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Report on the NSW Government's Implementation of the Recommendations of the Royal Commission into Aboriginal Deaths in Custody
Government to address the underlying causes of truancy That in responding to truancy the primary principle to be followed by government agencies be to provide support, in collaboration with appropriate Aboriginal individuals and organisations, to the juvenile and to those responsible for the care of the juvenile; such support to include addressing the cultural and social factors identified by the juvenile and by those responsible for the care of the juvenile as being relevant to the truancy. Government’s original position: Supported Revised government position: Supported Agencies responsible for implementation: Department of Community Services; Department of Education and Training Implementation report The Department of Education and Training recognises the importance of social and cultural factors in the truancy of Aboriginal students. Support for those students therefore includes socially and culturally appropriate measures to improve their attendance. Support provided includes both staffing and program support. Staffing
Programs Data from monitoring the attendance and truancy of Aboriginal students suggests that the trend established in previous years, that is, that the Aboriginal absentee rate is about double other students is decreasing. In 1998 the Aboriginal attendance rate increased by 2% over 1997 to 89%. A number of support programs in literacy/numeracy, participation, motivation, career camps and cultural recognition are provided. These programs take place in different ways across the State reflecting particular regional needs and are implemented by individual schools. Aboriginal teachers are being trained to become school counsellors. All programs developed involve the NSW Aboriginal Education Consultative Group Inc. The issue of truancy, while being an important issue for the Department of Education and Training, still has relevance for the Department of Community Services. The Department of Community Services agrees in principle to an Inter-Departmental approach to this issue to provide support to Aboriginal young people who are defined as truants. Departmental staff and foster carers who are not sensitive to the needs of Aboriginal young people could be seen as a contributing factor to truancy. In recognition of this, the Department has developed and published (1998) the “Bridging Cultures” cross-cultural training program and the Aboriginal Foster Carers Training Manual (1997) which will address these issues. Implementation status Partially implemented Future reporting in Part A
Greater focus on pre-school initiatives for Aboriginal children That:
(b) That pre-schooling programs should have as a major aim the involvement not only of the children, but of the parents or those responsible for the care of the children. Government’s original position: Supported Revised government position: Supported Agencies responsible for implementation: Board of Studies; Department of Community Services; Department of Education and Training Implementation report The Department of Education and Training continues to support this recommendation by maintaining the 8 pre-schools that were established between 1990 and 1996. In 1998, an additional pre-school in an Aboriginal community was established. These pre-schools prepare both Aboriginal and non-Aboriginal students for Kindergarten through the provision of programs to support their literacy, numeracy and social development. Anecdotal evidence from the teachers in the primary schools which these students subsequently attend, indicates that the students who have attended pre-school are better equipped for primary school than those students who have not attended pre-school. The pre-schools are:
Additional funding which assists with the purchase of resources, resource development and training of staff supports these pre-schools. The recommendation is further supported by the involvement of Aboriginal parents as members of local advisory committees that provide advice relating to resources, programming and the operation of the pre-schools. Aboriginal parents are involved on a daily basis through assisting with the development of Aboriginal studies programs and literacy and numeracy activities. From 1995 to 1998 the Department’s Schools as Community Centres Project operated in Curren (Macquarie Fields), Redfern, Chertsy (Central Coast) and Coonamble Public Schools. An evaluation in 1997 found that the project had met its objectives in providing Aboriginal families with access to a range of support services. The program is expected to commence in Kempsey and Kelso in 1999: both regions have a high number of Aboriginal families. Whilst the Department of Education and Training is the lead agency in this project, the project also receives funding from NSW Health and the Departments of Community Services and Housing. Board of Studies syllabuses and support documents acknowledge the importance of prior learning and promote recognition of diverse learner groups and the importance of equity and inclusiveness. The Aboriginal Curriculum Unit of the Board of Studies has developed an Aboriginal literacy kit targeting at children learning to read. The 1998 English K-6 Syllabus and support documents provides teachers