Embed Size (px)
Citation preview
Two years on:
Setting up and runningOCHRE initiatives withAboriginal communities
Learning together, working together, walking together…
Healing
Empowerment
Healing
Opportunity
ResponsibilityChoice
ochre: TwO yEArs ON
2
ARTIST RECOGNITION
Kim Healey is a descendant of the Bundjalung andGumbaynggirr nations, and also a descendant ofthe Djunbun (Platypus) Clan, original custodiansof the Washpool at Lionsville in Northern NSW.She currently lives within Country in SouthGrafton NSW, creating and telling her stories alongthe mighty Clarence River. Kim strives to captureCountry and utilise her voice through her work, to interpret the world around her.
This work captures Kim Healey’s connection toCountry. It speaks of the Bundjalung andGumbaynggirr nations which were created by theYuladarah, the creator of rivers, boundaries andtribal land. This is the Clarence River boundary with Susan Island in the middle of these two tribeswhich is a birthing place. Using a sgraffitotechnique, scribing in the sandy medium is amapping system of Country.
stands for:
Ochre is culturally significant to Aboriginal people within NSWand is used in ceremonies to bind people to each other andtheir Country. Ochre is recognised for its special healing powerswhich promote physical, emotional and spiritual health.
ISBN: 978-0-9585971-4-2 © September 2015
[email protected] www.aboriginalaffairs.nsw.gov.au
ochre: TwO yEArs ON
3
CONTENTS Minister’s Foreword 4
Message from the Head of Aboriginal Affairs 5
ABOUT OCHRE 6
History 6
Aims 6
Rationale 7
Key initiatives 7
OUR ACHIEVEMENTS 8
THE JOURNEY 9
WHAT WE HAVE LEARNT 10
REPORTING BY INITIATIVE 11
Staying accountable 12
Local languages, local cultures 13
Supporting Aboriginal students to succeed at school 15
Growing jobs and economic opportunities 20
Local communities, local initiatives 24
Promoting healing 27
NEXT STEPS 29
I am pleased to release the second annual report ofthe Opportunity, Choice, Healing, Responsibility andEmpowerment (OCHRE) plan. The NSW Governmentis as committed today to listening to, partnering with,and delivering with, the Aboriginal communities as itwas in 2011 when this journey began.
Working together as partners to design, deliver and evaluate is critical.
Aboriginal communities told us that improved outcomes would come from programdesign and delivery. Two years on the successes of the OCHRE initiatives rely ongovernment listening to, and working in partnership, with local communities.
Sustainable change takes time. I am pleased to see solid progress in expandingdelivery and achieving outcomes through Industry Based Agreements,Connected Communities, Aboriginal Language and Culture Nests, andOpportunity Hubs operating across the State.
I am heartened by the strong commitment of Aboriginal leaders across sixregional alliances to progress Local Decision Making. The NSW Governmentparticularly recognises the Murdi Paaki Regional Assembly who are leading thiswork in Western NSW to ensure that Government services are fit for purpose.
Over the next 12 months I look forward to a greater focus on Healing. NSW leadsthe country in recognising the impact of the past and working with the communityto build confidence and respect. Healing is central to every OCHRE initiative.
OCHRE will also be pivotal in achieving the Government’s State Priorities foreducation, to increase the proportion of Aboriginal and Torres Strait Islanderstudents in the top two NAPLAN bands for reading and numeracy by 30 per cent.
OCHRE is the NSW Government’s commitment to Aboriginal communities and Ilook forward to continuing to work in partnership to progress achievements overthe next 12 months.
– Leslie Williams MPMinister for Aboriginal Affairs
ochre: two years on
4
MINISTER’S FOREWORD
As OCHRE enters its third year, I continue to beamazed by how strongly it resonates with Aboriginalcommunities. No matter where I travel in NSW,Aboriginal people speak with great enthusiasmabout Opportunity Hubs, Aboriginal Language andCulture Nests and Local Decision Making.
In other states and territories people are paying attention to what we are doingand commenting positively to me about what they are seeing and hearing.
For me, the key to OCHRE’s success is that we haven’t lost sight of the wordsbehind the acronym, – opportunity, choice, healing, responsibility, empowerment– these are powerful concepts that are brought to life by our determination to staytrue to the commitments we have made to Aboriginal people:
• to ask and seek agreement before we act
• to open our books to Aboriginal communities and let them see what we aredoing and how much we are spending
• to support local leadership to make local decisions about local issues
• to measure and report on things that are important to Aboriginal communities.
Over the past 12 months we have achieved a number of significant milestones –the signing of the first Local Decision Making Accord, more than 1,000 studentsbeing supported by Opportunity Hubs, more than 3,500 students studying anAboriginal language and the first ever State-wide Healing Forum.
These and the many other achievements highlighted in this report have only beenpossible with the support of our valued partners – our industry and tertiary sectorpartners, our government partners and of course, our community partners. Thankyou for your ongoing support, commitment and openness to new ideas and newways of working.
Finally to my Aboriginal Affairs team. My thanks and admiration for your hard work and ongoing dedication to improving the lives of the Aboriginal communitieswe serve.
– Jason ArdlerHead of Aboriginal Affairs
ochre: TwO yEArs ON
5
MESSAGE FROM THE HEAD OF ABORIGINAL AFFAIRS
History
The Ministerial Taskforce on Aboriginal Affairs (theTaskforce) was established by the NSW Governmentin late 2011 to inform a new plan – OCHRE – toimprove education and employment outcomes forAboriginal people in NSW and to enhance servicedelivery to support these goals.
Extensive consultations with Aboriginal communities,stakeholders and industry gave some 2,700 peoplethe opportunity to contribute to the Taskforce’s work.OCHRE was released by the NSW Government inParliament on 5 April 2013 enabling implementationto begin. OCHRE’s first reporting period – outlined inOCHRE: one year on – covered activities from April2013 to 30 June 2014. OCHRE: two years on reportson activities from 1 July 2014 to 30 June 2015 andtakes stock of progress to date.
The full text of the OCHRE plan can be found atwww.aboriginalaffairs.nsw.gov.au.
Aims
OCHRE aims to support strong Aboriginalcommunities in which Aboriginal people activelyinfluence and fully participate in social, economicand cultural life. To achieve this, we need to:
• teach more Aboriginal languages and culture tobuild people’s pride and identity
• support more Aboriginal students to stay at school
• support more Aboriginal young people to getfulfilling and sustainable jobs
• grow local Aboriginal leaders’ and communities’capacity to drive their own solutions
• focus on creating opportunities for economicempowerment
• make both Government and communities moreaccountable for the money they spend.
6
ABOUT OCHRE
ochre: TwO yEArs ON
Rationale
OCHRE represents a new approach based on:
• genuine partnerships, devolution of power
• local focus, local outcomes
• long-term outcomes, evidence of success – no short cuts.
Key initiatives
Staying accountable
• A robust accountability framework includesindependent monitoring and assessment,program evaluation and a commitment toworking with Aboriginal communities to set themeasures of success – as well as regular publicreporting on progress and lessons learnt.
Local languages, local cultures
• Five Aboriginal Language and Culture Nestsaddress the loss of Aboriginal languages andculture and the resulting impact on the wellbeingof Aboriginal people in NSW. An AboriginalLanguage and Culture Nest is a local network ofcommunities bound together by their connectionto an Aboriginal language. That is, the localcommunities collectively form a language nest.
Supporting Aboriginal students to succeed
• Opportunity Hubs provide personalised supportfor Aboriginal young people in their local area,particularly those at risk of leaving school. Byworking with the community, businesses andother stakeholders, Opportunity Hubs match theneeds of individuals to the local services,agencies or mentors best placed to help them.The Hubs are run by experienced organisationswith strong links to Aboriginal communityorganisations, local businesses, regionalindustries and services for young people at risk,and with a deep knowledge of local conditionsand issues.
• Connected Communities put local schools at theheart of the community. By using schools ascommunity hubs to provide support from birthinto early childhood, across the school years andon into further training and employment, theConnected Communities strategy works inpartnership with local Aboriginal leaders andcommunities to improve educational outcomesand opportunities for young Aboriginal people.
Growing jobs and economic opportunities
• The NSW Aboriginal Economic DevelopmentFramework (AEDF) will co-ordinate activitiesacross government to ensure stakeholders worktogether effectively to achieve genuineimprovements in Aboriginal economicdevelopment in NSW. As part of the AEDF, theNSW Government and industry partners areworking together through Industry-BasedAgreements (IBAs) to identify and develop morejobs and business opportunities for Aboriginalpeople and are supporting Aboriginal people tostay engaged in private sector jobs over the long term.
• Changes to land rights legislation, through theAboriginal Land Rights Amendments Act (2014),not only make the land claims process faster,more flexible and more efficient but help deliversocial, economic and cultural benefits.
Local communities, local initiatives
• Local Decision Making transforms the way theNSW Government does business with Aboriginalcommunities by opening the books to Aboriginalpeople to show what we are doing and what weare spending.
Healing
• By acknowledging that healing andintergenerational trauma and loss are real,significant and ongoing issues for Aboriginalpeople, OCHRE initiatives advance the dialoguein NSW to promote healing.
7
• Results for primary school children are improving andprimary school attendance is increasing
• Every school has a Local School Reference Group
• Every school has a Senior Leader, CommunityEngagement, and a Leader, Community Engagement
• Connected Communities staff participate inConnecting to Country professional development,delivered locally by the NSW Aboriginal Education Consultative Group Inc. (AECG)
• OCHRE, An approach to evaluation published,committing government to ethical andparticipatory practice
• A framework to monitor, evaluate report andimprove OCHRE initiatives completed, with draftmeasures of success described
• Evaluation of the Accord negotiation betweenthe NSW Government and the Murdi PaakiRegional Assembly published to support futurenegotiations
• Monitoring data collected from initiatives withsufficient maturity to produce the information
• 95 schools engaged with a Hub
• 1,102 students connected to a Hub (excludes Dubbo where anew service provider was in the early stages of establishingthe Hub)
o Year 5-8 (625 students)
o Year 9-10 (298 students)
o Year 11-12 (179 students)
• Personal Learning Plans developed for 363 Year 9-12students, linked to Career Plans
• 54 local and national employers partnered with the Hubs
• 120 jobs and training opportunities banked with the Hubs
• 65% of school leavers connected to a Hub transitioned into further education, training and/or employment
• A Teacher, Aboriginal Language and Culture, appointed toeach Nest
• Aboriginal language programs implemented in 35 schools
• 3,679 Aboriginal and non-Aboriginal students studying anAboriginal language
• Three Industry-Based Agreements signed andoperational
• The first cohort of 16 Aboriginal apprentices andtrainees engaged with the support of the MasterBuilders Association of NSW
• The NSW Government hasspent $58.3 million over thepast two years on products andservices provided by Aboriginalbusinesses
• National (COAG) target for Aboriginal public-sector employment exceeded in NSW – 2.9% of NSW public-sector employees were Aboriginal as at June 2014, against a target of 2.6%
• First ever target (1.8%) set for salary bands with few Aboriginal employees, to challenge the pyramid effect whereby Aboriginal employees are over-represented in lower grades
• 44 Aboriginal employees graduated from the Public Service Commission’s Aboriginal Careerand Leadership Development Programs – 20% of these employees offered career developmentopportunities including acting opportunities and promotions into more senior roles
• Delegates from over 80organisations attended State’s firstOCHRE Healing Forum
• Six Local Decision Making regionsestablished
• First Accord signed between the NSWGovernment and the Murdi PaakiRegional Assembly to set priorities forthe region
• Leadership group of Regional Alliancechairs formed – representing each LDMregion – to guide the implementation ofLocal Decision Making
Building theevidence
Engaging Aboriginal students, schools and employers via Opportunity Hubs
Strengthening Aboriginallanguages and culture
Supporting Aboriginal students to succeed at school
Boosting NSWGovernment spending onAboriginal businesses
Empowering Aboriginal communitiesto make decisions locally
Building opportunitiesfor Aboriginal people inthe public sector
Working with industry tocreate opportunity and jobs
Talking about healing
8
OUR ACHIEVEMENTS
ochre: two years on
April 2013
ochre published
June 2013
First Industry Basedagreement (nswMinerals Council)
October 2013
north west wiradjuriLanguage and Culture
nest launched
September 2013
executive Principalsappointed in 15 Connected
Communities schools
December 2013
three Local Decision Making sitesannounced (Murdi Paaki regional
assembly; Illawarra andwingecarribee regional
Partnership alliance; regionalaboriginal Development assembly)
February 2014
Gumbaynggirr andBundjalung Language
and Culture nestslaunched
March 2014
tamworth andCampbelltown opportunity
Hubs announced
April 2014
second IndustryBased agreement(Master Builders
association nsw)
April - May 2014
Paakantji/Baakantji andGamilaraay/yuwaalaraay/yuawaalayaayLanguage and Culture nests launched
July 2014
ochre HealingForum
September 2014
two more Local DecisionMaking sites announced(three rivers regionalassembly and Barang)
December 2013
Upper Hunter andDubbo opportunityHubs announced
February 2015
third Industry Based agreement(Civil Contractors Federationnsw) and first accord signed
between the Murdi Paakiregional assembly and the
nsw Government
March 2015
new Dubbo opportunity Hubprovider appointed and one more
Local Decision Making siteannounced (northern regional
aboriginal alliance)
June 2015
evaluation of theMurdi Paaki
regional assemblyaccord negotiation
published
April 2015
nsw Publicsector aboriginal
employmentstrategy published
October 2014
Deputy ombudsman(aboriginal Programs)
commences
OUR JOURNEY
9
2013
2014
2015
ochre: two years on
10
WHAT WE HAVE LEARNT
Aboriginal aspirations
Meaningful self-determination for Aboriginal peoplein NSW is at the heart of OCHRE. The NSWGovernment is committed to going beyond thefamiliar rhetoric about partnerships to work every daytowards devolving power from government toAboriginal communities.
Those of us working on OCHRE from withingovernment have been challenged to unlearnprevious approaches, to continually check ourassumptions and to be prepared to work withincommunity timeframes.
Although the principle of self-determination is mostexplicitly expressed in Local Decision Making, it cutsacross all OCHRE initiatives.
Aboriginal knowledge
The many new initiatives that make up OCHRE arebuilt on knowledge held by Aboriginal people andAboriginal communities. Working closely withAboriginal people to support their aspirationsfacilitates the transfer of Aboriginal knowledge to thebenefit of OCHRE partners – government,non-government, industry and tertiary sector.
The revitalisation of Aboriginal languages has beendescribed to OCHRE partners as a “people’smovement” and is a powerful example of whereAboriginal knowledge resides – in individuals,families and communities. It is only with suchknowledge that Aboriginal languages can be revivedand OCHRE’s Aboriginal Language and CultureNests can succeed.
Aboriginal leadership
To realise a future in which Aboriginal aspirationsguide and shape policy and practice in NSW, thesupport of Aboriginal leaders, and ongoinginvestment to build Aboriginal leadership, are vital.
Regional alliances participating in the Local DecisionMaking initiative, with support from government, areinvesting in current and future Aboriginal leadership.The NSW Public Service Commission, too, is investingin Aboriginal leadership within the public sector.
And initiatives like Connected Communities andOpportunity Hubs pay particular attention tosupporting Aboriginal kids to succeed at school andto transition to meaningful futures in which theirleadership potential can be fully realised.
Aboriginal governance
Aboriginal communities are not homogenous – themany Aboriginal Nations across Australia make up oneof the most diverse Indigenous cultures in the world.
Consequently, Aboriginal community structures anddynamics can vary significantly across the State. ForOCHRE initiatives such as Opportunity Hubs,external providers play a crucial role in establishingand sustaining inclusive governance arrangementsthat fit distinct local communities and enable localAboriginal voices to be heard.
Aboriginal healing
Healing cannot be “done to” Aboriginal people. It is adeeply personal journey led by Aboriginal people toovercome more than 200 years of dispossession,paternalistic policy and trauma that have diminishedAboriginal people’s motivation, confidence and senseof control over their own lives.
Healing underpins every OCHRE initiative. Byrevitalising an Aboriginal language, by working tostrengthen the Aboriginal economy in NSW, or byengaging with Aboriginal students to build positiveexperiences at school and into early adulthood,OCHRE is providing new opportunities for Aboriginalpeople to address the past.
11
OCHRE: TWO YEARS ONREPORTING BY INITIATIVE
ochre: TwO yEArs ON
The implementation of OCHRE is underpinned by arobust accountability framework that includesindependent monitoring and assessment, regular publicreporting and an approach to evaluation that hasAboriginal communities setting the measures of success.
Solution Brokerage requires NSW Governmentagencies to work with each other, and to collaboratewith NGOs, to find practical solutions to issues thatmight otherwise fall between the cracks. This includesissues that no agency has a clear mandate to resolve,that have whole-of-government implications, or thathave been identified for attention by Secretaries – theheads of NSW Government agencies.
Independent oversight
OCHRE Project Managers provide information to theDeputy Ombudsman (Aboriginal Programs) whoindependently monitors OCHRE. The DeputyOmbudsman’s first assessment of OCHRE can befound at www.ombo.nsw.gov.au.
Evaluation
Key achievements
• A framework to monitor, evaluate, report andimprove OCHRE initiatives completed by theCultural and Indigenous Research CentreAustralia (CIRCA) in June 2015. The framework,known as MERI (Monitoring, Evaluation, Reportingand Improvement), includes the measures ofsuccess negotiated to date with Aboriginalleaders, industry and NGO partners. MERI appliesto Aboriginal Language and Culture Nests,Industry Based Agreements, Local DecisionMaking and Opportunity Hubs – ConnectedCommunities will be evaluated separately. As partof MERI the measures of success will be revisitedto ensure they reflect the views of communitiesover the 10 years of evaluation.
• OCHRE: An approach to evaluation, published inFebruary 2015, committing the NSW Governmentto an ethical and participatory practice. Thepublication can be found atwww.aboriginalaffairs.nsw.gov.au.
• Monitoring data collected from mature initiativesand reported in this document. Early outcomesexpected across the OCHRE initiatives from2017. The NSW Government recognises that itwill take time before any medium- or long-termoutcomes are evident and even longer forimpacts to be apparent.
• Evaluation of Murdi Paaki Regional AssemblyAccord negotiation (Local Decision Making)published in June 2015. The findings will informfuture Accord negotiations. The publication canbe found at www.aboriginalaffairs.nsw.gov.au.
• The Social Policy Research Centre (SPRC) at theUniversity of New South Wales engaged todevelop a research practice guide to supportgovernment and non-government individuals andagencies to undertake ethical and culturallyappropriate research with Aboriginalcommunities. A guide is expected to be ready totest with Aboriginal communities in early 2016.
Solution Brokerage
Key achievements
• Solution Brokerage Policy and OperationalFramework, Fact Sheet and Frequently AskedQuestions published in March 2015. They can befound at www.aboriginalaffairs.nsw.gov.au.
• A Premier’s Memorandum on Solution Brokeragepublished in March 2015, vesting authority toinvoke the Solution Brokerage function in the Headof Aboriginal Affairs and placing a positiveobligation on NSW Government agencies toparticipate and support the resolution of local,regional and State-wide issues. The Memorandumcan be found at www.dpc.nsw.gov.au.
• Two Solution Brokerage issues declared:
− Resolution of long-standing land andeconomic participation issues with the EdenLocal Aboriginal Land Council area
− Development of an integrated early childhoodservice model for the Murdi Paaki region.
12
STAYING ACCOUNTABLE
ochre: TwO yEArs ON
Five Aboriginal Language and Culture Nests arerevitalising and maintaining Aboriginal languages as an integral part of culture and identity. AnAboriginal Language and Culture Nest is a localnetwork of communities bound together by theirconnection to an Aboriginal language. That is, thelocal communities collectively form a Language andCulture Nest.
Key achievements
• Teacher, Aboriginal Language and Culture,appointed to each Nest.
• Negotiations initiated for the appointment ofCommunity Coordinators to each AboriginalLanguage and Culture Nest.
• Aboriginal language programs expanded to 35schools. Units of work and lesson plansdeveloped by teachers, schools andcommunities for the revised K-10 AboriginalLanguages Scope and Sequence.
• Wide-ranging initiatives to help increase thenumber of Aboriginal language tutors, including:
− Teachers mentoring Aboriginal people tosupport them to work in the classroom.
− TAFE Institutes (Western, North Coast) offeringCertificates I, II, III and IV in AboriginalLanguage learning to enable communitymembers to work as tutors.
− Negotiations held with universities to offer:
• Bachelor of Education, SecondaryHistory/Aboriginal Language/AboriginalStudies
• Graduate Certificate in Wiradjuri language
• A degree in Aboriginal Languages.
− Department of Education scholarships offeredfor Aboriginal teachers wanting to further theircareer in Aboriginal languages.
• Stage 6 Content Endorsed Course for Aboriginallanguages completed following consultationsbetween the Board of Studies, Teaching andEducational Standards NSW (BOSTES) and allrelevant stakeholders. Publication expected inNovember 2015.
• Language resources developed in everyAboriginal Language and Culture Nest.
• Extensive consultations – 27 meetings across fivesites – held within the Aboriginal Language andCulture Nest areas to identify a suitablepermanent Keeping Place for each site.
Comments from community
Uncle Roger Duroux, Gumbaynggirr Elder
‘‘As an Elder I've found it's been great for me tolearn some language as it fits in well with the restof our culture. Knowing and hearing the languagebeing spoken by the younger generation fills mewith great pride.
It's been a challenge for me sometimes to try andpronounce some of the words. I used to writedown the words how I would pronounce themand it was easy for me to understand.”
Aunty Vicky Filewood, Gumbaynggirr Elder
‘‘Gumbaynggirr language is great to have in theclassroom and it needs to keep going. We needto have more community people trained so theyteach more language. I can see the growth,self-esteem and pride in our Aboriginal kids fromlearning language and culture.
Even the non-Aboriginal students are excited. I felt lost before the teaching of Gumbaynggirrlanguage. Now I feel connected to my Countryand very proud of who I am – and I haveownership.”
13
LOCAL LANGUAGES, LOCAL CULTURES
ochre: TwO yEArs ON
Revitalising the Bundjalung Language
Led by active community members, theBundjalung language is undergoing a revival.Whereas past government policies sought to banor discourage Aboriginal people from speakingtheir own languages, the NSW Government is nowseeking to bring languages like Bundjalung backto life as a central element of the OCHRE strategy.
For many languages across Australia, the changein approach has come too late, but Bundjalung,which is now being taught in NSW primaryschools, is one of the survivors.
Revitalising an ancient language so it can betaught to school children poses many complexchallenges for the community which speaks andconserves it. Some big questions had to beworked through. Bundjalung has several dialects.Which dialect – which specific words and phrases– should be taught as mainstream Bundjalung?How should Bundjalung be taught? Throughstories? Through songs? Using grammar anddictionaries? Perhaps most sensitive of all, whocan teach the language – and who cannot?
For Aboriginal people decisions like these are forthe whole community to make. Consensus had tobe achieved before Bundjalung could be taught.
Before the conversation could start, all the people
and organisations affected had to be invited totake part. The Bundjalung Aboriginal EldersCouncil and the regional Aboriginal EducationConsultative Group (AECG) had the job ofbringing people together.
Once they were all around the table, they had tobe given time to talk the issues through – as manyconversations as were necessary to reachconsensus. In the end, it took 12 communitymeetings.
To lead the discussion a facilitator was chosenwho could ensure everybody had a say and couldhelp resolve disputes and identify whenagreement had been reached. The facilitator alsohad to steer the discussion to keep the focus onthe goal everybody agreed to. That was to hearthe language spoken on the street. The facilitatorhad both to understand the issues and to befamiliar with the networks and relationships ofthose taking part. Most important, the communityhad to accept the facilitator and feel confident thatthey would conduct the process by chippingaway patiently to make progress rather than byforcing decisions through.
It worked. Consensus was achieved. Bundjalungis now being taught to NSW primary schoolchildren.
Complementing OCHRE
The NSW Government, through Aboriginal Affairs,also strengthens local languages and local culturesby:
• Funding NAIDOC Week events across NSW – in2015, $125,000 was granted to 101 organisationsto support cultural events and activities.
• Funding language revitalisation – in 2015,$163,560 was granted under Our languages, ourway to six organisations to support Aboriginallanguages.
14
CASE STUDY:
Opportunity Hubs
Opportunity Hubs are providing young Aboriginalpeople with clear pathways and incentives to stay atschool and transition into employment, training orfurther education. Opportunity Hub providers workwith Aboriginal young people, families andcommunities to help build expectations for success.
There are four providers: MTC Australia inCampbelltown; TAFE Western in Dubbo; TamworthLocal Aboriginal Land Council (LALC) in Tamworth;and Aboriginal Employment Strategy in the UpperHunter.
Key achievements
• The Campbelltown, Tamworth and the UpperHunter providers expanded services within theirregions. Following an open tender, TAFE Westernwas appointed for Dubbo in March 2015.
• All Hubs developed strong governancestructures with advisory boards made up of keylocal Aboriginal community representatives,education and training providers, industry,government agencies and non-governmentservice organisations.
• All Hubs delivered tailored, effective careereducation and inspiration programs relevant totheir regions – for example:
− In Tamworth, the Aspirations program fostersthe knowledge, expectations and aspirations ofAboriginal students. The program promotesself-esteem and cultural identity before focusingon education, goal setting, opportunities foremployment and career pathways.
− In Campbelltown, the Deadly Goals programworks with high school students to buildgoals, choices, motivation, team work andsuccess, in partnership with facilitator PaulWade (ex-Socceroo captain). The Sista Speakand Bro Speak programs aim to inspire andmotivate Aboriginal primary and high schoolstudents by promoting the importance ofeducation, diverse career paths, self-esteem,
culture, leadership and economicindependence.
• All Hubs prioritised the linking of career plans tostudent learning plans.
• All Hubs worked with local industry partners todevelop career opportunities for local Aboriginalstudents supported by Memorandums ofUnderstanding with Vocational Training andEducation Centres (VTECs) operating in theirregions and the Australian Army. The agreementsexpand the career education, experience andemployment pathways available to Aboriginalyoung people.
Comments from community
Fiona Richie, Campbelltown Hub, community member and parent
‘‘The support and dedication of the Youth Advisersat the Opportunity Hub are always positive. Thestaff follow up with young people and providevarious types of support and referral options.
It’s been great for young people to be given theopportunity to build confidence and leadershipthrough working with the Hub. Young people areprovided with great opportunities and given anadvantage for a successful future.”
Adam Johnstone, Upper Hunter Hub, Deputy Principal, Merriwa Central School
‘‘It’s been fantastic for our school to be involved withthe OCHRE Opportunity Hub. It has supported ourstudents and also their parents to look atopportunities through school and also beyondschool, and target what they are really interested in.
By doing that they are able to find meaningfulpathways beyond school and have thoselong-term goals.
We are very grateful for the support the OCHREOpportunity Hub has presented to us and ourstudents, and we look forward to keeping thatrelationship as an ongoing one for a long time tocome.”
15
SUPPORTING ABORIGINAL STUDENTS TO SUCCEED AT SCHOOL
ochre: TwO yEArs ON
ochre: TwO yEArs ON
16
Supporting a young Aboriginal person at risk of disengaging from school
Terry was in Year 11 at school – but he didn’t wantto be, and he was letting it show. He often actedup in class. Some days he didn’t come to schoolat all.
His teacher had seen the same behaviour in otheryoung people, and was worried that Terry (not hisreal name) might drop out of school altogether.She knew people at the local Opportunity Hubwho might be able to help, and when arepresentative visited the school, she referredTerry to them.
A youth adviser from the Opportunity Hub spenttime talking to Terry about his goals, and theeducation and training options that might help himreach them. Terry told the adviser he didn’t reallywant to be at school. He wanted anapprenticeship or traineeship: he liked the idea ofworking better than studying.
The adviser helped Terry prepare a resume anddeveloped his interview skills so he would gainenough confidence to start applying for positions.When Terry was ready to take the next step, hisyouth adviser contacted a local VocationalTraining and Education Centre (VTEC). VTECproviders work with Opportunity Hubs to helpAboriginal job seekers find work. The VTECprovider had experience working with bothemployers and with specialist Aboriginal mentorswho would continue supporting Terry once he
secured his apprenticeship or traineeship.
Together, the Opportunity Hub and VTEC providerhelped Terry prepare – including buying someclothes that he could wear to interviews. At first,Terry received some knockbacks, but bothproviders worked hard to motivate him and keephim optimistic so he would keep looking foropportunities.
Eventually Terry succeeded. He was offered, andaccepted, a full-time apprenticeship with aconstruction company. He has started hisapprenticeship, and the Opportunity Hub andmentors from VTEC are helping him with this nextphase of his life.
Terry’s story shows how programs are mosteffective when they bring a cooperative andholistic approach to the cases being managed.Terry’s school had to know where to look for helpfor him. His youth adviser had to be able to spendtime with him to gain his trust so Terry could talkcomfortably about why he didn’t want to be atschool and what his options were. TheOpportunity Hub’s partnership with VTEC wascritical in connecting Terry to employers. Withboth programs working in tandem Terry wasreceiving both emotional and practical support aswell as advice about how to put himself forward toan employer. Their commitment to support Terryas his apprenticeship proceeds will maximise hischances for success.
CASE STUDY:
ochre: TwO yEArs ON
17
Supporting a local Aboriginal health organisation to build a future workforce
A health centre supporting Aboriginal mums,bubs and Elders wants to find Aboriginal womeninterested in working in health care to help itprovide a culturally appropriate service. Whomdoes it contact? How does it start? That was thepuzzle that recently faced one centre located onthe campus of a NSW university.
Some staff at the centre knew of an OpportunityHub nearby. The centre approached the Hub toarrange work experience for students attendinglocal high schools. Before the Hub contacted theschools, Hub staff spent time at the health centreto understand what work experience would beavailable and hence which students might beinterested. Once the Hub and the centre agreedon which types of student would suit the centrebest, the Opportunity Hub contacted itsparticipating high schools.
One school put forward Jenny (not her real name),a student interested in working in health. Jennyspent a week at the centre helping out and findingout about what went on there. The experiencegave her a good insight into what was involvedand she received plenty of encouragement fromthe centre staff. They helped her to think about thesubjects she should study at school and thecourses she might enrol in once she had finished.
A doctor at the centre said: “This student wasexemplary and we are hopeful we can provide herwith further educational opportunities andguidance in the future”.
When the health centre decided it wanted moreAboriginal women in its workforce it needed helpand advice. By building a partnership with theOpportunity Hub the centre was not only able tofind students for work experience but also tounderstand what it should do to make thosestudents feel comfortable and supported.
CASE STUDY:
ochre: TwO yEArs ON
Connected Communities
Connected Communities schools are working inpartnership with local Aboriginal leaders and thecommunity to improve educational outcomes forAboriginal students and all students. ConnectedCommunities puts schools at the heart of thecommunity, by positioning them as hubs to facilitatesupport from birth into early childhood, across theschool years and beyond into further training andemployment.
More information about the strategy can be found atwww.dec.nsw.gov.au/about-the-department/our-reforms/connected-communities.
Key achievements
• Primary attendance rates at ConnectedCommunities schools as a group increased by1.8 percentage points from 2012 to 2014.
• The gap in primary attendance at ConnectedCommunities schools compared with all NSWschools narrowed slightly from 8.9 percentagepoints in 2012 to 7.7 percentage points in 2014.
• Eight of the 11 schools with primary studentsreported improved attendance rates from 2012 to 2014.
• Attendance rates for Aboriginal Year 7 to 10students improved by 2.3 percentage points atConnected Communities schools as a group,compared with an increase of 1.2 percentagepoints at all NSW non-metropolitan schools.
• All schools are facilitating health and dentalchecks for their students.
• Nine schools are offering the opportunity to learnAboriginal languages.
• All schools are coordinating Aboriginal culturalstudies or cultural activities in the schools.
• All central and high schools are operatingprograms to encourage further learning andpathways to employment, by partnering withuniversities and TAFE.
• All schools have established Local SchoolReference Groups. The President of the localAECG is the chair. The President of the Parentsand Citizens Association is the vice chair andmembers include Elders, parents, other keyCommunity members and the ExecutivePrincipal. The Senior Leader: CommunityEngagement or Leader: Community Engagementprovides executive support to the chair.
• Capital works projects are under way inconsultation with school staff, Local SchoolReference Groups and local communitymembers. Minor capital works were undertakenat all Connected Communities schools and majorprojects have commenced at Walgett CommunityCollege, Brewarrina Central School and MoreeEast Public School.
• The majority of staff across ConnectedCommunities schools have participated in theConnecting to Country program and plans are inplace to update all new staff.
• A senior officers’ inter-agency working group hasbeen established to strengthen the involvementof NSW Government agencies in realisingcross-agency service delivery to the 15 schools.Locally, all schools have partnered with relevantservice providers in areas such as health,wellbeing and transport.
18
ochre: TwO yEArs ON
19
Hillvue Public School
Hillvue Public School has an enrolment of 287students, (with 78% being Aboriginal students)and is located in Tamworth. The school has astrong focus on student wellbeing, communityengagement and quality teaching and learning.The development and implementation ofinnovative programs to cater for the needs ofstudents from Aboriginal and Torres Strait Islanderand low socio-economic backgrounds is a highpriority.
Led by Executive Principal Chris Shaw, the schoolhas a genuine focus on the provision of a diverseand exciting curriculum supported by twoInstructional Leaders and quality classroomteaching.
Mr Shaw says: ‘At Hillvue Public School the focusis on Innovation, Opportunity and Success. TheHillvue School belief is that all students can learnand all students will learn because what theschool does is fundamental to the ultimate goal ofachieving improved outcomes for students andfamilies’. The school has a committed staff, with abalance of experienced and early career teachersthat collaborate with students and parents toelevate expectations and address core valuesand social needs.
The staff have participated in the AECG facilitatedConnecting to Country Program, and have animpressive knowledge and understanding of thelocal Aboriginal community and its values, withgreat respect for Aboriginal culture and studentidentity. The school’s Senior Leader CommunityEngagement has ensured that the school’srelationship with the community is constantlyimproving.
The input of the Local School Reference Group,led by the Chair of the local NSW AECG, is one ofthe big contributors to success for Hillvuestudents.
Hillvue has strengthened cultural understandingsthrough Personalised Learning and experiencessuch as Harmony Day/NAIDOC Week/GirlsGroup/Boys Group and Breakfast Club.
One of the most positive outcomes of the focus onpersonal learning is that teachers have higherexpectations of themselves and their students.
‘Teachers, students and families are supportedand recognised as important members of theschool community’ said Mr Shaw.
This immersion in learning and culture has hadpositive outcomes for Hillvue students. The 2015NAPLAN results demonstrate:
• Improved NAPLAN trends in all areas -highlights of the latest NAPLAN results forHillvue include:
– 60% of all Year 3 students in bands 4 and 5for writing compared to 5.7% last year
– significant reductions of Year 3 students inthe bottom two bands for writing andnumeracy.*
During a visit to the school in September 2015 topersonally congratulate Executive Principal MrShaw, the staff and students on their continuingachievements, Minister for Education AdrianPiccoli said:
‘Hillvue Public has declared they arereinventing their school to be a better learningenvironment where every child can do theirbest.
And that’s just what the school and itsCommunity is doing – together…..’
* Changes in NAPLAN outcomes from one year to the next shouldbe interpreted cautiously when the sample of students is smallbecause averages can be strongly influenced by theperformance of just one or two students.
CASE STUDY:
Aboriginal Economic Development
A new direction and approach are needed to supportAboriginal economic development across NSW, builton the strengths of the State’s Aboriginalcommunities and their long history of successfulenterprise and trade as part of their own economicsystems. The reforms will make up part of the widerstrategy for economic growth and prosperity in NSWand aim to improve the coordination of activitiesacross government to reduce duplication and identifygaps in social, economic, and cultural investment.The framework for Aboriginal economic developmentis being built around the three key areas of improvedgovernance, strategic partnerships and investment inhuman capital.
Key achievements
• A draft Aboriginal economic developmentframework developed in 2014. A strengthenedframework is being progressed.
• The NSW Aboriginal Business Portal launched inFebruary 2015 and can be accessed atwww.nswicc.com.au.
• An updated NSW Aboriginal Participation inConstruction (APIC) policy commenced in May2015, requiring government construction projectsto allocate a percentage of their spending toAboriginal business, employment and trainingopportunities. The policy can be found atwww.procurepoint.nsw.gov.au.
Industry-Based Agreements
The NSW Government is forging partnerships withpeak industry bodies to support Aboriginalemployment and enterprise through Industry-BasedAgreements (IBAs). Through these agreements,industry sectors are working with the NSWGovernment and Aboriginal communities to identifyand develop sustainable jobs and businessopportunities for Aboriginal people and to supportAboriginal people to stay engaged in employmentover the long term.
