The task, for our Indigenous students, is to improve:
their
levels of literacy and numeracy, and
their rates of school completion and
successful participation in post-school options.
You
have three general strategies:
1.
Skills
To
develop useful academic skills in ways you currently know
how.
2.
Participation
To
encourage engaged participation in ways which are well
established.
3.
Partnerships
A
third — knowledgable and sensitive respect for Aboriginal
and Torres Strait Islander people and their cultures —
pervades the other two.
Genuine partnerships which are effective
and productive for all parties are not always easy to foster.
That is the hard part.
You have three focal points,
all stemming from the intersection of school culture with
the cultures of students.
1.
School
entry
Getting
used to 'doing school' is harder for some students than
others. A good start may not lead to a good finish, but
it's much better than a bad start.
2.
Transition to secondary
school and adolescence
It
is in the early years of secondary school that most Aboriginal
and Torres Strait Islander students are 'lost' to formal
education. These are the most challenging years for many
students. A valued purpose must be found for continuing.
3.
The senior secondary years
Clear
pathways are required to ongoing education, training or
employment.
Qualifications:
A
commitment to succeeding.
A
certain amount of courage and persistence.
A
will, and an ability, to find a way.
TAKING ACTION: Include the
four or five key features of the context in which you are
working in your plan.
