Bilingual Education in Schools in Aboriginal Communities in the Northern Territory

1973 ◽  
Vol 1 (1) ◽  
pp. 46-51
Keyword(s):  
Bilingual Education ◽  
School Curriculum ◽  
Northern Territory ◽  
Department Of Education ◽  
Aboriginal Education ◽  
Advisory Group ◽  
Aboriginal Communities ◽  
Staff Members ◽  
Set Up ◽  
Aboriginal Languages

In January/February 1973 at the request of the Minister for Education, the Hon. Kim E. Beazley, an Advisory Group was set up to make recommendations for the implementation and development of a program involving teaching in Aboriginal languages and the incorporation in the school curriculum of further elements of traditional Aboriginal arts, crafts and skills. The members of the group were:Dr. Betty H. Watts, Reader in Education, University of Queensland, Mr. W.J. McGrath, Inspector of Schools, Aboriginal Education Branch, and Mr. J.L. Tandy, Department of Education, Canberra.It is believed that many teachers will be interested in the thinking behind the bilingual education program and the manner of its recommended implementation.The extracts which follow set out the rationale and the recommended progress through the educational program. The recommended roles of both Aboriginal and non-Aboriginal staff members will be outlined in the next issue.

Bilingual Education in Schools in Aboriginal Communities in the Northern Territory

1994 ◽  
Vol 22 (2) ◽  
pp. 22-26
Keyword(s):  
Bilingual Education ◽  
School Curriculum ◽  
Northern Territory ◽  
Department Of Education ◽  
Aboriginal Education ◽  
Advisory Group ◽  
Aboriginal Communities ◽  
Staff Members ◽  
Set Up ◽  
Aboriginal Languages

In January/February 1973 at the request of the Minister for Education, the Hon. Kim E. Beazley, an Advisory Group was set up to make recommendations for the implementation and development of a program involving teaching in Aboriginal languages and the incorporation in the school curriculum of further elements of traditional Aboriginal arts, crafts and skills. The members of the group were:Dr. Betty H. Watts, Reader in Education, University of Queensland, Mr. W.J. McGrath, Inspector of Schools, Aboriginal Education Branch, and Mr. J.L. Tandy, Department of Education, Canberra.It is believed that many teachers will be interested in the thinking behind the bilingual education program and the manner of its recommended implementation.The extracts which follow set out the rationale and the recommended progress through the educational program. The recommended roles of both Aboriginal and non-Aboriginal staff members will be outlined in the next issue.

Evaluation of Australian Bilingual Education: Some initial ideas directed at obtaining a just and thorough approach

1979 ◽  
Vol 7 (4) ◽  
pp. 33-44
Author(s):  
M. Christie
Keyword(s):  
Bilingual Education ◽  
Federal Government ◽  
Primary Education ◽  
Education Program ◽  
Northern Territory ◽  
Aboriginal Communities ◽  
Key Issues ◽  
The Government ◽  
Aboriginal Children ◽  
Aboriginal Languages

In the 1973 parliamentary session, the Australian Federal Government introduced acampaign to have Aboriginal children living in distinctive Aboriginal communities given their primary education in Aboriginal languages…and to supplement education for Aboriginal children with the teaching of traditional Aboriginal arts, crafts and skills mostly by Aboriginals themselves.Following that announcement, a committee was formed to investigate the possibilities of bilingual education and to direct the setting up of some initial programs. Five schools originally changed to a bilingual education program, and the number has grown to almost twenty. The original schools have now been in operation for five years, and there is a call for their evaluation. The government has expended large sums of money on the development of the programs, but there is still discussion concerning their possible future. Some of the key issues concerning bilingual education in the Northern Territory have not been resolved, and much of the development of programs was taken over by people of initiative in individual schools. This may or may not have been a good thing, but for the purposes of evaluation, we are presented with a very complex and freely structured situation. A just and constructive evaluation of all that has happened thus far will be difficult but invaluable for the government, the administrators, and the teachers.

Distance or Difference in Aboriginal Education

1982 ◽  
Vol 10 (4) ◽  
pp. 3-16 ◽  
Author(s):  
B. Graham
Keyword(s):  
Northern Territory ◽  
Aboriginal Education ◽  
Remote Communities ◽  
Aboriginal Communities ◽  
Aboriginal Students ◽  
Present Complex ◽  
The Social ◽  
Isolated Communities ◽  
Arafura Sea ◽  
Aboriginal Children

The majority of the 27,000 Aborigines in the Northern Territory live in remote communities and on cattle stations, or are grouped around some of the smaller rural towns that are scattered through the 1,347,500 square kilometres of the Northern Territory. These extremely isolated communities may vary in size from, say, one hundred to over one thousand people. There is vast climatic and geographical variation, too, between the tropical communities around the beaches that fringe the Arafura sea, and those in the desert where the harsher climate and terrain have an appeal of their own to those who live there.To educate 7,000 Aboriginal children, the Northern Territory endeavours to maintain 43 schools in Aboriginal communities, plus another 27 which are located on pastoral properties. Apart from two residential colleges located at Alice Springs and Darwin, which cater for secondary-age Aboriginal students, all Aboriginal schools could be regarded as remote, isolated by geographical distance from the larger centres. These 70 schools present complex logistical problems to those who supply and maintain buildings, equipment and staff. However, although formidable, the problems associated with remoteness are insignificant when compared with the social, cultural and linguistic factors that create distance between these traditionally oriented Aboriginal children and our western style of education.

What Entitles a School to Legitimately Call Itself an Aboriginal School?

