National Aboriginal and Torres Strait Islander Education Strategy 2015
Chosen national Indigenous Education Policy – National Aboriginal and Torres Strait Islander Education Strategy 2015
The full learning potential of all Aboriginal and Torres Strait Islander children and young people is the focus of this policy leading to fulfilling the purpose of empowering their future and shaping it with their own initiative. The identity and the culture of Australia’s *First Nation peoples’ are encouraged and embraced by the policy in order to support the children and the young people from the community (Australian Government, 2017). Therefore, to advance the purpose of the policy, the three areas of priority our culture and identity, partnerships and leadership, quality teaching and workforce development.
Implementation of the policy to improve the access to education and success of Aboriginal and Torres Strait Islander
The aspects of quality teaching, partnership and leadership as well as culture and community is supported by the implementation of this policy where the school and child readiness, transition points which is inclusive of the pathways post school performances, attendance of the children and the young people as well as literacy and numeracy (Hogarth, 2017). It is about giving opportunity to learn about the cultures, languages, values and histories of the first nation to young children as well as encouraging them to listen and response to the decision making, accountability and active engagement. Fundamental focus of the policy is to reflect on the connection that is necessary to establish between work, society and schooling encouraging active participation of the Aboriginal and Torres Strait Islander young children (Moodie, Maxwell & Rudolph, 2019).
Chosen international education policy – The United Nations Declaration on the Rights of Indigenous Peoples (2008)/ The UNDRIP
The policy is effective in terms of the Human Rights council and its relation to the way Indigenous people supporting any and all actions that are declaration of diversity thus, exercising their rights. Any kind of discrimination is addressed effectively reaffirming the rights of the Aboriginal and the Torres Strait Islander in relevance to the dispossession and colonization. The policy has been created to focus on their interests and needs in the form of ethnic, religious, cultural and racial differences and oppression that they have experienced over the years (United Nations, 2008).
Implementation of the policy to improve the access to education and success of Aboriginal and Torres Strait Islander
The policy fulfils the purpose of the advocating the superiority of the indigenous people of Australia reflecting the colonization impacting their society, community development, political and social structure. The policy is about respecting the rights of indigenous people through constructive arrangements with states, agreements and treaties. This not only promotes the need for welfare of the aboriginal and Torres Strait Islanders people but also about the way developments impact their territories, resources and lands. Recognising their rights on development is an important way to practise economic, social and peaceful progress by instigator friendly relations among the people and the nations (Åhrén, 2016).
Chosen national Indigenous education policy – National Aboriginal and Torres Strait Islander Education Strategy 2015
Implementation of the National Aboriginal and Torres Strait Islander Education Strategy policy
“coordinated cross-jurisdictional policy and practice supports Aboriginal and Torres Strait Islander people’s access to educational services.” (Australian Government, 2017)
The engagement of Aboriginal and Torres Strait Islander community members in the educational decision-making is observed through effectiveness of the collaborative actions with education ministers have agreed upon implementing the strategy of helping young people by engaging them to ensure meaningful pathways beyond school. The future of the children and the young people of aboriginal and Torres Strait Islanders is encouraged by improving post-school transition as well as school attendance. It is the reflection of achieving individual potential that contributes to community growth and development reflecting the significance of engagement through historical and cultural knowledge and skills development (Moodie, Maxwell & Rudolph, 2019). In relevance to the policy, engagement with community is observed in terms of analysing the future and the recommendations that can be implemented for the aboriginal and Torres Strait Islander students. The equality that is practised between a non aboriginal and Torres Strait Islander child and a aboriginal and Torres Strait Islander child reflects the significance of education equality as well as practises of cultural diversity. Encouraging and motivating children from diverse backgrounds and not only contributes to the quality of schools and educational institutes in Australia but also implements a broader perspective in terms of connecting global education and its impact (Patrick & Moodie, 2016).
Chosen international education policy – The United Nations Declaration on the Rights of Indigenous Peoples (2008)/ The UNDRIP
“Emphasizing that in the United Nations has an important and continuing role to play in promoting and protecting the rights of indigenous peoples” (United Nations, 2008)
The engagement of Aboriginal and Torres Strait Islander community members in the educational decision-making is observed through the significance of United Nation as a forum providing an important platform for promoting the protection of practises, values and traditional customs of the indigenous people. The policy tries to bring focus on the necessary implementation of peace and resolving of any social injustice issue especially when it comes to aboriginal and Torres Strait Islanders (Ban et al., 2018). Their experience from colonisation has made them suffer based on social, cultural and political issues therefore the United Nations provides a platform to design and implement projects based on employment, development, environmental growth, housing, education and health. These aspects were raised and addressed in terms of supporting the indigenous culture in Australia as well as around the world. It is the global awareness in relevance to the policy that engages with the national and global community of Australia that is the priority of the policy (Heyns & Viljoen, 2021).
