Learning lessons: an independent review of Indigenous education in the Northern Territory

The key challenge for the Northern Territory Department of Education (NTDE) is to improve educational outcomes for Indigenous students in partnership with Indigenous people and other agencies and jurisdictions. In support of this goal, this review was commissioned to determine: (1) the views and educational aspirations of Indigenous parents and community members concerning the education of their children, particularly English literacy and numeracy; (2) the key issues affecting educational outcomes for Indigenous children; and (3) possible actions for improving educational outcomes. The...  [+] Show more

The key challenge for the Northern Territory Department of Education (NTDE) is to improve educational outcomes for Indigenous students in partnership with Indigenous people and other agencies and jurisdictions. In support of this goal, this review was commissioned to determine: (1) the views and educational aspirations of Indigenous parents and community members concerning the education of their children, particularly English literacy and numeracy; (2) the key issues affecting educational outcomes for Indigenous children; and (3) possible actions for improving educational outcomes. The review found that the overriding educational goal of Indigenous parents and community members is for their children to develop English language, literacy and numeracy skills while maintaining their own language, cultural heritage and Indigenous identity. However, there was substantive evidence of further deterioration of already low Indigenous educational outcomes. One positive action is the creation early in 1999 of a discrete branch within the Department for Indigenous Education. Key stakeholders including parents, students, staff and external agencies believed that current strategic directions need to be improved and that Indigenous parents and communities must be directly involved in the delivery of educational services to their children. The report begins with a description of the background to the review and an outline of the research processes and key assumptions. This is followed by a series of chapters focusing on issues at system and school/student levels: costs, funding and accountability mechanisms; facilities and infrastructures; staffing; access; language and literacy acquisition; attendance and participation; and data deficiencies. Each chapter contains the views of Indigenous people, key issues affecting outcomes and recommended actions. The report concludes with recommendations for the development of meaningful partnerships with Indigenous people that will provide for their involvement and ownership of educational services for their children.