Territory Stories

2009 Structural Review of the Northern Territory Department of Education and Training : delivering the goods



2009 Structural Review of the Northern Territory Department of Education and Training : delivering the goods

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Ladwig and Sarra


Ladwig, James; Sarra, Chris


E-Publications; E-Books; PublicationNT




Cover title. Report includes Northern Territory Government Media Release -" Education Restructure – Next Building Block for Excellence" by Paul Henderson.




Northern Territory -- Education

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Northern Territory Government

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66 p. : col. ill. ; 30 cm.

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Attribution International 4.0 (CC BY 4.0)

Copyright owner

Northern Territory Government



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. . . . . . .. . . 2009 Structural Review of NT DET Delivering the Goods 25 March 2009 42 Increasing Indigenous personnel in DET Recommendation 1 (IInP 1): Establish system wide, measurable targets based on objectives and goals for increasing inclusion of Indigenous personnel at all levels of the system. As indicated in the introduction to this report, increased participation of Indigenous staff in DET carries two main benefits: 1) an increased probability that the development and conduct of educational programs will be effective for students, and 2) a means of addressing the historical social inequities of the Territory (and Australia). It is important that the overall staffing of DET be reflective of its student population. Such a distribution would mean that around 50% of DET employees would be Indigenous over time (within a decade if it is to match student populations in that time). Establishing targets for overall participation of Indigenous staff requires a stratified approach that specifies targets at each level of employment. As an example, building from the data provided earlier on AO positions within the department, consider Table 2. Taking each level of current AO positions and current numbers of Indigenous staff in those positions, it is clear that current levels of Indigenous DET personnel lag far behind the benchmark of matching future student populations. However, if taken as a ten year target, each identified stratified target translates into an achievable annual goal. Even for the levels with the largest current deficit, such a target translates into identifying a total of 4 Indigenous staff per year to recruit, train, and mentor into future AO4 positions. Table 2: Proposed Stratified Targets for Indigenous Staff, AO example OVERALL COUNT Indigenous COUNT 50% Benchmark Current Deficit AO1 6 1 3 2 AO2 71 14 36 22 AO3 47 3 24 21 AO4 90 7 45 38 AO5 43 5 22 17 AO6 96 11 48 37 AO7 52 7 26 19 AO8 58 1 29 28 Similar targets can be readily set for Executive Officer positions (current deficits total around 27 positions for all EO positions). The biggest challenges in meeting these targets, however, will come in the development of Indigenous teaching staff and Indigenous principals, simply due to the large numbers required. Of the current approximately 3,200 teachers in DET schools, Indigenous teacher numbers are substantially less than 100. Of the current 150 Principals, only four are Indigenous. To meet the goal of around 1,600 Indigenous teachers in ten years, approximately 150 new Indigenous teacher recruits would be needed annually (without accounting for attrition or retirements). As a 20 year target, this would translate into around 75 new Indigenous teachers per year. The means for meeting the challenge of increasing the demands of these targets and the grow your own strategy include: