Work in Progress
Empowering Indigenous governance through vocational education and training
Summary
- Item:
- 10327
- Title:
- Empowering Indigenous governance through vocational education and training
- Type:
- Managed research project
- Project no:
- NR4017
- Status:
- Finished
- Date commenced:
- 1 July 2004
- Contact:
- Kate Rose
- phone: +61 2 4930 2949
- email: katherine.l.rose@tafe.nsw.edu.au
Purpose
The purpose of this project is to investigate the role that vocational education and training (VET) does and could play in Indigenous capacity building, not only for the planning and delivery of VET, but also for building governance skills for broader economic and social purposes and community capacity building.
It is endeavoured that this research provide a solid foundation for making sound decisions about quality of life and Indigenous people's sustained social, health, economic and cultural development and well being.
The aim of this project is to provide VET with:
* Practical recommendations for strengthening governance capacities through the delivery of innovative programs and service models.
* Key principles and components on how to build individuals' capacity to participate in good governance, and how these might be developed at regional and community levels throughout Australia.
* Practical challenges and barriers in developing good governance.
* Best models for engaging Indigenous communities in self-governance approaches and the underlying funding, planning and accountability frameworks of these models.
Approach
Literature review, focus group and case studies
Research questions
* What do Indigenous peoples conceptualise as Indigenous governance?
* What skills do Indigenous peoples require to build individuals' capacity to participate in governance of their communities and organisations, and how does/can VET contribute to this?
* What are the best models for engaging Indigenous communities in self-governance approaches, and how does/can VET assist?
* What are the underlying funding, planning and accountability frameworks of these successful models?
Methodology
Stage 1. [Milestone 1: Research Proposal and Ethical Issues]
Development of a Research Proposal that encompasses the research aims, significance, methodology; including the recruitment of participants, research tools, ethical considerations and anticipated outcomes. Ethics Applications for both the University of Newcastle and the NSW Department of Education and Training will be developed and submitted. Appropriate documentation including Information sheets, Consent forms; letters to the targeted participants, followed by letters of appreciation.
Convening of the Focus Group: Participants will be drawn from the COAG community groups currently identified as Indigenous trial groups to improve service delivery to Indigenous communities [ www.icc.gov.au ]. Representation from the corporate sector and the Australian Indigenous Leadership Centre will also be sought. The recent Australian Indigenous Research Network established through the University of Newcastle will also be a point of reference (for more information on this Network see http://www.newcastle.edu.au/centre/airn/index.html.
This group will reflect on the proposed research questions identified above as well as draw on the participants areas of expertise outside of but relevant to the research area. The responses will be thematically identified and coded using NUD*IST software.
Stage 2. [Milestone 2: Literature Review]
Literature Review will be finalised.
Stage 3. [Milestone 2: Develop Case Study Questions]
The research team will develop questions based on data gathered from the Literature Review and Focus Group. Up to 8 communities will be identified for the case studies and the conduct of yarn times. The team will ensure appropriate geographical, economic, historical, social and size distribution is accounted for in the identification of Indigenous communities. This may involve representation from each state and territory and will represent the diversity of Indigenous peoples needs and experience.
Stage 4. [Milestone 4: Conduct Yarn Times and Develop Case Studies]
This will involve 'yarns' with key Indigenous stakeholders in the identified communities; focusing on challenges and opportunities offered for community capacity building and Indigenous governance. The most culturally appropriate means of eliciting information from Indigenous Australians is through storytelling and narratives allowing the participant to determine the priorities, importance and range of issues. Non-Indigenous contributions will be sought from reports and other material identified in the case study communities.
Stage 5. [Milestone 5: Data Analysis/Draft Final Report]
Case Study data will be entered onto a database and analysed using NUD*IST software. The findings will be combined with the findings of Stages1 and 2 with recommendations developed.
Stage 6. [Milestone 6: Final reporting]
Dissemination of findings to Indigenous Australian communities and to schools systems across Australia and written and oral reports to the relevant stakeholders including the Indigenous Australians and their communities who participated.
Organisations
TAFE NSW - Hunter Institute is the largest regional provider of nationally recognised vocational education and training services in Australia. Established in the 1980's, through the amalgamation of 16 TAFE Colleges in the Newcastle, Hunter and Central Coast regions. Serving a population of more than three-quarters of a million, the Institute has a current annual student enrolment of 55,000 local and international students and a staff of 2,500. Whatever the location, Hunter Institute provides training on-site; from assessment and recognition of prior learning, through to post program evaluation, accreditation and certification.
The Umulliko Indigenous Higher Education Research Centre at the University of Newcastle has made significant inroads to improving Indigenous research and research bases since its inception in 1996 with a DEETYA Grant. The Centre now has some 23 Indigenous research higher degree students working in Aboriginal Studies across a broad range of disciplines in the University and, pleasingly, in key areas of health and law research. The Centre has also been very successful with attracting ARC Aboriginal and Torres Strait Islander Research Development Scheme grants, Australian Institute of Aboriginal and Torres Strait Islander Studies grants, it has successfully tendered for close to $1m since its inception.