Chosen national Indigenous education policy – National Aboriginal and Torres Strait Islander Education Strategy 2015
In my opinion, contribution to enhancement of knowledge in cultural identities, linguistic backgrounds and culture integrating educational participation, engagement and outcomes is performed through transition points. These transition points can be effectively implemented through early childhood education setting, workforce employment opportunities, Australian curriculum and observations made on the strategies that can be implemented to overcome indigenous disadvantages (Australian Government, 2017). Through this policy, national collaborative actions through authorities in Australia’s such as youth affairs senior official committee, early childhood development and Australian education brings in work programs that contributes to the development of aboriginal tourist Street Island of children and young people.
Future profession as an educator, I am deeply impacted by this policy because it contributes to my connection with my students, my practices and the families belonging to the both Aboriginal and Torres Strait Islander people as well as the European settlers. The policy is like an approach that identifies the seven priority areas reflecting the significance of children, their involvement and inclusion in school, the transition points leading to their future, attending regular education, collaboration, identity, diversity through culture, leadership, workforce development and quality teaching.
Chosen international education policy – The United Nation Declaration on the Rights of Indigenous Peoples (2008)/ The UNDRIP
From my perspective, the contribution to enhancement of knowledge in cultural identities, linguistic backgrounds and culture integrating educational participation, engagement and outcomes is observed by United Nations. According to United Nations (2008), the internal and external factors identified and addressed in terms of individual indigenous rights as well as its impact on national rights is focused through this policy. The security, liberty and integrity of an individual belonging to aboriginal and Torres Strait Islanders community is the responsibility of United Nations in terms of mental and physical practices.
Future profession as an educator is impacted through this policy considering it makes me more aware of the rights and the practices of the indigenous people and the oppression that has left an impact for years to come. It is therefore, the future of the children and the young people from the Aboriginal and Torres Strait Islander who must be encouraged and motivated to achieve to their fullest of potential. Teaching these young people about their human and civil rights through education, knowledge and skills will contribute to their future development both in their professional and personal life.
References
Åhrén, M. (2016). Indigenous peoples’ status in the international legal system. Oxford University Press. https://books.google.com/books?hl=en&lr=&id=DxboCwAAQBAJ&oi=fnd&pg=PP1&dq=United+Nations+Declaration+on+the+Rights+of+Indigenous+Peoples+impacts&ots=AKB0su_DYE&sig=8rnfg3p6Tk5sFarnXAFN-SYyXxs
Australian Government. (2017). National Aboriginal and Torres Strait Islander Education Strategy 2015 [Ebook]. Australian Government, Department of Education, Skills and Employment. Retrieved 13 April 2022, from https://www.dese.gov.au/indigenous-education/resources/national-aboriginal-and-torres-strait-islander-education-strategy-2015.
Ban, N. C., Frid, A., Reid, M., Edgar, B., Shaw, D., & Siwallace, P. (2018). Incorporate Indigenous perspectives for impactful research and effective management. Nature ecology & evolution, 2(11), 1680-1683. https://www.nature.com/articles/s41559-018-0706-0
Heyns, C., & Viljoen, F. (Eds.). (2021). The impact of the United Nations human rights treaties on the domestic level. Brill. https://books.google.com/books?hl=en&lr=&id=xdA7EAAAQBAJ&oi=fnd&pg=PP3&dq=United+Nations+Declaration+on+the+Rights+of+Indigenous+Peoples+impacts&ots=SKTAt-xzJM&sig=d9eDtZZmnEZncNCba8lvBEdDJPs
Hogarth, M. (2017). The power of words: Bias and assumptions in the Aboriginal and Torres Strait Islander Education action plan. The Australian Journal of Indigenous Education, 46(1), 44-53. https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/article/power-of-words-bias-and-assumptions-in-the-aboriginal-and-torres-strait-islander-education-action-plan/AF2E9C077BAF75F911C9BC8AC500C017
Moodie, N., Maxwell, J., & Rudolph, S. (2019). The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review. The Australian Educational Researcher, 46(2), 273-295. https://link.springer.com/article/10.1007/s13384-019-00312-8
Patrick, R., & Moodie, N. (2016). Indigenous education policy discourses in Australia: Rethinking the “problem”. In Global learning in the 21st century (pp. 163-184). Brill. https://brill.com/downloadpdf/book/edcoll/9789463007610/BP000011.pdf
United Nations. (2008). United Nations Declaration on the Rights of Indigenous Peoples [Ebook]. United Nations. Retrieved 13 April 2022, from https://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf.
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