Desert Education and Training Networks: A model for success Alicia Boyle Desert Knowledge CRC

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Desert Education and Training Networks A model
for successAlicia BoyleDesert Knowledge CRC
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Presentation Overview

• Who we are and what we do
• Why a CAETN?
• Key attributes
• The Network at work
• Where are we going?

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Who we are - our members
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What we do
Talking and working together for improved
demand-responsive VET for Aboriginal people in
Central Australia
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Why a CAETN?

• Recognition of a need for change and the belief
  that only a collective voice and collective
  action can facilitate this change
• Need for information exchange in a constantly
  changing external environment
• Thin market for students residing over vast
  geographical distances
• Diverse learners and learner needs
• High administrative and operational staff
  turnover
• Thin market for experienced and specialised staff

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Key attributes

• Trust, respect, passion, long term commitment
• Shared values and common goals
• Capable, knowledgeable, long-term EO and 2 x
  Chairs
• Meetings f2f every 4-8 weeks
• Timely minutes and action lists
• Regular email contact information updates
• Membership is valued by individuals and their
  organisations
• Web-based information repository
• Support given for EO, Chairs, workshops, venues,
  web space, catering and promotion

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The Network at work

• Information exchange
• Base of regular f2f meetings with
  member-identified guest speakers
• Comprehensive minutes, action list and web-based
  information repository
• Training matrix
• Travel, recruitment, promotion, support for each
  others activities
• TEETN
• Projects
• Reframing the Future, Community of Practice
• Australian Flexible Learning Framework, Network
  Project, NT Flexible Learning Innovations,
  E-tools for Art Workers and PowerUp
• Reframing the Future, Training and Assessment
  Network and Appreciative Enquiry

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The Network at work

• Key topic workshops 1 Identification of key
  issues and potential solutions for improving the
  quality of VET across Central Australia
• Some key outcomes
• A centralised web-based booking system for
  teaching and accommodation facilities across the
  NT managed by Shires, RTOs, Northern Territory
  (NT) and Commonwealth government agencies.
• A web-based one-stop shop for education and
  training related funding sources reviewed and
  updated quarterly.
• A web-based calendar of events/meetings,
  regularly updated, for all education and training
  related activities and major events occurring in
  communities.
• Greater engagement with business and industry in
  the planning, development, delivery and
  assessment of demand-responsive education and
  training services.
• Move away from the QUALITY BY NUMBERS model.
  Currently the fit for purpose is poor in
  relation to education and training delivery.
• A community education and training coordinator
  appointed within each community governance
  entity.
• A substantial increase in the number of
  Aboriginal trainers/assessors/mentors in
  communities/settlements to support delivery.
• Improved understanding of cultural obligations
  and/or community protocols needed across
  education and training staff.
• Longer time frames required for delivery allowing
  for literacy and numeracy development.
• Recurrently funded programs need to be supported
  with additional funds for things such as,
  mentoring and tutorial support.
• Continue to investigate the potential for
  e-portfolios to support ongoing recognition of
  informal, formal, traditional/cultural knowledge
  and skills, work and life experience.

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Where are we going?

• Further development and delivery of key issues
  paper to Government
• Facilitation of 2 key topic workshops per year in
  collaboration with TEETN
• Identification, development and implementation of
  solutions that require whole of government
  engagement and cooperation
• Source funding for key Network positions
• Source funding for Network-identified projects
• Support the roll out of ET Networks across the
  desert region to continue to strengthen the voice

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Questions

• Alicia Boyle
• alicia.boyle_at_cdu.edu.au