|
This publication presents the results of a
comprehensive research program on Indigenous
Australians in vocational education and training (VET), along with feedback from
over 200 people who attended a research forum
on Indigenous VET in
August 2005.
The planning and implementation of both the research strategy and the
forum were undertaken in a partnership between the National Centre for
Vocational Education Research (NCVER) and the former Australian Indigenous
Training Advisory Council (AITAC) of the Australian National Training
Authority (ANTA) Board.
Key messages from the research
- Indigenous people receive various benefits from VET.While they may
not achieve a paid employment outcome immediately, they almost always
receive a personal benefit, such as improved self-esteem. Even students
who stop training without completing any units benefit in terms
of gaining confidence and workplace skills.
- The following seven key
factors lead to positive outcomes for Indigenous
Australians when present all of the time.
1 Community involvement
and ownership
2 Indigenous identities, cultures, knowledge and values
3 Working in true partnerships
4 Flexibility in course design, content and delivery
5 Quality staff and committed advocacy
6 Extensive student support services
7 Appropriate funding that allows for sustainability.
- Training needs to be ‘demand responsive’ rather than ‘supply
driven’. For example, in desert areas, programs that are integrated
into the social and cultural framework of the community achieve more
successful and sustainable outcomes (Young, Schaber & Guenther,
forthcoming).
- Building strong rapport with Indigenous students
and communities, and sharing knowledge between Indigenous
and Western cultures, leads
to positive outcomes. A responsive and culturally-affirming learning
environment is created by negotiating all aspects of training with
students and community and family members in an informal, collaborative
manner.
- Partnerships should be flexible to allow for unforseen issues
and changes. Expectations of all parties should be made clear from
the beginning,
with an understanding that the term ‘governance’ holds different
connotations for Indigenous people, compared with government perspectives
(Blair & Hanlen, forthcoming).
- More Indigenous staff are required
in order to keep pace with Indigenous participation in VET.There
is a particular demand for young and female
staff, as well as those able to work in regional and remote locations
(Kemmis et al., forthcoming).
- Successful outcomes are achieved where
extensive support is available, such as literacy and numeracy programs,
mentoring, one-onone tutoring
(McGlusky & Thaker, forthcoming) and wider support to gain and maintain
employment (Callan & Gardner 2005).
- Funding must be flexible
to allow long-term planning and accommodate the above factors.
Key messages from forum participants
- The training process is as important as the outcome. Social aspects
such as having fun and building relationships are valued outcomes.Training
is also a way of building pride in Indigenous culture, sharing traditional
learning styles, creating role models and fostering motivation and
resilience.Whole-of-life support is important before, during and after
training.
- Forum participants suggested actions that should be taken
in relation
to each of the six priority areas identified in Partners in
a learning culture:The way forward (ANTA 2005), as summarised
at the end of this publication.
|
