Territory Stories

ALC 15 year strategic plan 2012-2027

Details:

Title

ALC 15 year strategic plan 2012-2027

Creator

Anindilyakwa Land Council

Collection

Anindilyakwa Land Council annual report; Anindilyakwa Land Council strategic plan; Reports; PublicationNT

Date

2012

Notes

Made available via the Publications (Legal Deposit) Act 2004 (NT).

Language

English

Subject

Anindilyakwa Land Council (N.T.) -- Periodicals; Aboriginal Australians -- Northern Territory -- Groote Eylandt -- Periodicals

Publisher name

Anindilyakwa Land Council

Place of publication

Alyangula

Volume

2012-2027

Copyright owner

Anindilyakwa Land Council

Parent handle

https://hdl.handle.net/10070/254602

Citation address

https://hdl.handle.net/10070/529654

Page content

ALC 15 year Strategic Plan 6. Goal B: Best Practice Service Delivery 56 is particularly important that this should be a collaborative effort, both internally within those business providers and externally with the support of relevant government agencies. A DIFFERENT APPROACH TO EDUCATION According to Australian Bureau of Statistics 2011 Census data, there are 655 young people between five and 24 years of age living in Angurugu (366), Umbakumba (236) and Milyakburra (53). There are critical issues facing Anindilyakwa youth and the preservation of the Anindilyakwa culture. Angurugu school attendance figures give an indication of the challenge faced in engaging students in schooling. Most recent figures show that in Term 2 of 2012, less than nine percent of students were attending school more than 80% of the time. Many, 43%, attended school less than 20% of the time. At Umbakumba school, in term 2 of 2012, 33% of students attended school more than 80% of the time, while 10% attended less than 20% of the time. At Milyakburra, the figures are marginally better compared with Umbakumba; 37% of students attend school over 80% of the time, while 8.6% attend less than 20% of the time. Most youth are not attending school regularly enough to develop the necessary competencies to enable them to excel in tertiary education, training or employment. Many factors contribute to poor attendance. In Angurugu, staff houses are yet to be constructed and that teachers do not live in the community in which they work and the school itself essentially needs rebuilding, Groote Eylandt has ongoing high levels of cannabis use and notwithstanding the SIHIP program, overcrowded housing is still an important contributing factor in Angurugu. Even more alarmingly, about 60% of people across both islands are regular cannabis users, causing problems such as mental health issues and a lack of motivation. Most fundamentally, it is not clear exactly what jobs Anindilyakwa children can look forward to and how schools can prepare them for a chosen future. In December 2010, the Anindilyakwa Education and Training Board (AETB) was established to drive reforms in education. The establishment of education boards was a response to the recommendation from the New Ownership, New Responsibility report (Ramsey et al 2009) calling for greater control of education by local people. The Board comprises members from each community and representatives from both levels of government and GEMCO. The Ngakwurralangwa College was also established as a collaboration of the four schools on the island and school councils have been set up. The AETB is in the final stages of developing an action framework as a tool to guide action, and to improve education, employment and youth development initiatives and resources. Governance training workshops for Anindilyakwa people participating in the education forums is also underway. While the establishment of the new structures has been a major undertaking, a renewed focus is needed to ensure that these structures, strategies and activities are achieving direct results on education outcomes.


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