Northern Territory Adult Literacy And Numeracy Best Practice

How did they establish the program?

Literacy and numeracy training programs have been established to support a range of industries and professions in the Northern Territory. As circumstances are sometimes vastly different, it is interesting to note how these programs have been established and to understand key factors involved in their success (or failure).

Contracts, wages and work clothes

Case Study 1 Partnership of training providers, remote school, a national park and an Indigenous-owned hotel

A Steering Committee was established to oversee the program. The Committee consisted of twelve (12) community members representing diverse local interests and organisations, including local government, national park management, NT Health Department staff and the NT Chief Minister’s Office. Funding for the program was obtained through Training for Remote Youth (TRY) grants. Class times were intermingled with structured work experience over a period of six weeks. Work experience was mainly with the national park as Junior Rangers. Trainees received wages and meals during the day while participating in the program, and were outfitted with regulatory work clothes and boots. A contract outlining mutual responsibilities was clearly explained at the commencement of the program. This contract could always be referred to if there were any problems or disagreements.

Availability of trainers

Case Study 2 Workplace English Language and Literacy in Arnhemland

Establishment of this program was a lengthy process as regular access to air transport to the Outstations and ongoing availability of trainers had to be assured. Also, a variety of programs were offered and this required a number of different trainers to be available on a weekly basis. For example, one trainer supported the local community Association’s Ranger program while another provided training in Business Administration skills. At the same time, the program required apprenticeship delivery in a variety of crafts such as plumbing and mechanics.

Partnerships to make things happen

Case Study 4 Indigenous Employment Program at Indigenous-owned hotel

A national Indigenous Business association, a local tourism organisation and an Indigenous corporation (which owned the participating hotel) worked collaboratively to initiate this program, which was further developed in partnership with a university regional centre.
Training was initially planned as a 13-week program with completion of a Certificate II in their chosen field as the outcome. Successful graduates were offered full-time employment at the hotel. However, in 2005, a 6-week pre-employment program was added to prepare students for the work program in their chosen traineeship. This new 19-week program meant students worked five hours per day, four days per week, for a total of twenty (20) hours per week.
The 6-week pre-employment program was accredited as a VET Ready to Work program and funded by the Indigenous-owned hotel. The program included a focus on the basic details associated with gaining work-readiness, with special emphasis on Group 3 (Hospitality and Horticulture) trainees. Literacy and numeracy content was designed to link closely with the low literacy level of these trainees and the focus on preparing them to go to work tended to ensure a greater level of success.
The program involved life skills such as setting up a bank account, getting a Tax File Number, learning how to set an alarm and be punctual to work, reading the time and using a washing machine. This program had a very high level of employer support for the trainees, without which “the program would not have been nearly as successful” (hotel employee). Particular emphasis was made on understanding Occupational Health and Safety issues during an extended induction program for all trainees, in particular the Group 3 trainees.

Case Study 5 Indigenous traineeships in a National Park

A partnership was formed, consisting of representatives from the Chief Minister’s Office, DEWR (Job Find), a national park and a university, to develop and oversee the program. It is coordinated by an employee of a local Indigenous-owned hotel.

Case Study 7 A partnership in the metalliferous mining program

A Memorandum of Understanding between a large mining company and a university was developed and signed for the co-delivery and assessment of accredited training in Open Cut Mining, to be delivered in-house to Indigenous trainees. Although the mining company is an RTO and delivers most of their required training in-house, they wanted a university’s involvement in order to have the program externally validated. This partnership ensured that employees gained nationally-recognised qualifications.
This is an exciting partnership arrangement and further enquiries have been received by the university from other remote mining operations.

