Self-Determination in Education Lindon Coombes, Congress CEO

1. Self-Determination in Education Lindon Coombes, Congress CEO

2. The Declaration Congress advocates full implementation of the United Nations Declaration on the Rights of Indigenous Peoples. The Declaration • enshrines our right to respect and protection of our cultures • affirms our right to determine our future, including full participation in decision-making; free, prior and informed consent; and good faith • asserts equality and non-discrimination • includes specific provisions relating to education

3. The Right to Education • Congress advocates implementation of the Declaration to education. Aboriginal and Torres Strait Islander Peoples must be able to make choices about: -establishing and controlling our educational systems and institutions -providing education in our own languages -providing education in a manner appropriate to our cultural methods of teaching and learning

4. Congress Education Policy • Congress Education Policy • Offers a “blueprint” for education for our Peoples • The following principles/issues underpin these themes • Valuing diversity • Cultural maintenance and transmission • Sustainability • Appropriate support for students with disabilities

5. Congress Education Policy Seven key themes • Social determinants of education • Curriculum and pedagogy • Excellent teachers and more Aboriginal and Torres Strait Islander educators • Resources • Collaboration • Culturally affirming institutions • Language and cultural maintenance

6. Accountability and Transparency Greater accountability - applied to governments, systems and schools: • Funds allocated for education programs for our children must be used for their intended purpose • Programs need to demonstrate their effectiveness • Assessing educational institutions’ readiness for our students

7. Accountability and Transparency Education will be improved when the needs of our Peoples are genuinely considered. This includes: • Understanding diversity • Asking our people what they need • Asking our people their opinion of the education provided We are developing a framework for assessing the impact of education programs from an Aboriginal and Torres Strait Islander perspective

8. Accountability Framework • Process and goals • Reference Group • Full consultation and participation • Developing a unified position • National, comprehensive measures • Aboriginal and Torres Strait Islander perspective • Avoiding duplication of existing reporting (e.g. Closing the Gap) How can Congress best assist in the development of a consensus and a strong and unified voice for our educators?

9. A Report Card? • A draft Accountability Report Card could examine the following: • Culture (ensuring that our young people learn what we think is important) • Collaboration (our participation in education and decision making) • Social indicators (ensuring that we have a level playing field) • Attainment (how our students are doing in schools and higher education)

10. Culture • To what extent are our educational institutions culturally affirming? • To what extent are our cultures, values and life-styles incorporated into: • Curriculum (i.e. what is taught)? • Pedagogy (i.e. how material is taught)? • How well do education systems account for our diversity? • How many schools teach our languages and to what level? • What proportion of Aboriginal and Torres Strait Islanders educators at all levels do we need?

11. Collaboration To what extent do we participate in: • Planning educational programs? • Making decisions about funding? • Teaching and providing educational services for our children? • Evaluating educational programs?

12. Social Indicators Many of our People struggle with poverty and associated issues which makes it difficult to focus on education. Without addressing poverty to what extent it is possible to address: • Attendance? • Retention and Progression? • Transition? Is there an element of institutional racism in the focus on these issues for our Peoples?

13. Attainment These indicators are examined in other data collection processes. Should we bring these together into a comprehensive report card consistent across states/territories? • School readiness (Australian Early Development Index [AEDI]) • Basic Skills (National Assessment Program – Literacy and Numeracy [NAPLAN] results) • School completion (Australian Tertiary Admission Rank [ATAR] scores) • Vocational Education and Training [VET] participation • Higher Education participation Should outcomes be examined at the state and territory levels, by school systems, and for urban, rural and remote areas?

14. Advice Congress acknowledges the dedicated and successful education organisations our people have established, many of which are represented at this conference. As a national, representative body of elected delegates, Congress seeks your advice on how it can best add its voice to advocacy for excellent education for our Peoples. • Should Congress advocate for greater accountability of education for our Peoples? • How can our process for doing this be improved? • Are elements missing from the accountability framework? • What are the most important elements of accountability? • Some recommend that we should focus on closing the gap and teach our knowledge and culture at home. Others recommend that the education system be transformed so that schools serve our needs. What position should Congress take on this issue?

15. Invitation Congress invites you to: • Become a member Application forms available in your conference pack, at the back of the room or at the Congress booth • Join its Education Interest Group Receive periodic news about its Education activities and opportunities to provide further advice. Register at the back of the room or at the Congress both • Visit the Congress homepage See especially the section on education at http://nationalcongress.com.au/education/