Key achievements
• Three major agreements in place to promoteAboriginal employment and enterprisedevelopment.
− Agreement with the NSW Minerals Councilwas extended. Achievements for 2014 can befound at www.nswmining.com.au. Furtherinformation is also provided in the case studybelow.
− Agreement with the Master BuildersAssociation of NSW – achievements include:the recruitment and retention of 16 Aboriginalapprentices and trainees, the publication ofthe Leg up to Employment kit, a survey of allmembers to help them understand thebarriers to Aboriginal employment andprocurement and the promotion of culturalawareness training.
− Agreement with the Civil ContractorsFederation of NSW was signed in February2015 to take advantage of the enterprisedevelopment opportunities arising from theGovernment’ssignificant infrastructureinvestment.
20
GROWING JOBS AND ECONOMIC OPPORTUNITIES
ochre: TwO yEArs ON
ochre: TwO yEArs ON
21
The importance of leadership in industry
Mining may have come down from the highs it hitduring the recent boom, but the industry’s peakbody in NSW has lost none of its enthusiasm forpromoting Aboriginal employment.
The NSW Minerals Council was the first peakindustry body to enter an Industry-BasedAgreement (IBA) with the NSW Government, andit is standing by its commitments. After the firsttwo years of implementation, it has signed up toan open-ended partnership to boost employmentin mining for Aboriginal people.
There is no precedent for how an IBA shouldoperate. The Minerals Council’s approach was tobring a diverse group of partners together todevelop an action plan. Those partners includedthe NSW Indigenous Chamber of Commerce – thepeak body for Aboriginal-owned businesses. Toput control into Aboriginal hands, the MineralsCouncil has funded the chamber to deliver corecomponents of the plan.
Taking a pragmatic view of the less affluent timesfacing the industry, the council’s policy director,Greg Sullivan, says: “The first agreementdelivered a number of foundation benefits,building the relationships and networks that will
underpin future success. Rather than reinventingthe wheel, we are connecting people andprograms to complement the fantastic workorganisations are doing in this sector.”
The IBA Steering Committee provides a forum todiscuss mining’s experience of Aboriginalemployment. A powerful example comes from oneof its members, Whitehaven Coal, which hasundertaken to ensure one in ten new employeesat its Maules Creek project will be local Aboriginalpeople – a ratio which reflects the localpopulation.
“This voluntary goal highlights our view thatemployment is an essential basis for improvingAboriginal people’s lives,” said Whitehaven Coal’sBob Sutherland. “This will mean that once MaulesCreek becomes fully operational over the next fiveyears, 40 to 50 local Aboriginal people will beworking on site.”
In fact early recruitment at Maules Creek saw thetarget exceeded. Aboriginal people make up 15%of new employees at the mine, setting aprecedent both for the mine and the industryitself.
The Minerals Council has used this example toencourage and motivate the sector.
Comments from community
Deb Barwick, NSW Indigenous Chamber ofCommerce
‘‘The NSW Indigenous Chamber of Commerce fullysupports the approach taken by government andindustry to partner in the delivery of real economicopportunities to Aboriginal communities and wecould see a great benefit in being positioned tofacilitate the development of relationshipsbetween industry, Aboriginal businesses and aready Aboriginal workforce.”
Greg Sullivan, Director Policy, Minerals Council
‘‘We have to get better at what we are doing. TheMinerals Council supports an Industry BasedAgreement approach, not only because it is theright thing to do, but also because the flow-onbenefits from employment and economicdevelopment for communities and families cannotbe underestimated.”
CASE STUDY:
ochre: two years on
NSW Public Sector Aboriginal EmploymentStrategy 2014–17
The NSW Public Service Commission is leading thepublic sector’s efforts to employ more Aboriginalpeople, improve retention, and to create morepathways into senior roles.
Key achievements
• The NSW Public Sector Aboriginal EmploymentStrategy 2014–2017 was published in April 2015and can be accessed at www.psc.nsw.gov.au.The strategy focuses on developing careers andleadership to increase the representation ofAboriginal people in a broader range of roles,particularly senior positions.
• Aspirational target of 1.8% set for salary bands inwhich Aboriginal people are under-represented,to challenge the pyramid effect – which seesAboriginal employees over-represented in lowergrades. If the target is achieved, it is estimatedthe cumulative representation of Aboriginalemployees in the public sector will be 3.3%.
• The Aboriginal Career and LeadershipDevelopment Program delivered to Aboriginalpeople in the public sector who aspire toleadership roles on two occasions – in 2014 and2015. It will continue to be offered.
• Professional development and networkingevents, including one regional event in theHunter in June 2015, held to help increaseretention rates of Aboriginal employees in thepublic sector.
• An Aboriginal Employment Strategy Workshopheld in June 2015 to support individual agencies,and to identify the tools and resources requiredto deliver Aboriginal recruitment and careerdevelopment opportunities.
• The Public Service Commission will continue towork closely with NSW Government agencieswith few Aboriginal employees to improve theirrecruitment outcomes.
Comments from community
Famey Williams, Senior Project Officer, Service System Commissioning,Department of Family and Community Services,Graduate of the 2015 Aboriginal Career andLeadership Development Program
‘‘I desired a move into the strategic commissioningspace, however I lacked the confidence to stepinto it. The Aboriginal Career and LeadershipDevelopment Program taught me to value myability and transformed how I view myself. I’mnow in a commissioning role that aligns with mypostgraduate studies and I have a clear-cut pathfor how I am going to achieve the career I want.”
22
Going the extra mile to grow Aboriginalleadership
The NSW public sector has already exceeded theCOAG target of a 2.6% share for Aboriginalpeople in its workforce. And instead of stoppingthere, it has gone further. The NSW Public ServiceCommission is working actively to increase therepresentation of Aboriginal people in a broaderrange of roles, particularly senior leadership.
The Public Service Commission engaged theAustralian Graduate School of Management(AGSM) in 2014 to design and deliver the NSWpublic sector Aboriginal Career and LeadershipDevelopment Program to develop themanagement and leadership capabilities of
Aboriginal employees and to provide guidance,support and structure for career planning.
The program aims to create a pipeline ofAboriginal talent which can be fed into moresenior roles in the public sector. Aboriginal peoplewith extensive experience in the NSW publicsector collaborated in developing and deliveringthe program.
From the two schemes delivered since September2014, 44 Aboriginal employees have graduatedfrom across the NSW public sector. Although ithas only been operating a short time, the programis working: nine participants have taken up careerdevelopment opportunities including promotionsand appointments to act in more senior roles.
CASE STUDY:
ochre: TwO yEArs ON
Complementing OCHRE
Changes to the NSW Aboriginal Land Rights Act
Amendments in 2014 to the Aboriginal Land RightsAct 1983 improve the land rights claims processand offer Aboriginal communities in NSW moreopportunities to benefit from their land.
The Act established a network of Aboriginal LandCouncils and provided a mechanism for them toclaim and manage land as an economic base forAboriginal communities. The NSW legislation isrecognised as one of the strongest in the world.Land claimed by Aboriginal Land Councils, ifgranted, is transferred as freehold title. Theobjectives of Aboriginal Land Councils are to usetheir land and other resources to “improve, protectand foster the best interests of all Aboriginalpersons within the Council’s area and other personswho are members of the Council”.
