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ERIC Number: ED475374
Record Type: Non-Journal
Publication Date: 2002-Dec
Pages: 24
Abstractor: N/A
Reference Count: N/A
Challenges and Tensions in Implementing Current Directions for Indigenous Education.
Tripcony, Penny
In 2001-02, the Queensland Indigenous Education Consultative Body conducted seven research projects examining Indigenous educational policies and strategies. Qualitative and quantitative methods included literature reviews; academic data collection; and interviews and focus groups with Indigenous and non-Indigenous educators, parents, community members, and students in 82 schools and government agencies. A study examining English literacy found a significant achievement gap between Indigenous and non-Indigenous students, especially in rural areas. Poverty and rural location were two key risk factors for Indigenous students, followed by English language status and health issues. Competence in Standard Australian English was the highest priority for Indigenous education. There is a need to develop Indigenous use of digital technology. Systemic guidance, policy direction, and teacher education were confounded by high teacher and principal turnover rates. Uptake of languages other than English was patchy. A study of assessment practices found that school and classroom assessments were highly variable, tests discriminated against Indigenous students on the basis of culture and language, and authorities had not taken action to correct the problems. A study of preschooling experiences found that community involvement made programs locally relevant, some government schools needed upgrading, and teacher education regarding Indigenous children needed improvement. A study examining independent Indigenous community kindergartens and preschools found that such programs were culturally appropriate, attendance was regular, and community links were strong. However, policies and guidelines were not inclusive of Indigenous protocols and culture, the transition to primary schools was ad hoc, state funding arrangements were not effective, quality teachers were hard to find, and access to professional development was insufficient. Recommendations and implications are discussed. (Contains 32 references) (TD)
For full text:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia