Identifying Measures for Success in Education for Yolŋu Students: Yuwalkŋu Däwur (true stories) from East Arnhem, Northern Territory.

In the Northern Territory, student education achievement data in government schools are viewed predominantly through binary lenses - urban and remote, First Nations and non-First Nations. The data results, grouped as such, do not allow for comprehensive analysis when viewed through these lenses or specifically acknowledge the different approaches to education. For example, suppose the students speak English as an additional language or dialect or attend a school that has a bilingual approach to teaching and learning. In that case, the achievement data might not accurately reflect these factors. A long-term challenge for the Northern Territory Department of Education has been the mismatch between education policies and positive outcomes for First Nations students and their communities. In the Education NT Strategy 2021-2025, The Department of Education has committed to renewing a Territory-wide approach to education that is inclusive and culturally responsive, identifying realistic performance measures for students in the Northern Territory. This research aims to take a ‘ground up’ and strengths-based approach, identifying areas of achievement and success in education contextual for Yolŋu students and the community in East Arnhem Land. By working with Yolŋu community and educators, this research intends to explore what success might look like from community perspectives and consider student success stories as alternate or equally valid approaches to representing success. How can this be achieved? What will this look like across the diverse landscapes and cultures of the NT?