with specific strategies for inclusive teaching with respect to Aboriginal students. Teachers are advised of the value of building informal relationships with parents and Aboriginal community members, and need to seek advise about the needs of Aboriginal students from their parents, the local, regional or State levels of the AECG and the school’s ASSPA committee. The 1998 Human Society and Its Environment K-6 Syllabus and support documents emphasise inclusivity and Aboriginal perspectives. The documents include subject matter and point of view on issues and events relevant to Aboriginal culture and history. A specific fact sheet for Principals on Aboriginal perspectives was included in the support material released to schools. In this material, principals are advised that, where possible, Aboriginal perspectives should be explored in consultation with Aboriginal people. The Department of Community Services recognises the important benefits that can accrue for individuals, families, and society more broadly when children are afforded access to early childhood services. Access to quality pre-school services provide benefits in socialisation and early development that can equip children for their entry into, and success in formal schooling, leading to better prospects in educational qualifications and in employment. In addition, incidents of neglect and abuse can be prevented by offering care opportunities. The Department provides funding for identified Aboriginal early childhood services to enable children to access appropriate age development programs, and to assist parents meet their work and family commitments. During 1997-98, additional funding totalling more than $900,000 was approved for Aboriginal specific early childhood services. This funding comprised of:
This funding was additional to the approximately $23.3 million provided to early childhood services which Aboriginal children attend. From 1995-96 to 1997-98 the percentage representation of Aboriginal children attending pre-school services increased from 2.3% to 3.1% (an increase of 34%), while in child care services the increase in the same period was 42%. In New South Wales, pre-school programs are required under licensing conditions to be offered in both child care and pre-school services. The child care regulations which govern the licensing and operation of services requires them to have service policies, practices and procedures which include:
The Department of Community Services policies on funded early childhood services further foster the involvement of parents in the direct operation of the service. The Department consults with government agencies, peak organisations, and direct service providers about current policy and service delivery issues leading to the identification of policy and service barriers and gaps, and the development of strategies that can address these issues. Also, the Department of Community Services is represented on committees managed by the Commonwealth Department of Education, Training and Youth Affairs through which Commonwealth funding is provided to pre-schools under the Indigenous Education Strategic Initiatives Plan. Services funded by the Department use the parent management model. Therefore, parents are able to have a say in the direction and day to day management of the service. Implementation status Partially implemented Future reporting in Part A
School curricula to incorporate Aboriginal issues and perspectives That curricula of schools at all levels should reflect the fact that Australia has an Aboriginal history and Aboriginal viewpoints on social, cultural and historical matters. It is essential that aboriginal viewpoints, interests, perceptions and expectations are reflected in curricula, teaching and administration of schools. Government’s original position: Supported Revised government position: Supported Agencies responsible for implementation: Board of Studies; Department of Education and Training Implementation report Curriculum writers are informed by the Board of Studies Syllabus Development Handbook and the Board’s Statement of Equity Principles which recognise the importance of consultation and involvement of Aboriginal people in the process of curriculum development. Both documents acknowledge the importance of educating all students about Aboriginal people, cultures and history and meeting the educational needs of Aboriginal students. The Statement of Equity Principles includes a section “Promoting Indigenous Australian Perspectives” which states the Board’s commitment to the implementation of the education related recommendations of the RCIADIC. The Statement of Equity Principles requires that writers of syllabus and support materials will “ensure that curriculum reflects the fact that Australia has an Indigenous Australian history and reflects Indigenous Australian viewpoints, interests, perceptions and expectations on social, cultural and historical matters” and “incorporate strategies to enable all students to develop a knowledge of, appreciation for and empathy with Indigenous Australian peoples, cultures and histories.” All new and revised syllabuses and support documents are examined by a working group consisting of staff of the Office of the Board of Studies, the Equity Review Group, to determine the extent to which they meet the requirements of the Statement of Equity Principles. Curriculum writers also have the opportunity to seek advice from members of the Aboriginal Curriculum Unit (ACU) located within the Office of the Board of Studies. The Chief Curriculum Officer (Aboriginal Curriculum Unit) is a member of the working group. The Chief Curriculum Officer position is an identified position. The Board of Studies has through the ACU, developed in consultation with Aboriginal people the following resources to support Aboriginal students and Aboriginal Studies and promote Aboriginal perspectives across the curriculum:
