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This paper concludes a five-year research agreement conducted jointly by the Centre for Aboriginal Economic Policy Research (CAEPR) and the Indigenous Policy Unit (IPU) of the Department of Family and Community Services. A major part of this agreement was the creation of an ongoing research project which aimed to explore the aspirations of young Indigenous people in remote regions, particularly Torres Strait Islanders aged between 15 and 24 years. This paper reports on the results of a survey carried out in 2003, which updated the original 1999 survey which investigated job searching strategies, career aspirations and education and training issues amongst young Torres Strait Islanders. One hundred and eight young people participated in the first survey, and a proportion of these, now aged between 19 and 28, were re-interviewed in 2003. The principle issues which arose from the interviews with participants centred on: how young people perceived commercial fishing as a career; factors that helped or hindered people in achieving their aspirations between 1999 and 2003; and the extent to which they use opportunities on the mainland to further their aspirations.

Data from the 1999 survey was presented in three earlier CAEPR reports indexed at TD/TNC 75.335, TD/TNC 75.337 and TD/TNC 75.344. Show less

This report outlines both the challenges of college participation as well as the benefits of investing in higher education for American Indians and argues that higher education is one of the main drivers of economic and social development for all American Indian communities. It also discusses the role of tribal colleges and universities on reservations and their contribution to the well-being of tribal communities.

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In early 1995, a group of five Aboriginal health workers participated in a workshop to develop a research evaluation method for use by Aboriginal health workers. The workshop, at Batchelor College, followed the principles of 'Both Ways' education as the guiding educational paradigm for the college. This article describes the principles that guided the workshop and its outcome. The outcomes illustrate the students' attitudes to research in Aboriginal health. The students' ideas provide a guide for more extensive study in the field of ethics in Aboriginal research. Show less

Sponsored by the Northern Territory Library, the conference addressed social and technological challenges. Collected papers were: R. Young - ‘Opening address’; S. Wirawan - ‘Career development of library technicians in eastern Indonesia’; H. Martyn - ‘Paraprofessionals in reference services’; C. Cherrett - ‘Library technicians and ALIA’; K. Kish - ‘Benefits of multi-skilling and job rotation’; L. Denny - ‘Providing quality service’; I. Gillespie - ‘Enterprise bargaining’; H. Linnett - ‘Library merger’; J. Chambers - ‘Library technician education’; B. Keogh - ‘Implementing best practice principles’; F. Fichera - ‘Turning change into challenges and opportunities’; J. McLean - ‘Marketing library and information services’; R. Williams - ‘Challenges faced by library technician students’; B. Sward - ‘Service to users with disabilities’; M. Byrne & J. Simpson - ‘Rapid change’; C. Jordan & D. Messner - ‘Library technicians in public libraries’; C. Davies & D. Davies - ‘Credentialism in the library environment’; J. Pavy - ‘Using the world’s information resources’; I. Bibaoui & L. Davison - ‘Technicians in cyberspace’; S. O’Donnell - ‘ARIEL, ADONIS and UnCover AUSTRALIA’; L. Retzlaff - ‘Virtual go ahead’; C. Scharrer - ‘National Library NDIS project’; P. Wilson - ‘Techs and the Net’; D. Dahlitz & E. Smidmore - ‘Changing role of the library technician in collection maintenance’; V. Hemingway - ‘Freeing from bondage, danger or evil of any kind …’; D. Fisher - ‘Towards a paperless acquisitions’; P. Yorke-Barber & L. Hayes-Proudley - ‘Taking the Dragonfly towards Internet’; J. Clayden - ‘Education for technicians’; L. Owen - ‘Library paraprofessionals in the United States’; B. Moloney - ‘Library technician in the bush’; K. Sampson - ‘Establishing libraries in eastern Europe’; P. Ogden - ‘Using specialised collections’; M. Christie - ‘Aboriginalisation of Aboriginal education in the NT’; L. Graves - ‘Libraries and the library profession in China’; R. Harbridge - ‘Cooperation Committee for Cambodia and CCCnet’; J. Flanagan & F. Corbett - ‘Tribes and tribulations’; O. Mann - ‘Libraries on the equator’. Show less

The National Indigenous Australians Agency (NIAA) and the Department of Social Services (DSS) both fund models of 'Away from Base' (AFB) support for Aboriginal and Torres Strait Islander students who need to travel to complete approved tertiary courses, including vocational education and training (VET) and university or higher education. In November 2019, the NIAA commissioned Social Compass to conduct an evaluation of Away from Base. AFB funding is primarily for students studying via distance education who are required to attend residential blocks or work placements as part of their course. Funding covers travel, accommodation and meals, but does not cover tuition. In certain circumstances, AFB funding is provided to education providers to allow staff to travel off campus to deliver the face-to-face component of a course (known as a 'reverse block').

The evaluation had three broad aims and six key evaluation questions (KEQ): (1) Assess the extent to which the needs of Indigenous AFB students are met through the Commonwealth's investment: To what extent have the AFB programs enabled students to access tertiary education courses and to overcome barriers to accessing education? What has been the student experience of the models? (2) Examine the administrative effectiveness, efficiency and appropriateness of AFB for education providers and the Commonwealth agencies who administer it: To what extent do Government departments administer the models efficiently? To what extent do education providers deliver the models in an efficient, effective and appropriate manner? To what extent are the models delivered in a culturally appropriate way? (3) Provide advice to the Commonwealth on implications for future delivery of AFB support: Drawing on the evidence available and findings from this evaluation, what are the implications for AFB future delivery? The evaluation used a mixed-methods approach, drawing on program data, online surveys, secondary literature, program documentation, and key stakeholder interviews. The report provides 11 findings and 8 recommendations in relation to the two current Away from Base programs.

