Territory Stories

Annual Report 1991 Department of Education

Details:

Title

Annual Report 1991 Department of Education

Other title

Tabled Paper 1288

Collection

Tabled Papers for 6th Assembly 1990 - 1994; Tabled Papers; ParliamentNT

Date

1992-11-26

Description

Deemed

Notes

Made available by the Legislative Assembly of the Northern Territory under Standing Order 240. Where copyright subsists with a third party it remains with the original owner and permission may be required to reuse the material.

Language

English

Subject

Tabled papers

File type

application/pdf

Use

Copyright

Copyright owner

See publication

License

https://www.legislation.gov.au/Details/C2021C00044

Parent handle

https://hdl.handle.net/10070/307648

Citation address

https://hdl.handle.net/10070/339072

Page content

1991 ABORIGINAL EDUCATION A major focus for Aboriginal Education during 1991 was the extending of the concept and process of community-oriented education. With continued fund ing support from the Commonwealth for programs included in the Northern Territory Strategic and Operational Plans for Aboriginal education, some significant steps forward were taken. The deployment of appropriately qualified staff, allocated to schools on the basis of agreed formulae, helped ensure the provision of appropriate high quality programs for Aboriginal students reflected the ideals of the 1990 Common and Agreed Goals for Schooling in Australia and the National Aboriginal and Torres Strait Islander Education Policy (AEP). The emphasis on partner ship, involvement and equity, themselves key elements of AEP, helped gener ate community support for educational programs. The development of community involvement in education planning and management continued, with many communities adopting, adapting and integrating programs to meet specific needs. This involved the identification of priorities and expectations, the setting of goals, the devising of appropriate strategies, the making and implementing of plans and the monitoring of progress in accordance with an agreed Department framework. Key elements in this process were Community education centres: The Territory's thirteen community educa tion centres (CECs) continued to promote the dual concepts of 'community education' and the 'education community7, incorporating, where appropri ate, homeland centre programs, bilingual education, the implementation of TAFE accredited courses for secondary-aged and adult students, adult education and support for off-campus teacher education. School councils: School and CEC councils, through the devolution of decision-making and financial management powers, were provided with improved opportunities to be involved in local educational decision mak ing. School planning: Action Plans for School Improvement, which all Aborigi nal school communities had developed by the end of the year, focused on local educational priorities as a major contribution to community develop ment, self-sufficiency and cultural preservation 19


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