Richard Stewart, QLD Transition Support Service – IEBA video interview
Richard talks about his work with the QLD Dept of Education Transition Support Service, which works to support the engagement of young people from remote Indigenous communities with their boarding schools and residential facilities. There is a focus on preparing young people to make the transition to boarding and to stay at school.
Madalah team – IEBA video interview
Madalah is the largest Indigenous scholarship provider in WA, supporting over 400 Indigenous students in 23 partner schools. The team talk about their work in supporting and advocating for their students and helping bridge the gap between the families, remote communities and the schools.
Successful remote schools: what are they?
A lecture paper based on the Remote Education Systems (RES) project data about how schools and systems perceive educational “success”. Success in the eyes of remote education stakeholders—and particularly remote Aboriginal community members—is about parent and community involvement in schools, while schools and systems focus on solutions such as quality teachers, attendance, and boarding schools.
Student retention in boarding schools for indigenous students
Student Retention (or lack of student retention) is probably the biggest issue faced by schools and residences that catering Indigenous students. It seems to be an issue faced by all schools and residences although some organizations have better retention than others. This informal paper poses some strategies to build retention.
Strategies for Remote Education Systems
The Remote Education Systems research project, conducted between 2011 and 2016 focused on finding ways to improve outcomes for remote Aboriginal and Torres Strait Islander students.
This report sets out what was achieved by the RES project and how, critically reflects on impact from the work and lists strategies for improvement.
Parent and Community Engagement
The purpose of this Guide is to promote effective ways for Indigenous Parents and Boarding Providers to communicate and relate to one another. Includes checklists and explanatory notes to assist with implementing some of the tools, identified barriers in boarding and restorative principles of engagement.
Study Away Review
Study Away Review – Review of Support for Aboriginal and Torres Strait Islander Secondary Students Studying Away From Home.
Examines the issues facing Indigenous students who leave home to access secondary school, considers the role of Commonwealth support and identifies gaps in support and service delivery. Summary findings include better preparation for students and families, including preparation beginning earlier, reducing the complexity of ABSTUDY and ensuring the travel safety of students.
Power of education: From surviving to thriving
Report considers the barriers and circumstances that hinder Indigenous students’ education outcomes. Recommendations include Indigenous Boarding, ie establishing a National Indigenous Boarding Strategy requiring boarding facilities to meet agreed standards for the health, wellbeing and cultural safety of Indigenous students and funding boarding facilities to meet these standards.
Indigenous Parents of Boarding Students 2022
WW report based on consultations with parents of Indigenous Boarding students. Contains six recommendations based on engagement with communities prior to enrolment, establishment of cultural advisory groups, chaperones for students from remote communities and the provision of ABSTUDY workshops for parents so they are aware of their rights and entitlements.
Family Engagement in Education
Family engagement in a child’s education is a principal influence on students’ attendance at school. Familial engagement can either be enhanced or deterred by the relationship with their child’s school. This paper provides guidance to schools to held understand a student’s family, knowing not all families are alike.