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Research paper thumbnail of Indigenous tertiary education – we are all learning: both-ways pedagogy in the Northern Territory of Australia

Higher Education Research & Development, 2014

ABSTRACT makes every effort to ensure the accuracy of all the information (the "Content&... more ABSTRACT makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,

Research paper thumbnail of Engineering Employment Pathways In Remote Communities And The (false) Hope Of Collaborative Service Provision

Over the last decade, very remote Northern Territory has seen significant changes in the particip... more Over the last decade, very remote Northern Territory has seen significant changes in the participation, retention and completion rates of Aboriginal and Torres Strait Islanders in vocational qualifications and in higher levels of schooling. For example the number of Aboriginal and Torres Strait Islanders who report having a certificate qualification at the Census has increased fourfold in the period from 2001 to 2011. Those who report having completed Year 12 have also increased more than threefold. But numbers who report being employed have only increased 10 per cent and as a proportion of the total Aboriginal and Torres Strait Islander labour force, the percentage who report being employed has been more or less static at 29 per cent. This is despite an increased focus on equipping people with the necessary foundation skills through targeted language literacy and numeracy and employability skills programs. These interventions have included the replacement of CDEP with the Remote Jobs for Communities Program (RJCP) together with other initiatives designed to help Aboriginal and Torres Strait Islanders gain employment. One of the underpinning principles of the relatively new Skills for Education and Employment (SEE) program is the perceived importance of collaborative effort between SEE and RJCP providers to serve the best interests of shared clients. Collaboration is supposed to reduce duplication of services, make service provision more efficient, and provide a seamless pathway for clients into employment. The theory is that pathways to employment can be engineered through service provider collaboration and that through collaboration, Aboriginal and Torres Strait Islander job seekers will be better able to navigate the system to achieve an employment outcome. In this paper we present two case studies on programs which through service provider collaboration aimed to improve the capacity of disadvantaged Aboriginal jobseekers to engage with and secure employment. The case studies will give some examples of how collaboratively engineered pathways work or fail. The purpose of the paper is to test assumptions about the engineered pathways, the value of collaboration, and the ability of the current mix of initiatives to improve remote labour force participation.

Research paper thumbnail of Looking for a common ground: a reflection on Batchelor Institutes teacher education training programs for remote Aboriginal education professionals in the Northern territory

Batchelor’s history in Aboriginal teacher education reflects and is reflected by a small institut... more Batchelor’s history in Aboriginal teacher education reflects and is reflected by a small institution’s ability to navigate through forty years of politics and practice surrounding both Indigenous affairs and teacher education. This chapter considers the long engagement of Batchelor Institute of Indigenous Tertiary Education (BIITE) in meeting the needs of Aboriginal students enrolled in its teacher education program and makes a call for a renewal of purpose in teacher education. For the purposes of this chapter, the term ‘teacher education’ is used to include education and training programs for all Aboriginal Educators: the university Higher Education (HE) programs which prepare fully qualified ‘teachers’ as well as the Vocational, Education and Training (VET) programs which ‘train’ in-classroom paraprofessional. The chapter presents a brief chronological overview of BIITE’s various programs and considers them in terms of what a ‘quality’ program looks like, importantly noting that ...

Research paper thumbnail of 141119 NARU Collaboration

Indigenous education-strengthening identity, achieving success and transforming lives." Batchelor... more Indigenous education-strengthening identity, achieving success and transforming lives." Batchelor Institute is a dual sector tertiary education provider that services the education, training and research needs of Aboriginal and Torres Strait Islander peoples.

Research paper thumbnail of 141119 NARU Collaboration

1. To develop new ways to build resilience and strengthen regional communities and economies acro... more 1. To develop new ways to build resilience and strengthen regional communities and economies across remote Australia. 2. To build new enterprises and strengthen existing industries that, provide jobs, livelihoods and incomes in remote areas. 3. To improve the education and training pathways in remote areas so that people have better opportunities to participate in the range of economies that exist.

Research paper thumbnail of Engineering employment pathways in remote communities and the (false) hope of collaborative service provision

Over the last decade, very remote Northern Territory has seen significant changes in the particip... more Over the last decade, very remote Northern Territory has seen significant changes in the participation, retention and completion rates of Aboriginal and Torres Strait Islanders in vocational qualifications and in higher levels of schooling. For example the number of Aboriginal and Torres Strait Islanders who report having a certificate qualification at the Census has increased fourfold in the period from 2001 to 2011. Those who report having completed Year 12 have also increased more than threefold. But numbers who report being employed have only increased 10 per cent and as a proportion of the total Aboriginal and Torres Strait Islander labour force, the percentage who report being employed has been more or less static at 29 per cent. This is despite an increased focus on equipping people with the necessary foundation skills through targeted language literacy and numeracy and employability skills programs. These interventions have included the replacement of CDEP with the Remote Jobs for Communities Program (RJCP) together with other initiatives designed to help Aboriginal and Torres Strait Islanders gain employment. One of the underpinning principles of the relatively new Skills for Education and Employment (SEE) program is the perceived importance of collaborative effort between SEE and RJCP providers to serve the best interests of shared clients. Collaboration is supposed to reduce duplication of services, make service provision more efficient, and provide a seamless pathway for clients into employment. The theory is that pathways to employment can be engineered through service provider collaboration and that through collaboration, Aboriginal and Torres Strait Islander job seekers will be better able to navigate the system to achieve an employment outcome.

