue 65 Bibliography 66 Appendix 77 ii Synopsis In 2006, Prime Minister John Howard’s call for the ‘root and branch renewal’ of Australian history initiated an ideologically driven process of developing an Australian national history curriculum which was completed by the Labor Government in 2012. Rather than being focussed on pedagogy, the process was characterised by the use of the curriculum as an ideological tool. This thesis provides accounts of some of the key events during this period and engages with the conceptual debates that underlie the history curriculum being invested with such potent cultural authority. iii Acknowledgements I wish to first thank my supervisor, Dr Julia Horne, for expressing interest in my early ideas for this thesis before I was a student at the University of Sydney. From our initial meeting I can only express a debt of gratitude for the guidance, suggestions and feedback that you provided. I could not have asked for more from you as my supervisor as you enriched my honours year. I would also like to thank Dr Miranda Johnson and Dr Claire Lowrie for their challenging seminars which guided the writing of this thesis.
    [Show full text]