In 1998 the following syllabuses/support materials were developed/revised:
The development of these syllabuses involved extensive statewide consultation and included specific consultation with the Aboriginal Educational Consultative Group (AECG). The Stage 6 Aboriginal Studies syllabus is being reviewed as part of the review of the Higher School Certificate. In 1998 an evaluation report on Aboriginal Studies was completed and a Writing Brief developed in consultation with the AECG, Aboriginal Education Workers, teachers and academics. The new syllabus will be released in July 1999. As a matter of course, programs to support Aboriginal students are developed in consultation with the AECG. The AECG assists the Department to work in partnership with the community. In 1996 the Department of School Education launched the NSW Aboriginal Education Policy (AEP). The AEP was developed in consultation with NSW Aboriginal Education Consultative Group Inc. The AEP is mandatory for all New South Wales schools. The Aboriginal Education Training & Development Resource (AEDTR) was developed to support the AEP. The AEDTR is being delivered to all public schools in New South Wales over a five year period to the year 2000. The AEP addresses three focus areas – Aboriginal students; Aboriginal Communities and All Staff-All Students-All Schools. The three goals which underpin these focus areas encompasses the recommendations from the RCIADIC. Goal 1: Curriculum, teaching and assessment programs will be challenging and culturally appropriate. Schools will have a supportive learning environment. Goal 2: Aboriginal Communities and the DET will become partners in the whole educational process. Goal 3: All department of School Education staff and students will have knowledge and understanding of and respect for Aboriginal Australia. One of the outcomes for the All-Staff-All Students-All Schools focus area addresses this recommendation: All students participate in Aboriginal studies programs. The performance strategies to meet this outcome are: Development, implementation and evaluation of effective teaching and learning programs, to ensure participation by all students in mandatory Aboriginal studies Units P-12. Implementation status Partially implemented Future reporting in Part A
Aboriginal people to assist in the preparation and delivery of school courses That:
(b) In engaging local Aboriginal people to assist in the preparation and delivery of such courses at a local level, school principals and the relevant education departments accept that in recognition of the expertise which local Aboriginal people would bring to such a program, payment for the services of such Aboriginal people would be appropriate. Government’s original position: Supported Revised government position: Supported Agencies responsible for implementation: Board of Studies; Department of Education and Training Implementation report In implementing the Aboriginal Education Policy, the Department of Education and Training identified the Aboriginal community as one of its three focus areas. Three outcomes from the policy are being sought for the Aboriginal community. These are:
Training for school staff in the Aboriginal Education Policy includes seeking Aboriginal community involvement in the school and the development of strategies for achieving this. Guidelines for targeted literacy and retention programs that may call on Aboriginal community members to share their knowledge at school include guidelines for remuneration. A condition of this funding is that schools sign an agreement to employ Aboriginal personnel whenever possible. Members of the Aboriginal Curriculum Unit of the Office of the Board of Studies work in close consultation with the NSW AECG participating in meetings and workshops at the local, regional and state levels. Writing workshops always involve Aboriginal participants including Aboriginal teachers, Aboriginal Education Assistants and Aboriginal community members. The ACU contracts Aboriginal people as writers, consultants and artists in the development of syllabuses and resources. The President’s Aboriginal Education Initiatives Advisory Committee (PAEIAC) meets approximately once a term to advise the President of the Board of Studies on curriculum issues and Aboriginal education. An all Aboriginal committee has guided and informed the development of the NSW Australian Indigenous Languages Framework. The President of the NSW AECG is a member of the Board of Studies. All Board Curriculum Committees have Aboriginal representatives. The HSC Aboriginal Studies Examination Committee has an Aboriginal representative. Implementation status Partially implemented Future reporting in Part A
