An institutional framework for assessing the readiness and capacity of teacher education providers to maximise the engagement and success of Indigenous students has been developed by the Australian Council of Deans of Education.
A set of scope items were subsequently drawn from the Action Plans and cross-referenced to the recommendations of the Behrendt Review to ensure that key elements of the latter were incorporated. There are two categories of scope items:
- The general scope items are those outside the parameters of the MATSITI project, but necessary as infrastructure to support achievement of the project objective; and
- The student-specific scope items refer to those things specifically identified as being critical to improving engagement and success of Aboriginal and Torres Strait Islander students.
Schools and faculties of education have used the scoping instrument to assess their institution against the following continuum:
- Early stages/Foundational (activities planned, but yet to be implemented);
- Activities identified in the Action Plan currently in progress; or
- Well-established processes in place.
Each scope item includes several components. These are listed in the following scoping items document.
Also see the MATSITI Submission to the TEMAG Review »
As a nation Australia values the central role of education in building a democratic, equitable and just society— a society that is prosperous, cohesive and culturally diverse, and that values Australia’s Indigenous cultures as a key part of the nation’s history, present and future.
Melbourne Declaration on Educational Goals for Young People, Agreed by all Education Ministers, December 2008