Territory Stories

1999 IESIP Review Key Findings dated 4 October 1999

Details:

Title

1999 IESIP Review Key Findings dated 4 October 1999

Other title

Tabled Paper 1565

Collection

Tabled papers for 8th Assembly 1997 - 2001; Tabled papers; ParliamentNT

Date

1999-10-21

Description

Tabled by Peter Toyne

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/Series/C1968A00063

Parent handle

https://hdl.handle.net/10070/294939

Citation address

https://hdl.handle.net/10070/395555

Page content

Pege3 o f $ 3.1.4 schools negotiating inclusion in IESIP projects must be working towards achievement of context-specific Aboriginal education outcomes that are identified In their Action Plans for School Improvement (APSIs) 3.1.5 schooi-based projects require an emphasis on whole school approaches, the strong support of the principals and the school community, and the development of local expertise, specific to school needs 3.1.6 parent involvement and maximised use of local resources are a required key element of school-based projects 3.1.7 signed-off negotiated agreements between Aboriginal Education Branch and project participants are required, and must identify outcomes to be achieved within agreed timeframes and clear accountability measures 3.1.8 projects must use funding in a way that is dearly supplementary, and have as part of their planning an Identified strategy for ensuring sustainability when supplementary funding Is discontinued 3.1.9 projects must include detailed Implementation plans that adopt multi pronged, flexible delivery approaches within a structured program 3.1.10 the initial collection of baseline data, relevant research, documentation and dissemination of planning and practice, careful monitoring, and clearly identified accountability measures are essential requirements 3.1.11 both quantitative and qualitative data must be collected, analysed and reported on to all stakeholders, including parents, and other NT providers and Jurisdictions. 4, In relation to determining NTDE lESIP-funded programs for 2000, we recommend that 4.1 a number of short term projects, designed within the identified framework, be developed and implemented In 2000, to lay the necessary foundations that will allow NTDE to deliver effective IESIP programs designed to significantly Improve achievement of outcomes by Indigenous students in the 2001-2004 quadrennlum. Suggested projects include 4.1. l projects that contribute to improved attendance, participat/on, retention, progression and certification for Indigenous students in NT schools, in particular the development of 4.1.1.1 a system-wide attendance strategy, data collection process, and Implementation plan 4.1.1.2 a centralised system for tracking students 19991OSIP Hoviow R& wnm ondtitKxa tv Steering C nnm /itee 4/10/1999


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