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Abstract:
This research shows that pathways to Aboriginal education, training and employment do not necessarily start with traineeships, apprenticeships, cadetships or work placements. The option of enrolling and engaging trainee researchers in formal training arrangements was not elected on the basis of our judgement that it would not be viable. This decision was supported by recommendations in reports by the Australian National Training Authority (ANTA) and the National Centre for Vocational Education Research about essential factors that favour training outcomes. For example, Gelade and Stehlik (2004) found that many Aboriginal adults did not have sufficient proficiency in English language, literacy and numeracy to meet the training requirements of VET courses, and this appears to be a factor in the Anmatyerr region. Although ‘traineeships’ between institutions and service providers can receive extra government support from education and Aboriginal programs, the service providers would not be available to work one-on-one with the Anmatyerr trainee researchers, which was the case with the research team and coordinator. The pathway discussed here starts locally and endorses and includes the cultural education and training of Elders. The cultural basis to the training is supported by a community-based mentor and Elders as well as a coordinator and various non-Aboriginal institutions. Although perhaps regarded as a ‘preparation phase’, activities acquired locally in culturally safe environments such as listening, observing, committing, attendance, preparing for and participating in field trips, managing money for daily needs, and communicating are fostering essential skills that underpin more formal education and training options. The research concluded that the most appropriate training pathway towards employment/livelihoods is one where training is embedded in practice. These are characteristics of the pathway to the starting line of formal training programs.