Thinking beyond school

Case Study 8 Private religious schools

In response to community requests, a key aim of this private religious school program is to encourage more Indigenous secondary students into Year 11 and 12. The training program is conducted post-Year 10 and its dual role is to seek opportunities to return secondary students to their communities, where they can access further skills development and/or employment. The program is funded by NT DEET with involvement by communities and integration with cluster programs.
In one participating urban private school, there are a large number of Indigenous students in all grades. Students in Years 10, 11 and 12 are involved in a variety of VET programs, cluster programs and school-based apprenticeships. Due to the large proportion of Indigenous students, and the fact that most speak English as a Second Language (ESL), this school receives extra funding to assist ESL students with their literacy and numeracy, particularly those students in Years 11 and 12. As an active participant in “whatever programs are available” (interviewee), this school receives ISET funding, enabling the employment of more staff to support Indigenous students. Tutoring is available for Year 11 and 12 students, and a recently implemented program provides additional support to students participating for the first time in a mainstream education school outside of their community. This is an important part of engaging Indigenous youths in a secondary school environment.
Program outcomes, including education in the middle years, senior secondary and in VET courses, are measured against the NT Curriculum Framework. Key factors for success include good practitioners and extra funding/support for literacy and numeracy. This enables a less ‘mainstream’ approach, particularly for senior secondary students, which includes smaller group-style teaching and programs specifically designed to meet the needs of particular Indigenous students. These special programs are approved by the Northern Territory and South Australian Boards of Education as required. Success is defined by improved literacy and numeracy, and potentially a greater number of Indigenous students completing Years 11 and 12.
The main aim of these programs is to provide opportunities for Indigenous students to return to their communities and actually contribute into a workforce pathway. In order to improve students’ range of skills, school programs are chosen based on possible employment outcomes, for example, construction programs which may lead to a certificate in construction completed on-site in the community.

Case Study 12 Indigenous Employment Management Board

This literacy and numeracy training program is located in a remote island community. According to one trainer, “For twenty years, the schools have been pumping out illiterate kids,” (interviewee). In order to establish a program that would be successful in such a remote location, students receive support and gain skills appropriate to existing employment opportunities. Training and ‘real jobs’ are locally based. An Accelerated Literacy program is part of the community’s school education, and trainers are able to build on these skills within this literacy and numeracy program.

‘Bridging the gap’ in Indigenous health care

Case Study 9 Indigenous health workers course

There are complex issues involved in providing high quality, effective medical care to Aboriginal people of diverse language groups and cultural backgrounds within the health system in the Northern Territory. This has led to recognition of the need for health workers of Aboriginal heritage to help ‘bridge the gap’. Health workers act as mediators between the Aboriginal clients and the NT Health Service, for example, in public hospitals. They assist in determining which services an individual client requires and help provide a holistic approach to the client’s wellbeing, focusing on environmental health issues as well as personal health.
This training program is a federally-designed program and is offered by a prominent health organisation with a focus on Indigenous health. This training school is registered with NT DEET in order to secure course curricula. As part of the program, Aboriginal health workers undergo 400 hours of clinical training before graduating from the health organisation’s training school. Interstate applicants are carefully screened and provided with additional clinical training where required.
Health workers are taught to assist doctors by acting as interpreters and mediators, using the client’s body language as well as their spoken language to help them advise the doctor as to the patient’s problem. Training programs such as these assist in meeting community needs, ensuring that Aboriginal clients are provided with quality care that is considerate of their cultural and social background.

Being realistic

Case Study 10 Registered training organisation (business-related)

In this training program, students vary in ages from school-leavers through to mature age apprentices at 40-45 years of age. Apprentices involved in literacy programs are predominantly Indigenous. This NT Public Service program delivers to major urban centres, while a rural training college and university regional training centre delivers the program to business apprentices in other rural areas. An urban-based RTO also delivers a customised program for apprentices working in regional centres.
From the training centre and training delivery perspective, there are many issues to consider when working with Indigenous apprentices. Some of these issues include literacy and numeracy levels, hearing problems, cross-cultural considerations, family and other community issues.
Therefore, an overall approach is required when establishing a training program to address all of these issues and ensure training staff are working in a realistic and positive way with Indigenous apprentices. Towards this end, this RTO is involved in a number of projects to develop and enhance training strategies.

For more issues, please see What are the issues in Literacy and Numeracy training?
For innovative strategies and approaches, go to What innovative strategies and approaches did they use?