1996-mceetya-strategyThe following is an excerpt from the 1996-2002 National Strategy for Education of Aboriginal and Torres Strait Islander Peoples.

The outcome and strategies below relate specifically to professional Aboriginal and Torres Strait Islander staff employed in schools.

Apart from the teacher workforce profile and increased numbers of Indigenous teachers employed since 1996, the priorities broadly align with MATSITI project objectives today.

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PRIORITY 2 – SCHOOLING

to increase the number of Aboriginal and Torres Strait Islander peoples employed in education and training

OUTCOME 2.1s

Numbers of professional Aboriginal and Torres Strait Islander staff employed in school, particularly in secondary and post compulsory education, will have increased

STRATEGIES

2.1.1 Ensure each service provider prepares and implements a strategic plan which includes:

  • affirmative action in recruitment, retention, selection and promotion
  • just and equitable salary and working conditions: and
  • formal training plans for Aboriginal and Torres Strait Islander employees

2.1.2 Identify positions to be filled by Aboriginal and Torres Strait Islander peoples using State and Territory Equal Employment Opportunity legislation

2.1.3 Ensure Aboriginality or Aboriginal and Torres Strait Islander heritage is a selection criteria for positions in Indigenous education

2.1.4 Provide leadership programs for Aboriginal and Torres Strait islander staff including mentoring and training support

2.1.5 Implement priority employment policies and practices for Aboriginal and Torres Strait Islander qualified teachers

2.1.6 Ensure Aboriginal and Torres Strait Islander people are represented on selection panels


THE 2006-2002 NATIONAL  STRATEGY

In 1995 Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA – now SCSEEC) commissioned a National Taskforce to review Education for Aboriginal and Torres Strait Islander Peoples across all sectors of learning.
The report identified seven priorities (below) – of particular interest is priority 2 to increase the number professional Aboriginal and Torres Strait Islander staff working in education.

The identified priorities were:

  1. to establish effective arrangements for the participation of Aboriginal and Torres Strait Islander peoples in educational decision-making
  2. to increase the number of Aboriginal and Torres Strait Islander peoples employed in education and training;
  3. to ensure equitable access for Aboriginal and Torres Strait Islander students to education and training services;
  4. to ensure participation of Aboriginal and Torres Strait Islander students in education and training;
  5. to ensure equitable and appropriate educational achievement for Aboriginal and Torres Strait Islander students
  6. to promote, maintain and support the teaching of Aboriginal and Torres Strait Islander studies, cultures and languages to all Indigenous and non-Indigenous students; and
  7. to provide community development training services including proficiency in English literacy and numeracy for Aboriginal and Torres Strait Islander adults.

An eighth priority was:
to improve NATSIEP implementation, evaluation and resourcing arrangements.

 

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