Edited excerpt from publication. Show less

The purpose of this paper is to raise issues and provoke discussions as a basis for consultation on considering strategies and approaches to achieving access and equity in vocational education and training as part of the re-development of the Australian National Strategy for Vocational Education and Training. The National Strategy is due to be re-developed in 1996 and will apply to 1997-2000.

'A bridge to the future: Australia's national strategy for vocational education and training 1998-2003' is indexed at TD/LMR 85.683. Show less

Statistics indicate that Aboriginal and Torres Strait Islander people are 13 times more likely to be incarcerated than non-Aboriginal and Torres Strait Islander people. Employment is an important way to help break this cycle. Having a meaningful and stable job is crucial to reducing rates of recidivism. The Council of Australian Government (COAG) released the 'Prison to Work Report' [available in VOCEDplus at TD/TNC 131.359] in December 2016, which identified how all governments can do better to help Aboriginal and Torres Strait Islander people transition from prison to employment. In the 2017-18 Federal Budget, the Commonwealth Government announced the Prison to Work-Employment Service Offer, a new in-prison employment service targeted at Aboriginal and Torres Strait Islander prisoners. The Prison to Work-Employment Service Offer will offer these prisoners assistance to help them prepare for employment post-release.

Excerpt from publication. Show less

The National Education and Employment Forum (NEEF), a project of the World Education Fellowship (WEF) Australia, consisted of five forums in five states in 2000 and 2001 (Queensland, South Australia, Victoria, Sydney and Western Australia), followed by a National Forum in 2001. Participant were a diverse group of Australian business people, public administrators, educators, students, welfare executives and workers, Indigenous Australians, people from many ethnic backgrounds and politicians from the major parties. The project examined the progress being made in Australia to provide the necessary supports, infrastructure, networks, technological support and flexibly delivered curriculum at all levels of education and training to ensure that all Australians have what they need to access an appropriate education. The report reinforces the many initiatives already in place at Federal and State levels while stating that more needs to be done as a matter of urgency. The report focuses on the actions that need to be taken to assist those most disadvantaged in the community but asserts that education alone is not enough. What is also required is the need to integrate these educational actions with a set of actions based on employment policy and welfare, family and community development policy. The report contains a brief summary of the main recommendations of the project. The extent and patterns of disadvantage in Australia are examined followed by a discussion of the need for consensus and political will in terms of funding. Expanded educational pathways are detailed and the need for early intervention and parental support is emphasised. The usefulness of the new technology is looked at. The revaluing of the teaching profession and support for teachers in meeting new demands is suggested. Finally, initiatives for Indigenous education are described. Show less

This report calls for a reframing of Indigenous progress in higher education so that due emphasis can be placed on the very remarkable achievements of the many Indigenous people who have eagerly grasped the opportunity to experience university studies. The report shows that many of these students have overcome historical education disadvantage, as well as cultural, and in many cases financial and geographic barriers to achieve academically. Others have discovered that university life is not for them, but have left with greater self-confidence and an increased ability to interact positively both in Indigenous and mainstream communities. The findings show that despite government advice about [Higher Education Contribution Scheme] HECS, freely available in institutions, many students fail to appreciate the income contingent nature of the HECS-related loans, that HECS fees are deferrable and what happens to the HECS debt in the event that a student dies. In fact, people on low incomes benefit from deferred HECS repayment arrangements because they either never repay or they may benefit from an interest free loan. In addition, there are specific exemptions from compulsory repayments for people on low family incomes as well as provisions for financial hardship. The findings also show confusion about matters relating to ABSTUDY. Erroneous understandings about ABSTUDY allowances appear to be common within the Indigenous higher education community and there does not appear to be an appreciation that overall ABSTUDY is more generous than either Youth Allowance or Austudy in recognition of the educational disadvantage of Indigenous students. To date, as the report acknowledges, there is no evidence of a decline in overall student numbers following changes to ABSTUDY. The Department continues to closely monitor outcomes in this regard.

Excerpt from publication. Show less

In June 2016, the Department launched Marrung: Aboriginal Education Plan 2016-2026 (Marrung) [available in VOCEDplus at TD/TNC 139.356]. Marrung is a 10-year integrated plan, developed in partnership with the Victorian Aboriginal community including the Department's principal partner in Koorie education, the Victorian Aboriginal Education Association Incorporated (VAEAI). In 2018, the Department commenced the implementation of Marrung action 8a: 'Develop options for a revised approach to supporting Koorie learners engage and participate successfully in VET [including] through the redesign of the existing Koorie VET workforce'. This discussion paper is an overview to support meaningful conversation and consultation. The paper explores the evidence that shows a revised approach is needed to support Koorie learners to engage and participate successfully in vocational education and training (VET). It focuses on: changes in the characteristics of Koorie communities in Victoria; enrolment trends for Koorie learners across the spectrum of VET providers; current supports designed to increase Koorie engagement and participation in VET; and success enablers, and barriers for improving Koorie learner outcomes.

Edited excerpts from publication. Show less