Key achievements
• Amendments to the Act passed throughParliament in November 2014 and commencedoperation on 1 July 2015 offering Aboriginalcommunities in NSW:
− Faster and more flexible ways to obtain land,including the option for Aboriginal LandCouncils and the NSW Government tonegotiate agreements to settle multiple landclaims simultaneously, by entering into awritten agreement called an ‘Aboriginal LandAgreement’
− More flexibility in the management andoperation of Aboriginal Land Councils andsocial housing schemes, along with moreaccountability
− More clarity about how business enterprisescan be set up and run.
• Aboriginal Affairs and the Department ofPlanning and Environment commenced work toremove barriers in the planning system affectingthe management of Aboriginal lands, to helpunlock the economic potential of Aboriginal landassets.
23
Local Decision Making
Local Decision Making (LDM) is transforming the wayAboriginal communities and government work togetherby giving Aboriginal communities a progressivelybigger say in what services are delivered in theircommunities, and how they are delivered. The initiativemarks a significant departure from paternalistic pastpractices and opens the books to Aboriginal people.Ethical and participatory evaluation processes also putdecision making about the measures of success in thehands of Aboriginal people.
Through LDM, communities are progressivelydelegated increased decision-making powers oncetheir capacity is proven and agreed conditions aremet. Government service delivery will be directedthrough binding agreements between Aboriginalregional alliances and government (called Accords)that outline how priorities will be addressed.
Key achievements
• Three additional LDM sites announced inresponse to high levels of community interestbringing the total number of LDM sites to six.Each LDM site is represented by an AboriginalRegional Alliance.
− Three Rivers Regional Assembly (CentralWest) and Barang-Central Coast AboriginalCommunity Organisations Network (CentralCoast) announced in September 2014.
− Northern Region Aboriginal Alliance (New England North West) announced inMarch 2015.
• The Chairs of the six Regional Alliances formedthe Regional Chairs Group to share informationand lessons learnt and to provide advice to theNSW Government.
• The NSW Government signed the first Accordwith the Murdi Paaki Regional Assembly in March2015 with a focus on economic development,educational attainment and housing affordability.The Accord can be found atwww.aboriginalaffairs.nsw.gov.au.
• The five remaining Regional Alliances formalisedtheir governance arrangements and defined theirpriorities in consultation with communities in theirregion.
• Premier’s Memorandum published February 2015promoting the intent of LDM and outlining theroles and responsibilities of NSW Governmentagencies in supporting its success. Thememorandum can be found atwww.dpc.nsw.gov.au.
• Aboriginal Affairs continued to raise awarenessabout LDM and worked with communities withoutaccess to the LDM initiatives to strengthen theirdecision-making structures.
Comments from community
Sam Jefferies, Chairperson, Murdi Paaki Regional Assembly and InterimChairperson, LDM Regional Chairs
‘‘LDM is the most exciting initiative ever to enterthe government services and program areas thatimpact on Aboriginal people. The level ofopenness and transparency is unprecedented,setting the high water mark in governmentaccountability to Aboriginal people. These traitscoupled with the decision-making capabilities forAboriginal people are creating an environmentfor change – change in the way government doesbusiness, change in government’s priority setting,and significant change in responsibility for theAboriginal leadership in communities and acrossthe region. While it's early days, we are confidentthat the LDM process, if it survives the politicalideology, will have a lasting effect on Aboriginalpeople.”
Aunty Jean Hands, Chairperson, Northern Region Aboriginal Alliance
‘‘The establishment of LDM is seen as afoundation for an improved partnership betweenthe NSW Government and all Aboriginal peopleand communities in NSW. It is a positive stepforward and is based on guiding principles that
24
LOCAL COMMUNITIES, LOCAL INITIATIVES
ochre: TwO yEArs ON
ochre: TwO yEArs ON
provide a high level of transparency andopenness in the process; works from the bottomup and not top down; and sets a high standard inGovernment accountability to all Aboriginalpeoples in NSW.
While it does cater for increased decision-makingcapabilities for Aboriginal people, this change willcreate a positive environment for how business isdone at a local, regional and state level.Aboriginal people and communities have alwaysconfirmed they want local solutions for localproblems. To have this significant change inresponsibility for Aboriginal leadership incommunities and regions can only help toprovide sustainable outcomes for Aboriginalpeople across NSW.”
Sean Gordon, Chairperson, Barang Central CoastAboriginal Organisations Network NSW
‘‘Barang Regional Alliance is the backboneorganisation of Aboriginal community-controlledorganisations here on the Central Coast of NSW.
Barang has been an active participant in LDMsince OCHRE’s inception in 2013. By workingwith the other five LDM regions across NSW, inparticular through the regional chairs forum, weare able to collaborate on a broader andcommon-cause platform. Locally here on theCentral Coast, LDM has evolved in unison withour lead role in Empowered Communitiesnationally and is seen as a key element to thefuture prosperity of our people and communities.”
25
The Murdi Paaki show self-determination takes time and commitment
The Murdi Paaki Regional Assembly was the firstAboriginal regional alliance to negotiate and signan Accord with the NSW Government. TheAssembly was formed in 1997 and has refined itsgovernance arrangements and processes overthe 18 years since. The experience it gained from“doing” has enabled it to set a clear strategicdirection for its region, and to engage andcollaborate with all levels of government in orderto make progress in the direction it had set. Whilegovernment policies have changed over its18-year lifetime, the Murdi Paaki RegionalAssembly has remained committed to itscommunities, and has been able to speak togovernment with a strong and united voice.
The Assembly thus had the necessary capacityand experience to negotiate an Accord with theNSW Government soon after being announced asa Local Decision Making (LDM) site.
LDM recognises that Aboriginal communities havethe right to decide for themselves as far aspossible about the issues that affect them – whorepresents them, how they operate and what theythink is important.
To achieve greater self-determination, which is thegoal of LDM, consistent, long-term policy andinvestment, and respectful and genuineengagement are needed. Aboriginal regionalalliances and other governance bodies need theNSW Government to be committed over the longterm to help them build governance capacity andgain confidence in decision making so that theyare ready to negotiate Accords with theGovernment.
Other Aboriginal regional alliances nowparticipating in LDM have been formed morerecently, and have been focusing on establishingand strengthening their governancearrangements, and consulting their memberorganisations and constituents to set prioritieswhich suit their regions. For their part, NSWGovernment Departments have supported theefforts of regional alliances to adhere to goodgovernance principles, and have respected theirdecision to focus on self-governance first.
This investment in self-governance will, with timeand commitment, build the capacity of otherregional alliances to negotiate their own Accordwith the NSW Government as the Murdi PaakiRegional Assembly has done.
CASE STUDY:
ochre: TwO yEArs ON
Strengthening the capacity of Aboriginal NGOs
The NSW Department of Family and CommunityServices (FACS) is strengthening the capacity ofAboriginal non-government organisations (NGOs) totake up leadership roles across a wide range ofrelevant sectors and to progressively take charge ofmore decisions, programs and activities.
Key achievements
• The Aboriginal Child, Family and CommunityCare State Secretariat NSW (AbSec) and FaCSworked together to build the capacity ofAboriginal NGOs to provide out-of-home careservices to Aboriginal children and youngpeople. A co-design approach has been agreedwith AbSec to effectively engage the Aboriginal NGO sector.
• The FaCS Aboriginal Sector Capacity BuildingProject for the National Disability InsuranceScheme (NDIS) focused on increasing thenumber of Aboriginal NGOs with the capacity todeliver disability services.
