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Legislative Assembly for the ACT: 2003 Week 8 Hansard (21 August) . . Page.. 3042 ..

MS GALLAGHER (continuing):

student was allowed a metre of the snake to design and paint. Such was their enthusiasm that they worked on weekends and after school, involving all the school community.

I am pleased to say that four new indigenous teachers were recruited to work in our schools this year. You would appreciate the difficulty of increasing the number of indigenous staff across all our government agencies and this number is seen as an excellent effort.

The fourth key element is about indigenous children and young people achieving outcomes equitable to the total population. In the financial year 2002-03, the government provided extra resources to upgrade the level and number of positions of staff working with indigenous students in our schools and their families.

As with all new initiative, it has been important to get it right from the start. Lengthy and comprehensive consultation and negotiations have taken place between staff, the indigenous education consultative body, the Community and Public Sector Union and human resources staff of the department. The recent enterprise bargaining negotiations for the ACT public service have also had a significant impact on the consultation period. Agreement about a proposed restructure and the upgrading of positions was reached in February and a person engaged to implement the plan.

Teachers of the indigenous student network met during the fourth term last year to explore examples of the work happening in our schools. Teachers from a Koori preschool, primary school and high school presented their programs, which were all focused on inclusivity.

This report details a range of information about indigenous student outcomes, including literacy, numeracy, attendance at school, retention at school through the high school years and the awarding of year 10 and year 12 certificates. I am pleased to say that progress has been made in these areas, although much more needs to be done.

I am delighted that the first cohort of indigenous young people has recently graduated from two government-funded targeted programs that are supporting those with high needs. The issues range from low level literacy and numeracy skills, homelessness and mental health problems through to the need for improved recreation opportunities. Other programs under way target indigenous students either exclusively or as part of a larger group of students. Some of these are on an indigenous mentor pilot program in two high schools and a student pathways plan initiative under development for all students in the latter years of high school.

A deliberate effort to engage more young indigenous people in vocational courses comes through in Partners in a learning culture-ACT indigenous action plan 2003-2005. An apprenticeship pilot in building and construction saw 15 indigenous students taking part and plans are under way for more opportunities like this.

Finally, I would like to emphasise the importance of this report. It demonstrates that the government's initiatives and programs are addressing the needs of indigenous students and their families, but more needs to be done. I commend the sixth report on performance in indigenous education to the Assembly. I move:

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