Research paper thumbnail of Indigenous tertiary education – we are all learning: both-ways pedagogy in the Northern Territory of Australia

Higher Education Research & Development, 2014

Research paper thumbnail of Indigenous tertiary education – we are all learning: both-ways pedagogy in the Northern Territory of Australia

Higher Education Research & Development, 2014

ABSTRACT makes every effort to ensure the accuracy of all the information (the "Content&... more ABSTRACT makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,

Research paper thumbnail of Engineering Employment Pathways In Remote Communities And The (false) Hope Of Collaborative Service Provision

Over the last decade, very remote Northern Territory has seen significant changes in the particip... more Over the last decade, very remote Northern Territory has seen significant changes in the participation, retention and completion rates of Aboriginal and Torres Strait Islanders in vocational qualifications and in higher levels of schooling. For example the number of Aboriginal and Torres Strait Islanders who report having a certificate qualification at the Census has increased fourfold in the period from 2001 to 2011. Those who report having completed Year 12 have also increased more than threefold. But numbers who report being employed have only increased 10 per cent and as a proportion of the total Aboriginal and Torres Strait Islander labour force, the percentage who report being employed has been more or less static at 29 per cent. This is despite an increased focus on equipping people with the necessary foundation skills through targeted language literacy and numeracy and employability skills programs. These interventions have included the replacement of CDEP with the Remote Jobs for Communities Program (RJCP) together with other initiatives designed to help Aboriginal and Torres Strait Islanders gain employment. One of the underpinning principles of the relatively new Skills for Education and Employment (SEE) program is the perceived importance of collaborative effort between SEE and RJCP providers to serve the best interests of shared clients. Collaboration is supposed to reduce duplication of services, make service provision more efficient, and provide a seamless pathway for clients into employment. The theory is that pathways to employment can be engineered through service provider collaboration and that through collaboration, Aboriginal and Torres Strait Islander job seekers will be better able to navigate the system to achieve an employment outcome. In this paper we present two case studies on programs which through service provider collaboration aimed to improve the capacity of disadvantaged Aboriginal jobseekers to engage with and secure employment. The case studies will give some examples of how collaboratively engineered pathways work or fail. The purpose of the paper is to test assumptions about the engineered pathways, the value of collaboration, and the ability of the current mix of initiatives to improve remote labour force participation.

Research paper thumbnail of Looking for a common ground: a reflection on Batchelor Institutes teacher education training programs for remote Aboriginal education professionals in the Northern territory

Batchelor’s history in Aboriginal teacher education reflects and is reflected by a small institut... more Batchelor’s history in Aboriginal teacher education reflects and is reflected by a small institution’s ability to navigate through forty years of politics and practice surrounding both Indigenous affairs and teacher education. This chapter considers the long engagement of Batchelor Institute of Indigenous Tertiary Education (BIITE) in meeting the needs of Aboriginal students enrolled in its teacher education program and makes a call for a renewal of purpose in teacher education. For the purposes of this chapter, the term ‘teacher education’ is used to include education and training programs for all Aboriginal Educators: the university Higher Education (HE) programs which prepare fully qualified ‘teachers’ as well as the Vocational, Education and Training (VET) programs which ‘train’ in-classroom paraprofessional. The chapter presents a brief chronological overview of BIITE’s various programs and considers them in terms of what a ‘quality’ program looks like, importantly noting that ...

Research paper thumbnail of 141119 NARU Collaboration

Indigenous education-strengthening identity, achieving success and transforming lives." Batchelor... more Indigenous education-strengthening identity, achieving success and transforming lives." Batchelor Institute is a dual sector tertiary education provider that services the education, training and research needs of Aboriginal and Torres Strait Islander peoples.

Research paper thumbnail of 141119 NARU Collaboration

1. To develop new ways to build resilience and strengthen regional communities and economies acro... more 1. To develop new ways to build resilience and strengthen regional communities and economies across remote Australia. 2. To build new enterprises and strengthen existing industries that, provide jobs, livelihoods and incomes in remote areas. 3. To improve the education and training pathways in remote areas so that people have better opportunities to participate in the range of economies that exist.

Research paper thumbnail of Engineering employment pathways in remote communities and the (false) hope of collaborative service provision

Over the last decade, very remote Northern Territory has seen significant changes in the particip... more Over the last decade, very remote Northern Territory has seen significant changes in the participation, retention and completion rates of Aboriginal and Torres Strait Islanders in vocational qualifications and in higher levels of schooling. For example the number of Aboriginal and Torres Strait Islanders who report having a certificate qualification at the Census has increased fourfold in the period from 2001 to 2011. Those who report having completed Year 12 have also increased more than threefold. But numbers who report being employed have only increased 10 per cent and as a proportion of the total Aboriginal and Torres Strait Islander labour force, the percentage who report being employed has been more or less static at 29 per cent. This is despite an increased focus on equipping people with the necessary foundation skills through targeted language literacy and numeracy and employability skills programs. These interventions have included the replacement of CDEP with the Remote Jobs for Communities Program (RJCP) together with other initiatives designed to help Aboriginal and Torres Strait Islanders gain employment. One of the underpinning principles of the relatively new Skills for Education and Employment (SEE) program is the perceived importance of collaborative effort between SEE and RJCP providers to serve the best interests of shared clients. Collaboration is supposed to reduce duplication of services, make service provision more efficient, and provide a seamless pathway for clients into employment. The theory is that pathways to employment can be engineered through service provider collaboration and that through collaboration, Aboriginal and Torres Strait Islander job seekers will be better able to navigate the system to achieve an employment outcome.

Research paper thumbnail of Indigenous tertiary education – we are all learning: both-ways pedagogy in the Northern Territory of Australia

Higher Education Research & Development, 2014