• Internal audit of the governance and operationand Aboriginal out-of-home carecapacity-building initiatives completed and workundertaken to address its five recommendations,namely developing a common understanding ofobjectives and approaches, implementing riskmanagement, defining roles and responsibilities,developing communication protocols andenhancing reporting.
26
OCHRE is the first government plan in Australia to acknowledge formally that healing andintergenerational trauma and loss are real, significantand ongoing issues for Aboriginal people andcommunities. While all OCHRE initiatives advancethe dialogue in NSW to promote healing, specifichealing initiatives are providing new opportunities to open up positive discussions.
Key achievements
• The first NSW Healing Forum held in July 2014. Itwas well attended and well received. The reportfrom the forum can be found atwww.aboriginalaffairs.nsw.gov.au.
• Memorandum of understanding and fundingagreement signed by Aboriginal Affairs and theHealing Foundation (a national hub) to promotehealing and to facilitate six regional healingforums across NSW in 2016 and 2017. Localcommunities across NSW will be engaged todevelop these forums.
Comments from community
Grant Sarra, Healing Forum Facilitator
‘‘Healing is changing the way we think, feel andbehave towards each other as people to becomebetter human beings but to also make sure wehave the integrity and dignity to know what thismeans.”
Mick Gooda, Social Justice Commissioner, Australian Human Rights Commission
‘‘Whatever we do with healing it’s got to be drivenby the community. Not a blanket approach that’sdeveloped in Sydney then dropped into everycommunity across NSW but the communityactually driving it all.”
Uncle Paul McLeod, Shoalhaven Men’s Health andHELL (Healing, Empowerment, Leadership, Lore)
‘‘Families are the healing of each community –through song, dance, language and through theMother – lore.”
Richard Weston, CEO Aboriginal & Torres StraitIslander Healing Foundation
‘‘Healing is a way of overcoming the tendency todefault to focusing on things that can’t bechanged. Instead, healing enables individuals toget control over their lives and look for positivepathways.”
27
PROMOTING HEALING
ochre: TwO yEArs ON
ochre: TwO yEArs ON
28
Doing no more harm
For Aboriginal people, healing has a specialcultural meaning and importance. When healing isdiscussed, great care must be taken to ensurethose taking part feel able to be candid about thedeeply personal and sensitive issues it raises.
The Mapu yaan gurri, mapu marrunggirr: Healingour way forum at the University of NSW on 23 July2014 was a successful starting point for adiscussion about healing because of the approachtaken by participants and the meticulous way itwas organised. It was planned from the outset as adiscussion led by Aboriginal people at whichgovernment and non-government delegates couldhear Aboriginal perspectives on healing.
A reference group planned the event with dueconsideration for the individual healing journeys ofthe participants. A culturally safe space wascreated to ensure participants could speak andlisten without shame or blame, to advance thedialogue on healing including sensitive issuessurrounding the Stolen Generations.
The stories of the Stolen Generations are best toldby the survivors themselves. Members of theStolen Generations, including former residents ofCootamundra Girls’ Home and Kinchela Boys’Home, participated both in the planning and in theforum itself as discussion leaders.
The forum gave government and non-governmentorganisations the opportunity to listen andunderstand the survivors’ experience, includingtheir trauma and healing journey. Participantshighlighted the unfinished business that remainsfrom the Bringing Them Home report – thelong-lasting and unresolved traumas that are stillpassing on their effects from one generation tothose that follow. As one survivor said: “It hastaken away our land, took us away from ourpeople, and diminished and ridiculed our cultureand values.”
The forum discussion was not only a success initself. It also showed NSW is leading the way inpartnering with Aboriginal communities to developa way forward in the healing process.
CASE STUDY:
29
To stay accountable, we will:
• Contract the independent evaluation of fourOCHRE initiatives and localise evaluationstrategies to suit different communities.
• Publish research practice guidelines to assistcommunities, government and non-governmentorganisations to undertake research withAboriginal people and communities.
To strengthen Aboriginal languages and cultures,we will:
• Ensure community coordination for everyAboriginal Language and Culture Nest.
• Support Aboriginal communities to identify andestablish a permanent Keeping Place for everyNest.
• Continue working to increase the number ofAboriginal language tutors.
• Continue working to increase the number of TAFEcourses available for Aboriginal people to learnlanguage and to be certified to teach in schools.
• Increase the number of schools teachingAboriginal languages.
NEXT STEPS
ochre: TwO yEArs ON
To support Aboriginal students to succeed, we will:
Opportunity Hubs
• Deepen our engagement with industry bodies,employers, and education, training andemployment organisations to expand careereducation and supported pathways tosustainable jobs.
• Continue to develop partnerships with the Army,Vocational Training Employment Centres andNGOs working with young people to promotecareer aspirations, to deliver career educationand to identify sustainable career pathways.
• Expand career planning linked to studentPersonal Learning Plans for all intensivelyengaged students.
• Ensure school leavers are tracked and supportedto make successful transitions to post-schooleducation, training or jobs.
Connected Communities
• Build on the improved NAPLAN results and focussharply on refining gap areas.
• Emphasis on STEM (Science, Technology,Engineering and Mathematics) in all ConnectedCommunities schools.
• Consult on and implement the ConnectedCommunities Healing and Wellbeing Model, acomponent of the Wellbeing Framework, acrossall Connected Communities schools. The modelsupports students and their families, school staff and the local community. Its stagedimplementation will focus first on the wellbeing of school staff.
• Engage more Aboriginal community members toteach local Aboriginal languages and culture tostudents and school staff. The teaching oflanguages complements the Connecting toCountry training provided by the NSW AECG.
• Introduce the Healthy Culture: Healthy Countryprogram. Delivered by the NSW AECG, theprogram promotes the importance of maintainingAboriginal languages and cultures througheducation and emphasises the synthesis betweenthe health of culture, the health of Country, and thehealth and wellbeing of Aboriginal Australians.
To grow jobs and economic opportunities, we will:
Economic development
• Finalise the Aboriginal Economic DevelopmentFramework (AEDF) to drive long-term andsustainable economic prosperity of Aboriginalpeople and their communities across NSW. Anew direction will be built around three key areasof improved governance, strategic partnershipsand investment in human capital.
• Sign two new Industry-Based Agreements toprovide more opportunities for Aboriginalemployment and enterprise in NSW.
Aboriginal employment in the public sector
• Continue to deliver the Aboriginal Career andLeadership Development Program.
• Develop tools and resources to support alldepartments and agencies to recruit Aboriginalpeople.
• Establish an additional entry point for Aboriginalapplicants through the NSW GovernmentAboriginal Employment and DevelopmentProgram, focusing initially on departments andagencies with few Aboriginal staff.
• Host a series of Regional Aboriginal Networkevents aimed at improving the retention rates ofAboriginal staff in the public sector by buildingpersonal connections and providingdevelopment opportunities.
• Review the effectiveness of various approachesto developing Aboriginal cultural competencyacross the sector. This includes promoting goodpractice.
Aboriginal Land Rights Act
• Ensure a coordinated, whole-of-governmentapproach to developing and implementing anegotiation framework for Aboriginal LandAgreements.
30
ochre: TwO yEArs ON
To promote local communities and local initiatives,we will:
• Support Regional Alliances participating in LocalDecision Making to negotiate and sign Accordswith the NSW Government.
• Support new and emerging regional governancebodies.
To promote healing, we will:
• Continue to support Aboriginal communities todevelop their own healing approaches andadvocate the importance of healing.
• Develop the design and delivery models for sixregional healing forums scheduled for 2016 and2017 to build an understanding in government to support Aboriginal healing.
31