School education to address social issues such as the legal system, drugs, sex education That the Aboriginal Education Consultative Groups in each State and Territory take into account in discussing with governments the needs of the Aboriginal communities in their area, and that local Aboriginal Education Consultative Groups take into account when consulting with school principals and providers at the local level the fact that many Aboriginal communities and organisations have identified the need for the education curriculum to include a course of study to inform students on social issues such as the legal system – including police and Courts – civil liberties, drug and alcohol use and sex education. Government’s original position: Supported Revised government position: Supported Agencies responsible for implementation: Board of Studies Implementation report The Personal Development, Health and Physical Education (PDHPE) for students in years 7-10 allows schools to develop programs on drug and alcohol use and sex education that meet the local needs of their students. The Draft PDHPE syllabus K-6 which received endorsement from the New South Wales school system provides a framework for dealing with these issues in the primary years of schooling. Social issues including the legal system and civil liberties are embedded in the Human Society and its Environment (HSIE) K-6 syllabus which was released to schools in Term 1, 1999. Similarly these issues are embedded in Stages 4-5 History and Geography which were released to schools in Term 1, 1999. Implementation status Partially implemented Future reporting in Part A
Aboriginal Student Support and Parent Awareness Program That the introduction of the Aboriginal Student Support and Parent Awareness Program be commended as being an appropriate recognition of the need for the participation of Aboriginal people at a local level in the delivery of school programs. The Commission notes, however, that the success of the program will be dependent on the extent to which the Aboriginal community is guaranteed adequate consultation, negotiation and support in devising and implementing this program. Government’s original position: Supported Revised government position: Supported Agencies responsible for implementation: Department of Education and Training Implementation report Aboriginal Student Support and Parent Awareness Program (ASSPA) committees are set up in schools by Aboriginal people with the support of the principal. The ASSPA committees are directly funded by the Commonwealth at per capita Aboriginal student rates. Virtually all schools in the Department of Education and Training system with significant Aboriginal enrolments have an ASSPA committee. The Aboriginal community members who make up the ASSPA committee determine the projects on which the funds are spent. Activities funded by ASSPA include the purchase of equipment and resources, employment of casual assistance, subsidisation of excursions and the promotion of Aboriginal culture within the school. In addition, many ASSPA committees form the nucleus of Aboriginal homework centre management committees. Homework centres for Aboriginal students are established in schools following an application to the Commonwealth Department of Employment, Education, Training and Youth Affairs by a management committee which proposes the centre. Some of these centres are used by several schools including non-government schools. The Department of Education and Training makes staff available to Aboriginal Student Support and Parent Awareness Program (ASSPA) committees wherever they are established in a government school. Further, through TAFE NSW, a training course to equip Aboriginal people with the skills needed to participate in committees such as ASSPA, continued to be available during 1998. This course, Aboriginal Education Committee Training, developed in 1996 and revised in 1997, provides Aboriginal students with an introduction to transferable skills needed for the efficient running of an education-related committee, including budgeting, committee procedures, conflict resolution and planning. In 1998, 48 students undertook this course. Implementation status Fully Implemented No further reporting
Governments to study Bachelor College’s training program for Aboriginal teachers That governments and Aboriginal Education Consultative Groups take note of the methodology employed in such programs as that at Bachelor College, Northern Territory in the training of Aboriginal teachers and others for work in remote communities. Government’s original position: Supported Revised government position: Supported Agencies responsible for implementation: Department of Education and Training Implementation report While recognising the excellence of the Batchelor College model, such a model is not appropriate to the conditions prevailing in New South Wales. In 1998, the University of New England trialed a community based teacher-training course at Boggabilla. The Department of Education and Training recognises the importance of established Indigenous Education Units within universities so that students from remote locations can access support while undertaking their teacher training. Implementation status Partially implemented No further reporting
Teacher training courses to address Aboriginal issues That:
