Aboriginal Education Strategy

VulnerabilitySchool yearsAboriginal children and young people havemade some significant gains in learning anddevelopment over recent years, but there is morework to be done to ensure every Aboriginal SouthAustralian can enjoy the lifelong benefits of aworld-class education. Education is a compellingsocial determinant of identity, health and future lifeexpectancy for all Aboriginal people.5The school years are a critical time to developquality educator, child and young personrelationships and to engage with families andcommunities to support learning participation.The Australian Curriculum recognisesAboriginal histories, cultures and languages as across-curriculum priority within various learningareas. This benefits both Aboriginal and nonAboriginal students.7Developmental vulnerability in any area is a strongpredictor of future school and wellbeing outcomes.The Australian Early Development Census datashows that around half of all Aboriginal childrenenrolled in the first year of school were vulnerablein one or more areas measured. Data collectedby the department shows that 20% of Aboriginalchildren have a verifiable disability.Early yearsThe first 1,000 days of life present a uniqueopportunity to develop the foundations foroptimal health, growth and cognitive development.Preschool attendance can have an impact onhow ready children are for the transition fromearly years to primary school. By the age of 4,nearly 100% of Aboriginal children are enrolledin preschool,6 however attendance is not high.Increasing access to quality early childhoodlearning and development services for allAboriginal children is a priority.School retention rates to year 12 are improving.The number of Aboriginal young people completingthe South Australian Certificate of Education(SACE) increased from 238 in 2013 to 377 in2017, across all schools. As of 2017, the year 8to 12 student retention rate for Aboriginal youngpeople was 65% compared with 50% in 2013,demonstrating more Aboriginal young people areremaining at school until year 12.WorkforceAboriginal employees represent 2.5% of thedepartment’s workforce, however the proportionof Aboriginal staff who are employed as teachersand leaders is lower. This is another area for thedepartment to focus our efforts through developinga plan for Aboriginal employment.3Bringing Them Home Report: National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families,Sir Ronald Wilson, 1997 /pdf/social justice/bringing them home report.pdf4United Nations Declaration on the Rights of Indigenous Peoples, Article 14 and the Coolangatta Statement, 6 August 19995Department for Health, The Social Determinants of Health, June 20136Department for Education Term 3 Preschool Data Collection, Australian Bureau of Statistics, 2014, ‘Estimates and Projections, Aboriginaland Torres Strait Islander Australians,’ 2001 to 2026, cat. no. rait-islander-languages/Aboriginal Education Strategy 2019 to 202911

GoalsWe will work together with parents and communities to provideAboriginal children with quality learning and development experiences,enabling a strong foundation for school transitions.12Aboriginal Education Strategy 2019 to 2029

Aboriginal childrendevelop foundationsfor success in theearly yearsWe are committed to providing access tohigh-quality early childhood education andcare experiences for Aboriginal childrenand their families. These should be culturallyappropriate and build on the strengthsof Aboriginal nations and their cultures.These experiences will be complemented byengaging families and communities in theirchild’s learning and development planning.A child’s earliest environmental, learning anddevelopmental experiences are critical to theway their brain develops. Nurturing, attachmentand growth are important for all children todevelop for success in education, work and life.Positive gains made in the early years will havelasting developmental and educational benefits.Research has shown that Aboriginal childrenwho attend preschool for at least one or moreyears are better able to successfully transitionto school and achieve better results than thosewho do not.Objectives1. Health and developmental services areprovided to Aboriginal children and familiesin accessible and culturally welcoming waysand locations.2. Aboriginal children access and participatein quality early childhood learning and carethat incorporates meaningful engagementfrom families and communities.3. Aboriginal children and their families havein place the foundations for learning as theytransition from home to early childhoodservices to school and between schools.4. Aboriginal families and communities areactive participants in the governance of childand family centres.10-year goalAboriginal children’s cognitive, emotional, socialand communication skills and overall health andwellbeing, support them to succeed.Aboriginal Education Strategy 2019 to 202913

