Education

EDUCATION OBJECTIVE The Three Rivers Regional Assembly and the NSW Government will work in partnership through this Accord to substantially strengthen the access, participation and educational achievement for Aboriginal peoples within the TRRA footprint. All engagement will be conducted, in accordance with local cultural protocols as identified in Governance and Capacity Commitment 5.3.

EDUCATION COMMITMENTS RESPONSIBILITY

  • 3.1. The Three Rivers Regional Assembly and the NSW Government commit to identifying schools and school specific policy to prevent repeat suspension and to re-engage students in the TRRA footprint. The specific policies may include, but will not be limited to restorative practices and engagement centres. Lead: NSW Department of Education TRRA Other Stakeholders: NSW Aboriginal Education Consultative Group (AECG) Aboriginal Education Committees (AECs) Lead: NSW Department of Education TRRA Other Stakeholders: AEO ACLO ASLO

  • 3.2. The Three Rivers Regional Assembly and the NSW Government commit to engaging Three Rivers Regional Assembly members to play an advisory, supporting and facilitation role in consultations between the Principals and community/families through the Aboriginal Education Committees.

  • 3.2.1. The Three Rivers Regional Assembly to identify and nominate members, acknowledging that this is inclusive of existing relationships in place such as with AECG.

  • 3.2.2. The Three Rivers Regional Assembly and the NSW Government commit to, through Aboriginal Education Committees (AEC), implementing measures to improve Aboriginal parent/carer involvement in schools within the Three Rivers Regional Assembly footprint.

  • 3.3. The Three Rivers Regional Assembly and the NSW Government commit to jointly examining each school in the Three Rivers Regional Assembly footprint to identify the capacity of the schools to engage meaningfully with its Aboriginal community.

  • 3.3.1. The Three Rivers Regional Assembly and the NSW Government commit to identifying and implementing strategies for improving effective communication and consultation based upon the outcomes of 3.3.

  • 3.4. The Three Rivers Regional Assembly and the NSW Government commit to identifying how Education and Cultural Advocates can support the Three Rivers Regional Assembly and the NSW Government to co-design the 3 year school plans including annual updates. Education and Cultural Advocates are peoples identified by TRRA.

  • 3.5. The Three Rivers Regional Assembly must be involved in the selection process of identified Aboriginal positions in the Three Rivers Regional Assembly footprint, including;

  • Aboriginal Education and Engagement Officers (AEO)

  • Aboriginal Community Liaison Officers (ACLO);

  • Aboriginal Student Liaison Officers (ASLO), and

  • any future Aboriginal Identified positions Lead: NSW Department of Education TRRA Other Stakeholders: SLSO AEO ACLO ASLO

  • 3.6. The Three Rivers Regional Assembly to play a key role in re-defining the position descriptions, when next reviewed and during any subsequent reviews, for any Aboriginal identified positions, in schools within the Three Rivers Regional Assembly footprint. Including for

  • Student Learning Support Officers (SLSO); Aboriginal Education and Engagement Officers (AEO); Aboriginal Community Liaison Officers (ACLO);

  • Aboriginal Student Liaison Officers (ASLO), and

  • any future Aboriginal Identified positions

  • 3.7. The NSW Government, on behalf of public schools in the Three Rivers Regional Assembly footprint, commits to where trained community accepted and endorsed Aboriginal language teachers are available, the second language to be taught in schools is the local Aboriginal Language.

  • 3.7.1. The NSW Government commits to ensuring that Aboriginal language teachers to be culturally appropriate, qualified to teach the local language and be paid for service from within existing school budgets.

  • 3.8. The Three Rivers Regional Assembly and the NSW Government commit to jointly scoping the resources required to support both in school and out of school suspensions, for non-violent suspensions, broadly across the schools in the Three Rivers Regional Assembly footprint.

  • 3.8.1. This would involve, but not be limited to staffing, resources, physical assets and strategies required for the successful delivery of a program of this nature.