(b) In-service training courses for teachers be provided so that teachers may improve their skill, knowledge and understanding to teach curricula which incorporate Aboriginal viewpoints on social, cultural and historical matters; and (c) Aboriginal people should be involved in the training courses both at student teacher and in-service level. Government’s original position: Supported Revised government position: Supported Agencies responsible for implementation: Board of Studies; Department of Education and Training Implementation report The Commonwealth Government is responsible for University education, however, the NSW Government is primarily responsible for this recommendation in relation to in-service training for teachers. The Department of Education and Training involves Aboriginal people, employees and community members in the development and implementation of programs for teachers. A strong link is maintained with the NSW AECG to ensure Aboriginal content is included in Statewide in-service programs. The Department provides advice on the development of Aboriginal studies and history courses which are planned by universities, and provides lecturer services to some Education faculties on Aboriginal Education programs. Aboriginal people, employees and community members are involved in the development and implementation of in-service programs for teachers. Macquarie University has worked with the Department on a pilot course for teachers of Aboriginal Studies. The first intake for this eight week course began in September 1998 but was suspended to accommodate adjustments to staffing arrangements. It is expected that the course will recommence in 1999. In addition, the Department conducted a three day professional development activity in December 1998 for teachers who would be teaching Two Unit Aboriginal Studies for the first time in 1999. The Department has continued the delivery of training for its Aboriginal Education Policy via the Training and Development Resource through the delivery of the course to approximately 800 schools in 1998. In 1997, the Department developed a training and development course and resource materials to assist schools to incorporate the Aboriginal Education Policy in their annual planning. In 1997, a pilot program was implemented to train 40 district office teams and staff from more than 600 schools. This will be extended to an additional 800 schools in 1998. The training provides support to teachers in understanding the needs of Aboriginal students within the context of educating all students about Aboriginal Australia. The program was developed in consultation with the NSW AECG and with Aboriginal communities. The Department of Education and Training also provides advice in relation to the development of Aboriginal studies and history courses that are planned by universities. In 1996, the Department assisted Macquarie University to implement a pilot course for teachers of Aboriginal Studies. The course was presented to 20 teachers in 1997 and the Department provided funding support and advice to Macquarie University. Participant evaluations were very positive and all teachers enrolled in the course completed it. The course involves 30 hours over one semester and covers issues such as working with Aboriginal communities, colonial history and its impact on the present, local histories, Aboriginal health and education, Aboriginal arts, land rights and current Aboriginal issues. The course will be presented at Macquarie University in 1998 and consideration is being given to providing a distance education version of it for teachers in remote areas. All Board of Studies staff were invited to participate in a professional development workshop on native title during NAIDOC week in 1998. Office of the Board of Studies staff have participated in cross-cultural training. Board members have not yet received cross-cultural training. However, management are considering possibilities of providing cross-cultural training to Board members later this year. Implementation status Partially implemented Future reporting in Part A
Guidelines for the role of teachers to be agreed upon by Aboriginal people and teachers That:
(b) Governments, AECGs and, where appropriate, unions explore processes which will enable teachers, pupils and parents to negotiate guidelines for the teaching of Aboriginal students and the employment and conditions of teachers in local communities. Government’s original position: Supported Revised government position: Supported Agencies responsible for implementation: Department of Education and Training Implementation report Interaction between teachers and the Aboriginal community is strongly encouraged once they have undergone professional development under the Aboriginal Education Training and Development Resource. School/community interaction is further enabled through Home School Liaison Officers, Education Officers (Home School Liaison) and Aboriginal Education Consultants. The conditions of employment for teachers are designed to ensure equity for all teachers, including Aboriginal teachers. While employment conditions for teachers are a statewide concern, Aboriginal involvement in matters relating to education, including Aboriginal education, is strongly encouraged. Schools and districts are encouraged to form Aboriginal education advisory groups to ensure that community concerns and issues are reflected in the teaching. Implementation status Partially implemented Future reporting in Part A |
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