Aboriginal Policy Initiatives at School Report (Assessment)

The success of the various initiatives taken to deal with the subject of student disengagement with schools is dependent on a number of factors. Some of the factors that work both for and against the Aboriginal Policies are as follows:

1. Encouraging the community members in the decision-making regarding Aboriginal education. Although, the community members can provide valuable inputs regarding the community, they may lack the necessary experience and expertise in administrative, educational and pedagogical issues to help in the effective decision-making process (Sara 2003, 2).
2. Employing indigenous teachers and indigenous staff in the schools. Involving indigenous teachers and teacher aides in the school proceedings is important as they have a better understanding of the children and the community at large. However, it has been seen that in most of the cases, they have little or no say in the functioning or strategic directions of the school (Sara 2003, 10).
3. Creating a positive school culture. This is important in developing the self-identity of Aboriginal children and eradicating any negative perceptions they have about themselves. However, for the Aboriginal children, there is no continuity between the culture at school and the culture they have at home or in the community. The challenge lies in deciding whether the culture of the school should be aligned with that of the community (Sara 2003, 7).
4. Selecting the appropriate medium of instruction. This gives rise to a possible dilemma. The various policies emphasize on the need of using both the Aboriginal language as well as English as mediums of instruction. In case of using an Aboriginal language as the medium of instruction, the challenge lies in finding Aboriginal teachers who have a strong command over the language (Sara 2003, 10).
5. Incorporating relevant and stimulating curriculum content. Most of the instruction materials used in Aboriginal schools are a reflection of mainstream culture and language as they come from mainstream publishers. If culturally relevant instruction materials are to be incorporated into the school curriculum, they need to be designed by relevant experts. The problem lies in the fact that the number of suitably trained Aboriginal teachers is pretty less (Sara 2003, 10).
6. Training provided to Aboriginal teachers. Firstly, most of the Aboriginal teachers may not fulfill the essential requirements for university entry. Moreover, different communities have different ways of life which may influence the manner in which training is imparted to them. The challenge lies in ensuring uniformity in the teaching standards of Aboriginal teachers (Sara 2003, 10).
7. Enabling the student access indigenous role models with the aim of developing their self-confidence. “It is always nice to have a visit from the big-time flash role models and get the children glowing” (Sara 2003, 9). However, the problem lies in the fact that there are very few indigenous role models to be emulated. Moreover, selection of the role models is dependent on the impact it creates on the students.

The overall scenario on the issue is improving over the years and it looks that it would continue to improve. However, there must be constant monitoring of the developments and timely interventions are required when needed.

Reference

Sarra, C., 2003. Schools and Diversity: Education for All. Deakin West, ACT: Australian College of Educators.