Aboriginal childrenand young peopleexcel at schoolObjectivesAboriginal children and young people areculturally secure learners with the essentialskills in literacy, numeracy, creativity andinnovation to take on the future.2. Aboriginal children’s experience of learningis relevant to their own lives, as it is reflectiveof the identity, language and culture ofAboriginal people.We will have the highest expectations forAboriginal children and young people and throughteaching to each student’s unique strengths we willpromote achievement and increase wellbeing. Wewill acknowledge the importance of maintainingand developing first languages as a mechanism forlearning Standard Australian English.3. Pedagogy is culturally responsive anddeveloped through a student-centred approachto teaching based on high expectations andquality relationships.Literacy and numeracy skills are the foundationfor every child and young person’s ability toengage with learning. Together with social andcommunication skills they provide the basis forsuccessful engagement both within the school andoutside in the local community.Strong identity, belonging, culture and history area source of strength and resilience for Aboriginalpeople and their communities. A meaningful andculturally appropriate education helps keep culturestrong, builds Aboriginal nations and enhanceslearning and participation for Aboriginal students.14Aboriginal Education Strategy 2019 to 20291. Aboriginal children achieve growth in theirlearning, including Standard AustralianEnglish and numeracy skills at or abovetheir year-appropriate level.4. Comprehensive, individual, quality learningplans are developed to support studentachievement and transitions throughengagement and discussion with schools,families and Aboriginal children andyoung people.5. Aboriginal children and young people arecapable of demonstrating Aboriginal culturalpride and knowledge.10-year goalAboriginal children meet or exceed the samestandards of achievement for literacy and numeracyas non-Aboriginal students.

ObjectivesAboriginal youngpeople are onpathways to successAboriginal young people transition tofurther study, training and employmentwith the knowledge, skills and dispositionsto be successful, active participants in theircommunity.We will support all Aboriginal young people toachieve at their highest potential, so they canpursue further studies, training and employmentand become active community members able tomaintain their intellectual, physical and spiritualwellbeing, individually and collectively.A young person’s path to lifelong health,wellbeing and economic prosperity isstrengthened through pride in cultural identityand academic success, particularly in the senioryears of schooling.1. Aboriginal young people engage with,participate and achieve in science, technology,engineering and mathematics (STEM) aspotential pathways to industries of the future.2. Aboriginal young people are actively supportedto make successful transitions to educationalor employment pathways, through relationshipsbetween education providers, industry andAboriginal communities.3. Aboriginal young people successfully completetheir SACE and/or vocational educationqualifications.4. Aboriginal young people develop their culturalidentity, life skills, confidence and resiliencenecessary to successfully transition from schoolinto future pathways.10-year goalAll Aboriginal students achieve their SACE orvocational education qualification at the samerate as non-Aboriginal students.Achieving a senior secondary certificate hassignificance for many students ‘to the way theyimagine themselves as students, as familymembers, and as members of the community’.8Completion of the South Australian Certificateof Education (SACE) or obtaining a vocationalqualification increases future educational andemployment options for Aboriginal young people.8The SACE Board of South Australia’sAboriginal Education Strategy 2017 to 2020Aboriginal Education Strategy 2019 to 202915

Achieving our goalsOur goals and objectives for Aboriginalchildren and young people aresupported by 2 fundamental areas,informed by Aboriginal voices. EveryAboriginal community in South Australiais unique and we will encourage the‘nation rebuilding’9 process whereverpossible, understanding that Aboriginalpeople hold responsibility for the cultureand identity development of theirchildren and young people.16Aboriginal Education Strategy 2019 to 2029We recognise that Aboriginal childrenand young people have better learningexperiences when our staff areculturally responsive to their needs. Weacknowledge the role of the Aboriginalworkforce across our schools andservices in making a positive differenceto Aboriginal education outcomes.

Engaging Aboriginal communitiesto develop the culture and identityof their children and young peopleOur schools will work collaboratively withAboriginal communities toward successfuleducational outcomes for Aboriginal students.We will create safe and welcoming environmentsfor Aboriginal families and communities to enablethem to connect with schools.We know the significant role that families andcommunities play in the confidence and successof Aboriginal children and young people. We willcreate opportunities for students to have activeinvolvement in Aboriginal community and culturallife, and enhance culturally responsive learningthat reflects the aspirations of Aboriginal familiesand communities.We will focus on improving family and communitysatisfaction through nation building andreconciliation processes and supporting schools toteach Aboriginal content.Building a strong, culturallyresponsive organisationWe will become a culturally responsive organisationwhere our services are relevant to the cultural andlearning needs of Aboriginal children and youngpeople. Our schools will be strengthened by creatingteaching and learning environments that respect theculture, languages, knowledge and experience ofAboriginal people.10The relationship a child or young person has withtheir teacher is an influential force in their abilityto achieve in the classroom. Through professionaldevelopment, opportunities for collaboration andengagement with Aboriginal people, we will ensureour teachers are well equipped to build relationshipsand teach in culturally responsive ways.We will acknowledge the cultural knowledges,community connections, linguistic diversity andwisdom of our Aboriginal workforce. We will valuethem as an asset to building a culturally responsiveorganisation and to enabling the meaningfulengagement of Aboriginal children and youngpeople, their families and communities.We will: create opportunities for communities to engagein the teaching and delivery of Aboriginalcultural knowledge and languages withineducation settings engage and encourage families to be activeparticipants in their child’s health, developmentand learning through contributing to individuallearning plans provide an opportunity for all children andyoung people to interact and engage withAboriginal elders and community membersin a respectful way implement governance structures thatinclude and empower local Aboriginal familiesand communities in decision-making andservice delivery.We will: be culturally responsive and ethical through ourgovernance, policies, practice and services develop and grow a strong, sustainableAboriginal workforce develop the confidence and capability ofour workforce to build high-expectationrelationships with Aboriginal students, familiesand communities and to teach in culturallyresponsive ways develop our capability to design and implementstrategies responsive to the culturalbackground and histories of Aboriginal childrenand young people, the local community and ornation public-policy-discourse10Including strengthening the implementation of focus areas 1.4 and 2.4 of the Australian Professional Standards for Teachers and theleadership professional practice 5: ‘engaging and working with the community’ of the Australian Professional Standard for Principals11Stronger, Smarter Institute, High Expectation Relationships – A Foundation for Quality Learning Environments in all Australian Schools, 2014Aboriginal Education Strategy 2019 to 202917

