1997- National priorities for education of Indigenous Australians
According to the Ministerial council on education, employment, training and youth affairs (MCEETYA) (2000), ministers agreed in 1997 to a National Literacy and Numeracy Goal for example, every child leaving primary school must be numerate and be able to read, write and spell at a suitable level.
“National Strategy for the Education of Aboriginal and Torres Strait Islander Peoples (NATSIEP) 1996–2002. Revised NATSIEP agreement made across all levels of government involved in Aboriginal education and the key agreed aim was to have all children leaving school able to read, write, spell and add” (New South Wales government, Aboriginal education, board of studies NSW, 2010).
Woodroffe (2014) state that the aims of this policy included training for staff involved in Indigenous education, including Indigenous parents in their children’s education, , setting literacy, numeracy and employment goals and evolving and extending culturally inclusive curriculum.
According to the Ministerial council on education, employment, training and youth affairs (MCEETYA) (2000), ministers agreed in 1997 to a National Literacy and Numeracy Goal for example, every child leaving primary school must be numerate and be able to read, write and spell at a suitable level.
“National Strategy for the Education of Aboriginal and Torres Strait Islander Peoples (NATSIEP) 1996–2002. Revised NATSIEP agreement made across all levels of government involved in Aboriginal education and the key agreed aim was to have all children leaving school able to read, write, spell and add” (New South Wales government, Aboriginal education, board of studies NSW, 2010).
Woodroffe (2014) state that the aims of this policy included training for staff involved in Indigenous education, including Indigenous parents in their children’s education, , setting literacy, numeracy and employment goals and evolving and extending culturally inclusive curriculum.