1996 ◽  
Vol 24 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Paul Buckley
Keyword(s):  
Primary Schools ◽  
Community Education ◽  
Northern Territory ◽  
Department Of Education ◽  
Aboriginal Communities ◽  
Aboriginal Students

According to the 1995 Northern Territory Department of Education Directory, the numberof schools within the Territory which cater for Aboriginal students are as follows:• 40 preschools in predominantly Aboriginal communities• 67 primary schools of predominantly Aboriginal communities• 53 outstations and Homeland Learning Centres in predominantly Aboriginal communities• 33 Community Education Centres and other post-primary schools in predominantly Aboriginal communities.

Bilingual Education in Schools in Aboriginal Communities in the Northern Territory

1973 ◽  
Vol 1 (2) ◽  
pp. 46-52 ◽  
Keyword(s):  
Bilingual Education ◽  
Education Program ◽  
Northern Territory ◽  
Aboriginal Communities ◽  
Aboriginal Child ◽  
Teaching Team

In the first issue of The Aboriginal Child at School extracts from the Report were presented to show the rationale of the bilingual education program and the major recommended model, showing progression in the use in the school of both the Aboriginal and the English languages.The extracts below show the Advisory Group’s conception of the teaching team, and of the separate but complementary roles of Aboriginal and non-Aboriginal teaching members.

Graduation Address: Aboriginal Teacher Aides, Sydney University, 1977

1978 ◽  
Vol 6 (1) ◽  
pp. 3-7
Author(s):  
Y. Bolton
Keyword(s):  
Teacher Training ◽  
Advisory Committee ◽  
New South ◽  
Classroom Teacher ◽  
Department Of Education ◽  
Aboriginal Education ◽  
Aboriginal Communities ◽  
South Wales ◽  
Teacher Aides ◽  
Mentally Retarded Children

(Mrs Yvonne Bolton was appointed in 1977 to the position of Aboriginal liaison teacher, State Department of Education, New South Wales. Among Mrs Bolton’s responsibilities are – planning and helping teachers to implement programs that will be of benefit to Aboriginal pupils; liaising with Aboriginal communities.Mrs Bolton did her own teacher training in Sydney, 1957-59, and during her period as a classroom teacher taught infants’ classes and moderately mentally retarded children.She is a member of the Adult Aboriginal Education Advisory Committee.)

Narratives and processes – Developing a responsive parent–child program to empower local facilitators in a remote Aboriginal community

2021 ◽  
pp. 147332502199241
Author(s):  
Carolin Stock ◽  
Maggie Kerinaiua Punguatji ◽  
Carmen Cubillo ◽  
Gary Robinson
Keyword(s):  
Play Therapy ◽  
Northern Territory ◽  
Parenting Program ◽  
Research Translation ◽  
Aboriginal Communities ◽  
Aboriginal Community ◽  
Parenting Support ◽  
Pilot Implementation ◽  
User Friendly ◽  
Parent Child

This article presents the results of a retrospective study that critically examines the development of a responsive parent–child program from conceptualisation to pilot implementation. The development of the Play to Connect program was a continuation of research translation work of the Let’s Start parenting program which was delivered in remote Aboriginal communities across the Northern Territory, Australia from 2005–2016. The impetus for the Play to Connect program came from the community need for parenting support that could be delivered by local Aboriginal workers living in the community. The aim was to bring research and community together through the co-creation of contextually relevant knowledge directly useful for local Aboriginal facilitators. Embedded in a dynamic cycle of planning, delivery, observation and reflection, the team of local Aboriginal staff and visiting practitioners designed and piloted an innovative, user-friendly and adaptable parent–child program which was underpinned by the evaluation findings of an existing program, drawing on the framework of play therapy. The 2.5 year long process of development brought about action and change for the local Aboriginal staff. They valued the co-creation of the program and resources and reported increased knowledge of child development and confidence to deliver family support in their community. This study shows that the development of Play to Connect was more than “tailoring” a parenting program – it was a way of creating sustainable support around a program to increase the chances of continuity of implementation and successful community engagement and development.

scholarly journals Maintaining an Adult Hematology/Oncology Service at a Tertiary Care Center during the SARS-CoV-2 Pandemic: An Eight-Week-Experience with a Newly Implemented Procedural Plan

2021 ◽  
pp. 1-6
Author(s):  
Philipp G. Hemmati ◽  
Dorothea Fischer ◽  
Frank Breywisch ◽  
Sabine Wohlfarth ◽  
Matthias Kramer ◽  
...  
Keyword(s):  
Clinical Symptoms ◽  
Care Center ◽  
Tertiary Care ◽  
Cancer Center ◽  
Staff Members ◽  
Oncology Service ◽  
Containment Measures ◽  
Vulnerable Patient ◽  
Set Up ◽  
Oncology Unit

Treatment of cancer patients has become challenging when large parts of hospital services need to be shut down as a consequence of a local COVID-19 outbreak that requires rapid containment measures, in conjunction with the shifting of priorities to vital services. Reports providing conceptual frameworks and first experiences on how to maintain a clinical hematology/oncology service during the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic are scarce. Here, we report our first 8 weeks of experience after implementing a procedural plan at a hematology/oncology unit with its associated cancer center at a large academic teaching hospital in Germany. By strictly separating team workflows and implementing vigorous testing for SARS-CoV-2 infections for all patients and staff members irrespective of clinical symptoms, we were successful in maintaining a comprehensive hematology/oncology service to allow for the continuation of treatment for our patients. Notably, this was achieved without introducing or further transmitting SARS-CoV-2 infections within the unit and the entire center. Although challenging, our approach appears safe and feasible and may help others to set up or optimize their procedures for cancer treatment or for other exceedingly vulnerable patient cohorts.

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