Key focusareas for reformLifting outcomes for Aboriginal children and youngpeople will be achieved by delivering on reformsand improvements in key focus areas.18Aboriginal Education Strategy 2019 to 2029

Teaching practice andcurriculum deliveryTransform the delivery of curriculum andlearning through strengthening Aboriginal input,valuing and respecting Aboriginal knowledge,language, culture and histories. Our pedagogywill encompass the foundation of knowledgethat Aboriginal children and young people bringwith them and use their cultural repertoire in thelearning environment. Aboriginal students willexperience high-quality teaching and learning,that challenges them intellectually, supportsand resonates with their cultural identity andempowers them to achieve success prior toschool, within school, in further study and in theworkforce.LanguagesStrengthen and reinvigorate the learning ofAboriginal languages in children’s centres,preschools and schools, including languagerevival and maintaining strong active languages.Recognise the linguistic rights of Aboriginalchildren and students, building on home languagesthrough family and community engagement. Movetoward a bilingual education model that ensuresproficiency for Anangu children in Pitjantjatjara orYankunytjatjara and Standard Australian English asan additional language.Workforce developmentDevelop our people to work together to strengthenthe learning and life outcomes for Aboriginalchildren and young people. Enable all staff tobecome culturally responsive through professionaldevelopment, community connections andensuring that we deliver culturally appropriateservices to children, families and communities.Grow our Aboriginal workforce and support ourexisting Aboriginal staff.Funding policyReview funding and accountability measures toensure Aboriginal targeted resourcing reachesAboriginal learners who need extra support toachieve their highest potential. Where appropriate,funding and accountability will be adapted to alignwith the policy objectives of this strategy.Aboriginal governance, servicedesign and deliveryInclude Aboriginal perspectives and decisionmaking in the governance, design and delivery ofour services to optimise Aboriginal outcomes atthe local level. Through understanding, valuing andembedding Aboriginal service standards withinour local partnership structures we can build thecapacity of our services to meet the educationalneeds of Aboriginal children and young people.Engagement and governanceRecognise families and communities as keepers ofknowledge that will support and grow the cultureand identity of learners. Value and strengthen therole of our existing Aboriginal workforce in engagingAboriginal families and communities to be activeparticipants in their child’s learning journey.Aboriginal Education Strategy 2019 to 202919

Implementationand accountabilityframeworkThe strategy’s implementation and accountability frameworkwill ensure we are transparent and responsive to progressinglearning and developmental outcomesfor Aboriginal children and young people.20Aboriginal Education Strategy 2019 to 2029

Commitment to implementationTransparency to communityWe will engage with teachers, leaders and supportservices to drive action locally. Implementationplans will set out key actions and milestonesthat can be monitored and supported throughour accountability mechanisms, using feedback,evaluation and evidence to adjust our approachand continually improve.We will provide opportunities to share outcomeswith communities. We will publish the strategy,implementation plans and public progress reportson the department’s website. We will work inpartnership with the South Australian AboriginalEducation and Training Consultative Council(SAAETCC) to engage with Aboriginal communitiesas well as with representative organisations toreview and develop future implementation plans incontinuous improvement cycles.Accountability toexternal stakeholdersWe will seek expert Aboriginal advice aboutimproving learning outcomes for Aboriginalchildren and young people. Our accountability willbe strengthened by engaging Aboriginal peoplewho are external to the department and who haveexpertise in education, child development, culture,community and nation building.Research and developmentWe will explore new areas of best practice inearly childhood and education, addressingnew challenges that arise throughout theimplementation phase. Through research anddevelopment we will maintain our commitmentto providing the best outcomes for Aboriginalchildren and young people.Strengthening ourintern

Aboriginal Education and Training Consultative Council (SAAETCC) to work with the Department for Education to co-design a long-term Aboriginal education strategy that will ensure our students not only survive, but thrive academically, culturally and socially throughout their learning journey. Our approach took into account Aboriginal